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Dissertations / Theses on the topic 'Primary school teachers'
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1
Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.
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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
2
Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the
constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom
Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects
and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables
on classroom management approaches of teachers.
Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquomanagement approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
3
Siu, Shun-mei, and 蕭舜美. "Primary school teachers' perceptions of project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.
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4
Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
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5
Smedley, Susan May. "Men learning to be primary school teachers." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007474/.
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Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do men student teachers negotiate the assum ptions made about them as men and teachers of young children? Second, what theoretical perspectives are necessary for me to write about individual men students' complex relations with being a teacher? I turn a spotlight on men student primary school teachers and, working with data from interviews with eleven men, shed light on them as gendered individuals challenged by the task of learning to be teachers. The text I construct enacts their and my moves to establish a voice amidst a complex criss-cross of discursive positions. Individual men have an evolving and often contradictory relation to teaching, which they seldom articulate. There should be space for them to reflect critically on their professional identities. The ambivalence, emotional investment and paradox in the men's narratives cannot be understood without recourse to their and my developing understandings of masculinity and difference, learnt through language which can maintain or challenge inequalities and which interrelates with social and cultural contexts which have histories.
6
Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.
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7
Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.
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8
Chow, Yau-mui Helen. "A comparison of kindergarten and primary school teacher expectations for school readiness." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.
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9
Ngo, Fung-ping. "Stress among primary school teachers in Hong Kong." [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778403.
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10
Davies, Gareth Thomas. "Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.
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11
Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.
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12
Wong, Ip-kit Edward. "Factors contributing to job satisfaction amongst Macau secondary and primary school teachers implications for schools management /." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/HKUTO/record/B38626822.
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13
Ngo, Fung-ping, and 敖鳳萍. "Stress among primary school teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958205.
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14
Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.
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The study described in this report attempted to investigate the area of classroom discipline in the primary
school. In particular the objectives were to ascertain the
factors which influences teachers' knowledge of discipline
procedures and the factors which influence teachers'
implementation of discipline procedures.
The study first examined discipline policies and
practices in Australian schools generally and in Australian
Capital Territory government schools in particular. A review
of the literature indicated that the area of discipline in
the classroom is one which seems to be increasingly
important in the range of presage variables under
investigation by researchers.
Information was obtained from sixty completed
questionnaires from primary teachers in eight primary
schools. Respondents indicated that they taught over the
full range of primary school years/grades. Results suggested
that senior management in the schools appeared to have a
relatively unimportant role in influencing classroom
teachers' discipline programmes.
The results indicated that the in-school influences
which were perceived as the most influential on both
teachers' knowledge of discipline procedures and on
teachers' current discipline procedures were a) those
connected with pupils and b) factors about the personal
preference of teachers.
The out-of-school influences which were perceived as
the most influential on both teachers' knowledge of
discipline and on teachers' current discipline procedures
were a) those connected with professional development and b)
factors about the intuitions and reactions of teachers.
Results in general suggested that some primary
teachers may be depending or) outdated information regarding
school and classroom discipline programmes. These findings
could have important ramifications for teacher training
agencies regarding the allocation of resources to the area
of school discipline programmes.
15
Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.
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16
Lencho, Gizaw Tasissa. "School Level Professional Development of Primary School Teachers : Cases in Ethiopia." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520443.
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The importance of improving schools to transform the delivery of education so that every student has the opportunity to reach her or his true potential is incontestable. School level professional development of teachers is one route towards school improvement. The purpose of this study was to explore school level professional development practices of three primary schools in Ethiopia. Qualitative case study was the basis of the study. Data from the participants (teachers and education officials) were obtained through in-depth and 'elite' interviews. Policy and school documents were also analysed. Field notes about the school environment and events were used to triangulate the data. The study showed the prevalence of tensions between in-service development through cluster resource centres and teachers' feelings of imposed change. It also showed instaff training, mutual classroom observation and experience sharing as forms of professional development in the schools. The study revealed teachers do not undertake action research due to lack of knowledge and skill to do it. In addition, the study found out that school level professional development is constrained due to teachers living distant from the school, teachers' clinging to traditional attitudes, poor management, lack of material support from education authorities and failure of the centre to reconcile central and local conditions. The findings suggest that there is a necessity to empower schools and teachers by developing their capacity in terms of knowledge, skills and material support to enable them decide about their professional development activities. This in turn necessitates collaborative work among education authorities, schools and organizations interested in teacher development, and also a strong partnership between schools and higher education institutions. The thesis is organized in nine chapters. Chapter one deals with educational change in Ethiopia, informed by change theories. Chapter two presents school level professional development ideas and policy formulation in Ethiopia. Teacher development models, approaches and management of school level professional development are discussed in chapter three. Chapter four is about the methodology of the study. Chapters, five, six and seven describe the case schools. Chapter eight provides cross case analysis. The final chapter presents concluding remarks and suggestion.
17
Lai, Shui-ying Eva. "Teachers' qualifications and the quality of teachers : perceptions of primary school teachers and principals." Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419381.
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18
Dixon, Malcolm. "Primary school governance : the perspectives of head teachers and chairs of governance." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4498/.
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19
(yucel), Bozdas Elif Olcay. "The Characteristics Of Effective Teachers As Perceived By Primary School Students And Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610196/index.pdf.
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This study aimed at investigating the perceptions of primary school students and teachers on effective teacher characteristics. The sample consisted of 450 primary school students from 6th, 7th and 8th grades and 150 teachers from 9 primary schools in the Province of Afyonkarahisar. Data were gathered from the participants via Effective Teacher Characteristics Questionnaire (ETCQ) developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Principal Component Analysis was used to find out the perceived dimensions of effective teacher characteristics questionnaire. Repeated Measures ANOVA was employed for the priorities of students within these dimensions and MANOVA was used to investigate whether there were significant differences among students&rsquoperceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo
(1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &
evaluation. Students give the most importance to &lsquo
teaching ability&rsquo
and &lsquo
personality traits and in-class behavior&rsquo
dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.
20
Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.
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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
21
Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.
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22
Tong, Mui-fan. "Teachers' involvement in the implementation of school-based management : a case study in a government primary school /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278278.
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23
So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.
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24
Chow, Yau-mui Helen, and 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.
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25
Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.
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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
26
Short, Leanne. "Teachers' and pupils' views of teacher-pupil relationships through primary and middle school." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2250.
Full textAbstract:
Research into teacher-pupil relationships is a rapidly expanding evidence-base with literature reporting these relationships to be fundamental to pupils’ psychological and academic development. Previous research focused on educational priorities of academic achievement, as opposed to social relationships and psychological well-being. The first paper critically reviews existing research using the Student-Teacher Relationship Scale (STRS) as a measure of teachers’ views of teacher-pupil relationships through Primary and Middle School. The studies acknowledge the importance of teacher-pupil relationships and conclude close, supportive relationships which have low levels of conflict and dependency, significantly increase pupils’ social, emotional and behavioural development, and to a lesser degree, their academic achievement. As the research in the systematic literature review focused on teachers’ reports, pupils’ views are insufficiently represented. Due to this, the empirical research uses Interpretative Phenomenological Analysis (IPA) to explore the factors that Year 6 pupils’ think affect their relationships with their teachers through Primary School. Transcripts of semi-structured interviews with four pupils were analysed and three super-ordinate themes were produced to capture the essence of their interpretations of their lived experiences of their relationships with their teachers. Overall, the Year 6 pupils’ views were in line with those reported by teachers in previous research. A supportive, inclusive relationship, with low levels of conflict and opportunities for shared experiences outside of the typical learning environment promotes pupils’ social, emotional and behavioural development, as well as their level of engagement in learning and subsequently, their overall academic achievement.
27
Barrett, Angeline M. "Teacher identity in context : a comparison of Tanzanian with English primary school teachers." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/8732de07-0dc6-47da-b698-e74ffedf3452.
Full textAbstract:
The last two decades has seen a plethora of literature from Anglophonic Western countries treating teachers as thinking, feeling, believing, doing human beings. By contrast, primary school teachers in Sub-Saharan Africa are often represented as input-output functions, both causes and casualties as poor quality. An exception is the literature that has explored how the material, systemic and socio-cultural context of low-income countries constrains teachers' practice. This study sets out to open up a two-way conversation between Tanzanian primary school teachers' constructs of their occupational identity and models of English teacher identity to be found in literature. In so doing it aims to combine the insights of literature on teacher identity, treated as being culturally situated, with comparativists' alertness to context. A dialogic hermeneutic epistemological framework is used, within which knowledge creation is modelled as a conversation. Participants in the conversation include the inquirer (myself), individual research participants, the collective identities of Tanzanian and English primary teachers and academic literature. Borrowing from Hall's conceptualisation of cultural identity, occupational identity is understood as non-essentialist, always in the process of being re-defined as it is negotiated between different individuals and groups within the teaching profession. Tanzanian teachers' views on their responsibilities, the purpose of education and their relations to others were collected through interviews and discussion groups. These were supported by intensive observation of two schools and more extended conversation with and observation of three focus teachers. Findings are presented in the form of description of schools; personal narratives; teachers' perceptions of their relations and responsibilities towards pupils, society and the state and teachers' educational values discussed in relation to their classroom practice. These are drawn together into a theoretical model of the Tanzanian 'teacher identity landscape', which accommodates the difference amongst teachers and intergenerational movement in teacher identity. Bernstein's competence and performance pedagogic modes and their extension to professionalism by Osborn, Broadfoot & McNess are applied to the Tanzanian case. Explicit comparison allows interrogation of the culturally-situated nature of theory developed for the English context to arrive at description of a Tanzanian competence and performance mode of professionalism.
28
Fiorillo, Risa Maree. "Music handbook for primary grade teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1739.
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Academic research in the area of music and learning has proven that there is both a deficiency and need for classroom music education commencing at the primary grade levels. The research has shown that by incorporating music education into the academic curriculum the arts can be more effectively taught and other academic subject areas can gain from the diverse teaching strategies the arts bring to education. There are two goals of this project. One is to demonstrate to teachers what primary grade level students should be learning in music. A second goal of this project is to design a music education handbook for primary teachers that can serve as a basis for intergrating music into the curriculum. This handbook takes into consideration the general lack of sufficient teacher training in music instruction, along with teaching time constraints, and potential roadblocks, such as the acquisition of music and instrumental supplies.
29
Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
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Bayindir, Hasan Ali. "Personal Visions Of Teachers At A Village Primary School." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608901/index.pdf.
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The concept of personal vision refers to teachers'ideal perception of education (teaching and learning, classroom management and educational implications for the society). Teacher'
s personal vision is how he or she wants these dimensions to be. This case study analyzed personal visions of teachers at a rural primary school and investigated the effects of the school context on teachers'
personal visions. The data were collected from ten teachers through utilizing the semi-structured interview method. The researcher analyzed the obtained data through cointent analysis. The results of the study revealed that teachers'
visions considered education as a lifelong process involving a student-centered, democratic classroom environment where learning differences were given importance to
and meaningful learning and process evaluation were highlighted. According to the teachers, this educational process would lead a democratic society where science, moral values and citizenship values prevailed. The results also showed that the school context was not supportive for the teachers to achieve their visions.
31
Quinn, Fenella. "Primary school-based mental health services : head-teachers' perspectives." Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.
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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.
32
Brown, Barrington. "Primary school teachers' teaching in classrooms with Internet capability." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416238.
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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
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Dogbe, David Duncan. "On going school based inset for Ghanaian primary teachers." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250298.
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He, Yudan. "Primary school teachers' and parents' discipline strategies in China." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/4708/.
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There is no doubt that the personal and social development of children is influenced by the schooling and parenting they receive in their daily lives both at home and at school. One central aspect, which underpins the process of schooling and parenting, is discipline. Discipline is a prevailing theme in educational research, and has been investigated for a long time in many countries throughout the world; however, there is little research reported to date that attempts to involve teachers, parents and pupils at the same time in a single study, either internationally or in the specific context of China. The main aim of the present study, therefore, is to investigate both teachers’ and parents’ discipline strategies in Chinese primary schools and families, with a particular focus on the shift in teachers’ and parents’ discipline strategies when children misbehaved for a second time in classroom or at home, and the difference between teachers and parents in their self-reported use of discipline strategies; and furthermore to explore how teachers and parents view each other’s discipline strategies, as well as pupils’ perceptions of their teachers’ and parents’ discipline strategies. The present study firstly conducted questionnaire research among 148 Chinese primary school teachers and 142 parents of Chinese primary school pupils. It then conducted interviews with 36 Chinese primary school teachers, 34 parents of Chinese primary school pupils, and 60 Chinese primary school pupils. The research findings clearly identified the dominance of non-aggressive discipline strategies among Chinese primary school teachers and parents. The discipline behaviours of both teachers and parents appeared to be affected by the occurrence of children’s misbehaviours. In addition, the personal attributes of teachers and parents (e.g. gender and age), as well as the pupils’ personal attributes (e.g. gender, age and usual behaviour) were also found to be influential for the teachers’ and parents’ choice of discipline behaviour. The interviewed teachers and parents expressed an understanding of most of the discipline behaviours that they reportedly used when pupils misbehaved, although they both expressed worries about the effectiveness of using similar discipline behaviours for dealing with children’s repeated misbehaviours. Interviewed pupils reported receiving more confrontational discipline behaviours than their teachers and parents admitted to using. Moreover, children seemed to believe that boys and girls should be disciplined in the same way at school, as pupils, but in different ways at home, as sons and daughters.
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Ngai, Siu-ting. "A case study of peer observation among primary school teachers." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35522720.
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
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Gronn, Donna, and res cand@acu edu au. "Teachers Mentored by Students in Using ICT." Australian Catholic University. Trescowthick School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010.
Full textAbstract:
Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers’ knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers’ perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers’ reported benefits of the program in relation to their skills, confidence and classroom practice with ICT. Findings of the project included the improvement in teachers’ skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children’s learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.
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Standen, Richard Phillip, and standen@hn ozemail com au. "The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.
Full textAbstract:
The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the schools assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teachers practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teachers beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teachers orientation. These recognisably different labels demonstrated that each teachers four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teachers orientation is with the ethos underpinning the innovation.
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Standen, Richard Phillip. "The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367294.
Full textAbstract:
The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Curriculum, Teaching and Learning
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Law, Sin-yee Angelina. "Distillation for the nurturance of moral practitioners a case study of training primary school teachers in China /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B3136780X.
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Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
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Lam, Yee-mei Loretta, and 林綺薇. "Teacher stress encountered by Hong Kong secondary and primary school teachers: similarity and disparity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37598673.
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Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.
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Mok, Sau-fong. "Pastoral care in Hong Kong primary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755031.
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Osman, Gerarde. "Teachers’ perspectives on school bullying: insights from two primary schools in Cape Town." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1858.
Full textAbstract:
Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education
at the Cape Peninsula University of Technology
2013The purpose of this study was to explore teachers‟ perspectives on school bullying with insights from two primary schools in Cape Town. The topic of „bullying‟ is not a new one in research; however this study investigated the factors affecting teachers‟ perspectives on school bullying and how these perspectives affect the way teachers responded to incidents of bullying. The concepts of habitus, capital and field were used to provide a theoretical lens through which to examine the topic. The study was based on a small sample of 31 teachers drawn from two primary schools. The study employed a mixed-method approach in which quantitative and qualitative principles were applied. The study consisted of two phases in which data collection took place. The first was a questionnaire, while the second involved interviews. The application of two data- collecting instruments helped to ensure triangulation, thereby enhancing the credibility of the process. Findings indicated that teachers have various conceptions of bullying; this is partly determined by their gender, but also by the way in which they grew up and experienced bullying themselves as children.
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Osman, GS. "Teachers’ perspectives about school bullying: Insights from two primary schools in Cape Town." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1883.
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Furudi, Shahin. "Occupational stress among primary and secondary school teachers of Sikkim." Thesis, University of North Bengal, 2007. http://hdl.handle.net/123456789/1461.
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Lo, Kwan-hung, and 羅君雄. "Job satisfaction of teachers of primary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957328.
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Al-Daami, Kadhum Khan Ali. "Developing the school curriculum : the case for involving elementary school teachers in Jordan." Thesis, University of Derby, 2000. http://hdl.handle.net/10545/621722.
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