Log in

Relevant bibliographies by topics / Teacher-level factors / Dissertations / Theses

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

To see the other types of publications on this topic, follow the link: Teacher-level factors.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 18 dissertations / theses for your research on the topic 'Teacher-level factors.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

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

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Kwon, Hyuksoo. "Key Factors Affecting the Implementation of Biotechnology Instruction in Secondary School Level Technology Education Classrooms." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/27926.

Full text

Abstract:

The growing impact of biotechnology globally and nationally over the past few decades has prompted the need for elevating general biotechnological literacy levels in all populations. This need is currently being addressed through the field of technology education (TE). Although included in the Standards for Technological Literacy (ITEA, 2000), the actual delivery of biotechnology instruction in TE classrooms has not realized broad implementation. Previous studies have recognized this issue and called for systematic research to identify key factors affecting the implementation of biotechnology instruction in secondary school level TE classrooms. The purpose of this study is to identify the key factors affecting the implementation of biotechnology instruction in secondary level TE classrooms and establish predictive values for the identified factors. This study, which employs a research design grounded in both Rogers’ Diffusion Theory (2003) and Eccles Expectancy-Value Theory (2005), was conducted to address this implementation issue. This study involved the administration of a composite on-line instrument to collect demographic, attitudinal, motivational, and open-ended data related to the phenomena under investigation. Data collected from the on-line composite survey were analyzed through statistical (descriptive, independent t-tests, correlations, hierarchical multiple regressions) and thematic analysis. A total of 395 secondary school TE teachers across the five selected states (Virginia, New York, Connecticut, New Jersey, and Pennsylvania) participated in this study. Analyses of the data led to the following conclusions. Insufficient implementation and preparation toward teaching biotechnology presented in this study are consistent with the low level of implementation of biotechnology instruction in TE classrooms revealed through prior studies. In addition, TE teachers’ motivation (expectancy, value, and cost), their preparation (pre-service courses and/or in-service PD), and infrastructure are all significant predictors for the implementation of biotechnology instruction. Thus, it is necessary for the TE teachers to have a variety of opportunities and support for developing their self-belief toward teaching biotechnology and experiencing the usefulness and importance of teaching biotechnology. The findings and conclusions drawn from the data analysis provide implications to the TE teachers and pre-service teacher preparation institutes.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

12

Weston, Tracie Amos. "Non-Pecuniary Factors Impacting the Retention of New Teachers at the Secondary Level in One Virginia School Division." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51761.

Full text

Abstract:

The purpose of this study was to measure the influence of teacher preparation experiences, collegial support, and principal support on new teachers' decisions to remain in the teaching profession. Quantitative research was conducted using data from an electronic survey to examine the impact the three predictor variables had on the likelihood of a new teacher remaining in the profession beyond five years. Research explored the precipitating theory based on scholarly literature, that teachers who are well prepared with practical experiences, and who feel supported and valued by their colleagues and principals, reflect the highest level of job satisfaction and potential to remain in the teaching profession. Five findings emerged from this study. Two findings indicated that collegial support and principal support, both had a statistically significant influence on new teacher retention. In addition, the study found that nearly 75% of new teachers showed some level of job satisfaction with the teaching profession. Participants in the survey included one hundred and eighty-four teachers with 0-5 years experience, representing teachers from 21 secondary schools within one school district. Participants were asked to respond to questions based on their personal experiences and feelings related to the teaching profession and their overall satisfaction level.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

13

Lacia, Michelle. "Classroom Practices in Mathematics: Effects on Elementary and Secondary School Students' Achievement in Mathematics in Region XII, Philippines." Thesis, 2019. http://hdl.handle.net/2440/121342.

Full text

Abstract:

Students from all levels (elementary to tertiary levels) regard mathematics as a difficult subject. This has been evident in their performances not only in the classroom but also in the local, national and international achievement tests. Students' difficulty in mathematics can be attributed to several factors, one of which is the teacher. The teacher has direct contact with students on a daily basis and therefore been considered to have a direct impact on students' achievement. Studies, such as that of Brophy and Good (1986), Hiebert (1999) and the National Research Council (1999) have found that teacher-level factors are the main contributing factors that influence students' performance. Hence, this study investigated whether teaching and assessment practices (collectively called classroom practices) have influenced students' achievement. Other teacher-level factors, such as teachers' attitudes towards teaching mathematics and efficacy beliefs in mathematics were also examined. School-level and student-level factors were also deemed to have a direct or indirect effect on teachers' classroom practices and students' achievement. This study employed a cross-sectional design. Since this study basically identified and investigated the factors that influence outcomes (e.g. students’ achievement), a quantitative research approach was therefore employed. Survey questionnaires used were first validated. Confirmatory Factor Analysis (CFA) was used in examining the scale structures, while item response theory (IRT) using Rasch model analysis was utilised to examine the scales at the item level. Structural equation modelling (SEM) was employed to ascertain the causal relationship between the variables in each level. Since this study involves three levels of data, school-, teacher- and student- level, a multi-level analysis, particularly, Hierarchical Linear Modeling (HLM) was employed. Findings show that only teachers’ level of education and participation in professional development activities have significant effects on students’ achievement in mathematics. Surprisingly, both teachers' teaching practices and assessment practices did not appear to be significant predictors of students’ achievement. Results at the school-level show that school principals' management or leadership style has a direct positive influence on school climate for learning. School climate, in turn, provides a learning environment that enhances students learning, thus, increasing their performance. Moreover, students’ achievement in mathematics could also be affected by their attitudes towards mathematics, which are measured in this study in terms of their confidence in learning mathematics and usefulness of mathematics. Likewise, students’ beliefs about mathematics appeared to have a positive effect on mathematics achievement. It is interesting to note that students’ mathematics anxiety has no significant effect on their achievement. The findings of the study suggest that students' achievement in mathematics are significantly influenced by multi-level factors, either directly or indirectly. This likewise indicates that school principals, teachers, and students must all be engaged in maintaining a healthy learning environment. It would be beneficial for future research to investigate more deeply on the specific measures of teaching and assessment practices. Implications for educational policies, practice, theory and research are discussed.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2019

APA, Harvard, Vancouver, ISO, and other styles

14

Knipe, Hilary L. Gamson David. "Cognitive reasoning skills and classroom settings a multi-level examination of student and teacher factors in math achievement /." 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3783/index.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Chung, Chi-Hsiang, and 鍾奇翔. "The Influence of Teacher-level Factors on Primary School Student’s Learning Effectiveness of Smoking Prevention Program in Tao-Yuan County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/v7m5gx.

Full text

Abstract:

碩士
輔仁大學
公共衛生學系碩士班
98
Background： School-based smoking prevention programs have been widely used in primary school.Teachers usnally play an important role in school-based smoking prevention programs, teacher may influence student’s learning effectiveness.The purpose of this study is to realize the relationship between teacher’s factors of smoking prevention education and student’s smoking prevention program learning effectiveness. Method： Data was obtained from Tao-Yuan Public Health Bureau project「The effects of interactive anti-smoking educational program for elementary students」 in 2008.There were 32 teachers and 792 students in our study. Data were analyzed by descriptive statistic, t-test, ANCOVA and hierarchical linear modeling. Results： In hierarchical linear modeling,after controlling for other variables.There were positive relationship between teacher’s smoking prevention education self-efficacy and student’s tobacco control knowledge learning effectiveness (b=0.10, p=0.003), there were same result between teacher’s smoking prevention education self-efficacy and student’s anti-smoking attitude learning effectiveness (b=0.10,p=0.03). Teacher’s tobacco control knowledge negative related to student’s anti-smoking self-efficacy learning effectiveness (b=-0.38，p=0.02).Teacher who accepted interactive anti-smoking educational training program that could increase student’s tobacco control knowledge learning effectiveness (b=0.88, p=0.008).But Teacher who accepted other training program may reduce student’s non-smoking intention learning effectiveness (b=-0.20, p<0.001). Conclusion： Teacher’s smoking prevention education self-efficacy, tobacco control knowledge, and the smoking prevention education training they accepted may influence student’s smoking prevention program learning effectiveness.For promting the efficiency of school-based smoking prevention programs. Findings suggest primary school teacher should be promoted to professional grouth in smoking prevention education, and enhance teacher’s smoking prevention education self-efficacy through in-service training or workshops.

APA, Harvard, Vancouver, ISO, and other styles

16

Maforah, Tsholofelo Pauline. "Factors that promote the level of job satisfaction among school educators: an education management perspective." Diss., 2004. http://hdl.handle.net/10500/1950.

Full text

Abstract:

In this dissertation the findings of a survey on 100 inner-city independent school educators, concerning the factors that affect the level of job satisfaction are presented. It was found that educators derive most of their job satisfaction from interpersonal relationships. Dissatisfaction was mainly the result of low salaries, low status in the community, poor facilities and lack of security. Most of the educators were looking for alternative employment and regarded employment in public schools as a much better option. Recommendations were made to principals on how to improve the factors that affect the level of job satisfaction for educators.
Educational Studies
MED (EDUC MANAGEMENT)

APA, Harvard, Vancouver, ISO, and other styles

17

Ngobeli, Dorah Thinavhuyo. "Factors influencing the choice of mathematics as a subject at senior secondary level." Diss., 1994. http://hdl.handle.net/10500/17570.

Full text

Abstract:

The study was undertaken to identify the factors that influence standard seven pupils when they choose whether to continue with mathematics at senior secondary level or not. The relative importance of the factors was also determined. The literature study identified the following factors: attitude towards mathematics, utility of mathematics, family members' influence, mathematics teacher's influence, peer group influence, achievement and gender. The empirical study dealt with the following: * A 77 item questionnaire was completed by 201 standard seven pupils. * The statistical analysis revealed significant differences between pupils who chose mathematics and those who did not, with regard to all variables except gender. * A regression analysis identified the most influential factors as achievement, family members' influence, attitude and the mathematics teacher. * The overall implications were: - Pupils be made to experience success so that their attitudes may change. - Parents must be involved in their children's education.
Psychology of Education
M. Ed. (Psychology of Education)

APA, Harvard, Vancouver, ISO, and other styles

18

Trerice, Dylan. ""My teacher contributes to my hatred of French": Une étude sur la démotivation ressentie par les apprenants de sexe masculin inscrits au programme de français de base." Thesis, 2015. http://hdl.handle.net/1828/6396.

Full text

Abstract:

While much of the literature in the field of second language (L2) motivational variance has focused on macro-level or societal variables to account for males’ disinterest to learn French, very few studies consider micro-level factors, that is, those within the language learning classroom. To fill this gap in the literature, this exploratory and descriptive study examines, from both the perspective of male Core French learners and Core French teachers, possible pedagogical elements that boys perceive as contributing factors to their demotivation to learn French. A mixed method design was employed and data were collected from a sample of 75 male Core French students and six Core French teachers on southern Vancouver Island. The quantitative data were collected through the use of modified questionnaires, while the qualitative data were gathered using focus group interviews. There are three major findings in the current study. First, male Core French learners reported being disinterested in the topics of study used in the Core French classroom and demotivated by the Core French textbook. Second, male Core French learners criticized the overdependence of written modality exercises implemented in the language classroom, suggesting that the repetitive nature of the written exercises discourages them to learn French. Third, male Core French learners were shown to strongly disfavour the teacher-centered approach most often described by learners. They reported that a more student-centered approach, which incorporated games and a significant increase in speaking and interactive activities, might encourage them to be more motivated to learn French. Based on these findings, implications and future research directions are discussed.
Graduate
dtrerice@uvic.ca

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!