Dissertations / Theses on the topic 'Female teachers'
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Fisher, Rita C. "Teacher perception of male and female principal communication styles /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974627.
Full textTurner, Lana Gay. "Stress in female secondary classroom teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/436367.
Full textHemsworth, Lesley Anne. "Listening and learning, exploring female teachers' experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59449.pdf.
Full textWalker-Bowen, Wanda. "Effective Caucasian female teachers of African American students." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11052007-115905.
Full textDemarse, Joy. "I am a teacher : reflections from female teachers, their stories and passion for education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.
Full textOzbarlas, Yesim. "Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-125014/.
Full textTitle from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).
Duggan, Eva J. "A phenomenographic study of teacher stress in female primary classroom teachers in south east Queensland." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36650/1/36650_Digitised%20Thesis.pdf.
Full textKhoddami, Fariba. "Being a female English teacher : narratives of identities in the Iranian academy." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3004.
Full textJayne, Ann M. "Female teachers, whiteness, and the quest for cultural proficiency." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/864.
Full textJohnson, Essie M. "The life histories of six African-American female teachers /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148795015360182.
Full textYucedag, Arfe. "Wage differences between male and female teachers in Turkey /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textMthethwa, Joyce Fikile, A. P. Kutame, and A. B. Buthelezi. "Female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1752.
Full textAlthough the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are promoted to principalship positions, there are no programmes to equip them with relevant management skills required to lead and manage the schools effectively. This has resulted in some female principals showing lack of confidence in resolving conflict in schools, particularly where the staff is dominated by female teachers. Female principals tend to rely on their male colleagues should there be a case where they have to implement disciplinary measures. The aim of this study was to explore female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit. This study used a qualitative approach, collecting data through face-to-face interviews. Purposive sampling procedure was used to select participants for this study. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the work place where the staff is dominated by female teachers. However, they still need to learn more about skills of managing conflict in schools. The study recommends that female principals be workshopped on how to manage conflict in a school situation soon after they have been appointed. A comparative study between female and male principals regarding management skills they have for resolving conflicts is recommended.
National Research Foundation
Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.
Full textInquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.
Madini, Manal Ibrahim. "An investigation into female kindergarten teachers' stress in Saudi Arabia." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423573.
Full textSexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.
Full textTeachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
Ward, Beverley Lorraine. "The female professor: a rare Australian species, the who and how." Thesis, Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.
Full textWard, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /." Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.
Full textNaqvi, Misbah. "Personal and professional identities of three expatriate, Pakistani, Muslim, female teachers of English : the narratives thus." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687369.
Full textKennedy, Merle L. "Race matters in the life/work of four, white, female teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60311.pdf.
Full textRaver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.
Full textThis study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on what Math anxiety is and how it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.
Ghaith, Omar. "The impact of blended learning on female student-teachers in Kuwait." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7628.
Full textTah, Edith Manyong. "The role, position and experience of female teachers within faith schools." Thesis, University of Central Lancashire, 2016. http://clok.uclan.ac.uk/16556/.
Full textDoggart, Lance. "Intrinsic and extrinsic factors predisposing female student dance teachers to injury." Thesis, Liverpool John Moores University, 2004. http://researchonline.ljmu.ac.uk/5625/.
Full textPalmer, Tessa M. "Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617.
Full textMooney, Jennifer Anne. "Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1360.
Full textAl, Safwan Asmahan. "Saudi Female High School Students’ and Teachers’ Understandings of Thermal Concepts." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/77127.
Full textRendon, Netassha M. "Preservice Teachers' Images of Female Scientists, Male Scientists, and Teacher as Scientists: An Analysis of Stereotypical Indicators." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609176/.
Full textMoncree-Moffett, Kareem T. "Educating our African American students." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.
Full textAlqahtani, Norah Mohammed. "Main Priorities of Quality Factors for Effective Female Teachers in Girls' Secondary Schools in Saudi Arabia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/381368.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Ng, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.
Full textFischer, Sarah Hope. "Career Intentions and Experiences of Pre- and In-Service Female Band Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365793694.
Full textDigiovanni, Lee Woodham. "Becoming multicultural teachers an exploration of transformation in white female elementary educators /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=43&fid=archive/Fall2005/ldigiova/digiovanni%5Flee%5Fw%5F200501%5Fedd.pdf&PHPSESSID=01b3e0dd9878c48bbcdb0c857c46cd75.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 123-135).
McMahon, Francine L. "A poststructural interrogation of self-formation in female physical education student teachers." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36636/1/36636_Digitised%20Thesis.pdf.
Full textHafiz-Wahid, Fatima. "Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/62067.
Full textPh.D.
This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban school settings?” The study takes a deeper look at some of the underlying human dynamics that inform teacher retention and student academic achievement as an education problem, specifically related to notions of care and emotions in the urban school environment. The central focus of the study is on identifying what might be the factors that contribute to the development of a “pedagogy of care” by white female teachers, and the impact of hidden dimensions of affect in the environment on their motivations and commitment. Exploring care and fear is central to the framing of this study and is done by looking beyond the cognitive structures that inform the perceived rational processes of the teachers’ engagement in the environment. This study explores the process by which the phenomenon of care and emotions is connected to the personal and professional developmental tasks of the teachers and is viewed through the interactions of their biographies and event episodes across their life story. Phenomenological Variance of Ecological Systems Theory (PVEST) (Spencer, 2006) is used as a human development frame for situating this study. This work provides the context for understanding how pre-service teachers’ beginning identity formation is impacted by their perceptions and experiences when they enter the urban environment, and how practicing teachers’ real time experiences can help us understand the ways in which veteran teachers have negotiated perceptions and developed emotional resilience to remain in the environment. The findings of this study identified the process by which veteran white female teachers vulnerabilities led to aspects of their generative caring concerns and served as supports towards the development of their emotion-capacities and caring motives for becoming resilient in the urban environment. Data from this study could be used to help schools of education, teacher educators, professional development initiatives, and policy makers to construct and implement more appropriate and stage specific trainings, curriculum, in-service supports, and legislation that would provide a variety of critical supports to help retain teachers in urban schools.
Temple University--Theses
Cheng, Huei-Chun. "A life history study of Taiwanese female teachers' identities from a poststructural feminist perspective." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610081.
Full textAlabbasi, Dalal. "The experiences of Saudi female teachers using technology in primary schools in Saudi Arabia." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-of-saudi-female-teachers-using-technology-in-primary-schools-in-saudi-arabia(c2077c7e-3875-47d0-af88-720b673f5a79).html.
Full textOrr, Leola. "The impact of demographic variables on teachers perceptions of the effectiveness of female elementary principals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2972.
Full textSchauer, Margaret. "Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201.
Full textBottamini, Gina L. "Ballet teachers, a source of perceived weight loss pressure in female ballet students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57088.pdf.
Full textNgcobo, Thandi Moira. "An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003483.
Full textKim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.
Full textFu, Hong. "Including difference: ESL female teachers in postsecondary education." Thesis, 2015. http://hdl.handle.net/1828/5957.
Full textGraduate
fuhong2015@gmail.com
Garza, Rebecca Elaine Scribner Jay D. "Successful, white, female teachers of Mexican American students." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1549/garzar25808.pdf.
Full textGarza, Rebecca Elaine. "Successful, white, female teachers of Mexican American students." Thesis, 2005. http://wwwlib.umi.com/cr/utexas/fullcit?p3174438.
Full textJohnson, Donna Lee. "Secondary female teacher leadership." Thesis, 1998. http://hdl.handle.net/1957/34051.
Full textGraduation date: 1998
Su, Chi-ling, and 蘇季玲. "Unmarried Female Kindergarten Teachers’ Marital Viewpoints." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/aqw66p.
Full text國立臺東大學
幼兒教育學系碩士班
97
This study aims to investigate three aspects of unmarried female kindergartners: their marital viewpoints, factors which maintain their spinsterhood , and their current expressions of self-identity . The subjects were three public kindergarten teachers in Taipei, between the ages of 35 to 44. The study sampled the participants by age group, adopted qualitative research method, used semi-structural questionnaire and performed in-depth interviews. We discovered some findings respecting recognition of unmarried female kindergartners: A) regarding marital viewpoints: marriage is not only affairs between the couple, but also a will to respect and sacrifice for each other. A socially recognized match can minimize frictions in a married life ; family-of-origin and experience of love affair influence the formation of marital viewpoints; the construction of marital viewpoint is a dynamic rather than constant process; the happiness of a married life depends on the prudent selection of an appropriate spouse before marriage; marriage is regulated and protected by law. B) Merit of marriage: With a marriage, a couple may share joys and sorrows, concern and support for each other. “Having a son to carry on the family name” makes marital life more complete. Marriage is also the responsibility for each other to take on. In addition, an ideal marriage is based on stable and sufficient income, equal rights without gender gap, a consensus of opinion in educating children, complementary in each other’s role, and maintaining personal privacy. C) Their attitudes toward marriage: they are unwilling to stay single and hope to be married; marriage is not a necessity throughout their life; to get married is uncertain, not a mandatory process in ones life. They regard marriage is subject to the fate, not for the sake of the will to get married. ; passive in the attitude of marriage and inactive for dating; the older the spinsters aged, the more difficult the marriage can be done. The factors that influence them to stay single include personal factors, followed by work and social factors. Finally, of the two roles – single life and unmarried kindergartener - the subjects demonstrated four aspects of self-identity: supports from the society, personal dialogs, a critical turning point, and like who they are.
Chen, Li wen, and 陳俐雯. "Power teachers: Thinking of female primary school teachers’ power and authority." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/88885256594645411499.
Full text樹德科技大學
人類性學研究所
94
This research is mainly from caring for the teaching situation of female primary school teachers teaching in the campus life. Using the narrative inquiry approach, and invited two female primary school teachers joining our research; through our narrative inquiry and dialogue, we intends to describe the experience of female primary school teachers’ power and authority in campus. Using feminist pedagogy as frame, and putting personal narrative into sociological imagination, we explore the construct process and meaning of female primary school teachers’ powers and authority. Then we have more professional recognition for " female primary school teachers". From narrative inquiry of the two collaborators in the research, we got the following two subjects as discussions: (1) Before exploring the trace of power / authority, we got to understand teachers’ cultural context and practical experience: Female teachers in the social structure and campus organizations, their powers and authority are affected by personal background and their social context, gender power relations and the impact of the campus. The concept and practice plight responses many problems and limitations of the social structure. However, high reflexivity and agency power of female primary school teachers who practice impetus for the life journey of learning and change into the opportunity to use the power / authority to create “same youth, different stories." (2) Elementary female teachers have the power and authority of the practice of multiple meaning: Because gender-based social structure and power relations organizations, the contradictions of power and authority, conflicts and problems actually reflected structural problems. There is not "one size fits all" power / authority strategy. Using power / authority is "depending on ". Female teachers’ emotional labor even more reflected their professional labor authority. Gender and other differences, teachers’ powers / authority have to be patient to "wait" until when students can really feel the subject voice is safe, then they can trigger the increase of empower, and nurture students the ability of critical thinking and action, then build a multi-voices classroom . Female Primary school teachers in using power / authority need more self-care, let students and the communities understand their situation and needs, then build a kind and friendly campus and community for female teachers. Finally, the research recommended follow-up suggestions, as the outlook of female primary school teachers’ story restarting.
Wei-ying, Cho, and 卓韋瑩. "Elementary School Teachers' Career Development --- The Perspective of Married Female Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03447457071911686964.
Full text東海大學
教育研究所
93
The purpose of this research is to explore married female elementary school teachers' career development and whose viewpoint of career. A qualitative interview was carried out with seven married female teachers who have been working in public schools for at least five years and have children. According to the interviews, the researcher went to four conclusions about married female teachers’ viewpoint of career. First, they do everything they ought to do and leave their fortunes with Heaven. Second, they do their best in their jobs. Third, teaching and motherhood are often overlapping. Finally, their selves are ignored. Based on Bronfenbrenner’s(1979) ecological system theory, the researcher analyzes factors that influence women's career development according to personal reasons, microsystem, mesosystem, exosystem, and macrosystem, respectively. Five conclusions are made from this study. Firstly, the career development of married female elementary school teachers and their viewpoint of career are constantly changing as well as their career development. Secondly, they have a new interpretation of career achievement. The third finding of in this study shows that the overlap of teaching and motherhood brings both feedback and pressure. Moreover, the original family and conjugal family make a great impact on the career development of married female elementary school teachers significantly. Finally, the relationship between married female elementary school teachers and their family influence their career development. Eventually, according to some of the results and limitations of the study, the researcher provides further suggestions in this field.
Han, Rong, and 韓蓉. "The Intimate Relationships of Unmarried Female Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94727497879813434645.
Full text國立臺北大學
社會學系
103
The group of unmarried female teachers makes up part of the growing single population in Taiwan over years. Apart from the heterosexual female teachers, some of these unmarried female teachers are homosexual who cannot get married. This research focuses on how intimate relationships practice when unmarried female teachers have different sexual preferences, heterosexual and lesbian. This research utilized in-depth interviews with ten unmarried female teachers aged above thirty-five, included five heterosexual female teachers and five lesbian teachers. The results suggest, first, the primary intimate relationship of unmarried heterosexual female teachers is family. Instead the primary intimate relationships of lesbian teachers are from both their partners and families. Second, unmarried heterosexual female teachers and lesbian teachers who came out and accepted by families can both have high quality kinship, which the key is disclosing intimacy. And the main reasons damaging the kinship of the unmarried female teachers and their families are divorced parents and gay stigma. Third, lesbian teachers show one-to-one partnerships with steady partners in duration of 3 to 7 years.
Tsouluhas, Litsa. "The cost of caring : female beginning teachers, occupational stress, and coping /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370779&T=F.
Full text