Relevant bibliographies by topics / Teacher's attitudes

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher's attitudes'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Teacher's attitudes"

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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well. Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (August 30, 2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.

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Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta
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Sarwono, Arsita Yunia, Murtono Murtono, and Eko Widianto. "The Teacher's Role in Developing Student Social Attitudes." International Journal of Elementary Education 4, no. 3 (September 23, 2020): 384. http://dx.doi.org/10.23887/ijee.v4i3.28684.

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Lack of social attitudes that students have will have an impact on students' unfavorable affective. This research aimed to analyze the role of teachers in developing students' social attitudes. This research was a qualitative research with a theoretical approach. The population in this study was all students of grade V at SD 2 Tenggeles, totaling 19 students. The data collection technique was carried out in 3 stages, namely observation, interview and documentation. The data analysis technique in this study used a variety of techniques (triangulation) and was carried out continuously to completion. The results of the analysis of students' social attitudes during the learning process found the findings of several aspects of social attitudes in students including honesty, discipline, responsibility, caring, polite and self-confidence. Social attitudes are observed through student activities in learning such as being honest in doing assignments independently and being responsible for assignments that have been given by the teacher which must be done in a timely manner. It can be concluded that the social attitude of students at SD 2 Tenggeles is fairly good. Thus, the role of the teacher in shaping students' social attitudes is very important to be applied in the daily life of students in the school, family, and community environment.
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Siswanto, Edi. "Implementation Of Character Education In Planting Student Nationalism In The Era Of Independent Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 308. http://dx.doi.org/10.20961/shes.v3i2.46252.

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<p><em>Seeing the existing problems with the character crisis in this country, as an effort for social studies teachers to implement character education in instilling the nationalism of students in the era of independent learning. The method used in this research is a qualitative descriptive method, where descriptive research in this case is a study that aims to describe the policy of independent learning as an effort to improve the quality of education and the attitude of nationalism. The results of this study indicate that the attitude of nationalism which is part of the character values really needs to be possessed by students, the role of the teacher is very important in shaping the character of students who have a nationalistic attitude. The teacher's role implementation can be reflected in the teacher's personality, because the teacher is the main factor and influences the learning process of students. The efforts of history teachers in forming students' nationalistic attitudes, namely linking with the scope, historical material and lesson plans for history subjects, the methods used by teachers in instilling the existing values of nationalism. Learning media used by teachers in an effort to form student nationalism attitudes.</em></p>
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Hapsyah, Dina Rahmawati, Nina Fitriyani, Riska Handayani, Theodora Nurmalia, Afan Abdul Jabbar, Deni Purwanto, and Aip Badrujaman. "HUBUNGAN ANTARA SIKAP TERHADAP EVALUASI GURU BK DENGAN KETERLAKSANAAN PROGAM BIMBINGAN DAN KONSELING." Jurnal Renaissance 4, no. 02 (August 13, 2019): 564. http://dx.doi.org/10.53878/jr.v4i02.102.

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Attitudes towards program evaluation need to be owned by guidance and counseling teachers in implementing programs so that the services provided are of higher quality. This study aims to look at the relationship between the teacher's counseling and counseling attitudes towards program evaluation and the implementation of guidance and counseling programs. In this study, the subjects of the study population were guidance and counseling teachers at Serang District (Banten) State Middle School, amounting to 30 people. The instrument used is the teacher's attitudes of guidance and counseling towards the evaluation of basic services used to obtain information about the teacher's attitudes of guidance and counseling on evaluating basic services and instruments for the implementation of guidance and counseling programs used to describe the evaluations carried out by teachers guidance and counseling . The results showed that 50% of the guidance and counseling teachers had good knowledge of the guidance and counseling teacher evaluation, as many as 63 guidance and counseling teachers had good opinions on the evaluation of guidance and counseling. The results of the study on the implementation of the guidance and counseling program evaluation showed that 47% of guidance and counseling teachers carried out an evaluation of counseling and guidance program planning, 53% of guidance and counseling teachers carried out process evaluation, 59% of guidance and counseling teachers carried out evaluation results, while evaluation of counseling programs was 53 %. Keywords: Attitudes toward Guidance and Counseling Teacher Evaluation, Implementation of Guidance and Counseling Programs
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Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (January 31, 2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.

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Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.
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Aprinda, Inne, Amilda Amilda, and Mardiah Astuti. "Strategi Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Spiritual Siswa Kelas VII SMP Negeri 6 Palembang." Muaddib: Islamic Education Journal 3, no. 1 (June 26, 2020): 33–38. http://dx.doi.org/10.19109/muaddib.v3i1.6296.

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The research aims to describe and analyze the PAI teacher's strategy in developing the spiritual attitude of Grade VII students of SMPN 6, and the factors that influence the PAI teacher's strategy in developing the spiritual attitude of VII students of SMPN 6 Palembang. The results of the study show that, (1) develop the spiritual attitude of VII grade students of SMP Negeri 6 Palembang, namely through the habit of praying after the 0th hour, habituation of the Duha and Dhuhr prayer in congregation, then through teacher guidance to students by giving advice or motivation, by teacher modeling, and approaching through methodsexemplary story (2) Factors supporting the PAI teacher's strategy in developing the spiritual attitude of VII grade students of SMP Negeri 6 Palembang are the existence of creative teachers, the hard work of teachers in motivating students to have good morals, the existence of school programs that support the development of spiritual attitudes of students, the existence of work the same is good between the principal d ith the teacher in the school, the existence of an adequate mosque to carry out worship, the collaboration between parents of students and teachers. While the inhibiting factors are lack of awareness and motivation in students, and lack of supervision from parents in matters of worship.
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Borić, Selma, and Ruža Tomić. "ATTITUDES ELEMENTARY SCHOOLS TEACHER'S TOWARD INCLUSION." Metodički obzori/Methodological Horizons 7, no. 3 (October 12, 2012): 75–86. http://dx.doi.org/10.32728/mo.07.3.2012.07.

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Zembat, Rengin, and R. Ceren Gursoy. "Effects of Pre-School Teacher's Self-Esteem on Teacher Attitudes." Procedia - Social and Behavioral Sciences 46 (2012): 2983–88. http://dx.doi.org/10.1016/j.sbspro.2012.05.601.

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Sarkadi, Sarkadi. "KEMAMPUAN GURU PPKn MELAKUKAN ASSESSMENT PEMBELAJARAN BERDASARKAN KURIKULUM 2013." Jurnal Ilmiah Mimbar Demokrasi 16, no. 1 (October 31, 2016): 10–34. http://dx.doi.org/10.21009/jimd.v16i1.1171.

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ABSTRACT This study discusses how a teacher's ability PPKn in Jakarta conducting assessment of learning after the enactment of curriculum 2013. Assessment of learning may include learning to competence assessment attitudes, knowledge, and skills. The results showed that the ability of teachers PPKn in conducting assessment of learning is: The average score of assessment by teachers PPKn in Jakarta which is used as target schools on the competence of attitude is 87. The competence of knowledge is 100, and the skill competency is 92. Score is categorized as excellent (76-100). In other words, the ability of teachers PPKn in conducting assessment of learning (competence attitudes, knowledge, and skills) in Jakarta which is used as target schools categorized as excellent, Keywords: Education, teachers, civics education, learning assessment.
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Dissertations / Theses on the topic "Teacher's attitudes"

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Abhilak, Vishnu. "The Indian teacher's perception of the Black teacher's occupational world." Thesis, University of Zululand, 1994. http://hdl.handle.net/10530/787.

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Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology, University of Zululand, 1994.
The aims of this study were threefold : * Firstly, by means of a literature study, it examined the possible misconceptions that Indian teachers have of the black teachers' occupational world and the circumstances which have led to these misconceptions. * Secondly, an empirical survey consisting of structural questionnaires were constructed in order to ascertain the Indian teachers' perception of the black teachers' occupational world. * Thirdly, certain recommendations were made which could possibly eliminate the Indian teachers' misconceptions of the black teachers' occupational world. Education in South Africa is marked by severely discriminatory inequalities of provision. These inequalities coincide with ethnically fragmented structures of control centred on "own affairs" departments of education answerable to the white, Indian and coloured chambers of the tricameral parliament, while black education falls under the Department of Education and Training. The Department of National Education plays an overall co¬ordinating role. In all, the South African education system comprises eighteen separate departments of education, linked through weak co-operative arrangements and separated by marked resource imbalances. Indian teacher training in the RSA has reached such a significant stage in its administrative and curricular development that one is apt to overlook the vicissitudes through which it has passed. Inadequate communication, fostered by the policy of separate development (apartheid), has resulted in Indian teachers having little understanding of the black teachers' occupational world. In view of the limited and misleading information, perceptions of each other's professions are often misconstrued and consequently, a large degree of misunderstanding and mistrust exists between the two groups. Perception in this context is identified as the understanding or view that educators have of their occupational world as life-world. The education system that has evolved in South Africa this century is one of extraordinary complexity. The objectives of the National Party were segregated, differentiated, and unequal education for different racial groups, and political control over all education in the interests of whites. In short, its policy was to divide and control. Black education has always served the needs of those who provided it. Since its inception, black education has never addressed the needs and aspirations of the blacks in South Africa. Decades of apartheid education and rising pupil numbers have resulted in gross inequalities and huge backlogs in provision, especially in black education. The conditions under which black teachers work are poor and demoralising. Quality in education is in the first place dependent upon the quality of the teacher, his qualifications, experience, competence in the classroom, professional confidence and commitment. In all these areas the black teacher is under siege and fighting for survival. In order to establish the Indian teachers' perception of the black teachers' occupational world, teachers from Indian secondary schools were approached with the request to complete a questionnaire. Prior to the submission of the mailed questionnaire a simple random sample, within the target population, of teachers riving in and around Durban, were interviewed. On the basis of these informal unstructured interviews, the questionnaire was refined before submission to the effective population. Statistical analyses were conducted to fulfil the aims of the investigation and to test the research hypotheses stated. On the basis of the aims of this study certain recommendations were also formulated : * That the South African Teachers Council must be established. * That educational institutions be established and/or expanded where black teachers can improve their qualifications through attendance and/or distance education. That the training of adequately qualified teacher educators should become a top priority in black education systems. That the sensitivities of each community be respected. The present research is an exploratory study in determining the Indian teachers' perception of the black teachers' occupational world. It is the hope of the researcher that the present study will serve as a catalyst for further research.
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Dorwin, Nicole. "Teacher's opinions and attitudes toward block scheduling." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dorwinn.pdf.

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Peterman, Francine Paula. "A teacher's changing beliefs about learning and teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185530.

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Most school reforms require the implementation of policies and procedures; therefore, staff development has flourished as a means to introduce and reinforce required school, classroom, and teacher changes (Shroyer, 1990). The scant and inconclusive research regarding the impact of staff development on teacher change (Fullan, 1985; Griffin, 1983b; Guskey, 1986) has shifted from a focus on institutional factors impacting change to individual characteristics of the teachers involved in implementing change and the complex ecology in which these changes take place (McLaughlin, 1990). Recently, researchers have focused on the differences in teachers' beliefs and those implicit in the design of innovations to be implemented (Au, 1988; Johnston, 1988; Olson, 1980, 1981). Further, evidence exists that a teacher's beliefs can change throughout the staff development process (Richardson, Anders, Tidwell, and Lloyd, in press). These researchers, like Hollingsworth (1989), examined questions about the process of changing (Fullan, 1985); their research agendas focus on how new knowledge is used and how change occurs throughout the staff development process. Similarly, this case study was designed to identify changes in the subject's beliefs after she participated in a particular staff development project and to trace these changes throughout the process. The subject, Debbie, a veteran science teacher, enrolled in an inservice class to develop her questioning skills, to learn about thinking skills, and to implement the Taba Teaching Strategies in her classroom. In this case, changes in Debbie's beliefs were examined by comparing and analyzing the semantic maps of Debbie's responses in structured interviews (Spradley, 1970), including questions based on the Kelly Repertory Grid (Kelly, 1955) and the Heuristic Elicitation Method (Eisenhardt, Shrum, Harding, and Cuthbert, 1988). By reviewing and analyzing field notes, taped class sessions, and interviews with Debbie and other teachers at the site throughout the project, how this change in beliefs was exhibited throughout the process of changing was reconstructed in narrative form. Debbie described her beliefs privately and reconstructed them publically (Fenstermacher and Richardson, 1991) throughout the process of changing, struggling with her what beliefs about how students learn and her how beliefs as she practiced new teaching strategies (Sigel, 1985).
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Almeida, Jose M. "The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/1075.

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A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Considering that a great deal of time and energy has been devoted by university colleges, school districts, and educators towards refining the teacher education process, it would be more efficient for all parties involved, if research were available that could discern if certain pathways in achieving that education, would promote the tendency towards certain teacher behaviors occurring in the classroom, while other pathways would lead towards different behaviors. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students. The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students. The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study. Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. Analysis of the multiple regression were run for each of four scores from the CES, Real Form. For score 1, involvement of students, the results showed that teachers with the highest number of years of experience, with masters or masters plus degrees, who were education majors, and who taught twelfth grade students, had greater amounts of students being attentive and interested in class activities, participating in discussions, and doing additional work on their own, as compared with teachers who had lower experience, a bachelors degree, were science majors, and who taught a grade lower than twelfth. For score 2, task orientation, which emphasized completing the required activities and staying on-task, the results showed that teachers with the highest and intermediate experience, a science major, and with the highest college degree, showed higher scores as compared with the teachers indicating lower experiences, education major and a bachelors degree. For Score 3, competition, which indicated how difficult it was to achieve high grades in the class, the results showed that teachers who taught non-biology content subjects had the greatest effect on the regression. Teachers with a masters degree, low levels of experience, and who taught twelfth grade students were also factored into the regression equation. For Score 4, innovation, which indicated the extent in which the teachers used new and innovative techniques to encourage diverse and creative thinking included teachers with an education major as the first entry into the regression equation. Teachers with the least experience (0 to 3 years), and teachers who taught twelfth and eleventh grade students were also included into the regression equation.
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楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.

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Smith, Janet Stuckey, and n/a. "Male primary teachers: the experience of crossing-over into pink-collar work." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20060427.111729.

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Over the past decade, the lament that 'we need more male primary school teachers' has flourished in media and populist discourse, within education systems and in government inquiries in both Australia and the rest of the Western world. Whilst this discourse commonly assumes that more male primary teachers will benefit both boys in schools and society in general, other important considerations are silenced and overlooked and attention is seldom paid to the experience of male primary school teachers. This study explores the experience of male primary school teachers and the prevailing societal discourses about them. It focuses on their experience of crossing over into a career that is commonly regarded by society as 'women's work', and charts the advantages and disadvantages they face as a result of their maleness. The understandings that are found within this study are informed by relevant literature and by data emanating from media discourse analysis, statistical analysis and life history interviews. As a result of examining the relevant literature and data, this study has found that the experience of male primary teachers is likely to be complex, contradictory and problematic. Whilst some of their experiences are similar to those of female primary teachers, this study only focuses on the part of their experience that differs from female teachers and is the direct result of their maleness. Their choice to cross-over into women's work such as primary teaching appears to yield a unique and complex mixture of experiences that are poorly understood by both themselves and others. In particular, it is apparent that they experience a vexing combination of advantages and disadvantages as a result of being a male in women's work. This study has identified eight categories of disadvantage and four categories of advantage that the males experience. The various sources of literature and data have differing constructions as to whether the males are advantaged and / or disadvantaged. Most commonly, the sources privilege either the disadvantages or the advantages and silence the other. More rarely, they acknowledge and accommodate both. On the whole, the disadvantages are better articulated, understood and documented than the advantages, which are often silenced and ignored. In order to fully explore the experience of male primary teachers, this study has also sought to identify the prevailing societal discourses and debates about them and to examine whether they are affecting the experience of the males. Information about societal discourses was found in the literature, media and life history interviews, with media discourse providing the most significant and comprehensive data. After examining these prevailing discourses about male primary teachers, this study has found that they have an enormous impact on the experience of male primary school teachers. However, in contrast, the study has shown that the experience of male primary school teachers is not contributing to, informing or shaping either societal or media discourses. As a result, these discourses can be seen to be largely inaccurate, unreflective and unproductive because they do not reflect the experience of male primary teachers. This examination into the experience of male primary teachers makes an important contribution to knowledge because there are so few Australian studies of males who cross over into women's work or on the sexual division of labour in contemporary Australian society. Whilst the study produces many more questions than it supplies answers, it nevertheless results in extremely important understandings about the experience of male primary school teachers and crossing-over into non-traditional work. In particular, the study reveals the problematic nature of their experience and the complex experiences, advantages and disadvantages that they face as a result of their maleness. It also charts the unhelpful ways that prevailing societal debates and discourses about them have been constructed. It points to the need for new and more sophisticated societal debates and discourses about male primary teachers that will accommodate the complexity of their experience. It is therefore anticipated that these findings will make an important contribution to understandings about the experience of male primary teachers and to the development of more informed societal discourses about them. Most importantly, the study will provide a language and framework to enable the issues that have been identified about the experience of male primary teachers to be adequately addressed within education policy, teaching practice and teacher education strategies.
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Schugar, Jordan T. "Metaphor instruction in one english teacher's classroom his understandings, instructional practices, and attitudes /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8517.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Kwababa, Masibulele Lennox. "Teacher's attitudes towards inclusive education in junior secondary schools at Butterworth education district." Thesis, Walter Sisulu University, 2011. http://hdl.handle.net/11260/d1006963.

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The purpose of the study was to assess the attitudes of teachers towards inclusive education and also the factors that influence such attitudes in Junior Secondary Schools in the Butterworth Education District (BED) in the Eastern Cape Province. The study was mainly focused on circuit 7 in which most urban and rural schools existed. Quantitative research methods were used. Survey design was used to conduct the study. The population of teachers of circuit number 7 was three hundred and forty eight (348). Then thirty percent (30%) of that population was calculated to form the sample. The sample was constituted by 104 teachers. Stratified sample was used to select the sample. This means that there were 52 male teachers and also 52 female teachers in the sample. Questionnaires which were designed by the researcher were used to gather data from public Junior Secondary School teachers. The questionnaires had Likert scale of 4 points to allow participants to express their extent of agreement or disagreement with the statements. The questionnaires consisted of 3 sections, biographical information of the participants, 30 statements about inclusive education and the last section consisted of one open-ended question. The questionnaires were pilot tested using the sample which was constituted by 12 teachers, 6 were males and 6 were females. Distribution and collection of questionnaires to and from teachers took five weeks. The collected data were analyzed using Statistical Package for the Social Science (SPSS) version 17 for Microsoft word. The nominal and ordinal scales were used to code the data. The analyzed data were presented in the form of numbers in tables. The researcher interpreted the data. The findings of the study showed that the majority of teachers were positive about inclusive education although they cited lack of training, resources and facilities for inclusive education.
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Currie, Joni L. "Traditional and interdisciplinary teaching approaches a comparative study of teacher's attitudes toward the arts in general education /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1988.
Source: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaves i-ii. Includes bibliographical references (leaves 60-64).
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Howard, Peter T., of Western Sydney Nepean University, and Faculty of Education. "Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes." THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.

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The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian Schools
Master of Education
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Books on the topic "Teacher's attitudes"

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Rogers, George L. Concepts in attitudes: Teacher's resource manual. Eden Prairie, MN: Acorn Pub., 1992.

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Korniotakis, Panayiotis. Some teacher's attitudes towards intergration in Greece. Birmingham: University of Birmingham, 1994.

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Herbert, Jayne L. Teacher's attitudes to "integration": A case study. [Guildford]: [University of Surrey], 1994.

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Peterson, Susan Louise. Teachers and technology: Understanding the teacher's perspective of technology. San Francisco, Calif: International Scholars Publications, 1999.

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Achenbach, Thomas M. Manual for the Teacher's Report Form and teacher version of the Child Behavior Profile. Burlington, VT: T.M. Achenbach, 1986.

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1940-, Achenbach Thomas M., ed. Manual for the Teacher's report form and 1991 profile. Burlington, Vt: Dept. of Psychiatry, University of Vermont, 1991.

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MacDonald, Colla J. Faculty of education and school board collaborative research on the teaching practicum: The teacher's voice. [Ottawa: s.n.], 1993.

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Alkindi, Ahmed. A survey of science teacher's attitudes towards their participation in curriculum development in Omani preparatory schools. Birmingham: University of Birmingham, 1997.

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Shaw, Joanne. Secondary school teacher's perceptions of and attitudes to the role of school counsellor's in N. Ireland. [s.l: The Author], 1997.

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Teacher's workplace: The social organization of schools. New York: Teachers College Press, 1991.

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Book chapters on the topic "Teacher's attitudes"

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Hassanein, Elsayed Elshabrawy Ahmad. "Teachers’ Attitudes Towards Inclusion." In Inclusion, Disability and Culture, 47–67. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-923-4_3.

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Estrada, Assumpta, Carmen Batanero, and Stephen Lancaster. "Teachers’ Attitudes Towards Statistics." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 163–74. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_18.

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Tsamir, Pessia, Dina Tirosh, Esther Levenson, and Ruthi Barkai. "Using Cases and Events in Teacher Education: Prospective Teachers’ Preferences." In Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms, 65–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70244-5_7.

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Hassanein, Elsayed Elshabrawy Ahmad. "Egyptian Teachers’ Attitudes Towards Inclusion." In Inclusion, Disability and Culture, 93–125. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-923-4_5.

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Johnson, Brad, and Hal Bowman. "Gratitude Determines Your Attitude." In Dear Teacher, 25. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-22.

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Liang, Sihua. "Teachers’ Attitudes Towards Dialects in School." In Language Attitudes and Identities in Multilingual China, 139–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12619-7_8.

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Zajda, Joseph. "Teachers’ Attitudes Towards History School Textbooks." In Globalisation and National Identity in History Textbooks, 85–104. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7_6.

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Rose, Richard, and Michael Shevlin. "The Attitudes and Experiences of Teachers." In Establishing Pathways to Inclusion, 68–80. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Connecting research with practice in special and inclusive education: Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-9.

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Liang, Sihua. "Appendix Two: The Schools and the Teachers’ Profiles." In Language Attitudes and Identities in Multilingual China, 193–98. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12619-7_13.

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Johnson, Brad, and Hal Bowman. "Appreciation Is an Attitude, Not an Action!" In Dear Teacher, 54. New York, NY: Routledge, 2021. | Identifiers: LCCN 2020043269 (print) | LCCN 2020043270 (ebook) | ISBN 9780367645809 (hardback) | ISBN 9780367622213 (paperback) | ISBN 9781003125280 (ebook): Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-42.

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Conference papers on the topic "Teacher's attitudes"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.
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Mâță, Liliana, and Roxana Maria Ghiațău. "TEACHERS’ ATTITUDES TOWARDS UNETHICAL USE OF MOBILE TECHNOLOGIES IN HIGHER EDUCATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.126.

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The purpose of research is to explore the attitudes of university teachers towards the use of mobile technologies and to explore their perception of the ethical aspects related to the integration of new technologies. There was applied a questionnaire with closed-ended and open-ended questions. The results of this research highlight university teachers' positive attitudes towards the use of mobile technologies in higher education. These technologies become pedagogical tools in higher education with multiple valences on teacher professional learning. Keywords: ethical aspects, mobile learning, university teachers.
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Kremnický, Juraj. "Opinions Of Teachers On Teaching Gymnastics In Banská Bystrica." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-36.

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The aim of this article was to find out the views and attitudes of teachers of the fifth and sixth grades of elementary schools in Banská Bystrica on gymnastics. The research group consisted of total number of 25 physical and sport education teachers, 11 male and 14 females from eleven schools. We used our electronical questionnaire to find out the opinions of the teachers. We studied the opinions on teaching the gymnastics but also material equipment at elementary schools. In average we found out positive attitude of teachers toward gymnastics. The teachers consider the existing material equipment at elementary schools in Banská Bystrica to be suficient.
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Canto Herrera, Pedro José, Hugo Salvador Flores Castro, and Sergio Humberto Quiñonez Pech. "IMPORTANCE OF DIGITAL COMPETENCES AND ATTITUDES TOWARD RESEARCH IN MEXICAN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end137.

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The aim in our study was to determine the importance of digital competences and attitudes regarding research to teachers, according to various variables such as gender, age, and level of studies. A questionnaire was used to gather information from 28 teachers at the Escuela Normal de Educacion Primaria “Rodolfo Menéndez de la Peña”, in México. The questionnaire was developed based on Aldana y Joya (2011), and the GIDU-EDUTIC/IN research group from the Universidad de Alicante. The questionnaire comprises 48 questions on the importance of digital skills and 50 questions on attitudes towards research. All questions use a Likert scale with 5 answer options. Cronbach's Alpha was used to determine the reliability of the instrument. It was found that the questions related to the importance of digital competence an alpha equal to 0.912 and for the questions of attitudes towards research an alpha equal to 0.854. It was found that teachers considered important the five digital competences dimensions. It also was found that they considered that creativity and innovation as the most important dimension and the use and access of information as the less important. The participant teachers’ attitudes towards research were more neutral. It was found that the cognitive dimension was the one with the highest score, while the behavioral dimension the one with the lowest score. It is concluded that training needs are detected to improve their digital skills and their attitude towards research, the need for further research on the effect is perceived that could have for the development of research groups in this institution.
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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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Mura, Giulia, Mirella Ferrari, and Davide Diamantini. "Training school teachers to the use of ICT – a preliminary study on motivation and attitude to innovation." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2859.

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As part of a project introducing digital technologies in the daily practice of primary and secondary school teacher’s of an Italian municipality, the whole body of teachers was enrolled in a training course on the use of ICT in didactic. Before the beginning of the training , data on three main topics (attitude towards teaching, ICT expertise, attitude towards training on the use of ICT,) were collected via a pen and paper questionnaire. The aim of the questionnaire was to help identifing factos facilitating and preventing a successful exit of training, in order to better costumize it. A total of 456 questionnaire were analized, and main results higligthed an average level of ICT competence among the interviewed, with relevant gaps, however, on the tools more useful for teaching purposes. Teachers expressed a good inclination towards the more creative aspects of their profession,an element evaluated as positive in view of the adoption of more student-centered pedagocical practices. At the same time conflicting attitude were expressed on the whole idea of entering a training process. On the basis of the data and the literature review, suggestions for the definition of the teachers’ training are offered.
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Jegede, Philip. "ICT Attitudinal Characteristics and Use Level of Nigerian Teachers." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3226.

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The study investigates the nature of relationship between ICT attitudinal constructs and use level of Nigerian teachers. A total of 467 teachers randomly drawn from teacher-training institutions participated in the study. Two research instruments; Teachers ICT Attitudinal Scales and Teachers’ Use of ICT Checklist were employed in collecting relevant information. Data collected were analysed using Multiple Regression Analysis and Spearman Correlation. It was discussed that ICT Use Level of teachers is significantly related with each and the combination of attitude constructs. The findings also revealed that perceived control factor, behavioural factors and defense factors contributed mostly to the prediction of ICT Use Level of teachers.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Osmonbaeva, Zhypargul, and Damira Pakhirova. "IMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7422.

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The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teachers. Interview was used for data collection. The purpose of using interview was to listen to the views on the proper questioning which can impact on their teaching and students’ learning. Findings suggest that teachers’ often usage of different types classroom questioning which demand higher order thinking answers can be the indicative of a change in their approaches to and attitudes towards teaching and students learning.
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Reports on the topic "Teacher's attitudes"

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Braunger, Jane. Teacher attitude toward composition instruction at the postsecondary level: identification and formation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.828.

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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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McClain, Anita. A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshops. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.321.

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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1082.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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The Attitude Revelation of Physical Culture Teachers to the Pedagogical Work With Students. E.E. Funina, March 2015. http://dx.doi.org/10.14526/12_1111_12.

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