Academic literature on the topic 'Teacher morale'

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Journal articles on the topic "Teacher morale"

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MboweniMatshidiso, L., and Matshidiso Joyce. "Understanding Teacher Morale Among Primary School Teachers." International Journal of Educational Methodology 8, no. 1 (March 15, 2022): 29–38. http://dx.doi.org/10.12973/ijem.8.1.29.

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<p style="text-align: justify;">Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers’ experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.</p>
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Sari, Lili Aulia, and Anik Anik. "THE CONTRIBUTION OF PRINCIPAL SUPERVISION AND MOTIVATION FOR TEACHER ACHIEVEMENT TO THE MORALE OF ECCE TEACHERS IN PAHANDUT SUB-DISTRICT." E-CHIEF Journal 2, no. 2 (November 30, 2022): 32. http://dx.doi.org/10.20527/e-chief.v2i2.6769.

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Abstract: Based on the brief description, several problems were formulated in this study as follows: (1) whether there is a contribution of the principal's supervision to the morale of PAUD teachers in Pahandut District, Palangkaraya City (2) whether there is a contribution of teacher achievement motivation to the morale of PAUD teachers in Pahandut District, Palangkaraya City (3) whether the contribution of jointly supervising the principal and motivating the teacher's achievement to the morale of PAUD teachers in Pahandut District, Palangkaraya City. The method used is a descriptive method, which is to describe the contribution of the principal's supervision and motivation for achievement to the morale of PAUD teachers in Pahandut District, Palangkaraya City. The study population was PAUD teachers in Pahandut Subdistrict, Palangkaraya City as many as 233 teachers, using proportional random sampling techniques obtained a sample of 139 teachers. Data collection techniques for principal supervision variables (X 1), teacher achievement motivation variables (X 2) and teacher morale variables (Y) using questionnaires in the form of a Likert scale. Instrument testing uses data validation and reliability tests, while data analysis requirements testing uses normality tests, linearity tests, multicholinearity tests and heteroskedasticity tests. To determine the contribution of the principal supervision variable, the teacher achievement motivation variable to the teacher's morale in this study was carried out using regression and multiple regression tests using the SPSS 17.0 program application.Keywords: Principal Supervision, Teacher Achievement Motivation, Teacher Morale
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Nellitawati, Nellitawati. "The influence of teacher pedagogical competence of teachers’ work morale." Journal of Counseling and Educational Technology 3, no. 1 (March 20, 2020): 29. http://dx.doi.org/10.32698/0931.

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This study aims to analyze the influence of teacher pedagogical competence on teacher’s work morale. Using a quantitative approach through the correlational method. The research sample of 86 teachers. Data collection uses two instruments, the teacher’s pedagogical competency questionnaire, and the teacher’s work moral questionnaire. Data analysis techniques used One-Sample Kolmogorov-Smirnov for normality tests and simple regression techniques for linearity tests. The results showed that increasing teacher pedagogical competence influenced increasing teacher morale. It can be concluded that the teacher's pedagogical competence needs to be improved so that the teacher's work morale also increases so that educational goals can be realized.
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Stevens, Rita, and William White. "Impact of Teachers' Morale on the Classroom." Perceptual and Motor Skills 65, no. 3 (December 1987): 767–70. http://dx.doi.org/10.2466/pms.1987.65.3.767.

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The attitude and morale of 191 teachers in 15 school districts was measured by Rotter's Locus of Control Scale and White and Stevens' Survey of Teacher Morale. The Locus of Control score and three semantic differential variables generated from factor analysis of responses to 10 teacher concepts were placed in the stepwise regression analysis of the Standardized California Achievement Test scores in reading or language arts for each classroom. The multiple correlation of .22 was nonsignificant between locus of control scores, teachers' morale scores, and students' achievement scores.
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Ali, Umar, Ezra Tari, Hendrik A. E. Lao, and Lanny I. D. Koroh. "THE EFFECT OF PRINCIPAL SUPERVISION AND BURNOUT ON TEACHER WORK ETHICS AT RITA KAKA PUBLIC ELEMENTARY SCHOOL." Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan 4, no. 4 (July 10, 2023): 399–413. http://dx.doi.org/10.35672/afeksi.v4i4.144.

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This research begins with the author's anxiety about the decline in the teacher's work ethic. Many factors affect the decline in work ethic. One of them is Burnout. Due to poor collaboration between superiors and subordinates, teacher incompetence is increasing, and teacher interruption rates are high. This is reflected in the work ethic of SD Negeri Rita-Kaka teachers. The teacher's work ethic still needs to be revised. The type of quantitative research used is descriptive regression, characterized by analyzing interactions between endogenous variables consisting of central school control, teacher burnout, and work ethic as exogenous variables. Regarding the impact of the principal's leadership and Burnout on the morale of SD Rita-Kaka Elementary teachers, it was found that, first, the contribution of the principal's leadership to teacher morale was less impressive. Second, Burnout's contribution to teacher morale is quite impressive. Third, the principal's supervision and burnout contribution are very influential.
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Buenvinida, Lerma P., and Rea G. Tamayo. "School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance." Advances in Social Sciences Research Journal 7, no. 6 (July 3, 2020): 661–70. http://dx.doi.org/10.14738/assrj.76.8507.

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This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes are evident using the Chi-Square Test of Independence. The correlation between Building High Performance Team scores and Teacher Morale in terms of rapport comes out to be highly significant. However, School Leadership in terms of Problem Solving and Coordinating with Others and Leading & Managing Changes were not significant. For Interpersonal Sensitivity of School Heads and Teacher Morale in terms of rapport, the correlation is significant at p<.05. There are significant relationships between leading and managing changes to cohort survival, interpersonal sensitivity and completion rate with p<.05; and relationship between Teacher’s Morale in terms of satisfaction to completion rate. School heads need to evaluate and monitor the training needs assessment to address teachers’ professional growth and assist in improvement of the school performance. A similar research can be conducted to determine the validity of the relationship between teacher’s morale and school performance and to verify the results of this study.
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Pressley, Tim, David T. Marshall, Savanna M. Love, and Natalie M. Neugebauer. "Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic." Education Sciences 13, no. 12 (December 8, 2023): 1222. http://dx.doi.org/10.3390/educsci13121222.

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As teachers entered the 2021–2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols and teaching to grade-level standards. The current study used the theoretical framework of teacher demoralization to explore teachers’ experiences of morale and mental health at the end of the 2021–2022 school year. The participants included 830 PK-12 individual teachers from across the United States who completed an online survey. The data were analysed using Pearson’s correlation and the hierarchical multiple regression model to determine the predictor variables. The results showed significant predictors for both teacher morale and mental health. The implications focus on steps that school leaders can take to support teachers’ morale and mental health.
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Ryu, Shin Jeong, and Ho Soo Kang. "Structural Relationship among Teacher’s Decision-making Authority, Morale·engagement, and teacher efficacy." Korean Society for Holistic Convergence Education 27, no. 4 (December 31, 2023): 23–45. http://dx.doi.org/10.35184/kshce.2023.27.4.23.

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The purpose of this study is to investigate the structural relationship among teacher’s decision-making authority and morale·engagement on teacher efficacy. For this purpose, high school teacher data from the 9th year of the Gyeonggi Education Longitudinal Study (GEPS) were used, and a structural equation model was used. The results are as follows; First of all, teachers’ decision-making authority have a static significant impact to morale·engagement and teacher efficacy. Secondly, teachers’ morale and engagement have a significant effect to teachers’ efficacy. Third, indirect effect between teachers’ decision-making authority and teachers’ efficacy are significant madiated teachers’ morale and engagement. Based on these findings, we proposed policies necessary to maintain and improve teacher efficacy. The results of this study have implications in that it proves that supporting teachers’ decision-making authority is a effective way to develop sustainable school education.
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Dunn, Alyssa Hadley. "“A Vicious Cycle of Disempowerment”: The Relationship Between Teacher Morale, Pedagogy, and Agency in an Urban High School." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (January 2020): 1–40. http://dx.doi.org/10.1177/016146812012200101.

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Background/Context This research is framed by theories of teacher morale and teacher empowerment and contributes to the literature on neoliberal educational policies and teacher burnout and attrition. Purpose and Research Questions The purpose of this study is to understand the intersections of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Research Design This study utilized a qualitative case study design and, in addition to traditional analytic methods used in case studies, drew on grounded theory methodology. I collected quantitative data from approximately 30 staff members in the form of two surveys and qualitative data from eight focal participants. These participants were all (1) veteran teachers, (2) recognized as strong/exceptional teachers according to both neoliberal and non-neoliberal indicators, and (3) represented a diversity of other identity markers. My analysis here focuses on the qualitative data, and I use the quantitative results as a way to contextualize the data of my eight focal participants. Types of qualitative data include: interviews (semi-structured), a focus group, participant observations (of meetings at the district and school level), document analysis (of district-produced documents, school newspaper articles, local newspaper articles, and teachers’ written reflections), and researcher journals and memos. Findings/Results Results indicate that: (1) Morale is influenced by a variety of contextual factors at multiple levels, and being in a “good” school or being labeled an “exceptional” educator is not enough to keep one from feeling the effects of disempowerment brought about by top-down mandates, and (2) Teachers overwhelmingly reported that low morale impacted their view of their own pedagogy, contributing to a “vicious cycle” of low morale, disempowerment, and less effective pedagogy. The focal participants, even though they were hailed as successful educators, felt discouraged and unable to maintain quality pedagogy because of restrictive educational policies. Thus, I argue that educational policies at the school, district, state, and national level significantly decrease teachers’ morale and have a negative influence on their perception of their pedagogy. In a vicious cycle, low morale makes them feel like less effective teachers, and their belief that they are less effective lowers their morale.
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Muis, Abdul, Hosaini hosaini, Eriyanto Eriyanto, and Agus Readi. "Role of the Islamic Education teacher in the Moral Improvement of Learners." Jurnal At-Tarbiyat: Jurnal Pendidikan Islam 5, no. 3 (November 15, 2019): 411–22. http://dx.doi.org/10.37758/jat.v5i3.487.

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This research is driven by a student's moral decadence, which is worrying and complex, for illustration beating students to teachers who died, brawls between students, and other lawless acts; from these problems, PAI teachers play a role in improving student morale. This study describes PAI teachers' role as educators, models and role models, and evaluators in improving students' morale. The research method used in this study is a descriptive qualitative approach because the researchers wanted to describe several phenomena related to the problems and problems that occurred. The results show 1) The role of the teacher as an educator in improving the morale of students at SMP N 02 AjungJember is to always explain moral values in everyday life through cults, giving a penalty, and 5 S cultural habits (smiles, greetings, Salim, polite, and courteous), 2) The role of PAI teachers as models and role models in improving students' morale, Always trying to offer good examples for students, so they give good feedback in everyday life, 3) The role of PAI teachers as evaluators in improving students' morale, mainly by providing a thorough evaluation, because evaluation discuss analytical aspects and further evaluations in affective and psychomotor aspects.
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Dissertations / Theses on the topic "Teacher morale"

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Goldstein, Alison. "Teachers' Perceptions of the Influence of Teacher Collaboration on Teacher Morale." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/223.

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Currently in secondary education, there is an impetus to have educators collaborate; however, teaching has often been perceived as a solitary occupation, and often logistics prevent collaboration from occurring. Furthermore, the stress of the job, teaching of different disciplines, and low morale can often prevent teachers from collaboration. The research problem addressed in this study reflects the challenges that teachers have with engaging in collaboration. The purpose of the qualitative case study was to understand how teachers are affected by collaboration, the barriers that prevent collaboration, and the possible benefits of collaboration. This case study is grounded in the constructivist theory, which holds that people learn from sharing in social settings. A qualitative case study design focused upon interviews with 18 educators, observations of collaborative sessions, and document analysis. Textual analysis of the interviews and documents through a taxonomic system of coding helped to generate themes about collaboration. Furthermore, these interview data were triangulated with observations and collaborative documents and showed consistent themes. This resulted in an aggregate of five themes including consistent definitions of collaboration and morale, an understanding that collaboration has positively affected the morale of these teachers in terms of more planning time, and a more collegial atmosphere; however, barriers such as time , which was still perceived as preventing the collaborative process. Implications for positive social change include a higher morale throughout the school that will foster a greater sense of community and environment more conducive to learning as teachers are better able to dedicate themselves to their profession, colleagues, and students.
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Paul, Anne, and n/a. "Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher morale." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061031.143504.

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This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students
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Chambers, Dyna M. "Elementary School Teacher Perceptions of Factors Influencing Teacher Morale." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1582.

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The 28th annual MetLife survey of 1,001 American teachers in the United States indicated that low teacher morale is a common problem faced by many public schools. In one public elementary school located in a Southern state, the teacher attrition rate increased from 30% to 40% within 2 years. The purpose of this mixed method study was to investigate teachers' perceptions of morale and their perceived factors that influence low morale at the school. Maslow's theory of motivation was used to understand the impact of teacher satisfaction on teachers' morale and self-motivation for leading change. The research questions were focused on teachers' perceptions of morale, teachers' perceptions of factors that influence their morale, and teachers' suggestions of what could be done to improve their morale. Data were collected through surveys and interviews with 25 study participants who were selected via convenience and purposeful sampling. Descriptive statistics were conducted to describe the quantitative data. Qualitative data were analyzed for emergent themes. Data analysis showed that teacher morale was low. Teachers identified support, leadership, and motivation as factors that influenced their morale. They also suggested that support, leadership, and motivation could improve their morale. These identified factors were used to inform a 3-day professional development training focused on leading change and teacher leadership through participative leadership. Teaching participative leadership might promote positive morale for the principal and teachers. These actions could contribute to positive social change by building leadership capacity and sustaining high levels of morale among school personnel to increase student achievement and teacher retention.
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Wilks, Patricia A., and n/a. "Teacher morale in A.C.T. primary schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.

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This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.
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Eggers, Brenda Dishman. "Teacher Morale in Rural Northeast Tennessee." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1482.

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The purpose of this quantitative study was to investigate the factors that influence the morale levels of teachers in the public school systems of 3 contiguous counties in rural northeast Tennessee. The level of teacher morale was measured using the Purdue Teacher Opinionaire. Data associated with the Tennessee Value-Added Assessment System (TVAAS) teacher effect score, grade level taught, years of service, gender, and level of education were gathered. The morale score and the teacher effect score were then examined to ascertain if there was a relationship with the other factors. Data from this study were examined using the Statistical Process for Social Sciences (SPSS) data analysis program. By determining if there was a relationship between teacher morale and factors such as Tennessee TVAAS teacher effectiveness scores, grade level taught, years of service, gender, and level of education, further research could be completed related to indentifying and improving the morale of teachers in rural northeast Tennessee. Improved teacher morale might increase student learning. The sample for this study consisted of 209 licensed teachers who were employed in rural northeast Tennessee during the 2011-2012 school year. Four research questions were used to direct the study and 20 hypotheses were used to test the data. The findings revealed that the overall level of teacher morale was significantly positive. There was not a significant relationship found between teacher morale levels and the TVAAS teacher effect scores. There was no significant difference in teacher effect scores by years of experience nor by level of education. A significant relationship was found between TVAAS teacher effect scores and the grade level taught. It appears individuals who teach at the secondary level had significantly lower TVAAS teacher effect scores than teachers who teach at the elementary and middle levels. There was not a significant relationship found between teacher morale level and the teachers' levels of education and gender. However, there was a significantly negative relationship between teacher morale level and teachers' years of experience. A significantly negative difference was also found in the relationship between teacher morale level and grade level taught.
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Edmonds, Nanci Autumne. "Improving Teacher Morale with Team Building." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1853.

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The purpose of this study is to build a conceptual framework to explain the influence of team building among elementary school teachers to improve teacher morale. This framework is intended as the foundation for a team building model to provide principals and teachers with a guide for implementing sound team-building activities into inservice training and throughout the school year. What are the best practices for implementing team building and how can these practices encourage teachers to have a more positive outlook on their profession? The variables include school environment, school climate, different principals, principal changes, years of teaching experience, teaching and planning time, school populations, and types of student programs at the school. This qualitative case study was conducted using interviews of administrators and teachers from 7 public elementary schools located in Southern Appalachia to discover how teambuilding activities influenced their perceptions of teacher morale. School observations captured the climate of the schools and each school's School Improvement Plan (SIP) and Staff Development Plan were examined. The researcher coded transcripts into themes, patterns, and the following conceptual constructs: (a) communication, (b) change, (c) building community, (d) acknowledgement, (e) work morale, (f) time, (g) team building, and (h) teamwork. Findings confirmed that administrators and a majority of the teachers showed evidence of high morale. The administrators reported that team-building activities at their school promoted open communication and a positive working environment. Ninety percent of the teachers discussed that team building brought the faculty together and improved communication and the overall climate of the school. Ten percent of the teachers interviewed came from 2 schools that had vertical team meetings during their planning time. They complained that vertical team meetings were a waste of time. For the most part team-building activities incorporated in the schools influenced keeping teacher morale high. Many teachers welcomed opportunities to work with their coworkers on school decision-making teams as well as in off-campus socializing.
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Lane, Louis. "Teacher Morale in a Turnaround School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5493.

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Teacher turnover has a significant effect on the overall success of schools. The use of comprehensive turnaround strategies such as the conservatorship process created a problem for a small Southeastern high school by affecting teacher retention rate. A qualitative approach was used to investigate how aspects of turnaround strategies influenced teacher morale, which may have contributed to the small Southeastern high school's lower than average teacher retention rate. Bandura's self-efficacy theory provided the conceptual framework for this qualitative case study. The research question addressed teachers' perspectives of morale as well as their views and experiences with the conservatorship process. Semistructured interviews were conducted with 8 teachers who were actively employed at the school before the conservatorship process and were retained by the district. After coding each interview, 6 themes emerged relating to factors that influence teachers' perspectives of morale: (a) powerlessness, (b) excessive visitations, (c) loss of confidence, (d) ineffective instructional practices, (e) stress and burnout, and (f) ineffective professional development opportunities. As a result, a professional development project was created to train administrative leaders and teachers on the benefits of the distributed leadership framework, including how to use teachers' experiences and expertise in school reform efforts. The impact of this study is the potential to affect teacher morale positively and promote positive social change in the high school by fostering an environment in which stakeholders work collaboratively to increase the teacher retention rate, furthering the success of this small Southeastern high school.
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Randolph-Robinson, Vickie Tantee. "Leadership behaviors that contribute to teacher morale." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/vickie_t_randolph/randolph-robinson_vickie_t_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 92-98) and appendices.
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Risen, D. Michael Riegle Rodney P. "Teacher incentive programs an analysis of terms, metaphors, and policy concerns /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918622.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Mary Ann Lynn, Ronald Laymon, Chris Eisele, Thomas Nelson. Includes bibliographical references (leaves 185-196) and abstract. Also available in print.
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Cavner, Delta. "Teacher vitality : a two country multiple case study /." ProQuest subscription required:, 2002. http://proquest.umi.com/pqdweb?did=990270671&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Books on the topic "Teacher morale"

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Lumsden, Linda S. Teacher morale. [Eugene, Oreg: ERIC Clearinghouse on Educational Management, University of Oregon, 1998.

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Gibbons, Sheila. Teacher morale. [Guildford]: University of Surrey, 1991.

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Heslop, John R. Teacher morale. [Guildford]: [University of Surrey], 1995.

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Bouchard, Pascal. Métier impossible: La situation morale des enseignants. Paris: ESF, 1992.

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McGuey, Gary. The inspirational teacher. Larchmont, NY: Eye On Education, 2007.

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Vincent, Phil. Developing and maintaining high staff morale. Alexandria, VA: National Association of Elementary School Principals, 2003.

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Varlaam, Andreas. What makes teachers tick: A survey of teacher morale and motivation. London: Centre for Educational Research, 1992.

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Todd, Ingrid E. Issues affecting teacher morale in secondary schools. Birmingham: University of Birmingham, 1992.

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Chŏng, Ki-ho. Taegu Chikhaksi chungdŭng hakkyo kyosa ŭi sagi punsŏk. [Korea: s.n.], 1986.

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Farkas, Steve. A sense of calling: Who teaches and why : a report from Public Agenda. New York, NY: Public Agenda, 2000.

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Book chapters on the topic "Teacher morale"

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Williamson, Ronald, and Barbara R. Blackburn. "Building Morale through Modeling." In Improving Teacher Morale and Motivation, 101–15. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-8.

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Tao, Sharon. "Improving Teacher Motivation and Morale." In Transforming Teacher Quality in the Global South, 169–96. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137495457_8.

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Williamson, Ronald, and Barbara R. Blackburn. "Growth Mindset and Resilience." In Improving Teacher Morale and Motivation, 13–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-2.

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Williamson, Ronald, and Barbara R. Blackburn. "Hiring and Retaining Faculty." In Improving Teacher Morale and Motivation, 53–68. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-5.

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Williamson, Ronald, and Barbara R. Blackburn. "A School's Reputation." In Improving Teacher Morale and Motivation, 27–38. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-3.

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Williamson, Ronald, and Barbara R. Blackburn. "Extrinsic and Intrinsic Motivation." In Improving Teacher Morale and Motivation, 1–12. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-1.

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Williamson, Ronald, and Barbara R. Blackburn. "Empowerment and Ownership." In Improving Teacher Morale and Motivation, 79–100. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-7.

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Williamson, Ronald, and Barbara R. Blackburn. "Challenges and Concerns." In Improving Teacher Morale and Motivation, 117–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-9.

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Williamson, Ronald, and Barbara R. Blackburn. "What's Trust Got to Do with It?" In Improving Teacher Morale and Motivation, 69–78. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-6.

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Williamson, Ronald, and Barbara R. Blackburn. "SCT Effective Support." In Improving Teacher Morale and Motivation, 39–51. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003310471-4.

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Conference papers on the topic "Teacher morale"

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Grant, David. "Responsible Leadership: How Teachers Perceive Principal Practices, Teacher Effectiveness, and Teacher Morale." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691080.

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Marshall, David. "Elementary Teacher Morale and Mental Health Following the COVID-19 Pandemic." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2006251.

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Sari, Dika Novita, Imam Gunawan, and Ali Imron. "Relationship Between Managerial Skills and Morale With Teacher Performance: A Regression Analysis." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.021.

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PANICO, Vasile, and Nadejda CUIBAN. "Formarea atitudiniulor morale la elevii de vârstă școlară mică în contextul parteneriatului școală familie." In Inovaţii în sistemul naţional de evaluare a rezultatelor învăţării. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.04-05-11-2022.p180-186.

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The study is devoted to the problem of the formation of moral attitudes in pupils of small school age. The paper examines the psych pedagogical foundations and the means of forming moral attitudes in the personality of young pupils. Based on the theoretical basis, a program was developed and experimentally validated aimed at the formation of moral attitudes in pupils of small school age in the context of the school family partnership. The experimental program is made up of the following components: models of activities with primary school teachers in the problem of forming moral attitudes in pupils; models of teacher and parent activities for the purpose of forming moral attitudes in pupils; models of activities with pupils of the experimental class; models of self-formation of moral attitudes in pupils of the experimental class. In particular, the emphasis was placed on the inclusion of pupils in a system of actions and deeds of moral self-education of pupils of small school age appropriate to the norms of socio-human life.
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Ravita, Lilis Arum, and Kismiantini. "The relationship of instrumental motivation, self-efficacy, mathematics work ethic, teacher morale and teacher grouping ability to PISA 2012 mathematics achievement of Indonesia students." In FRONTIERS IN INDUSTRIAL AND APPLIED MATHEMATICS: FIAM2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0133805.

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Dos Santos Gonçalves, Agostinho, and Calisto Moreira. "The Effect of Work Environment and Motivation on Morale of Teacher in Ensino Básico Central Afaça, Quelicai - Timor Leste." In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.56.

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Keiša, Patrīcija M., and Manuel J. Fernández González. "Teacher’s Role and Attitude During Socratic Conversations for Moral Education at High School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.54.

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It is important to address moral education in the context of human freedom, authenticity, and self-inquiry. Following the developmental needs of adolescents and young adults, moral education at high school should provide a social environment to address authentic identity search and inquiry upon existential questions by facilitating reflection about students’ own life experiences together with peers. A conceptual model of Socratic conversation as a method for moral education in high school was elaborated by the authors. This research addresses the role and attitude of a teacher in the practical implementation of such model. To explore the opinions of educational actors, a Socratic conversation intervention (four high school students and a researcher-facilitator), expert interviews (a teacher and a youth psychotherapist) and focus group discussion (five young adults working with youth) were organized in spring 2022 in Latvia. The results point to the fact that, for leading Socratic conversations, teachers should act as facilitators who have a personal interest in the topic and method, and who simultaneously allow space for the students to form and express their own opinions before revealing the teacher’s own views in the discussion. This can be an even more demanding job than a traditional teacher’s role, requiring teachers to tolerate a higher degree of uncertainty. Thus, teachers need adequate support, which could include first experiencing a Socratic conversation as participants beforehand. This research provides a significant contribution for understanding teachers’ role during Socratic conversations with high school students, and points to ways of supporting teachers using this method to the benefit of both students and teachers.
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Fernández González, Manuel J., Andrejs Mūrnieks, Patrīcija M. Keiša, and Gunita Elksne. "Student Teachers’ Insights about a Curriculum for Moral Education in Secondary Education." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.06.

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The goal of this study was to explore what student teachers think about moral education in the context of the assessment of the new curriculum ‘e-TAP+’ for secondary education pupils (Year 10 to 12). The research questions were: What was student teachers’ overall opinion about the moral education curriculum? Which aspects of moral education at high school were most important for student teachers? This mixed-method survey research used an online questionnaire. In March-April 2023 89 first year student teachers assessed the 36 lessons of the curriculum, filling 169 questionnaires. Participants’ overall opinion about the curriculum was very positive. The curriculum potential to prompt discussions and to promote pupils’ reflection was highlighted, as well as the usefulness of the lesson plans and presentations, and the lessons’ fit to pupils and topicality. The aspects of moral education at high school highlighted by participants were a pupil centred approach (fit to pupils’ age, importance of engagement and dialogue, pupils’ comfort and well-being), the quality of the content (its relevance, depth, contemporariness, connections with other subject areas, national (Latvian) dimension), and the technical quality of educational materials. The results will be useful for initial teacher education trainers and for moral education researchers.
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.

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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the latest reforms in Israel achieved their goals and improved teachers’ status? This was explored from the teachers’ perspective – professional status, their perceptions of self as teachers. A New Zealand study on teachers’ status notes three primary components: power, money, and fame. Teachers are considered to be of low status, despite the existence of the secondary factors in the professional aspect. They are professionally trained, skilled, and significantly impact the future of society. Nevertheless, none of these factors independently lead to a high professional status. We surveyed 359 middle and high school teachers in Israel and performed a stepwise regression analysis which revealed the presence of three explaining variables. Teacher status can thus be explained through salary, improved image, and empowerment [F(3,296)=61.85, P<0.05]. Predicting variables explained 67.8% of teacher status variance, with the most significant variable explaining teacher status variance being salary – 52.1%.
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Reports on the topic "Teacher morale"

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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes (Jacob et al., 2018; Hill et al., 2012; Staiger and Rockoff, 2010). Other studies identify potentially effective teachers even before they become teachers. Those studies use information from teacher education programme admission criteria to predict teacher candidates’ success in the programme (Heinz, 2013; Casey and Child, 2011; Caskey et al., 2001). Among teacher selection criteria, studies identified predictors of subsequent performance including undergraduate grades, written tests, interviews, and teaching practice. In developing countries, studies on teacher selection are virtually non-existent. We found two studies that focus on the selection of teachers during hiring. Both use candidates’ screening tests results to predict student learning outcomes (Araujo et al., 2020; Cruz-Aguayo et al., 2017). However, we did not find studies in developing country contexts that focus on selection of teachers into education programmes or how the admission criteria relate to student learning outcomes. Whether focusing on selecting teachers during their education programme or as they go through the recruitment process, studies on teacher selection across countries have the same underlying question: Will the criteria be able to identify effective teachers? The idea of teacher selection to improve the quality of the teaching force is appealing. For instance, in high performing countries in PISA, like Japan and Korea, where there are many teacher colleges (Ingersoll, 2007) and the most prevalent teacher employment is civil-service, great attention is paid to the quality of selection into teacher education programmes (OECD, 2018). Teacher selection is arguably more critical in developing countries. In most developing countries, the entry into teacher education programmes lacks selectivity and teacher qualifications tend to be set lower compared to other professional jobs (Béteille and Evans, 2019). Across all developing countries, a larger number of teachers are employed and account for most of the education spending, but their effect on student outcomes is small (ADB, 2021; Crawfurd and Pugatch, 2021). This suggests the need for more attention to policies such as the selection of teachers and criteria used to identify those best suited to teach in the classroom. In Indonesia, where the teacher recruitment system lacks a strong mechanism to ensure quality (Huang et al., 2020) and the teacher in-service training has not been effective (Revina et al., 2020), a potential way to improve the pool of teachers is through enhanced selection of individuals who will become teachers. We specifically question whether we can predict a teacher’s performance using information available when they were a teacher candidate. Admission criteria for teacher education are presumably intended to identify candidates who have the greatest likelihood of being able to do well in the academic programme and ultimately in the classroom as a professional. The identification of criteria that predict teacher subsequent performance would give policy makers a stronger understanding of where programme improvement may be needed.
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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, March 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
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Mc Danel de García, Mary Anne. Filling the Empathy Deficit. Teachers Teach More Than Subjects. Institución Universitaria Colombo Americana ÚNICA, 2018. http://dx.doi.org/10.26817/paper.01.

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004476.

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This paper studies the potential of personalized "smart" information interven- tions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achiev- able" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the overall results of the selection process, both in terms of the percentage of filled vacancies and the selection scores of as- signed teachers. We find that treated teachers, in equilibrium, are much more likely to modify their application and obtain an assignment. This result highlights the potential of similar information interventions in other contexts. We furthermore present evidence that the intervention led to increased overall assignment rates and selection scores.
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Elacqua, Gregory, Leidy Gómez, Thomas Krussig, Luana Marotta, Carolina Méndez, and Christopher Neilson. The Potential of Smart Matching Platforms in Teacher Assignment: The Case of Ecuador. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004527.

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This paper studies the potential of personalized "smart" information interventions to improve teacher assignment results in the context of a centralized choice and assignment system (CCAS) in Ecuador. Specifically, we focus on the impact that a personalized non-assignment risk warning, coupled with a list of "achievable" teaching position recommendations, had on teacher applications in the “I Want to Become a Teacher” selection process. We study the causal effect of the intervention on teachers school choices, assessing its impact on the equilibrium probability of being assigned and on the overall results of the selection process, both in terms of the percentage of filled vacancies and the selection scores of as- signed teachers. We find that treated teachers, in equilibrium, are much more likely to modify their application and obtain an assignment. This result highlights the potential of similar information interventions in other contexts. We furthermore present evidence that the intervention led to increased overall assignment rates and selection scores.
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Ajzenman, Nicolás, Gregory Elacqua, Luana Marotta, and Anne Sofie Olsen. Order Effects and Employment Decisions: Experimental Evidence from a Nationwide Program. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003558.

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In this paper, we show that order effects operate in the context of high-stakes, real-world decisions: employment choices. We experimentally evaluate a nationwide program in Ecuador that changed the order of teaching vacancies on a job application platform in order to reduce teacher sorting (that is, lower-income students are more likely to attend schools with less qualified teachers). In the treatment arm, the platform showed hard-to-staff schools (institutions typically located in more vulnerable areas that normally have greater difficulty attracting teachers) first, while in the control group teaching vacancies were displayed in alphabetical order. In both arms, hard-to-staff schools were labeled with an icon and identical information was given to teachers. We find that a teacher in the treatment arm was more likely to apply to hard-to-staff schools, to rank them as their highest priority, and to be assigned to a job vacancy in one of these schools. The effects were not driven by inattentive, altruistic, or less-qualified teachers. The program has thus helped to reduce the unequal distribution of qualified teachers across schools of different socioeconomic backgrounds.
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