Dissertations / Theses: 'DETERMINANTS OF TEACHERS'

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Simone, David S. "Determinants of burnout in special education teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0025/MQ30988.pdf.

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Hass, Julia Louise. "Role determinants of teachers of the visually impaired." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25420.

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The trend to mainstream visually impaired students in British Columbia over the last seven years has resulted in new teacher roles--those of itinerant or resource room teachers. Changing caseloads, teaching technology and philosophy have created a dynamic milieu in which such teachers operate. This study was undertaken to fill a gap in exploratory research data on some of the factors that determine the role of these teachers in this province. A questionnaire was designed and completed by the 44 teachers of the visually impaired in British Columbia. Results of the study gave information from 40 responding teachers regarding teaching training characteristics, work setting, details on the size and characteristics of caseloads and the orientation of services. A beginning was also made in determining some common concerns and issues in the field. The need for further research in many of these areas in addition to role definition was suggested to be of benefit to both specialist teachers and other professionals with whom they consult.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Schmidt, Elena Stankova. "DETERMINANTS OF BEGINNING TEACHER CAREER OUTCOMES: WHO STAYS AND WHO LEAVES?" Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444779.

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Urban Education
Ph.D.
Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education. The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years. In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.
Temple University--Theses

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Cognard-Black, Andrew James. "Nice work if you can get it determinants of academic employment and other workplace rewards among new doctorate recipients /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1071587436.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xvi, 230 p.; also includes graphics. Includes abstract and vita. Advisor: Robert L. Kaufman, Dept. of Sociology. Includes bibliographical references (p. 209-214).

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Picard, Alexandre. "The influence of social and psychological determinants on physical education teachers' interpersonal style." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ58494.pdf.

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Peter, Joe Suresh, and Omer Mohamed. "Determinants of Technology Acceptance Among Preschools Teachers in Sweden : A mixed methodological approach." Thesis, Uppsala universitet, Industriell teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-454695.

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There is a lot of demand from society or the government to incorporate ICT into preschool and education in general. However, no research in this area has been found that specifically cites technology's capacity to address concerns connected to planning, and systematic quality work in the preschool context. Technology integration, on the other hand, has ramifications for teachers, who face first- and second-order barriers to technological acceptance. In this study, we identify the determinants of technology acceptance among preschool teachers in Sweden. This study follows a mixed-method approach that comprises 12 semi-structured interviews and a self-completion survey of 9 respondents. The qualitative results were analyzed by a thematic analysis process and the quantitative results with descriptive statistics. We identified that job relevance, external control, result demonstrability, output quality and internal control are the main determinants that play a crucial role in technological acceptance. We also found the persistence of the first-order barrier to the acceptance of technology. This finding contradicts an earlier study where it was stated that the first-order barriers were decreasing in schools. It was, however, discovered that several first-order obstacles in the form of external control factors still exist. Furthermore, it was also found that social factors such as voluntariness, image and subjective norm did not play a crucial role in technology acceptance. Finally, our results show that the use of technology has helped teachers in the documentation and planning, as well as identify the benefits of systematic quality work.

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Whitta, John A. "An investigation of the dimensions of environmental determinants of students' satisfaction with practice teaching." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36615/1/36615_Digitised%20Thesis.pdf.

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In this study, the dimensions of environmental determinants of students' satisfaction with their practice teaching were identified and examined. The study employed a non-experimental survey design and utilised a methodology suggested by Hays (1982) for data analysis. Aspects of the vitamin model of job satisfaction developed by Warr (1986, 1987) provided a theoretical base for the study. Two hundred and ninety-five primary teacher education students completed a fifty-five-item questionnaire developed for the study. A factor analysis of these students' responses identified five dimensions. These were named "professional autonomy experienced by student teacher", "social integration into the school environment", "management of the practice teaching program", "mentoring provided by supervising teacher" and "security for the student teacher". Cronbach alpha reliabilities for the dimensions ranged from .94 to .78. Aspects of these dimensions were examined using students' responses to the initial questionnaire items and short statements in which they had provided brief descriptions of events that had occurred during practice teaching and which had given them very high satisfaction or very low satisfaction. A multiple regression analysis was used to investigate the relationship between the five dimensions identified in the study and a measure of students' overall satisfaction with practice teaching. The five dimensions accounted for 72% of the variance in students' overall satisfaction with their practice teaching. Three of the five dimensions contributed significantly to the regression equation. These were "professional autonomy experienced by student teacher", "social integration into the school environment" and "mentoring provided by supervising teacher". Possible contributions of a range of demographic variables to students' overall satisfaction and their relationships to the five dimensions were also examined. The demographic variables did not contribute significantly to students' overall satisfaction with practice teaching and did not act as intervening variables for the dimensions. Only three demographic variables showed significant correlations with the dimensions. The study supported Warr's claims that his categories could be used in areas other than the industrial settings in which they were developed and also provided support for his claimed comprehensiveness of those categories. The dimensions appeared to provide a comprehensive coverage of the practice teaching environment and preserved the vitamin aspect of Warr's original model. Findings were related to previous studies and suggestions provided for further research and improvements for practice teaching.

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Olsson, Elin. "Social Relations in Youth : Determinants and Consequences of Relations to Parents, Teachers, and Peers." Doctoral thesis, Stockholms universitet, Institutet för social forskning (SOFI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56122.

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The thesis includes three empirical studies on Swedish children’s well-being. Central themes in these studies are how children’s social relations are influenced by and influence other dimensions of their well-being. The studies are framed in the introductory chapter, which includes an international comparison of children’s social relations. Study I analyses whether relations with parents and teachers are associated with the adolescent’s social background and whether the positive consequences of having strong relations are more important for disadvantaged adolescents. The results, based on nationally representative survey data, confirm that strong social relations are conducive to adolescents’ school and psychological outcomes, and show that disadvantaged adolescents have weaker relations with parents and teachers. Furthermore, these results imply that relations with teachers are of particular importance for disadvantaged adolescents’ outcomes, while parental relations are equally important for both advantaged and disadvantaged adolescents. Study II investigates the social side of consumption by studying the association between adolescents’ economic resources and their relations with peers. Analyses on nationally representative survey data; which include children’s own responses, as well as information from parents and register data, show that economic resources, in terms of both household economy and adolescents’ own resources, are positively associated with peer relations. Study III analyses whether final grades in compulsory school are influenced by the sex composition in school classes. Analyses using register data show that boys’ grades are negatively affected by the share of girls in school classes in typical female school subjects. Girls’ grades are negatively affected by the share of boys with highly educated parents. The proposed explanation behind the results is that sex composition effects are due to negative social comparisons with the other sex.
At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.

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Becker, Dominik Verfasser], Heiner [Akademischer Betreuer] [Meulemann, and Rolf [Akademischer Betreuer] Becker. "Pygmalion's Long Shadow - Determinants and Outcomes of Teachers' Evaluations / Dominik Becker. Gutachter: Heiner Meulemann ; Rolf Becker." Köln : Universitäts- und Stadtbibliothek Köln, 2012. http://d-nb.info/1043040897/34.

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Becker, Dominik [Verfasser], Heiner [Akademischer Betreuer] Meulemann, and Rolf [Akademischer Betreuer] Becker. "Pygmalion's Long Shadow - Determinants and Outcomes of Teachers' Evaluations / Dominik Becker. Gutachter: Heiner Meulemann ; Rolf Becker." Köln : Universitäts- und Stadtbibliothek Köln, 2012. http://d-nb.info/1043040897/34.

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Bare-Oldham, Karen M. "An examination of the perceived leadership styles of Kentucky public school principals as determinants of teacher job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=405.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains vii, 107 p. Vita. Includes abstract. Includes bibliographical references (p. 71-88).

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Lilly, Vivian Collette Foreman. "Learning Style and Leadership Style: Determinants of Instructional Strategies in Nursing Education." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331764/.

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The problem of this study was to describe and compare the relationship of learning style and leadership style upon the selection of instructional strategies by nursing educators in associate and baccalaureate degree nursing programs. Data were collected using Kolb's Learning Style Inventory, Hersey and Blanchard's Leader Effectiveness and Adaptability Description, a researcher-developed Instructional Strategies Inventory, and the Personal Data Form. It was found that leadership style was highly correlated between the associate degree and baccalaureate degree faculty groups. More of the associate degree faculty members had basic leadership styles of Low Relationship/Low Task and High Task/Low Relationship. Most of the baccalaureate faculty members had Low Relationship/Low Task leadership styles. The following conclusions were developed: (a) Nursing faculty in associate and baccalaureate degree programs have similar learning and leadership styles; (b) nursing faculty tend to use the traditional instructional strategies such as lecture, discussion, and case studies at the same frequency of use? and (c) the selection of instructional strategies in nursing education may be affected by variables other than the instructor's learning and leadership styles. In view of the findings of this study, the following recommendations for further study appear to be warranted, (a) Further research should be conducted to determine the effectiveness or ineffectiveness of identified instructional strategies in nursing education, and (b) more research should be done to identify creativity in the selection of instructional strategies in nursing education. The following implications are suggested from an analysis of the data: (a) Although faculty characteristics are rarely a determining factor in the design of a nursing curriculum, they must be taken into account when selecting instructional strategies, and (b) the apparent lack of diversity in instructional strategies utilized in the classroom setting emphasizes the need for faculty to expand their knowledge base in this area.

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Meconi, Junior Roberto. "Estratégias pedagógicas com uso de tecnologias na formação de professores: matrizes e determinantes." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10851.

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Made available in DSpace on 2016-04-27T16:57:03Z (GMT). No. of bitstreams: 1 Roberto Meconi Junior.pdf: 3600051 bytes, checksum: 15b0b72b464227929325b5bdebbe8f28 (MD5) Previous issue date: 2010-11-24
Conselho Nacional de Desenvolvimento Científico e Tecnológico
This work describes an investigative experience related to High School Math teachers Studies, more precisely about their performance in relation to the use of technologies as mediators during their classes. Through a Math Educational Didactic and technological work- shop offered in the ambit of activities in the Programa de Estudos Pós-Graduados em Educação Matemática da PUC/SP (grupo TecMEM), where a group of teachers from Estado de São Paulo Public School were under observation in the realization in dynamic activities using the software WinMat as well as in the executions of tasks with traditional medias, all of them related to the theme "matrices and determinants". Through qualitative analysis of data, it was possible to verify several difficulties by these groups of researchers, conceptual and technical, but these difficulties could decrease as soon as this articulation was being reached between the interface technological domain and the recover of mathematics concepts involved. Besides, the teachers who are in this investigation have noticed the importance of pedagogical strategies in which mathematics technological classes should be included, more than the simple use of software or other artifact to the students use
Este trabalho relata uma experiência investigativa relacionada à formação continuada de professores de Matemática do Ensino Médio, mais precisamente no que tange ao preparo dos mesmos em relação ao uso de tecnologias como mediadoras em suas aulas. Através de uma Oficina Didática de Educação Matemática e Tecnologias, oferecida no âmbito das atividades do Programa de Estudos Pós-Graduados em Educação Matemática da PUC/SP (grupo TecMEM), um grupo de professores da rede pública do Estado de São Paulo foi acompanhado na realização de atividades dinâmicas com uso do software Winmat, bem como na consecução de tarefas em com mídias tradicionais, todas relacionadas ao tema matrizes e determinantes . Através de análise qualitativa dos dados, foi possível constatar diversas dificuldades por parte dos sujeitos da pesquisa, tanto conceituais quanto técnicas, que puderam ser minoradas à medida que se alcançava uma articulação entre o desenvolvimento do domínio tecnológico da interface e a recuperação dos conceitos matemáticos envolvidos. Além disso, os docentes envolvidos nesta investigação indicaram perceber a importância das estratégias pedagógicas que incluam tecnologias nas aulas de Matemática, muito além da mera inserção de softwares e ou artefatos para o uso de seus estudantes

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Bingham, Janet Ellen 1954. "The Determinants and Implications of Teacher Job Satisfaction." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565570.

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Chao, Yan-ki, and 周恩琪. "English teachers' implementation of school-based assessment (SBA): is professional consciousness a determinantof teachers' practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176127.

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Schneider, Kathleen A. "Teaching experience as a determinant of middle-level teacher concerns." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535891.

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The purpose of the study was to identify and compare the perceived concerns of novice and experienced teachers in the middle-level teaching years. The population consisted of 200 public school teachers and 100 Catholic school teachers in grades six, seven, and eight in the state of Indiana.A forty-item questionnaire listing concerns in the areas of professional growth, classroom management and routines, instructional activities, and evaluation problems was utilized. Three null hypothesis were tested by using a multivariate of analysis of variance (MANOVA). Decisions with regard to the hypotheses were made at an alpha level of .05.Findings1. No statistically significant differences were found to exist between novice and experienced teachers.2. No statistically significant differences were found to exist between male and female teachers.3. No statistically significant differences were found to exist between public school and Catholic school teachers.4. Salary commensurate with demands for professional growth, motivating pupil interest and response, stimulating critical thinking and developing good work and study habits were identified as major professional concerns of teachers.Conclusions1. Level of experience does not account for major differences in the degree of concerns of teachers.2. Sex of the teacher does not account for major differences in the degree of concerns of teachers.3. Type of school--public or Catholic--does not account for major differences in the degree of concerns of teachers.4. The area of Instructional Activities causes the greatest concern followed by Classroom Management and Professional Growth. Evaluation Problems causes the least concern.5. Salary, motivating student interest and response, developing in students good work and study habits, and stimulating critical thinking are major concerns for teachers.6. Individual items causing concern for teachers have experienced modest changes during the past 14 years.
Department of Educational Administration and Supervision

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Schmidt, Elena S. "Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?" Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265327.

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Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education.

The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models.

The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years.

In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.

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Fisher, Robert Irvin. "Determinants of health teacher credibility as identified by multivariate analysis of student perceptions /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050227321.

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Duarte, Rafael Gomes. "Os determinantes da rotatividade dos professores no Brasil: uma análise com base nos dados do SAEB 2003." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-07052010-163617/.

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O presente trabalho propõe identificar os fatores que influenciam na rotatividade de professores no ensino fundamental e médio brasileiro. Para isso foram estimados modelos econométricos para verificar a probabilidade de uma turma ter mais de um professor durante o mesmo ano. Usamos como base de dados os microdados do SAEB/2003, desenvolvidos pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, do Ministério da Educação (INEP/MEC). Verificamos que os professores de matemática e de língua português de diferentes séries respondem de forma diferente as variáveis analisadas. Por exemplo, um aumento na proporção de alunos brancos em 10 pontos percentuais está associado a uma diminuição de 1 ponto percentual na rotatividade, no caso de professores de 4ª série do ensino fundamental de Língua Portuguesa e Matemática. Por sua vez, professores de 4ª serie do ensino fundamental de ambas as disciplinas e para os de 8ª serie do ensino fundamental que lecionam Língua Portuguesa, trabalhar em escolas particulares reduz a probabilidade de rotatividade em 5 pontos percentuais. Por fim, a ocorrência de atentados à vida na escola aumenta rotatividade dos professores de 4ª serie do ensino fundamental de Língua Portuguesa e a presença de armas que eleva em a rotatividade dos professores de 4ª serie do ensino fundamental das duas disciplinas. Para o 3º ano do ensino médio, a participação do professor no projeto pedagógico diminui a rotatividade.
The present paper tires to identify the factors that influences in teachers rotatctivity among scholls in the basic Brasil\'s schooling system. To that we estimated econometric models to verify the probability of a class to have more than one teacher durying the same period of one school year. Using the microdatabase of SAEB for the year of 2003, by the National institute of studies and educational research Anísio Teixeira, of Ministry of Education (INEP/MEC). We found that teachers of mathematics and Portuguese speaking of different sets respond differently to the variables analyzed. For example, an increase in the proportion of white students by 10 percentage points is associated with a decrease of 1 percentage point in the rotation, where teachers 4th grade of elementary school Portuguese language and mathematics. In turn, teachers of 4th grade of elementary schools of both disciplines and the 8 th grade of elementary schools that teach the Portuguese language, working in private schools reduces the likelihood of turnover by 5 percentage points. Finally, the occurrence of attacks on school teacher turnover increases of 4 th grade of elementary Portuguese Language and the presence of guns increases in teachers turnover in the 4th grade of elementary schools of the two disciplines. For the 3rd year of high school, participation in the teacher education program reduces turnover.

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Rosa, Inácio Francisco João da. "Fatores determinantes na avaliação do desempenho profissional dos professores do 2º ciclo da Escola 6053 - Luanda - Angola." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17422.

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Esta investigação foi desenvolvida com a finalidade a analizar os fatores determinantes na Avaliação de desempenho profissional dos professores, de uma Escola do Ensino Secundário nº 6053 «Nova Vida», em Luanda, para que se conheçam melhor os elementos que podem condicionar este processo. A sociedade é cada vez mais exigente no que respeita à educação e ao seu meio envolvente, o que obriga os docentes a melhorarem as suas competências, para que possam acompanhar esta constante evolução. Neste estudo recorremos a uma metodologia de abordagem quantitativa, de carácter analítica. Aplicámos um questionário a um total de sessenta e dois (62) professores. Após os resultados do estudo concluímos que o atual modelo de avaliação apresenta algumas limitações e que estas condicionam os objetivos intrínsecos do mesmo, uma vez que a prevalência de questões burocráticas dificultam a sua implementação. A avaliação do desempenho é vista num prisma individual do professor, e não são fornecidas informações úteis para um melhor desempenho da sua atividade. Ainda existe um défice de formação necessária ao desenvolvimento dos docentes. Os resultados não são aproveitados como uma mais-valia no desenvolvimento dos recursos humanos do estabelecimento de ensino. Subsiste a desconfiança nos pares avaliadores, e pouca aceitação dos mesmos, pela falta de formação e de perfil pré-estabelecido ao nível nacional; ABSTRACT: DETERMINING FACTORS IN JOB PERFORMANCE EVALUATION OF TEACHERS IN A SECONDARY SCHOOL SCHOOL NO. 6053 "NEW LIFE" LUANDA This research was developed in order to analyze the determining factors in job performance evaluation of teachers, a School of Secondary Education No. 6053 "New Life", in Luanda, in order to better know the elements that determine this process. Society is increasingly demanding with regard to education and its environment, which forces teachers to improve their skills so that they can monitor this constantly evolving. In this study we used a methodology of quantitative, analytical character. We applied a questionnaire to a total of sixty-two (62) teachers. After the results of the study, the current valuation model has some limitations which affect the intrinsic these objectives the same, since the prevalence of bureaucratic issues complicate implementation. Performance evaluation is seen in an individual teacher's perspective, and are not provided useful information for better performance of its activity. There is still a training gap necessary for the development of teachers. The results are not used as an asset in the development of human resources of the school. There remains a distrust of evaluators peers, and poor acceptance thereof, by the lack of training and pre-established nationally profile.

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Dessotti, Marina Véssio. "Os determinantes da escolha da ocupação docente: uma análise do diferencial de salário do mercado de professores do ensino fundamental." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-18102011-134438/.

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O objetivo desta dissertação é analisar a diferença salarial existente entre indivíduos que trabalham como professores do ensino fundamental e indivíduos que trabalham em outras ocupações. Busca-se compreender se tal diferença está na própria profissão docente ou na formação desses profissionais. Pretende-se identificar se é mais vantajoso trabalhar na ocupação docente ou em outras ocupações, dependendo da formação do indivíduo. Para tanto, calculam-se diferenciais de salário controlados e não-controlados. Os principais resultados para os diferenciais não-controlados revelaram que trabalhar como docente do ensino fundamental é mais vantajoso para indivíduos que ainda não possuem ensino superior. Para aqueles que são docentes e possuem curso superior ou estão em curso (graduação ou pós-graduação), independentemente dos controles, a ocupação docente não é vantajosa. Já no caso dos diferenciais controlados, ser professor do ensino fundamental quase sempre é vantajoso quando se considera o salário por hora.
The objective of this dissertation is to identify the wage differential between primary school teachers and individuals working in other occupations. We try to comprehend if the differential is on the teacher profession itself or on the career chosen by these individuals. In other words, we analyze if the differential is on the education of these professionals. We intend to identify through controlled and non-controlled wage differentials if (depending on the education of the individual) it is more advantageous working as a teacher or in another occupation. The main results for non-controlled differentials showed that working as a primary school teacher is more advantageous for individuals who did not complete the undergraduate level. For teachers with higher education completed or ongoing (undergraduation or graduation), independently of the controls, the teacher profession is not advantageous. For the controlled differentials, being a high school teacher is almost always advantageous when the hourly wage is considered.

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Briole, Simon. "Essays on the determinants of student achievement in France and the US : teacher evaluation, teaching practices and social interactions in middle school." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEH006.

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Initiée dans les années 1960 par l’économiste américain Gary Becker, le développement de la théorie du capital humain a considérablement ouvert le champ d’investigation de la science économique. Au cours des deux dernières décennies, de nombreux travaux de recherche en économie de l'éducation ont cherché à identifier les caractéristiques du système ou de l’environnement scolaire qui permettent aux individus d’acquérir un maximum de compétences, de savoirs et d'informations au cours de leur scolarité. Cette thèse s’inscrit dans ce courant de recherche et étudie plus spécifiquement deux aspects de l’environnement scolaire qui ont retenu l’attention des économistes : la productivité des enseignants et l’influence des camarades de classe. Le premier chapitre de cette thèse étudie dans quelle mesure les pratiques pédagogiques des enseignants aux États-Unis permettent d’expliquer les différences de performances de leurs élèves en mathématiques. Dans un premier temps, nous montrons que chaque heure passée en classe à étudier les mathématiques engendre une progression significative des élèves dans cette discipline. Nous montrons ensuite que la productivité de l’heure d’enseignement est très fortement corrélée avec la mise en place de pratiques pédagogiques interactives, qui requièrent une participation active de la part des élèves. Plus spécifiquement, chaque heure passée avec un enseignant mettant l'accent sur ce type de pratiques est 2 à 3 fois plus productive qu'une heure passée avec un enseignant mettant l'accent sur des pratiques plus traditionnelles telles que le cours magistral.Le deuxième chapitre de cette thèse étudie l’impact d’une politique publique visant à améliorer les pratiques des enseignants, à savoir le système d’inspection individuelle des enseignants du second degré en France. Dans ce chapitre, nous montrons que les performances des élèves en maths au Diplôme National du Brevet (DNB) s’améliorent significativement à la suite d’une inspection de leur enseignant de mathématiques, non seulement pour les élèves assignés à l’enseignant l’année de l’inspection, mais également pour les élèves assignés à cet enseignant les années suivantes, suggérant une amélioration durable de ses compétences pédagogiques. De surcroît, l’inspection des enseignants de maths de 3ème produit des effets bénéfiques persistants chez les élèves, qui se traduisent par une augmentation de leur probabilité de choisir une filière scientifique en première et d’obtenir un baccalauréat scientifique au cours des années suivantes. Finalement, les effets bénéfiques d’une inspection sur les performances des élèves en maths et sur leur trajectoire scolaire sont particulièrement marqués pour les enseignants de l’éducation prioritaire, lesquels font face à des contextes d’enseignement plus difficiles.Le troisième et dernier chapitre de cette thèse étudie les effets du genre des camarades de classe de 3ème sur le parcours scolaire des élèves en France. Deux ensembles de résultats se dégagent de l’analyse. D’une part, l’influence des camarades de classes est persistante au cours du temps, puisque la proportion de filles parmi les camarades de classes en 3ème influence non seulement la réussite au brevet, mais également le taux de décrochage scolaire, le choix des filières après le collège et le taux d’obtention du baccalauréat. D’autre part, la proportion de filles parmi les camarades de classes en 3ème a des effets bénéfiques sur la scolarité des filles alors qu’elle a des effets négatifs sur celle des garçons. Plus spécifiquement, cette proportion réduit le taux de décrochage scolaire des filles après la 3ème et augmente leur taux d’obtention d’un baccalauréat général, particulièrement dans la filière scientifique. A l’inverse, elle augmente la proportion de garçons choisissant une filière technique après le collège et réduit leur taux d’obtention d’un baccalauréat général
The Human Capital Theory developed by Gary Becker in the 60's substantially widened the area of investigation of economics. Over the last two decades, many studies in the economics of education intended to identify the characteristics of an educational system which enable individuals to acquire as much skills, knowledge and information as possible. This thesis contribute to this literature by studying two aspects of the educational environment that has particularly attracted economists' attention over recent years: teacher productivity and peer effects in the classroom. The first chapter of this thesis investigate to what extent teaching practices implemented by math teachers in the US relate to their students' math performance. First, it shows that every single hour spent in the classroom studying mathematics generate a significant improvement in students' math performance. Second, it shows that the productivity of instructional time strongly relates to the implementation of interactive teaching practices, which require student active participation in the lesson. More precisely, each hour spent with a teacher putting a high weight on this kind of practices is 2 to 3 times more productive than an hour spent with a teacher putting a higher weight on traditional practices, such a teacher lecture. The second chapter of this thesis studies the impact of a public policy aimed at improving teachers' practices, namely the individual teacher evaluation system in French secondary education. In this chapter, we show that students' performance at the end-of-middle school national exam significantly improve after the evaluation of their math teacher, not only for students taught by an evaluated teacher the year of the evaluation, but also for students taught by the same teacher on subsequent years, suggesting a long-lasting improvement in teacher pedagogical skills. These positive effects persist over time for students, who not only perform better at the end-of-middle school exam but also choose more often and graduate more often from the science track in high school. In addition, the positive effects of teacher evaluation are particularly salient in education priority schools, in contexts where teaching is often very challenging.The third chapter of this thesis investigates the effect of school peers' gender on students' performance and educational careers in French middle schools. First, it shows that the proportion of female peers' in middle school has persistent effects on students' educational careers as it not only affects students' test score at the end-of-9th-grade national examination, but also influences their track choices and high school graduation rates several years later. Second, it shows that a larger share of girls in the classroom has positive effects for girls and negative effects for boys. More specifically, it reduces girls' dropout rates and increases their probability to graduate from an academic track in high school, especially in the scientific track, while it increases boys' probability to attend a vocational school after 9th grade and decreases their high school graduation rate

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Fominienė, Vilija Bitė. "Kūno kultūros mokytojų nuostatos dėl pedagoginės komunikacijos kaip mokinių požiūrio į kūno kultūros ugdymąsi determinantės." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070504_151351-90168.

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The scientific problem of the dissertation: what attitudes on characteristics of linguistic communication competence dominate among physical education teachers considering their attitudes both on linguistic communication competence, and on communication in social situations? The research object – attitudes on linguistic communication competence and communication in social situations. The scientific solution of the research object that corresponds the research subject is oriented to the detection of verbal communication competence in native (Lithuanian) speech of physical education teachers as well as to the evaluation of their attitude on communication in social situations. The aim of the research was to disclose physical education teachers‘ attitudes on pedagogical communication as the determinants of pupils‘ approach to physical self-education. The following statements substantiate scientific novelty of the research: in theoretical aspect the competences of a physical education teacher in revealing the role of linguistic communication competence in native (Lithuanian) speech were analysed, the peculiarities of the attitude of physical education teachers on communication competence were revealed, the features of the attitude of physical education teachers on communication in social situations were evaluated, the links of the attitude of the components of physical education teachers on linguistic communication competence in native (Lithuanian) speech and the attitude on... [to full text]

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Oliveira, Jos? Emerson Fernandes de. "Percep??o e a??es educativas em ambientes escolares: enfoques aos documentos legais determinantes em ?rea de prote??o ambiental." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18242.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
O homem, por vislumbrar a necessidade de crescer economicamente, trata a natureza como uma fonte inesgot?vel de mat?ria prima, afeta a biodiversidade e, destr?i a perspectiva de qualidade de vida das gera??es futuras. Como forma de compensar a biodiversidade perdida, foram criadas as Unidades de Conserva??o (UC). Por?m, com a cria??o de UC?s, sem a inser??o de um valor de conhecimento ambiental agregado, principalmente no que diz respeito ?s quest?es legais para o uso sustent?vel do meio, surgiram os primeiros conflitos sociais. Em fun??o desse aspeto, objetivou-se na pesquisa diagnosticar percep??es e avaliar os reflexos promovidos por meio de a??es educacionais sensibilizadoras, no que tange ao entendimento das leis que regem a implementa??o de ?rea de Prote??o Ambiental (APA). De forma mais espec?fica, intencionou-se: (i) verificar percep??es de professores acerca dos documentos legais que regem a educa??o nacional conectados ? conserva??o da natureza em APA?s; (ii) averiguar, junto aos pais dos alunos, o interesse sobre aspectos legais referentes ? conserva??o da ambiental; (iii) analisar alternativas de implementa??o de a??es educativas interdisciplinares em espa?os formais de ensino em coopera??o com professores e alunos sobre os inscritos oficiais de uma UC de uso sustent?vel. A pesquisa, envolvendo a diagnose referente ? percep??o ambiental, foi realizada em duas escolas situadas no interior da APA Jenipabu, Rio Grande do Norte, Brasil: Escola Municipal S?rgio de Oliveira Aguiar e a Escola Municipal Vereador Ricardo Afonso de Lima (EMVRAL). J? a aplica??o e an?lise de a??o educativa foi efetivada na EMVRAL. Destaca-se na metodologia, a utiliza??o de question?rio para coleta de dados, e avalia??o segundo a an?lise de conte?do, no que se refere ao uso das categorias emergentes. Incluem-se tamb?m no processo, elementos da Investiga??o-A??o, na produ??o de conte?dos informativos para an?lise. As informa??es, pertinentes ? disserta??o, foram estruturadas em dois cap?tulos formatados no g?nero textual de um artigo cient?fico. O primeiro com o t?tulo: Diagnose acerca de documentos legais em unidades escolares: um ponto de partida para aproxima??o entre comunidade e gestores de ?rea de Prote??o Ambiental . Os dados diagn?sticos acerca da percep??o das comunidades escolares envolvidas na pesquisa explicitaram como se encontra o entendimento sobre documentos determinantes em ?rea de Prote??o Ambiental. Neste aspecto, verificou-se uma car?ncia de a??es educativas na Escola Municipal Vereador Ricardo Afonso de Lima. O segundo artigo intitulado: A efic?cia de a??es ambientais em institui??o escolar: an?lise sobre propostas educativas realizadas em Unidade de Conserva??o de uso sustent?vel . O enfoque principal encontra-se centrado na import?ncia de se obter dados sobre a??es ambientais, envolvendo quest?es jur?dicas, relevantes para uma comunidade escolar da APAJ. No percurso da a??o foram inseridas atividades l?dicas voltadas para o estudo de documentos determinantes de UC?s. Foi constatado que houve um aprendizado efetivo dos alunos e, um incremento nas atividades pedag?gicas dos docentes. N?o obstante, observa-se que, h? necessidade de mais a??es educativas duradouras voltadas para aprendizagem e sensibiliza??o comunit?ria em prol de um ambiente ecologicamente equilibrado

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Leal, Edvalda Araújo. "Fatores determinantes do uso de inovação tecnológica na educação a distância: um estudo com docentes dos cursos na área de negócios." reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/10348.

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The proposal of this work was to identify the factors that determine the use of technological innovation in distance education (DE), in the perception of teachers in the area of business (administration and accounting). In view of the expansion of online courses and the growing adoption of technology in education, many questions have arisen regarding teaching practices, mainly those related to the challenges of using the new instruments and the technological abilities of teachers. Therefore, it is important to gain a better understanding of the attributes that influence the successful or unsuccessful adoption of technological innovations in DE. The approach used here is based on the theory of diffusion and innovation (TDI), as advocated by Rogers (1983) and expanded by Moore and Benbasat (1991), according to which the perceptions of users about the characteristics of an innovation affect the decision on whether or not to adopt it. The constructs investigated were: relative advantage, compatibility, ease of use, experimentation, image, demonstration of result, visibility, volunteerism and use of technological innovation (determining in this study the Virtual Learning Environment – VLA). Additionally the moderating variables technological mastery and experience with the VLA were considered. The results indicate that the significant direct effects on ‘Use of VLA’ were compatibility, relative advantage, demonstration of result and technological mastery. These results suggest that the VLA is viewed positively and can be used with greater intensity when it meets the needs of teachers and is more useful than other practices. They also indicate that the use of the VLA is being communicated among users and that technological mastery, represented by knowledge of information technology, influences the ‘Use of VLA’ by teachers. The results of this study add to the literature a refinement of the constructs that deal with the perceived characteristics of a technological innovation that affect the intensity of its adoption and use, contributing to build an empirical-theoretical framework that helps consolidate the use of technology in education.
A proposta deste trabalho foi identificar os fatores que determina o uso de inovação tecnológica na Educação a Distância (EaD), na percepção dos docentes atuantes em cursos na área de negócios (Administração e Ciências Contábeis). Tendo em vista a expansão do oferecimento dos cursos na modalidade de educação a distância e a crescente adesão à tecnologia na educação, geram-se muitos questionamentos sobre as práticas pedagógicas dos professores, principalmente, aqueles relacionados aos desafios do uso de novos instrumentos e de como desenvolver habilidades tecnológicas. Diante disso, obter melhor entendimento dos atributos que influenciam o sucesso ou insucesso na adoção de inovações tecnológicas na EaD tornou-se primordial. A abordagem proposta nesta pesquisa é baseada na Teoria da Difusão de Inovação (TDI) defendida por Rogers (1983) e ampliada por Moore e Benbasat (1991), a qual sugere que as percepções do usuário sobre as características de uma inovação afetam a decisão pela sua adoção ou não. Os construtos investigados foram: Vantagem Relativa, Compatibilidade, Facilidade de Uso, Experimentação, Imagem, Demonstração de Resultado, Visibilidade, Voluntarismo e o Uso da Inovação Tecnológica (determinado neste estudo o Ambiente Virtual de Aprendizagem – AVA). Acrescentaram-se, no estudo, as variáveis moderadoras denominadas Domínio tecnológico e Experiência com o AVA. A pesquisa classifica-se como descritiva e, utilizou-se para a análise dos dados a abordagem quantitativa, aplicou-se a análise fatorial confirmatória e a regressão linear múltipla. Os resultados apresentaram evidências que as características com o efeito direto significativo ao ‘Uso do AVA’ foram: Compatibilidade, Vantagem Relativa, Demonstração de Resultado e o Domínio Tecnológico. Tais resultados sugerem que o AVA é bem-visto e que poderá ser utilizado com maior intensidade, quando atende às necessidades pedagógicas dos docentes e evidenciar melhor utilidade que outras práticas. Indica, também, que o uso do AVA está sendo comunicado entre os usuários e o domínio tecnológico, representado pelo conhecimento em TI, influência o ‘uso do AVA’ pelos docentes na EaD. Entende-se que os resultados desta pesquisa possam agregar à literatura o refinamento dos construtos que tratam das características percebidas de uma inovação tecnológica que afetam a intensidade de adoção e uso, contribuindo para a construção de uma estrutura empírico-teórica que ajude a consolidar o uso de tecnologia na educação como base teórica, o que representa um avanço na área científica.

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Peng, Hsiu-chu, and 彭秀珠. "Exploring Social Determinants of Teachers' Innovation Behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/76435841003168874559.

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碩士
國立臺北大學
社會學系
104
In recent years, the trend for “flipped classroom” goes viral, so schools start to encourage teachers to do innovative instruction. However junior high school teachers lose innovation in teaching methods, and high school students lose their motivation in learning because of the cramming of knowledge.These high school students who lack of enthusiasm for learning are marked as “No power generation.” The data used on this research were pulled from National Teachers’ Survey done by TEPS in 2001, to analyze if a teacher’s background, school innovation, and the mood of the higher education enrollment have a significant influence on a teacher’s willing to try innovative ideas in teaching.According to Simple Logistic Regression Analysis, the research result shows as followings: 1.Teachers with (11-20) years of teaching experience tend to have willing to employees innovative ideas in their teaching comparing to beginners and seniors; the higher the teaching years they have, the more likely they would like to try teaching in an innovative way. 2.With higher the Organizational Innovative Climate, it’s more likely for a teacher to implement innovative instruction. On the contrary, with a school of higher value of higher education enrollment rate, it’s less likely for a teacher to try innovative instruction. 3.There is a significant relationship among a teacher’s willing to use innovative instruction, whether innovative instruction is implemented by other teachers within the school, and schools with collaborative teaching. Furthermore, there is no relationship found between the willing of trying innovative teaching and peer support. This research based on TEPS samples which cover city and rural areas representing the data for the whole country. The research results can be used as a reference for education administrators when setting up educational policies.

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Ranga, Dick. "Teachers on the move : an analysis of the determinants of Zimbabwean teachers' immigration to South Africa." Thesis, 2013. http://hdl.handle.net/10500/10491.

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The thesis aimed at explaining why some Zimbabwean teachers have migrated to South Africa while others have not despite experiencing the same economic and political crisis. The focus was on external secondary brain drain, which is the movement of human resources from one country to another within the Southern African Development Community region (SIRDIC, 2008). It was premised on the theoretical argument that uneven development in the SADC region sustains the movement of human resources from the poorer countries to the richer or ‘core’ countries in the region particularly South Africa. The thesis reviewed literature on the Zimbabwean crisis and conducted a quantitative field survey, which was supplemented by a qualitative aspect, in order to analyse the determinants of teacher migration to South Africa. The field survey involved the self-administration of questionnaires by 200 Zimbabwean teachers, half of them teaching in South Africa and the other half in Zimbabwe, as well as collected life stories from five migrant teachers, interviewed four school heads, and perused circulars. The research found that Zimbabwe’s reversed economic growth and social development constituted the background on which teacher migration occurred. This brain drain, which mainly involved highly qualified and specialised mathematics and science teachers, coincided with the peak of the Zimbabwean crisis around 2008 indicating its survival significance. Teacher migration continued after 2008 due networks and teachers’ salaries that remained inadequate as they were close to the poverty line. Several recommendations were made including strategies for reducing the brain drain.
Development Studies
D. Litt. et Phil. (Development studies)

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Ngidi, David Phathabantu. "Towards a model for determinants of occupational stress among teachers in KwaZulu-Natal." Thesis, 1998. http://hdl.handle.net/10530/704.

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Submitted to the Faculty of EDUCATION in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION at the UNIVERSITY OF ZULULAND, 1998.
The present study examines determinants of occupational stress among teachers in KwaZulu-Natal. The first aim was to ascertain the extent to which teachers in KwaZulu-Natal experience stress from work-related factors. The second aim was to determine whether any relationship exists between teachers' personality dimensions and their stress levels. The third aim was to determine which personality dimension (s) best predict (s) stress in different work situations. The last aim was to determine whether any significant effects exist between teachers' biographical characteristics and perception of the nature of work-related stress factors. To this end, a standardized scale (KPQ) was used for eliciting teachers' personality dimensions and the researcher's own scale, Occupational Stress Inventory for Teachers (OSIT) for measuring teachers' occupational stress. The OSIT scale was validated by the researcher using the method of factor analysis. The research instruments were administered to a randomly selected sample of four hundred and forty four teachers. The findings reveal that teachers differ in the extent to which they experience stress from work-related factors. A very high percentage (67,1 %) of teachers report an above average level of occupational stress. The findings show that there is a negative relationship between extraversion and educational changes. The relationship between neuroticism and time pressures; neuroticism and administrative problems and neuroticism and pupil misbehaviour is positive. The findings also indicate that neuroticism is the best predictor of stress in situations involving time pressures; adrninistrative problems and pupil misbehaviour, whereas extraversion is the best predictor of stress in situations involving educational changes. The last findings show that teachers' sex, qualification and teaching experience have an influence on teachers' perception of time pressures; educational changes; administrative problems and pupil misbehaviour. On the basis of the findings of this study, both curative and preventative strategies were recommended for dealing with occupational stress which is experienced by teachers.

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-Hong, Chien, and 林建宏. "The determinants of risk tolerance in financial planning from Junior high school teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/89047527849519673195.

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碩士
銘傳大學
財務金融學系碩士在職專班
102
Financial risk tolerance is the most important factor in personal portfolio; but a relatively few study on the risk tolerance of the junior high school teachers. In accordance with the provisions of the current income tax law, since the 2013 from the military and government personnel are to be levied on income tax, for junior high school teachers, this policy shift will likely affect the income and investment , so study in the imposition of income tax on teachers risk tolerance and investment behavior will be necessary. In this study, we combine the questionnaire from Grable and Lytton (1999) and behavior finance. We use Ordinal logistic regression to analyze the factors that impact on the risk tolerance of the junior high school teachers. Finally, we will explore the differences of the choice of financial instruments from the government began after the imposition of the income tax of the military and government.

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Rumyantseva, Nataliya L. "Externalizing employment in higher education determinants of contingent academic employment in institutions of higher education /." Diss., 2008. http://etd.library.vanderbilt.edu/ETD-db/available/etd-07202008-192306/.

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Chung, Tung Jung, and 鍾東蓉. "The Influential Determinants of Exercise Behavior of Teachers of the Public High Schools in Taipei." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/17076156326157310983.

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碩士
國立臺灣師範大學
衛生教育研究所
88
Abstract The main purpose of this study is to investigate the current exercise behavior of the teachers of the public high schools in Taipei, and to explore the relationships among exercise behavior and selected demographic characteristics, as well as psychosocial variables,such as exercise self-efficacy, exercise social support, perceived benefits of exercise, perceived barriers of exercise, and exercise enjoyment. By using a stratified cluster sampling method, 423 respondents（88.1﹪response rate）were selected as the subjects in the survey. The data were collected with a self-administrated questionnaire on December. 1999. Chi-square, One-way ANOVA, Pearson’s product-monent correlation, Point-biserial correlation, Logistic Regression and Multiple Regression were used to analyze the data. The results indicated that：（1）85.7﹪of the subjects do exercise and 37﹪of the subjects do regular exercise. The main types of exercise are walking、mountain-climbing、stair-climbing、swimming、badminton and take-tennis playing. They take about 65.3 minutes a week for doing exercise, the frequency of exercise were 3.27 times per week, and the level of exercise was middle- intensity in degree. （2）The exercise self-efficacy and the whole exercise social support is low. The perceived barriers of exercise is a little bit lower than the middle value. The perceived benefits of exercise and the perceived exercise enjoyment is high. （3）Significant differences among selected-demographic factors as related to regular exercise behavior were demonstrated. The combination of such selected-demographic factors as male, the more advanced in age, the healthier they feel themselves, the better physical exercise experiences they have when in college, the more physical activity places they have attended, the more likely they will perform regular physical exercise. （4）The male of the subjects, the more advanced in age, the healthier they feel themselves, having not any diagnosis which indicates unfit for physical activity, the more athletic equipment they have and more physical activity places they have attended, conspicuously the greater amount of physical exercise they will have.（5）Among the important factors which influence the subjects to take regular physical exercise are: the perceived barriers of exercise in their time-physical conditions and job, the subjects they feel themselves, the sense of work and physiological self-efficacy, and age, are the important factors influencing the subjects’ regular physical exercise. （6）The work and physiological self-efficacy, exercise experiences when in college, and exercise enjoyment are three significantly predictable of weekly amount of physical activity. The ability of explanation with these three variables can reach 35.9﹪in accuracy. According to the finding of this study, we suggest that in order to promote qualitatively and quantitatively the physical activity of the teachers, we have to make different programs for different persons. Strategically, we must make our best to increase their professional and physiological self-efficacy and exercise enjoyment, and reduce physical and professional barrier of exercise. And in the physical exercise curriculum of college, we must emphasize the need to build positive attitude towords physical exercise and cultivate a taste for physical activity, and educate the students with idea that hysical exercise is a lifelong activity.

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CHEN, SHU-TZU, and 陳淑慈. "The Determinants of Teachers’ Willingness to Adopt Tabletop Games in Teaching--A Case Study of Teachers in The Elementary School in Changhua County." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3z99gf.

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碩士
南華大學
文化創意事業管理學系
106
Under education reform, flipping education is the current and future educational trend. With the rise of this trend, teachers who are on the forefront of education are important resources for reform. How to make them willing to carry out teaching innovation has become a force for change. This is an important issue for education-related organizations. 　　This study explores the determinants of the teachers’ willingness to adopt tabletop games in their teaching, based on the “Technology Acceptance Model” and “Planned Behavior Theory”. By using primary data collected from a survey of 247 teachers who teach in elementary school in Changhua County, the empirical findings are as follows. First, seniority and age of teachers have a significant difference in the willingness of teachers to adopt Tabletop games in their teaching, seniority and age of teaching are lower, and the willingness are higher. However, gender does not play a role here. Second, “attitude” and “perceived behavioral control” rather than “subjective norms” show significant positive correlation with the adoption of tabletop games in the teachers’ teaching, “perceived ease of use” and “perceived usefulness” show significant positive correlation with the “attitude” that is the adoption of tabletop games in the teachers’ teaching. Finally, the most important determinant is the attitude of teachers towards the new tool for the teaching.

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SHEN, SHU-MING, and 沈淑銘. "The Determinants of Teachers’ Willingness to Adopt Board Games in Teaching-A case Study of Teachers in The Elementary School in Hsinchu County." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y2gjr8.

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碩士
國立中正大學
教學專業發展數位學習碩士在職專班
107
The Determinants of Teachers’ Willingness to Adopt Board Games in Teaching-A case Study of Teachers in The Elementary School in Hsinchu County Advisor Dr: Hu Meng Ching, Ph.D Student: Shen Shu Ming ABSTRACT The purpose of this study is to investigate the dterminants of teachers’ willingness to adopt Board game teaching, the study of subjects are 505 elementary school teachers in Hsinchu County, and collected from a survey of 440. In the study, a questionnaire survey method and Semi-structured interview are used. The instruments of the study employ the SPSS statistic soft ware, and data analyses include descriptive statistics, chi-square test, independent sample t-test, ANOVA, and product- moment correlation. The main conclusions are as follows: 1. Teachers in Hsinchu elementary school are interested in the effect between board game teaching and teacher’s willingness positive correlation. 2. Teachers have the difference of age, seniority, position, scale of school, the frequency, and knowledge of board game how significance it is to use this teaching method. There is no clear difference on the gender of teacher’s pros & cons to use the board game. 3. Teachers have the difference of age, seniority, position, scale of school, the frequency, and knowledge of board game how significance it is to use this teaching method. There is no clear difference on the gender of teacher’s willingness to use the board game. According to the result of the study, some suggestions were provided for teachers, and education institutions, schools keywords：Board Games.Teaching Willingness.Determinants.

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Chen, Jenn-gang, and 陳振綱. "A Study on the Determinants of the Elementary School Teachers in Their Career Planning of Retirement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75941858201903292256.

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博士
國立高雄師範大學
工業科技教育學系
99
The aim of the study attempts to understand the status quo of the elementary school teachers on their career planning of retirement and its determinants. Then, the researcher attempts to explore the underlying relations and provide suggestions. Through literature review, the study aimed at founding a theoretical framework in order to investigate the incumbent elementary school presidents, chairpersons, and teachers in Taiwan via questionnaire. The questionnaire was revised after the expert validity test and pretest. Random sampling was adopted to select incumbent presidents, chairpersons, and teachers among 55 elementary schools in Taiwan. There were 1330 questionnaires sent; 1173 were received. The conclusion can be made as follows: 1. For the status quo of the elementary school teachers on their career planning of retirement, the “sense of value” of one’s self-concept is relatively high; the “sense of perception” of one’s retired attitude is relatively high; the “work category and condition” of one’s environmental perception is relatively high. 2. For the self-concept, teachers—who are or are more than 51 years old, married, healthy, wealthy, and who live with their spouse—have higher level of cognition. 3. For the retirement attitude, teachers—who are or are more than 51 years old, married, healthy, wealthy, who live with their spouse, and who teach in central Taiwan—have higher level of cognition. 4. For the environmental perception, teachers—who are male, full-time, healthy, and wealthy—have higher level of perception. 5. For the decision-making of retirement career, teachers—who are male, unmarried, wealthy, aged from 31 to 40, and who choose mandatory retirement—have higher level of cognition. 6. The self-concept, retirement attitude, environmental perception, career planning etc. of the elementary school teachers prove significant variables. 7. The self-concept and retired attitude of the elementary school teachers has direct influence on the decision-making. 8. The mediator of the retired attitude for the self-concept and the environmental perception of the elementary school teachers have influences on the career decision-making. Finally, the researcher provides the following suggestions for the teachers involved: For the persons in administration: 1. We should enhance the perception on the self-concept of the younger teachers on their career planning of retirement. 2. We should reinforce the understanding of the retirement attitude for the teachers in northern Taiwan in order to build a better retirement attitude. 3. We should accelerate the understanding of the external environmental perception of the female teachers and the full-time teachers in order to enhance the environmental perception of the career planning of retirement. 4. We should understand the differences and causes of the gender and ages on the decision-making in order to design a better retired policy. For the elementary school teachers: 1. As for the self-concept of the career planning of retirement, the elementary school teachers should enhance their health condition and improve their understanding of their economic conditions and their marriage or family life. 2. As for the retirement attitude, the elementary school teachers should enhance their perception of how they choose to retire as well as their attention to their health and economic conditions. 3. As for environmental perception of the career planning of retirement, the elementary school teachers should enhance their health and economic conditions. 4. The teachers who choose not to be teachers after retirement should themselves build an accurate self-concept and retired attitude in order for properly enjoying their retirement life. 5. The teachers who choose to be teachers after retirement should themselves enhance their environmental perception of the career planning in order to help their job transition after retirement.

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Thokane, Ntsheng Ignatius. "Performance standards as determinants for the effective implementation of the Integrated Quality Management System (IQMS) in Tsakane." Thesis, 2015. http://hdl.handle.net/10210/14783.

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M.Ed. (Education Management)
The eradication of the apartheid education system and subsequently the 're-admission' of the Republic of South Africa to the international arena does not only entail that the education system be effectively managed and governed but also that the potential of all stakeholders in education be maximized. The foundation for performance is linked to investment in people to capitulate high returns in education in the form of skilled personnel, a productive and competitive workforce and an effective and efficient educational community ...

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Bhatt, Dilip J. "Personality Determinants of job satisfaction of college teachers in the saurashtra region of Gujarat state- A Psychological Study." Thesis, 1986. http://hdl.handle.net/2009/6220.

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Wang, Mei-fang, and 王美芳. "A Study on Life Curriculum Decision-Making of Lower grade Teachers in Elementary School in Tainan City and its Related Determinants." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/30025063214503110394.

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碩士
國立臺南大學
初等教育課程與教學碩士班
98
The study had focused primarily on investigating the decision-making of the lower grade teachers from elementary schools in Tainan City on life curriculum, and used the differences with seniority, background, education level, and total hours of participated studies as background variables. Through questionnaires, we had interiewed the testees by using the questionnaire “A questionnaire of Life Curriculum Decision-Making of Lower Grade Teachers in Elementary School in Tainan City.” With 421 effective samples, mean, standard deviation, other descriptive statistics, one- way ANOVA and Scheffé posterior comparisons were derived to analyze the data. With the data analysis we had concluded the followings: 1.) The practices of life curriculum decision-making of lower grade teachers in elementary school in Tainan City had tended to be above average with emphasis on “Teaching Activities” and “Teaching evaluation and Feedback”. 2.) Distinction of curriculum decision-making was seen in teachers with differed service times, namely the senior teachers had greater autonomy. 3.) Background and personal life experience of elementary school teachers had not factored in decision-making of life curriculums. 4.) Teachers with master’s degree had significantly higher autonomy than those who had bachelor’s degrees. 5.) The more hours of participation study, the higher autonomy towards life curriculum decision-making they had for teachers with different hours of participation studies. In the final section of this study, researchers had provided recommendation for future research and reference to the promotion of related issues.

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38

Lai, Yan-Hong, and 賴彥宏. "A Study on the Determinants for Purchasing Behavior of Commercial Medical Insurance: An Example of Mandatory Education Teachers in Taoyuan and Hsinchu Area." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/698b29.

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碩士
逢甲大學
風險管理與保險研究所
100
The demand for private medical insurance has risen with increasing levels of personal income in Taiwan. The factors that influence customer decisions to purchase private medical insurance have also received increasing attention in the insurance literature. However, previous studies on insurance marketing seldom explore the role of self-reported health status and its potential influences on customer purchase decision. The purpose of this study is to address this issue. This study conducts an empirical survey to examine relationships of demographic variables, self-reported health status, risk attitudes, and customer satisfaction on customer purchase behavior (including customer purchase status, intention and the number of health insurance policies that insured already have). The sample for this study is drawn from the elementary and junior high school teachers in Taiwan. The results indicated that gender and age are related to customer purchase behavior. It was found that female responders are with more medical insurance policies than males, and young responders are with more medical insurance purchase intention than elder responders. Working history, income level and customer satisfaction are related to customer purchase the number of medical insurance policies positively. We also found that self-reported unhealthy habits (such as smoking) are negatively related to the number of insurance policies that responders already have. These findings may provide some managerial implications to life insurance companies.

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Březinová, Alžběta. "Vzájemné postoje mezi žáky a učiteli (se zaměřením na 2. stupeň vybraných ZŠ v Praze)." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379321.

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This diploma thesis addresses the issue of mutual attitudes among teachers and pupils at the upper-primary-schools. The thesis is based on the assumption that the teacher-student rapport is the significant determinant of the educational process. The aim of the thesis is to determine the factors and the ways of affecting mutual attitudes among pupils and teachers at upper- primary-schools. The theory section of the thesis focuses on the issues of attitudes and of the personality of a pupil and teacher at the upper-primary-school and on the interaction between them. The thesis describes the factors affecting mutual attitudes among pupils and teachers as well as the characterics of adolescent. It also describes the teacher's personality and his role in the educational process. The objective of the research section is to identify the characteristic features of mutual attitudes among teachers and pupils at the upper-primary-schools. The section also suggests the causes constituting specific attitudes among students and teachers at the upper-primary-schools. It seeks to determine whether the factors of teacher's age, gender, and specialization, and that of the pupil's gender are affecting the mutual attitudes among pupils and their teachers. Data will be obtained through the questionnaire survey of...

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Janáčová, Šárka. "Implementace problematiky zdraví do pregraduálního vzdělávání pedagogů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354604.

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The aim of this thesis is to find out how the future teachers adopt a stance on health and if they are ready to pass the information on health issues of their pupils. Currently reveals how faculty of education prepares future teachers in terms of health issues and his support. The theoretical part devote to teacher's personality, general health issue, but also specifically teacher's health, the determinants of health, the issue of health literacy and burnout. The practical part is focused on research of personal attitudes of future teachers towards health and their awareness in this direction. The outcome of this work is to propose an elective subject, whose inclusion in the program of study at faculties of education can give students the opportunity to obtain the necessary information relating to health in relation to the development of health literacy among students in their future teaching profession.

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Ferreira, Rodrigo Lopes. "The determinants of teacher effectiveness in Portuguese schools." Master's thesis, 2017. http://hdl.handle.net/10362/22207.

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This work project analyses the impact of teachers on student exam scores and the determinants of teacher effectiveness in Portuguese schools. The main findings are that teachers are an important component of student achievement and that unobservable characteristics explain most differences in teacher quality. Having a master’s degree has no impact on teacher quality. Unlike their female counterparts male teachers exhibit losses in their teaching effectiveness over the years. We also find positive and significant peer effects between teachers.

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42

黃彥淑. "Determinants of Knowledge Sharing in Nonprofit Organizations: A Case on Teacher Chang Foundation." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/70373144243860802198.

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碩士
國立臺灣師範大學
科技應用與人力資源發展學系
98
In order to enhance organizational performance, how to better utilize the knowledge assets in the organization was an important issue since the dawn knowledge era. The concept was not only accepted by companies, but also for nonprofit organizations. Therefore, the purpose of this study was to explore the determinants of knowledge sharing in the nonprofit organization. This study took Teacher Chang Foundation as a case, and used focus group interviews to collect the data. Based on the data from two focus group interviews, the researcher analyzed and classified into four dimensions of knowledge sharing domains, and each of them included different factors, such as “organizational level” include organizational cultural, organizational climate, organizational change, information technology, etc.; “inter-personal level” included people interaction, trust, and supervisor supportive, “individual level” included personal characteristic, motivation, and reciprocal activities, and “knowledge level” is tacit knowledge.

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43

"Bestuurstyl en skoolklimaat as determinante van ouerbetrokkenheid by formele onderwys." Thesis, 2014. http://hdl.handle.net/10210/12654.

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44

Rodriges, Márcia Macedo. "Formação de competências didático-pedagógicas como determinantes na prática de alunos do curso de pedagogia: formações, currículos e identidades." Master's thesis, 2014. http://hdl.handle.net/10437/7182.

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Orientação: Ricardo Figueiredo Pinto ; co-orientação: Ana Paula Silva
Este estudo busca levar a termo uma pesquisa que apresenta como ponto de partida o conjunto de saberes e práticas que foram se consolidando ao longo da história de formação acadêmica e de atuação na formação continuada de professores. O objetivo geral desta dissertação é explanar como a formação de competências didático-pedagógicas determina a prática de alunos do ensino superior, na área da educação. Os objetivos específicos consistem em identificar os saberes teórico-disciplinares referentes ao processo de construção da história identitária individual; conhecer os saberes relacionados ao percurso profissional e construídos no contexto da prática de formação; e apresentar literaturas que ressaltam a necessidade de formação continuada para o professor. Como procedimento metodológico foi apresentado aos sujeitos da pesquisa, os alunos-professores, um questionário com oito perguntas mistas, com a finalidade de possibilitar a estes o diálogo constante entre os saberes advindos das disciplinas constitutivas do currículo acadêmico e aqueles saberes advindos de suas experiências docentes. As percepções sobre os desafios da formação docente que surgiram a partir dessa experiência foram pouco a pouco sistematizadas como um objeto possível de investigação, com base no estudo de três saberes: os saberes teórico-disciplinares referentes aos processos de construção da história individual; os saberes relacionados ao percurso profissional e de formação do professor-formador; e os saberes construídos no contexto da prática de formação. Em considerações finais, destaca-se que muitos professores, conforme resultado da pesquisa aplicada na Faculdade Integrada Ipiranga, com alunos de Pedagogia precisam ser reconquistados para a reflexão, no seio de uma realidade complexa, dinâmica e eivada de incertezas.
This study aims to carry out a study presenting as a starting point the set of knowledge and practices that were consolidated throughout the history of academic training and performance in the continuing education of teachers. The overall objective of this dissertation is to explain how the formation of didactic and pedagogical skills determines the practice of higher education students in the area of education. The specific objectives are to identify the theoretical and disciplinary knowledge regarding the process of construction of individual identity story, about the knowledge related to the professional path and constructed in the context of practical training, and provide literature that highlight the need for continuing education for teacher. As a methodological procedure was submitted to research subjects, students-teachers, a questionnaire with six questions mixed with the purpose of enabling these constant dialogue between knowledges that come from the constituent disciplines of the academic curriculum and those knowledges that come from their teaching experiences. Perceptions about the challenges of teacher education that emerged from this experience were gradually systematized as a possible object of investigation, based on the study of three knowledge: theoretical and disciplinary knowledge regarding the procedures for construction of individual history, the knowledge related to career and training teacher-trainer, and constructed knowledge in the context of practical training. In concluding remarks, it is highlighted that many teachers as a result of applied in Integrada Ipiranga, Pedagogy students with research must be reconquered for reflection, within a reality, complex, dynamic and fraught with uncertainties.

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45

Sibisi, Benedict Eric Thandinkosi. "Perceptions of science as determinants of the received curriculum in science, in black schools, in the Umlazi area." Thesis, 1994. http://hdl.handle.net/10413/3215.

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The value of teachers' perceptions of science is noted, given that teachers play an active part in implementing curricula. The possibility that teacher's perceptions of science may be different from the image of science portrayed in the official curriculum is considered. Given that during the apartheid era, education was dominated both politically and culturally by one group, objections to the ideological-cultural dimension of the official curriculum were expected. An exposition of the philosophical basis for science teaching and curriculum development is attempted. A process model of curriculum is adopted as it is seen as more effective in portraying the political context of curriculum practice. It is argued that both curriculum practice and the notion of being "scientific" are not objective but depend on the dominant culture. Therefore, there is a need to be open-minded and eclectic about the notion of being "scientific". An attempt is made to identify teachers ' perceptions rather than test the teachers' perceptions against a given norm. In this context a qualitative approach is attempted in identifying teachers perceptions of science by using unstructured and open-ended interviews. A content analysis of the overarching philosophical view in prescribed books and syllabus documents is attempted. Findings are that , broadly speaking teachers perceptions of science were not dissimilar from those in the official curriculum when the study was conducted. In making recommendations for curriculum development it is noted that teachers views need to be accommodated. However including teachers in curriculum development should go hand in hand with workshops to raise teachers awareness o f the issues involved. It is also argued that there is a need f or separate curricula for those who go on to be scientists as well as those who need science for their general education.
Thesis (M.Ed.) - University of Natal, Durban, 1994.

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46

Gabalan-Coello, Jesus. "Aspectos determinantes en el desempeño profesoral universitario en posgrados : un estudio desde los factores propios." Thèse, 2016. http://hdl.handle.net/1866/18370.

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47

Maposa, Benjamin. "Determinants of performance in English First Additional Language in the FET Phase of Grade 12 learners: a case study of selected schools in Vhembe District, Limpopo Province." Thesis, 2017. http://hdl.handle.net/11602/969.

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48

Chindanya, Andrew. "Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe." Thesis, 2011. http://hdl.handle.net/10500/5798.

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There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to substantially explain the status of parental involvement in Zaka District, but also to generate strategies to promote parents’ participation in their children’s school education. Observation, semi-structured interviews (for school heads), focus group interviews (for parents) and the open-ended questionnaire (for teachers) were used in this qualitative study covering ten primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of one hundred and forty (140) participants were selected. It emerged from the research that parents, teachers and school heads/principals had very limited understanding of parental involvement. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Most teachers, school heads/principals and parents believed that parents were too poor and too lowly educated to meaningfully be involved in their children’s education. However, there were a few parents who believed that their socio-economic status did not prevent them from participating in their children’s education. They actually indicated useful ways in which they could be involved. The research also revealed that parents, school teachers and school heads/principals made wrong attributions about themselves and each other in connection with limited parental involvement in their schools. Both school staff and parents, after identifying barriers to involvement, were willing to learn about how they could overcome or mitigate the barriers. They believed that the challenges they were facing regarding parental involvement were capable of resolution.
Teacher Education
D. Ed. (Education Management)

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Dissertations / Theses on the topic 'DETERMINANTS OF TEACHERS'

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