Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Secondary teachers.
Zeitschriftenartikel zum Thema „Secondary teachers“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Secondary teachers" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Hasan, Amiruddin, Nurhasanah, Asmaul Husna, A. Razak und Martahadi Mardhani. „Teachers' Performance in Indonesian Secondary Schools: Does Motivation Matter?“ Jurnal EMT KITA 6, Nr. 2 (01.07.2022): 308–15. http://dx.doi.org/10.35870/emt.v6i2.652.
Der volle Inhalt der QuelleAnnotation:
A teacher's professional is greatly influenced by internal and external factors. Internal factors are influenced by the motivation that comes from within the teacher's own soul. This study aims to investigate the effect of teacher motivation on the teacher’s performance, especially public senior secondary schools (Sekolah Menengah Atas Negeri, or SMA Negeri) in Banda Aceh, Indonesia. This survey was conducted using a quantitative approach with a sample of 254 teachers. Questionnaires were used to collect data, and the data analysis technique employed was Structural Equation Modelling (SEM). The findings of this study indicate that teacher motivation has a significant effect on improving teacher performance in educational institutions.
2
Menon K.P, Seema, und Sobha K. „TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS“. International Journal of Research -GRANTHAALAYAH 5, Nr. 6 (30.06.2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.
Der volle Inhalt der QuelleAnnotation:
The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.
3
Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang und Erikson Saragih. „SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER“. JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, Nr. 2 (02.02.2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.
Der volle Inhalt der QuelleAnnotation:
The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.
4
Pradhan, Sweety, und Nani Babu Ghimire. „Providing Feedback: English language teachers' practices in secondary level“. Siddhajyoti Interdisciplinary Journal 3, Nr. 1 (30.06.2022): 161–69. http://dx.doi.org/10.3126/sij.v3i1.46284.
Der volle Inhalt der QuelleAnnotation:
Feedback is one of the key factors in language learning which may encourage or discourage learners in order to overcome mistakes and errors. The aim of the study is to examine the secondary level English teacher's feedback practices on student's work and student's perception to the type of feedback they receive. This research is based on the response to questionnaire and checklist from forty students of secondary level and ten English teachers at different secondary schools. Major findings of the study include that for the correction work, most of the teachers frequently follow teacher correction and some of the teachers frequently follow self-correction techniques. Ninety per cent of the students got motivated by positive especially teacher's praise and encouragement. The study shows most of the students need teacher's guidance in correcting their mistakes while learning English where teachers sometimes preferred their students to realize the mistakes themselves.
5
Johari, Nor Syahrul Bariyah, Norazlinda Saad und Marini Kasim. „Teacher collaboration: Significant influence on self-efficacy of secondary school teachers“. International Journal of Evaluation and Research in Education (IJERE) 11, Nr. 4 (01.12.2022): 1873. http://dx.doi.org/10.11591/ijere.v11i4.22921.
Der volle Inhalt der QuelleAnnotation:
<span lang="EN-US">Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. <br /> A number of 410 secondary school teachers in the northern part of peninsular Malaysia were involved in the study as survey respondents. The collected data was processed and analyzed using statistical package for the social sciences (SPSS) via frequency, mean, standard deviation, Pearson correlation and multiple regression analysis. The study found that the level of teacher collaboration and teachers’ self-efficacy among secondary school teachers is high. The findings also discovered that there was positive relationship between teacher collaboration and teachers’ self-efficacy. In addition, the dimension of teacher collaboration was found to have a significant influence on the teachers’ self-efficacy. Thus, the findings clearly indicated the importance of the collaboration practices between teachers in influencing the self-efficacy of teachers.</span>
6
Et.al, Syarina Mahmood. „Investigating Teachers’ Perceptions on Written Feedback Practices in Malaysian Secondary Schools“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 3 (10.04.2021): 1263–71. http://dx.doi.org/10.17762/turcomat.v12i3.887.
Der volle Inhalt der QuelleAnnotation:
This researchis toinvestigateteachers’ perceptions and practices about teacher-written feedbackin a secondary school in Malaysia. There are empirical studies conducted on the effectiveteacher-written feedback practicesto the students’ writing performance.However, there is a little researchwasconducted in Malaysiaon teachers’ perceptions regarding the role of teacher-written feedback in writing.Teachers’ perceptions and practices on written feedback is important to determine how teacher-written feedback place in their formative assessment.The results suggest that written feedback is commonly practiced in writing classroom and the teacher’s perceptions influenced to teacher-written feedback practices. It was found that most teachers consider written feedback is ineffective practices to help students to improve their writing. Teachers recognised that because of time constraints and students attitude influence the effectiveness of the written feedback to the learning process. Several factors were found to have a great influence on the amount and quality of written feedback. The most significant factor was trainings to influence teachers’ perception indicating that teacher-written feedback is unimportant in which was influenced teachers’ practices in the classrooms
7
Marucci, Eleonora, Beau Oldenburg und Davide Barrera. „Do teachers know their students? Examining teacher attunement in secondary schools“. School Psychology International 39, Nr. 4 (August 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.
Der volle Inhalt der QuelleAnnotation:
Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.
8
Aziz, Fakhra, Uzma Quraishi und Moafia Nader. „Leadership practices for Professional assistance of teachers in secondary schools“. Asia Proceedings of Social Sciences 2, Nr. 4 (03.12.2018): 6–10. http://dx.doi.org/10.31580/apss.v2i4.235.
Der volle Inhalt der QuelleAnnotation:
The present study aimed to explore the leadership practices for professional assistance of secondary school teachers.It was assumed that leadership active role in various types of teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports that school heads play a significant role in teachers’ professional assistance but it was limited to instructional and professional areas only. Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of experienced and newly inducted teachers were also found.Female newly inducted teachers receive more facilitation from their heads as compare to male . Same case is reported for professional assistance of experienced teachers. The present study suggests a need based training program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government
9
Skutina, Tatyana Vasilyevna, Mariya Sergeevna Spiridonova, Galina Gennad'evna Dulinets, Svetlana Aleksandrovna Tomilova und Aleksandr Petrovich Dement'ev. „Professional Motivation of Secondary School Teachers“. Психология и Психотехника, Nr. 4 (April 2022): 119–34. http://dx.doi.org/10.7256/2454-0722.2022.4.38991.
Der volle Inhalt der QuelleAnnotation:
The problems of staff shortage in secondary school, mutual understanding between teacher and student, effective training of students are largely related to the teacher's high motivation to work and overcome objective difficulties. The subject of the study is the features of the professional motivation of secondary school teachers depending on the length of service. The purpose of the study: to study the content characteristics of the professional motivation of secondary school teachers, depending on the length of service. We studied the following groups of components of professional motivation: value-semantic; cognitive; emotional-personal component. To conduct the study, a sample was formed, the number of which was 45 teachers and divided into 3 age groups with different periods of teaching experience of 15 people in each group. The results of the study showed differences between groups of teachers with different professional experience. Teachers on the initial path of professional activity have a more pronounced focus on tasks and interactions, less on themselves. And teachers with more professional experience have a pronounced focus on themselves, and less on tasks and interactions in the motivational complex of secondary school teachers with different work experience, there are differences in the predominance of internal and external motives. External positive motives predominate, which are associated with the action of external incentives (the possibility of obtaining recognition, the availability of salary growth opportunities, the ability to use the provided measures of state support, etc. External negative motives in the sample of teachers are the least pronounced, which can also be regarded as a sign of a fairly prosperous environment associated with the working conditions of school teachers.
10
Hassan, H. K., B. I. Bambi und H. B. Bakari. „Influence of Principal and Parental Relationships on Teachers’ Job Performance in Senior Secondary Schools in Adamawa State, Nigeria.“ Advances in Multidisciplinary and scientific Research Journal Publication 29 (15.12.2021): 155–70. http://dx.doi.org/10.22624/aims/abmic2021-v2-p12.
Der volle Inhalt der QuelleAnnotation:
This study investigated the influence of principal and parental relationships on teacher’s job performance in senior secondary schools in Adamawa State, Nigeria. Three research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted an ex post facto research design. The population of the study was 5,458 school personnel in the senior secondary schools in Adamawa state, which were made up of 337 principals and 5,121 teaching staff as distributed over the five education zones of Adamawa state, Nigeria. The sample of the study was 374 school personnel (340 teachers and 34 principals). This was arrived at using the Taro Yamane formula. The sample was determined through multistage sampling technique that comprised of stratified random sampling and simple random sampling techniques. Influence of Principal and Parental Relationship on Teachers’ Job Performance Questionnaire (IPPRTJPQ) was used for the collection of data. The data collected were analysed using mean and standard deviation to answer the research questions, Z-test for testing the hypotheses. The research question findings indicated that teachers were found to relate to a high extent with principals in senior secondary schools in Adamawa state. Also, that the relationship between teachers and parents is to a moderate extent in senior secondary schools in Adamawa state. The hypotheses findings also revealed that there is a significant influence of teacher – principal relationship on teacher’s job performance with (p = 0.000 < 0.05); and also that there is a significant influence of teacher – parent relationship on teacher’s job performance in senior secondary schools in Adamawa State with (p = 0.000 < 0.05). Based on the findings; it was concluded that teachers’ relationship with principals and parents significantly influence their job performance in senior secondary schools in Adamawa state, Nigeria. The study recommended that principals and teachers in senior secondary schools need to relate positively amongst themselves irrespective of their demographic differences which can help to improve their teaching performance either on a personal or professional level. Keywords: Teacher-Principal Relationship; Teacher-Parent Relationship; Teachers’ Job Performance; Senior Secondary School; Adamawa State
11
Ndalichako, Joyce L. „Secondary School Teachers’ Perceptions of Assessment“. International Journal of Information and Education Technology 5, Nr. 5 (2015): 326–30. http://dx.doi.org/10.7763/ijiet.2015.v5.524.
Der volle Inhalt der Quelle
12
Pachaiyappan, P., und Dr (Mrs) D. Ushalaya Raj. „Evaluating the Teacher Effectiveness of Secondary and Higher Secondary School Teachers“. IOSR Journal of Research & Method in Education (IOSRJRME) 4, Nr. 1 (2014): 52–56. http://dx.doi.org/10.9790/7388-04155256.
Der volle Inhalt der Quelle
13
Assefie, Birhan. „Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus“. SMART MOVES JOURNAL IJELLH 8, Nr. 10 (29.10.2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
Der volle Inhalt der QuelleAnnotation:
The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers
14
Hernandez, Shoshannah. „Exploring Secondary Teachers’ Willingness to Differentiate Instruction for ELLs“. INTESOL Journal 18, Nr. 1 (06.07.2021): 75–112. http://dx.doi.org/10.18060/25181.
Der volle Inhalt der QuelleAnnotation:
The growing English language learner (ELL) population is expanding in the United States from concentrated, urban areas to smaller, rural school districts in which mainstream content teachers provide most instruction for these students (DelliCarpini & Alonso, 2014). Most mainstream content teachers at the secondary level, however, have had little or no training in teaching ELLs and do not currently provide the differentiated instruction necessary for ELLs to be successful (Musanti & Pence, 2010; Rubinstein-Avila & Lee, 2014). Previous research has explored teacher attitudes toward ELLs in mainstream classes and the teacher beliefs related to teacher identity, teacher responsibility, and self-efficacy which all emerge as relevant to teaching ELLs. However, there is no prior research on the association these three factors potentially have with teachers’ willingness to differentiate their instruction for ELLs in mainstream classrooms.
This study explored these three factors of identity, responsibility, and self-efficacy as well as EL training, their relationship to each other, and their potential correlation with a teacher’s willingness to differentiate (WTD) instruction for ELLs in a mainstream classroom. Results indicate that identity and responsibility correlate most with a willingness to differentiate, but self-efficacy, along with several other emergent factors, are also relevant.
15
Atieno Otieno, Teresa, Matula Phylisters und Okoth Ursulla. „Professional Development Appraisal And Teacher Performance Among Secondary Schools In Migori County“. International Journal of Scientific Research and Management 9, Nr. 11 (06.11.2021): 1973–82. http://dx.doi.org/10.18535/ijsrm/v9i11.el02.
Der volle Inhalt der QuelleAnnotation:
Performance appraisal forms an important practice in human resource management. In Kenya, the Teacher Performance Appraisal and Development (TPAD) has been used since 2012 as an appraisal approach to evaluate teachers’ performance. However, the effectiveness of performance appraisal in enhancing teacher productivity as reflected in students; academic achievement has not been documented in Kenya and remains questionable. In Migori County, student performance in KCSE examination has been comparatively low. The objective of this study was to analyse the influence of professional development appraisal on teacher performance among public secondary schools in Migori County. Specific objectives were to determine the level of teachers’ performance after evaluation, and to establish how appraisal of professional development influence performance of teachers. Descriptive survey design on a target population of 276 principals and 2961 teachers was employed in the study. Krejcie and Morgan (1970) table was adopted to derive a sample size of 342 teachers and 57 principals stratified based on school category population. Questionnaire and interview guide were used to collect data from teachers and principals respectively. The study found that there was a significant difference in the mean of teacher’s performance after appraisal and the category of teachers’ schools. The study also found that 64.1% changes in teachers’ performance is attributed to professional development appraisal (R2 =0.641), and that professional development appraisal (β=0.803) is a significant predictor of teacher performance {F (1, 278) =493.200, P<0.05}. The study concludes that professional development appraisal significantly contributes to performance of teachers in secondary schools.
16
Bulayi, Makungu, Vincent Naano Anney und Loyce Kiiza Kobosingye. „Mathematics Teacher’s Content Knowledge and Pedagogical Content Knowledge in Learner-centred Approaches in Secondary Schools“. Frontiers of Contemporary Education 2, Nr. 2 (20.01.2022): p80. http://dx.doi.org/10.22158/fce.v2n2p80.
Der volle Inhalt der QuelleAnnotation:
This paper describes how mathematic teacher’s content knowledge informs teachers’ pedagogical content knowledge in the use learner-centred approaches and decision when teaching mathematics. Two trained mathematics teachers in the use of learner-centred approaches who were teaching mathematics at ordinary secondary school level in Tanzania were involved. Data was collected through classroom observation, video recording of classroom events and teacher’s self-reflections. Thematic analysis procedure both at conceptual and manifest level was employed. The findings indicated that, teacher’s weak knowledge of contents as a component of pedagogical content knowledge in the use of learner-centred approaches led to teacher’s inability to help students’ construct knowledge of the subject matter that teachers taught. The trained teachers did not teach lessons that were learners’ focused and were unable to help students discover the relationship between contents they taught with other contents in the syllabus. Teachers’ lack of content knowledge led to teachers’ communication of their misunderstanding to students through teacher-centred teaching approaches. In addition, these experienced teachers were unable to help students describe the rationale for learning contents. It is recommended that cementing on leaner-centred approaches during teachers’ professional development programs should go hand in hand with capitalizing on teacher’s knowledge of contents.
17
Asadullah, Sheikh. „Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh“. International Journal of Innovation and Economic Development 2, Nr. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.
Der volle Inhalt der QuelleAnnotation:
In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.
18
You, Sukkyung, Ann Y. Kim und Sun Ah Lim. „Job satisfaction among secondary teachers in Korea“. Educational Management Administration & Leadership 45, Nr. 2 (09.07.2016): 284–97. http://dx.doi.org/10.1177/1741143215587311.
Der volle Inhalt der QuelleAnnotation:
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 satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.
19
P.Pachaiyappan, P. Pachaiyappan, und Dr D. Ushalaya Raj Dr. D.Ushalaya Raj. „Mental Health of Secondary and Higher Secondary School Teachers - An Analysis“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 117–19. http://dx.doi.org/10.15373/22778179/feb2014/37.
Der volle Inhalt der Quelle
20
Mishra, Dr Sudarshan, und Jakir Hussain Laskar. „Emotional Intelligence of Teachers Teaching At Secondary and Senior Secondary Schools“. International Journal of Scientific Research 2, Nr. 10 (01.06.2012): 1–5. http://dx.doi.org/10.15373/22778179/oct2013/37.
Der volle Inhalt der Quelle
21
Ronnie Ancona. „Latin Teacher Certification: Training Future Secondary School Teachers“. Classical World 102, Nr. 3 (2009): 311–15. http://dx.doi.org/10.1353/clw.0.0094.
Der volle Inhalt der Quelle
22
KIFAYAT KHAN, DR. TEHSIN TAHIR, DR. UMBREEN ISHFAQ und ASAD KHAN. „A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level“. Journal of Business & Tourism 3, Nr. 2 (05.11.2021): 59–71. http://dx.doi.org/10.34260/jbt.v3i2.73.
Der volle Inhalt der QuelleAnnotation:
Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.
23
Akkus, Huseyin. „PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS“. Journal of Baltic Science Education 12, Nr. 2 (25.04.2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.
Der volle Inhalt der QuelleAnnotation:
The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.
24
Čopková, Radka. „Perceived Teachers’ Justice and Perceived Teachers’ Authority“. Acta Educationis Generalis 10, Nr. 3 (01.12.2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
Der volle Inhalt der QuelleAnnotation:
Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
25
Čopková, Radka. „Perceived Teachers’ Justice and Perceived Teachers’ Authority“. Acta Educationis Generalis 10, Nr. 3 (01.12.2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
Der volle Inhalt der QuelleAnnotation:
AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
26
Stranovská, Eva, Mária Lalinská und Ivana Boboňová. „TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES“. Problems of Education in the 21st Century 76, Nr. 4 (15.08.2018): 561–74. http://dx.doi.org/10.33225/pec/18.76.561.
Der volle Inhalt der QuelleAnnotation:
A relevant field of research in teacher’s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher’s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher's motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia – participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher. Keywords: educational process, teacher competences assessment, teachers' motivation, teachers' professional competences.
27
Omoso, Elisha, Kim Schildkamp und Jules Pieters. „Data use in Kenyan secondary schools“. Journal of Professional Capital and Community 4, Nr. 3 (08.07.2019): 216–31. http://dx.doi.org/10.1108/jpcc-11-2018-0027.
Der volle Inhalt der QuelleAnnotation:
Purpose The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers. Design/methodology/approach Using a qualitative case study design, this study utilised interviews and documentary evidence to explore the data available and their use within Kenyan schools. Findings The data available in Kenyan schools were similar except for context data which had slight variations between schools. Head teachers mainly used school-level data to monitor school functioning, plan and develop school-level policies which mainly focused on school and curriculum improvement but little on teacher improvement. Teacher improvement attempts were mostly via benchmarking. The results also show that Kenyan head teachers hide inspection reports from teachers and that some head teachers used data creatively than others. For example, one head teacher used data to start a feeding programme to support economically disadvantaged students. Teachers, however, mostly used classroom-level data to plan lessons and monitor students’ progress. Research limitations/implications The study results may be used for data use comparative studies between developing and developed countries. Practical implications Based on the findings, data use training is needed to help Kenyan schools use data to improve teachers and teaching. Originality/value Accountability and data use are at the centre of many school improvement efforts the world over. The last two decades, for example, show pressure on schools to account for the resources invested and for the education they provide to children mainly in the form of data. Regrettably, studies pay little attention to data use in schools within developing countries such as Kenya.
28
Frolov, Yury. „The Mixed Model of Teachers’ Evaluation in Secondary Schools“. Eduweb 15, Nr. 2 (30.07.2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.
Der volle Inhalt der QuelleAnnotation:
Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
29
Porozovs, Juris, Laura Liepniece und Daina Voita. „Evaluation of the Teaching Methods Used in Secondary School Biology Lessons“. Journal of Pedagogy and Psychology "Signum Temporis" 7, Nr. 1 (01.06.2015): 60–66. http://dx.doi.org/10.1515/sigtem-2016-0009.
Der volle Inhalt der QuelleAnnotation:
Abstract The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.
30
Ahmad, Sahibzada Waqar, Prof Dr N. B. Jumani und Prof Dr Samina Malik. „Exploring the Perceptions of Secondary School Teachers about Critical Pedagogy at Secondary School Level“. International Research Journal of Education and Innovation 2, Nr. 2 (30.09.2021): 190–95. http://dx.doi.org/10.53575/irjei.21-v2.2(21)190-195.
Der volle Inhalt der QuelleAnnotation:
Critical teaching combines learning with reflective thinking. It allows students to understand the relationship between ideas, encourages questioning and challenges all forms of injustice and social disorientation. One principle of critical pedagogy is problem-solving education, which is an alternative to the banking model education in which the teacher is active, and the student is inactive in the learning process. Teachers in critical pedagogy are concerned about society and allow students to think critically and act within society. The present study examines critical teaching (CP) methods at the secondary school level. The aim of this study was to explore the perception of secondary school teachers about critical pedagogy, to examine the practices of critical pedagogy adopted by secondary school teachers. In the present study, mixed methods were adopted, which included both quantitative and qualitative methods. The design of this study was descriptive and survey type. The population for this study consisted of teachers from all public sector secondary schools (male) working in Hazara Division of Khyber Pakhtunkhwa (KP) and teaching English, Urdu, Pakistan studies, and Islamic studies subjects. There are a total of 380 secondary level schools for both boys in Hazara Division (KP), where 6408 teachers are working. Four out of eight districts (50%) were selected as a sample of study. Further, researcher used cluster sampling technique. Questionnaire was used as research tool. Then, according to the suggestions and recommendations of experts and based on evidence of piloting, necessary changes were made in the instrument. The reliability of this study was determined by Cronbach Alpha. The researcher visited personally to sample institutions to collect data. Quantitative data obtained from teacher’s questionnaires were compiled and tabulated. Percentages and mean scores were calculated to obtain results from quantitative data, and it was analysed and interpreted with the help of descriptive statistics, chi square (c2).
31
Habib, Hadiya. „Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy“. Shanlax International Journal of Arts, Science and Humanities 7, Nr. 1 (01.07.2019): 35–38. http://dx.doi.org/10.34293/sijash.v7i1.420.
Der volle Inhalt der QuelleAnnotation:
In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.
32
Picado-Alfaro, Miguel, José Romilio Loría-Fernández und Jonathan Espinoza-González. „Teacher Reflection on a Teaching-Learning Situation Regarding the Concept of Relation in Secondary Education“. Uniciencia 36, Nr. 1 (31.01.2022): 1–25. http://dx.doi.org/10.15359/ru.36-1.2.
Der volle Inhalt der QuelleAnnotation:
This study is part of the research in didactics of mathematics on teacher training. In particular, the study focuses on the knowledge of mathematics teachers, taking as a reference the theoretical approaches of the Mathematics Teacher’s Specialized Knowledge (MTSK) model and teacher reflection as a professional competence. The study corresponds to a descriptive-qualitative research, based on an instrumental study of cases, whose purpose is to describe and analyze the manifestations of mathematics teachers of Secondary Education when they observe a teaching-learning situation that shows a teacher of mathematics teaching the concept of relation. For this, narratives written by seven Secondary Education mathematics teachers in service were used, which indicate some aspects identified by them as relevant from the observed situation. The analysis of the gathered information was carried out by defining categories, subcategories, and analysis units based on the components of the MTSK model. The results indicate that participating teachers accentuate, in their manifestations, attributes mainly associated with didactic knowledge of mathematical content. The reflection of this group of teachers is characterized by three specific aspects of the MTSK model: teaching, learning, and knowledge of the topics. It is interpreted that teacher reflection has been influenced by the professional experience of the teachers participating in the study.
33
Okoth, Ursulla Achieng. „Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya“. European Scientific Journal, ESJ 14, Nr. 19 (31.07.2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
Der volle Inhalt der QuelleAnnotation:
Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
34
Varma, Kavita, und Jyoti manwani. „TEACHER EMPOWERMENT:A COMPARATIVE STUDY OF URBANPRIVATE & GOVERNMENT SECONDARY SCHOOL TEACHERS OF AGRA DISTRICT“. International Journal of Psychosocial Rehabilitation 24, Nr. 04 (28.02.2020): 3076–94. http://dx.doi.org/10.37200/ijpr/v24i4/pr201419.
Der volle Inhalt der Quelle
35
Obiagu, Adaobiagu Nnemdi. „Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria“. Journal of Culture and Values in Education 2, Nr. 2 (24.06.2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.
Der volle Inhalt der QuelleAnnotation:
There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.
36
MAHMOOD, AZHAR CH, Irshad Hussain und Irshad Hussain. „Relationship between teacher empowerment and principal effectiveness at secondary schools level“. International Journal of Learning and Teaching 9, Nr. 4 (08.11.2017): 418–24. http://dx.doi.org/10.18844/ijlt.v9i4.2105.
Der volle Inhalt der QuelleAnnotation:
The continual cycle of education reform movements suggests that there is a need for principals to evaluate and re-define their leadership roles on a continuous basis. The expanded expectations and responsibilities placed on schools have seemingly created a need for school leadership to be shared or distributed among teachers and principals. The purpose of this study was to find out the relationship between teacher empowerment and principal effectiveness in secondary schools of Islamabad. It was correlational study included the collection of quantitative data to obtain greater understanding and detail about the relationships between teacher empowerment and principal effectiveness as perceived by teachers. The population of the study was 458 Secondary School male teachers working in 45 secondary schools. The 229 Secondary School Teachers were taken as a sample by a random sampling technique which is 50% of the population. Two standardized instruments i.e. School Participant Empowerment Scale and Audit of Principal Effectiveness were used for collection of data on the study of two variables. Pearson r) Mean and Standard Deviation were used for data analysis. The findings of this study were showed significant relationships between Teacher Empowerment and Principal Effectiveness. It is concluded that the teacher’s empowerment in schools enhanced the effectiveness of the principals.
Keywords: Teacher Empowerment, professional growth, principal effectiveness, organizational development.
37
Zoller, Katalin, und Katinka Bacskai. „Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers“. Central European Journal of Educational Research 2, Nr. 2 (13.07.2020): 93–100. http://dx.doi.org/10.37441/cejer/2020/2/2/7918.
Der volle Inhalt der QuelleAnnotation:
The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher’s self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.
38
Staunton, Mike. „Instructional Flexibility in Rural and Suburban Secondary Schools in North West Queensland“. Australian and International Journal of Rural Education 5, Nr. 1 (01.03.1995): 9–23. http://dx.doi.org/10.47381/aijre.v5i1.392.
Der volle Inhalt der QuelleAnnotation:
The instructional flexibility of rural and suburban secondary teachers in two educational regions of Queensland was investigated. It was proposed that the qualitative and quantitative differences between rural and suburban secondary, and particularly the significant differences in class size, would see rural secondary teachers more instructionally flexible than suburban counterparts. Using interpretative and positivist data gathering processes and analysis techniques, it was found however, that in all respects of instructional flexibility, there was no significant difference between rural and suburban secondary teachers. Several reasons were advanced for the finding. First, it was found that the same teaching paradigm dominated teaching regardless of setting that of teachers standing out the front of their classes and delivering the information to their students. Second, both teachers, and the Department of Education, have a simplistic notion of learning style which arguably impaired their ability to construe teaching and learning in other than traditional ways. Third, in what all teachers indicated they would prefer to do as teachers, and what they felt able to do in reality as teachers, there was considerable discord, attributed mainly to the perceived demands to 'get through the work program' regardless. This is construed to be an attitude which is essentially incompatible with catering to student learning style differences. Finally, it was suggested the significant factors affecting a teacher's instructional paradigm are the model of teaching demonstrated by the teacher training institution, the teachers own personal construct of teaching, and the role of the teaching practicum in perpetuating the traditional, teacher centred, dais based model of instruction.
39
Gilbert, Ross G. „Task Organisation and Management in Secondary Music Classrooms“. British Journal of Music Education 5, Nr. 2 (Juli 1988): 165–72. http://dx.doi.org/10.1017/s0265051700006501.
Der volle Inhalt der QuelleAnnotation:
Recent research and theory in the area of classroom management indicates that there is a relationship between the task organisation of the classroom and teacher management behaviours. That is, classroom settings such as seatwork and recitation are related to different kinds of pupil behaviour and different kinds of teacher response. A review of related literature and a study of music student teachers in secondary classrooms indicates that music teachers spend considerably more time in recitation-type settings than do teachers of other subjects and are thus required to be more constantly alert and more authoritarian in their behaviour. The implications of these data for teachers, teacher educators and administrations are discussed.
40
Rubel, Laurie H., und Anders J. Stachelek. „Tools for Rethinking Classroom Participation in Secondary Mathematics“. Mathematics Teacher Educator 6, Nr. 2 (März 2018): 8–25. http://dx.doi.org/10.5951/mathteaceduc.6.2.0008.
Der volle Inhalt der QuelleAnnotation:
In this article, we share our experiences in mathematics teacher education around professional development for teachers with a focus on student participation as an opportunity to learn. We describe a process through which teacher educators can support teachers in increasing and improving classroom participation opportunities for their students. We present Lesson Activity Bars and Difference in Participation Proportion, complementary tools that quantify and represent student participation in the mathematics classroom. We demonstrate the effectiveness of these tools in supporting teacher growth in the context of a professional growth project for teachers in urban secondary schools. In general, the teachers in this project increased the amounts of active participation they made available to their students. The cases of two teachers are analyzed in detail, using Clarke and Hollingsworth's (2002) Interconnected Model of Professional Growth, to add depth and nuance to our understanding of processes of teacher growth around increasing student participation opportunities in the mathematics classroom.
41
Dalnaik, Sagar Kumar. „A Study on Problems of Teachers in Teaching Mathematics at Higher Secondary Level of Mayurbhanj District, Odisha“. International Journal for Research in Applied Science and Engineering Technology, Nr. 12 (31.12.2022): 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.
Der volle Inhalt der QuelleAnnotation:
Abstract: The key objectives of the research work are to find the problems of teachers in teaching mathematics at higher secondary level. This study was administered on 120 mathematics teachers teaching in different higher secondary schools of Mayurbhanj district, Odisha, India. A self developed questionnaire was used to collect data from higher secondary school mathematics teacher to investigate the problems of teaching mathematics. The finding of the study emphasized that there is a significant difference between high and low experienced mathematics teachers’ attitude towards problems in teaching mathematics at higher secondary level. The outcome of research work revealed that there is no significant difference between male and female mathematics teacher’s attitude towards problems in teaching mathematics at higher secondary level. In addition to this, there is a significant difference in attitude among rural and urban mathematics teachers towards the problems in teaching mathematics at higher secondary level. Further, recommendations were given on the basis of obtained finding of the study.
42
Ocham, Lillian, und Ursulla Achieng Okoth. „Head-teachers ' motivational practices in public secondary schools in Kenya“. TQM Journal 27, Nr. 6 (12.10.2015): 814–22. http://dx.doi.org/10.1108/tqm-08-2015-0110.
Der volle Inhalt der QuelleAnnotation:
Purpose – The purpose of this paper is to determine the effects of head teachers’ motivational practices on teacher performance in public secondary schools in Kenya. The objectives of the study: to determine the influence of staff recognition; shared leadership by teachers; participation in staff development programmes; and head teachers’ support for the teachers on performance. Design/methodology/approach – The study design was descriptive survey involving 186 teachers and 32 head teachers from Koibatek district. The instruments comprised of a questionnaire and an interview guide. Data were analysed using descriptive statistics, and presented using tables and pie charts. Findings – Recognition of teachers and good working conditions enhance teachers’ performance. Shared leadership between teachers and head teachers has a positive effect on teacher performance Teachers’ professional growth enhances performance. The teachers who receive head teachers’ support such as teaching materials are more motivated enhancing performance. Research limitations/implications – Administrators of schools should often recognize teachers. The Board of Management, Teachers Service Commission, and head teachers should provide opportunities for shared leadership. The Quality Assurance and Standard (QAS) Directorate, need funds to engage teachers in in-service courses. Practical implications – Teachers should be supported by providing teaching resources and ICT, and be given opportunities for advancement by government agencies. Social implications – Teachers should be recognized through appreciation and other incentives during prize giving days and assemblies. Teachers be given responsibilities and freedom to act to develop abilities. Originality/value – The research shows teacher motivation as a means of enhancing performance for quality management.
43
Caul, Leslie, R. J. Campbell und S. R. St J. Neill. „Secondary Teachers at Work“. British Journal of Educational Studies 43, Nr. 3 (September 1995): 336. http://dx.doi.org/10.2307/3121990.
Der volle Inhalt der Quelle
44
Fuller, Kay. „Women secondary head teachers“. Management in Education 23, Nr. 1 (Januar 2009): 19–31. http://dx.doi.org/10.1177/0892020608099078.
Der volle Inhalt der Quelle
45
Buabeng-Andoh, Charles. „ICT usage in Ghanaian secondary schools: teachers’ perspectives“. International Journal of Information and Learning Technology 32, Nr. 5 (02.11.2015): 300–312. http://dx.doi.org/10.1108/ijilt-09-2015-0022.
Der volle Inhalt der QuelleAnnotation:
Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.
46
Begum, Zahanat. „Factor Motivating Teachers to Teaching Profession at Secondary School Level“. Volume 2, Issue 2 2, Nr. 2 (30.12.2021): 17–29. http://dx.doi.org/10.55737/qjssh.834354352.
Der volle Inhalt der QuelleAnnotation:
Factors motivating teachers to teaching profession was the researcher area of interest. Objectives of the study were to identify the intrinsic factors and extrinsic factors that motivation teachers to teaching profession. Out 485 female secondary school teachers one hundred teachers were randomly selected. Closed ended questionnaire was developed. Collected data were analyzed through percentage. Findings of the study conclude that majority of the respondents were agreed that democratic attitude of Head of the institution serves as a motivational factor for teacher toward teaching profession. Most of the respondents viewed that students' interest and supporting attitude serves as a motivational factor for teachers toward teaching profession. Maximum respondents were agreed that recognition of work serves best to motivate teachers toward teaching profession. Large percentage respondents were agreed conducive work environment serves as a motivational factor for teachers in teaching learning process. Majority respondents were agreed that fame and Respect in Society motivate teachers toward teaching profession. Most of respondents were agreed with statement that, the financial support (Salary) motivates teachers toward teaching profession. Maximum respondents were agreed that pension and gratuity motivate teachers towards teaching profession. Several respondents were agreed with statement that Mentoring provides significant motivations to teacher. Many respondents were agreed that different teaching allowances motivates teacher toward teaching profession. Most of respondents were agreed with statement that Promotion from rank to rank motivate teacher to his profession.
47
Stump, Colleen S., Thomas C. Lovitt, Susan Fister, Karen Kemp, Rickey Moore und Bruce Schroeder. „Vocabulary Intervention for Secondary-Level Youth“. Learning Disability Quarterly 15, Nr. 3 (August 1992): 207–22. http://dx.doi.org/10.2307/1510244.
Der volle Inhalt der QuelleAnnotation:
A research-translation project introduced a precision-teaching vocabulary intervention to 36 general and special education teachers through two workshops over a two-year period. (The teachers, in turn, introduced the approach to 694 students, 125 of whom were youth with learning disabilities). The goals of the project were threefold: (a) to determine if, after attending one-day training sessions, teachers were able to implement the vocabulary approach with their students; (b) to evaluate the degree to which the intervention influenced student performance, especially that of pupils with learning disabilities; and (c) to gather teacher and student reactions to the approach. Project outcomes revealed that (a) all but one teacher who received training implemented the approach and collected student performance data; (b) the majority of students, whether general or special education youth attending mainstream or special education settings, demonstrated increased accuracy and fluency on timed vocabulary quizzes; and (c) both teachers and students found the approach worthwhile and enjoyable.
48
Hua, Hu Kuok, und Ying-Leh Ling. „Distributive Leadership and its Relationship to Organizational Commitment in Secondary Schools of Sarawak“. International Journal of Educational Studies 2, Nr. 2 (29.08.2019): 109–14. http://dx.doi.org/10.53935/2641-533x.v2i2.112.
Der volle Inhalt der QuelleAnnotation:
This quantitative study aims to identify the influence of distributive leadership on the organizational commitment of teachers. A total of 317 secondary school teachers were selected as respondents randomly from 18 national secondary schools around Kuching city. The data of this study was collected using the combined questionnaire of the Distributed Leadership Readiness Scale and the Three-Component Model Employee Commitment Survey. The findings shown that there is no significant difference in the level of teachers' organizational commitment according to the gender of the teachers. In addition, the Pearson Correlation Test found a positive and significant relationship between the distributive leadership level and the organizational commitment of teachers in the school. This study has shown that leadership and principals' ability has an impact on school organization excellence. Therefore, the role of the teacher needs to be maximized according to the teacher's expertise so that organizational commitment can be improved.
49
Chavan, Girish Manohar, und Vishwajeet Manohar Chavan. „Knowledge, attitude and practices of secondary school teachers regarding school health services in children“. International Journal Of Community Medicine And Public Health 5, Nr. 4 (23.03.2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.
Der volle Inhalt der QuelleAnnotation:
Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.
50
Odhiambo, George O. „Teacher appraisal: the experiences of Kenyan secondary school teachers“. Journal of Educational Administration 43, Nr. 4 (August 2005): 402–16. http://dx.doi.org/10.1108/09578230510605441.
Der volle Inhalt der Quelle