WorldWideScience

Sample records for school teacher ratings

  1. A Comparison of Teacher Stress and School Climate across Schools with Different Matric Success Rates

    Science.gov (United States)

    Milner, Karen; Khoza, Harriet

    2008-01-01

    Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided…

  2. A comparison of teacher stress and school climate across schools with different matric success rates

    Directory of Open Access Journals (Sweden)

    Karen Milner

    2008-05-01

    Full Text Available Our aim was to investigate differences in teacher stress and perceptions of school climate among teachers from schools with differing matriculation success rates in the Limpopo province of South Africa. Two schools with matric pass rates of 100% and two schools with matric pass rates of less than 25% were selected from a list of schools provided by the province's Educational District Circuit. The schools were matched in terms of area, size, resources, and equipment. Thirty-three teachers from the high performing schools and forty-two teachers from the poor performing schools participated in the study. Student's t tests were used to assess the differences between the schools on the variables under investigation, and the results showed the teachers' experience of stress across the different schools was not significantly different, but significant differences did emerge with regard to school climate. The implications of these findings for the study population are discussed.

  3. Oppositional Defiant Disorder: prevalence based on parent and teacher ratings of Malaysian primary school children.

    Science.gov (United States)

    Gomez, Rapson; Hafetz, Nina; Gomez, Rashika Miranjani

    2013-08-01

    This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and teacher ("and-rule") ratings, respectively. When the functional impairment criterion was not considered, the rate reported by parents was higher at 13.28%. The theoretical, diagnostic and cultural implications of the findings are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

  4. Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden

    Science.gov (United States)

    Modin, Bitte; Låftman, Sara B.; Östberg, Viveca

    2017-01-01

    School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students. PMID:29236039

  5. Teacher Rated School Ethos and Student Reported Bullying-A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden.

    Science.gov (United States)

    Modin, Bitte; Låftman, Sara B; Östberg, Viveca

    2017-12-13

    School ethos refers to the school leadership's purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students' attitudes in a way that prevents the emergence of bullying behavior among students.

  6. Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm, Sweden

    Directory of Open Access Journals (Sweden)

    Bitte Modin

    2017-12-01

    Full Text Available School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students.

  7. Explaining the Gap in Charter and Traditional Public School Teacher Turnover Rates

    Science.gov (United States)

    Stuit, David A.; Smith, Thomas M.

    2012-01-01

    This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts. We test whether the turnover gap is explained by different distributions of factors that are empirically and theoretically linked to turnover risk. We find that the turnover rate of charter…

  8. The Impact of School Socioeconomic Status on Student-Generated Teacher Ratings

    Science.gov (United States)

    Agnew, Steve

    2011-01-01

    This paper uses ordinary least squares, logit and probit regressions, along with chi-square analysis applied to nationwide data from the New Zealand ratemyteacher website to establish if there is any correlation between student ratings of their teachers and the socioeconomic status of the school the students attend. The results show that students…

  9. Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

    Science.gov (United States)

    Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

    2015-12-01

    The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

  10. The Impact of Collective Bargaining on Teacher Transfer Rates in Urban High-Poverty Schools

    Science.gov (United States)

    Nelson, F. Howard

    2006-01-01

    Data in this report reveals that collectively bargaining agreements are not the source of the teacher quality problem in urban school districts. The data shows that collective bargaining agreements are associated with reduced teacher transfer activity, especially in high-poverty schools, and less reliance on first-year teachers to staff…

  11. Factors influencing elementary school teachers' ratings of ADHD and ODD behaviors.

    Science.gov (United States)

    Stevens, J; Quittner, A L; Abikoff, H

    1998-12-01

    Examined factors that influence teachers' ratings of children with either attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD). 105 teachers watched 2 videotapes--1 depicting a normal child and the other a child with either ADHD or ODD--and rated each child using 2 different questionnaires. Results indicated that teachers accurately rated the child on the ADHD versus ODD tape as having significantly more inattention and hyperactivity but significantly less oppositionality. However, effect sizes indicated the presence of a unidirectional, negative halo effect of oppositional behaviors on ratings of hyperactivity and inattention. Teachers appeared less biased in their judgments when using a well-operationalized rating scale. Finally, knowledge, education, and experience with children with ADHD generally had no effect on the accuracy of teachers' ratings.

  12. Boys starting school disadvantaged: implications from teachers' ratings of behaviour and achievement in the first two years.

    Science.gov (United States)

    Childs, G; McKay, M

    2001-06-01

    Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting school. It examined whether teachers' ratings displayed predictive stability over that period, and whether significant differences evident at age 5 in SES and gender were still operative at age 7. Two samples, of low income (N = 85) and middle income (N = 63) children, were rated following school entry (mean age 5 years 3 months) and rated again after two years at school. The children were rated at both points by their regular classroom teachers using the Learning Behaviours Scale (Stott et al., 1998) with subscales of Distractible, Apprehensive and Uncooperative, together with ratings of academic achievement and their personal perception of each child. SES was found to be a very limited predictor for the learning behaviour subscale ratings and for teachers' personal perceptions at both ages 5 and 7. SES did significantly predict expected Academic Achievement at age 5, but this effect disappeared completely by age 7. Conversely, within the two defined groups, Low Income boys were found to display significantly poorer learning behaviours at age 5, especially in terms of distractible behaviour, compared with Middle Income boys and with girls generally. This pattern was maintained over the next two years of their schooling. The effect of SES was thus demonstrated more powerfully in between-group differences than by means of regression. The findings emphasised the persistence of teachers' initial negative impressions about distractible 'hard to manage' boys from low SES families. The outcomes of this study suggest that low SES boys commenced

  13. A large scale study of the assessment of the social environment of middle and secondary schools: the validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement.

    Science.gov (United States)

    Brand, Stephen; Felner, Robert D; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

    2008-10-01

    Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.

  14. The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

    Science.gov (United States)

    Koedel, Cory; Li, Jiaxi; Springer, Matthew G.; Tan, Li

    2017-01-01

    Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in…

  15. Students' motivational processes and their relationship to teacher ratings in school physical education: a self-determination theory approach.

    Science.gov (United States)

    Standage, Martyn; Duda, Joan L; Ntoumanis, Nikos

    2006-03-01

    In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = .89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, chi-squared (292) = 632.68, p self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings.

  16. Effects of zinc supplementation on parent and teacher behaviour rating scores in low socioeconomic level Turkish primary school children.

    Science.gov (United States)

    Uçkardeş, Yasemin; Ozmert, Elif N; Unal, Fatih; Yurdakök, Kadriye

    2009-04-01

    To determine the effect of zinc supplementation on behaviour in low-income school aged children. Double-blind randomized, placebo controlled trial. Low-income district primary school in Turkey. Third grade students in the school. Among 252 students, 226 participated and 218 completed the study. Children in each class were randomized either to the study group to receive 15 mg/day elemental zinc syrup or to placebo group to receive the syrup without zinc for 10 weeks. The change in Conner's Rating Scales for Teachers and Parents scores after supplementation. The mean Conner's Rating Scale for Parents scores on attention deficit, hyperactivity, oppositional behaviour and conduct disorder decreased significantly in the study and placebo groups after supplementation (p children with clinically significant parent ratings on attention deficit (p = 0.01) and hyperactivity (p = 0.004) decreased in the study group while prevalence of oppositional behaviour (p = 0.007) decreased in the placebo group. In children of mothers with low education all mean Parents' scores decreased significantly (p children with clinically significant scores for attention deficit, hyperactivity and oppositional behaviour decreased only in the study group (p children with clinically significant scores for attention deficit and hyperactivity. The affect on behaviour was more evident in the children of low educated mothers.

  17. Teachers perception of school

    African Journals Online (AJOL)

    User

    This paper is part of MA thesis in which primary school teachers' perceptions of was explored. The study was ... of relevance, management, and result in enhancement of students learning, and obstructions. ...... Professional Ethics, Counseling.

  18. Career Mobility Patterns of Public School Teachers

    OpenAIRE

    Vera, Celia Patricia

    2013-01-01

    One issue that has pervaded policy discussions for decades is the difficulty that school districts experience in retaining teachers. Almost a quarter of entering public school teachers leave teaching within the first three years and empirical evidence has related high attrition rates of beginner teachers to family circumstances, such as maternity or marriage. I examine female teachers' career choices and inquire about the effects that wage increases and child care subsidies have on their empl...

  19. Chronic Teacher Turnover in Urban Elementary Schools

    Directory of Open Access Journals (Sweden)

    Kacey Guin

    2004-08-01

    Full Text Available This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.

  20. Authoritative School Climate and High School Dropout Rates

    Science.gov (United States)

    Jia, Yuane; Konold, Timothy R.; Cornell, Dewey

    2016-01-01

    This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high…

  1. A Study Similarities and Differences in Selected Human Resource Practices and Their Relation to Teacher Retention in a Sample of Four School Districts, Two with High and Two with Low Rates of Retention

    Science.gov (United States)

    Phelan, Patrick M.

    2010-01-01

    This is a study of the practices utilized by four school districts, two with high and two with low retention rates of teachers, to examine how similarities and differences in selected human resources practices relate to the successful retention of teachers in these districts. The factors studied that may impact teacher retention included…

  2. Teacher Empowerment: School Administrators' Roles

    Science.gov (United States)

    Balyer, Aydin; Özcan, Kenan; Yildiz, Ali

    2017-01-01

    Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This…

  3. Teacher Performance Trajectories in High- and Lower-Poverty Schools

    Science.gov (United States)

    Xu, Zeyu; Özek, Umut; Hansen, Michael

    2015-01-01

    This study explores whether teacher performance trajectory over time differs by school-poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high- (=60% free/reduced-price lunch [FRPL])…

  4. The Teacher Labour Market, Teacher Turnover and Disadvantaged Schools: New Evidence for England

    Science.gov (United States)

    Allen, Rebecca; Burgess, Simon; Mayo, Jennifer

    2018-01-01

    We study the market for teachers in England, in particular teacher turnover. We show that there is a positive raw association between the level of school disadvantage and the turnover rate of its teachers. This association diminishes as we control for school, pupil and local teacher labour market characteristics, but is not eliminated. The…

  5. PRIMARY SCHOOL TEACHER

    CERN Multimedia

    Madeleine Dittus

    2002-01-01

    For January 2003, the A.P.E.G. has an opening for a primary school teacher in the German national language program. The position requires one afternoon of teaching (13:30 till 16:30) every Tuesday at the Collège in Prévessin. The candidate should be a native speaker of German and have some knowledge of French. If you are interested, please send your CV, a copy of your diploma, and a short letter of motivation, until December 9th, to the following address. Madeleine Dittus Présidente A.P.E.G. 5, La vie Destraz 01630 St. Genis-Pouilly (France)

  6. Authoritative school climate and high school dropout rates.

    Science.gov (United States)

    Jia, Yuane; Konold, Timothy R; Cornell, Dewey

    2016-06-01

    This study tested the association between school-wide measures of an authoritative school climate and high school dropout rates in a statewide sample of 315 high schools. Regression models at the school level of analysis used teacher and student measures of disciplinary structure, student support, and academic expectations to predict overall high school dropout rates. Analyses controlled for school demographics of school enrollment size, percentage of low-income students, percentage of minority students, and urbanicity. Consistent with authoritative school climate theory, moderation analyses found that when students perceive their teachers as supportive, high academic expectations are associated with lower dropout rates. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  7. PRIMARY SCHOOL TEACHER

    CERN Multimedia

    Madeleine Dittus

    2002-01-01

    For the beginning of the school year 2002/2003, the A.P.E.G. has an opening for a primary school teacher in the German national language program. The position requires one afternoon of teaching (13:30 till 16:30) every Tuesday at the Collège in Prévessin. The candidate should be a native speaker of German and have some knowledge of French. If you are interested, please send your CV, a copy of your diploma, and a short letter of motivation, until March 10th, to the following address. Madeleine Dittus - Présidente A.P.E.G. 5, La vie Destraz 01630 St. Genis-Pouilly - France

  8. A Large Scale Study of the Assessment of the Social Environment of Middle and Secondary Schools: The Validity and Utility of Teachers' Ratings of School Climate, Cultural Pluralism, and Safety Problems for Understanding School Effects and School Improvement

    Science.gov (United States)

    Brand, Stephen; Felner, Robert D.; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

    2008-01-01

    Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young…

  9. Charter School Teacher Job Satisfaction

    Science.gov (United States)

    Roch, Christine H.; Sai, Na

    2017-01-01

    We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We…

  10. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2001-05-01

    Literature Cited National Science Education Standards; National Academy Press: Washington, DC, 1996; http://www. nap.edu/readingroom/books/nses/. Principles and Standards for School Mathematics; National Council of Teachers of Mathematics: Washington, DC, 2000; http://standards.nctm.org/. Visit CLIC, an Online Resource for High School Teachers at http://jchemed.chem.wisc.edu/HS/

  11. Teacher Victimization in Authoritative School Environments

    Science.gov (United States)

    Kapa, Ryan R.; Luke, Jeremy; Moulthrop, Dorothy; Gimbert, Belinda

    2018-01-01

    Background: Victimization in schools is not limited to students. Teachers increasingly face threats and attacks from their students. An authoritative school environment, characterized by high structure and support, has been associated with lower rates of victimization. The purpose of this study was to explore the relationship between authoritative…

  12. Illinois Ratings of Teacher Effectiveness Manual. Grades 9-12.

    Science.gov (United States)

    Blanchard, B. Everard

    The Illinois Ratings of Teacher Effectiveness (IRTE) is an instrument for recording senior high school student perceptions of teacher performance in ten trait areas: teacher appearance, ability to explain, friendliness, grading fairness, discipline, outside classroom assignments, enjoyment of teaching, voice, mannerisms, and command of subject…

  13. Rating Students' Problem Behaviour: The Role of Teachers' Individual Characteristics

    Science.gov (United States)

    Kokkinos, Constantinos M.; Kargiotidis, Apostolos

    2016-01-01

    This study examined the role of teachers' personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student's behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout.…

  14. Interpersonal relationship of high schools' teachers and teachers profile

    NARCIS (Netherlands)

    Telli, Sibel; Cakiroglu, Jale; den Brok, Perry

    2009-01-01

    The purpose of the study was to examine associations between Turkish high school students' perceptions of their teachers' interpersonal behavior and drawn attention to the relationship between students' affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher Interaction

  15. Interpersonal relationships of high schools' teachers and teachers' profiles

    NARCIS (Netherlands)

    Telli, S.; Cakiroglu, J.; Brok, den P.J.

    2009-01-01

    The purpose of the study was to examnine associations between Turkish high school students'perceptions of their teacher's interpersonal behavior and drawn attention to the relationship between students'affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher

  16. Competition for Private and State School Teachers

    Science.gov (United States)

    Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

    2008-01-01

    We analyse the role of private schools in the teachers' labour market. Private schools employ an increasingly-disproportionate share of teachers in Britain, relative to the number of their pupils. Their teachers are more likely than state school teachers to possess post-graduate qualifications, and to be specialists in shortage subjects.…

  17. When a Teacher Switches Schools

    Science.gov (United States)

    LaSalle, Daniel

    2015-01-01

    In this article, northeast Philadelphia teacher Daniel LaSalle describes the transition and struggle of leaving his past students and adjusting to a new school. He concludes that the highly contextualized knowledge of how to navigate, and be accepted in, a school culture is not something found in the latest journal articles or books on education.…

  18. Teacher community in elementary charter schools.

    Directory of Open Access Journals (Sweden)

    Marisa Cannata

    2007-05-01

    Full Text Available The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

  19. Parental External Locus of Control in Pregnancy Is Associated with Subsequent Teacher Ratings of Negative Behavior in Primary School: Findings from a British Birth Cohort

    Science.gov (United States)

    Nowicki, Stephen; Gregory, Steven; Ellis, Genette L.; Iles-Caven, Yasmin; Golding, Jean

    2018-01-01

    The purpose of the present study was to examine whether parents’ locus of control (LOC) obtained before the birth of their child predicts the child’s behavior at school in School Years 3 (ages 7–8) and 6 (ages 10–11). A modified version of the adult Nowicki–Strickland internal–external locus of control scale was completed by mothers and fathers in their own home during pregnancy. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s strengths and difficulties’ questionnaire completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, it was found that the greater the presence of externality in the parents, the greater the increased risk of the child’s adverse behavior as rated by teachers. The risk was generally greatest if both parents were external and lowest if both were internal. There was a consistent relationship at both Year 3 and Year 6 between maternal externality in pregnancy and children’s emotional difficulties. However, for other behaviors, the pattern of associations varied depending on whether the mother or father was external, the type of adverse behavior, and the School Year in which children were assessed. Prenatal parental externality appears to be significantly associated with a variety of children’s negative behaviors. Of note was the finding that fathers’ as well as mothers’ LOC was important in determining children’s outcomes. Implications of the complexity of the results for the role parents may play in children’s personality and adjustment are discussed. PMID:29479332

  20. Parental External Locus of Control in Pregnancy Is Associated with Subsequent Teacher Ratings of Negative Behavior in Primary School: Findings from a British Birth Cohort

    Directory of Open Access Journals (Sweden)

    Stephen Nowicki

    2018-02-01

    Full Text Available The purpose of the present study was to examine whether parents’ locus of control (LOC obtained before the birth of their child predicts the child’s behavior at school in School Years 3 (ages 7–8 and 6 (ages 10–11. A modified version of the adult Nowicki–Strickland internal–external locus of control scale was completed by mothers and fathers in their own home during pregnancy. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s strengths and difficulties’ questionnaire completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, it was found that the greater the presence of externality in the parents, the greater the increased risk of the child’s adverse behavior as rated by teachers. The risk was generally greatest if both parents were external and lowest if both were internal. There was a consistent relationship at both Year 3 and Year 6 between maternal externality in pregnancy and children’s emotional difficulties. However, for other behaviors, the pattern of associations varied depending on whether the mother or father was external, the type of adverse behavior, and the School Year in which children were assessed. Prenatal parental externality appears to be significantly associated with a variety of children’s negative behaviors. Of note was the finding that fathers’ as well as mothers’ LOC was important in determining children’s outcomes. Implications of the complexity of the results for the role parents may play in children’s personality and adjustment are discussed.

  1. Secondary school teachers' attitudes towards and beliefs about ability grouping.

    Science.gov (United States)

    Hallam, Susan; Ireson, Judith

    2003-09-01

    Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions. The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.

  2. Job satisfaction of Jamaican elementary school teachers

    Science.gov (United States)

    Rodgers-Jenkinson, Fay; Chapman, David W.

    1990-09-01

    This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

  3. School Staff Training - Teachers

    DEFF Research Database (Denmark)

    Jensen, Helle; Gøtzsche, Helle Katinka; Réol, Lise Andersen

    2018-01-01

    Teaching material for the whole school approach working with social, emotional and intercultural competencies......Teaching material for the whole school approach working with social, emotional and intercultural competencies...

  4. Credentialing high school psychology teachers.

    Science.gov (United States)

    Weaver, Kenneth A

    2014-09-01

    The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

  5. Language Teacher Burnout and School Type

    Science.gov (United States)

    Mukundan, Jayakaran; Zare, Pezhman; Zarifi, Abdolvahed; Manaf, Umi Kalthom Abdul; Sahamid, Husniah

    2015-01-01

    The present study was an attempt to explore the level of burnout among primary school teachers in Malaysia. In addition, the study tried to determine if the school type has any significant influence on teachers' burnout level. To this end, 714 primary school teachers participated in the study. They were teaching at Malay (SK), Tamil (SJKT), and…

  6. School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives

    Science.gov (United States)

    Feng, Feng-I

    2016-01-01

    This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…

  7. Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

    Science.gov (United States)

    Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

    2014-01-01

    For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

  8. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-09-01

    Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School

  9. Teachers' ratings of disruptive behaviors: the influence of halo effects.

    Science.gov (United States)

    Abikoff, H; Courtney, M; Pelham, W E; Koplewicz, H S

    1993-10-01

    This study evaluated the accuracy of teachers' ratings and examined whether these ratings are influenced by halo effects. One hundred thirty-nine elementary school teachers viewed videotapes of what they believed were children in regular fourth-grade classrooms. In fact, the children were actors who followed prepared scripts that depicted a child engaging in behaviors characteristic of an attention-deficit hyperactivity disorder (ADHD), an oppositional defiant disorder or a normal youngster. The findings provide support for a bias that was unidirectional in nature. Specifically, teachers rated hyperactive behaviors accurately when the child behaved like an ADHD youngster. However, ratings of hyperactivity and of ADHD symptomatic behaviors were spuriously inflated when behaviors associated with oppositional defiant disorder occurred. In contrast, teachers rated oppositional and conduct problem behaviors accurately, regardless of the presence of hyperactive behaviors. The implications of these findings regarding diagnostic practices and rating scale formats are discussed.

  10. Teachers' Adherence to Highly Effective Instructional Practices as Related to Graduation Rates in Average-Need School Districts in New York State

    Science.gov (United States)

    Yannucci, Michael J.

    2014-01-01

    The purpose of this study was to investigate school administrators' perceptions of teachers' adherence to the highly effective critical attributes of the four domains of Charlotte Danielson's "Framework for Teaching" (Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities) in kindergarten…

  11. Charter Schools and the Teacher Job Search

    Science.gov (United States)

    Cannata, Marisa

    2011-01-01

    This article examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This article…

  12. High School Teachers' Identities: Constructing Civic Selves

    Science.gov (United States)

    Obenchain, Kathryn M.; Balkute, Asta; Vaughn, Erin; White, Shannon

    2016-01-01

    Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual's civic…

  13. Students' Ratings of Teacher Practices

    Science.gov (United States)

    Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z.

    2013-01-01

    In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of…

  14. Predictors of Teachers' Use of ICT in School--The Relevance of School Characteristics, Teachers' Attitudes and Teacher Collaboration

    Science.gov (United States)

    Drossel, Kerstin; Eickelmann, Birgit; Gerick, Julia

    2017-01-01

    This paper is based on the research question of what predictors (school characteristics, teachers' attitudes, teacher collaboration and background characteristics) determine secondary school teachers' frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor…

  15. Teaching schools as teacher education laboratories

    Directory of Open Access Journals (Sweden)

    Sarah Gravett

    2017-12-01

    Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

  16. Teachers' Views on Risk Factors for Problematic School Absenteeism in Swedish Primary School Students

    Science.gov (United States)

    Gren-Landell, Malin; Ekerfelt Allvin, Cornelia; Bradley, Maria; Andersson, Maria; Andersson, Gerhard

    2015-01-01

    In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years.…

  17. Empowering Middle School Teachers with Portable Computers.

    Science.gov (United States)

    Weast, Jerry D.; And Others

    1993-01-01

    A Sioux Falls (South Dakota) project that supplied middle school teachers with Macintosh computers and training to use them showed gratifying results. Easy access to portable notebook computers made teachers more active computer users, increased teacher interaction and collaboration, enhanced teacher productivity regarding management tasks and…

  18. Leadership styles in secondary school science teachers

    Science.gov (United States)

    Lawson, Michael A.

    A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.

  19. Attention Deficit Disorder (ADHD): Primary school teachers ...

    African Journals Online (AJOL)

    Hennie

    The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years) of children enrolled in ... education reforms would be the training of teachers in classroom management. ..... Assistive technology.

  20. Primary School Teachers' Knowledge, Attitude and Perceived ...

    African Journals Online (AJOL)

    This study endeavored to investigate primary school teachers' knowledge, attitudes, and perceived practices of continuous assessment (CA). Ninety-five primary school teachers from three primary schools in West Gojjam, Ethiopia, were randomly selected for the study. Questionnaire, interviews and content analyses were ...

  1. Teacher Accountability at High Performing Charter Schools

    Science.gov (United States)

    Aguirre, Moises G.

    2016-01-01

    This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

  2. Melinda: De Facto Primary School Music Teacher

    Science.gov (United States)

    de Vries, Peter

    2013-01-01

    A series of reviews dating back to the 1960s and a body of research literature points to the inadequate delivery of music education by generalist primary school teachers in Australian schools. Despite recommendations for specialist music teachers to teach music in all Australian primary schools to counter this ongoing trend, such an approach has…

  3. School Ethical Climate and Teachers' Voluntary Absence

    Science.gov (United States)

    Shapira-Lishchinsky, Orly; Rosenblatt, Zehava

    2010-01-01

    Purpose: This paper aims to offer a theoretical framework for linking school ethical climate with teachers' voluntary absence. The paper attempts to explain this relationship using the concept of affective organizational commitment. Design/methodology/approach: Participants were 1,016 school teachers from 35 high schools in Israel. Data were…

  4. Urban Teachers' Perceptions of School Violence

    Science.gov (United States)

    Church, Gregory L.

    2011-01-01

    Teachers may not be trained on how to prevent or address school violence and/or may lack the skills necessary to provide adequate intervention strategies. The purpose of this study was to explore urban K-6 teachers' perceptions of school violence at one metropolitan school. The conceptual framework for this study was supported by Bronfenbrenner's…

  5. Especially for High School Teachers

    Science.gov (United States)

    Emory Howell, J.

    1999-11-01

    More Feature Articles This Month This issue contains a larger-than-usual number of Secondary School Chemistry feature articles (see side-bar). Mary Harris, who teaches in St. Louis, Missouri, and her student, Lauren Picard, contributed an account of student research on the cuprammonium rayon process (p 1512). In addition to being informative and interesting, the article provides a model for student-teacher interaction in carrying out an independent research project. Two North Carolina teachers, Charles Roser and Catherine McCluskey, describe how to use a Calculator Based Laboratory (interface) to measure the kinetics of the reaction that occurs when a lightstick is activated (p 1514). The method and the easy-to-construct device they made could be used with other systems, as well. Don't Throw Away the Carrier Sheet All areas of JCE Online are now accessible to all JCE subscribers. To find out how you can benefit, read the article appearing on p 1599, Now That I Have It, What Can I Do with It? Jon Holmes, Editor of JCE Online, explains in the article how you can use this resource most effectively. Access to several areas, such as full text access to articles, requires that you log in. The mailing label on the carrier sheet that accompanies your Journal each month contains a password that you need to log in. That is why you need to keep the carrier sheet, at least until you have logged in for the first time and either memorized the number or written it in a safe place. Detailed instructions for logging on are found by clicking on the "How to Log On" link, which appears near the upper left corner of the JCE Online Home Page, jchemed.chem.wisc.edu. If you read a school library copy you need to ask your librarian what password you need to log in. Congratulations Among the recipients of the most prestigious American Society Awards (p 1481) are two individuals who have given generously of their time and energy to the cause of chemical education. Both are familiar names to

  6. Employment and First Year Experience of Beginner Primary School Teachers at Private Educational Institutions

    OpenAIRE

    Turgay ÖNTAŞ

    2016-01-01

    In this study to demonstrate primary school teachers' employment process and their first year teaching in private educational organizations is aimed. The major employer of primary school teachers is public schools that are funded by state. There will be a gap between grade inflation and employment rate when all of the teacher candidates claim to be appointed to public schools. Hence private educational organizations provide alternative career opportunities for teacher candidates. Qualitative ...

  7. What Teachers Want: Supporting Primary School Teachers in Teaching Science

    Science.gov (United States)

    Fitzgerald, Angela; Schneider, Katrin

    2013-01-01

    Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

  8. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-07-01

    Secondary School Feature Articles * Super Science Connections, by Patricia B. McKean, p 916 * A pHorseshoe, by Roger Plumsky, p 935 National Conferences in Your Part of the Country For the past several months, considerable space in this column has been devoted to forthcoming national conferences and conventions and to highlights of conferences past. For some of us, location is fairly unimportant; but for most of us travel costs and time are both factors to consider when choosing a conference. The community of high school chemistry teachers is favored by the number of national conventions and conferences that are held each year in different locations. In 1999, for example, the spring National Meeting of the American Chemical Society was in Anaheim and the National Science Teachers Association National Convention was in Boston. This summer CHEMED '99 will be held in Fairfield, CT, August 1-5, and the fall National ACS Meeting will be in New Orleans. Teachers from the mid-South especially should consider attending the High School Program at New Orleans, described below by Lillie Tucker Akin, Chairperson of the Division's High School Program Committee. The event will be held on Sunday to minimize conflicts with the beginning of the school year. JCE at CHEMED '99 Stop by the JCE booth at CHEMED '99 in the exhibits area to learn more about the wide array of print and nonprint resources you can use in your classroom and laboratory. Members of the editorial staff will be on hand to talk with you. You are invited to participate in a workshop, "Promoting Active Learning through JCE Activity Sheets and Software", on Monday, August 1, 8:30-10:30. The free hands-on workshop is number WT11 and we encourage you to include it among your choices in the blanks provided on the third page of the registration form. We will also conduct an interactive session to listen to ideas for making the Journal more useful to you. Check the final program for location and time or inquire at the JCE

  9. Teacher ambivalence towards school evaluation : promoting and ruining teacher professionalism

    OpenAIRE

    Hult, Agneta; Edström, Charlotta

    2016-01-01

    Today’s evaluation society makes teachers participate in a stream of external evaluations. How teachers experience evaluation in school and how this affects their work and professionalism is the focus of this article. Teachers’ views of external and internal evaluations and of the consequences for school practice are described and analysed. The interviewed teachers emphasised the importance of internal evaluations performed close to daily teaching practice and jointly with students and collea...

  10. High School Physics Textbooks, Resources and Teacher Resourcefulness: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

    Science.gov (United States)

    Tesfaye, Casey Langer; White, Susan

    2014-01-01

    What textbooks are physics teachers using? How highly do they rate those textbooks? What other types of materials do teachers use? The textbooks and other resources used by high school physics teachers in the US have evolved along with the changing demands of physics classes and the evolving set of options available to teachers. In this report,…

  11. Teacher ratings of academic achievement of children between 6 and ...

    African Journals Online (AJOL)

    We investigated teacher ratings of the impact of parental divorce on academic achievement of children between 6 and 12 years old up to 12 months after their parents divorced. A purposive sample of 120 children attending four different primary schools in a small South African town took part in the study. One third (n = 40) of ...

  12. Teacher and Parent Ratings of Children with Depressive Disorders

    Science.gov (United States)

    Mattison, Richard E.; Carlson, Gabrielle A.; Cantwell, Dennis P.; Asarnow, Joan Rosenbaum

    2007-01-01

    The fields of child psychology and psychiatry have not yet established the clinical presentation in school of children and adolescents who have been diagnosed as having a depressive disorder. To address this issue, the authors used teacher ratings on scale oriented to the third, revised edition of the "Diagnostic and Statistical Manual of…

  13. Rural Elementary School Teachers' Technology Integration

    Science.gov (United States)

    Howley, Aimee; Wood, Lawrence; Hough, Brian

    2011-01-01

    Based on survey responses from more than 500 third-grade teachers, this study addressed three research questions relating to technology integration and its impact in rural elementary schools. The first analyses compared rural with non-rural teachers, revealing that the rural teachers had more positive attitudes toward technology integration. Then…

  14. Primary School Teachers' Perceptions of Mathematical Reasoning

    Science.gov (United States)

    Loong, Esther Yook-Kin; Vale, Colleen; Bragg, Leicha A.; Herbert, Sandra

    2013-01-01

    Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were…

  15. the relationship between primary school teachers extrinsic

    African Journals Online (AJOL)

    PROF EKWUEME

    Primary School Teachers Motivation Questionnaire (PSTMQ) and objective test items in English Language, Mathematics and Primary Science to measure students' performance. ... Mathematics and Primary Science. ... teachers as those who mediate pupils learning and act as facilitators ..... Students' perception of teacher- ...

  16. Elementary School Teachers and Teaching with Technology

    Science.gov (United States)

    Varol, Filiz

    2013-01-01

    This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT knowledge and…

  17. Portrait of a Teacher-Led School

    Science.gov (United States)

    Nazareno, Lori

    2013-01-01

    Imagine a school with no principal and with a leadership structure that holds teachers accountable for the learning of all students. About 50 such teacher-led schools currently operate across the United States, and this article tells the story of one of them. The Mathematics and Science Leadership Academy (MSLA) in Denver, Colorado, serves about…

  18. Teacher Reflective Practice in Jesuit High Schools

    Science.gov (United States)

    Klug, Joseph H.

    2010-01-01

    Teachers who engage in reflective practice are more effective and may encourage higher student achievement. The purpose of this study is to explore and describe the methods that teachers use in order to engage in reflective practice. Further, it is essential to gain an understanding of how schools, including Jesuit high schools, promote reflective…

  19. Secondary school teachers' experiences of teaching pregnant ...

    African Journals Online (AJOL)

    ... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

  20. Teacher Turnover in Charter Schools. Research Brief

    Science.gov (United States)

    Stuit, David; Smith, Thomas M.

    2010-01-01

    The current study aimed to contribute to a deeper understanding of the organizational conditions of charter schools by examining teacher turnover. Using data from the National Center for Education Statistics (NCES) 2003-04 Schools and Staffing Survey (SASS) and the Teacher Follow-Up Survey (TFS), researchers from the National Center on School…

  1. Problem Solving Strategies among Primary School Teachers

    Science.gov (United States)

    Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

    2017-01-01

    The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

  2. High School Teacher Perceptions of Empowerment

    OpenAIRE

    Jacobs, Tricia Susan

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, sel...

  3. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-12-01

    Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory

  4. Student and teacher perceptions of school climate: a multilevel exploration of patterns of discrepancy.

    Science.gov (United States)

    Mitchell, Mary M; Bradshaw, Catherine P; Leaf, Philip J

    2010-06-01

    School climate has been linked with improved academic achievement and reduced discipline problems, and thus is often a target of school improvement initiatives. However, few studies have examined the extent to which student and teacher perceptions vary as a function of individual, classroom, and school characteristics, or the level of congruence between teachers' and their students' perceptions of school climate. Using data from 1881 fifth-grade students and their 90 homeroom teachers, we examined parallel models of students' and teachers' perceptions of overall school climate and academic emphasis. Two additional models were fit that assessed the congruence between teacher and student perceptions of school climate and academic emphasis. Multilevel analyses indicated that classroom-level factors were more closely associated with teachers' perceptions of climate, whereas school-level factors were more closely associated with the students' perceptions. Further analyses indicated an inverse association between student and teacher ratings of academic emphasis, and no association between student and teacher ratings of overall climate. Teacher ratings were more sensitive to classroom-level factors, such as poor classroom management and proportion of students with disruptive behaviors, whereas student ratings were more influenced by school-level factors such as student mobility, student-teacher relationship, and principal turnover. The discrepancy in ratings of academic emphasis suggests that while all of the respondents may have shared objectively similar experiences, their perceptions of those experiences varied significantly. These results emphasize the importance of assessing both student and teacher perceptions in future research on school climate.

  5. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-02-01

    Secondary School Feature Articles JCE Classroom Activity: #24. The Write Stuff: Using Paper Chromatography to Separate an Ink Mixture, p 176A Teaching Chemistry in the Midwinter Every year, forecasters around the world provide us with long-range predictions of what the seasons will afford us in the coming year. And each year, the weather provides a few surprises that the forecasters did not predict - such as a record amount of snow or record heat indexes, depending on where you live. Although the weatherman didn't predict it, we still must pull out our snow shovels or sun block and take the necessary steps to adapt to the situation. As teachers, we make predictions of teaching and learning goals that we aspire to achieve during a given year, and like the weather, the year brings surprises that aren't in line with our predictions. With that in mind, I would like to offer JCE as the scholastic snow shovel or sun shield you need to jump-start your class and reach the goals you have set. So find a warm (or cool) place, get comfortable, and spend some time with the February issue of JCE. Articles of General Interest in This Issue For readers living where snow falls, Williams's article on page 148 offers some historical background on the use of calcium chloride as a deicer. A diver that depends for its buoyancy upon gas given off by a chemical reaction is described by Derr, Lewis, and Derr in the article beginning on page 171. In her article appearing on pages 249-250, Wang describes a laboratory exercise that makes the mastery of solution preparation skills fun. The students' skill is tested by using the solutions they make to carry out the Briggs-Rauscher oscillating reaction. For high school class applications I recommend use of 3% hydrogen peroxide, described as an option in the article. A well-organized approach to separating an ink mixture, with some possibly new twists, is laid out in the student- and teacher-friendly format of JCE Classroom Activity: #24, pages

  6. On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem

    Science.gov (United States)

    Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

    2009-01-01

    Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic…

  7. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-10-01

    Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context

  8. Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

    Science.gov (United States)

    Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek

    2016-11-12

    Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

  9. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-08-01

    Ocean-Stating the Case for Chemistry, by Paul J. Scheuer, p 1075 * Distillation Apparatuses Using Household Items, by Danielle R. D. Campanizzi, Brenda Mason, Christine K. F. Hermann, p 1079 New Orleans Concurrent Workshops, High School Program 8:30 a.m.-9:20 a.m. A. A Teaching Resource for You: The Journal of Chemical Education, J. E. Howell, J. W. Moore, and A. M. Sarquis B. Electrical Conductivity, J. M. Manion and P. F. Krause, and The Properties of Gases, J.-M. Whitfield and K. A. Woodling C. Chemistry with Calculators for Beginners, P. Sconzo (3 hours) D. Spectrum of Activities for Chemistry Teachers, Carolina Biological Supply, S. Mitchell, F. Cherry, and L. Akin (3 hours) 9:30 a.m.-10:20 a.m. A. Applying Chemical Education Research to the Classroom, L. Akin and J. Valasek B. Another Look at the Deflection of Falling Liquids, H. H. Harris and J. Newstrum, and Encouraging Students to Investigate Acids and Bases Using Plant Indicators, P. K. Kerrigan C. Chemistry with Calculators (continued) D. Spectrum of Activities (continued) E. Science Education for Public Understanding (SEPUP) and Chemistry, Health, Environment, and Me, M. Koker and L. Akin (2 hours) 10:30 a.m.-11:30 a.m. A. Increasing Aptitude and Interest of High School Students through Summer Camp, C. E. Fulton, and Energy Teaching Introduction to High School Chemistry, L.-M. Trejo B. Chemistry in Science Museum Exhibits: Opportunities and Challenges and Cooking with Chemistry, D. Katz C. Chemistry with Calculators (continued) D. Spectrum of Activities (continued) E. SEPUP (continued) 12:00 noon-1:15 p.m., High School Luncheon Educating High School Teachers for the 21st Century, Glenn Crosby 1:30 p.m.-2:20 p.m. A. Customized Mastery Learning in First-Year Chemistry and Computer Software for Chemistry Teachers Who Require Mastery Learning of Their Students, J. Bedenbaugh and A. Bedenbaugh B. Can One Teach Chemistry with Everyday Substances? A. Sae, and SourceBook Activities Using Everyday Substances, C

  10. Burnout Syndrome in High School Teachers' in Bilecik, Bozuyuk

    Directory of Open Access Journals (Sweden)

    Ahmet Topuzoglu

    2009-06-01

    Full Text Available AIM: Burnout syndrome is manifested by physical exhaustion, long lasting tiredness and feelings of hopelessness. And also it consists of individual’s negative attitudes towards to life, occupation and the other persons. Burnout frequently seen in the occupations who work face to face with people like doctors, polices, nurses and managers. Generally teachers’ burnout level is higher than other occupations. Our aim is to determine the burnout levels and related factors of teachers working in high school of Bilecik Bozuyuk. METHODS: Totally 228 teachers participated to this cross sectional study (participating rate is %90.4. To find out the burnout level in these teachers Maslach Burnout Inventory was used. RESULTS: Of the total participants 52.1% were women, median age of participants were 33.0 years (Quartiles: 28.0–40.0 years There was no relation between the burnout level and the years in the occupation, weekly working time and the school that they educated. Occupational high school teachers, unwilingly occupation choosing, bad physical work environment, violence experience in the school significantly had higher points from burn out scale. CONCLUSION: Burnout level was higher in high school teachers, who didn’t want to be a teacher and who were working at bad physical environment and who had violence experience. [TAF Prev Med Bull 2009; 8(3.000: 217-222

  11. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-01-01

    Ideas and Resources in This Issue This issue contains a broad spectrum of topics of potential interest to high school teachers, including chemical safety, history, demonstrations, laboratory activities, electrochemistry, small group learning, and instructional software. In his report on articles published recently in The Science Teacher, Steve Long includes annotated references from that journal, and also from JCE, that provide timely and practical information (pp 21-22). The chemical significance of several anniversaries that will occur in the year 2000 are discussed in an article by Paul Schatz (pp 11-14). Scientists and inventors mentioned include Dumas, Wöhler, Goodyear, Joliot-Curie, Krebs, Pauli, Kjeldahl, and Haworth. Several discoveries are also discussed, including development of the voltaic pile, the use of chlorine to purify water, and the discovery of element 97, berkelium. This is the fourth consecutive year that Schatz has written an anniversaries article (1-3). Although most readers probably do not plan to be teaching in the years 2097-3000, these articles can make a nice addition to your file of readily available historical information for use now in meeting NSES Content Standard G (4). In contrast to the short historical summaries, an in-depth account of the work of Herman Boerhaave is provided by Trinity School (NY) teacher Damon Diemente. You cannot recall having heard of Boerhaave? Diemente explains in detail how Boerhaave's scientific observations, imperfect though they were, contributed significantly to the understanding of temperature and heat by scientists who followed him. Chemical demonstrations attract the interest of most of us, and Kathy Thorsen discusses several that appeared in Chem 13 News during the past year (pp 18-20). Included are demonstrations relating to LeChâtelier's principle, electronegativity, and the synthesis and reactions of carbon monoxide. Ideas for investigating the hydrophobic nature of Magic Sand are given in JCE

  12. Authoritative School Climate, Aggression toward Teachers, and Teacher Distress in Middle School

    Science.gov (United States)

    Berg, Juliette K.; Cornell, Dewey

    2016-01-01

    Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less…

  13. Determination and Interpretation of the Norm Values of Preschool Social Skills Rating Scale Teacher Form

    Science.gov (United States)

    Omeroglu, Esra; Buyukozturk, Sener; Aydogan, Yasemin; Cakan, Mehtap; Cakmak, Ebru Kilic; Ozyurek, Arzu; Akduman, Gulumser Gultekin; Gunindi, Yunus; Kutlu, Omer; Coban, Aysel; Yurt, Ozlem; Kogar, Hakan; Karayol, Seda

    2015-01-01

    This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability…

  14. Peer- and Self-Rated Correlates of a Teacher-Rated Typology of Child Adjustment

    Science.gov (United States)

    Lindstrom, William A., Jr.; Lease, A. Michele; Kamphaus, Randy W.

    2007-01-01

    External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether…

  15. Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

    Science.gov (United States)

    Berg, Juliette K; Cornell, Dewey

    2016-03-01

    Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

  16. Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

    Science.gov (United States)

    Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

    2016-01-01

    In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

  17. How Effective are Schools According to Teachers?

    Directory of Open Access Journals (Sweden)

    Hasan Basri MEMDUHOĞLU

    2017-12-01

    Full Text Available The purpose of this study is to determine the perceptions of teachers about the effectiveness of the schools they work in based on various variables. The research was designed in the descriptive scanning model. The sample of the study is composed of 316 teachers working at Turkish high school in the Ağrı provincial center and local districts during the 2015-2016 academic years. The “Effective School Scale” developed by Abdurrezzak (2015 was used to collect data in the study. The data of the study were analyzed by descriptive statistics and parametric tests. According to the findings of the study, teachers’ perceptions of the effectiveness of the schools they work in are at a “medium” level. While teachers’ perceptions of effective school administrators, teachers and school atmosphere sub-dimensions are at a “medium” level, their perceptions on effective school students, and parents were determined as at a “low” level. It was determined that teachers’ perceptions of school effectiveness were not significantly different according to gender, marital status, education status and duration of service variables. However, significant differences were found between the perceptions of teachers about the dimensions of effective schools according to the type of school they worked in and the branch variable.

  18. Relationship Between Teacher ICT Competency And Teacher Acceptance And Use Of School Management System (SMS

    Directory of Open Access Journals (Sweden)

    Leong Mei Wei

    2016-10-01

    Full Text Available This study aims at examining the relationship between teacher ICT competency and teacher acceptance and use of SMS in Negeri Sembilan secondary schools in Malaysia. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher ICT competency and teacher acceptance and use of SMS. Some 417 returned questionnaires have been analyzed. The findings showed that teachers in Negeri Sembilan secondary schools rated themselves as having high level of ICT competency, and acceptance and use of SMS. Furthermore, data indicated that there was a statistically significant moderately strong positive correlation between teacher ICT competency and teacher acceptance and use of SMS. In addition, multiple regression analysis showed that smart pedagogy, professional growth and leadership, and digital citizenship were the three teacher ICT competency dimensions that are statistically significant predictors of teacher acceptance and use of SMS. The fitness indexes of the proposed structural model do not achieve the level of fitness required for RMSEA, GFI, and Ratio Chisq/df. Thus, a re-specified structural model was established for this study.

  19. Teachers' Learning in School-Based Development

    Science.gov (United States)

    Postholm, May Britt; Waege, Kjersti

    2016-01-01

    Background and purpose: Many researchers agree that teachers' learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the…

  20. Equity Sensitivity in Illinois Public School Teachers

    Science.gov (United States)

    Grossi, Robert G.

    2013-01-01

    Research supports the importance of teacher quality on effective student learning. School districts recognize this fact and focus extensively on hiring quality teachers and improving teaching skills through professional development programs. Amazingly, despite common sense and a vast amount of research that reflects that employee performance is a…

  1. School Leadership that Builds Teacher Social Capital

    Science.gov (United States)

    Minckler, Cheri Hoff

    2014-01-01

    This quantitative study explores the relationship between school leadership and the development and sustenance of teacher social capital. The literature review discusses aspects of leadership theory to elucidate understanding of how leadership influences teachers' working relationships. Quantitative methodology and analyses ascertain the…

  2. School Health Promotion and Teacher Professional Identity

    Science.gov (United States)

    Jourdan, Didier; Simar, Carine; Deasy, Christine; Carvalho, Graça S.; McNamara, Patricia Mannix

    2016-01-01

    Purpose: Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers' work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. Design/methodology/approach: A qualitative research design was…

  3. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

    This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

  4. Twelve Middle-School Teachers' Planning.

    Science.gov (United States)

    Brown, Deborah Sardo

    1988-01-01

    Case studies described 12 middle-school teachers' instructional yearly, unit, weekly, and daily planning on the basis of a background questionnaire, interview protocols, an analysis of written plans, think-aloud typescripts, and a questionnaire. A process model best characterized teachers long-term planning, while an agenda-formulation model fit…

  5. High School Teacher Perceptions of Empowerment

    Science.gov (United States)

    Jacobs, Tricia S.

    2014-01-01

    As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school…

  6. ORIGINAL ARTICLE Primary School Teachers' Knowledge, Attitude ...

    African Journals Online (AJOL)

    user

    Thus, it was recommended that teachers be given on-job training about CA ... 1Professor, Department of English, Faculty of Humanities, Bahir Dar University,. Ethiopia. .... psychomotor developments and uses variety of instruments ..... Table 3. Primary school teachers' responses about the advantages and disadvantages of.

  7. The relationship between primary school teachers extrinsic ...

    African Journals Online (AJOL)

    The study investigated the relationship between primary school teacher's extrinsic motivation and pupils' academic performance in Cross river State, Nigeria. Ex Post Facto research design was adopted for the study. The population of the study consisted of 17,221 teachers and 68,201 Primary Six Pupils in the three ...

  8. Information training for secondary school level teachers

    International Nuclear Information System (INIS)

    Chateau Thierry, A. de

    1994-01-01

    The INSTN (National Institute for Nuclear Sciences and Techniques) in France, organizes each year an information training concerning the nuclear field for secondary school level teachers; created in 1957, the two-weeks session is concerned with radioactivity and nuclear reactor principles and a four-day practical teaching. Since 1968, 1150 teachers assisted to the session

  9. Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

    Science.gov (United States)

    Kraft, Matthew A.; Papay, John P.

    2014-01-01

    Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

  10. Perceptions of elementary school teachers of their pupils\\' eye ...

    African Journals Online (AJOL)

    Perceptions of elementary school teachers of their pupils\\' eye health in ilorin, nigeria. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... roles that school teachers are expected to play in school eye health programmes, their perceptions ...

  11. Knowledge and Attitude of Secondary School Teachers towards ...

    African Journals Online (AJOL)

    Knowledge and Attitude of Secondary School Teachers towards Reproductive Health Education in Schools. ... PROMOTING ACCESS TO AFRICAN RESEARCH ... A study was carried out among secondary school teachers in Ilorin, Kwara ...

  12. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-04-01

    Secondary School Feature Articles * Amino Acid Wordsearch, by Terry L. Helser, p 495. Games, Puzzles, and Humor In honor of April Fools' Day this issue contains 22 pages devoted to games and puzzles that can be used to teach aspects of chemistry. Most are designed for high school and first-year college students. The lead article, p 481, contains an annotated bibliography of chemistry games, complete with a vendor list. Many of the annotated games must be purchased, but the other articles that follow in this issue describe some games and puzzles that require minimal preparation using a word processor and readily available materials. Actually, JCE has a long tradition of publishing games and puzzles for chemistry teachers and their students. Read the letter by Helser and the Editor's response, p 468, for some recent background. Not having counted articles over past years, I became curious and turned to the online index, accessed by way of http://jchemed.chem.wisc.edu/. Because I wanted to search the entire 75-year life of the Journal, I searched titles for the words "game", "puzzle", and "humor" and obtained a total of 85 hits from the three searches. After eliminating titles of articles that were not applicable, I found that at least 25 games, 48 puzzles, and 5 humor articles have appeared during the past 75 years. At an average of one per year, the JCE editors hardly can be accused of frivolity, but game, puzzle, and humor articles have been published. The term "game" did not appear in any titles during 1945-1970, "puzzle" did not appear from 1927 to 1953, and there was no mention of humor (in the titles) prior to 1974. What appears to be the earliest article (1929) about a game was authored by an undergraduate student at the University of Colorado (1). It was titled "Chemical Bank", and the game pieces were tokens cut from cork stoppers. Wire hooks were inserted in the side of the token to represent valence electrons available for bonding. Carbon contained 4 hooks

  13. Centauri High School Teacher Honored as Colorado Outstanding Biology

    Science.gov (United States)

    Teacher Centauri High School Teacher Honored as Colorado Outstanding Biology Teacher For more information contact: e:mail: Public Affairs Golden, Colo., May 2, 1997 -- Tracy Swedlund, biology teacher at Centauri High School in LaJara, was selected as Colorado's 1997 Outstanding Biology Teacher and will be

  14. A psychotherapeutic approach with elementary school teachers.

    Science.gov (United States)

    Multari, G

    1975-01-01

    The tradional "lectures delivering" approach to classroom teachers used by mental health practitioners is investigated in the present study. An attempt is made to demonstrate the validity of preventative work in helping elementary school teachers as important agents in the promotion of more positive mental hygiene in the classroom and by adding to the lectures the variable of group therapy--"ego-sparing" techniques type. The latter approach seems to promote a teacher's own sense of security in dealing the pupils, an easier acceptance of differences in others, and, finally, it tends to stimulate the development of a teacher's own ability to deal sensibly, more conscientiously, and more realistically with daily problems.

  15. ACE: A Collaborative School Consultation Program for Secondary School Teachers

    Science.gov (United States)

    Couture, Caroline; Massé, Line

    2014-01-01

    This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

  16. Teachers' Perceptions Regarding Mobbing at Schools

    Science.gov (United States)

    Gülcan, Murat Gürkan

    2015-01-01

    The aim of the study is to determine whether there are mobbing applications at schools and if so, at which level and between whom. The Mobbing Perception Scale is applied, based on Leymann's (1993), "Mobbing Typology," and developed by Yavuz (2007), to 154 teachers at 5 selected schools in Ankara for the purpose of the study. According…

  17. Evaluating Teacher Preparation Using Graduates' Observational Ratings

    Science.gov (United States)

    Ronfeldt, Matthew; Campbell, Shanyce L.

    2016-01-01

    Despite growing calls for more accountability of teacher education programs (TEPs), there is little consensus about how to evaluate them. This study investigates the potential for using observational ratings of program completers to evaluate TEPs. Drawing on statewide data on almost 9,500 program completers, representing 44 providers (183…

  18. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-05-01

    antidote to "why do we have to learn this stuff" and it doesn't directly relate atomic spectra to quantum theory. It does, however, deal with energy-matter interactions in a topic that is more relevant to students' daily lives. And in turn, the concept of electromagnetic radiation interacting with matter may be more important for most students to understand than is the quantum mechanical explanation of electronic configuration. This issue contains several other articles from which useful examples connecting chemistry and biology can be drawn. Most of these are not indicated in the table of contents with the high school mark (*) because they are written primarily for college biochemistry faculty members. However, many high school teachers who read this column have strong backgrounds in biology and can find useful information in some of these articles. A keyword search for "enzyme" using the online index (http://jchemed.chem.wisc.edu/Journal/Search/ ) yielded 75 articles published between January 1990 and the present, illustrating that a great deal about this topic alone has been published in this Journal. Other "biochemical" keywords that can be used to search the index include amino acids, biotechnology, hormones, lipids, metabolism, nucleic acids/DNA/RNA, and proteins/peptides. Other biological connections are evidenced through keywords such as drugs/pharmaceuticals, food science, medicinal chemistry, nutrition, and vitamins. Chemical Mysteries Revealed Online Ron DeLorenzo, editor of the Applications and Analogies feature, recently sent an email message describing a resource of interest to high school teachers. The Greenwich Science Education Center, Greenwich, Connecticut, is now displaying on their Web site (http://www.educationcenter.org) about 100 of DeLorenzo's interesting mystery articles. Anaheim and Boston To those readers who stopped by the JCE booth at the ACS National Meeting in Anaheim or at the NSTA convention Boston we wish to say thank you. Also, thank you

  19. Violence in public school: reports of teachers

    Directory of Open Access Journals (Sweden)

    Renata Carneiro Ferreira

    2010-03-01

    Full Text Available Objective: To assess the perception of violence from the reports of teachers of elementary and high school in a public state school in Fortaleza, Ceará. Method: A qualitative descriptive study conducted with 26 teachers, in the period from January to May 2006. To collect the data we adopted the following procedures: the discussion on school violence during the meetings of the teacher training week; the reading of the school regulations and the distribution of an instrument with the guiding question about the concept of violence as from the school reality, among the participants of the study. Afterwards, the thematic analysis of the reports was carried out. Results: Through the reports of teachers emerged the following categories: physical aggression, verbal aggression and fights as the most cited; to hide personal belongings, cursing, shoving and disrespect for the teacher and pranks were also mentioned. Conclusion: From the reports it appears that violence is perceived in physical, dimension moral and symbolic, and these “typologies” corroborate the descriptions found in literature as bullying or incivility, which dominate the school context.

  20. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    2000-05-01

    for You? The end of the school year is approaching quickly. In previous years, several readers have submitted manuscripts soon after the end of the school year, while ideas were fresh in their mind and there was relief from the demands of daily classes. If you have an idea for an article, I encourage you to think about writing as soon as the school term ends. I can probably guess what you are saying, "I don't have anything that readers would be interested in." This is a common reaction, to which we frequently respond by reminding high school teachers that this is "your journal" and the only way to ensure that topics of interest to you are considered or published is by your active participation. In this presidential election year I am reminded of the familiar sentiment, "I voted in the election, so I have earned the right to complain about the politicians." I do not wish to encourage complaining, but there is a relevant correlation. By submitting manuscripts to the Journal, you are ensuring that you will continue to get your money's worth because it will include topics of interest to you. When considering a submission, many prospective authors are overwhelmed at the thought of preparing a complete manuscript. Don't let that stop you. If you have an idea, an outline, or a rough draft, any of the feature editors or I would be happy to discuss it with you. This one-on-one interaction during the development process will help you express your ideas more effectively. Many teachers across the country who are faced with similar situations and problems each day would benefit from an article discussing innovative teaching strategies or a new way to look at principles we teach every year. As you begin to formulate your ideas, I would like to emphasize five features whose editors are fellow teachers: JCE Classroom Activities. An invitation for contributions was issued in the April issue of this column (JCE, 2000, 77, 431). Chemical Principles Revisited, edited by Cary Kilner

  1. School-based assessments in high-stakes examinations in Bhutan: a question of trust? : exploring inconsistencies between external exam scores, school-based assessments, detailed teacher ratings, and student self-ratings

    NARCIS (Netherlands)

    Luyten, Johannes W.; Dolkar, Dechen

    2010-01-01

    This study explores the validity of school-based assessments when they serve to supplement scores on central tests in high-stakes examinations. The school-based continuous assessment (CA) marks are compared to the marks scored on the central written Bhutan Certificate of Secondary Education (BCSE)

  2. Elementary School Teacher Candidates' Perceptions of Good Problems

    Science.gov (United States)

    Lee, Ji-Eun; Kim, Kyoung-Tae

    2005-01-01

    This study describes a classroom action research activity regarding a group of elementary school teacher candidates' perceptions of good mathematics problems. A questionnaire containing 20 problems was given, and the candidates were asked to rate the quality of each problem on a 5-point scale. The results revealed that the majority of the teacher…

  3. Especially for High School Teachers

    Science.gov (United States)

    Howell, J. Emory

    1999-02-01

    Secondary School Feature Articles * Building the Interest of High School Students for Science-A PACT Ambassador Program To Investigate Soap Manufacturing and Industrial Chemistry, by Matthew Lynch, Nicholas Geary, Karen Hagaman, Ann Munson, and Mark Sabo, p 191. * Promoting Chemistry at the Elementary Level, by Larry L. Louters and Richard D. Huisman, p 196. * Is It Real Gold? by Harold H. Harris, p 198. * The "Big Dog-Puppy Dog" Analogy for Resonance, by Todd P. Silverstein, p 206. * The Fizz Keeper, a Case Study in Chemical Education, Equilibrium, and Kinetics, by Reed A. Howald, p 208. Staying on Top: Curricular Projects, Relativistic Effects, and Standard-State Pressure You may wonder why some articles are identified with the Secondary School Chemistry logo (*) this month even though at first glance they appear to be of greater interest to college faculty.1 The three articles discussed below are representative of three broad categories: (i) the interrelatedness of science teaching and learning, K-16+; (ii) new understandings of chemical phenomena; and (iii) information about the use of SI units. For each article I have highlighted the major point(s) and the reasons it may be of interest to high school teachers. First, the article "The NSF 'Systemic' Projects- A New Tradition" (G. M. Barrow, p 158) is a commentary on changes in post-secondary introductory chemistry courses in which a distinction is drawn between information management and individual understanding. The author is of the opinion that most students expect the former and that the NSF-funded systemic projects "will thrive only if they are consistent with their information-management mission". Three individuals provided responses to the commentary from their perspective. Has a student asked you why mercury is a liquid, or why gold is the most electronegative metal? "Gold Chemistry: The Aurophilic Attraction" by J. Bardají and A. Laguna (p 201) and "Why Gold and Copper Are Colored but Silver Is Not" by

  4. Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers

    Science.gov (United States)

    Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M.

    2006-01-01

    The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To…

  5. School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

    Science.gov (United States)

    Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

    2017-01-01

    This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…

  6. Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership

    Directory of Open Access Journals (Sweden)

    Semra Kıranlı

    2013-01-01

    Full Text Available In this study it is aimed to find out primary school teachers’ and principals’ expectations and perceptions related to teachers’ leadership. The population of this survey consists of primary school teachers and principals in Odunpazarı, one of the two central municipalities in Eskişehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazarı. 195 teachers and principals participated in this study. In this study a data device which consisted of two sections was used to accomplish the purpose of the study. A personal information form to define teachers’ and principals’ demographical features made the first section, whereas “The Questionnaire of Expectations and perceptions of Teacher Leadership Roles” developed by Beycioğlu (2009 and consisting of 25 items made the second section. Each item in the questionnaire has a five scale Lykert type evaluation and belongs to one of the three dimensions of both perception and expectation. These dimensions are institutional development, professional development and collaboration with colleagues.

  7. The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators

    Science.gov (United States)

    Yesildere-Imre, Sibel

    2017-01-01

    This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form…

  8. Teacher Stress and Guidance Work in Hong Kong Secondary School Teachers.

    Science.gov (United States)

    Hui, Eadaoin, K. P.; Chan, David W.

    1996-01-01

    Sources of stress in Hong Kong teachers were investigated, with specific reference to guidance work as a potential source of stress. A survey of 415 secondary school teachers revealed guidance-related aspects of work constituted a major dimension of stress, with guidance teachers, female teachers, younger teachers and junior teachers perceiving…

  9. Modelling the Effects of Teacher Demand Factors on Teacher Understaffing in Public Secondary Schools in Kenya

    Science.gov (United States)

    Wamukuru, David Kuria

    2016-01-01

    The secondary school teacher labour market faces many challenges including, escalating teacher wage bill, teacher shortages that occur alongside teacher surpluses, inadequate teacher distribution and inefficient teacher utilization. There is the need therefore to understand the effects of the factors determining demand for secondary school…

  10. Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence

    Science.gov (United States)

    Fabiano, Gregory A.; Pelham, William E., Jr.; Majumdar, Antara; Evans, Steven W.; Manos, Michael J.; Caserta, Donald; Girio-Herrera, Erin L.; Pisecco, Stewart; Hannah, Jane N.; Carter, Randy L.

    2013-01-01

    Background: Estimates of ADHD diagnosis and stimulant medication use vary across studies. Few studies ascertain the teacher perspective on these rates. Objective: To ascertain teachers' perceptions of ADHD prevalence and medication treatment within their classrooms. Method: The present school survey collected teacher report of identified children…

  11. Elementary school teachers' attitudes to teamwork

    Directory of Open Access Journals (Sweden)

    Vasilijević Danijela N.

    2017-01-01

    Full Text Available Research to date has shown that teacher teamwork results in higher motivation among students and higher quality knowledge, and also facilitates the sharing of professional experiences and stimulates teachers' creativity and their openness to change. Team forming and development depend on multiple factors, particularly on the individual and group traits of team members. This paper examines teachers' attitudes as an individual factor significant for their inclination for team teaching, and the aim of the study presented in the paper was to study teachers' attitudes to teamwork. The sample consisted of 240 teachers from fifteen elementary schools in Belgrade. Factor analysis has singled out three factors around which teachers' attitudes are grouped: a teaching; b team and individual development; and c professional challenge. The study has shown that overall, teachers have a positive attitude to teamwork because it is conducive to a stimulating environment for work and learning, and also provides an opportunity for teachers' personal and professional development. Significant differences in the perception of teamwork have been noted among lower-grade teachers depending on their years of service and the extent to which they have been engaged in team teaching.

  12. Basic School Teachers' Knowledge and Attitude about Tooth Decay ...

    African Journals Online (AJOL)

    Basic School Teachers' Knowledge and Attitude about Tooth Decay and Practice ... Background: The important role of teachers in oral health education cannot be ... 60.3% of the teachers claimed spending time promoting for oral health.

  13. Supporting primary school teachers in differentiating in the regular classroom

    NARCIS (Netherlands)

    Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

    Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

  14. Scholarships for High School Teachers

    Science.gov (United States)

    Hach, Bryce

    2007-12-01

    The Hach Scientific Foundation 's mission is very focused and very simple: supporting chemistry education, primarily at the K 12 level. Through the recruitment of new teachers, addressing the issues of existing teacher retention, and supporting the best instruction and assessment strategies in chemistry education, the Foundation has a firm commitment to making the life of the chemistry student and teacher the most positive and educational experience possible. Although the Foundation's charter has its roots firmly planted in chemistry, the outgrowth of Hach Co. cofounder Clifford Hach's love of the "central science", it took more than 20 years before the Foundation announced it would narrow its aim singly on chemistry education.

  15. Teachers' Work and Schooling in Bali

    Science.gov (United States)

    Nilan, Pam

    2003-11-01

    This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.

  16. Behavioral Dysphonia and Depression in Elementary School Teachers.

    Science.gov (United States)

    Marques da Rocha, Luise; Behlau, Mara; Dias de Mattos Souza, Luciano

    2015-11-01

    To verify the relationship between behavioral dysphonia and current depressive episodes in municipal elementary school teachers. We hypothesize that teachers with behavioral dysphonia will be more susceptible to psychiatric disorders. Cross-sectional study, quantitative, conducted across municipal schools in both rural and urban regions of Pelotas. Five-hundred seventy-five teachers from urban and rural areas of the same Brazilian state were included. The full version of the Voice Handicap Index validated into Brazilian Portuguese was used to determine the presence of behavioral dysphonia. A profile of vocal behaviors was also used to quantify the number of phonotraumatic events. In addition, the Mini-International Neuropsychiatric Interview was used to determine current episodes of depression. Data were analyzed via correlative studies using chi-square and Poisson regression analyses. Across all teachers, the prevalence of dysphonia was 33.9% and 55% reported that they had already taken a leave because of their voice. Those teachers with a current depressive episode had a higher rate of dysphonia compared with those without depression (prevalence ratio [PR] 1.66; P Teachers who presented with a risk of serious vocal problems had a prevalence ratio of 2.58, indicating a greater proportion of dysphonia, whereas teachers classified as champions of abuse were five times more likely compared with those teachers with behaved or candidates for voice problems. There is an association between behavioral dysphonia and current depressive episodes in elementary school teachers. Copyright © 2015 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  17. Smoking habits and attitudes among secondary school teachers.

    Science.gov (United States)

    bin Yaacob, I; bin Harun, M H

    1994-03-01

    A questionnaire survey to study the smoking habits and attitudes toward smoking among secondary school teachers in Kelantan, Malaysia was conducted between July and September 1992. Questionnaires were sent to 5,112 teachers through their respective headmasters. Sixty-three percent (3,208 teachers; 61% males, 39% females) responded satisfactorily. Overall, 625 teachers (20%) were current smokers, 141 (4%) were occasional smokers, 317 (10%) were ex-smokers and 2,123 (67%) had never smoked. Only six (0.8%) of the 766 regular and occasional smokers were females. The rates of smoking among parents and siblings of smokers were higher than parents and siblings of non-smokers. Seventy-four percent of the smoking teachers admitted to smoking in the school premises. The teachers' attitudes about the health effects of smoking were statistically different between smokers and non-smokers. However, both smoking and non-smoking teachers had similar views regarding methods to control the smoking habit which included banning cigarette sales, putting a halt to the tobacco industry and banning cigarette advertisements.

  18. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    Wider, Beyonka Shantel

    2012-01-01

    Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

  19. The Validity of Teacher Ratings of Adolescents' Social Skills.

    Science.gov (United States)

    Ogden, Terje

    2003-01-01

    Examined the validity of teacher ratings of adolescents' social skills in a followup of a cohort sample of 395 students from seventh to ninth grades. Findings show multi-informant consistency in ratings; teacher ratings consistently covaried with teacher ratings of problem behavior and academic competence, nominations by peer students, and grade…

  20. Men learning to be primary school teachers

    OpenAIRE

    Smedley, Susan May

    2005-01-01

    Abstract: Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do ...

  1. The role of school organizational climate in occupational stress among secondary school teachers in Tehran.

    Science.gov (United States)

    Ahghar, Ghodsy

    2008-01-01

    This paper aims at studying the influence of the organizational climate of a school on the occupational stress of the teachers. The study population were all secondary schools teachers in Tehran in 2007. Using a multi-stage random sampling method, a sample volume of 220 people was determined using the Cochran formula. Two main instruments were used to measure the study variables: a 27-item questionnaire on organizational climate (four scales: open, engaged, disengaged and closed organizational climate, and a 53-item occupational stress questionnaire by Vingerhoets, employing 11 scales: Skill Discretion, Decision Authority, Task Control, Work and Time Pressure, Role Ambiguity, Physical Exertion, Hazardous Exposure, Job Insecurity, Lack of Meaningfulness, Social Support from Supervisor and Social Support from Coworkers. The frequency, percentage, and mean values were calculated and a stepwise regression analysis was performed to evaluate the statistical significance of the findings. The study results revealed that: (a) 40.02% of secondary school teachers experience occupational stress at a moderate or higher level; (b) the rate of occupational stress among teachers can be predicted. using the scores on the school organizational climate; this predictability is highest for the open climate and gradually decreases through the engaged, and disengaged to the closed climate; (c) among the teachers working in the disengaged and closed climate, the rate of occupational stress significantly exceeds that recorded among the teachers working in the open climate.

  2. Novice Teachers Learning from Others: Mentoring in Shanghai Schools

    Science.gov (United States)

    Salleh, Hairon; Tan, Charlene

    2013-01-01

    This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

  3. Inclusive Education in Government Primary Schools: Teacher Perceptions

    OpenAIRE

    Itfaq Khaliq Khan; Shujahat Haider Hashmi; Nabeela Khanum

    2017-01-01

    The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Pu...

  4. Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us.

    Science.gov (United States)

    Shernoff, Elisa S; Maríñez-Lora, Ane M; Frazier, Stacy L; Jakobsons, Lara J; Atkins, Marc S; Bonner, Deborah

    2011-12-01

    Despite alarming rates and negative consequences associated with urban teacher attrition, mentoring programs often fail to target the strongest predictors of attrition: effectiveness around classroom management and engaging learners; and connectedness to colleagues. Using a mixed-method iterative development framework, we highlight the process of developing and evaluating the feasibility of a multi-component professional development model for urban early career teachers. The model includes linking novices with peer-nominated key opinion leader teachers and an external coach who work together to (1) provide intensive support in evidence-based practices for classroom management and engaging learners, and (2) connect new teachers with their larger network of colleagues. Fidelity measures and focus group data illustrated varying attendance rates throughout the school year and that although seminars and professional learning communities were delivered as intended, adaptations to enhance the relevance, authenticity, level, and type of instrumental support were needed. Implications for science and practice are discussed.

  5. The effects of experience and attrition for novice high-school science and mathematics teachers.

    Science.gov (United States)

    Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

    2012-03-02

    Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

  6. School Library Media Specialist-Teacher Collaboration: Characteristics, Challenges, Opportunities

    Science.gov (United States)

    Cooper, O. P.; Bray, Marty

    2011-01-01

    The most successful school library media specialists are those who collaborate with teachers as full partners in the instructional process. Without assertive action by the school library media specialist, however, school administrators and teachers are likely to be more aware of the media specialist's administrative role than the roles of teacher,…

  7. Estimating Cause: Teacher Turnover and School Effectiveness in Michigan

    Science.gov (United States)

    Keesler, Venessa; Schneider, Barbara

    2010-01-01

    The purpose of this paper is investigate issues related to within-school teacher supply and school-specific teacher turnover within the state of Michigan using state administrative data on Michigan's teaching force. This paper 1) investigates the key predictors of teacher turnover and mobility, 2) develops a profile of schools that are likely to…

  8. Program Development for Primary School Teachers' Critical Thinking

    Science.gov (United States)

    Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

    2017-01-01

    The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

  9. Examining Teachers' Motivation Level According to School Principals' Humor Styles

    Science.gov (United States)

    Recepoglu, Ergun; Kilinc, Ali Cagatay; Cepni, Osman

    2011-01-01

    The purpose of this research is to examine the motivation level of teachers according to school principals' humor styles. The humor styles survey and job motivation scale were used to gather data from 305 randomly selected teachers employed in primary schools in Karabuk. Results indicated that 141 of the teachers claimed school principal had…

  10. Principals' instructional management skills and middle school science teacher job satisfaction

    Science.gov (United States)

    Gibbs-Harper, Nzinga A.

    The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

  11. Impact of Teacher Supports and Workplace Settings on Retaining Teachers in New Jersey Schools

    Science.gov (United States)

    Cheasty, Michelle E.

    2011-01-01

    Teacher turnover in New Jersey public schools continues to grow every year. As a result, schools and school districts are continuously seeking ways to ensure that every position available is staffed with highly qualified teachers. In addition, schools seek to provide familiarity and stability to those involved with the schools. In an effort to…

  12. Schooling Teachers: Professionalism or Disciplinary Power?

    Science.gov (United States)

    Bourke, Terri; Lidstone, John; Ryan, Mary

    2015-01-01

    Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the "enemy" of economic rationalism and performativity. However,…

  13. Observing Aggression of Teachers in School Teams

    Science.gov (United States)

    Ben Sasson, Dvora; Somech, Anit

    2015-01-01

    To fill the gap in theoretical and empirical knowledge on workplace aggression by teachers working in teams, this study explored its components, its targets, and its contextual determinants. Data were collected through three observations at different schools and at different times on 29 math, homeroom, language, and science studies teams.…

  14. Sustainable School Leadership: The Teachers' Perspective

    Science.gov (United States)

    Cook, John W.

    2014-01-01

    Sustainable school leadership is essential to the academic growth of students and professional growth of faculty and staff. Shedding light on what constitutes sustainable leadership from the perspective of teachers will increase our understanding of how specific leadership practices and processes impact those in the learning community who are…

  15. Pedagogical content knowledge and preparation of high school physics teachers

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2010-08-01

    Full Text Available This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK. The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is to provide information about a possible structure, organization, and individual elements of a program that prepares physics teachers. The philosophy of the program and the coursework can be implemented either in a physics department or in a school of education. The paper provides details about the program course work and teaching experiences and suggests ways to adapt it to other local conditions.

  16. The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

    Science.gov (United States)

    Robinson, Lakishia N.

    2015-01-01

    Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

  17. Creating an In-School Pastoral System for Student Teachers in School-Based Initial Teacher Education

    Science.gov (United States)

    Philpott, Carey

    2015-01-01

    Recent developments in initial teacher education (ITE) have produced a number of school-centred models. These mean that student teachers may now spend more of their time in schools than has historically been the case. In some of these models, student teachers are more clearly part of the school as an institution than might be the case in more…

  18. Teacher training in Chile: perceptions of teachers in the school system and university teachers

    Directory of Open Access Journals (Sweden)

    Claudio H. Díaz Larenas

    2015-06-01

    Full Text Available This article presents the results of research on perceptions of teacher training. The study design is transactional and descriptive, for which an ad hoc survey of two groups was developed: the school sysrtem teachers and academics in the region of Bio Bio in Chile. Its aim is to analyze the perception of these groups on six themes: evaluation, learning, innovation, research, development and relationship university / school / community. The main results show a high evaluation of assessment practices, introducing innovations in the classroom and refinement. The reasearch is carried out by both teachers and university profressors in the school system, although at different frequencies. The university / school / community relations are considered relevant but are not consolidarted. Finally some thoughts arise that link the themes discussed in terms of improving teacher education.

  19. School Competition and Teacher Labor Markets: Evidence from Charter School Entry in North Carolina

    OpenAIRE

    C. Kirabo Jackson

    2011-01-01

    I analyze changes in teacher turnover, hiring, effectiveness, and salaries at traditional public schools after the opening of a nearby charter school. While I find small effects on turnover overall, difficult to staff schools (low-income, high-minority share) hired fewer new teachers and experienced small declines in teacher quality. I also find evidence of a demand side response where schools increased teacher compensation to better retain quality teachers. The results are robust across a va...

  20. Exploring Teacher Trust in Technical/Vocational Secondary Schools: Male Teachers' Preference for Girls

    Science.gov (United States)

    Van Houtte, Mieke

    2007-01-01

    This article explores whether teachers' trust in pupils in technical/vocational schools is associated with teachers' and pupils' gender. As for the teachers, besides gender, age, socioeconomic origin, and subject taught are considered and, as for the pupils, the gender composition of the school (proportion of girls at school), the socioeconomic…

  1. The Relationships between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate

    Science.gov (United States)

    Pulleyn, Janet L.

    2012-01-01

    This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district…

  2. Voice disorders in Nigerian primary school teachers.

    Science.gov (United States)

    Akinbode, R; Lam, K B H; Ayres, J G; Sadhra, S

    2014-07-01

    The prolonged use or abuse of voice may lead to vocal fatigue and vocal fold tissue damage. School teachers routinely use their voices intensively at work and are therefore at a higher risk of dysphonia. To determine the prevalence of voice disorders among primary school teachers in Lagos, Nigeria, and to explore associated risk factors. Teaching and non-teaching staff from 19 public and private primary schools completed a self-administered questionnaire to obtain information on personal lifestyles, work experience and environment, and voice disorder symptoms. Dysphonia was defined as the presence of at least one of the following: hoarseness, repetitive throat clearing, tired voice or straining to speak. A total of 341 teaching and 155 non-teaching staff participated. The prevalence of dysphonia in teachers was 42% compared with 18% in non-teaching staff. A significantly higher proportion of the teachers reported that voice symptoms had affected their ability to communicate effectively. School type (public/private) did not predict the presence of dysphonia. Statistically significant associations were found for regular caffeinated drink intake (odds ratio [OR] = 3.07; 95% confidence interval [CI]: 1.51-6.62), frequent upper respiratory tract infection (OR = 3.60; 95% CI: 1.39-9.33) and raised voice while teaching (OR = 10.1; 95% CI: 5.07-20.2). Nigerian primary school teachers were at risk for dysphonia. Important environment and personal factors were upper respiratory infection, the need to frequently raise the voice when teaching and regular intake of caffeinated drinks. Dysphonia was not associated with age or years of teaching. © The Author 2014. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  3. Teacher Preferences for Alternative School Site Administrative Models

    Science.gov (United States)

    Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.

    2012-01-01

    Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In…

  4. Transformational Leadership and Teacher Motivation in Southwestern Arizona High Schools

    Science.gov (United States)

    Reynolds, Catherine L.

    2009-01-01

    The purpose of this study was to explore the relationship between transformational leadership and teacher motivation in Southwestern Arizona high schools. Teachers in a school district in Southwestern Arizona comprised of high schools were surveyed using two instruments, Leithwood and Jantzi's (1998) The Leadership and Management of Schools in…

  5. Principals' and Teachers' Practices about Parent Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif

    2016-01-01

    Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…

  6. Investigation of the Work Motivation Levels of Primary School Teachers

    Science.gov (United States)

    Ates, Hatice Kadioglu; Yilmaz, Perihan

    2018-01-01

    This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state…

  7. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive

    Science.gov (United States)

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully…

  8. Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students Thrive. Executive Summary

    Science.gov (United States)

    TNTP, 2012

    2012-01-01

    Successful teachers make successful schools. Yet some schools are better than others at accelerating student learning by developing and keeping great teachers, even compared to schools that serve the same population of students and have access to the same resources. These schools are called "greenhouse schools"--schools with carefully fostered…

  9. Parents' Perceptions of Teacher Support at a Cyber Charter High School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students' reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher…

  10. SCHOOL VIOLENCE: THE PRACTICE TEACHERS AND SCHOOL LEAVING

    Directory of Open Access Journals (Sweden)

    Luz María Esperanza Alegría-Rivas

    2016-01-01

    Full Text Available In this article, result of research from ethnography for peace, we reflect on the manifestations of violence in the educational practices in School Education in the State of Mexico which may be determining the school leaving. The purpose of this research is based on the idea that teachers can give a full sense of their teaching practices, opening spaces where teachers analyze whether there are demonstrations of violence in their teaching practice, and amend them to practice peace, which could positively influence learning processes of students with low valuations and thus reduce dropouts. Methodologically starts from ethnography to peace around context and manifestations of violence that occur in the classroom between teacher-student.

  11. DEMOCRATIC ATTITUDES OF ELEMENTARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    Müge TAÇMAN

    2006-06-01

    Full Text Available The primary aim of this study was to determine the democratic attitudes of the classroomteachers. This study is a descriptive research. In this research, democratic attitude scala which was developed by“published for the attitude research labaratory” and adapted to Turkish educational system by Gözütok (1995 wasused. Research group consisted fifty teachers from four private primary schools in Ankara. The data were analyzed byone way ANOVA. According of the results of the research, democratic attitudes of teachers have been discriminated onteachers’ sexuality, seniority and graduate level

  12. Internet Literacy of Vocational High School Teachers

    Science.gov (United States)

    Vernanda, D.; Abdullah, A. G.; Rohendi, D.

    2018-02-01

    Internet literacy is needed to know the development of the world in various things quickly and precisely, as well as in the world of education, especially teachers. Seeing the importance of internet literacy, there is an interest to discuss and analyze the level of internet literacy of teachers. The method used in this research is descriptive qualitative. The sample of research is vocational school teacher (SMK) as many as 99 respondents. Data are collected through questionnaires. The theory used is adopted from Suitable Learning Object Type (LRE APV4.7) and Three Elements of Literacy Digital. The result data of the questionnaire is processed and analyzed using Capability Maturity Model theory, the result of the research shows that the level of internet literacy of vocational teachers is at level 2, meaning that SMK teachers have used the internet many times to assist their daily activities and have pattern of repetition in internet utilization. The use of internet by teachers of SMK with various needs that support the process of teaching, communicating, sharing knowledge, but the most dominant is to communicate through social media. Factors affecting internet usage include age, gender, and employment status.

  13. Determination of in-service needs of Turkish high school science teachers in Istanbul

    Science.gov (United States)

    Ogan, Feral

    The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

  14. Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools

    Science.gov (United States)

    Newton, Xiaoxia A.; Rivero, Rosario; Fuller, Bruce; Dauter, Luke

    2018-01-01

    Background/Context: Studies that compare the achievement benefits of charter public schools versus traditional public schools (TPSs) yield quite uneven results. The quality and long-term commitment of teachers represent related mediators that may help to explain effective and ineffective charter schools. Early findings on the comparative rates of…

  15. GIS Adoption among Senior High School Geography Teachers in Taiwan

    Science.gov (United States)

    Lay, Jinn-Guey; Chen, Yu-Wen; Chi, Yu-Lin

    2013-01-01

    This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS…

  16. Developing teacher leadership and its impact in schools

    NARCIS (Netherlands)

    Snoek, M.

    2014-01-01

    Leadership of teachers is considered as one of the key factors for innovation and quality improvement in schools. However, as leadership qualities are not a standard element in initial teacher education programs, arrangements for professional development of teachers in schools needs to address the

  17. Factors Affecting Teacher Satisfaction in an Urban School District

    Science.gov (United States)

    Halpert, Michael A.

    2011-01-01

    The purpose of this study was to distinguish factors that influence the satisfaction levels of teachers in urban school districts. This work also distinguished factors that directly impacted teachers' level of satisfaction towards their work and their attitude towards the administration of their schools. Forty-one teachers from two kindergarten…

  18. Utilizing Teacher Leadership as a Catalyst for Change in Schools

    Science.gov (United States)

    Ankrum, Raymond J.

    2016-01-01

    School leaders are constantly trying to find alternative ways to leverage and explore teacher leadership potential in their school building(s). Teachers leaders that are willing to go above and beyond their general duties. Teacher leaders are the type of educators that fall under the motif of potentially taking on additive responsibilities that…

  19. Finding Balance: The Professional Life of a Charter School Teacher

    Science.gov (United States)

    Clark, Marjorie

    2010-01-01

    This phenomenological study of one charter school teacher sought to answer the question, what is it like to be a teacher in a charter school? Exploring issues of preparation, working conditions, and job satisfaction, this teacher expressed a range of emotions about her chosen work environment. I found that the pervasive stress surrounding her work…

  20. Job Satisfaction, School Rule Enforcement, and Teacher Victimization

    Science.gov (United States)

    Kapa, Ryan; Gimbert, Belinda

    2018-01-01

    Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011--2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze…

  1. Online workspaces to support teacher communities in secondary schools

    NARCIS (Netherlands)

    Admiraal, W.; Heemskerk, I.M.C.C.; Roceanu, I.

    2012-01-01

    Teacher communities are claimed to contribute to the improvement in the practices of teaching and schooling as well as individual teacher development and the collective capacity schools. How to define, design and support teacher communities is however still unclear. In this expert study, experts

  2. Charter Schools and the Teacher Job Search in Michigan

    Science.gov (United States)

    Cannata, Marisa

    2010-01-01

    This paper examines the position of charter schools in prospective elementary teachers' job search decisions. Using a labor market segmentation framework, it explores teacher applicants' decisions to apply to charter schools. The data come from a mixed-methods longitudinal study of prospective teachers looking for their first job. This paper finds…

  3. Qualifications of Subject Teachers in Special Education Schools

    Science.gov (United States)

    Rasmussen, Meryem Uçar; Kis, Arzu

    2018-01-01

    Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey…

  4. The Impact of Professional Development Schools on Teacher Leadership

    Science.gov (United States)

    Cosenza, Michael N.

    2010-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

  5. High School Band Students' Perspectives of Teacher Turnover

    Science.gov (United States)

    Kloss, Thomas E.

    2013-01-01

    Teacher turnover remains an important issue in education. The least researched perspectives, though, are those of the students who experience teacher turnover. The purpose of this study was to examine how high school band students experience teacher turnover. A total of twelve students were interviewed, representing three schools that experienced…

  6. Exposure to Mobbing: Perceptions of Primary School Teachers

    Science.gov (United States)

    Çeliköz, Mine; Çeliköz, Nadir

    2017-01-01

    The general purpose of the present research is to examine teachers' perceptions of being exposed to Mobbing. The population of the research, in which the screening model is used, consists of teachers working in private and public elementary schools during the 2015-2016 school year. The study group is formed with 305 teachers who were voluntarily…

  7. Professional Development Urban Schools: What Do Teachers Say?

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

  8. Teachers' Perceptions about School Violence in One Turkish City

    Science.gov (United States)

    Yavuzer, Yasemin; Gundogdu, Rezzan; Dikici, Ayhan

    2009-01-01

    The aim of this study is to determine the types and frequencies of violence encountered by teachers in primary and high schools in Nide province in Turkey, and, in addition, to determine the perceptions of teachers regarding the reasons for and methods of prevention of violent actions at schools. One hundred forty-two teachers were chosen for this…

  9. The Development of Gender Achievement Gaps in Mathematics and Reading during Elementary and Middle School: Examining Direct Cognitive Assessments and Teacher Ratings

    Science.gov (United States)

    Robinson, Joseph Paul; Lubienski, Sarah Theule

    2011-01-01

    Using K-8 national longitudinal data, the authors investigate males' and females' achievement in math and reading, including when gender gaps first appear, whether the appearance of gaps depends on the metric used, and where on the achievement distribution gaps are most prevalent. Additionally, teachers' assessments of males and females are…

  10. From teacher education to primary school

    DEFF Research Database (Denmark)

    Christiansen, Rene B

    2014-01-01

    such as Kathy Charmaz and later works by Strauss and Glaser. Phenomenography forms the other meth-odological part of the dissertation. Phenomenography is defined here as “ … research which aims at description, analysis, and understanding of experiences; that is, re-search which is directed towards experimental...... teachers. This dissertation has been written and constructed around two research ques-tions. The first research question asked the following: How does new teachers ex-perience being new? How do they experience possibilities and barriers when trying to carry out their intentions as teachers? The other...... question examined was this: “How is ac-cess possible to the everyday practice of schools and how can this everyday practice be under-stood”? Throughout the dissertation both questions has been examined both theoretically and empirically. The first research question deals with the aspects of professions...

  11. Effective School Leaders. Q&A with Eric A. Hanushek, Ph.D. REL Mid-Atlantic Teacher Effectiveness Webinar Series

    Science.gov (United States)

    Regional Educational Laboratory Mid-Atlantic, 2014

    2014-01-01

    This webinar on effective school leaders discussed the important relationship between a school's socio-economic status, school leadership, and teacher turnover rate. Participants explored the major role of school leaders in fostering teacher effectiveness and discussed strategies they can use at the local level to increase school leader…

  12. Teachers' Definitions of Self-Esteem When Rating Preschool Children.

    Science.gov (United States)

    Bell, Nancy J.; And Others

    1980-01-01

    Female teachers rated 107 preschool boys and girls on their self-esteem and on a sex role rating scale. Although the validity of such ratings remains an issue, it appears that children rated high in self-esteem by their teachers are those perceived as assertive, active, athletic--stereotypically masculine traits. (Author/SJL)

  13. Content knowledge of prospective elementary school teacher for fractional concepts

    Science.gov (United States)

    Pattimukay, N.; Juniati, D.; Budiarto, M. T.

    2018-03-01

    The aim of this study was to describe the content knowledge especially the concept of fraction of prospective elementary school teacher. The purpose of this study is to describe the content knowledge, especially the concept of fraction of prospective elementary school teacher. The subject of the study was one of prospective elementary school teacher of Pattimura University. This research is qualitative research. Data were collected through the provision of tests to explore the knowledge content of primary school teacher candidates about fractional concepts. Then continued with qualitative data analysis. The results of this study are as follows: that the prospective primary school teacher defines fractions as part of the whole if an object is divided into equal parts, so that the part that has been divided is part of the whole. Furthermore, the prospective elementary school teacher understood the fractions as division shown in two ways, namely the prospective elementary school teacher understood the fraction as a division operation, the primary school teacher candidate interpreted the fraction as a division when an object is divided be part of the same. Meanwhile, the fraction as a ratio is interpreted as the relationship between a pair of numbers. Then, the denominations are interpreted as a ratio between the numerator and the denominator of the same value. The prospective elementary school teacher also understands fractions of value when simplifying fractions. Primary school teacher candidates understand the concept of fractional operations.

  14. A Different Model for School Success: Empower Teachers

    Science.gov (United States)

    Farris-Berg, Kim

    2014-01-01

    This article opens with a thought provoking question--When it comes to defining teacher leadership, how much do we limit ourselves by assuming that the way teachers work today must always be the way teachers work? The author points out that pioneering groups of public school teachers across the United States are advancing a new definition of…

  15. The Supply of Science Teachers to Secondary Schools in Ondo ...

    African Journals Online (AJOL)

    Male science teachers were in greater numbers than female science teachers in the schools. The number of science teachers supplied from higher institutions outside the State was greater than the number supplied from higher institutions within the State The supply of science teachers did not match the demand for them in ...

  16. Distributed but Undefined: New Teacher Leader Roles to Change Schools

    Science.gov (United States)

    Margolis, Jason; Huggins, Kristin Shawn

    2012-01-01

    This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2…

  17. INVESTIGATION OF PRIMARY SCHOOL TEACHERS INDIVIDUAL INNOVATIVENESS

    Directory of Open Access Journals (Sweden)

    Zeynep YILMAZ ÖZTÜRK

    2014-07-01

    Full Text Available The rapid changes in the global sense of individual adaptation to the new situation quickly necessitates individuals to show an innovative style in order to wriggle out similars. Being innovative becomes prerequisites of bringing qualified person fort he provision of skilled labor in the 21st century. Many of our teachers’ sincere behaviours are example for students following them. It is thought that an innovative structure of our teachers causes students to develop in this directi on. The aim of our research in this context is to propound individual innovativeness ,categories and the levels of the teachers in primary schools who shapes the future of our country . This study is a descriptive research conducted quantitative approach. Universe of the study consists of 190 primary schools in the townships constitutes of şehitkamil Sahinbey city in Gaziantep. The sample was selected randomly. They belong to the category of teachers and determine their level of innovation data f or the Hurt et al. (1997 developed by the "Individual Innovativeness" scale Kılıçer and Odabaşı (2010 made by the Turkish cultural adaptation, validity and reliability studies were collected by state.individual Innovation level of teachers and categorie s are determined.

  18. The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools

    Science.gov (United States)

    Geijsel, Femke P.; Sleegers, Peter J. C.; Stoel, Reinoud D.; Kruger, Meta L.

    2009-01-01

    In this study we examined the relative importance of teachers' psychological states, school organizational conditions (teacher collaboration and participative decision making), and the leadership practices (vision, individual consideration, and intellectual stimulation) of principals at their schools in explaining variation in teachers'…

  19. Secondary School Teachers' Knowledge Level of the Concepts of ...

    African Journals Online (AJOL)

    Secondary School Teachers' Knowledge Level of the Concepts of Environmental ... Huria: Journal of the Open University of Tanzania ... level of the certificate of secondary education geography teachers when teaching the concepts of ...

  20. Teacher training by means of a school-based model

    African Journals Online (AJOL)

    21172714

    teacher shortage; teacher training; university-school partnerships; workplace learning ... (Department of Higher Education & Training, Republic of South Africa, 2011:8), which is an ..... http://www.researchgate.net/profile/Lynda_Wiest/p.

  1. How teachers of English in South African schools recognise their ...

    African Journals Online (AJOL)

    How teachers of English in South African schools recognise their change agency. ... values consistent with the fundamental rights contained in the Constitution of ... Keywords: change agency; democracy; empowerment; teachers of English ...

  2. Middle-School Mathematics Teachers' Beliefs in NCTM's Vision

    Science.gov (United States)

    Perrin, John Robert

    2012-01-01

    This study examined the extent to which seventh- and eighth-grade mathematics teachers are aware of National Council of Teachers of Mathematics (NCTM) standards documents, Curriculum and Evaluation Standards for School Mathematics and Principles and Standards for School Mathematics and agree with NCTM's vision of school mathematics as expressed in…

  3. Linking the Teacher Appraisal Process to the School Improvement Plan

    Science.gov (United States)

    Reddekopp, Therese

    2007-01-01

    If a school improvement plan includes input from all stakeholders and focuses on data-driven processes that are linked to teacher appraisal, it can be powerful in leading the school toward the common mission of achieving student success. Linking the school improvement plan to the teacher appraisal process creates a system whereby all individuals…

  4. Trust in School: A Pathway to Inhibit Teacher Burnout?

    Science.gov (United States)

    Van Maele, Dimitri; Van Houtte, Mieke

    2015-01-01

    Purpose: The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level…

  5. Inclusive Education in Government Primary Schools: Teacher Perceptions

    Science.gov (United States)

    Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela

    2017-01-01

    The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The…

  6. A Comparison of Middle School Teachers' Pupil Control Ideology

    Science.gov (United States)

    Jones, Paul; Garner, Arthur E.

    1978-01-01

    Compares pupil control ideology--discipline policy--of middle school classroom teachers with the intent of finding what attributes are needed for middle school teachers and the particular type classroom environment that facilitates optimum learning conditions for middle school children. (Author/RK)

  7. The High School Dropout Problem: Perspectives of Teachers and Principals

    Science.gov (United States)

    Bridgeland, John M.; Dilulio, John J., Jr.; Balfanz, Robert

    2009-01-01

    To better understand the views of teachers and administrators on the high school dropout problem, focus groups and nationally representative surveys were conducted of high school teachers and principals. A focus group of superintendents and school board members was also included. To help interpret the results, the authors convened a colloquium…

  8. Mexican Parents' and Teachers' Views of Effective Elementary Schools

    Science.gov (United States)

    Slate, John R.; Jones, Craig H.

    2007-01-01

    We surveyed 374 parents and 82 teachers in the Juarez, Mexico schools regarding their views of what makes an effective elementary school. The survey was a Spanish translation of an instrument used by Johnson (1998). Although both parents and teachers supported most of the factors associated with effective schools, they emphasized different aspects…

  9. Motivation and Job Satisfaction of Catholic School Teachers

    Science.gov (United States)

    Convey, John J.

    2014-01-01

    This article examines the relationship between Catholic school teachers' motivation and job satisfaction. The data are derived from a survey of 716 teachers in Catholic elementary and secondary schools in three dioceses in the US (Atlanta, GA; Biloxi, MS; and Cheyenne, WY). The school's academic philosophy and its environment were important…

  10. Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers

    Science.gov (United States)

    Upadhyay, Bhaskar

    2010-01-01

    The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…

  11. Teacher Participation in Decision Making and Its Impact on School and Teachers

    Science.gov (United States)

    Sarafidou, Jasmin-Olga; Chatziioannidis, Georgios

    2013-01-01

    Purpose: The purpose of this paper is to examine teacher involvement in different domains of decision making in Greek primary schools and explore associations with school and teacher variables. Design/methodology/approach: A survey employing self-administered questionnaires, with a Likert-type scale assessing teachers' actual and desired…

  12. Chinese Middle School Teacher Job Satisfaction and Its Relationships with Teacher Moving

    Science.gov (United States)

    Chen, Junjun

    2010-01-01

    This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle…

  13. The Great Depression and Elementary School Teachers as Reported in "Grade Teacher" Magazine

    Science.gov (United States)

    Field, Sherry L.; Bellows, Elizabeth

    2012-01-01

    This study focuses on elementary school teachers during the Great Depression and the role that they played to sustain everyday school activity. The authors draw evidence primarily from the pages of "Grade Teacher" magazine, through teachers' letters written to its editor, Florence Hale, and her responses to them. Opportunities to study…

  14. Motivating Teachers' Commitment to Change through Transformational School Leadership in Chinese Urban Upper Secondary Schools

    Science.gov (United States)

    Liu, Peng

    2015-01-01

    Purpose: The purpose of this paper is to examine the effects of transformational school leadership on teachers' commitment to change and the effects of organizational and teachers' factors on teachers' perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach: The paper mainly…

  15. The Identity of Catholic Schools as Seen by Teachers in Catholic Schools in Queensland

    Science.gov (United States)

    Gleeson, Jim; O'Gorman, John; O'Neill, Maureen

    2018-01-01

    This paper reports on the opinions of teachers in Queensland Catholic schools regarding the identity, purposes and characteristics of Catholic schools. It draws on survey data from 2287 teachers in Catholic schools as well as semi-structured interviews with 20 teachers. Respondents were asked about their reasons for working in Catholic Education…

  16. Prospective teachers' perceptions of the school psychologist's role

    OpenAIRE

    Poulou, Maria

    2002-01-01

    Acknowledging the importance of teachers’ implicit theories for the determination of school psychologist’s role, this study aims to elicit prospective teachers’ personal theories for the role of school psychologist. By using metaphoric pictures, 59 pre-service teachers described their perceptions of the school psychologist’s role in relation to other members of the school community, the expectations of both teachers and the school psychologist in relation to the role of the ...

  17. Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

    Science.gov (United States)

    Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

    2012-06-01

    There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

  18. Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

    Science.gov (United States)

    Riggs, Robert

    2017-01-01

    This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…

  19. Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

    Science.gov (United States)

    Lane, Paula J.

    2017-01-01

    Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

  20. Teacher Effectiveness of Secondary School Teachers with High Tacit Knowledge

    Science.gov (United States)

    Mumthas, N. S.; Blessytha, Anwar

    2009-01-01

    To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…

  1. Problems of discipline in primary and secondary school: Teachers' opinions

    Directory of Open Access Journals (Sweden)

    Savović Branka B.

    2002-01-01

    Full Text Available Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Niš comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51% estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.

  2. The Teacher Strike: School District Protection Procedures. A Manual for School District Officials on How to Handle a Teachers' Strike.

    Science.gov (United States)

    Igoe, Joseph A.; DiRocco, Anthony P.

    This booklet is designed to give practical and realistic advice to school district officials faced with the possibility of a teachers' strike. It is intended for use both by school district administrators and school board members. The booklet is organized into four sections that focus in turn on signs of a pending teachers' strike, union…

  3. Unraveling Gender Bias from Student Evaluations of their High School Physics Teachers

    Science.gov (United States)

    Hazari, Zahra; Potvin, Geoff; Tai, Robert; Sadler, Philip

    2009-05-01

    In this talk, the evaluation of high school physics, chemistry, and biology teachers by their students is examined according to the gender of the student and the gender of the teacher. Female teachers are rated significantly lower than male teachers by male students in all three disciplines, while female students under-rate female teachers only in physics. Interestingly, physics is also the field that suffers the greatest lack of females and has been criticized most for its androcentric culture. The gender bias in teacher ratings persists even after accounting for academic performance, classroom experiences, and family support. Further, male and female teachers in each discipline appear equally effective at preparing their students for future science study in college, suggesting that students have a discipline-specific gender bias. Such a bias may negatively impact female students and contribute to the loss of females in STEM fields.

  4. Factors Affecting the Retention of First-career and Second-career Science Teachers in Urban High Schools

    Science.gov (United States)

    Rak, Rosemary C.

    The turnover of high school science teachers is an especially troubling problem in urban schools with economically disadvantaged students. Because high teacher turnover rates impede effective instruction, the persistence of teacher attrition is a serious concern. Using an online survey and interviews in a sequential mixed-methods approach, this study investigates the perceptions of high school science teachers regarding factors that contribute to their employment decisions. The study also compares first-career and second-career science teachers' perceptions of retention and attrition factors and identifies conditions that urban school leaders can establish to support the retention of their science teachers. A purposeful sample of 138 science teachers from urban area New England public high schools with 50% or more Free and Reduced Price Lunch-eligible students participated in the survey. Twelve survey respondents were subsequently interviewed. In accord with extant research, this study's results suggest that school leadership is essential to fostering teacher retention. The findings also reveal the importance of autonomy, professional community, and adequate resources to support science instruction. Although mentoring and induction programs receive low importance ratings in this study, career-changers view these programs as more important to their retention than do first-career science teachers. Second-career interviewees, in particular, voice the importance of being treated as professionals by school leaders. Future research may examine the characteristics of mentoring and induction programs that make them most responsive to the needs of first-career and second-career science teachers. Future studies may also investigate the aspects of school leadership and professional autonomy that are most effective in promoting science teacher retention. Keywords: career-changers; school leaders; science teachers; second-career teachers; teacher retention; teacher turnover

  5. Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color

    Science.gov (United States)

    Kohli, Rita

    2018-01-01

    Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice-oriented, urban teachers of color, this article affirms that urban schools--despite serving…

  6. Relationships among Job Satisfaction, Professional Efficacy, Student and School Performance, and Teacher Absenteeism

    Science.gov (United States)

    Dana, Laura Beckham

    2014-01-01

    The purpose of this study was to determine the relationships among job satisfaction, professional efficacy, student and school performance, and teacher absenteeism in Mississippi. This study also addressed methods that can be used by policymakers to better ensure low rates of absenteeism. The study measured the relationship between teachers'…

  7. Principal Leadership Style and Teacher Commitment among a Sample of Secondary School Teachers in Barbados

    Directory of Open Access Journals (Sweden)

    Ian Alwyn Marshall

    2015-05-01

    Full Text Available In Barbados, the issue of principal leadership and teacher productivity has occupied the attention of teacher unions and educational authorities alike.  The teachers have been calling for principals to be removed while the principals have been arguing for greater autonomy to discipline teachers. This state of affairs has, understandably, adversely impacted teacher commitment levels.  In the literature there is a clear correlation between principal leadership style and teacher commitment, however, it is important to know whether or not the relationship holds true in the context of Barbadian schools. This author is of the view that if teacher commitment levels are to return to those in evidence in effective schools, then attention must be given to the way in which principals exercise their leadership functions. This study was therefore designed to examine in greater detail the relationship between principal leadership style and teacher commitment.  The author employed purposive sampling to survey a cohort of ninety (90 teachers and eleven (11 principals drawn from eleven secondary schools. Results confirmed the relationship between principal leadership style and teacher commitment, and a statistically significant difference in the level of commitment reported by teachers at newer secondary schools and teachers at older secondary schools. Results also indicated that biographical variables moderated the relationship between principal leadership style and teacher commitment. Additionally, the regression model indicated that the principal leadership style sub-variables, in combination, accounted for some variance in the commitment demonstrated by teachers.

  8. CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

    Science.gov (United States)

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

    Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.

  9. Occupational Stress and Professional Development of Primary School Teachers

    Directory of Open Access Journals (Sweden)

    Mateja Modrej

    2015-12-01

    Full Text Available The occupation of primary school teachers is considered one of the most stressful professions. The survey was used to determine the incidence of stress in 110 primary school teachers in urban and rural schools in Slovenia, depending on seniority. Its aim was to learn about stress symptoms, stressful situations and strategies to manage stress among teachers. The results show that teachers evaluate their work as a very responsible one and in majority do not think about changing their job. Teachers most often perceive physical and emotional symptoms of stress. They are faced with stressful situations when working with pupils, at their professional work, and in relations with colleagues, school management, and parents. When difficulties arise in their work, teachers most often turn for help to a colleague or the school management; and they manage their stress by going for a walk and talking to their friends.

  10. School cultures, teachers, and technology transformation

    Directory of Open Access Journals (Sweden)

    Andrew D. Kitchenham

    2010-05-01

    Full Text Available This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves’ (2003 model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each school is profiled to demonstrate, through direct quotes from the participants, how a specific school culture or regime can reflect varying degrees of transformation, and subsequent technology adoption. Résumé : Cet article présente une étude récente portant sur la culture scolaire et l’adoption de la technologie. En utilisant une adaptation du modèle des cultures scolaires de Hargreaves (2003, les résultats de recherche de trois écoles qui ont participé à une étude sur la transformation des enseignants utilisant la technologie éducative sont présentés afin d’expliquer comment chaque école représente une culture d’école et un régime scolaire distincts. Chaque école est profilée dans le but de démontrer, au moyen de citations directes des participants, la façon dont une culture d’école ou un régime scolaire donné peut se traduire par divers niveaux de transformation et, conséquemment, d’adoption des technologies.

  11. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  12. Knowledge, Attitude And Practice (Kap) Of School Teachers On ...

    African Journals Online (AJOL)

    Knowledge, Attitude And Practice (Kap) Of School Teachers On Malaria, Helminthiasis And Associated Risk Factors In Primary Schools In Onitsha, Anambra State, South-Eastern Nigeria. ... Animal Research International. Journal Home ...

  13. The perceptions of teachers and school principals of each other's ...

    African Journals Online (AJOL)

    The perceptions of teachers and school principals of each other's disposition ... implementing educational reform that has been designed without their participation. ... school-based management has recently emerged as the instrument to ...

  14. Teacher's Perceptions of Class Control in the Upper Primary School.

    Science.gov (United States)

    Roberts, Alasdair

    1984-01-01

    Reports that 73% of 66 elementary school (primary) teachers interviewed in the Aberdeen, Scotland, area operated using moderate policies of class control, rather than the permissive policies commonly found in small rural schools or the more traditional restrictive policies. (SB)

  15. The Pedagogic Beliefs of Indonesian Teachers in Inclusive Schools

    Science.gov (United States)

    Sheehy, Kieron; Budiyanto

    2015-01-01

    This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit…

  16. Factors Influencing Teacher Satisfaction at an Online Charter School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    As K-12 online programs mature, it is increasingly important that they work to retain their effective teachers. However, there is little research that has examined teacher satisfaction in K-12 online learning environments. Our analysis of 22 interviews with 11 teachers at an online charter school identified three primary factors that influenced…

  17. The Communication Barriers between Teachers and Parents in Primary Schools

    Science.gov (United States)

    Ozmen, Fatma; Akuzum, Cemal; Zincirli, Muhammed; Selcuk, Gulenaz

    2016-01-01

    Problem Statement: In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of…

  18. Why Do Primary School English Teachers Decide to Teach English?

    Science.gov (United States)

    Amengual-Pizarro, Marian; Garcia Laborda, Jesus

    2015-01-01

    This study is an attempt to explore the nature of L2 teachers' motivation towards English language learning and their decision to become English teachers. A total of 45 third-year prospective Primary school English teachers at the University of the Balearic Islands completed a small-scale survey adapted from Gardner's Attitude/Motivation Test…

  19. Emotional Competence and Stressors of Female School Teachers

    Science.gov (United States)

    Holeyannavar, P. G.; Itagi, S. K.

    2011-01-01

    A study on emotional competence and stressors of 105 primary school teachers was conducted in Dharwad in 2009. Emotional competence was assessed using EC- scale and stressors by stress inventory for teachers (SIT). Results revealed that majority of the teachers (89.5%) showed average to competent levels of emotional competence, followed by 6.7 and…

  20. Teachers' Attitudes towards Inclusive Education in Jordanian Schools

    Science.gov (United States)

    Al-Zyoudi, Mohammed

    2006-01-01

    The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…

  1. Pension Choices and the Savings Patterns of Public School Teachers

    Science.gov (United States)

    Goldhaber, Dan; Grout, Cyrus

    2016-01-01

    This paper examines the savings behavior of public school teachers who are enrolled in a hybrid pension plan that includes a defined contribution (DC) component. Few states have incorporated DC features into teacher pension systems and little is known about how providing teachers with greater control over deferred compensation might affect their…

  2. The Effective Distribution of Teachers into Secondary Schools in ...

    African Journals Online (AJOL)

    The supply of qualified teachers did not match the demand for them in secondary schools in the State. It was projected that the State government would require additional 3,585 teachers by the year 2016. Based on the findings, it was recommended that the conditions of service of teachers should be reviewed and made ...

  3. The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

    Science.gov (United States)

    Dickenson, Karen Nadean

    2016-01-01

    The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

  4. Analysis of Primary School Teachers' Opinions on Family Diversity

    Science.gov (United States)

    Bosch, Alvaro Capano; Massonnier, Natalie; González Tornaría, Maria del L.

    2016-01-01

    This article aims to do an analysis based on the opinion of primary school teachers on family models that are different from the traditional nuclear family. We worked with 60 teachers from Montevideo and the metropolitan area. They answered the Questionnaire: Teachers' Opinion on Family Diversity (CIDF for its Spanish acronym) (Morgado,…

  5. Organizational Commitment among High School Teachers of India and Iran

    Science.gov (United States)

    Joolideh, Faranak; Yeshodhara, K.

    2009-01-01

    Purpose: This paper aims to investigate the organizational commitment of teachers in India and Iran. It is an attempt to understand how these perceptions vary by demographic variables such as age and subject taught by teachers. Design/methodology/approach: Data were collected from 721 high school teachers in Bangalore (India) and Sanandaj (Iran).…

  6. Bullying in schools : The role of teachers and classmates

    NARCIS (Netherlands)

    Oldenburg, Beau

    2017-01-01

    This dissertation investigated the role of teachers and classmates in school bullying. The three main findings were: 1. Teachers may not be fully equipped to tackle bullying This dissertation suggests that teachers affect the prevalence of bullying, but that they may not be fully equipped to tackle

  7. Thinking Styles of Primary School Teachers in Beijing, China

    Science.gov (United States)

    Wang, Ying; Pang, Nicholas Sun-Keung

    2013-01-01

    Previous studies on teachers' thinking have usually related to teaching and learning, and concentrated on classroom-level outcomes. In this study, an organizational and administrative perspective was adopted in examining teachers' thinking style. Data collected were from a sample of 268 in-service teachers from 6 primary schools in Beijing, China.…

  8. Crossing the Primary and Secondary School Divide in Teacher Preparation

    Science.gov (United States)

    Knipe, Sally

    2012-01-01

    Teacher education courses at universities qualify graduates to teach in age-related contexts of primary/early childhood/secondary that reflect the organisational structure of schools. In terms of teacher employment, for some considerable time, these longstanding organisational divisions have been by-passed whereby a shortage of teachers in…

  9. Recruitment of Secondary School Physics Teachers--An International Viewpoint.

    Science.gov (United States)

    Mayfield, M. R.

    This report of the findings of the working group on "recruitment" of the International Congress on the Education of Secondary School Physics Teachers held in Hungary in September, 1970, includes reasons for the shortage of physics teachers (low salaries, excessive class load, lack of prestige, and inadequate programs of teacher preparation),…

  10. "Teachers' Voices for School Change": An Introduction to Educative Research.

    Science.gov (United States)

    Jacobs, Mary-Ellen

    1993-01-01

    Reviews a book, "Teachers' Voices for School Change" by Andrew Gitlin, on educative research and teacher voice, examining the educative research process which grounds reflection in the life histories of teacher researchers, presenting four case studies on educative research, and reflecting on the educative research process itself.…

  11. School Reforms In Ghana: A Challenge To Teacher Quality And ...

    African Journals Online (AJOL)

    The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision making when faced with professional challenges. Educational reform in Ghana like any other parts of the world calls for the type of teacher who is ...

  12. An Assessment of Teacher Retention on Job Security in Private Secondary Schools in Ogun State, Nigeria

    Directory of Open Access Journals (Sweden)

    M.F. Faremi

    2017-12-01

    Full Text Available This study assessed the relationship between teacher retention and job security in private secondary schools in Ogun state, Nigeria. The study assessed ade-quacy in teaching and learning infrastructure, evaluated mode of recruitment of teachers, the factors responsible for high teacher turnover and teachers retention strategies employed in private secondary schools. Descriptive research of the survey design was employed in this study. Data were collected using questionnaire. Multistage sampling technique was used for data collection among 200 teachers including the school principals. Data collected were analyzed with a mixture of descriptive and inferential statistics. Percentages, mean and frequency counts were used to answer the research questions raised while Pearson Moment Correlation Coefficient and t-test analysis were used to test the formulated hypotheses at 0.05 level of significance. The findings from this study revealed that teaching and learning infrastructure were inadequate in most of the schools. It was observed that books, classroom and teachers were very adequate in some of the schools. However, few of the schools had internet facility for knowledge transfer and student exposure to the worldwide web. The study also showed that the proprietors were primarily responsible for staff recruitment although there were instances where formal advertisement for recruitment was made. The study further revealed a significant relationship between teacher retention strategies and job security in private secondary schools in Osun state. The study also showed a significant relationship between teacher turnover and job security in the schools. In addition, the findings showed a significant relationship between teacher turnover and job security in private secondary schools in Osun state. Lastly, the study revealed a significant difference in the mean rate and female teachers' turnover in the selected private secondary schools. Based on the

  13. Meaningful Work and Secondary School Teachers' Intention to Leave

    Science.gov (United States)

    Janik, M.; Rothmann, S.

    2015-01-01

    The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments…

  14. Perceived collective teacher efficacy in low performing schools

    African Journals Online (AJOL)

    Education Management and Leadership, School for Professional Studies in ... enhance collective teacher efficacy, the challenge of low-performing schools ... Collective teacher efficacy, therefore, involves the combined perceptions of ... because greater efficacy leads to greater effort and ... One of the strategies for sharing.

  15. Teachers' Performance Motivation System in Thai Primary Schools

    Science.gov (United States)

    Pasathang, Sarojn; Tesaputa, Kowat; Sataphonwong, Pattananusron

    2016-01-01

    This research aims to: 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance…

  16. Teachers' perceptions of school nutrition education's influence on ...

    African Journals Online (AJOL)

    Qualitative investigation can provide invaluable information towards understanding the influence of school nutrition education (NE). The study explored teachers' perceptions of the immediate impact of NE on learners' eating behaviours. Twenty-four primary school teachers in the Bronkhorstspruit district, Gauteng, South ...

  17. Interpretation Awareness of Creativity Mathematics Teacher High School

    Science.gov (United States)

    Mastuti, Ajeng Gelora; Nusantara, Toto; Purwanto; As'ari, Abdurrahman; Subanji; Abadyo; Susiswo

    2016-01-01

    The purposes of this study are: a) to investigate high school math teacher creativity equality, b) to investigate what factors can inhibit their creativity consciousness. The subjects of this study consisted of two high school math teacher who had a different experience academically. The results of the qualitative research show the relationship…

  18. Use of School Libraries by Teachers in Ogun State | Adeniji ...

    African Journals Online (AJOL)

    The study focused on the utilization of school library by teachers in six secondary schools in Ogun State. Data collection was by questionnaire following a proportionate sampling technique. A total of 90 out of 120 (75%) responses were received and analysed. The findings revealed that 83 percent of the teachers are aware ...

  19. Strengthening the Creative Transformational Leadership of Primary School Teachers

    Science.gov (United States)

    Kallapadee, Yadapak; Tesaputa, Kowat; Somprach, Kanokorn

    2017-01-01

    This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen…

  20. An Assessment of Training Needs of Arabic School Teachers in ...

    African Journals Online (AJOL)

    The study identified the training needs of teachers in the Arabic schools in Lagos State. The study involved Head Teachers in 42 selected Arabic schools operating in. Akoka, Bariga and Somolu areas in the Lagos metropolis. The subjects were given a list of six possible teaching competencies and asked to appraise their ...

  1. Teachers' participation in school policy: Nature, extent and orientation

    NARCIS (Netherlands)

    Jongmans, C.T.; Sleegers, P.J.C.; Biemans, H.J.A.; Jong, F.P.C.M. de

    2004-01-01

    Against the background of several large-scale innovations in secondary agricultural education, this study explores the relation between teachers' professionality and their participation in school policy. For the research into this, 1,030 teachers of 98 schools for preparatory and secondary

  2. Male and Female Secondary School EFL Teachers' Code ...

    African Journals Online (AJOL)

    This study explored male and female secondary school EFL teachers' attitudes, reasons and beliefs about the functions of code-switching to L1 (Amharic) in their classes. The participants of the study were all the available (38 male and 19 female) English language teachers in seven secondary schools in Bahir Dar City and ...

  3. Awareness of autism amongst primary school teachers in Yenagoa ...

    African Journals Online (AJOL)

    Abstract. Background: Autism is a chronic neuro-developmental disorder and teachers of pupils with autism require a basic understanding of the disorder. Objective: To determine the awareness of autism amongst primary school teachers and to find out pupils with symptoms of Autism Spectrum Disorder in Primary schools ...

  4. Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

    Science.gov (United States)

    Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

    2011-01-01

    The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

  5. Practical microbiology in schools: a survey of UK teachers.

    Science.gov (United States)

    Redfern, James; Burdass, Dariel; Verran, Joanna

    2013-11-01

    A survey of secondary school teachers investigated practical microbiology in the classroom. The results were heartening (practical microbiology was common), but concerns were expressed regarding equipment, time, cost, and expertise. Microbiologists should engage more with school education to support teachers and maintain the health of microbiology for future generations. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. Knowledge and attitude of secondary school teachers in Enugu to ...

    African Journals Online (AJOL)

    Objective: To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. Materials and Methods: A cross sectional study of 300 teachers drawn from nine randomly selected secondary schools in Enugu metropolis was carried out. Pre-tested self administered structured questionnaire ...

  7. Teachers' Ideas about Health: Implications for Health Promotion at School

    Science.gov (United States)

    Miglioretti, Massimo; Velasco, Veronica; Celata, Corrado; Vecchio, Luca

    2013-01-01

    Objectives: The study explores the relationships among teachers' health representations, their ideas about health promotion, their working conditions and their involvement in health-promotion activities at school. Methods: A questionnaire was administered to 107 teachers in 86 schools in Milan (Italy). The questionnaire was structured in four…

  8. Empowering Teachers: The Influence of Transformational Leadership in Christian Schools

    Science.gov (United States)

    Kirika, John Irungu

    2011-01-01

    The object of this study was to investigate transformational leadership in Christian schools. The study investigated the perception of empowerment of K-12 Christian school teachers and its influence on organizational and professional commitment and job satisfaction. It explored correlations between teacher empowerment and selected demographic…

  9. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    Science.gov (United States)

    Hongboontri, Chantarath; Keawkhong, Natheeporn

    2014-01-01

    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

  10. Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

    Science.gov (United States)

    Miranda, Rommel

    2012-01-01

    This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

  11. Predicting Teacher Likelihood to Use School Gardens: A Case Study

    Science.gov (United States)

    Kincy, Natalie; Fuhrman, Nicholas E.; Navarro, Maria; Knauft, David

    2016-01-01

    A quantitative survey, built around the theory of planned behavior, was used to investigate elementary teachers' attitudes, school norms, perceived behavioral control, and intent in both current and ideal teaching situations toward using gardens in their curriculum. With positive school norms and teachers who garden in their personal time, 77% of…

  12. Opinions of Secondary School Mathematics Teachers on Mathematical Modelling

    Science.gov (United States)

    Tutak, Tayfun; Güder, Yunus

    2013-01-01

    The aim of this study is to identify the opinions of secondary school mathematics teachers about mathematical modelling. Qualitative research was used. The participants of the study were 40 secondary school teachers working in the Bingöl Province in Turkey during 2012-2013 education year. Semi-structured interview form prepared by the researcher…

  13. Motivation for Math in Rural Schools: Student and Teacher Perspectives

    Science.gov (United States)

    Hardre, Patricia L.

    2011-01-01

    Rural schools, students, teachers, administrators, families and community leaders face unique challenges from those of their urban and suburban counterparts. This paper investigates motivation in rural secondary schools, with a particular focus on mathematics, from teacher and student perspectives. It integrates recent research on math learning…

  14. Gendered Harassment in Secondary Schools: Understanding Teachers' (Non) Interventions

    Science.gov (United States)

    Meyer, Elizabeth J.

    2008-01-01

    This article provides an analysis of teachers' perceptions of and responses to gendered harassment in Canadian secondary schools based on in-depth interviews with six teachers in one urban school district. Gendered harassment includes any behaviour that polices and reinforces traditional heterosexual gender norms such as (hetero)sexual harassment,…

  15. An Investigation of Middle School Teachers' Perceptions on Bullying

    Science.gov (United States)

    Waters, Stewart; Mashburn, Natalie

    2017-01-01

    The researchers in this study investigated rural middle school teachers' perspectives regarding bullying. The researchers gathered information about the teachers' definitions of bullying, where bullying occurs in their school, and how to prevent bullying. Peer-reviewed literature associated with this topic was studied in order to achieve a broader…

  16. Binding Forces and Teachers' School Life: A Recursive Model.

    Science.gov (United States)

    Pang, Nicolas Sun-Keung

    2003-01-01

    Formulates theoretical model of four binding forces in school organizations--bureaucratic linkage, cultural linkage, tight coupling, and loose coupling--and examines their effects on teachers' feelings about school life. Finds, for example, that loose coupling had a positive effect on teachers' sense of community, job satisfaction, and commitment.…

  17. PRINCIPAL AND TEACHER PERCEPTIONS OF SCHOOL FACULTY MEETINGS.

    Science.gov (United States)

    AMIDON, EDMUND; BLUMBERG, ARTHUR

    THE EFFECTS OF FACULTY MEETINGS ON TEACHER MORALE WERE INVESTIGATED VIA A SIX-ITEM QUESTIONNAIRE RESPONDED TO BY 40 ELEMENTARY AND 49 SECONDARY SCHOOL TEACHERS ENROLLED IN GROUP DYNAMICS WORK AT ONE UNIVERSITY AND BY 74 ELEMENTARY AND SECONDARY SCHOOL PRINCIPALS SELECTED AT RANDOM FROM A STATE EDUCATIONAL DIRECTORY. RESPONSES WERE ON A NINE-STEP,…

  18. Job Satisfaction Amongst Teachers at Special Needs Schools

    Science.gov (United States)

    Strydom, Louise; Nortjé, Nico; Beukes, Roelf; Esterhuyse, Karel; van der Westhuizen, Jeanne

    2012-01-01

    The aim of this study was to establish the level of job satisfaction amongst teachers at special schools. Teachers in special schools need to cope with curriculum changes, the administrative duties that come with these changes, and the learners with their diverse needs. Learners with special needs require a specific educational programme and also…

  19. Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

    Science.gov (United States)

    Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur

    2016-01-01

    This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…

  20. Awareness on Learning Disabilities among Elementary School Teachers

    Science.gov (United States)

    Menon K. P., Seema

    2016-01-01

    The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School…

  1. High School Science Teachers' Views on Science Process Skills

    Science.gov (United States)

    Gultepe, Nejla

    2016-01-01

    The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

  2. A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools

    Science.gov (United States)

    Oberfield, Zachary W.

    2016-01-01

    Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is…

  3. School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

    Science.gov (United States)

    Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

    2017-01-01

    This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

  4. Humor in High School and the Role of Teacher Leaders in School Public Relations

    Science.gov (United States)

    Kosiczky, Bonnie; Mullen, Carol A.

    2013-01-01

    How can public schools improve public relations strategies, particularly in communications between teachers and students? The purposes of this study were to investigate teacher leaders' perceptions of the use of humor in the high school classroom and discover how humor might bridge instruction to student learning and strengthen teacher-student…

  5. The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

    Science.gov (United States)

    Huseyin, Aksu Hasan

    2015-01-01

    The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

  6. Study of the Perceptions of Middle School Principals on Teacher Absenteeism within an Urban School District

    Science.gov (United States)

    Seibert, Judy C.

    2013-01-01

    Nationally, teacher absenteeism has become problematic, in part, as a result of collective bargaining agreements between teachers' unions and school boards. Additionally, teacher absenteeism is increasingly problematic because the No Child Left Behind Act (NCLB) requires schools to meet yearly academic targets in reading and mathematics. The…

  7. Harassment in workplace among school teachers: development of a survey

    OpenAIRE

    Russo, Andrea; Milić, Ranko; Knežević, Bojana; Mulić, Rosanda; Mustajbegović, Jadranka

    2008-01-01

    Aim To develop a questionnaire on harassment in the workplace among teachers at primary and secondary schools. Methods We analyzed the existing questionnaires on harassment in the workplace and developed a new one was to specifically address harassment of teachers in the public education sector. The questionnaire was then experimentally applied to a sample of 764 primary and secondary school teachers in Split Dalmatia County, Croatia. It included three scales –exposure to harassment,...

  8. Gender Differences in the Effects of Oppositional Behavior on Teacher Ratings of ADHD Symptoms.

    Science.gov (United States)

    Jackson, David A.; King, Alan R.

    2004-01-01

    H. Abikoff, M. Courtney, W. E. Pelham, and H. S. Koplewicz (1993) presented elementary school teachers with a videotape of a 4th-grade male child exhibiting behavior associated with either Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD). Comparisons with ratings generated from a control tape (same child…

  9. Classroom Quality Rating Systems: How Do Teachers Prepare and What Do They Think about the Process?

    Science.gov (United States)

    Scott-Little, Catherine; Brown, E. Glyn; Hooks, Laura McDonald; Marshall, Betty Jo

    2008-01-01

    Working with the South Carolina Department of Education, the authors surveyed prekindergarten and kindergarten teachers whose schools participated in a quality rating system to see what they did to get ready for the observation and what they thought of the evaluation process. The authors also asked them what they thought about the quality of their…

  10. Measuring Creative Capacity in Gifted Students: Comparing Teacher Ratings and Student Products

    Science.gov (United States)

    Kettler, Todd; Bower, Janessa

    2017-01-01

    Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…

  11. Australian Lesbian Teachers--A Reflection of Homophobic Harassment of High School Teachers in New South Wales Government Schools.

    Science.gov (United States)

    Ferfolja, Tania

    1998-01-01

    Examines the homophobic harassment of lesbian teachers working in government high schools in Sydney (Australia). The experiences of six lesbian teachers show that harassment based on sexual orientation is often an invisible issue in schools, as is homosexuality in general. Recommendations are made for teaching about homosexual tolerance. (SLD)

  12. Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

    Science.gov (United States)

    Banerjee, Neena; Stearns, Elizabeth; Moller, Stephanie; Mickelson, Roslyn Arlin

    2017-01-01

    Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

  13. Readiness of primary school teachers to accept disabled children

    Directory of Open Access Journals (Sweden)

    Đević Rajka

    2009-01-01

    Full Text Available The paper presents the results of the research with the basic goal to study the readiness of primary school teachers to accept disabled students. Research participants were 205 teachers from primary schools at the territory of Serbia. The goal was accomplished through: (a studying attitudes towards joint education of disabled students and their peers; (b studying teachers' experiences in working with disabled students; and (c studying teachers' readiness to accept disabled students, depending on their involvement/non-involvement in projects of inclusive education. Teachers express supportive attitudes towards joint schooling, but more than one half of them think that a selective approach is necessary in that process, according to the kind and degree of developmental disability. They support joint schooling from the humanistic point of view, but express concerns about the academic achievement of classes that include disabled students. The majority of teachers had experience in working with disabled students and based on that provided interesting suggestions for improving joint schooling. Higher readiness for accepting disabled students was demonstrated by teachers whose schools were involved in the projects of inclusive education. That implies the need for involving schools in similar projects and enabling teachers' immediate contact with students with developmental disabilities.

  14. Gender Inequality among Japanese High School Teachers: Women Teachers' Resistance to Gender Bias in Occupational Culture

    Science.gov (United States)

    Miyajima, Tomomi

    2008-01-01

    This study explores gender inequality in the occupational culture of Japanese high school teachers with special focus on women teachers' resistance to gender-biased practices. It examines the effectiveness of official and informal teacher training programmes in raising awareness of gender issues. Through an ethnographic case study conducted in…

  15. Transformational School Leadership and Teacher Self-Efficacy as Predictors of Perceived Collective Teacher Efficacy

    Science.gov (United States)

    Ninkovic, Stefan R.; Kneževic Floric, Olivera C.

    2018-01-01

    Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and…

  16. An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers

    Science.gov (United States)

    Steele, Annfrid R.

    2017-01-01

    There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

  17. Teacher-Centered Management Style of Public School Principals and Job Satisfaction of Teachers.

    Science.gov (United States)

    Chung, Ki-Suck

    A concept of teacher-centered management was proposed as a style of leadership behavior for school administrators to reduce the incompatibility between social/psychological needs of teachers and monocratic/bureaucratic management patterns in educational organizations. Data obtained from self-report questionnaires distributed to teachers in 21…

  18. Attitudes of Nigerian Secondary School Teachers to Student Evaluation of Teachers

    Science.gov (United States)

    Joshua, Monday T.; Joshua, Akon M.

    2004-01-01

    This study was designed to assess the attitudes of Nigerian secondary school teachers to student evaluation of teachers (SET), and to find out if the attitudes expressed were influenced by teacher characteristics such as gender, professional status, geographical location, academic qualification and teaching experience. The study was a survey, and…

  19. The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

    Science.gov (United States)

    Klieger, Aviva; Oster-Levinz, Anat

    2015-01-01

    Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

  20. Challenges of Teacher Leadership in a Saudi School: Why Are Teachers Not Leaders?

    Science.gov (United States)

    Alsalahi, Saud Mossa

    2014-01-01

    Teaching as a legitimate profession where teachers could practice their leadership agency as leaders has been under debate over the last two decades. The support for teachers' inclusion in the development of schools as well as their leadership is numerous and varies. There seems to be a few when it comes to teacher leadership in the Saudi context.…

  1. School and teacher factors associated with frequency of ICT use by mathematics teachers: country comparisons

    NARCIS (Netherlands)

    Pelgrum, W.J.; Voogt, Joke

    2009-01-01

    This paper explores school and teacher factors that are associated with the frequency of use of ICT by mathematics teachers. The SITES 2006 data base was used to compare countries with a relative high percentage of frequently ICT-using mathematics teachers (HIMA countries) with countries with a

  2. Teacher Efficacy and Disciplinary Expectations in Charter Schools: Understanding the Link to Teachers' Career Decisions

    Science.gov (United States)

    Torres, A. Chris

    2016-01-01

    Much scholarly work describes a culture of low expectations in low-income, urban schools, the challenges these teachers face managing student behavior, and why these problems so strongly influence teacher turnover. By contrast, some urban charter schools, particularly those associated with high achieving Charter Management Organizations (CMOs),…

  3. Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

    Science.gov (United States)

    Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

    2016-01-01

    We examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical linear…

  4. Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

    Science.gov (United States)

    Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

    2012-01-01

    Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

  5. Teachers' Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools

    Science.gov (United States)

    Veloo, Arsaythamby; Krishnasamy, Hariharan N.; Md-Ali, Ruzlan

    2015-01-01

    School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers' knowledge and readiness towards the implementation of…

  6. Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms

    Science.gov (United States)

    del Carmen Salazar, Maria

    2010-01-01

    This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…

  7. Factors That Influence Middle School Mathematics Teachers' Willingness to Collaborate with School Librarians

    Science.gov (United States)

    Schnabel, Stephanie L.

    2017-01-01

    Collaboration between school libraries and classroom teachers can have a powerful impact on student learning. School librarians routinely collaborate with English language arts and social studies curriculum and less frequently with areas in STEM education. This research examines middle school mathematics teachers' extent of or willingness to…

  8. Examining the Relationship between Teacher Organizational Commitment and School Health in Turkish Primary Schools

    Science.gov (United States)

    Sezgin, Ferudun

    2009-01-01

    The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara.…

  9. Teachers' and School Leaders' Perceptions of Commercialisation in Australian Public Schools

    Science.gov (United States)

    Hogan, Anna; Thompson, Greg; Sellar, Sam; Lingard, Bob

    2018-01-01

    This paper explores teachers' and school leaders' perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper,…

  10. Stuttering at school: the effect of a teacher training program on stuttering.

    Science.gov (United States)

    Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

    2016-07-04

    Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

  11. Music in the educational programs of primary school teachers

    OpenAIRE

    Virginia Coelho de Souza, Cássia

    2012-01-01

    Two situations indicate the need of bringing closer music education and the educational community. Elementary school teachers struggle to mediate a relation between their students and knowledge about music. In addition, a contradiction between Brazilian elementary schools and educational programs for primary school teacher exists, in relation to knowledge about music. In an attempt to bridge this gap, the present article aims to review the main ideas on educational programs for primary ...

  12. Comparing parent and teacher assessments of mental health in elementary school children.

    Science.gov (United States)

    Boman, Fiffi; Stafström, Martin; Lundin, Nils; Moghadassi, Mahnaz; Törnhage, Carl-Johan; Östergren, Per-Olof

    2016-03-01

    Screening instruments are often used for detecting mental health problems in children and adolescents. The Strengths and Difficulties Questionnaire (SDQ) is one instrument for screening children's mental health. The SDQ can be used for assessment by different informants, i.e. parents, teachers and by 11-16 year olds for self-reporting. The aim was to compare the precision and validity of parental and teacher SDQ assessments in elementary school children, and to analyze whether assessments were affected by the child's sex and by socio-demographic factors. A total of 512 primary school students were included in a cross-sectional study. Exploratory factor analysis, sensitivity/specificity analysis, Cronbach's alphas, and logistic regression were applied. Parents rated 10.9% and teachers 8.8% of the children as high-risk individuals, but the overlap was low (32.1%). Cronbach's alphas were 0.73 and 0.71 for parents and teachers, respectively. However, factor analysis showed that the five-factor solution could be confirmed only for teacher ratings. Moreover, only the parents' ratings were affected by maternal educational level and parental country of birth when rating the same children as the teachers. Construct validity was only confirmed for teacher assessments. However, parental assessments might capture a dimension of a child's mental health that seems to be sensitive to socioeconomic factors, which could be important when addressing equity issues, and for the dialogue between parents and school. © 2015 the Nordic Societies of Public Health.

  13. District Stressors and Teacher Evaluation Ratings

    Science.gov (United States)

    Lenhoff, Sarah Winchell; Pogodzinski, Ben; Mayrowetz, David; Superfine, Benjamin Michael; Umpstead, Regina R.

    2018-01-01

    Purpose: Federal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are…

  14. Chinese school teachers' organizational citizenship behavior (OCB): Predictors and outcomes.

    Science.gov (United States)

    Li, Xia

    2013-08-01

    Teacher's organizational citizenship behavior (OCB) is a multifaceted construct that is critical to school effectiveness and to the education enterprise. Four hundred ninety-three teachers in eight different cities on the Chinese mainland were surveyed using the OCB scale developed by Bo Shiuan Cheng, a Taiwanese scholar. The antecedent and outcome variables of OCB were examined in this study. The results showed that the teachers' attitudinal characteristics of career satisfaction and career commitment, and the dispositional characteristic of locus of control, influenced teachers' OCB. In addition, teachers' OCB influenced their work performance as well as their career and organizational turnover intention. The implications of this study suggest a base of knowledge from which school administrators could enhance their school's organizational function and retain teachers. © 2013 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

  15. Empowerment, Leadership, and Teachers' Intentions to Stay in or Leave the Profession or Their Schools in North Carolina Charter Schools

    Science.gov (United States)

    Ndoye, Abdou; Imig, Scott R.; Parker, Michele A.

    2010-01-01

    Teacher attrition and migration plague many American schools. The situation is even more dire in charter schools across the country. On average, teacher attrition is 15 to 40% higher in charter schools than in traditional schools. This study examined the relationships among teacher empowerment, school leadership, and intentions to stay in or leave…

  16. Teacher Training to Handle Bullying in the School in Indonesia

    Directory of Open Access Journals (Sweden)

    Hidayatus Sholihah

    2016-02-01

    Full Text Available There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1 assisting teachers to differentiate between bullying and fighting or horse playing 2 developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

  17. Practices and representations of health education among primary school teachers.

    Science.gov (United States)

    Jourdan, Didier; Pommier, Jeanine; Quidu, Frédérique

    2010-02-01

    School is one of the key settings for health education (HE). The objectives of this study are to assess primary school teachers' self-reported teaching practices in HE and to describe their representation concerning their role in HE. A quantitative study was conducted on a sample of primary school teachers (n = 626) in two French regions in order to analyze their practices and representations in HE. A hierarchical clustering dendogram was performed on questions exploring representations of HE. Multiple linear regression analysis helped explain the motivation and self-perceived competency score. Three quarters of the teachers declare they work in HE. Only one third of them declare they work in a comprehensive HE perspective. The HE approach is often considered in terms of specific unique curriculum intervention. Two thirds of the teachers say they work alone in HE, the other third associate other partners and choose mainly school health services. Parents are rarely (12%) involved in HE initiatives. It is essentially the practice of HE, teacher training and teachers' representation of HE that condition their motivation to develop HE. Teachers can take different approaches to HE. Teachers' representation of HE plays an important role in the development of HE activities: some teachers consider that HE is the mission of the health professionals and the parents. Our expectations of teacher involvement should be realistic, should take into account the representations of their role, the difficulties they encounter, and should be sustained by specific training.

  18. Leadership that promotes teacher empowerment among urban middle school science teachers

    Science.gov (United States)

    Howard-Skipper, Joni

    In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.

  19. The influence of school leadership on teachers' perception of teacher evaluation policy

    OpenAIRE

    Tuytens, Melissa; Devos, Geert

    2010-01-01

    The understanding of teachers' perception of new educational policy is crucial since this perception shapes the policy's implementation. However, quantitative research in this area is scarce. This article draws on empirical data to investigate whether the school leader might influence his teachers' perception of the new teacher evaluation policy. The conceptualisation of teachers' perception consists of three policy characteristics: practicality, need and clarifying function. Our results indi...

  20. Bullying in Basic School: the Perspectives of Teachers and Pupils

    Directory of Open Access Journals (Sweden)

    Katja Posnic

    2016-06-01

    Full Text Available The main purpose of our study was to investigate how basic school pupils and teachers perceive and understand bullying. The participants in the study were 58 teachers and 396 pupils in basic school. The results indicate that both teachers and pupils perceive verbal bullying as the most frequent form of bullying compared to physical and relational bullying. Pupils report perceiving more bullying than teachers. Both pupils and teachers perceive physical and verbal bullying as more serious forms of bullying compared to relational bullying and report feeling more empathy toward victims of these two forms of bullying. In addition, teachers report that they are more willing to intervene in cases of physical and verbal bullying. There are significant differences between pupils’ and teachers’ reports of the likelihood of teachers’ interventions in cases of bullying; compared to pupils teachers report a higher likelihood of their intervention..

  1. Help provided by school counsellor to teachers and students in behaviour management at secondary school

    OpenAIRE

    Atıcı, Meral; Çekici, Ferah

    2012-01-01

    The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...

  2. The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools

    Science.gov (United States)

    Nyala, Joseph; Assuah, Charles; Ayebo, Abraham; Tse, Newel

    2016-01-01

    Stakeholders of mathematics education decry the rate at which students' performance are falling below expectation; they call for a shift to practical methods of teaching the subject in Ghanaian basic schools. The study explores the extent to which Ghanaian basic school mathematics teachers use problem-solving approach in their lessons. The…

  3. Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander

    2018-01-01

    This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

  4. Teacher professionalisation and dropout rates in adult education

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne; Mariager-Anderson, Kristina

    2015-01-01

    in by the teachers, interviews with the teachers, and by the teachers’ written logbooks. The preliminary conclusion is that it is the general attitude in the teacher groups towards the importance of improving retention that is of significance for the documented effects on the drop-out rates.......This article reports findings from a research project titled New roles for the teacher - Increased completion through social responsibility. This research, designed as an intervention project, has an overall aim of reducing absence and drop-out rates in the Danish vocational and general adult...... educational system by developing and improving the teachers’ competences. This has been pursued in the research project through engaging teachers in training aimed at improving their socio-pedagogical competences. The effect of this training has been measured by electronic questionnaires filled...

  5. Health-care conditions in elementary schools and teachers' knowledge of childhood asthma.

    Science.gov (United States)

    Canitez, Yakup; Cekic, Sukru; Celik, Ugur; Kocak, Abdulkadir; Sapan, Nihat

    2016-02-01

    For the adequate control of asthma in school-age children, it is recommended that teachers, school health personnel and administrators should have sufficient knowledge of how to manage asthma during school hours. To investigate asthma health care in elementary schools, and teachers' knowledge of childhood asthma and its management. The extent of knowledge of childhood asthma in 2779 teachers in 141 elementary schools (children aged 6-14, grades 1-8) in Bursa, the fourth largest city in Turkey, was evaluated. Section I comprised questions about asthma health-care in schools, Section II teachers' knowledge of the main characteristics of asthma and Section III (Likert Scale) teachers' detailed knowledge of the signs, triggering factors, treatment and general knowledge of asthma. The findings of Section I demonstrated that the organisation of health-care for asthma in schools was insufficient. Of the teachers questioned, 14·7% were not even aware and only 1% and 9·6% of the teachers had been made aware by school health personnel and school records, respectively, of asthmatic children. Only 27·3% of the teachers stated that they were responsible for the health of an asthmatic child. The majority of teachers (70%) said that asthmatic children could use the medication (e.g. inhalers) themselves. In Section II, there were between 44·1% and 75·5% correct answers, while in Section III this figure ranged from 3·3% to 78·4%. The correct answer rate was 60·4% for Sections II and III combined. The results of Sections II and III showed that the teachers' knowledge of asthma was poor in many respects. Teachers who stated that they had asthma or had first-degree relatives with asthma, or those with 10 or more years' experience provided significantly more correct answers in Sections II and III combined than did those without these characteristics (Phealth care for asthma (asthma management policies) in schools. The implementation of asthma education programmes for teachers

  6. Pre-Service Primary School Teachers' Spatial Abilities

    Science.gov (United States)

    Marchis, Iuliana

    2017-01-01

    Spatial abilities are used in many aspects of everyday life, thus developing these abilities should be one of the most important goal of Mathematics Education. These abilities should be developed starting with early school years, thus pre-school and primary school teachers have an important role in setting the foundation of these abilities. A…

  7. Responses of South African teachers to the challenge of school ...

    African Journals Online (AJOL)

    respond differently to the challenge of school integration; and a few teachers went against the ... to historicially white and Indian schools in search of quality education, a .... The race profile of the teaching cadre at these schools, however, had ..... greater challenge ahead goes beyond accommodating cultures in terms of the.

  8. Beyond "Autopsy Data": Bolstering Teacher Leadership, Morale, and School Improvement

    Science.gov (United States)

    Sterrett, William; Irizarry, Eric

    2015-01-01

    Teacher working conditions surveys provide biennial, comprehensive data regarding school leadership. This case describes how a Title I middle school principal proactively addresses end-of-year data to address identified needs and growth areas in a collaborative manner in her middle school. The principal works in a concerted manner with an…

  9. The Perception of Teachers and School Library Media Specialist on ...

    African Journals Online (AJOL)

    The Perception of Teachers and School Library Media Specialist on the Role of School Library Media Specialists in Selected Secondary Schools in Ogun State. ... Journal Home > Vol 9, No 1 (2012) >. Log in or Register to get access to full text ...

  10. Entrepreneurship Education in Schools: Empirical Evidence on the Teacher's Role

    Science.gov (United States)

    Ruskovaara, Elena; Pihkala, Timo

    2015-01-01

    Different approaches and methodologies for entrepreneurship education have been introduced for schools. However, a better theoretical and empirical understanding of the antecedents of entrepreneurship education is needed. The authors analyze what entrepreneurship education practices are used in schools and what role the school and the teacher are…

  11. Demand and Supply of Teachers to Secondary Schools in Anambra ...

    African Journals Online (AJOL)

    This study investigated the demand and supply of teachers to secondary schools in Anambra State of Nigeria due to school type. The survey design approach was adopted for this study. The population of the study comprised of all the secondary school principals, numbering 259 in the six education zones of Anambra State.

  12. U.S. Teachers' Perceptions of School Violence Prevention Programs

    Science.gov (United States)

    Chestnut, Natakie

    2016-01-01

    In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

  13. An Investigation of School Violence and Pre-Service Teachers

    Science.gov (United States)

    McCaleb, Karen Nykorchuk; Andersen, Amy; Hueston, Harry

    2008-01-01

    All educators need to be aware of issues regarding school violence. Recent years have shown that violence can happen in a variety of school settings. This study conducted a one-group, pretest-posttest, pre-experimental design to explore pre-service teachers' perceptions regarding school violence. First, pre-service educators were asked to complete…

  14. Secondary School Science and Mathematics Teachers, Characteristics and Service Loads.

    Science.gov (United States)

    Mills, Thomas J.

    Determined were the educational and professional backgrounds, and some aspects of the operational environment of teachers of secondary school science and mathematics (Grades 7-12) in the public and private schools of the United States during the school year 1960-61. A stratified random sampling method was used to ensure proportional representation…

  15. Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

    Science.gov (United States)

    Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

    2016-01-01

    School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

  16. "Hey, I Saw Your Grandparents at Walmart": Teacher Education for Rural Schools and Communities

    Science.gov (United States)

    Eppley, Karen

    2015-01-01

    This is a case study about how teacher education might better prepare rural teacher candidates for rural schools. Parents, teachers, community members, and students associated with a rural school described what is important in the preparation of teachers for today's rural schools. Their goals and wishes for their children's school and community…

  17. High school mathematics teachers' perspectives on the purposes of mathematical proof in school mathematics

    Science.gov (United States)

    Dickerson, David S.; Doerr, Helen M.

    2014-12-01

    Proof serves many purposes in mathematics. In this qualitative study of 17 high school mathematics teachers, we found that these teachers perceived that two of the most important purposes for proof in school mathematics were (a) to enhance students' mathematical understanding and (b) to develop generalized thinking skills that were transferable to other fields of endeavor. We found teachers were divided on the characteristics (or features) of proofs that would serve these purposes. Teachers with less experience tended to believe that proofs in the high school should adhere to strict standards of language and reasoning while teachers with more experience tended to believe that proofs based on concrete or visual features were well suited for high school mathematics. This study has implications for teacher preparation because it appears that there is a wide variation in how teachers think about proof. It seems likely that students would experience proof very differently merely because they were seated in different classrooms.

  18. Physical Activity Based Professional Development for Teachers: The Importance of Whole School Involvement

    Science.gov (United States)

    Till, Jude; Ferkins, Lesley; Handcock, Phil

    2011-01-01

    Objective: This study sought to investigate teachers' perceptions of a physical activity-related professional development intervention. Design: Interview-based qualitative approach founded on the interpretive paradigm. Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.…

  19. Primary school teacher's knowledge and attitudes toward children with epilepsy.

    Science.gov (United States)

    Abulhamail, Albaraa S; Al-Sulami, Fahad E; Alnouri, Mouneeb A; Mahrous, Najeeb M; Joharji, Dima G; Albogami, Maha M; Jan, Mohammed M

    2014-04-01

    Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required. A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy. Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029). Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

  20. A Comparison of Retention Rates of Alternatively Certified and Traditional Certified Teachers.

    Science.gov (United States)

    Dial, Micah

    1992-01-01

    A survey of 2,500 teachers entering a large urban school district over the last 7 years showed that alternatively certified teachers were as likely as traditional, university-certified teachers to remain in the profession and pay back the school district's initial investment in teacher training. Many become committed to teaching as a meaningful…

  1. Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel

    Science.gov (United States)

    Fisherman, Shraga

    2015-01-01

    The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers were found to…

  2. Development of a work environment rating scale for kindergarten teachers.

    Science.gov (United States)

    Wong, Yau-ho P

    2015-08-01

    Kindergarten education in Hong Kong serves children aged 32-68 months. However, there is no extant scale that measures kindergarten teachers' perceived work environment, an important influence on their well-being. To develop a new instrument, the Teachers' Perceived Work Environment (TPWE) scale, and to assess whether kindergarten teachers with higher TPWE ratings had higher scores for job satisfaction, self-esteem and mental health. A 25-item rating scale was developed and used with a sample of in-service kindergarten teachers. Their perceived work environment was represented by five factors (ergonomics, staffing, teaching space, work hours and social space). These teachers also completed three well-being inventories: the Job Satisfaction Survey, the Rosenberg Self-Esteem Inventory and the General Health Questionnaire-12. In a second stage, a new sample of in-service kindergarten teachers was used to cross-validate the findings from the earlier assessment. In the first sample of 141 teachers and the second of 125, social space, staffing and work hours were associated with job satisfaction, while ergonomics was a significant negative predictor of mental health complaints. The TPWE exhibited satisfactory reliability and validity. Some factors were differentially associated with specific types of well-being. The results may inform future studies of the working conditions of kindergarten teachers. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  3. [Sub-health status of middle school teachers and its correlation analysis with occupational stress].

    Science.gov (United States)

    Chang, W J; Shao, H M; Zhi, X Y; Xu, J; Xie, J

    2017-08-20

    Objective: To study the distribution of sub-health and occupational stress as well as their correlation among middle school teachers in Tianjin, then provide evidences for prevention and control of the status of sub-health. Methods: A total of 3 522 middle school teachers from six districts of Tianjin were recruited with stratified cluster sampling strategy for the investigation of Sub-Health Measurement Scale version 1.0 (SHMS V1.0) and Occupational Stress Inventory-Revised Edition (OSI-R) . Results: Detection rate of sub-health status among Tianjin middle school teachers was 58.55%. Men had significantly lower sub-health detection rate (55.19%) than women (59.71%) . Sub-health detection rate increased with age ( P occupational stress norm of China ( P occupational stress of middle school teachers showed that the scores of occupational role and personal strain were negatively correlated with the scores of sub-health state ( P occupational stress level of middle school teachers, increase personal resources, and scientific and effective health guidance and education should be strengthened.

  4. Gender differences in the effects of oppositional behavior on teacher ratings of ADHD symptoms.

    Science.gov (United States)

    Jackson, David A; King, Alan R

    2004-04-01

    H. Abikoff, M. Courtney, W. E. Pelham, and H. S. Koplewicz (1993) presented elementary school teachers with a videotape of a 4th-grade male child exhibiting behavior associated with either Attention Deficit Hyperactivity Disorder (ADHD) or Oppositional Defiant Disorder (ODD). Comparisons with ratings generated from a control tape (same child exhibiting unremarkable behavior) suggested that oppositional tendencies inflated teacher ratings of ADHD for boys. The term "halo effect" has been used in the literature to refer to the impact of one class of behavior on the perception of another. This study replicated this procedure using identical scripts with both male and female child models. Oppositional behavior was associated with higher teacher ratings of hyperactivity and inattentiveness. Portrayals of behavior associated with ADHD generated higher teacher ratings of oppositional conduct. This bidirectional effect differed in magnitude as a function of child gender. The boy actor exhibiting oppositional behavior received teacher ratings of hyperactivity and inattention that were roughly half of those elicited by his portrayal of ADHD itself. The girl actor portraying ADHD generated oppositional defiant ratings that were roughly two thirds of those elicited from her performance as a child with ODD. These teacher rating tendencies could contribute to higher diagnostic rates of ADHD among boys and ODD among girls. Available epidemiologic data indicate a much higher rate of ADHD among boys and prevalence differentials for ODD (girls initially lower) that disappear by adolescence. Future research will be required to determine the extent to which these teacher response sets generalize to other evaluators such as parents, physicians and mental health professionals.

  5. Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers

    Science.gov (United States)

    Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

    2017-01-01

    Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were…

  6. Teachers' Views on the Impact of Teacher-Student Relationships on School Dropout: A Bourdieusian Analysis of Misrecognition

    Science.gov (United States)

    Nairz-Wirth, Erna; Feldmann, Klaus

    2017-01-01

    Drawing on Pierre Bourdieu's relational theory this paper shows that many teachers misrecognize the impact of teacher-student relationships on school dropout. The study is based on a series of 60 semi-structured interviews with teachers from Austrian secondary schools. The analysis of the empirical data reveals that many teachers attribute school…

  7. Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher-student relationships

    NARCIS (Netherlands)

    Claessens, Luce|info:eu-repo/dai/nl/357401530; van Tartwijk, Jan|info:eu-repo/dai/nl/112629385; Pennings, Heleen|info:eu-repo/dai/nl/323242588; van der Want, Anna; Verloop, Nico; den Brok, Perry; Wubbels, Theo|info:eu-repo/dai/nl/070651361

    2016-01-01

    The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these

  8. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

    Science.gov (United States)

    Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

    2013-09-01

    This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

  9. Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

    Science.gov (United States)

    Safdar, Qamar

    2006-01-01

    The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

  10. Occupational low back pain in primary and high school teachers: prevalence and associated factors.

    Science.gov (United States)

    Mohseni Bandpei, Mohammad A; Ehsani, Fatemeh; Behtash, Hamid; Ghanipour, Marziyeh

    2014-01-01

    The purposes of this study were to investigate the prevalence of and risk factors for low back pain (LBP) in teachers and to evaluate the association of individual and occupational characteristics with the prevalence of LBP. In this cross-sectional study, 586 asymptomatic teachers were randomly selected from 22 primary and high schools in Semnan city of Iran. Data on the personal, occupational characteristics, pain intensity, and functional disability as well as the prevalence and risk factors of LBP were collected using different questionnaires. Point, last month, last 6 months, annual, and lifetime prevalence rates of LBP were 21.8%, 26.3%, 29.6%, 31.1%, and 36.5%, respectively. The highest prevalence was obtained for the high school teachers. The prevalence of LBP was significantly associated with age, body mass index, job satisfaction, and length of employment (P teachers appears to be high. High school teachers were more likely to experience LBP than primary school teachers. Factors such as age, body mass index, length of employment, job satisfaction, and work-related activities were significant factors associated with LBP in this teacher population. Copyright © 2014 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

  11. Becoming a science teacher: The competing pedagogies of schools and teacher education

    Science.gov (United States)

    Rozelle, Jeffrey J.

    A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

  12. Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

    Science.gov (United States)

    Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

    2012-03-01

    In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

  13. Dental trauma management awareness among primary school teachers in the Emirate of Ajman, United Arab Emirates.

    Science.gov (United States)

    Hashim, R

    2011-06-01

    To assess, by means of self-administered structured questionnaire, the level of knowledge of primary schools teachers in Ajman with regards to the immediate emergency management of dental trauma. The questionnaire was sent to teachers in randomly selected primary schools in Ajman. A total of 161 teachers responded (response rate 84.4%). The questionnaire surveyed teachers' background, knowledge and management of tooth fracture, avulsion, and also investigated teachers' attitudes and self-assessed knowledge. Ninety-one percent of the teachers were females, 51.6% in their thirties and 61.5% had university qualification. Fifty teachers had received formal first aid training, and only thirteen of them recalled that they had received training on the management of dental trauma. Concerning the management of tooth fracture, 138 respondents (85.8%) gave the appropriate management for fractured tooth. One hundred twenty-one (75%) of the respondents indicated that is very urgent to seek professional assistance if a permanent tooth is avulsed, but they had little knowledge on the correct media for transporting the avulsed tooth. Most teaches were unsatisfied with their level of knowledge for dental trauma and the majority were interested in having further education on the topic. The findings revealed that the level of knowledge of management of dental trauma (especially tooth avulsion) among school teachers in Ajman is inadequate, and education campaigns are necessary to improve their emergency management of dental injuries.

  14. Primary school mathematics teachers' ideas, beliefs, and practices ...

    African Journals Online (AJOL)

    kofi.mereku

    African Journal of Educational Studies in Mathematics and Sciences Vol. 12, 2016. 45 ... The study explored Ghanaian primary school mathematics teachers' ideas, beliefs and ...... Journal of science and technology, 24(2), 106 -115. Palmer ...

  15. Work Environment and Productivity among Primary School Teachers ...

    African Journals Online (AJOL)

    User

    International Multidisciplinary Journal, Ethiopia. Vol. 5 (5), Serial No. ... work environment of Nigeria primary school teachers to greater productivity ... changes on the structure and curriculum, recommend and prescribed teaching methods and ...

  16. Career cycle of general and special school teachers in Serbia

    Directory of Open Access Journals (Sweden)

    Marušić Milica

    2015-01-01

    Full Text Available The specificities of general and special school teachers’ work might influence their career differently. The aim of the study was to examine the career cycle of these teachers. A survey was conducted on a sample of 120 teachers from general and 95 from special schools. Five stages of career cycle were discovered: induction, competency building and enthusiasm, career frustration, stagnation, career wind-down. Results indicate that age, gender, intrinsic, and extrinsic factors of career choice can influence teachers’ career cycle. When these factors are controlled, special school teachers experience less enthusiasm and more willingness to retire than general school teachers. [Projekat Ministarstva nauke Republike Srbije, br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia i br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society

  17. Re-Engineering Primary School Teachers for Sustainable ...

    African Journals Online (AJOL)

    engineer primary school teachers for sustainable development in Onitsha North Local Government Area. Three research questions and a hypothesis were formulated to guide the study. Descriptive survey research design was used. 300 primary ...

  18. Re-Engineering Primary School Teachers for Sustainable ...

    African Journals Online (AJOL)

    Nekky Umera

    discipline conditions, sabbaticals for research and study are expected to improve ... needs such as money, status, and security are work context factors that affect teachers' ... give tecahers the satisfaction to committing themselves to school.

  19. Job satisfaction amongst teachers at special needs schools

    African Journals Online (AJOL)

    system. However, special schools themselves must be improved so that they offer quality .... (1977) identifies the reward of a job and its concomitant value as the most important ... job satisfaction can be described when teachers are motivated.

  20. Periodontal status and treatment needs of primary school teachers ...

    African Journals Online (AJOL)

    Periodontal status and treatment needs of primary school teachers in the absence of ... on probing, periodontal pocketing and treatment needs with CPITN and tooth ... Is In the form of oral prophylaxis and non-surgical periodontal treatment.

  1. Digital Libraries in the Classroom: Secondary School Teachers' Conception

    Science.gov (United States)

    Abrizah, A.; Zainab, A. N.

    2011-01-01

    This paper presents findings from a case study investigating secondary school teachers' understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and…

  2. Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists

    Science.gov (United States)

    Williams, Stacy A. S.; Stenglein, Katherine

    2016-01-01

    In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical…

  3. School Psychologists' Experiences with Teacher-to-Student Mistreatment

    Science.gov (United States)

    Lyles, Sharon R. Brown

    2014-01-01

    The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

  4. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

  5. Motivation among Public Primary School Teachers in Mauritius

    Science.gov (United States)

    Seebaluck, Ashley Keshwar; Seegum, Trisha Devi

    2013-01-01

    Purpose: The purpose of this study was to critically analyse the factors that affect the motivation of public primary school teachers and also to investigate if there is any relationship between teacher motivation and job satisfaction in Mauritius. Design/methodology/approach: Simple random sampling method was used to collect data from 250 primary…

  6. Knowledge and Attitude of Public Secondary School Teachers ...

    African Journals Online (AJOL)

    The study investigated knowledge and attitude of public secondary school teachers towards continuous assessment (CA) practices in Edo Central Senatorial District, Nigeria. The study was undertaken to determine the influence of gender, age, years of experience and area of educational specialization on teachers' attitude ...

  7. High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies

    Science.gov (United States)

    Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott

    2012-01-01

    Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in…

  8. Attracting the Best Teachers to Schools That Need Them Most

    Science.gov (United States)

    Walsh, Kate; Putman, Hannah; Lewis, Autumn

    2015-01-01

    Teaching is a difficult profession in ideal circumstances. The job requires immense talent and training when students have the overwhelming challenges associated with poverty. Teachers will succeed only if they are given excellent preparation and valuable fieldwork experience with effective teachers. School boards and leaders can and must insist…

  9. Everybody's Problem: Novice Teachers in Disadvantaged Mexican Schools

    Science.gov (United States)

    Martínez, Nora H.

    2014-01-01

    This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and…

  10. Understanding and Addressing Homophobia in Schools: A View from Teachers

    Science.gov (United States)

    Bhana, Deevia

    2012-01-01

    South African schools have been found to be homophobic. Teachers can play an important role in offering a critique of homophobia grounded in South Africa's legal claim to equality on the basis of sexual orientation. Currently there is a dearth of educational research about how teachers understand and address homophobia. By drawing upon focus-group…

  11. Teachers' Perceptions of Technology Integration in a Unified School District

    Science.gov (United States)

    Bloodman, Suzette L.

    2014-01-01

    A unified school district (USD) continues to invest millions of dollars into its technology integration initiatives with minimal academic gains. Since teachers are essential to effective technology integration, the purpose of this phenomenological study was to analyze the perceptions of 13 teachers within the USD relative to how they could more…

  12. Middle School Mathematics Teachers Panel Perspectives of Instructional Practicess

    Science.gov (United States)

    Ziegler, Cindy

    2017-01-01

    In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-a-vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the…

  13. Teacher and Administrator Views on School Principals' Accountability

    Science.gov (United States)

    Argon, Turkan

    2015-01-01

    The current study aims to identify teacher and administrator views regarding primary school principals' accountability. The case study model, a qualitative research method, was adopted in the study using the holistic single-case design. The working group was composed of a total of 56 individuals, 42 teachers and 14 administrators (11 principals…

  14. Pre-Service Teachers' Perceptions of Departmentalization of Elementary Schools

    Science.gov (United States)

    Liu, Fuchang

    2011-01-01

    This paper discusses the advantages and disadvantages of departmentalization of elementary schools, with an emphasis on teaching mathematics, as perceived by preservice teachers who shared their opinions through online discussion. Advantages include teachers' enthusiasm about and focused attention on the specialized area and students' easier…

  15. Collective Negotiations and Teacher Satisfaction in Selected Indiana Secondary Schools.

    Science.gov (United States)

    Davies, Paul R.; Kline, Charles E.

    This paper reports a study that sought to determine whether differences in bargaining procedures are related to differences in teacher satisfaction or morale. Of the forty schools in the random sample, 27 were operating under traditional collective negotiation procedures -- teachers relatively unorganized; eight were operating under procedural…

  16. Teachers' Perception of their Role in the Classroom, School and ...

    African Journals Online (AJOL)

    The study sought to investigate and analyse teachers' perception of their role in the school and society in Harare Metropolitan Province and measure the extent to which teachers perceive their role as “diffuse” or just “restricted” to the traditional role of instruction. The investigation employed the survey research design, ...

  17. Challenges for Cooperative Learning Implementation: Reports from Elementary School Teachers

    Science.gov (United States)

    Buchs, Céline; Filippou, Dimitra; Pulfrey, Caroline; Volpé, Yann

    2017-01-01

    Despite the well-established benefits of cooperative learning, implementation remains a challenge. This research aims to document these challenges at the elementary school level, drawing on teachers' beliefs regarding learning as well as the difficulties teachers report. Results indicate that the most frequent instructional strategies reported are…

  18. Prospective Pre-School Teachers' Attitudes towards Astronomy

    Science.gov (United States)

    Türk, Cumhur; Demir, Esra

    2016-01-01

    The purpose of this study is to examine the changes in prospective pre-school teachers' attitudes towards astronomy in terms of their grades. The study was conducted with 205 prospective teachers (1st, 2nd, 3rd, 4th graders) studying in the education faculty of a university in Eastern Anatolia region of Turkey. Astronomy Attitude Scale (AAS) was…

  19. Teachers Beliefs in Problem Solving in Rural Malaysian Secondary Schools

    Science.gov (United States)

    Palraj, Shalini; DeWitt, Dorothy; Alias, Norlidah

    2017-01-01

    Problem solving is the highest level of cognitive skill. However, this skill seems to be lacking among secondary school students. Teachers' beliefs influence the instructional strategies used for students' learning. Hence, it is important to understand teachers' beliefs so as to improve the processes for teaching problem solving. The purpose of…

  20. Supporting Children's Mental Health in Schools: Teacher Views

    Science.gov (United States)

    Graham, Anne; Phelps, Renata; Maddison, Carrie; Fitzgerald, Robyn

    2011-01-01

    Schools have increasingly been targeted as appropriate sites for mental health promotion and teachers are considered well placed to identify issues concerning students' social and emotional well-being. Whilst teachers are now expected to be responsive to a wide range of student needs and circumstances, they receive little in their pre-service and…

  1. Whiteness and National Identity: Teacher Discourses in Australian Primary Schools

    Science.gov (United States)

    Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin

    2018-01-01

    The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that…

  2. The Schoolhouse Network: How School Buildings Affect Teacher Collaboration

    Science.gov (United States)

    Spillane, James P.; Shirrell, Matthew

    2018-01-01

    In recent years, teacher collaboration has emerged as an important strategy to drive improvement, informed by research showing how on-the-job interactions can boost teacher development and effectiveness. Schools across the United States are adjusting their professional cultures and workplace practices in response, creating formal opportunities for…

  3. Dimensions of Teacher Burnout: Relations with Potential Stressors at School

    Science.gov (United States)

    Skaalvik, Einar M.; Skaalvik, Sidsel

    2017-01-01

    The purpose of this study was to analyze how four potential stressors in the school environment (discipline problems, time pressure, low student motivation, and value dissonance) were related to dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 1145 teachers from grade 1…

  4. Investigation of Job Satisfaction Levels of School Administrators and Teachers

    Science.gov (United States)

    Sener, Gönül; Boydak Özan, Mukadder

    2017-01-01

    The main purpose of the research is to determine the job satisfaction levels of school administrators and teachers. The descriptive method based on screening model for revealing the existing situation was used in the study. An attempt to determine the job satisfaction levels of administrators and teachers in educational organizations was made in…

  5. Turkish Primary School Teachers' Opinions about Problem Posing

    Science.gov (United States)

    Kilic, Cigdem

    2013-01-01

    Problem posing is one of the most important topics in a mathematics education. Through problem posing, students gain mathematical abilities and concepts and teachers can evaluate their students and arrange adequate learning environments. The aim of the present study is to investigate Turkish primary school teachers' opinions about problem posing…

  6. The use of technology at school: teachers' point of view

    Directory of Open Access Journals (Sweden)

    Sandra Legrottaglie

    2014-12-01

    One system deals with positive and negative values, while the other is based on conceptual contrapositions. The results reveal that, despite their generally positive view of technology, teachers see many factors preventing real educational use. Furthermore, we found that school level influences the type of factors teachers reported.

  7. The American Public School Teacher: Past, Present, and Future

    Science.gov (United States)

    Drury, Darrel; Baer, Justin

    2011-01-01

    At its heart are the National Education Association's "Status of the American Public School Teacher" surveys, which are conducted every five years and offer unprecedented insights into the professional lives and experiences of teachers nationwide. This volume analyzes and summarizes the survey's findings, while also offering commentaries…

  8. Understanding the Relationship between School Culture and Teacher Leadership

    Science.gov (United States)

    Kabler, April Lynn

    2013-01-01

    The purpose of this quantitative study was to examine the correlational relationship between school culture factors and the appearance of teacher leadership within the organization. Schien's Organizational Culture Theory and Danielson's Teacher Leadership Theory serve as the framework for this study. Data for the study were collected using the…

  9. Conflicts at Schools and Their Impact on Teachers

    Science.gov (United States)

    Göksoy, Süleyman; Argon, Türkan

    2016-01-01

    Based on teacher views, the study was set out to identify school conflicts, reasons behind them, their impact and responses to conflicts. The study undertaken via survey model utilized a qualitative research method. Study group of the study was composed of 57 classroom and subject matter teachers employed in Bolu central district during 2014-2015…

  10. Teachers' Professional Development in Schools: Rhetoric versus Reality

    Science.gov (United States)

    Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

    2014-01-01

    Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

  11. Changing Perceptions of Teacher Candidates in High-Needs Schools

    Science.gov (United States)

    DeJarnette, Nancy K.

    2016-01-01

    Candidates enter teacher education programs with established beliefs about diversity and urban education. These belief systems impact decisions that teacher candidates make both now and in the future. Providing opportunities for candidates to spend quality time in an urban Professional Development School (PDS) setting with the support and guidance…

  12. Empowering School Teachers for Emerging Technologies: An Action Plan

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    "Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore,…

  13. Meaningful work and secondary school teachers' intention to leave

    OpenAIRE

    Janik, M.; Rothmann, S.

    2015-01-01

    The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnove...

  14. Strengthening Leadership Competencies of Thai Secondary School Teachers

    OpenAIRE

    Chaiyot Wanutha; Kowat Tesaputa; Anan Sri-Ampai

    2017-01-01

    The research aimed 1) to investigate components and indicators of the leadership competencies of secondary school teachers, 2) to explore the existing situations and desirable situations of secondary school teachers’ leadership competencies, 3) to study the techniques to strengthen teachers’ leadership competencies, 4) to develop the teacher-leadership competencies strengthening program, and 5) to find out the results of implementing the program to improve the teacher’s ...

  15. Economic literacy amongst the secondary school teachers in Perak Malaysia

    Directory of Open Access Journals (Sweden)

    Nek Kamal Yeop Yunus, Norasibah Abdul Jalil

    2011-01-01

    Full Text Available The aim of the study is to determine the relationship between economics education exposure, saving, expenditure, investment and economics literacy amongst teachers in secondary schools in Perak. The theoretical framework was designed based on the literature and hence five hypotheses for the study were formulated. The samples were selected by quota sampling methods. The data were collected by distributing structured 35 items questionnaires to 100 teachers in secondary schools in eight districts in Perak. The instrument was adapted form Leader Behaviour Description Questionnaires which were used to measure economic literacy. Only 60 questionnaires were returned and analysed which gave 60% respond rate. Data collected were sorted out and keyed in into SPSS version 17. The data were analysed using descriptive and inferential statistics to answer the research questions. The result of the analyses showed that there was significant relationship between economics education and its predictors. Together the independent variables explained 81.7% of the variance in the dependent variables. The remaining 18.3% was due to unidentified variables. In relation to that, the study had contributed some knowledge about the understanding of economic of literacy. For future research, it is recommended that other than the above variables might influence economic literacy perhaps with a bigger samples and wider scope.

  16. The Roles of Teachers' Work Motivation and Teachers' Job Satisfaction in the Organizational Commitment in Extraordinary Schools

    Science.gov (United States)

    Tentama, Fatwa; Pranungsari, Dessy

    2016-01-01

    Teachers' work motivation and teachers' job satisfaction are the factors influencing the organizational commitment. This research is aimed to empirically examine the roles of teachers' work motivation and teachers' job satisfaction in the commitment of the organization in extraordinary schools. The subjects of the research are the teachers in…

  17. Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools

    Directory of Open Access Journals (Sweden)

    Fahima Salman Jaka

    2015-12-01

    Full Text Available This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.

  18. Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools

    Science.gov (United States)

    Renzulli, Linda A.; Parrott, Heather Macpherson; Beattie, Irenee R.

    2011-01-01

    Studies of teacher satisfaction suggest that satisfaction is related to both the racial composition and the organizational structure of the schools in which teachers work. In this article, the authors draw from theories of race and organizations to examine simultaneously the effects of school type (traditional public vs. charter) and racial…

  19. An Exploratory Study of Taiwanese Mathematics Teachers' Conceptions of School Mathematics, School Statistics, and Their Differences

    Science.gov (United States)

    Yang, Kai-Lin

    2014-01-01

    This study used phenomenography, a qualitative method, to investigate Taiwanese mathematics teachers' conceptions of school mathematics, school statistics, and their differences. To collect data, we interviewed five mathematics teachers by open questions. They also responded to statements drawn on mathematical/statistical conceptions and…

  20. STEM Education through the Perspectives of Secondary Schools Teachers and School Administrators in Turkey

    Science.gov (United States)

    Çevik, Mustafa; Özgünay, Esma

    2018-01-01

    The aim of this study is to explore the views of science, mathematics and information technologies teachers working in secondary schools and administrators of the schools, in which these teachers are working, regarding STEM. This research is based on a survey model in which quantitative data tools were used to directly obtain the opinions of…

  1. A Multilevel Analysis of Teacher and School Academic Optimism in Taiwan Elementary Schools

    Science.gov (United States)

    Wu, Jason Hsinchieh; Lin, Chunn-Ying

    2018-01-01

    Research on teacher and school academic optimism has abounded ever since these two constructs were confirmed and shown to have positive effects on student achievement. However, one overlooked research question is the nested association between teacher and school academic optimism. This study intends to fill this gap by using hierarchical linear…

  2. School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact

    Science.gov (United States)

    Public Impact, 2008

    2008-01-01

    Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

  3. Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

    Science.gov (United States)

    Serrano, Vanessa

    2012-01-01

    The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

  4. Evaluating clinical teachers with the Maastricht clinical teaching questionnaire: how much 'teacher' is in student ratings?

    Science.gov (United States)

    Boerboom, Tobias B B; Mainhard, Tim; Dolmans, Diana H J M; Scherpbier, Albert J J A; Van Beukelen, Peter; Jaarsma, A D C

    2012-01-01

    Students are a popular source of data to evaluate the performance of clinical teachers. Instruments to obtain student evaluations must have proven validity. One aspect of validity that often remains underexposed is the possibility of effects of between-student differences and teacher and student characteristics not directly related to teaching performance. The authors examined the occurrence of such effects, using multilevel analysis to analyse data from the Maastricht clinical teaching questionnaire (MCTQ), a validated evaluation instrument, in a veterinary curriculum. The 15-item MCTQ covers five domains. The authors used multilevel analysis to divide the variance in the domain scores in components related to, respectively, teachers and students. They estimated subsequent models to explore how the MCTQ scores are dependent on teacher and student characteristics. Significant amounts of variance in student ratings were due to between-teacher differences, particularly for learning climate, modelling and coaching. The effects of teacher and student characteristics were mostly non-significant or small. Large portions of variance in MCTQ scores were due to differences between teachers, while the contribution of student and teacher characteristics was negligible. The results support the validity of student ratings obtained with the MCTQ for evaluating teacher performance.

  5. Teachers' Work and Innovation in Alternative Schools

    Science.gov (United States)

    Bascia, Nina; Maton, Rhiannon

    2016-01-01

    Toronto boasts a large and diverse system of public alternative schools: schools where democratic practices, student access and a commitment to public education are fundamental. There are academic schools; schools with thematically focused curricula; schools driven by social movement principles such as antiracism and global education; schools for…

  6. Effective Practices for Training and Inspiring High School Physics Teachers

    Science.gov (United States)

    Magee-Sauer, Karen

    It is well-documented that there is a nationwide shortage of highly qualified high school physics teachers. Not surprising, institutions of higher education report that the most common number of physics teacher graduates is zero with the majority of institutions graduating less than two physics teachers per year. With these statistics in mind, it is critical that institutions take a careful look at how they recruit, train, and contribute to the retention of high school physics teachers. PhysTEC is a partnership between the APS and AAPT that is dedicated to improving and promoting the education of high school physics teachers. Primarily funded by the NSF and its partnering organizations, PhysTEC has identified key components that are common to successful physics teacher preparation programs. While creating a successful training program in physics, it is also important that students have the opportunity for a ``do-able'' path to certification that does not add further financial debt. This talk will present an overview of ``what works'' in creating a path for physics majors to a high school physics teaching career, actions and activities that help train and inspire pre-service physics teachers, and frameworks that provide the support for in-service teachers. Obstacles to certification and the importance of a strong partnership with colleges of education will be discussed. Several examples of successful physics high school teacher preparation programs will be presented. This material is part of the Physics Teacher Education Coalition project, which is based upon work supported by the National Science Foundation under Grant Nos. 0808790, 0108787, and 0833210.

  7. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    Science.gov (United States)

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587

  8. A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

    Science.gov (United States)

    Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo

    2017-01-01

    A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions.

  9. Poor mental health associated with job dissatisfaction among school teachers in Japan.

    Science.gov (United States)

    Nagai, Michiko; Tsuchiya, Kenji J; Toulopoulou, Timothea; Takei, Nori

    2007-11-01

    School teaching is regarded as a stressful occupation. The present study aimed to compare the likelihood of having minor psychiatric disorders (MPD) among school teachers with that among civil servants, and to investigate what factors were specifically associated with MPD in teachers. We conducted a questionnaire-based survey of 403 teachers employed at state schools and 611 civil servants as a comparison group in a medium-sized city in Japan. The response rate was 59.6% for teachers and 62.0% for civil servants. Mental health was assessed using the 28-item General Health Questionnaire (GHQ-28), according to which those with a score of six or higher were considered to have MPD. Logistic regression analysis was used to identify the factors associated with MPD. Although the proportion of subjects with MPD among teachers was greater than that among civil servants, the difference in the proportion was not statistically significant in the multiple logistic regression analysis adjusted for potential confounders. In a separate analysis of the teachers, reduced job satisfaction and shorter time spent of leisure were significantly associated with an increased likelihood of having MPD. In the group of civil servants, longer working hours, reduced life satisfaction, a history of sick leave, and physical illness were associated with an increased likelihood of having MPD. When this analysis was conducted separately for male and female teachers, job dissatisfaction alone was associated with MPD only in female teachers. Poor mental health of Japanese school teachers, female teachers in particular, was found to be associated with job dissatisfaction.

  10. Teacher Leaders in Denver Public Schools

    Science.gov (United States)

    Nazareno, Lori

    2015-01-01

    Teachers are increasingly dissatisfied. In one recent survey, 47 percent of teachers said they were not enthusiastic about their jobs, and another showed a sharp drop in teacher satisfaction since 2008, from 62 to 39 percent. This dissatisfaction does not stem from what one might think--stresses related to dealing with students and families.…

  11. Organisational Correlates of Secondary School Teachers' Job ...

    African Journals Online (AJOL)

    The major finding of the study revealed that teachers' job perception significantly relate to teachers' job commitment. Premised on the finding, it was recommended that all hands must be on deck, that the society at large should raise teachers' morale by viewing them as achievers. The teaching profession should be seen as ...

  12. Antecedents and outcomes of meaningful work among school teachers

    Directory of Open Access Journals (Sweden)

    Elmari Fouché

    2017-03-01

    Research purpose: The aim of this study was to investigate antecedents and outcomes of meaningful work among school teachers. Motivation for the study: Meaningful work underpins people’s motivation and affects their well-being and job satisfaction. Furthermore, it is a significant pathway to healthy and authentic organisations. However, a research gap exists regarding the effects of different antecedents and outcomes of meaningful work. Research approach, design and method: A cross-sectional survey was used with a convenience sample of 513 teachers. The Work-Life Questionnaire, Revised Job Diagnostic Survey, Co-worker Relations Scale, Work and Meaning Inventory, Personal Resources Scale, Work Engagement Scale, Turnover Intention Scale and a measure of self-rated performance were administered. Main findings: A calling orientation, job design and co-worker relations were associated with meaningful work. A low calling orientation and poor co-worker relationships predicted burnout. A calling orientation, a well-designed job, good co-worker relationships and meaningful work predicted work engagement. Job design was moderately associated with self-ratings of performance. The absence of a calling orientation predicted teachers’ intention to leave the organisation. Practical/managerial implications: Educational managers should consider implementing interventions to affect teachers’ calling orientation (through job crafting, perceptions of the nature of their jobs (by allowing autonomy and co-worker relations (through teambuilding to promote perceptions of meaningful work. Promoting perceptions of meaningful work might contribute to lower burnout, higher work engagement, better self-ratings of performance and retention of teachers. Contribution/value-add: This study contributes to scientific knowledge regarding the effects of three antecedents, namely a calling orientation, job design and co-worker relationships on meaningful work. It also contributed to knowledge

  13. Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman

    Science.gov (United States)

    Ahmad, D.; Suherman, S.; Maulana, H.

    2018-04-01

    The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.

  14. Periodontal Disease Awareness and Knowledge among Nigerian Primary School Teachers.

    Science.gov (United States)

    Azodo, C C; Umoh, A O

    2015-01-01

    Teacher-led oral health education is equally effective in improving the oral health knowledge and oral hygiene status of adolescents as dentist-led and peer-led strategies. The aim was to determine periodontal disease awareness and knowledge among Nigerian primary school teachers. This cross-sectional study was conducted among primary school teachers in Edo State, Nigeria. A self-administered questionnaire which elicited information on demography, awareness of the periodontal disease and source of information, knowledge of etiology, and symptoms of the periodontal disease, was the data collection tool.. The test of association was done using either Chi-square or Fisher's exact statistics. P value was set at 0.05 for significance level. Out of 180 teachers recruited from seven public primary schools in Benin City, Edo State, Nigeria, 151 of them fully participated by filling the study questionnaires giving a 83.9% (151/180) response rate. The majority 74.2% (112/151) of the participants reported having heard of the periodontal disease and the leading source of information was television. A total of 29.8% (45/151) of participants considered periodontal disease as the main cause of tooth loss among adult Nigerian. Only 12.6% (19/151) of the participants knew dental plaque as soft debris on teeth and 29.1% (44/151) attested that plaque can cause periodontal disease. The majority of the participants were not aware of age 81.5% (123/151) and gender 96.7% (146/151) predisposition to periodontal disease. The perceived manifestations of the periodontal disease reported by were mainly gum bleeding 35.1% (53/151) and swollen gum 20.5% (31/151). A total of 70.2% (106/151) of the participants considered periodontal disease as a preventable disease and about half 49.0% (74/151) of the participants considered daily mouth cleaning as the best preventive method. The majority 95.4% (144/151) of the participants expressed interest in learning about the periodontal disease and the

  15. Periodontal Disease Awareness and Knowledge among Nigerian Primary School Teachers

    Science.gov (United States)

    Azodo, CC; Umoh, AO

    2015-01-01

    Background: Teacher-led oral health education is equally effective in improving the oral health knowledge and oral hygiene status of adolescents as dentist-led and peer-led strategies. Aim: The aim was to determine periodontal disease awareness and knowledge among Nigerian primary school teachers. Subjects and Methods: This cross-sectional study was conducted among primary school teachers in Edo State, Nigeria. A self-administered questionnaire which elicited information on demography, awareness of the periodontal disease and source of information, knowledge of etiology, and symptoms of the periodontal disease, was the data collection tool.. The test of association was done using either Chi-square or Fisher's exact statistics. P value was set at 0.05 for significance level. Results: Out of 180 teachers recruited from seven public primary schools in Benin City, Edo State, Nigeria, 151 of them fully participated by filling the study questionnaires giving a 83.9% (151/180) response rate. The majority 74.2% (112/151) of the participants reported having heard of the periodontal disease and the leading source of information was television. A total of 29.8% (45/151) of participants considered periodontal disease as the main cause of tooth loss among adult Nigerian. Only 12.6% (19/151) of the participants knew dental plaque as soft debris on teeth and 29.1% (44/151) attested that plaque can cause periodontal disease. The majority of the participants were not aware of age 81.5% (123/151) and gender 96.7% (146/151) predisposition to periodontal disease. The perceived manifestations of the periodontal disease reported by were mainly gum bleeding 35.1% (53/151) and swollen gum 20.5% (31/151). A total of 70.2% (106/151) of the participants considered periodontal disease as a preventable disease and about half 49.0% (74/151) of the participants considered daily mouth cleaning as the best preventive method. The majority 95.4% (144/151) of the participants expressed interest in

  16. Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

    Science.gov (United States)

    Parker, Elizabeth Cassidy; Draves, Tami J.

    2018-01-01

    We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the…

  17. Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust

    Science.gov (United States)

    Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.

    2016-01-01

    Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…

  18. Job Satisfaction among Secondary Teachers in Korea: Effects of Teachers' Sense of Efficacy and School Culture

    Science.gov (United States)

    You, Sukkyung; Kim, Ann Y.; Lim, Sun Ah

    2017-01-01

    This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers' sense of job satisfaction. Previous research identified teachers with high job…

  19. Community Building of (Student) Teachers and a Teacher Educator in a School-University Partnership

    Science.gov (United States)

    Vandyck, Inne; de Graaff, Rick; Pilot, Albert; Beishuizen, Jos

    2012-01-01

    School-university partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student…

  20. Inclusive Education in Government Primary Schools: Teacher Perceptions

    Directory of Open Access Journals (Sweden)

    Itfaq Khaliq Khan

    2017-06-01

    Full Text Available The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

  1. Comparison of public and private school teachers and school principals’ opinions in Abuja, Nigeria

    Directory of Open Access Journals (Sweden)

    Deniz Ozcan

    2015-01-01

    Full Text Available This study aims to examine public and private school teachers’ opinions on different aspects of their professional associations and provisions and also asks principals about teachers’ conduct and their views on the Nigerian curriculum. To conduct this study, qualitative and quantitative research models were used to investigate differences between the two organizations. Quantitative data was collected by distributing questionnaires to 118 teachers in the Abuja Municipal Area Council (AMAC, Nigeria. To conduct the qualitative analysis, 15 teachers from two schools were selected (a total of 30 teachers to answer 5 discussion questions concerning their views on the Nigerian educational system. The findings revealed that private school teachers are at an advantage when it comes to provision of resources and technology, professional development and to some degree salaries. Both public and private school teachers felt being a teacher did not bring them respect in their community. Government policy makers need to study private schools and how they operate to see how they can make changes to produce the revolutionary reform needed in education. 30 principals’ interviews revealed that public school teachers are not easily held accountable for misconduct due to the structure of leadership, while private school teachers are held accountable and any form of unprofessionalism easily leads to termination of employment.

  2. The Analysis of Social Teachers' Performance in the Senior High Schools of Ciamis Regency

    Science.gov (United States)

    Mulyadi, Endang; Yuniarsih, Tjutju; Disman; Supardan, Dadang

    2016-01-01

    This research is intended to analyze the principal's leadership, school cultures, teachers' welfare, achievement motivation and the competence of social teachers at Senior High Schools in Ciamis regency and their effects towards the teachers' performance. Population of this research are Social teachers at Senior High Schools in Ciamis regency,…

  3. School-based In-service Teacher training

    DEFF Research Database (Denmark)

    Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

    -based initiatives as an integral part of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression...... of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...

  4. Meaningful work and secondary school teachers' intention to leave

    Directory of Open Access Journals (Sweden)

    M. Janik

    2015-05-01

    Full Text Available The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnover Intention Scale. Work-role fit and job enrichment both had direct positive effect on experiences of psychological meaningfulness at work, while poor work-role fit and low psychological meaningfulness both had a direct effect on teachers' intentions to leave. An analysis of the indirect effects showed that poor work-role fit and poor job enrichment affected intention to leave due to the concomitant experience of low psychological meaningfulness. These findings have implications for the retention of teachers in secondary schools.

  5. Formation of Korean heritage school teachers' transnational identity

    Directory of Open Access Journals (Sweden)

    Hye Young Shin

    2017-06-01

    Full Text Available This study investigated the complex and shifting professional identities of female Korean heritage school female teachers as a transnational experience. Focus groups and individual interviews created a space for dialogic inquiry into their work experiences and personal and professional lives. The study explored teachers’ professional identity formation, which is influenced by gender and ethnicity within the institutional context of one of the largest heritage schools in the Washington, D.C. area. Teachers compared and reflected on their former and current teaching and learning experiences in Korea and the U.S., experiences raising 1st and 2nd generation children and volunteer experiences in U.S. schools, their workload, salary and status. It reports on their pedagogical insights concerning jueepshik, a traditional Korean cramming method of teaching, their thirst for knowledge, commitment to strengthen and revitalize the teaching of Korean and their aspirations to raise the status and power of teachers of Korean heritage language teachers.

  6. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

    Science.gov (United States)

    Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

    2013-01-01

    This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

  7. Effect of School Climate, Work Stress and Work Motivation on the Performance of Teacher

    OpenAIRE

    Sinaulan, Ramlani Lina

    2016-01-01

    Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in sch...

  8. Teacher Self-Concept and Teacher Effectiveness as Perceived by Teachers of English and Students of Senior High Schools

    Directory of Open Access Journals (Sweden)

    Chuzaimah Dahlan Diem

    2016-02-01

    Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness

  9. Strategies Used by Primary School Teachers to Manage Dyslexia in ...

    African Journals Online (AJOL)

    Learning disabilities are a common phenomenon among learners in primary schools. Dyslexia is one such learning disability prevalent in mainstream classes. Research studies on strategies used by primary school teachers to manage learners with dyslexia in mainstream classes are scarce. This study analysed strategies ...

  10. Parental Attitude and Teacher Behaviours in Predicting School Bullying

    Science.gov (United States)

    Erdogdu, M. Yüksel

    2016-01-01

    The main goal of this research is to present the relationship between "parental attitude and teacher behaviors in predicting school bullying". The population of this research is consisted of all primary school 4th grade students within Istanbul Küçükçekmece Municipality borders. Data were gathered from lower, mid and upper socio-economic…

  11. Collaborative Professional Development for Distributed Teacher Leadership towards School Change

    Science.gov (United States)

    Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

    2017-01-01

    Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

  12. Teacher-Led Change in Secondary School Physical Education

    Science.gov (United States)

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  13. Teachers' Organisational Behaviour in Public and Private Funded Schools

    Science.gov (United States)

    Honingh, M. E.; Oort, F. J.

    2009-01-01

    Purpose: The purpose of this paper is to compare teachers' organisational behaviour in publicly- and privately-funded schools in the Dutch Vocational Education and Training (VET) sector. Design/methodology/approach: A percentage of all middle managers in publicly and privately funded schools (72 per cent and 43 per cent respectively) distributed…

  14. Managing Food Allergies at School: Teachers and Paraeducators

    Centers for Disease Control (CDC) Podcasts

    2015-01-20

    This podcast highlights the role of teachers and paraeducators in the management of food allergies in schools. It also identifies CDC food allergy resources for schools.  Created: 1/20/2015 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 1/20/2015.

  15. Teachers Assessment of Secondary School Effectiveness in Akwa ...

    African Journals Online (AJOL)

    The aim of the study was to determine how secondary school teachers in Akwa Ibom State of Nigeria assess their school effectiveness in terms of learning and teaching, planning and organizing teaching, guidance and counselling, leadership and ethos. Three hypotheses were raised. The population of study consisted of ...

  16. CERN High School Teachers Training Programme meets DG

    CERN Multimedia

    Brice, Maximilien

    2014-01-01

    CERN's DG Rolf Heuer met with the participants of the High School Teachers Training Programme on 23 July 2014 for a Q&A Session. Following the interaction, he met with the HST Working Group collaborating on a lesson plan for teaching SESAME in high schools.

  17. Preparing Future Teacher Leaders: Lessons from Exemplary School Systems

    Science.gov (United States)

    Schrum, Lynne; Levin, Barbara B.

    2013-01-01

    In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…

  18. Music Teachers' Attitudes toward Transgender Students and Supportive School Practices

    Science.gov (United States)

    Silveira, Jason M.; Goff, Sarah C.

    2016-01-01

    The purpose of this study was to measure music teachers' attitudes toward transgender individuals and toward school practices that support transgender students. Participants (N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire…

  19. Skills among Teachers in Selected Public Secondary School ...

    African Journals Online (AJOL)

    The study examined the availability of ICT facilities and skills of secondary school teachers in Zaria Metropolis in Kaduna State, Nigeria. Two objectives were developed to guide the study. Five schools were surveyed. Two separate questionnaires was developed, one for ICT facilities and are administered to head of ICTs in ...

  20. Real Questions, Real Answers. Focusing Teacher Leadership on School Improvement.

    Science.gov (United States)

    Clarke, John H.; Sanborn, Stephen D.; Aiken, Judith A.; Cornell, Nancy A.; Goodman, Jane Briody; Hess, Karin K.

    This book examines how a relationship between the University of Vermont and school districts throughout the state enables teachers to earn graduate credits through year-long Problem-Based School Development Institutes. The institutes take participants through a cycle that includes identifying a problem, conducting background and action research,…

  1. Students' and Teachers' Perceptions of after School Online Course

    Science.gov (United States)

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  2. Still Motivated to Teach? A Study of School Context Variables, Stress and Job Satisfaction among Teachers in Senior High School

    Science.gov (United States)

    Skaalvik, Einar M.; Skaalvik, Sidsel

    2017-01-01

    This study explored how teachers' working conditions or school context variables (job demands and job resources) were related to their teaching self-concept, teacher burnout, job satisfaction, and motivation to leave the teaching profession among teachers in Norwegian senior high school. Participants were 546 teachers in three counties in central…

  3. A Longitudinal Study of Laterality Expression and Teacher Evaluation of Elementary School Children

    Science.gov (United States)

    Van Camp, Sarah S.

    1978-01-01

    A three-year longitudinal study conducted to assess the incidence of mixed laterality in elementary school children showed that thirty-seven percent of the eighty-two subjects had mixed laterality. No relationship was found between perceptual motor and academic achievement as measured by teacher ratings and mixed laterality. (MF)

  4. How Russian Teachers, Mothers and School Psychologists Perceive Internalising and Externalising Behaviours in Children

    Science.gov (United States)

    Savina, Elena; Moskovtseva, Ludmila; Naumenko, Oksana; Zilberberg, Anna

    2014-01-01

    This study examined the perception of children's internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated…

  5. Knowledge and attitude of secondary school teachers in Enugu to school based sex education.

    Science.gov (United States)

    Aniebue, P N

    2007-12-01

    To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. A cross sectional study of 300 teachers drawn from nine randomly selected secondary schools in Enugu metropolis was carried out. Pre-tested self administered structured questionnaire was used as instrument for data collection. Three hundred teachers, 215 females and 85 males were interviewed. The mean age of the teachers was 38.1+/-7.5 years. Sixty-nine (23.0%) had adequate knowledge of sex education and 282 (94.0%) approved the inclusion of sex education into the school curriculum. The commonest reason for disapproval of sex education was fear that it would lead to promiscuity amongst the students. Educational status and marital status of the teachers were significant determinants of positive attitude to sex education psex education according to the teachers is 11-15 years. Two hundred and thirty eight (79.3%) respondents were of the opinion that teachers needed to be trained to provide sex education to students and 244 (81.3%) admitted that sex education was not in the school curriculum. Secondary school teachers are in support of provision of sex education to students. However they need training and skills on how to present sex information in a positive manner to achieve the desired goal. There is need to include sex education in the school curriculum.

  6. Digital competence in the Norwegian teacher education and schools

    Directory of Open Access Journals (Sweden)

    Rune Johan Krumsvik

    2011-03-01

    Full Text Available The purpose of this article is to examine how policy documents in Norway the last ten years have interpreted ICT and digital competence in teacher education and in school. Norway implemented in 2006 a new national curriculum which increased the status of digital competence to be the fifth basic skill in the Norwegian elementary school (stage 1-13. This was a historic event and never before has digital competence achieved such status in curricula, neither nationally nor internationally. The same has newly happened with the new General Plan for Teacher Education where digital competence has become the fifth basic skill in all subjects. However, both teacher educators and teachers lack sufficient digital competence to fulfil these ambiguous policy goals and therefore the article suggest how a model of digital competence can bridge some of the gap between the intentions in the policy documents and the teachers/teacher educators’ practise. At the same time the article attempts to elaborate our perception of the concept digital competence in an educational discourse and how one can define digital competence in light of a Scandinavian educational perspective. The research question in this article is: how can digital competence be defined and what are the foundations of digital competence in teacher education and schools in light of the policy documents in Norway?

  7. Democracy in schools: are educators ready for teacher leadership?

    Directory of Open Access Journals (Sweden)

    Elsabé de Villiers

    2011-01-01

    Full Text Available The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI. The results indicated that educators held positive assumptions about teacher leadership. Educators' preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators' self-esteem, motivation and productivity, as well as student outcomes.

  8. Nursery School Headteacher Leadership Behaviour Correlates of Nursery School Teachers Job Satisfaction in Akoko North, Ondo State, Nigeria

    Science.gov (United States)

    Clara, Okoroafor Nnenna

    2016-01-01

    The present study focuses on nursery school head teacher leadership behaviour as it correlates to nursery school teacher's job satisfaction. Data were collected through a scale and returned by sample of two hundred and fifty nursery school teacher's in Akoko North, Ondo State, Nigeria.Data collected were analyzed using mean and standard deviation…

  9. Causes of Teacher Attrition of First, Second, and Third Year Teachers in Rural Middle Schools

    Science.gov (United States)

    Thompson, Arkeco Lashay Lewis

    2012-01-01

    Early attrition from teaching bears enormous costs. High attrition means that schools must take funds urgently needed for school improvements and spend them instead in a manner that produces little long-term payoff for student learning (Kain & Singleton, 1996). Keeping highly qualified teachers should always be at the top of the priority list…

  10. The trajectories of school: perceptions of children / students and teachers

    Directory of Open Access Journals (Sweden)

    Luciana Ponce Bellido Giraldi

    2017-12-01

    Full Text Available It can be said that there are two central themes that underlie the concept of childhood. The first is the socialization, linked mainly to social institutions such as the school and the family, where adults teach ways of being and acting in society for the maintenance and cohesion of the same. And the second is the individualization, in which the child is a subject of rights and a social protagonist. Pervaded by the socialization and individualization, understanding the perceptions that children / students can make on their own educational process has become an axis of fundamental importance for the understanding of school trajectories. So, the aim of this paper is to learn the perception of two children / students on school experiences and performances presented by them during part of the elementary school and to relate these perceptions of teachers who gave classes for them. This study has provided data a master's and doctoral research that followed in 2009, 2011 and 2012 - the 2nd, 4th and 5th year, a girl and a boy, with seven to ten years old, who were appointed in the 2nd year by the teacher responsible for their class as students who had middling performances. It appears as a qualitative longitudinal study that used as data collection instrument analysis of school documents, lesson observations and interviews with teachers and students (in this case playful strategies were employed. In addition, students also answered a questionnaire and produced an autobiographical text to report the experiences they had with the school. It was concluded that the two students expressed their perceptions about school performance and life experiences in the school context from the 2nd year of schooling, which not always corroborated indications given by teachers. The two students / children have shown concern with the possibility of access to certain schools at the expense of others, following the schooling process.

  11. Parents' perception, students' and teachers' attitude towards school sex education.

    Science.gov (United States)

    Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

    2012-07-01

    Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of

  12. Teacher Salaries and the Shortage of High-Quality Teachers in China's Rural Primary and Secondary Schools

    Science.gov (United States)

    Xuehui, An

    2018-01-01

    Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China's basic education management system…

  13. Relations between Teachers' Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia

    Science.gov (United States)

    Pudelko, Claudia E.; Boon, Helen J.

    2014-01-01

    To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland…

  14. What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

    Science.gov (United States)

    Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

    2015-01-01

    This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

  15. Readiness of Teachers for Change in Schools

    Science.gov (United States)

    Kondakci, Yasar; Beycioglu, Kadir; Sincar, Mehmet; Ugurlu, Celal Teyyar

    2017-01-01

    Theorizing on the role of teacher attitudes in change effectiveness, this study examined the predictive value of context (trust), process (social interaction, participative management and knowledge sharing) and outcome (job satisfaction and workload perception) variables for cognitive, emotional and intentional readiness of teachers for change.…

  16. Primary School Teacher's knowledge towards Attention Deficit ...

    African Journals Online (AJOL)

    The work of the teacher becomes much more demanding when some learners have Attention-Deficit/Hyperactivity Disorder (ADHD), as their problems with attention span, impulse control and activity level frequently interfere with activities in the classroom and socially. This study revealed the teachers good knowledge about ...

  17. The Influence of School Culture and Organizational Health of Secondary School Teachers in Malaysia

    Directory of Open Access Journals (Sweden)

    Abdul Ghani Kanesan Abdullah

    2016-02-01

    Full Text Available This study aims to determine the level of school culture practices by school principals in the national secondary schools in the state of Kedah, Malaysia. The six dimensions of school culture studied were teacher collaboration, unity of purpose, professional development, collegial support, learning partnership and collaborative leadership. The study also looks at the level of teachers’ job satisfaction as well as the relationship with the practice of a positive school culture by the national secondary school principals. The respondents consisted of 385 teachers employed in 22 national secondary schools in the state of Kedah. The data obtained was analysed using SPSS version 20.0. Descriptive analysis and Pearson Correlation Coefficient were used to analyse the strength of the relationship. The findings of this study revealed that there was a positive correlation between school culture and job satisfaction according to teachers’ perceptions. In addition, the school culture was statistically determined to be an important predictor variable of job satisfaction

  18. United States private schools have higher rates of exemptions to school immunization requirements than public schools.

    Science.gov (United States)

    Shaw, Jana; Tserenpuntsag, Boldtsetseg; McNutt, Louise-Anne; Halsey, Neal

    2014-07-01

    To compare medical, religious, and personal belief immunization exemption rates between private and public schools in US. Exemption rates were calculated using the Centers for Disease Control and Prevention School Immunization Assessment Surveys for the 2009-2010 school year excluding states with incomplete survey data. Standardized exemption rates weighted on enrollments in public and private schools were calculated. Differences in exemption rates between public and private schools were tested using Wilcoxon signed rank test. The overall state exemption rate was higher in US private than public schools, 4.25% (SD 4.27) vs 1.91% (1.67), P = .0001 and private schools had higher exemption rates for all types of exemptions; medical 0.58% (0.71) vs 0.34% (0.34) respectively (P = .0004), religious 2.09% (3.14) vs 0.83% (1.05) respectively (P = .0001), and personal belief 6.10% (4.12) vs 2.79% (1.57), respectively (P = .006). Overall exemption rates were significantly higher in states that allowed personal belief exemptions. Exemption rates were significantly higher in US private than in public schools. Children attending private schools may be at higher risk of vaccine-preventable diseases than public school children. Copyright © 2014 Elsevier Inc. All rights reserved.

  19. Children's and Teachers' Perspectives on Children's Self-Control: The Development of Two Rating Scales.

    Science.gov (United States)

    Humphrey, Laura Lynn

    1982-01-01

    Compared parallel scales of children's self-control developed for teachers and children. Self-control ratings by teachers and children related to naturalistic observations and to teacher ratings of frustration tolerance and acting-out/aggressive problems. Teachers' ratings of self-control related to IQ and achievement. Supported the validity of…

  20. A Phenomenological Study of the Perceptions of Candidate Teachers about the Concepts of School, Teacher and Student in Their Dreams

    Science.gov (United States)

    Yildiz, Sevgi; Gizir, Siddika

    2018-01-01

    It was aimed in this study to determine through the metaphors how the first and fourth grade candidate teachers in the faculty of education dream of the school, student and teacher and to discuss the findings in the context of teacher training. The sample of the study is composed of 315 candidate teachers (181 in the first-grade and 134 in the…

  1. Federal Policy and the Teacher Labor Market: Exploring the Effects of NCB School Accountability on Teacher Turnover

    Science.gov (United States)

    Sun, Min; Saultz, Andrew; Ye, Yincheng

    2017-01-01

    The media suggest that accountability pressure increases teacher stress and drives teachers away from teaching, resulting in teachers leaving disadvantaged schools that serve larger proportions of poor and minority students. However, no prior work has systematically examined the changes in the national trends of teacher turnover in response to No…

  2. Teacher and Administrator Perceptions of Bullying In Schools

    Directory of Open Access Journals (Sweden)

    Tom D. Kennedy

    2012-09-01

    Full Text Available The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences between the perceptions of teachers and administrators regarding their role in bullying prevention. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable communicating with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for increased bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found.

  3. Teachers' Perspectives on Online Virtual Labs vs. Hands-On Labs in High School Science

    Science.gov (United States)

    Bohr, Teresa M.

    This study of online science teachers' opinions addressed the use of virtual labs in online courses. A growing number of schools use virtual labs that must meet mandated laboratory standards to ensure they provide learning experiences comparable to hands-on labs, which are an integral part of science curricula. The purpose of this qualitative case study was to examine teachers' perceptions of the quality and effectiveness of high school virtual labs. The theoretical foundation was constructivism, as labs provide student-centered activities for problem solving, inquiry, and exploration of phenomena. The research questions focused on experienced teachers' perceptions of the quality of virtual vs. hands-on labs. Data were collected through survey questions derived from the lab objectives of The Next Generation Science Standards . Eighteen teachers rated the degree of importance of each objective and also rated how they felt virtual labs met these objectives; these ratings were reported using descriptive statistics. Responses to open-ended questions were few and served to illustrate the numerical results. Many teachers stated that virtual labs are valuable supplements but could not completely replace hands-on experiences. Studies on the quality and effectiveness of high school virtual labs are limited despite widespread use. Comprehensive studies will ensure that online students have equal access to quality labs. School districts need to define lab requirements, and colleges need to specify the lab experience they require. This study has potential to inspire positive social change by assisting science educators, including those in the local school district, in evaluating and selecting courseware designed to promote higher order thinking skills, real-world problem solving, and development of strong inquiry skills, thereby improving science instruction for all high school students.

  4. Competence of primary school teachers to teach students with dislexia

    OpenAIRE

    Kogovšek, Darja

    2012-01-01

    The teacher is an expert in the provision of educational work, that should be qualified to teach also students with dyslexia. Teacher's knowledge of the causes and forms of dyslexia and ways of educating students with dyslexia is important to effectively adapt teaching methods. Therefore a major part of this thesis work is devoted to those aspects. There are also other factors exposed (family, school environment, collaboration with parents), which significantly contribute to providing the bes...

  5. Democracy in schools: are educators ready for teacher leadership?

    OpenAIRE

    Elsabé de Villiers; SG (Fanie) Pretorius

    2011-01-01

    The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, i...

  6. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  7. Pedagogical content knowledge and preparation of high school physics teachers

    OpenAIRE

    Eugenia Etkina

    2010-01-01

    This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge—PCK). The program has been in place for 7 years and has a steady production rate of an average of six teachers per year who remain in the profession. The main purpose of the paper is t...

  8. RESEARCH CHALLENGES IN SCHOOLS TRAINING OF TEACHERS OF TLAXCALA

    Directory of Open Access Journals (Sweden)

    Darney Mendoza-Morales

    2014-07-01

    Full Text Available With the intention of keeping the status of educational research Forming Schools teachers in Tlaxcala, has initiated an diagnosis to define the challenges facing these institutions, mainly the Rural Normal School Lic Benito Juarez. This research is documentary, quantitative and qualitative, is still in process. area systematized information. Statistics of the Educational Services Unit of the State of Tlaxcala, the PEFEN 2011-2012 and Curriculum 2012 and also various policy documents, research data at national level and normal schools were reviewed. The first approach suggests that teacher training institutions face major challenges, which they can no longer delay therefore involves a reorganization of the activities developed by teachers and institutions.

  9. Teaching planetary sciences to elementary school teachers: Programs that work

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

  10. Employment and First Year Experience of Beginner Primary School Teachers at Private Educational Institutions

    Directory of Open Access Journals (Sweden)

    Turgay ÖNTAŞ

    2016-10-01

    Full Text Available In this study to demonstrate primary school teachers' employment process and their first year teaching in private educational organizations is aimed. The major employer of primary school teachers is public schools that are funded by state. There will be a gap between grade inflation and employment rate when all of the teacher candidates claim to be appointed to public schools. Hence private educational organizations provide alternative career opportunities for teacher candidates. Qualitative methods will be used in this study to display real evidence from the eyes of teachers and also principals. The data have been obtained through documents and interview techniques. After the data have been collected, descriptive analysis has been used. The findings of the study were given within the frame of themes and codes which were determined based on the problem statement. The first theme, career was presented in the context of choosing sector, recruitment and selecting process, professional development, leave the profession. The second theme, factors affecting first years' success was explained in the context of teaching factors, consistency and skills focus. The third theme was presented in a category of pressure, workload, complaining psychological and physical exhaustion, flexible working conditions.

  11. Teacher stress and burnout: implications for school health personnel.

    Science.gov (United States)

    Belcastro, P A; Gold, R S

    1983-09-01

    Recent literature indicates teachers experience considerable stress in the workplace, and that such stress is associated with an increased frequency of physical illnesses and somatic complaints. This study was conducted to identify the relationship between reported levels of stress and somatic complaints and selected illnesses. The Maslach Burnout Inventory and the Teacher Somatic Complaints and Illness Inventory were distributed to 428 teachers in public schools in Southern Illinois. The MBI yields data allowing classification of teachers into two groups according to degrees of work related stress. A discriminant analysis was performed to examine the ability to discriminate between these groups based on their reported patterns of somatic complaints and illnesses. More than 11% of those responding to the study were classified as burned out according to conservative criteria for classification. The conclusion that burnout represents a health risk to teachers in this study has implications for school health personnel. Since school health personnel have experience in educating people about physiological and psychological factors that threaten health, and have experience in motivating individuals to take positive action regarding their health, they can provide teachers with information and skills to cope with occupational stress.

  12. Job stressors, personality and burnout in primary school teachers.

    Science.gov (United States)

    Kokkinos, Constantinos M

    2007-03-01

    Teaching is considered a highly stressful occupation. Burnout is a negative affective response occurring as a result of chronic work stress. While the early theories of burnout focused exclusively on work-related stressors, recent research adopts a more integrative approach where both environmental and individual factors are studied. Nevertheless, such studies are scarce with teacher samples. The present cross-sectional study sought to investigate the association between burnout, personality characteristics and job stressors in primary school teachers from Cyprus. The study also investigates the relative contribution of these variables on the three facets of burnout - emotional exhaustion, depersonalization and reduced personal accomplishment. A representative sample of 447 primary school teachers participated in the study. Teachers completed measures of burnout, personality and job stressors along with demographic and professional data. Surveys were delivered by courier to schools, and were distributed at faculty meetings. Results showed that both personality and work-related stressors were associated with burnout dimensions. Neuroticism was a common predictor of all dimensions of burnout although in personal accomplishment had a different direction. Managing student misbehaviour and time constraints were found to systematically predict dimensions of burnout. Teachers' individual characteristics as well as job related stressors should be taken into consideration when studying the burnout phenomenon. The fact that each dimension of the syndrome is predicted by different variables should not remain unnoticed especially when designing and implementing intervention programmes to reduce burnout in teachers.

  13. RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES

    Directory of Open Access Journals (Sweden)

    ANTHONY T. MILANOWSKI

    2009-08-01

    Full Text Available Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little isknown about how effective financial incentives are for recruiting new teachers to high-need urban schools. This researchexplores factors that are important to the job choices of teachers in training. Focus groups were held with students atthree universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay andworking conditions. Focus group results suggested that: a many pre-service teachers, even relatively late in their preparation,are not committed to a particular district and are willing to consider many possibilities, including high needschools; b although pay and benefits were attractive to the students, loan forgiveness and subsidies for further educationwere also attractive; and c small increments of additional salary did not appear as important or attractive as otherjob characteristics. The policy-capturing study showed that working conditions factors, especially principal support, hadmore influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, ortrain better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportionof students of color.

  14. Teachers' stress intensifies violent disciplining in Tanzanian secondary schools.

    Science.gov (United States)

    Hecker, Tobias; Goessmann, Katharina; Nkuba, Mabula; Hermenau, Katharin

    2018-02-01

    Violent forms of discipline in schools continue to be widespread across the globe despite their damaging effects. Since little is known about factors influencing the extent of violence applied by teachers, this study aimed to investigate the influence of teachers' stress, work satisfaction, and personal characteristics on their disciplining style. Using structural equation modeling, associations between violent discipline, burnout symptoms, and job perceptions (pressure and difficulties in class) reported by 222 teachers from 11 secondary schools in Tanzania in 2015 were analyzed. Results indicated a direct association between perceived stress and emotional violent discipline (β=.18, pjob perceptions and both forms of violent disciplining. The model showed good model fit (χ 2 [44, n=222]=67.47 (p=.013), CFI=.94, TLI=.91, IFI=.94, RMSEA=.049 [90%-CI=.02-.07, PCLOSE=.50], SRMR=.06). Our findings suggest that teachers' personal perceptions of their work as well as their stress burden play a role in their disciplining styles. Our findings underline the importance of integrating topics, such as stress and coping as well as positive, nonviolent discipline measures into the regular teacher's training and in addition to develop and evaluate school-based preventative interventions for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Teacher performance and work environment in the instructional process in vocational school

    Science.gov (United States)

    Kuncoro, Tri; Dardiri, Ahmad

    2017-09-01

    Teachers should have pedagogical, personality, social, and professional competency. stated that performance appraisal has several benefits, namely for the implementation of reward and punishment system, provision of feedback for teachers to develop their competencies, identification of training needs, and diagnosis of problems. According to performance is one's work result or success rate as a whole over a certain period of time in performing tasks compared to various possibilities, such as work standards, targets or criteria which have been predetermined and agreed. One's performance is based on daily tasks and responsibilities assigned to him/her. The racial differences in personality are largely due to different environmental influences, where people of different races have progressed for generations. Vocational high school teachers have a low pedagogic and professional performance. The factors that influence performance, according to the partner-lawyer model proposed, are expectations about rewards, encouragements, abilities, needs and traits, perceptions of tasks, internal and external rewards, perceptions of reward levels and job satisfaction. This study used a survey method to collect data or information about a large population using relatively small samples. The population of this research was vocational high school teachers. Data analysis techniques used the Regression Analysis with the assistance of SPSS. The results of teacher performance are as follows: 1) the pedagogic performance was relatively good; 2) professional performance was relatively good, and the overall performance of vocational high school teachers was still less effective and efficient; 3) the teachers' work environment was 42.5234%; and 4) there was no correlation between work environment and teacher performance, meaning that the work environment (conditions of physical work environment, psychological work environment, and non-physical work environment) does not positively support the

  16. Myths, Money, and Catholic Schools: When the Apple Hit the Teacher's Toupee, and Other Stories

    Science.gov (United States)

    Rivers, Caryl

    1972-01-01

    Author contrasts her own experience in Catholic schools with the progressive Fitton School in Boston, and compares the old-style lay teacher" with the new breed of militants, personified by the head of the Catholic Teachers Federation. (SP)

  17. Adventures in supercomputing: An innovative program for high school teachers

    Energy Technology Data Exchange (ETDEWEB)

    Oliver, C.E.; Hicks, H.R.; Summers, B.G. [Oak Ridge National Lab., TN (United States); Staten, D.G. [Wartburg Central High School, TN (United States)

    1994-12-31

    Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials is remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).

  18. ORIGINAL ARTICLE Secondary School Teacher Education in ...

    African Journals Online (AJOL)

    user

    The Ministry of Education introduced a new teacher education program for ... practices and major challenges hindering the implementation of the program. A total .... registrar of the College, the PGDT .... trainees, instructors with high profile and.

  19. Level of Work Related Stress among Teachers in Elementary Schools.

    Science.gov (United States)

    Agai-Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-09-15

    Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p related to level of education (p stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers' stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working experience, and significant relation to the level of education.

  20. Why Rural Schools Are Important for Pre-Service Teacher Preparation

    Science.gov (United States)

    Blanks, Brooke; Robbins, Holly; Rose, Dana; Beasley, Loren; Greene, Michelle; Kile, Melissa; Broadus, Allison

    2013-01-01

    Rural schools are often overlooked in educational research. At least one in five children in the United States attends a rural school and one-third of all public schools are located in rural areas. Research on the effects of teacher education in rural schools on teacher candidates and the rural schools themselves is almost nonexistent. This…

  1. Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachers.

    Science.gov (United States)

    Stark, Hannah L; Snow, Pamela C; Eadie, Patricia A; Goldfeld, Sharon R

    2016-04-01

    This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as newly developed items. Consistent with a number of earlier Australian and international studies, teachers' explicit and implicit knowledge of basic linguistic constructs was limited and highly variable. A statistically significant correlation was found between (1) total self-rated ability and (2) years since qualification and experience teaching the early years of primary school; however, no relationship was found between self-rated ability and overall performance on knowledge items. Self-rated ability to teach phonemic awareness and phonics had no relationship with demonstrated knowledge in these areas. Teachers were most likely to rate their ability to teach skills including spelling, phonics, comprehension or vocabulary as either moderate or very good. This was despite most respondents demonstrating limited knowledge and stating that they did not feel confident answering questions about their knowledge in these areas. The findings from this study confirm that in the field of language and literacy instruction, there is a gap between the knowledge that is theoretically requisite, and therefore expected, and the actual knowledge of many teachers. This finding challenges current pre-service teacher education and in-service professional learning.

  2. 49 CFR 372.103 - Motor vehicles employed solely in transporting school children and teachers to or from school.

    Science.gov (United States)

    2010-10-01

    ... school children and teachers to or from school. 372.103 Section 372.103 Transportation Other Regulations... Exemptions § 372.103 Motor vehicles employed solely in transporting school children and teachers to or from school. The exemption set forth in 49 U.S.C. 13506(a)(1) shall not be construed as being inapplicable to...

  3. Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

    Science.gov (United States)

    Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

    2014-01-01

    As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.

  4. Where Will Urban High School Teachers for the 21st Century Come From?

    Science.gov (United States)

    Follo, Eric; Hoerr, Bill; Vorheis-Sargent, Ann

    2002-01-01

    Describes urban teacher supply problem in Oakland County, Michigan. Reviews literature on urban teacher supply problem nationally. Describes Michigan's alternative teacher-certification program and Oakland University's partnership with the Pontiac School District to prepare teachers for teaching in urban schools. (Contains 50 references.) (PKP)

  5. Opinions of Secondary School Science and Mathematics Teachers on STEM Education

    Science.gov (United States)

    Yildirim, Bekir; Türk, Cumhur

    2018-01-01

    In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers…

  6. Administrative Support and Its Mediating Effect on US Public School Teachers

    Science.gov (United States)

    Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

    2011-01-01

    This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…

  7. Climate Profile and OCBs of Teachers in Public and Private Schools of India

    Science.gov (United States)

    Garg, Pooja; Rastogi, Renu

    2006-01-01

    Purpose: This research aims to assess the significant differences in the climate profile and organizational citizenship behaviors (OCBs) of teachers working in public and private schools of India. Design/methodology/approach: The sample comprised of 100 teachers, out of which 50 teachers were from public school and 50 teachers were from private…

  8. An Examination of Democratic Attitudes of Primary School Teachers

    Directory of Open Access Journals (Sweden)

    S. Gulec

    2009-12-01

    Full Text Available As democracy can develop better in a society of democratic people, democracy education can also get its intended goals better in a democratic school environment. As the most influential people in a school environment were teachers, this study, too, aimed to determine their levels of democratic attitudes. In the present study, 60 primary school teachers working in the schools attached to the Bursa Metropolitan Municipality were surveyed. The relationships between their attitudes and some variables were studied. These variables included school they work, age, gender, marital status, number of children they have, education level, teaching experience and number of broth-ers or sisters. The questionnaire used for this study was validated by Aydogan & Kukul (2003 based on previous studies made by Gomleksiz (1988, Yildirim (1994 and Atasoy (1997. For the validity of the questionnaire, Cronbach Alpha coefficient (0.829 was calculated. The results suggest that teachers show very positive attitude with a score of 103. When the items were examined individually, some significant relationships were found with the variables. Teachers should have positive democratic attitudes in order to give lessons of democracy to their students. An appropriate and encouraging environment should be prepared in order for students to gain desired democratic outcomes. In a democratic environment, teachers’ positive attitudes will help their students to gain critical thinking skills, effective discussion skills, capability for fighting against inequity, cooperation and collaboration skills, and showing empathy and respect for diversity.

  9. Self-education activities features of primary school teachers in the period between training courses.

    Directory of Open Access Journals (Sweden)

    Nalyvaiko G.V.

    2011-08-01

    Full Text Available The article describes self-education activities features of primary school teachers in the period between training courses. The basic conditions and areas of self-education activities features of primary school teachers in the period between training courses is singled out. The interpretations of the self-education definition are considered. The primary school teachers' self-education activities components are carried out. The period between training courses in training primary school teachers is defined.

  10. Results of a Master's degree program for high-school teachers

    Science.gov (United States)

    Cocke, W. J.

    1993-05-01

    Starting in the summer of 1990, the Astronomy Department at the University of Arizona began a 3-year summer program for upgrading the skills of high-school and middle-school science teachers. The program granted Master's degrees in Astronomy to the 33 teachers that completed the program this past summer. The teachers received tuition waivers and stipends to cover living expenses. The funding came mostly from the National Science Foundation, but the University of Arizona cost-shared at the 15% level. About half of the teachers were from Arizona, and the rest came from out-of-state. Although minorities were encouraged to apply, we had few minority applicants, and there were no Afro-Americans and only one Hispanic in the program. The content of the courses was heavily slanted towards mathematics and the physical sciences. The math level went up to vector calculus and linear partial differential equations, and there was a heavy emphasis on physics and astrophysics. Astronomy turned out to be a good umbrella under which to strengthen the teachers' knowledge of the physical sciences. One of the weak points in the program was the pace at which we introduced new material to the teachers. The summer sessions were short and very intense, and the teachers often found themselves with insufficient time to digest the information. This was offset to some degree by the high rate of cooperative learning that the teachers exhibited. The program seems to have been a great success, and the teachers report that their higher level of understanding is very useful to them in the classroom, and the astronomy content provided an excellent source of new demonstrations and projects. We present the results of a final survey, in which we ask the teachers to summarize their thoughts about the program and its effectiveness.

  11. The Relationships between School Autonomy Gap, Principal Leadership, Teachers' Job Satisfaction and Organizational Commitment

    Science.gov (United States)

    Dou, Diya; Devos, Geert; Valcke, Martin

    2017-01-01

    This study examines the relationship between school autonomy gap, principal leadership, school climate, teacher psychological factors, teachers' job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers' outcomes…

  12. Teacher Absence as a Factor in Gender Inequalities in Access to Primary Schooling in Rural Pakistan

    Science.gov (United States)

    Ghuman, Sharon; Lloyd, Cynthia

    2010-01-01

    The presence of a teacher in the classroom is central to the provision of schooling, with accumulating evidence showing that teacher absence compromises student learning. Teacher absence is common in schools in low- and middle-income countries. With much of the developing world making rapid progress in achieving universal primary school enrollment…

  13. Intersecting Domains of Assessment Knowledge: School Typologies Based on Interviews with Secondary Teachers

    Science.gov (United States)

    Howley, Marged D.; Howley, Aimee; Henning, John E.; Gillam, Mary Beth; Weade, Ginger

    2013-01-01

    This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools--use of formative…

  14. Secondary School Mathematics Teachers' Knowledge Levels and Use of History of Mathematics

    Science.gov (United States)

    Bütüner, Suphi Önder

    2018-01-01

    This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…

  15. Secondary School Teachers' Perception of Corporal Punishment: A Case Study in India

    Science.gov (United States)

    Cheruvalath, Reena; Tripathi, Medha

    2015-01-01

    This article examines secondary school teachers' perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the…

  16. Leadership Styles and Teachers' Job Satisfaction in Tanzanian Public Secondary Schools

    Science.gov (United States)

    Nyenyembe, Fabian W.; Maslowski, Ralf; Nimrod, Beatrice S.; Peter, Levina

    2016-01-01

    This study explores the relationship between leadership styles applied by school heads and teachers' job satisfaction in Tanzanian secondary schools. Using a questionnaire, data in this study was collected from 180 teachers in ten secondary schools in Songea District in Tanzania. The most salient finding of this study revealed that teachers were…

  17. Explaining Teacher Turnover: School Cohesion and Intrinsic Motivation in Los Angeles

    Science.gov (United States)

    Fuller, Bruce; Waite, Anisah; Irribarra, David Torres

    2016-01-01

    Lifting achievement in many schools depends on reducing the exit of effective teachers. We examine the extent to which teacher perceptions of school cohesion and intrinsic motivators stemming from two theoretical traditions contribute to the intent to leave one's school. We find that elementary teachers report higher levels of organizational…

  18. Teacher Expectations of Students' Classroom Behavior: Do Expectations Vary as a Function of School Risk?

    Science.gov (United States)

    Lane, Kathleen Lynne; Pierson, Melinda R.; Stang, Kristin K.; Carter, Erik W.

    2010-01-01

    Understanding the social behaviors teachers believe is critical for school success and can contribute to the development of effective behavioral supports and assist teachers in better preparing students for successful school transitions across the K-12 grade span. We explored 1303 elementary, middle, and high school teachers' expectations of…

  19. Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

    Science.gov (United States)

    Aydogdu, Bülent; Peker, Murat

    2016-01-01

    The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…

  20. Are elementary school teachers prepared to tackle bullying? : A pilot study

    NARCIS (Netherlands)

    Oldenburg, Beau; Bosman, Rie; Veenstra, Rene

    The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M age=43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M