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1
Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.
Full textAbstract:
A challenge faced by agricultural educators across the country is a lack of
qualified teachers entering the profession. The purpose of this study was to determine if
there is a relationship between student teacher perceptions of the student
teacher/cooperating teacher relationship and the decision to enter the teaching
profession. Background/demographic characteristics were also examined to determine if
relationships existed with the decision about entering teaching. These characteristics
included gender, age, academic classification, race/ethnicity, previous agricultural work
experience, and semesters of high school agricultural science courses completed.
The target population of this study consisted of preservice agricultural education
students at Texas A&M University. The sample consisted of 33 student teachers who
completed their student teaching in the fall semester 2004.
The instrument consisted of three parts. Part I of the instrument contained six
background/demographic variables (gender, age, semesters of high school agricultural
science courses completed, academic classification, race/ethnicity, and agricultural work
experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item,
participants were asked to indicate the importance of each characteristic and the current
level of their cooperating teacher using a modified five point Likert-type scale. Part III
of the instrument consisted of a single item, âÂÂDo you plan to teach agricultural science
when you graduate?â accompanied by a seven point response scale ranging from
definitely yes to definitely no.
There was no relationship found between the student teacher/cooperating teacher
relationship and the decision to teach. However, a relationship was found between
previous agricultural work experience and the decision to teach, as well as a relationship
between the semesters of high school agricultural science courses competed and the
decision to teach. By knowing how many high school agricultural science courses a
student had completed, one could better predict the decision to teach.
As a result of the study, the researcher recommends that agricultural education
programs recruit students who have completed high school agriculture courses. High
school agricultural science teachers should encourage their students to pursue careers in
agricultural education.
2
Cannady, Matthew A. "Modeling Teacher Attrition: Teacher Characteristics and Working Conditions." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2160.
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Thesis advisor: Joseph J. PedullaThis paper describes the literature on teacher attrition as either focusing on the working conditions faced by beginning teachers or highlighting variations in teachers' characteristics as causes for early teacher attrition. This study uses responses to the School and Staffing Survey (SASS) along with the Teacher Follow-Up Survey (TFS) to compare these contrasting views of early teacher attrition. Two logistic regression models were constructed and their relative efficacy in explaining teacher attrition were compared using three statistical techniques; model fit characteristics (e.g. pseudo-R2, Akaike Information Criteria, Bayesian Information Criteria); a comparison of their classification effectiveness, and results from Davidson and MacKinnon's J test (1981). A final model was also constructed using the predictive elements of each of the previous models. Results suggest that the working conditions model better fits the observed data than the teacher characteristics model. The final model highlights the importance of teacher commitment and engagement in the profession in teachers' career decisions
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
3
Slaughter, Patricia Carr. "The effect of teacher testing on personality characteristics of teachers." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74768.
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This study determined whether there was a relationship between the responses of teachers to teacher competency tests, measures of self-concept, and locus of control. The study was designed to investigate the issue of student and cooperating teachers responses toward testing. Fifty-five student teachers from Old Dominion University and Virginia Wesleyan College were paired with cooperating teachers from the school systems of Norfolk, Virginia Beach, and Chesapeake, Virginia.
To determine their responses toward competency testing of teachers, a critiqued questionnaire was administered to this population. The Rotter Locus Of Control (1965) was given to determine if an individual viewed control of one's life from an internal or external perspective. In order to ascertain an individual's self-concept, the Tennessee Self Concept Scale was administered. The results from the instruments were analyzed using percentages and comparisons using the chi square test.
Results indicated that there was no significant difference (< .05) in responses of teachers toward testing of teachers. No significant differences were found in how internals and externals viewed testing; nor were there significant differences found between those with high and low self concepts. Conclusions from the study indicate that student and cooperating teachers are not opposed to competency testing of teachers. The respondents felt that persons will not be encouraged or discouraged from entering the teaching profession because of their feelings about teacher testing or because of personality characteristics such as locus of control or self-concept.Ed. D.
4
Chow, Shirley. "Nursing students' and clinical teachers' perceptions of effective teacher characteristics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/420.
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Instructional and organisational strategies can improve students' transfer of knowledge and skill to the workplace. Constraints on transfer include: 1. a shortage of teachers who can build transfer inlo programmes; and 2. time span (interval) between teaching of the task and transfer of learning. Fifteen nursing students and five clinical teachers from a university in Western Australia participated in the initial qualitative component of the study. These students and teachers were asked to list effective clinical teachers' behaviours which were then compared with beaviours listed in the Rauen's Clinical Instructor Characteristics Rating Scale (1974). Using a modified Rauen's Scale, 200 students from second and third year of their training participated in the quantitative component. whereby questionnaires were completed to evaluate perceived effective clinical behaviours. as well as the teachers' demonstration of the established effective teacher behaviours from Rauen's Scale, The influences of student and teacher variables (such as age. gender. level oftraining. previous work experience, perception. teacher qualification. employment s!atus and involvement in teaching theory). as well as students' perception of effectiveness of clinical facililation. was obtained by data analysis of the completed questionnaires, Correlational data obtained yielded insignificant relationships between student and teacher variables and the perception of effective clinical facilitation of learning. Overall, nursing students' perceptions of effective clinical facilitation was significanty positive.
5
Sow, Amadou Beidy. "An Understanding of the Leadership Characteristics of Malian Teacher-politicians 1992-2007." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242652165.
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King, Brad O. "Personal characteristics and level of effectiveness of agriculture teachers /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091936.
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Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.
Full textAbstract:
Thesis (Ph. D.)--University of Kentucky, 2008.Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
8
Lipscombe, Trevor, and n/a. "Different teachers for different students? : The relationship between learning style, other student variables and students' ranking of teacher characteristics." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060817.141319.
Full textAbstract:
This study examined the influence of selected student
variables (learning style , age, sex, nationality
(birthplace), academic achievement, and social class) on the
ranking of twelve teacher characteristics. 246 ACT TAFE
Associate Diploma in Business students formed the sample.
Results were compared with a similar study by Travis (1987)
of secondary students in Canada and USA.
The extent to which different groups of students prefer
different teacher characteristics has important implications
for the growing practice of student rating of teachers'
effectiveness. This practice (operating under a psychometric
paradigm) currently assumes that any differences of opinion
between student raters are the result of student
carelessness (random error) or bias (systematic error). The
possibility that these differences of opinion are the result
of systematic variation, based on differences between
students, is not countenanced.
This study demonstrated significant (p=<0.05) systematic
variations on four of the six variables studied (age,
academic achievement, nationality and social class) in the
way that respondents ranked one or more of the teacher
characteristics. Comparisons with Travis's results showed
marked differences both in the overall ranking of the twelve
teacher characteristics and in the influence of student
variables on the ranking of individual teacher
characteristics. While Travis also showed that some student
variables influenced the ranking of teacher characteristics,
different relationships are evident. Travis's respondents
emphasised the importance of good, supportive relationships
with their teachers, while in this study, instrumental
characteristics were preferred. This suggests a range of
preferred characteristics across student populations.
Within both studies there is a wide range of opinion as to
the importance of all twelve teacher characteristics. More
than half of the present sample also suggested a range of
additional characteristics which they believed influenced
their learning. These findings support the view that
different students prefer different teachers. They suggest
that some student variables may have a greater influence
than others (e.g. academic achievement level) and that there
may similarly be more agreement on some teacher
characteristics (e.g. Knowledgeablity) than others.
Users of student ratings of teacher effectiveness should be
aware of the paradigmatic limitations of aggregated student
scores. Validity might be improved by using teacher
characteristics which raters agree are important and by
grouping raters for influential student variables.
9
Egger, Karen J. "An exploration of the relationships among teacher efficacy, collective teacher efficacy, and teacher demographic characteristics in conservative Christian schools." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5376/.
Full textAbstract:
The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) showed that individual teachers' perceptions of collective teacher efficacy explained the largest amount (43%) of the variance in teacher efficacy, followed by years of teaching experience (17%) and number of years of teaching at the current school (14%). A review of the squared structure coefficients in the second multiple regression analysis (R2 = .395, p < .001) indicated that individual teachers' perceptions of teacher efficacy explained the largest amount of variance in collective teacher efficacy (31%), followed the elementary teacher variable (22%) and particular school (19%).
10
Avery, Royce Douglas. "Special education teachers' perceptions of a principal's leadership characteristics." Access restricted to users with UT Austin EID, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3110717.
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Rieger, Susan R. "Characteristics of knowledge producers in teacher education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442855.
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12
Calhoun, Prosperanta Beneus. "Mathematics Teachers' Perceptions of Self-efficacy: Effects of Teacher Characteristics and Supervisory Behaviors." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91936.
Full textAbstract:
This research is a descriptive, correlational study investigating mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers' self-efficacy. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study sought to determine the relationship between teachers of mathematics self-efficacy and the characteristics and supervisory behaviors that foster the development of their self-efficacy. Gender, ethnicity, years of mathematics teaching, level of education, and years at current school are used as control variables. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers.Doctor of Education
This research is designed to investigate mathematics teachers' perceptions of their self-efficacy and the effects of teacher characteristics and supervisory behaviors on teachers’ self-efficacy. The study is threefold: (a) to explore the self-efficacy of teachers who teach mathematics, (b) to identify teacher characteristics and supervisory behaviors that teachers perceived affect teacher self-efficacy, and (c) to determine whether there is a relationship between the mathematics supervisory behaviors and teacher self-efficacy as seen by the teachers, while controlling for gender, ethnicity, years of mathematics teaching, level of education, and years at current school. Teachers who teach mathematics from an urban school district in the southern part of the United States were asked to report on their self-efficacy in teaching mathematics and their perception of the supervisory behaviors that support the development of their self-efficacy. The study findings suggest instructional leaders need to use a variety of strategies to enhance teacher efficacy. Strategies that were reported to be particularly useful included those that foster teacher collaboration, autonomy, and empowerment. Ensuring appropriate systems, services, and support for teacher collaboration should be a priority for those in leadership positions. An important practical implication emerging from this research is the need for feedback. It is expected that the results of this research may benefit educational supervisors when they consider which type of supervision and supportive actions to adopt to foster the development of mathematics self-efficacy in their teachers. Keywords: Self-efficacy, Supervisory behaviors, Mathematics Teachers, Perceptions of Self-efficacy, Teacher Characteristics
13
Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.
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14
Cavers, Lloyd. "Teacher efficacy : its relationship to school level organizational conditions and teacher demographic characteristics." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29231.
Full textAbstract:
This empirical study explored the relationship between teacher efficacy and each of school level organizational conditions and teacher demographic characteristics in order to provide information which could be used in school improvement planning. Teacher efficacy, the extent to which teachers believe they have the capacity to affect student performance, has two components as defined in this study: teaching efficacy, and personal teaching efficacy. Teaching efficacy, considered to be a general measure of teacher efficacy, describes the teacher's belief in the ability of teachers, as a group, to influence learning. Personal teaching efficacy, considered to be the more specific and important measure of the two, describes the belief that the individual teacher has the skills and abilities to bring about student learning. The teacher's sense of personal teaching efficacy is believed to have the most potential for affecting the teacher's motivation and future behaviour.
A teacher's sense of efficacy is believed to be affected by several variables including school level organizational conditions and teacher demographic characteristics. Nine school level organizational conditions and five teacher demographic characteristics were selected for study from the literature because they had been positively related to good schools. A volunteer sample of 339 school-based teachers in one Alberta school district were surveyed and the principal of each of 15 schools was interviewed.
Quantitative analyses were used with the teacher as the unit of analysis; these findings were verified and amplified using a qualitative analysis with the school as the unit of analysis. The main conclusions were: (1) teacher sex and teaching grade level were significantly related to teacher efficacy, while teacher age and experience were not; and (2) teachers' perceptions of student behaviour and horizontal communication were significantly related to teacher efficacy.
The study suggests seven implications for school administrators and others interested in enhancing teachers' sense of efficacy. These include: (1) providing opportunities for teachers to discuss instruction-related topics; and (2) implementing a school discipline policy aimed at improving student behaviour. Ten implications for further research include the consideration of a secondary school focus and also the use of research methods with the potential to establish a causal relationship between teacher efficacy and school level organizational conditions.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
15
Wiley, Caroline. "Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.
Full textAbstract:
The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking questions regarding specific student performance/behavior on a sample of graded course tasks. No available study has focused on individual students in such a way. The overarching focus of the study is to examine actual students' data in relationship to their respective teacher's beliefs and practices.The purpose of this study is to examine the degree to which four sources of evidence: (1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective.Fifteen high school teachers from four school districts completed an online grading questionnaire. The Wiley Grading Questionnaire (WGQ) consists of two main parts: (1) course policies and student characteristics; and (2) general grading beliefs. Part I requires teachers' gradebooks and syllabi. Part II measures teacher beliefs and perceived grading practices using Brookhart's (1993) grading vignettes, a 19-item 6-point Likert-scale survey adapted from McMillan (2001), and a combination of open-ended and forced-choice items on the WGQ.Teachers considered non-achievement variables more in their grading decisions in response to the vignettes than they reported in the other sources of evidence. Non-achievement factor considerations were more evident in the effort scenarios; namely a low-ability/low-achiever bias. The vignettes provided the highest level of abstraction, but they largely categorized teachers as either excluding non-achievement factors or including them for certain types of students, usually the low ability or low achiever. Further descriptions and implications are discussed.
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Gordon, Terry W. "Leadership characteristics of mentor teachers as perceived by mentor teachers/teacher leaders in the induction process /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267024995135.
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Taylor, Peter H. "The Characteristics of the Teacher Evaluation Process as Perceived by Elementary Teachers and Principals." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1365.
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The purpose of this study was to investigate the perceptions of elementary teachers and principals of the evaluation system used in two suburban school districts near Portland. Oregon. The two districts involved in the study used the ITIP model for instruction and teacher evaluation over a period of several years. The Teacher Evaluation Profile (TEP) developed by the Northwest Regional Education Laboratory was the instrument used in the study of teachers. A modified version of the TEP was used with elementary principals. The population of the study consisted of 233 elementary teachers from grades K-6 and 14 elementary principals. The study examined their perceptions of the teacher characteristics, evaluator characteristics, evaluation procedures, the feedback, the evaluation context, and experience with Madeline Hunter's Instructional Theory into Practice. In addition to examining the general perceptions of teachers and the principals, the study also investigated four research questions: (I) Is the value that teachers place on teacher evaluation related to the characteristics of the evaluation? (2) Does the amount of training that teachers receive in ITIP affect the value they place on teacher evaluation? (3) Do probationary and tenured teachers have different perceptions about the nature and value of teacher evaluation? (4) Do principals and teachers have different perceptions about the nature and value of teacher evaluation? The results of the questionnaires were examined using ANOVA and correlational techniques. In addition, alpha coefficients were computed to estimate the internal reliability of the instruments. The findings suggest that teachers and principals had positive perceptions of the quality, impact, and value of the evaluation process. Teachers perceived a positive working relationship with their principals in the evaluation process, and they rated the principals high on their evaluation skills. Teachers reported that feedback from principals was specific and that feedback was generally helpful. Teachers and principals agreed that there was value in sharing a common terminology (from lTIP) for discussions in the evaluation conference.
18
Eary, Wesley W. "School Administrators' Identification of Desirable Dispositions in New Teacher Candidates: A Focus Group Study." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81540.
Full textAbstract:
Many new teachers will be hired in the decades to come. A school administrator screening candidates for teaching positions is faced with a decision that can have long-term consequences for a community, a school, and thousands of children. Finding the best candidates for teaching positions has never been more important. A variety of questions centering on prior experience, knowledge, or expertise may be asked by those responsible for screening candidates, yet there is another area of importance to be considered in the process, that of dispositions.
The Council for the Accreditation of Educator Preparation [CAEP], formerly known as the National Council for Accreditation of Teacher Education [NCATE] (2008), and the Interstate New Teacher Assessment and Support Consortium [INTASC] (2010) have emphasized the need to identify dispositions in addition to the knowledge and skills that have historically received emphasis by school districts seeking candidates and institutions preparing them. In response to this emphasis, administrators may benefit from a greater understanding of dispositions when interviewing and making hiring decisions. Administrators will also benefit by greater knowledge of the questions asked to determine if a candidate possessed a particular disposition.
The research procedure uses a focus group format to conduct a multi-round survey/discussion to obtain input and consensus on two asked of school administrators: (1)'What do administrators believe are the critical dispositions a teacher candidate must possess?' and (2) 'Do administrators believe that a person can ask candidates questions to determine if they possess those dispositions? If so, what are the questions administrators can ask to determine if the candidates possess those dispositions?' Recommendations on dispositions that should be assessed and questions that may be used in the assessment of those dispositions will be developed from the results of the study.
The focus group identified 19 dispositions and 74 interview questions within 5 theme groupings. These groupings included: beliefs about children, attitudes/beliefs – willingness to act, job-related skill, structure, and other personal attributes/traits.Ed. D.
19
O'Meara, Kevin T. "Characteristics of effective teachers in the Air Force's Squadron Officer College." Auburn, Ala., 2007. http://handle.dtic.mil/100.2/ADA470317.
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Rollins, Jean. "Teacher growth essential characteristics of experiences in development from a novice to veteran teacher /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211388476/.
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Adams, Elaine. "The effects of school systems, teacher internal characteristics, and students on vocational teacher stress." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/37964.
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Job stress is a multidimensional phenomenon. The researcher sought to examine variables that cause vocational teachers to experience stress in their teaching occupations and to evaluate the effects of these related stressors.
This research evaluated the relationships between school systems and vocational teacher stress, teacher internal characteristics and vocational teacher stress, and students and vocational teacher stress. It also analyzed vocational teacher stress using a proposed causal model that was developed using the literature on teacher stress as a conceptual framework. The model attempted to examine the linkages that exist among vocational teacher stress, school systems, teacher internal characteristics, and students.
Role ambiguity, role conflict, school stress, task stress, supervisory support, nonparticipation, peer support, role overload, and management style were the areas identified in the literature that could be used as indicators of the school systems category. Role preparedness, job satisfaction, life satisfaction, illness symptoms, locus of control, and self esteem were the concepts identified in the literature that could be used as the variables associated with teacher internal characteristics. Class size, student learning, and student behavior were the three areas identified in the literature as student related variables.
This study measured vocational teacher stress using the Tennessee Stress Scale-R. It measured the identified stressors using four other instruments: 1) Teacher Stress Measure; 2) Personal Behavior Inventory; 3) Self Esteem Scale; and 4) Classroom Environment Scale. In addition to these measures, demographic information was collected from the respondents.
The study was limited to two separate samples of vocational teachers employed in Virginia. The first sample consisted of vocational teachers teaching in five targeted school systems. The second sample of vocational teachers used in this study were randomly selected from state supplied lists. An overall response rate of 65 percent was obtained.
Multiple regression and LISREL were used to evaluate the effects of the identified stressors on vocational teacher stress. The three regression models were found to be significant at the .05 level. The LISREL model was found to be successful in explaining approximately 72 percent of the variance in the stress experienced by vocational teachers. Two-sample t-tests were used to compare the two samples of teachers represented in the study. Non-respondent follow-up analyses also were conducted. No significant differences were found.Ph. D.
22
Newmark, Kathryn. "What influences teacher turnover? the effects of teacher, student, principal, and school administration characteristics /." CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/6436.
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Lowry, Kimberly. "THE PATHS TO BECOMING A MATHEMATICS TEACHER." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3810.
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Increasing numbers of mathematics teachers must be recruited in coming years, because of a growing student population, teacher attrition, calls for smaller class size, and the need to replace out-of-subject teachers. Recruitment can be made more effective and efficient, if better information on career paths is provided to decision makers. This study attempts to analyze the academic decisions which lead to the outcome "becoming a mathematics teacher". Four groups were compared and contrasted: mathematics teachers, science teachers, other teachers, and non-teachers. Science teachers were removed from the "other teachers" category because of their many similarities to mathematics teachers on the variables examined. The question of whether these groups differ in ways that could help predict the outcome of interest was examined using the NCES dataset Baccalaureate &Beyond:93/97, which provides thousands of variables on academic path, demographics, and labor market histories for over 8,000 individuals. It was analyzed using the NCES online analytic tool DAS to generate tables showing percentage distribution of the four groups on variables organized according to the concepts demographics, family environment, academic path, and academic achievement. Further examination was conducted by entering the variables into a discriminant analysis. Mathematics teachers were found to differ from teachers of other K-12 fields on all of the four conceptual categories. However, only a few such differences were statistically significant. More significant differences were observed when the analyses were conducted separately for women and men. The trend observed was that those who became mathematics teachers were more likely to have attended public high schools and to have first attended two-year colleges; to have lower GPAs, more mathematics credits, and midrange CEE scores; and to be female.Ph.D.
Department of Teaching and Learning Principles
Education
Mathematics Education
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Mohapatra, Jhunu. "SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3442.
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ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Fimbres, Ernest J. "Career ladder impact on student achievement and teacher characteristics." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184880.
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Current research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did not participate the two years. One hundred forty teachers and two thousand two hundred sixty-three students in grades 3, 4 and 5 were analyzed in order to identify differences in test scores due to teacher participation. Contrasts were drawn between teachers as participants and non-participants on the career ladder, years of experience and education and their influence on how students scored on a State Mandated Norm Referenced Test, the Iowa Test of Basic Skills. Comparisons of the two groups in the study lead to some fairly consistent results. Even though there were no variables that impacted the achievement scores from a statistically significant standpoint, when the factor of "time" was defined in terms of Ladder and non-Ladder participation, the two year group showed statistically different results from the one year group. The results of this study indicate that a Career Ladder Program in the course of one year or two years would not significantly impact student achievement. However, the element of time is an important factor when looking at the potential for career ladder impact on student achievement. This factor should be considered in any quest for immediate versus long term success patterns of such plans.
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Smith, Richard Donnell Jr. "What Rural Superintendents in Ohio Value in New Teacher Candidates." Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1333119162.
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Lahman, Maria. "An Inquiry of Caring in the Classroom: A Teacher Story." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26818.
Full textAbstract:
The purpose of the study was to conduct a qualitative inquiry into the teacher-child caring relationship in order to portray a picture of caring possibilities by describing interactions in one public school classroom. Participant observation, interviews, a dialogic journal and artifact analysis was conducted with a public school preschool class. Through qualitative inquiry, thematic analysis, and interpretation of the data gathered, along with my reflections, review of the literature, and based on my experiences as a teacher for 10 years, I have gained a deeper understanding of the caring teacher-child relationship. It is my desire that as I relate this understanding it may inform other teachers about the caring aspect of teaching. The following question helped guide the study. How is the teacher-child caring relationship manifested through actions, words, thoughts, and feelings?
In keeping with the philosophy, caring engenders care, it is thought that the caring teacher will help children become caring members of their classroom. It can be assumed that when a teacher makes moral decisions in the context of teaching and learning, regarding the child, she creates a culture of care in the classroom in which the child may learn how to be a caring member (Garrison, 1997). The teacher's daily moral decisions, made in the classroom, are "hands on" lessons in caring for children (Bronfenbrenner, 1979; Noddings, 1984, 1992). As children engage in caring interactions with their teacher they may in turn learn to care for their fellow classmates and their teachers. "The teacher and student interaction can be reciprocally transformative" (Garrison, 1997, p. 45) renewing the caring teacher's sense of hope and feeling of success in the possibility of creating a community in her classroom (Noddings, 1984).
The study of Sidney's classroom was an inquiry into the process of how, what, why and when Sidney made teaching decisions within the context of her caring relationship with the children in her classroom. Through examining a particular instance (Sidney's classroom), the whole (all classrooms), are illuminated. This study will present Sidney's caring through an examination of her classroom environment, "atmosphere," relationships, teacher practice, advocacy, professional development, and teachers and children saying good-bye at the end of the year.Ph. D.
28
Harvey, Carolyn J. "Student achievement's relationship to teacher characteristics and teachers' perceptions of reading first literacy staff development /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490561&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258649345&clientId=22256.
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29
Nagata, Noriko. "Characteristics of teacher preparation programs and the issue perceptions of teacher educators in deaf education." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1127246844.
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30
McCullough, Joy Diane. "Demographic and biographic characteristics of prospective teacher educators and their motives for becoming teacher educators /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319637.
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31
Bivona, Jenny M. "Effect of Early Childhood Teacher Characteristics on Classroom Practice, Quality, and Child Abilities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4899/.
Full textAbstract:
The National Institute of Child Health and Human Development (NICHD) is funding and supporting a longitudinal study of Early Child Care. Beginning in 1991, data was collected from ten sites across the United States and included 1,364 families with a newborn child. This study used the NICHD Early Child Care data set to investigate characteristics of teachers that provide childcare in a daycare-like setting or childcare centers. Specifically, the relationship between early childhood teacher endorsement of developmentally appropriate belief systems and teacher education in early childhood were examined to determine their potential influence on the teachers' developmentally appropriate classroom practices, global rating of classroom quality, and child cognitive abilities. These relationships were examined at two time periods- at child age 36 months and child age 54 months. The results indicated that many of these relationships were significant. Interestingly, many of the significant findings were present only at child age 54 months.
32
Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.
Full textAbstract:
Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
33
Boren, David McKay. "Headteacher Visibility, Teacher Characteristics, and Headteacher Trustworthiness: Perceptions of Secondary School Teachers in Mukono District, Uganda." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2464.
Full textAbstract:
Research indicates that students perform better academically in schools with higher levels of trust than in schools with lower levels of trust. School leaders are primarily responsible for building cultures of trust but are often at a loss as to how to do so effectively. With the assumption that as perceptions of school leader trustworthiness improve, teachers will be more likely to place their trust in that school leader, this research seeks to clarify how Ugandan headteachers improve teachers' perceptions of headteacher trustworthiness. In particular, we examined how specific types of headteacher visibility related to teachers' perceptions of headteacher relational and competence trustworthiness. This qualitative research used grounded theory methodology to interpret and analyze the interview responses of 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings from this research suggest that teachers' perceptions of headteacher relational trustworthiness were strongly related to both the level of risk and formality of headteacher visibility. Additional findings suggest that perceptions of both headteacher relational and competence trustworthiness were influenced by differences in teacher and headteacher personal characteristics. The final finding indicates that certain types of headteacher visibility moderated the influence that teacher characteristics have on perceptions of trustworthiness. These findings can inform school leaders about how to more effectively improve teachers' perceptions of school leader trustworthiness. The grounded theory model presented will provide opportunities for further theory building and testing with respect to the relationship between school leader visibility and teachers' perceptions of school leader trustworthiness.
34
Torsney, Benjamin M. "MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389371.
Full textAbstract:
Educational PsychologyPh.D.
This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values.
Temple University--Theses
35
Moore, Cara M. "Why Do Teachers Quit? An Investigation of the Influence of School Environment and Teacher Characteristics on Discontent and Attrition." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/127490.
Full textAbstract:
Urban EducationPh.D.
Teacher attrition is a widespread problem in the United States and is most severe in urban and rural schools. High rates of teacher attrition and discontent contribute to budget problems and decreased educational school quality. The purpose of this study is to examine how a variety of environmental factors and teacher background characteristics contribute to teacher attrition and discontent. The school system along with the relationship between teacher background and school organization will be considered. The core research questions guiding this study are: To what degree do school environmental factors and teacher background characteristics explain teachers' discontent and ultimate attrition? What is the relationship between teacher discontent and departure? Logistic regression was used to analyze data from the School and Staffing Survey and the Teacher Follow-up Survey collected by the National Center for Education Statistics to answer the research questions. Significant predictors that increased the odds of teacher discontent include: middle school setting, urban locale, rural locale, teacher perceptions of student problems, and teacher perception of community problems. Significant predictors that decreased the odds of teacher discontent include: school salary, highly qualified status, union membership, classroom control, and principal/colleague support. Predictors that increased the odds of teacher attrition include: certification type, school size, rural locale, teacher perceptions of student problems, and classroom control. Predictors that decreased the odds of teacher attrition include: teacher race and ethnicity, highly qualified status, and minority student enrollment.
Temple University--Theses
36
Anuwongse, Amatyakul McCarthy John R. "Officer perceptions of effective teaching characteristics of instructors in the Naval Command and Staff College of Thailand." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633408.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1996.Title from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, Marcia D. Escott, Lemuel W. Watson. Includes bibliographical references (leaves 77-81) and abstract. Also available in print.
37
Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
38
Guenther, Meagan. "Teacher Recommendations Of Students for Honors Coursework: Effects of Teacher Perceptions of Student Characteristics Including Race/Ethnicity." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240537263.
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Guenther, Meagan Marie. "Teacher recommendations of students for honors coursework effects of teacher perceptions of student characteristics including race/ethnicity /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240537263.
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(yucel), Bozdas Elif Olcay. "The Characteristics Of Effective Teachers As Perceived By Primary School Students And Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610196/index.pdf.
Full textAbstract:
This study aimed at investigating the perceptions of primary school students and teachers on effective teacher characteristics. The sample consisted of 450 primary school students from 6th, 7th and 8th grades and 150 teachers from 9 primary schools in the Province of Afyonkarahisar. Data were gathered from the participants via Effective Teacher Characteristics Questionnaire (ETCQ) developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Principal Component Analysis was used to find out the perceived dimensions of effective teacher characteristics questionnaire. Repeated Measures ANOVA was employed for the priorities of students within these dimensions and MANOVA was used to investigate whether there were significant differences among students&rsquoperceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo
(1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &
evaluation. Students give the most importance to &lsquo
teaching ability&rsquo
and &lsquo
personality traits and in-class behavior&rsquo
dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.
41
Petrovay, David William. "Personality Characteristics, Career Awareness, and Job Expectations of New Teachers of Students with Visual Impairments." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194332.
Full textAbstract:
In 2000, contributors to the formulation of the National Plan for Training Personnel to Serve Children with Blindness and Low Vision anticipated a severe shortage of direct service personnel as early as 2006 with an increasing negative impact on teacher numbers through the end of the decade. It is necessary to attract approximately 5,000 new teachers to the field to meet the needs of the ever-increasing population of students with visual impairments requiring specialized training.This study investigated the personality and background experiences of individuals who are attracted to work as educators with students with visual impairments. A sample of 132 teachers who had been trained at either the undergraduate or graduate level and were employed within their first five years as teachers with this specialization completed the Holland Self-Directed Search (Form CP) and a Participant Profile form to ascertain the personality types and experiences of those new to the field.The study considered three variables: (1) gender, (2) race/ethnicity, (3) teacher training level and their association with Holland personality type (RIASEC). All three variables were weak predictors of the personality type of teachers of the visually impaired as indicated by Goodman and Kruskal's tau. Results of the Holland Self-Directed Search was a stronger measure of the personality type associated with becoming a teacher of students with visual impairments. The data related to the sample revealed that 65.2% of those responding identified themselves as Social type.Teachers identified how they became aware of the field prior to making a decision to enter a teacher-training program, what their reasons were for making a decision to enter a training program to become a teacher of students with visual impairments, and which areas of their teaching experience differed from what they had expected prior to employment in the field. Limitations of the study, implications of the results for recruitment and retention of teachers of students with visual impairments, and recommendations for future research are provided.
42
Liessmann, Christina Laverne. "The influence of teacher characteristics, affective responses, teacher qualifications, and the work environment on the attrition rate of emergency-licensed special education teachers : a mixed methods study /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3276958.
Full textAbstract:
Thesis (Ph. D.)--University of Nevada, Reno, 2007."May, 2007." Includes bibliographical references (leaves 119-126). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
43
Beauchamp, Pierre. "Teacher perceptions of the characteristics of effectiveness in Canadian independent schools." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22401.
Full textAbstract:
This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study.Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner.
In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.
44
Sullivan, Deborah Anne Smith. "Characteristics of vocational home economics teacher educators and their job satisfaction /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487597424138966.
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Ridder, Dale C. "School and teacher characteristics which influence the teaching of applied academics /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841358.
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46
Klipp, Jane A. "Teacher personality: What characteristics best suit the needs of gifted students." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187165.
Full textAbstract:
The purpose of this study is to identify personality characteristics of teachers of the gifted and to determine the relationship of these characteristics to students' perceptions of classroom climate. The study compares six teachers of the gifted in self-contained classrooms, grades one through six with six teachers in heterogeneous classrooms, grades one through six. To define the personality characteristics that might be beneficial in the successful teaching of gifted children, teachers responded to personality inventories and teachers and students responded to a classroom questionnaire on Thinking Skills and Climate. One self-contained class for the gifted was included at each grade level and one class of heterogeneously grouped students. Each teacher was asked to respond to the Myers-Briggs Type Inventory (MBTI) and the Transaction Ability Inventory (TAI). Students in each class responded to a modified version of the Class Activities Questionnaire (CAQ). Each teacher MBTI and TAI personality characteristic was correlated with higher level thinking skills and climatic factors in the classroom to determine which personality traits were best suited to teaching gifted children.
47
Maxwell, Anna Rebecca. "The composition and characteristics of teacher self-efficacy for inclusive practice." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24325.
Full textAbstract:
In a time when education and inclusion, are very much on the political agenda, what makes some teachers confident and competent teachers of special educational needs (SEN) and others less so? This thesis aimed to explore a variety of factors; attitude to inclusion; school climate; burnout and general teaching self-efficacy as they relate to self-efficacy for inclusive teaching. It also aimed to explore the teaching practices of teachers who report high self-efficacy for inclusive teaching scores. 66 participants, selected from seven primary schools took park in the first phase of the research. From this sample, five participants were selected for their high self-efficacy for inclusive teaching scores and were interviewed about their inclusive teaching practice. A mixed methods approach was used; utilising questionnaires in the first phase to explore the six factors and the correlations between them. Interviews were employed in the second phase to explore the inclusive practices of participants. Initial statistical analysis from the questionnaires indicated that years teaching experience, as well as aspects of attitude to inclusion, school climate, burnout and general teaching efficacy are predictive of self-efficacy for inclusive teaching scores. Regression analysis indicated that attitude to inclusion; school climate and general teaching self-efficacy were together the best predictors of self-efficacy for inclusive teaching. Thematic analysis from the interviews suggested that stress was a major factor for the participants. It also identified that participants who were good at including children with SEN were those who got to know their children well, and who were engaged, motivated members of staff. The study concluded with a consideration of how the above results are relevant to educational psychologists by suggesting that their role is vital in supporting teachers to get to know children holistically and in supporting staff with stress management through supervision or staff clinics.
48
Kesal, Fusun. "An Investigation On Constructivist Classroom Characteristics In Elt Methodology Ii Course." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/541417/index.pdf.
Full textAbstract:
The purpose of this study was to investigate to what extent constructivist classroom
characteristics existed in ELT Methodology II courses in ELT departments. Secondly, the
aim was to explore the extent to which constructivist learning activities and evaluation
strategies were perceived to be useful by the students and the instructors. Thirdly, the
study also attempted to find out the extent to which the students and the instructors in
ELT departments had constructivist conceptions of learning and teaching. Finally, it was
aimed to find out whether students&rsquoperception of constructivist classroom characteristics differed according to certain variables such as university, sex, type of high school the students graduated from, expected average score in the course and perceived competency in English. Subjects of the study involved 410 students taking ELT Methodology II course (Ö
zel Ö
sretim Yö
ntemleri II) during 2001-2002 academic year in ELT departments of four universities (Middle East Technical University, Gazi University, Ç
ukurova University and Dicle University) and 15 instructors teaching this course at these universities. Data were collected between May &ndash
July 2002 through administration of a questionnaire (Constructivist Classroom Characteristics Questionnaire) to the students, interviews with the students and the instructors and observation of students&rsquo
microteaching practices in ELT Methodology II classes. Data analysis was carried out through both quantitative (frequencies, means, standard deviations, one-way ANOVA) and qualitative analysis techniques. The results of the study indicated that majority of the students and the instructors perceived the classroom characteristics to be constructivist although there were a few differences in their perceptions. Observations of microteaching also showed that classroom characteristics were constructivist with respect to the variety of the learning activities used by the students, feedback procedures in the classroom and negotiation and cooperation among the students. Secondly, both the students and the instructors perceived constructivist learning activities and evaluation strategies to be more useful compared to the traditional ones. Thirdly, majority of the students and the instructors held either cognitivist or constructivist conceptions of learning. On the other hand, the students were behaviorist in their conceptions of teaching while the instructors were constructivist. Finally, the results indicated that perception of constructivist classroom characteristics differed according to universities, expected average score and perceived competency in English whereas it did not differ according to student sex and the type of high schools the students graduated from. The results revealed that the learning activities, evaluation strategies, students&rsquo
learning experiences and instructors&rsquo
roles in the classroom should be reconsidered and improved in order to make ELT Methodology II classes more constructivist in nature.
49
Phillips, Joshua C. "Retaining Rural Educators| Characteristics of Teacher Retention Practices of Rural School Districts." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729528.
Full textAbstract:
The purpose of this study was to determine the reasons high-quality rural veteran educators choose to remain in small, rural district settings and to identify common factors among small rural school districts that have high numbers of highly qualified veteran teachers. The study is relevant to school leaders and school boards within small rural communities seeking to develop policies and encourage strategies to keep high-quality educators from leaving districts. The motivation-hygiene theory of job satisfaction developed by Herzberg, Mausner, and Snyderman (1993), coupled with Rosenholtz’s (1989) 10 essential components for working together were utilized throughout the study to evaluate the motivations of high-quality veteran rural educators. A self-administered survey and telephone interviews were utilized to gather data, which revealed high-quality veteran teachers choose to remain in the small, rural school setting due to intrinsic motivators. It was learned strong support from fellow educators and the community contributed to the desire of rural educators to remain employed within their districts. Data revealed educators were interested in autonomy within the classroom and support from administrators. Research indicated small, rural schools with high numbers of highly qualified veteran teachers have high levels of administrative support. These educators have a sense of belonging within their districts and high levels of job satisfaction. Opportunities for educators to collaborate are readily available and support is given through teacher evaluations. Additionally, these educators feel connections within their school communities, which enable them to better teach the district's students. Lastly, educators voiced school climate played a large role in their decisions to stay in the small, rural setting.
50
Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.
Full text