Relevant bibliographies by topics / Teacher-level factors

Academic literature on the topic 'Teacher-level factors'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teacher-level factors"

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Lee, Mi Suk, and Jae Duck Lee. "Multi-Level Analysis of Factors Influencing Teacher Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 495–514. http://dx.doi.org/10.22251/jlcci.2022.22.13.495.

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Objectives The purpose of this study was to analyze the level of teachers and schools for teacher efficacy using the muti-level analysis method. Methods In this study, elementary school data from the Korea Educational Development Institute's ‘School Education Status and Level Analysis Study 2014’ were used. A two-stage multi-level analysis was conducted on 250 school questionnaires and 6,060 teacher questionnaires in the data. Results First, In teacher background factors, it was found that position, homeroom teacher status, gender, educational background, and career had a positive effect on teacher efficacy. Second, In school background factors, it was found that the ratio of the budget for basic educational activities had a positive effect on teacher efficacy. Third, In teacher process factors, it was found that the degree of reflection of school education goals, the degree of participation in internal and external learning group of education, and spending time in class for teaching, the number of open classes, and preparing time for teaching had a positive effect on teacher efficiency. Fourth, in the school process factors, positive perceptions of fellow teachers, the degree of meetings for educational activities, the degree of cooperation with fellow teachers, and the degree of professional conversation with colleagues had a positive effect on teacher efficiency. However, it was found that the principal's interest in teacher participation had a negative effect. Conclusions These research results can provide implications for what efforts schools should make to improve teacher efficacy. Various efforts in schools will contribute to the improvement of teaching and changes in schools.
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Bugti, Sana Mairaj, Muhammad Umair, and Rukshinda Basharat. "Factors Influencing Continuous Professional Development of Teacher at University Level." Sukkur IBA Journal of Educational Sciences and Technologies 1, no. 1 (June 29, 2021): 36–46. http://dx.doi.org/10.30537/sjest.v1i1.664.

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This study intends to find how time, funding and head influence impact on continuous professional development of university teachers. Purposive sampling (non-probability) was used for the study and survey method was adopted. The data was collected from 225 respondents and questionnaire is used as data collection instrument and respondents belongs to a public university Shah Abdul Latif University, Khairpur Mirs’ which is located in Sindh province. For hypothesis testing, structural regression model was selected. IBM SPSS is the tool we used to analyze the collected data and applied tests like Exploratory Factor Analysis (EFA) and multiple regression and AMOS is used to check Confirmatory Factor Analysis (CFA). Overall results provided the evidence that time and funding does not influence on Continuous Professional Development of university teachers while head influence significantly effecting on it. Continuous Professional Development (CPD) enhance competencies and skills of teachers that ensure the quality education therefore it is the demand of the age. This study provides an exclusive viewpoint of university teachers regarding factors influencing on continuous professional development
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Jang, Eunah, and Hyewon Chung. "Exploring Factors Influencing Career Maturity of High School Students: Focusing on Student and School Factors." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 393–413. http://dx.doi.org/10.22251/jlcci.2022.22.11.393.

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Objectives The purpose of this study is to comprehensively verify the factors influencing students' career maturity by exploring student characteristics and their sub-areas (planning for career, self-understanding of career) and career education and career guidance activities operated by schools. Methods Multi-level modeling(two-level) was applied to the 8th wave(2019, 11th grade) of data taken from Gyeonggi Education Panel Study(GEPS). Results First, It was found that career maturity differs between schools. Second, the student-level variables influencing career maturity included self-esteem, self-efficacy, social self-concept, school satisfaction, parent relations, peer relations, teacher relations, reading activities, and academic stress. Third, most of the policy projects and programs operated for career guidance at the school level did not significantly affect career maturity, but career counseling with career teacher was found to have a negative effect on career maturity and career planning. Fourth, this study confirmed the statically significant interaction effect between teacher relations and career concentration curriculum. Conclusions Based on the findings of the current study, directions and implications for improving career maturity of high school students and activating effective career education were discussed.
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Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels." Journal of Physical Activity and Health 15, no. 9 (September 1, 2018): 637–43. http://dx.doi.org/10.1123/jpah.2017-0218.

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Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates. Results: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels. Conclusion: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.
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Khanal, Peshal, and Prem Phyak. "Factors Affecting Teacher Motivation in Nepal." AMC Journal 2, no. 1 (March 18, 2021): 25–40. http://dx.doi.org/10.3126/amcj.v2i1.35784.

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The major aim of this paper is to report the finding of a study that aims at analyzing different factors influencing teacher motivation towards the teaching profession. To this goal, a mixed method approach was used and quantitative data were collected from 430 teachers, teaching at the Basic Level, from six districts using a set of questionnaires. Qualitative data were gathered from 48 teachers, six resources persons, six teacher trainers and three policy-makers. The major findings of the study show that multiple factors influence teacher motivation towards teaching profession, which are broadly categorized under four areas: individual, school related, socio cultural and political. Policy-related factors include salary and benefits, leave facility, promotion, training, pensions and freedom to trade union. Similarly, school-related factors for teacher motivation include school management, leadership, teaching load, professional development opportunities and feedback and reinforcement mechanism. Student-related factors contain class size, student composition, regularity, and discipline. Socio-cultural factors for teacher motivation include social recognition of teachers, political interference and teacher-parent cooperation. Finally, the issue of teacher performance and motivation should be tied up with the policies of teacher professional development.
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THONGPHUKDEE, Chayapol, and Thanin RATANA-O-LARN. "Factors affecting ASEAN teacher competencies : study on pre-service teachers in Rajabhat University in Thailand." Espacios 42, no. 01 (January 15, 2021): 146–54. http://dx.doi.org/10.48082/espacios-a21v42n01p12.

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This paper is reported the synthetized researches of the factors affecting ASEAN teacher competencies for Pre-Service Teachers in Rajabhat University. Content analysis was used for synthesizing 12 researches. It was found that 5 factors affecting ASEAN teacher competencies for Pre-Service Teachers in Rajabhat University. Policy Management, Curriculum Management, Self-Efficacy, Achievement Motivation, and Attitude Formation are included. The multi – level factors model was convinced into 2 levels; 1) University Level 2) Student Level. Policy Management, Curriculum Management are realized in University level. Whereas Self-Efficacy, Achievement Motivation, and Attitude Formation are apprehended in student level. The correlation of factors affecting ASEAN teacher competencies for school interns in Rajabhat University are found that Policy Management affected directly and indirectly ASEAN teacher competencies through Curriculum Management. Self-Efficacy and Achievement Motivation affected directly and indirectly ASEAN teacher competencies through Attitude Formation.
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Schols, Maurice. "Factors that Foster Teacher Educators’ Engagement in Technology Learning in the Workplace." International Journal of Advanced Corporate Learning (iJAC) 12, no. 2 (November 19, 2019): 36. http://dx.doi.org/10.3991/ijac.v12i2.10271.

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<p><span><span style="font-family: Times New Roman; font-size: medium;">New technologies are transforming every aspect of today’s education, and teacher educators, teacher education institutions and policy makers are universally underscoring the need for adequate technology professionalisation programs. However, traditional professional development opportunities still leave much to be desired because educators perceive most of workshops, training and off-campus days as being separate from engagement with authentic teaching contexts. We conducted this study to explore and identify factors that foster teacher educators engagement in technology learning. Fifteen teacher educators from three interdisciplinary teams at a Dutch teacher education institution volunteered to participate in this qualitative study. We gathered data through reflective reports, semi-structured interviews and field observations. We found four factors that fostered teacher educators’ engagement in technology learning and that are in line with the international engagement literature. The implications of the findings might contribute to teacher educators’ technology professional development on both an individual level and institutional level. </span></span></p>
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Subedi, Bidya Raj, Bonnie Swan, and Michael C. Hynes. "Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/532737.

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This paper investigated the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing a three-level hierarchical linear model (HLM) through value-added model (VAM) approach. The analysis investigated significant predictors at student, teacher, and school levels for predicting students' gain scores and also estimated d-type effect sizes at teacher and school levels. We found the significant effects of teacher's mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although school poverty significantly predicted students' gain scores, the school level effect was relatively small.
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Mohammadzadeh Mohammadabadi, Alireza, Saeed Ketabi, and Dariush Nejadansari. "Factors influencing language teacher cognition: An ecological systems study." Studies in Second Language Learning and Teaching 9, no. 4 (December 31, 2019): 657–80. http://dx.doi.org/10.14746/ssllt.2019.9.4.5.

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Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.
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Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Association of Teacher‐Level Factors With Implementation of Classroom‐Based Physical Activity Breaks." Journal of School Health 89, no. 6 (April 2019): 435–43. http://dx.doi.org/10.1111/josh.12754.

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Dissertations / Theses on the topic "Teacher-level factors"

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Sproles, Kraig. "The Flourishing School: School-Level Factors that Impact Teacher Flourishing." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23710.

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When teachers find their work engaging and meaningful, experience joy at school, feel successful, and are able to maintain positive relationships, they are more effective in the classroom and are more likely to stay in the profession. These teachers can be described as flourishing. Situated in the field of positive organizational psychology, a new surge of research investigates individual attributes that impact employee flourishing. However, little research has been conducted to understand school-level factors that create the conditions for teacher flourishing. By employing a sequential, mixed-methods design, this project addresses this gap in the research. In the first phase, extant data from the 2016 Oregon TELL survey was used to quantitatively identify workplace factors that impact perceptions of teacher flourishing. In the second phase, focus groups with teachers from one district were conducted to understand factors that impact flourishing in that setting. In the third phase, data from these focus groups were linked with the TELL data to deepen understanding about how school-level factors impact individual perceptions of teacher flourishing in a specific setting. The results of this study will be used to inform district and state officials about the importance of implementing and supporting school structures that create the conditions for a flourishing school community.
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Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.

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Chan, Ka-sing, and 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.

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Chan, Ka-sing. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in Hong Kong from the teachers' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833558.

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Zelkowski, Jeremy S. "Important Secondary Mathematics Enrollment Factors that Influence the Completion of a Bachelor’s Degree." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1218555189.

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Eldeib, Aalaa Mohammed. "Experience Versus Grade Level Taught: An Analysis of the Factors that Contribute to Student Achievement." University of Toledo / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1135220039.

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Haun, Dwight D. "Attrition of beginning teachers and the factors of collaboration, school level, and school setting /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091930.

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Yeung, Kwong. "Perception of teacher emotional support and parental education level : the impacts on students’ math performance." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8607.

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There is a paucity of research juxtaposing parental education level and teacher emotional support in a single study which examines their relative impacts on students’ academic achievements. Therefore, the first objective of this dissertation is to study the influence of parental education level, in comparison to the influence of teacher emotional support, on students’ math performance, by using more representative data and a rigorous statistical method. The second objective is to identify and examine how some important psychological traits (both affective and cognitive) mediate the effects of social factors on students’ math performance. The third objective is to examine whether those relationships are moderated by gender. Hong Kong’s survey data is extracted from the Program of International Students Assessment (2003) as organized by Organization for Economic Co-operation and Development (OECD), on the math performances of 4,478 students at the age of fifteen. Measurement invariance was first tested, and then followed by Confirmatory Factor Analysis. Two structural models were tested by Structural Equation Modeling using Linear Structural Relations (LISREL) 8.5 which is computer software for SEM. Results indicated that first, parental education level affects children’s math scores by providing home education resources and enhancing children’s math self-efficacy, and second the Self Determination Theory is applicable in supporting the hypothesis that teachers affects their students’ math scores by providing a cooperative learning environment, which in turn, enhances students’ affective and cognitive factors. Three important mediators, namely cooperative learning environment, math self-efficacy, and home education resources are concluded as significant mediating factors upon the effects of parents and teachers on students’ math performance. The perceived support from parents and teachers are not significantly different across gender in Hong Kong. This is consistent with recent studies that differences favoring males in mathematics achievement are disappearing. Theoretical contributions and practical implications are discussed in the final part of the dissertation.
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Franco, Myra Suzanne. "The Relationships Among Building Level School/Non-School Factors and Value-Added Scores in Ohio." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147977961.

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Eldeib, Aalaa. "Experience versus grade level taught : an analysis of the factors that contribute to student achievement /." See Full Test at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1135220039.

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Thesis (M.E.)--University of Toledo, 2005.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Educational Administration and Supervision." Bibliography: leaves 69-72.
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Books on the topic "Teacher-level factors"

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Ellerbrock, Cheryl R., Katherine M. Main, and David C. Virtue. Middle Level Teacher Preparation Across International Contexts: Understanding Local and Global Factors Influencing Teacher Education. Taylor & Francis Group, 2022.

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Ellerbrock, Cheryl R., Katherine M. Main, and David C. Virtue. Middle Level Teacher Preparation Across International Contexts: Understanding Local and Global Factors Influencing Teacher Education. Taylor & Francis Group, 2022.

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Ellerbrock, Cheryl R., Katherine M. Main, and David C. Virtue. Middle Level Teacher Preparation Across International Contexts: Understanding Local and Global Factors Influencing Teacher Education. Routledge, 2022.

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Ellerbrock, Cheryl R., Katherine M. Main, and David C. Virtue. Middle Level Teacher Preparation Across International Contexts: Understanding Local and Global Factors Influencing Teacher Education. Routledge, 2022.

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Ellerbrock, Cheryl R., Katherine M. Main, and David C. Virtue. Middle Level Teacher Preparation Across International Contexts: Understanding Local and Global Factors Influencing Teacher Education. Taylor & Francis Group, 2022.

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KATHERINE, GAVIN;, CHAPIN; SUZANNE H, DAILEY; JUDITH, and SHEFFIELD; LINDA JENSEN. Project M3 : Level 3-4 : Factors Multiples and Leftovers: Linking Multiplication and Division Teacher Guide. Kendall Hunt Publishing Company, 2012.

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L, Brown John. Making School Improvement Happen with What Works in Schools : Teacher-Level Factors: An ASCD Action Tool. Association for Supervision & Curriculum Development, 2004.

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KATHERINE, GAVIN;, CHAPIN; SUZANNE H, DAILEY; JUDITH, and SHEFFIELD; LINDA JENSEN. Project M3 : Level 4 Factors Mulitples and Leftovers: Linking Multiplication and Division Teacher Text + 3 Year Online License. Kendall Hunt Publishing Company, 2011.

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KATHERINE, GAVIN;, CHAPIN; SUZANNE H, DAILEY; JUDITH, and SHEFFIELD; LINDA JENSEN. Project M3 : Level 3-4 : Factors Multiples and Leftovers: Linking Multiplication and Division Teacher Text + 3 Year Online License. Kendall Hunt Publishing Company, 2015.

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Freitas, Thais Campos de Oliveira, and Carlos Alberto Moreira dos Santos. Clube de Ciências na Escola: Um guia para professores, gestores e pesquisadores. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-224-7.

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This book is based on a research that was carried out over two years in the Graduate Program of Educational Sciences Projects of the “Escola de Engenharia de Lorena” of the University of São Paulo; the product of the master thesis entitled “Implementation of a Science Club in the Public Network for Education of São José dos Campos: Stages, Actors and the Scientific literacy”. Nowadays, the role of Science is being devalued, poorly understood and even questioned by several political figures and societal members, many people fail to differentiate facts from fake news. In 2018, the PISA (Programme for International Student Assessment) demonstrated that, in Brazil, 55% of students are below level 2 in Science, a level established as necessary to young people to be able exercising their citizenship. In order to offer a contribution to improve the currently scenario, this book offers an implementation guide for those whom are interested in setting up a Science Club. Another fact to consider is that this guide aims to develop an investigative approach focus on Scientific literacy using inquisitive activities that lead to an easy way for the basic students (elementary to middle school) to transpose their acquaintance and scientific learning to their lifestyle as responsible and knowledgeable citizens. The following thesis shows strategies to elaborate, monitor, and evaluate the project of implementation, authorization templates, and forms such it can be adapted to the context of each school. We hope that this book is going to be an important resource for you as a school manager, teacher or researcher who wants to implement a Science Club in a school. Also, in a long term, the actions reported in this context can be a reference for the elaboration of a public policy to support Scientific Education in Basic School.
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Book chapters on the topic "Teacher-level factors"

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Hastedt, Dirk. "Class Level and Teacher Level Factors." In Mathematics Achievement of Immigrant Students, 161–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29311-0_7.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Cunnion, Janna, Feifei Hua, Maureen McNicholl, and Sandra Ospina. "Middle School Climate Change Mitigation and Adaptation Curriculum in the United States: Peers Lead Peers Through Change and Action." In Education to Build Back Better, 145–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_7.

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AbstractWhile the previous chapters of this book tackle reforms in existing, established national programs, this chapter is an emergent proposition to a change in policy at local school district levels in the United States. Change is dependent on and influenced by the educational ecosystem around the student which includes such stakeholders as parents, teachers, teacher preparation programs, community groups, curriculum and textbook developers, businesses, universities, local and federal agencies, and policy leaders. The criteria for what makes a climate change curriculum “effective” are difficult to name: first, because the subject itself is divisive, and second because humankind has not yet fully understood all there is to know about tackling climate change. Thus, in this chapter, a normative pro stance is taken in support of climate change education, as the need to implement climate change education in school echoes UNESCO's notion that climate education “is crucial to promote climate action. It helps people understand so they can address the impacts of the climate crisis, empowering them with the knowledge, skills, values, and attitudes needed to act as agents of change (Education for climate action, 2021). In Orange County, California—like many places in the United States—climate change is a politically charged and controversial topic. When 20 states adopted the well-regarded Next Generation Science Standards (NGSS) in 2014, it was hoped that schools across the country would improve climate change education. However, we found that adopting new science standards does not necessarily mean that teaching and learning about climate change has improved in general, and this is made more complex by the fact that each state determines its own education system, and little can be mandated at a national level. Many factors contribute to inadequate student learning about the causes, impact, and especially the strategies to mitigate climate change among Orange County middle school students. We aim for education leaders to understand these best practices and encourage them to apply these to their contexts. We offer a curriculum based on best practices, one that is peer-led and garners hope. We wish for students to see themselves as agents of change and leaders of the not-so-distant tomorrow who become inspired to mitigate, adapt, and reverse climate change.
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Kyriakides, Leonidas, and Evi Charalambous. "Establishing Links Between Teacher Effectiveness Research and Research on Teacher Improvement." In Advances in Educational Marketing, Administration, and Leadership, 85–124. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch004.

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This chapter draws on teacher effectiveness research (TER) and elaborates on factors associated with teacher effectiveness to make suggestions for professional development. The first part provides a critical review of TER in which the major findings of this field are studied. In the second part, taking into account the limitations of TER, the dynamic model of educational effectiveness is presented. The rationale and major assumptions of this model are outlined. Effectiveness factors operating at the teacher level and their measurement dimensions are presented, and the concept of grouping of factors is introduced. In the third part, the authors provide a summary of national and international studies that were conducted to test the validity of the dynamic model at the teacher level. This part is also concerned with empirical studies that revealed relationships among factors operating at the teacher level which helped the authors define specific stages of effective teaching. In the last part, implications for TER and research on teacher professional development are drawn.
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Swallow, Meredith J. C., and Mia L. Morrison. "Intersections of Micro-Level Contextual Factors and Technological Pedagogical Knowledge." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, 170–93. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7222-1.ch009.

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Context is an essential component of educator knowledge development and practice. When K-12 learning environments shifted from traditional schools and classrooms to remote learning, teacher knowledge of context was challenged as students were situated in varied and unpredictable settings. In this chapter, researchers examine the ways in which purposeful attention to technological pedagogical knowledge in teacher development and practice can influence the impact of fluctuations in micro level teaching contexts in remote learning environments. To provide direction in enhancing knowledge across contexts, the authors focus on the cross curricular learning skills of critical thinking, communication, collaboration, and creativity. Particular attention is given to learning activities that can span across contexts, grade levels, and subject areas.
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DeSutter, K. L. "Minority Students in Teacher Education." In Handbook of Research on Teaching and Learning in K-20 Education, 501–16. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4249-2.ch029.

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Educating a diverse population in America’s K-12 schools continues to receive attention in the media and professional literature. Consequently, professionals within university teacher preparation programs are making continual attempts to find ways to attract students from diverse backgrounds. Yet, these attempts have not provided the needed solution to diversifying America’s K-12 teaching force. This chapter summarizes current literature regarding the lack of minority students in teacher preparation programs across the United States. The chapter explores both institutional level and societal level challenges related to attracting minority students into teacher preparation programs. Current recruitment and retention systems are explored along with discussion of other factors that pose challenges such as stereotypes, systematic biases, and competing professional opportunities. The chapter ends with a discussion related to potential solutions at both the institutional and societal level.
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Coleman, Howard V., Jeremy Dickerson, and Dennis Dotterer. "Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age." In Teacher Education, 27–46. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch002.

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This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.
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Kaplon-Schilis, Aleksandra A., and Irina Lyublinskaya. "Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher." In Handbook of Research on TPACK in the Digital Age, 173–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7001-1.ch009.

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This case study analyzed the TPACK development and a learning trajectory of a single pre-service special education elementary school teacher during TPACK-based graduate pedagogy course and TPACK transfer from this course to the teaching during induction year. The case study was guided by the following research questions: 1) What instructional strategies and experiences in the graduate pedagogy course supported TPACK development of this pre-service teacher? and 2) What are the internal and external factors affecting TPACK transfer for this teacher? The study showed that TPACK level of the participant increased to exploring level of TPACK throughout the graduate course, but regressed to Adapting level during first year of teaching showing partial transfer of TPACK. The study described course experiences and instructional strategies that supported preservice teacher's TPACK development in the graduate course and identified some external and internal factors that could have affect the transfer of TPACK from college classroom to teaching.
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Zhang, Shuangxin. "Speaking Anxiety Lower-Level Learners Experienced in Transitional Higher Education in China." In Handbook of Research on Developments and Future Trends in Transnational Higher Education, 39–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5226-4.ch003.

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Many students experience foreign language speaking anxiety (FLSA). This chapter adopts quantitative and qualitative methods to research the possible causing factors of FLSA and the corresponding solutions. Quantitative data was collected from 41 year one students at XJTLU using questionnaires to test 14 factors' impacts on students' speaking anxiety from three categories: self, peer, and teacher. Qualitative data was collected from the interviews with 11 students which probed into what elements from those three categories could help reduce students' speaking anxiety effectively from their perspectives. The quantitative data analysis showed that most students had a high level FLSA, and the 14 factors influenced their speaking anxiety to different levels. The qualitative data revealed that students generally believed that teacher-related elements could help reduce their speaking anxiety most effectively. With the findings, it is hoped that teachers in transnational higher education can be acquire some inspirations regarding how to effectively reduce their students' FLSA.
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Szkolak, Anna. "Kompetencje pedagogiczne nauczycieli wczesnej edukacji – relacja z badań własnych." In Nauczyciel wczesnej edukacji. Oczekiwania społeczne i praktyka edukacyjna. Wydawnictwo Uniwersytetu Łódzkiego, 2011. http://dx.doi.org/10.18778/7525-559-1.08.

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In my article I deal with the problems connected with the debate on the Polish teacher condition in the situation of the system transformation, changes in the Polish school and new challenges which it faces. The particular role in this process, I ascribe an early childhood education teacher and I pose the questions on how this teacher is equipped as far as his or her pedagogical competences are concerned. I also take into consideration the subject matter of the teacher professional development and also internal factors (personality, burnout syndrome) and external factors (professional advancement, didactic staff mutual relations, school localization), which are in respect to these competences. Formulated problems and assumed hypotheses have become the starting point for empirical research carried out in the properly selected environments (town and rural). A group of 529 teachers took part in this research whose professionalism was valued on the basis of self-assessment and observation results made by 101 headmasters. The obtained empirical documentation is the base for quantitative and qualitative analysis of indexes determining the level of selected „pedagogical competences” and factors conditioning these competences. The research results gave the empirical material proving the fact that early childhood education teachers present a good level of professional pragmatic competences, communicative-interpretative and cooperation competences, on the other hand, their creativity competences and computer science and media competences turned out to be worse. This diversity creates important circumstances which induce to carry out further research.
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Conference papers on the topic "Teacher-level factors"

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Dickenson, Tammiee. "Teacher Retention in South Carolina: Exploring School-Level Factors." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686096.

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Ellerbrock, Cheryl. "Factors and Forces That Influence Middle-Level Teacher Preparation Across International Contexts." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882644.

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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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Čekse, Ireta, and Reinis Alksnis. "Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.18.

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In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.
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Rajić, Višnja, Marina Diković, and Morana Koludrović. "Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.62.

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Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson & Kratwohl, 2001). Content analysis of initial teacher education curriculums on a national sample of the Republic of Croatia was conducted. Curricular content analysis identified learning outcomes in a broad field of society, education, ecology, technology, but there are no learning outcomes related to economy. Most learning outcomes in the area of crises in society were at the level of evaluation (27,3%), as well as the learning outcomes in the area of crisis in education (34%). Since there is no national standard for teacher education, significant differences were found in the scope and number of learning outcomes according to the year of study as well as the university. Given the results of this research, it is necessary to revise initial teacher education curriculums and develop lifelong learning programs that would provide future teachers with the development of competencies necessary to act in various situations of crisis.
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Vistal, Jogie, and Erik Louwe Sala. "A User Acceptance Framework for the Online Teaching Efficiency Rating System of Mindanao State University - Iligan Institute of Technology." In International Conference on Digital Transformation and Applications (ICDXA 2020). Tunku Abdul Rahman University College, 2020. http://dx.doi.org/10.56453/icdxa.2020.1020.

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The researchers in the field of Information Technology and Information System are of interest in understanding the factors of user acceptance. Unified Theory of Acceptance and Use of Technology (UTAUT) is one of the prominent models used in determining the factors of the user acceptance. In this research, the four constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) was used namely: Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI) and Facilitating Conditions (FC) and these four constructs were associated to the user satisfaction (S). Survey was used for this inquiry. For the data analysis, Cronbachs’s Alpha was used to check the reliability of the instrument, weighted mean was applied to determine the level of the user satisfaction, Correlation Coefficient technique was utilized to predict UTAUT factors and Somer’s delta was used to determine the strength of the relationships. The outcome of this research is the user acceptance framework of the Online Teacher Efficiency Rating of Mindanao State University- Iligan Institute of Technology, Iligan City. The computed t-test and its associated p–values suggest that the independent variables such as PE, EE and FC are statistically significant. Hence, the three constructs affect the user satisfaction. Keywords: Effort Expectancy, Online Teacher Evaluation, Performance Expectancy, Social Influence, UTAUT, User satisfaction
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Núñez, Martha Elena, and Juan-Carlos Rojas. "Real-Time Distance Courses to Improve Satisfaction and Competence: A Case Study of International Professors and Local Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86877.

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Distance education is an alternative to traditional education made possible by technology. The essential components for remote teaching are easy access, usefulness, social interaction, and flexibility of time and place. Tecnológico de Monterrey (ITESM) has recently implemented a program to promote the visit of foreign professors to Mexico, this initiative is called PEV (foreign visitor professor). One way to get more benefits from the program is to invite them to give distance classes once their presence year in Mexico has ended. This case study describes student satisfaction with the theoretical-practical courses taught through the real-time distance learning method in the School of Architecture and Industrial Design. The determining factors in the student approval were defined as: the learners’ inclination to take similar courses, the quality of contact between teacher and students, feeling inspired by the professor, and recommending the course to other students. The primary factors of novelty, flexibility, and utility of the remote format were measured using a Likert-type scale. The findings revealed a notable level of acceptance by students. Specifically, the course format factor was positively valued by the sample. These findings are significant to Latin American and international universities because they describe one way to improve their distance or remote teaching and learning offerings.
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Rathod, Mulchand S. "Ergonomics of Learning in a Very Descriptive Applied Human Factors Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79719.

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Teaching profession continues to hold its status as a noble profession and university faculty are held with high esteem by the general population. Some faculty teaching in engineering and technical programs have begun to address the pedagogy of learning in recent years. This is supported by a number of initiatives at the national level. Besides funding of such activities by organizations such as the National Science Foundation, engineering professional societies have created forums and awards to recognize and promote teaching and learning of engineering subject matter. This paper addresses an experiment in improved learning by students of a subject matter that is very descriptive and non-traditional as compared to most engineering subjects. The applied human factors course is an elective course for engineering technology (ET) students and a required course for the (non-technical) industrial design students from the College of Fine, Performing, and Communication Arts (CFPCA) at Wayne State University (WSU). Technical students are more comfortable with equations and formulas where as the non-technical students have practically no exposure to such things. Setting for this course was a multi-media distance learning laboratory and the teacher had an important task of not just covering the material, but to increase student interest to optimize their learning. Although all the teaching material for the course was prepared for presentation in power point, after a discussion with the class, it was decided to make the learning process different from the traditional teaching. The class was divided in three groups and each group was given a reading assignment covering one third of the material to be covered in each class session. Each group met on a regular basis going over its assignment and breaking up the task for each team member to lead presentation and discussion for the next class. Learning objectives addressed in the course included team work, effective communication, system design and implementation, continued student participation, and effective learning for long term retention besides the contents of the subject matter. Overall, students really felt they were learning a lot and achieving unexpected new presentation skills. This paper would summarize a very positive experience of all dealing with learning pedagogy.
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Huong, Nguyen Thi Mai. "An Investigation on Hindrance Factors to the Effectiveness of Song Deployment in Hufi Pronunciation Class." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.2.

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Pronunciation, undeniably, an integral part of the language teaching and learning process. Bad pronunciation may cause misunderstanding or in the worst case a communication breakdown. On the other hand, correct pronunciation helps to keep the conversation go on smoothly. Additionally, it can leave a good impression on the listeners. Being aware of its vital role in English learners’ speaking competence, researchers and teachers have paid considerable attention to it. However, it still remains a big challenge in classrooms. The author believes that English songs would help address this problem greatly. Therefore, in this paper, she would like to examine problems associated with the deployment of English songs in pronunciation classes with an aim to find ways to make most of it. The findings have pointed out a short of time, an intensive syllabus, multi – level classes, big class size, a lack of formal training for teacher, a mismatch between teachers and students’ perception of interesting songs, poorly – designed tasks have reduced the benefits of the use of music in her research contexts. Therefore, a number of suggestions have been made to deal with them including: a creation of a song collection for pronunciation learning and teaching with the participation of students, an extended course for pronunciation and an introduction of a training course for teachers. Because of limited time and scope of this study, her research will based on the review and analysis of related literature, her students’ characteristics and her own working setting – Hochiminh University of Food Industry and an informal discussion with her teaching mates. Nontherless, the findings will certainly benefits learners, educators and language institutions in similar contexts.
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Peterson, Eric, Biayna Bogosian, and Shahin Vassigh. "Evaluating an Immersive Learning Environment for Robotics Training." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002400.

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In Spring 2021, an interdisciplinary team of researchers at Florida International University (FIU) designed a virtual reality (VR) training prototype for novices to learn how to work with industrial robots. Developed with the support of a grant from the National Science Foundation (NSF) by a team of architecture and computer science faculty, the Robotics Academy immersive learning environment prototype leverages advanced technologies to teach robotics in a fully immersive VR environment. This paper will describe the learning environment, the introductory lesson prototype, the learning evaluation tools, and the comparative outcomes of testing this learning prototype with a test group and a control group.As robotic automation continues to transform manufacturing, construction, and other industries, VR may offer a solution for training the labor force for more technically demanding jobs. VR provides computer-generated simulations of the real or an imagined environment that can serve as a rich and engaging space for learning (Mantovani et al., 2003). Recent research demonstrates that immersive environments can facilitate learning (and the assessment of learning) by providing a safe and low-cost setting for practice and rehearsal (Beck, 2019). Training workers to operate robots in a traditional classroom setting often relies on low teacher to student ratios as a means for accommodating individualized or small group coaching using a dedicated training robot. This pedagogical method can be both costly and time consuming. Meanwhile, on-the-job training can both slow down production and expose inexperienced trainers and trainees to potentially hazardous conditions. Immersive virtual learning environments offer a potential solution to reduce the cost of traditional training and mitigate exposure to hazardous conditions while learning how to operate industrial robots.The design team for the Robotics Academy created an immersive learning environment with simulated robots and input devices while the curriculum team developed both a script introducing the fundamentals of industrial robotic safety and a series of self-directed activities for learning how to operate an industrial robot. To measure the effectiveness of our VR learning tool the evaluation team offered 45 minutes of self-directed learning using a VR headset to a test group of twenty-one second year architecture students with no prior knowledge or experience working with industrial robots. A control group of twenty-one second year architecture students with similar background received training using the same script paired with an image-based slide lecture in a traditional classroom setting, but they were not provided access to the VR training tool or practice time to work with a robot. Both groups were tested with a short quiz to assess their retention of key concepts from the script and a practicum test using a teach pendant input device for controlling an industrial robot. Finally, students were asked to rate their own level of confidence, self-reliance, and readiness to proceed to the next level of training. On the written test students showed similar rates of retention of key concepts from the training script with a modestly higher average score for in-person training over the VR training tool. However, in a series of timed exercises, students who used the VR training tool demonstrated higher levels of task accomplishment with fewer errors and faster completion times for practicum testing. Finally, those who used the VR training tool reported higher levels of self-confidence. While more learning outcome testing is necessary, these initial results indicate that immersive learning environments like our VR tool may be an effective method for educating the labor force for jobs that involve automation with technology such as industrial robots.
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Reports on the topic "Teacher-level factors"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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