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1
Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.
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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.
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Jozauska, Kristine. "TEACHER AUTHORITY IN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 171. http://dx.doi.org/10.17770/sie2019vol2.3876.
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The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.
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Rofiah, Lailatul. "Pengaruh Motivasi Kerja Guru dan Keaktifan dalam MGMP terhadap Kreativitas Guru Ekonomi di SMA Se-Kota Malang." Tarbiyatuna : Kajian Pendidikan Islam 3, no. 1 (January 31, 2019): 21. http://dx.doi.org/10.29062/tarbiyatuna.v3i1.197.
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The main actor in education is a teacher. the task of the teacher is not only to enter the class, convey the subject matter, give assignments, then finish, but the teacher has the task of how the students who have diverse characteristics can be active and have creative thinking. Before transmitting their creativity to students, the teacher as an educator must know the creative potential that must be possessed. Teacher creativity can arise if the teacher is active in activities / training conducted at school or outside the school such as active activities in the MGMP, active in MGMP can arise if the teacher has high work motivation. The purpose of this study was to determine (1) the effect of teacher's work motivation on the creativity of economic teachers in high schools throughout the city of Malang, (2) the effect of MGMP activeness on the creativity of economic teachers in high schools throughout Malang, (3) the influence of teacher's work motivation and activeness in MGMP, towards the creativity of economic teachers in high schools throughout Malang. The results of this study are teacher work motivation and activeness in MGMP together have a significant effect on the creativity of economic teachers in high schools throughout Malang City. Related to this research, it is suggested that: the teacher develops his abilities and skills to prepare, implement and evaluate learning that is more creative and innovative again by following trainings carried out at school and outside the school.
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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.
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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
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Cannata, Marisa. "Teacher community in elementary charter schools." education policy analysis archives 15 (May 15, 2007): 11. http://dx.doi.org/10.14507/epaa.v15n11.2007.
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The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.
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Feng, Li. "Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility." Education Finance and Policy 5, no. 3 (July 2010): 278–316. http://dx.doi.org/10.1162/edfp_a_00002.
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This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997–2003 in conjunction with the 1999–2000 Schools and Staffing Survey and its Teacher Follow-Up Survey (SASS-TFS) data set. The SASS-TFS illustrates the possible misclassification of teachers in certain state administrative databases. Results suggest that new teachers in Florida and elsewhere usually teach in more challenging schools and have more disadvantaged children in their classrooms than teachers with more years of experience. Within-school classroom assignments play an important role in teacher mobility decisions. Specifically, school-specific policies on reducing disciplinary problems and possible strategic deployment of teachers in different classrooms may be effective in increasing school-level teacher retention rates.
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Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.
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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.
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Margevica-Grinberga, Ieva, and Indra Odiņa. "Mentoring for school-based teacher education." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2389–401. http://dx.doi.org/10.18844/cjes.v16i5.6348.
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Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample consisted of 55 participants of mentor professional development programme and 2 mentor trainers. The data analysis of participants’ questionnaires, reflections, mentor trainers’ self-evaluations and feedback on participants’ assignments led to the guidelines for building partnership between schools and universities to promote a common understanding of school-based teacher education. Keywords: mentor education; school-based teacher education; student teacher; university-school partnership
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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.
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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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Olsen, Brad, and Lisa Kirtman. "Teacher as Mediator of School Reform: An Examination of Teacher Practice in 36 California Restructuring Schools." Teachers College Record: The Voice of Scholarship in Education 104, no. 2 (March 2002): 301–24. http://dx.doi.org/10.1177/016146810210400205.
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Our analysis investigates variations among intended reforms as demonstrated by observed teacher practice in 36 California restructuring schools. We identify a series of individual and school-wide influences that shape any teacher's relationship to the particular reform(s), therefore leading each teacher to mediate the reform(s) in individual ways. This paper posits a theoretical model of the teacher-as-mediator process which we use to shed analytic light on the “black box” of the teacher-as-mediator role in the reform process. We use data collected over 3 years in 36 schools to highlight a process whereby three concurrent strands of “mediating influences” (the formal implementation process, school-wide influences shaping climate, and individual influences on the teacher) interrelate to mold each teacher's disposition to implement the particular reform. This disposition, which we call “individual's mediating responses,” determines the shape, color, and tenor of the reform as it unfolds through teacher practice in the classroom. This produces the variation between teachers in a given school, between departments, between schools adopting similar reforms, and the discrepancy between intended reform consequences on the one hand and actual classroom practices on the other. Our essay illuminates the mediation process by identifying and illustrating lines of influences on teachers enacting reform and by exploring how those influences interrelated in practice. Our conclusion offers a series of questions researchers and policy makers may wish to take up as they consider how to better align school-wide reform efforts with actual practices of classroom teachers.
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Moore, Cara M. "The Role of School Environment in Teacher Dissatisfaction Among U.S. Public School Teachers." SAGE Open 2, no. 1 (January 1, 2012): 215824401243888. http://dx.doi.org/10.1177/2158244012438888.
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This article discusses the relationship between the school environment and teacher dissatisfaction utilizing the 2007-2008 School and Staffing Survey. The school environment is defined through a social-ecological perspective which takes into account the hierarchical nature of schools. Teacher dissatisfaction was quantified through a composite of variables that asked teachers about their overall feelings regarding the profession. A logistic regression was performed with teacher dissatisfaction as the criterion variable, and school environment variables and teacher background variables as predictors. School environment played a statistically significant role in the dissatisfaction of teachers. Specifically, teacher autonomy and principal leadership decreased the odds of teacher dissatisfaction, while student and community problems increased the odds of teacher dissatisfaction. Once school environment was taken into account, the log odds of teacher race, middle school status, and rural school locale increased while remaining statistically significant.
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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (March 17, 2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).
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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (November 3, 2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.
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This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.
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Fejgin, Naomi, and Ronit Hanegby. "Physical Educators’ Participation in Decision-Making Processes in Dynamic Schools." Journal of Teaching in Physical Education 18, no. 2 (January 1999): 141–58. http://dx.doi.org/10.1123/jtpe.18.2.141.
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Teacher participation in school decision-making processes is considered one of the major components of school dynamics. It is not known, however, whether all teachers participate in the process to the same extent. This study examines whether teacher participation is related to school dynamics and to subject matter taught. In a 3-step sequential model, the relative contribution of background variables, school measures, school dynamics, and subject matter taught to teacher participation was estimated. Findings showed that school dynamics had the strongest effect on teacher participation, but the effect was not the same for all teachers. Physical educators participated in school decision-making processes less than did other teachers. Physical educators in dynamic schools reported a higher degree of participation than physical educators in non-dynamic schools but a lower degree of participation compared to other teachers in dynamic schools.
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Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (July 16, 2021): 358. http://dx.doi.org/10.3390/educsci11070358.
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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.
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ŠAFRÁNKOVÁ, Jana Marie, Martin ŠIKÝŘ, and Renata SKÝPALOVÁ. "Managing teacher turnover in regional schools." ADMINISTRATIE SI MANAGEMENT PUBLIC, no. 37 (November 29, 2021): 103–16. http://dx.doi.org/10.24818/amp/2021.37-07.
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Employee resourcing comprising employment activities such as human resource planning, employee recruitment, selection, and adaptation, or retention planning and managing employee turnover seems to be a critical function of school management. It enables school managers to ensure the school has quality teachers and other employees it needs to achieve the expected objectives of the school. The biggest challenges of school managers in employee resourcing involve retaining teachers and dealing with teacher turnover. Based on the example of Czech regional schools, the article aims to discuss the current challenges of school managers in employee resourcing in regional schools and define possible ways to deal with the issue of retaining teachers and teacher turnover. The article applies findings of the authors' questionnaire survey on the practice of employee resourcing in Czech regional schools with the focus on the teachers' adaptation as a critical tool for retaining teachers. The authors' questionnaire survey was carried out in the second half of the school year 2018/2019 and in the first half of the school year 2019/2020. The respondents included managers of Czech preschools, elementary schools, and high schools. The answers were obtained from 19% of schools (116 out of 600 addressed schools). The findings show that surveyed regional schools can successfully deal with the challenges in employee resourcing, however, they should apply a more systematic approach, especially to the teachers' adaptation that could help them to deal with the challenge in retaining teachers and reducing the teacher turnover.
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Gningue, Serigne Mbaye, Roger Peach, Adeeb M. Jarrah, and Yousef Wardat. "The Relationship between Teacher Leadership and School Climate: Findings from a Teacher-Leadership Project." Education Sciences 12, no. 11 (October 26, 2022): 749. http://dx.doi.org/10.3390/educsci12110749.
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A positive school climate and teacher leadership have both been shown to have beneficial effects on student achievement. This study was part of a wider research effort designed to assess the effects of a teacher-leadership development project. We hypothesized that there was a positive relationship between teacher leadership development and school climate. Seventy project participants from two cohorts responded to a teacher-leadership survey and 891 personnel from 42 schools from which participant teachers were drawn responded to a school climate survey. We found that, generally, there was little relationship between school climate and teacher-leadership development. However, a more fine-grained analysis showed that, for Cohort 2, schools that encourage teacher-to-teacher interactions are likely to see personal growth and development in teacher leaders in their staff. Additional findings suggest that if teacher-to-teacher interactions are encouraged, then teachers will increase their development as teacher leaders. However, as the results are correlational and not causal, it may be that, as teachers engage more in professional development activities, they encourage more positive teacher-to-teacher interactions in their school.
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MboweniMatshidiso, L., and Matshidiso Joyce. "Understanding Teacher Morale Among Primary School Teachers." International Journal of Educational Methodology 8, no. 1 (March 15, 2022): 29–38. http://dx.doi.org/10.12973/ijem.8.1.29.
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<p style="text-align: justify;">Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers’ experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.</p>
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Syahril, Syahril, and Hadiyanto Hadiyanto. "Improving School Climate for Better Quality Educational Management." Journal of Educational and Learning Studies 1, no. 1 (December 30, 2018): 16. http://dx.doi.org/10.32698/0182.
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School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others. School climate might influence and determine the success of teaching and learning process at schools. The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment. Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.
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Ansel, Maria Finsensia, and Yohana Nono BS. "Pengaruh Komtmen Guru dan Motivasi Kerja terhadap Profesionalisme Guru Sekolah Dasar Katolik di Kota Ende." Journal on Education 5, no. 3 (February 3, 2023): 7156–67. http://dx.doi.org/10.31004/joe.v5i3.1505.
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The teacher is the spearhead of the process of implementing education in schools. Teachers are required to be professional in carrying out their duties and responsibilities in the learning process. This study aims to determine the effect of teacher commitment and work motivation on the professionalism of Catholic elementary school teachers in the city of Ende. This research method is quantitative research with data collection techniques using questionnaires or questionnaires in the form of questionnaires about teacher commitment, work motivation, and teacher professionalism. Respondents in this study were teachers at a Catholic elementary school in the city of Ende. The number of samples in this study were 52 people. The results showed that teacher commitment and work motivation had a significant effect on teacher professionalism where a significance value of 0.000 <0.05 and an R square value of 0.405 means that the influence of teacher commitment and work motivation on teacher professionalism is 40.5%. In conclusion, the higher the teacher's commitment and work motivation, the higher the teacher's professionalism and conversely the lower the teacher's commitment and work motivation, the lower the teacher's professionalism.
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Mastuti, Ajeng Gelora, and Lydia Lia Prayitno. "Exploring high school teacher’s design of rich algebra tasks." Jurnal Elemen 9, no. 1 (January 2, 2023): 1–14. http://dx.doi.org/10.29408/jel.v9i1.5851.
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The phenomenon in schools today is that teachers rarely change their tasks. However, the teacher's activities to change their tasks, build students' arguments, support solutions, and maintain arguments without long debates are important and exciting things to learn. This study explores the ideas of high school teachers about task design and practice in teaching mathematics. The authors surveyed twelve high school teachers who teach mathematics in East Java Province. First, the authors conducted preliminary observations to observe the design of mathematics teacher tasks for six months in eight schools. Second, the authors state that teachers are engaging and consistent in designing rich algebra tasks. Third, the authors examine the teacher's ideas through direct observation and unstructured interviews. The results show how teachers' ideas about task design enhance students' creative thinking by reforming tasks from textbooks into rich mathematics tasks. The design of the task carried out by the teacher is to create to stimulate creative thinking. The teachers also use their knowledge and understanding of the material and curriculum to modify mathematics tasks in students' mathematics books. The task given by the teacher is to improve students' reasoning, not just memorize formulas or properties.
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Sass, Daniel Allen, Belinda Bustos Flores, Lorena Claeys, and Bertha Pérez. "Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers." education policy analysis archives 20 (May 30, 2012): 15. http://dx.doi.org/10.14507/epaa.v20n15.2012.
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Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.
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Stearns, Elizabeth, Neena Banerjee, Stephanie Moller, and Roslyn Arlin Mickelson. "Collective Pedagogical Teacher Culture and Teacher Satisfaction." Teachers College Record: The Voice of Scholarship in Education 117, no. 8 (August 2015): 1–32. http://dx.doi.org/10.1177/016146811511700803.
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Background/Context Teacher job satisfaction is critical to schools’ success. As organizations, schools need teachers who are satisfied with their jobs and who work with one another to build school community and increase student achievement. School organizational culture shapes teacher job satisfaction in many ways, but it is still unclear which facets of organizational culture have the greatest influence on teacher job satisfaction and whether some of these facets may have moderating effects on others. Purpose of Study This study investigates the association among two aspects of organizational culture (professional community and teacher collaboration), teacher control over school and classroom policy, and teacher job satisfaction. We use the term Collective Pedagogical Teacher Culture to refer to those schools with strong norms of professional community and teacher collaboration. Research Design We use a nationally representative sample of U.S. kindergarten teachers from the Early Childhood Longitudinal Survey in 1998–1999 and hierarchical linear modeling to examine the association between aspects of school organizational culture and teacher job satisfaction. Findings We find that professional community, collaboration, and teacher control are predictive of satisfaction and they also have interactive influences. The association between teacher collaboration and job satisfaction, as well as that between control over classroom policy and job satisfaction, is most pronounced in schools with weaker professional communities. Recommendations Future reform efforts that foster greater professional communities, teacher collaboration, and control over classrooms can exist alongside more conventional reforms such as raising curricular standards and instituting greater accountability. Fostering a strong teacher pedagogical culture will help to bolster teacher job satisfaction.
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (October 3, 2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.
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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
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Listiyawati, Listiyawati, Eliana Sari, and Ivan Hanafi. "Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students." Journal of Sosial Science 3, no. 4 (July 21, 2022): 656–65. http://dx.doi.org/10.46799/jss.v3i4.376.
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The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate
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Pardini, Agung, Ervan Jaya, Asep Ihsanudin, and Ade Munawar Luthfi. "The Implementation of Teacher Leader Collaboration; Start-Up Project Leadership, Sekolah Guru Indonesia." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no. 2 (July 22, 2022): 242–54. http://dx.doi.org/10.31538/ndh.v7i2.2215.
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This article explored a learning cycle based on the collaboration of teacher leadership with students in solving actual problems through innovative and productive business start-ups. The purpose of this study is to describe the implementation of the Teacher Leader Collaboration; Start-up Project Leadership carried out during the pandemic. The Indonesian Teacher's School (SGI) during the pandemic has carried out a teacher-leader collaboration program to encourage teachers to innovate and collaborate. This research uses a qualitative case study approach. This research is on the SGI 2nd session teacher leader collaboration program. SGI is a training institution for teacher capacity building through the 10-teacher leadership curriculum, so researchers want to know the extent of the impact of implementing teacher-leader collaboration. The impact of implementing the Collaborative Teacher Leaders (KGP), Start-up Project Leadership (SPL) is not only for students and teachers but also for schools and parents. The impact of SPL on students; improves student creativity; motivates students; builds student character and increases student skills. The impact of DSS on teachers; develop teaching skills and teacher collaboration and develop teacher emotional intelligence. The impact of SPL on schools is that it can create a superior school culture. Finally, the impact on parents is that parents feel happy and proud to be able to collaborate with the school.
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Jackson, Karen M. "Influence Matters: The Link between Principal and Teacher Influence over School Policy and Teacher Turnover." Journal of School Leadership 22, no. 5 (September 2012): 875–901. http://dx.doi.org/10.1177/105268461202200503.
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This study outlines the relationship between teachers’ and principals’ perceptions of their influence over policies within their school and teachers’ actual employment decisions—specifically, teachers’ decisions to stay (continue their affiliation with their school), to move (transfer to a different school), or to leave the teaching profession. This article outlines a theoretical orientation that brings the exercise of influence within an organization together with three theories of school leadership to focus on the extent to which teachers’ and principals’ perceptions of their exercise of influence over school policy affects teachers’ turnover decisions. Using data from the 1999-2000 Schools and Staffing Survey in a series of multinomial logistic regressions, the analysis finds that increases in teacher influence over school policy are associated with greater teacher job stability (stayers), whereas increases in principal influence over school policy are associated with a higher incidence of teachers leaving the teaching profession (leavers). This study highlights the important role that principals’ perceptions of their own influence over school policy play in teachers’ employment decisions and, therefore, the employment stability of teachers in their schools.
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Lim, Sungman, and Soyoung Yun. "NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF." Journal of Baltic Science Education 21, no. 6 (December 10, 2022): 1040–51. http://dx.doi.org/10.33225/jbse/22.21.1040.
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This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools’ culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers. Keywords: designing science lesson, novice teacher, science education, teacher agency, teacher education
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Anderson, Lauren. "Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools." Harvard Educational Review 80, no. 4 (December 1, 2010): 541–73. http://dx.doi.org/10.17763/haer.80.4.f2v8251444581105.
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In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particularly the presence of supportive school-based and beyond-school ties, to serve as resources for school change, teacher retention, and the construction of school-community social capital.
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Guin, Kacey. "Chronic Teacher Turnover in Urban Elementary Schools." education policy analysis archives 12 (August 16, 2004): 42. http://dx.doi.org/10.14507/epaa.v12n42.2004.
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This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.
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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (September 15, 2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.
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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.
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Lee, Mi Suk, and Jae Duck Lee. "Multi-Level Analysis of Factors Influencing Teacher Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 495–514. http://dx.doi.org/10.22251/jlcci.2022.22.13.495.
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Objectives The purpose of this study was to analyze the level of teachers and schools for teacher efficacy using the muti-level analysis method. Methods In this study, elementary school data from the Korea Educational Development Institute's ‘School Education Status and Level Analysis Study 2014’ were used. A two-stage multi-level analysis was conducted on 250 school questionnaires and 6,060 teacher questionnaires in the data. Results First, In teacher background factors, it was found that position, homeroom teacher status, gender, educational background, and career had a positive effect on teacher efficacy. Second, In school background factors, it was found that the ratio of the budget for basic educational activities had a positive effect on teacher efficacy. Third, In teacher process factors, it was found that the degree of reflection of school education goals, the degree of participation in internal and external learning group of education, and spending time in class for teaching, the number of open classes, and preparing time for teaching had a positive effect on teacher efficiency. Fourth, in the school process factors, positive perceptions of fellow teachers, the degree of meetings for educational activities, the degree of cooperation with fellow teachers, and the degree of professional conversation with colleagues had a positive effect on teacher efficiency. However, it was found that the principal's interest in teacher participation had a negative effect. Conclusions These research results can provide implications for what efforts schools should make to improve teacher efficacy. Various efforts in schools will contribute to the improvement of teaching and changes in schools.
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Engel, Mimi. "The Timing of Teacher Hires and Teacher Qualifications: Is There an Association?" Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–29. http://dx.doi.org/10.1177/016146811211401205.
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Background Case studies suggest that late hiring timelines are common in large urban school districts and result in the loss of qualified teachers to surrounding suburbs. To date, however, there has been no large-scale quantitative investigation of the relationship between the timing of teacher hires and teacher qualifications. Purpose This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master's degree, and selectivity of undergraduate institution. Research Design Nationally representative cross-sectional data collected by the National Center for Education Statistics are used. Data Analysis The study uses data on school districts, public schools, and teachers from the 1999–2000 Schools and Staffing Survey. Secondary data are analyzed using multiple regression, including labor market fixed effects, to estimate the relationship between the timing of teacher hires and teacher qualifications. Results On average, districts hire 45% of their new teachers late—during the second half of summer and once the school year has already begun. Late hiring is more pervasive in urban and low-socioeconomic-status districts where over half of new hires take place during this late period. In urban districts, fully one fifth of new hires are made once the school year has already begun. The proportion of teachers hired late, however, does not predict the Barron's ratings of teachers’ undergraduate institutions, certification, or master's degree. Conclusions Although descriptive results indicate that late hiring is pervasive and more pronounced in urban districts, analyses do not provide evidence supporting the notion that earlier hiring is associated with hiring better credentialed teachers. Despite these null results, it is important to remember that late hires are still likely to cause problems for students, as well as for teachers, schools, and districts.
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Radul, Olha. "PRIMARY SCHOOL TEACHER IN MODERN WORLD." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 44–48. http://dx.doi.org/10.36550/2415-7988-2022-1-205-44-48.
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Primary school is the oldest unit in the system of education. In modern world it is the primary school teachers that make up the biggest part of the total number of teachers since the world is developing unevenly and in many developing countries only elementary stage of education is widely accessible. Due to the mass character of the primary school teacher profession the study of the position of the teacher in different countries remains a topical direction in comparative pedagogical researches. The article presents the analysis of the most widely spread parameters and characteristics of the primary school teacher in modern world, their work, peculiarities of training and further professional development. The statistics show the uneven increase of the number of primary school teachers: the biggest rise takes place in the developing countries as the result of the mass character of elementary education there. The number of teachers in the developing countries increases following the decrease of class size and the introduction of new teacher categories. A firm indicator of the primary school teacher is feminization. There are different approaches to the assessment of the teachers’ work. Working conditions differ as well, which manifests itself in the “teacher–students” coefficient ratio and the teaching workload. All this predetermines the high importance of the problem of professional training of teachers. According to the implemented reforms higher pedagogical education is generally recognized for professional development of a teacher. It is represented by different types of educational establishments. Primary education will continue to be the most massive part of the educational systems of all countries of the world - developed and developing - and therefore, among all the world's teachers, there will be the largest number of primary school teachers. Every country will always need the most primary school teachers. Accordingly, the study of the qualitative and quantitative characteristics of the primary school teacher's profession, as well as his training and professional development in different countries, will always be a relevant topic of comparative research.
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Van Maele, Dimitri, and Mieke Van Houtte. "Trust in school: a pathway to inhibit teacher burnout?" Journal of Educational Administration 53, no. 1 (February 2, 2015): 93–115. http://dx.doi.org/10.1108/jea-02-2014-0018.
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Purpose – The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level trust additionally influences burnout. In doing this, the authors account for other teacher and school characteristics. Design/methodology/approach – The authors use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. Findings – Trust can act as a buffer against teacher burnout. Teachers’ trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers’ emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. Research limitations/implications – Principals fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable. Originality/value – This paper offers a unique contribution by examining trust in different school parties as a relational buffer against teacher burnout. It indicates that principals can affect teacher burnout and prevent emotional exhaustion by nurturing trusting relationships in school.
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Duyar, Ibrahim, Nancy Ras, and Carolyn L. Pearson. "Analysis of teachers’ task and extra-role performance under different autonomy regimes." International Journal of Productivity and Performance Management 64, no. 4 (April 13, 2015): 499–522. http://dx.doi.org/10.1108/ijppm-06-2013-0103.
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Purpose – Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments. Design/methodology/approach – By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers. Findings – The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance. Originality/value – The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.
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Mujiono, Mujiono. "PENGARUH BUDAYA SEKOLAH, INTEGRITAS GURU DAN KEPUASAN KERJA GURU TERHADAP EFEKTIVITAS KERJA GURU SMKN KABUPATEN KUBU RAYA." At-Turats 11, no. 2 (January 25, 2018): 146. http://dx.doi.org/10.24260/at-turats.v11i2.891.
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The research objective to observe the influence of school culture, integrity teachers and teacher job satisfaction on
the effectiveness of teachers' work. The study was conducted in the Education Kubu Raya district area Kalimantan
West, methods of field research through surveys, using questionnaires through path analysis approach. Affordable
population is around the Kubu Raya teachers of SMKN using random sampling techniques. The results obtained
are positive effect School culture on the effectiveness of teacher work, the integrity of the teacher toward teacher
effectiveness, teacher job satisfaction toward effectiveness of teacher work, school culture toward job satisfaction
of teachers, the integrity of the teacher toward teacher job satisfaction, and a positive effect the school culture
toward integrity of teachers. In the end the results of this research are expected to be useful for education and to
increase the effectiveness of teachers SMKN (vocational schools) in Kubu Raya Kalimantan West
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Bruno, James E. "Teacher Absenteeism in Urban Schools." education policy analysis archives 10 (July 26, 2002): 32. http://dx.doi.org/10.14507/epaa.v10n32.2002.
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School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S.) to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income) and negative (low income) geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.
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Donaldson, Morgaen, and Madeline Mavrogordato. "Principals and teacher evaluation." Journal of Educational Administration 56, no. 6 (September 3, 2018): 586–601. http://dx.doi.org/10.1108/jea-08-2017-0100.
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Purpose The purpose of this paper is to examine how school leaders use high-stakes teacher evaluation to improve and, if necessary, remove low-performing teachers in their schools. It explores how cognitive, relational and organizational factors play a role in shaping the way school leaders implement teacher evaluation. Design/methodology/approach Using a database of in-depth interviews with 17 principals and assistant principals, this study uses cross-case comparisons to examine one district’s efforts to improve the performance of low-performing teachers through evaluation. Findings School leaders’ framing of teacher performance and their efforts to improve instruction reveal the cognitive, relational and organizational aspects of working with low-performing teachers and, if necessary, pursuing removal. Notably, this study found that cognitive and relational factors were important in school leaders’ teacher improvement efforts, but organizational factors were most salient when attempting to remove teachers. Research limitations/implications Because evaluating and developing teachers has become such an important aspect of school leaders’ day to day work, this study suggests that school leaders could benefit from more assistance from district personnel and that preparation programs should build in opportunities for aspiring leaders to learn more about their role as evaluators. Originality/value The success or failure of teacher evaluation systems largely hinges on school leaders, yet there is scant research on how school leaders make decisions to develop and remove low-performing teachers. This study sheds light on the central role school leaders play in implementing high-stakes teacher evaluation.
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Mulyani, Hanif R., S. Su’ad, M. Widjanarko, and A. T. Sabaz. "INFLUENCE OF SCHOOL CULTURE AND WORK MOTIVATION ON PERFORMANCE OF ELEMENTARY SCHOOL TEACHERS." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 155–68. http://dx.doi.org/10.47526/2022-2/2664-0686.13.
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The purpose of this study was (1) to find the influence of school culture on performance, (2) to find the effect of work motivation on teacher performance, (3) to analyze the influence of school culture and work motivation together on the performance of elementary school teachers in the Wonosalam District Wonosalam Regency. This study uses quantitative research methods with the type of ex-post-facto research. Data collection techniques using a questionnaire. The total population was 103 people and 82 elementary school teachers were taken as respondents spread over 10 elementary schools in the Teuku Umar Cluster, Wonosalam District, Demak Regency. The results of this study are: (1) There is an influence of school culture on teacher performance by 38,1%; (2) There is an effect of work motivation on teacher performance by 84,5%; (3) There is an influence of school culture and work motivation on teacher performance in the Wonosalam District Demak Regency by 85,3%. This shows that school culture and work motivation are very influential on teacher performance. However, work motivation has a greater influence on teacher performance than school culture.
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Ni, Yongmei. "Teacher Working Conditions in Charter Schools and Traditional Public Schools: A Comparative Study." Teachers College Record: The Voice of Scholarship in Education 114, no. 3 (March 2012): 1–26. http://dx.doi.org/10.1177/016146811211400308.
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Background/Context Teachers affect student performance through their interaction with students in the context of the classrooms and schools where teaching and learning take place. Although it is widely assumed that supportive working conditions improve the quality of instruction and teachers’ willingness to remain in a school, little is known about whether or how the organizational structure of charter schools influences teacher working conditions. Purpose/Research Question This article compares teacher working conditions in charter and traditional public schools and among various types of charter schools. In doing so, it seeks to understand whether the different working conditions are influenced by the intrinsic institutional features of charter schools such as autonomy and competition, or by the extraneous factors such as measureable school and teacher characteristics. Research Design This study utilized data from the 2003–2004 Schools and Staffing Survey (SASS), the nation's most extensive survey of K–12 schools and teachers, both for charter schools and traditional public schools (TPSs). This article is a quantitative analysis that involves three main steps. First, based on the responses to the SASS teacher questionnaire, confirmatory factor analysis was performed to generate multiple factors corresponding to key dimensions of teacher working conditions. Second, propensity score matching was used to pair charter schools with TPSs that are similar in terms of school location, educational level, school type, and student demographics. This matching process mitigates the confounding effects of these extraneous factors on teachers’ perceptions of working conditions. Finally, a series of weighted Hierarchical Linear Models were utilized to compare teachers’ perceptions of working conditions between charter and traditional public schools, controlling for teacher and school characteristics. Conclusions/Recommendations The results show that charter and traditional public school teachers perceive their working conditions to be similar in many regards, including principal leadership, sense of community and collegiality, classroom autonomy, opportunities for professional development, and adequacy of instructional supplies. However, charter school teachers perceive that they have significantly more influence over school policies, but a heavier workload than traditional school teachers. Among charter schools, district-granted charter schools show consistently more supportive working environments than charters granted by other organizations. This implies that state policy can have some indirect influence over charter school working conditions by providing substantial administrative support and oversight to charter schools authorized by independent organizations other than the established structure of school districts.
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Na’imah, Tri, Heru Kurnianto Tjahjono, and Abd Madjid. "A Sequential Exploratory Approach to Study the Workplace Well-Being of Islamic School Teachers." Journal of Southwest Jiaotong University 56, no. 2 (April 30, 2021): 123–38. http://dx.doi.org/10.35741/issn.0258-2724.56.2.11.
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This study argues that organizational and personal conditions affect teachers in achieving well-being at work. The workplace well-being construct was developed based on the hedonic, eudaimonic approach and empirical exploration of teachers. This construct is adapted to the conditions of the Islamic school organization. This study proposes transformational leadership and workplace spirituality as determining factors for achieving teacher workplace well-being. The sequential exploratory approach is used to formulate the construct of workplace well-being for Islamic school teachers and prove the role of transformational leadership and workplace spirituality as antecedents of teacher workplace well-being in Islamic schools. An important finding from this study is the formulation of the teacher's workplace well-being, namely the social dimension, the emotional dimension, the professional dimension, and the 'Amal Jariyah dimension. Leadership behavior and teachers' spiritual strength play a role in attaining teacher workplace well-being in Islamic schools.
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Al Nuaimi, Samira, Hossan Chowdhury, Konstantinos Eleftheriou, and Marios I. Katsioloudes. "Participative decision-making and job satisfaction for teachers in the UAE." International Journal of Educational Management 29, no. 5 (June 8, 2015): 645–65. http://dx.doi.org/10.1108/ijem-07-2014-0090.
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Purpose – Knowledge of teachers’ participative decision making (PDM) and job satisfaction (JS) is important, as teachers comprise most of a school’s staff. The purpose of this paper is to examine the effect of teacher gender, nationality and school type on teachers’ PDM and JS in Abu Dhabi’s schools and to determine whether there any significant differences in PDM and teachers’ JS among teachers of different genders, school types and nationalities. Design/methodology/approach – A questionnaire was used to collect data for the study by measuring each responding teacher’s involvement in making school decisions in both the instructional and managerial domains and JS. The questionnaire was distributed among teachers in 28 different schools around the Emirate of Abu Dhabi. Findings – The primary results demonstrated that teachers’ PDM differs by teacher gender, nationality and school type, whereas teacher’s JS differs by teacher gender and nationality, with school type having in general no significant effect on teacher JS. Originality/value – This study contributes to literature on the UAE educational field, educational leadership and school management.
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Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (March 3, 2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.
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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.
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Kelly, Sean. "The Prevalence of Developmental Instruction in Public and Catholic Schools." Teachers College Record: The Voice of Scholarship in Education 112, no. 9 (September 2010): 2405–40. http://dx.doi.org/10.1177/016146811011200906.
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Background/Context Prior research has investigated differences in course-taking patterns and achievement growth in public and Catholic schools, but the nature of instruction in Catholic schools is currently understudied. One important dimension of instruction that impacts student engagement is the prevalence of developmental or student-centered instruction. Purpose/Objective/Research Question/Focus of Study The overall goal of the present study was to investigate whether student and teacher reports of developmental instruction differ in public and Catholic schools. In addition, is a teacher's approach to instruction shaped by the social context of the school, as measured by the teacher's perception of her students? Finally, can differences in the social context of schools explain reported differences in the prevalence of developmental instruction in public and Catholic schools? Population, Participants/Subjects Data for this analysis came from the Chicago School Study, a large longitudinal study of public and Catholic schools in the Chicago area. Research Design The prevalence of developmental instruction in public and Catholic schools was analyzed using three student-reported measures of developmental instruction and one teacher-reported measure. Multilevel regression models were used to investigate the relationship between four potential predictors of developmental instruction—teachers’ perceptions of challenging instruction, teachers’ expectations of students’ future educational attainment, teachers’ knowledge of their students’ cultural backgrounds, and principals’ endorsement of developmental instruction—and teacher reports of developmental instruction. Conclusions Catholic school teachers and students were less likely to report the use of developmental instruction than public school teachers and students. This finding was particularly striking given Catholic school teachers’ high expectations for their students’ future educational attainments, a factor that was associated with an increased likelihood of reporting developmental methods in the classroom.
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Ford, Timothy G., and Patrick B. Forsyth. "Teacher corps stability: articulating the social capital enabled when teachers stay." Journal of Educational Administration 59, no. 2 (February 17, 2021): 233–52. http://dx.doi.org/10.1108/jea-02-2020-0036.
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PurposeThe evidence is strong that the instability of teacher rosters in urban school settings has negative consequences for student learning, but our concern is with the opposite phenomenon: What is the value added to the organization when a school's teaching roster is stable over time? Our theory of teacher corps stability hinges on the claim that the stability of a teacher corps over time is a sine qua non that, under certain conditions, permits formation of the social capital needed to catalyze school effectiveness.Design/methodology/approachWe test this claim using longitudinal data from 72 schools in a large, urban southwestern US school district. We first identified a subset of 47 schools with either chronic teacher turnover (high, stable turnover) or a stable teacher roster (low, stable turnover) via school-level HLM growth modeling techniques. These classifications were then used as a covariate in a series of HLM growth models investigating its relationship to growth in structural, relational and cognitive social capital over time.FindingsOur findings sustain a claim of the importance of teacher corps stability. In our sample of urban schools, we found robust increases in the relational and cognitive dimensions of social capital over time in those schools with stable rosters. Furthermore, schools with chronic turnover were declining significantly in relational social capital, but no appreciable growth in structural social capital was found in either stable roster or chronic teacher turnover schools.Practical implicationsGiven the nature of teacher corps stability and its relationship to key organizational outcomes, school leaders play a central role in realizing teacher corps stability within their school. A certain amount of this effort must necessarily be focused on retaining a stable corps of quality, happy, committed teachers. However, building social capital concerns the active engagement of all actors; thus, school leaders need to think beyond retention to how the teachers that remain can play larger leadership roles in this process.Originality/valueFew studies have examined the positive benefits that can emerge in schools where the majority of teachers remain year after year. Collectively, the study findings suggest that teacher corps stability can provide fertile conditions for the development of social capital that has the potential to enhance school effectiveness and that its staff can leverage for school improvement.
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Poole, Adam. "Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework." Journal of Research in International Education 19, no. 2 (August 2020): 155–71. http://dx.doi.org/10.1177/1475240920954044.
Full textAbstract:
This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.
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Menon K.P, Seema, and Sobha K. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.
Full textAbstract:
The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.
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Haryanto, Haryanto, and Husni Mubarok. "Teacher’s Directive Expressions Analysis in English Teaching Classes." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 8, no. 1 (December 10, 2020): 22. http://dx.doi.org/10.26714/lensa.8.1.2018.22-42.
Full textAbstract:
This paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in English teaching. This research was designed as a qualitative and comparative study. The subjects of the research were English teachers at one Senior High School (first School) at Semarang city and one (second school) at Jepara city. The data of this research were gained through recording, observation and interview. The result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 illocutionary types in teacher‟s directive expressions at the second school. The most illocutionary kind found in the conversation of teaching activity in both schools was question. The directive‟s expression in both schools used direct and indirect utterances. The teachers of first school more often used language instruction in the classroom because they applied varieties of directive expression. Meanwhile, the teachers at the first school used little directive expressions in English teaching because they did not apply varieties of directive‟s expressions. The implication in teaching learning English process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. More directives the teacher expresses, more center the learning by the teacher. On the other hand, less directives the teacher expresses, less center the learning by the teacher.
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Uiterwijk-Luijk, Lisette, Meta Krüger, and Monique Volman. "Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers." Educational Management Administration & Leadership 47, no. 3 (November 1, 2017): 475–97. http://dx.doi.org/10.1177/1741143217739357.
Full textAbstract:
Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better understanding how schools establish an inquiry-based culture. As a follow-up to a nationwide survey, this case study used semi-structured interviews, observations and document analysis to gain insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. It identified multiple ways in which educators can encourage others to work in an inquiry-based manner. These approaches are not only top-down (i.e., from school board to school leader, and from school leader to teacher) but also bottom-up (i.e., from teacher to school leader, and from school leader to school board).