Dissertations / Theses on the topic 'Teacher role expectations'
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Schwendenman, Diane. "Gender Role Expectations of Classroom Teachers." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.
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Pipher, Lauren E. "Consultation approach and teacher expectations: Implications for consultant effectiveness." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374146283.
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Eades, Jerre P. (Jerre Pauline). "The Role Expectations of Academic Counselors in Vocational Education as Perceived by Home Economics Cooperative Education Teachers and Academic Counselors in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331646/.
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The purposes of this study were to determine the role expectations of academic counselors in vocational education as perceived by home economics cooperative education teachers and academic counselors, to compare the extent of agreement between these two groups, and to determine if selected demographic variables caused significant differences in perceptions of role expectations. This study surveyed randomly selected counselors and teachers by means of a questionnaire designed to ascertain role perceptions and to collect demographic data. The Likert-type scale instrument consisted of 46 items that were categorized into six areas of counseling tasks. A total of 45 teachers and 158 counselors returned usable questionnaires.
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Choi, Pik Lin. "Contemporary role negotiations of beginning teachers in Hong Kong : understanding the gaps between societal expectations and the realities of teacher professionalism." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273563.
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Hoffmann, Janet Margaret. "The role of teacher-student interaction in the relationship between teacher expectations for students with communication apprehension and subsequent achievement in two elementary school classrooms /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8232.
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Emrick, Jessica Paige. "Understanding high school students' aspirations to go to college: role of parent, teacher, and peer expectations and students' social goals." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406725187.
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Tang, Lai-luen. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264550.
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Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Anderson, Michelle. "Target Practice: Exploring Student TL/L1 Use in Paired Interactions." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6296.
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Teachers of foreign languages typically encourage their students to speak in the target language (TL) often, but due to various factors, this is not always achieved. Some reasons might include insufficient vocabulary, lack of topic knowledge, embarrassment, or simple unwillingness. Much of the existing research observes uses of the TL or native language (L1). The purpose of this study was to examine how often students use the TL in paired interactions and whether that amount has any relationship to the students' oral proficiency at the end of the course. In a SPAN 105 course at Brigham Young University, 27 students participated in this project by recording themselves during six in-class, paired interactions, after which they provided comments via questionnaires. This study was conducted using a mixed-methods approach, with both quantitative and qualitative data. The quantitative data revealed information about the time spent in the TL, as well as the time spent in the L1, and what relationship these variables had with listening comprehension and oral proficiency. The qualitative data exposed emergent findings related to TL/L1 use: helpful tools, effects of task type, pitfalls the students experienced, struggles and benefits of partnering, effects of recording, and student perceptions about the L1. The results of the study indicate a need for teacher strategies to encourage TL use in the classroom.
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Tang, Lai-luen, and 鄧麗聯. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196042X.
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Kostic, Tamara, and Marija Buric. "Betydelsen av regi, arbetsmiljöfaktorer och lokalisering av arbetsplatsen för lärare : Marija Buric & Tamara Kostic." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-39219.
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Denna studie handlade om arbetsmiljöfaktorer utifrån variablerna socialt stöd, krav, kontroll och rollförväntningar för lärare. Huvudsyftet var att undersöka om det fanns några skillnader mellan variablerna beroende på vart skolan är lokaliserad (förort, närförort, centrala Stockholm) eller typ av skola (friskolor och kommunala). Datainsamlingen skedde via webbenkäter. Urvalet bestod av 116 lärare (32 män och 84 kvinnor, åldersspann 25-65). Det fanns signifikanta skillnader gällande socialt stöd; lärare som arbetade i friskolor hade mer socialt stöd än lärare vid kommunala skolor. Lärare som arbetade i friskolor hade mer stöd från chef och familj. Lärare som arbetade i grundskola hade mer stöd från arbetskamrater samt mer beslutskontroll än de lärare som arbetade i gymnasieskolor. Kommunala skolor hade mer rollkonflikter, positiva utmaningar samt mer inlärningskrav än lärare vid friskolor. Det fanns inga signifikanta skillnader på arbetsmiljöfaktorer beroende på skolans lokalisering.
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So, Chi-kuen Simon. "The role of Hong Kong aided secondary schools' vice-principals : perception of vice-prinicipals, principals and teachers /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278862.
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Francis, Dannie Bruce. "The diffusion of technological innovations in the educational setting expectations, practices, and the role of personality /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1679679911&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Fisher, Martin. "Identity and role attachment: a study of interrelationships among four social psychological constructs related to processes of teacher education in a South African context." Doctoral thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/23110.
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Pang, I.-wah, and 龐憶華. "Teacher-parent communications: the development and evaluation of a model of teacher intention andbehavior for Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240884.
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So, Chi-kuen Simon, and 蘇志權. "The role of Hong Kong aided secondary schools' vice-principals: perception of vice-prinicipals, principalsand teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961915.
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Sandberg, Sandra. "Den objektiva eller personliga läraren? : En kvalitativ studie om lärares objektiva roll och identitet i samhällskunskapsundervisning." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104179.
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This is a qualitative study that aims to investigate objectivity as an ideal and the expectations laid on teachers to behave and teach objectively. Through interviews with social science teachers the study uncovers experiences regarding expectations of objectivity. It also analyzes what approaches and strategies the teachers use in the classroom when considering objectivity, either as an ideal and/or what is to be expected of them. In addition the study also aims to explore the practical effects of teachers' pedagogical choices within the classroom and within the framework of social science teaching. The study has shown a complexity to the teachers role and the teachers understanding and interpretations of objectivity. It has deepened our understanding of teachers' daily challenges and how they try to live up to perceived expectations, both from within and from the surrounding society. The results have shown multiple challenges relating to objectivity and the practice of teaching social sciences as a subject. Teachers show partially different approaches and strategies. But at the same time there is a core element to their understanding of teachers' professional role, usually based on school values tied to the curriculum.
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Mellor, Margaret Anne. "Mentoring: a buoyancy vest in teaching's story waters: a case study of mentoring of beginning teachers in a Queensland high school setting." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/227111/1/T%28ED%29%20181_Mellor_1995.pdf.
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In this study. it is argued that mentoring can be a successful way of inducting the novice
teacher into the profession. The qualitative case study of mentoring in a large Queensland
high school called for the purposes of anonymity "Darlington Heights State High School"
investigates five main areas of mentoring. The project looks at what mentors do, why
relationships are initiated and maintained, what relationships are necessary for the mentoring
to occur. the environment in which mentoring talces place and what mentors undertalce to
foster the relationship. Mentors and mentees appear to have values and expectations that they
bring to the mentoring relationship. It is suggested that if a mentor-mentee pair share these
values and expectations, more effective mentoring may result. There also appears to be
certain actions and strategies that mentors undertalce to foster the relationship. The effective
mentoring relationship itself is characterised by open communication, compatibility, flexibility
and management with a locus of control which progresses from dependency to
interdependency as the relationship evolves. Contexn1al factors such as the school
environment, the teaching and learning environment and the presence or absence of significant
events play a part in effective mentoring.
Recommendations include
*the selection of teachers as mentors who have values and expectations matching
their mentee and who engage in a number of actions in mentoring;
*the training of mentors in counseUing and peer coaching for their role m the
induction of beginning teachers;
*the appointment of an Educational Adviser to each region particularly where there
are large numbers of beginning teachers;
*the provisions of adequate time and a suitable environment for mentoring.
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Zenisek, Joseph M. "How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1829.
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Over the past decade, engaging student voice has emerged as an approach to increasing meaningful student involvement in schools towards meeting adolescents' developmental needs for agency, efficacy, and sense of belonging. Central to student voice work is the re-creation of student-teacher and student-organization relationships, generating student identity roles that are fundamentally different from the roles traditionally allocated to students. Conventional concepts of student roles by both adults and youth can act as barriers to increasing student voice. The goal of this study was to develop a better understanding of student role identity. Applying a critical ethnography approach in the context of participatory action research, a situated description of the student role within the organizational context of a rural high school was developed from the perspectives of students and teachers through the use of an online software platform. Keeping with student voice values and participatory action research protocols, students took a central role in developing and piloting survey questions, interpreting and organizing responses, reviewing the results, and presenting them to the school community. The data revealed both the aspirations and limitations of the student and teacher conceptions of the student role. Conventional notions of student identity dominated the role descriptions, and were generally consistent across student and teacher responses. Significant areas of divergence between student and teacher constructs included the explicit temporal orientation toward the future exclusive to the student responses, the engagement in academics that dominated the teacher submissions and rankings, and the conception of the student as a citizen/community member that was found only in the teacher responses. The results suggested an inclination on the part of both students and teachers to increase opportunities for students to inform and influence policies and practices at all levels of the school organization. Presentations of the study results to the school community by the student researchers have induced some systemic reform toward promoting student voice.
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Andersson, Josefine, and Josefine Sjödén. "”Men are welcomed because they are men” : Förväntningar på manliga förskollärare utifrån deras eget perspektiv." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69324.
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Syftet med studien är att utifrån ett jämställdhetsperspektiv synliggöra två manliga förskollärares uppfattningar om könets betydelse för förskollärarprofessionen. Följande frågeställningar besvaras: Hur beskrivs de föreställningar som finns om dem, från samhällets sida? Hur beskrivs de förväntningar som finns på dem i förskolans verksamhet, från vårdnadshavare och kollegor? Hur beskrivs de förväntningar som finns på dem i förskolans verksamhet, från barnens sida? Studien är kvalitativ och två verksamma manliga förskollärare från två olika förskolor intervjuas. Utifrån tidigare forskning skapas tre tabeller, som sedan blir utgångspunkt för analysen. I studiens resultat framkommer det att respondenterna upplever att det ställs andra förväntningar på dem än vad det ställs på kvinnliga förskollärare. Förväntningarna kommer från samhället, vårdnadshavare, kollegor och barnen. Bland annat upplever de föreställningar angående misstankar om att de inte anses passande för sitt yrke och att de kan förknippas med pedofili. I förskolans verksamhet förväntas männen bidra med någonting extra och skapa en annan dynamik i arbetslaget. Vad gäller barnen förväntas de manliga förskollärarna busa och leka “manliga” lekar. De ska även nå ut till pojkar och framstå som en fadersgestalt och en förebild för de barn som lever helt, eller till stor del, utan en far. Båda respondenterna anser att det är av vikt att försöka få in fler män i förskolans verksamhet.
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Jellinek, Haia. "Construction and assessment of an intervention programme for coping with and preventing school violence : based on teachers' and pupils' perceptions of, and expectations from, the roles of the school's counsellor and principal : a case study." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405170.
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Tsao, Hui-chu, and 曹慧珠. "A Study on Classroom-Teacher Role Expectations of Students in Kaohsiung City Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69692928185556444071.
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碩士國立臺南大學
教育學系課程與教學碩士班
100
The study investigates classroom-teacher role expectations of students in Kaohsiung City elementary school and analyzes the differences among variables of students’ backgrounds. The data were collected from a self-designed survey titled Questionnaire of Classroom-Teacher Role Expectations. The subjects were 647 elementary school students of grade five and six in Kaohsiung City by stratified random sampling, with 616 valid responses returned. The data were analyzed by SPSS for descriptive statistics, t-test, and one-way ANOVA. According to the findings of this study, conclusions are reached as follows: 1. There is a high classroom-teacher role expectation for students in Kaohsiung City elementary school . 2. The highest role-expectation is the dimension of classroom-affair. 3. The least role-expectation is the dimension of parent-teacher communication. 4. The role-expectation of students having excellent academic performance is higher than those having medium or low academic performance. 5. On the dimension of classroom-affair, the role-expectation of students living with parents or those living with father or mother is higher than those living with grandparent(s). Based on the conclusions, suggestions are made for school administrations, classroom teachers, parents, and future researches.
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Jooste, Christina Elsie. "The role of communication in strenthening parent-teacher relationships in primary schools." Diss., 2011. http://hdl.handle.net/10500/5896.
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Parent involvement is consistently ranked high among the key components of effective schools, and as a result is one of the brightest prospects for the future of public education. This study sought to develop a reliable measure to strengthen parent-teacher relationships that included previously unidentified aspects. Using a qualitative approach, 27 participants were purposely selected to be interviewed in order to determine the challenges stakeholders face in arranging constructive parent-teacher relationships. In addition to parents-teacher relationships, the goal was to determine the role of school principals in managing effective communication to strengthen these relationships between parents and teachers.
Results identified numerous reliable parent involvement factors reflecting home monitoring, effective school involvement, and educational management. Attitude toward learning and competence motivation of learners learning behavior were positively identified when all stakeholders work together as a team.
Education management that translates high expectations strengthens parent-teacher relationships for the sake of optimal learner development.Educational Studies
M. Ed. (Education Management)
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Chrtková, Monika. "Školní poradenské pracoviště - realita a očekávání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379370.
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The thesis deals with the profession of school psychologist. We are wondering if there are any reasons that prevent or encourage the introduction of psychologists into schools. The first part of the thesis deals with the concepts of school psychology and school psychologist from the present and historical point of view. We are dedicated to the legislative anchoring of this profession and its ethical standards. We uncover the complex network of the school psychologist, including aspects that can be partaking of teachers' expectations of school psychologists. The second part of the thesis deals with the questionnaire survey which was carried out at the school, where the institution of the school psychologist is already established and where it is not. The data analysis was conducted the analysis. Through her, we found five areas of interest which affect expectations. The first area concerns the role of the school psychologist. The second area concerns of his work. The third is the idea of teachers about the " ideal " school psychologist. The fourth deals with the concerns of teachers and the fifth area concerns the financing of school psychologists. The main findings introduce together with the direct quote. In another part of the main findings offer a comparison between schools, which complement the...
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(636980), Sharon Williams. "The parent skilling process for informed input into the school learning environment." Thesis, 1993. https://figshare.com/articles/thesis/The_parent_skilling_process_for_informed_input_into_the_school_learning_environment/20573472.
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The issue of community involvement in schools is of significance to all educational stakeholders. It is by its very nature, a contentious issue which has the potential to impact upon all areas of the schooling process. In response to an evident need to investigate the changing parent/school relationship, a study was designed to examine parents' informed input into the classroom and the processes appropriate for these developments. As a result of participating in the study, a community of learners emerged, bound by a commonality of interests, goals and beliefs. This was an important outcome of the research, as it provides a basis from which to assist both teachers and parents in adjusting to and accommodating these roles in the developing school/community partnership.
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Oconnor, Wendy Catherine. "Primary school teachers' expectations of educational psychologists' role-functions." Thesis, 2002. http://hdl.handle.net/10530/751.
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Submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology, University of Zululand, 2002.This study investigates the expectations that primary school teachers have of educational psychologists' role-functions. The study aimed to investigate what services primary school teachers expect school psychologists to render. The second aim was to determine what role-functions teachers feel are most important for educational psychologists to fulfill. The third aim was to investigate what modes of service delivery are preferred by teachers and the fourth aim was to investigate whether there is an association between teachers' characteristics (age, gender, teaching experience) and their expectations of educational psychologists' role-functions. The present study revealed that teachers expect psychologists to conduct assessment, counseling, research, make recommendations, follow up on cases, give advice to parents, provide preventative programs, provide written evaluative reports and be available as a consultant to staff. When respondents were asked to make recommendations regarding what they thought were the most important role-functions for educational psychologists, assessment was ranked as the most important role-function. This was followed by consultation, giving advise to parents, counseling of children, making recommendations, providing a written evaluation of results, following up on cases, remedial assistance and research. Regarding psychological service delivery, teachers felt it was important that psychologists work both on an individual basis with children and with groups of children. .They also believed that it was important to work with school management, parents and staff. In the current study, there was no association between teachers' characteristics (gender, age and teaching experience) and their expectations regarding educational psychologists' role-functions and preferred mode of service delivery.
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Li-Chia-Chen and 李佳貞. "Parents’ Expectations of Preschool Teachers’ Professional Competency, and Their Role Expectations and Role Performance in Chunghwa County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/62183436367884118196.
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碩士國立臺中教育大學
幼兒教育學系碩士班
99
Parents’ Expectations of Preschool Teachers’ Professional Competency, and Their Role Expectations and Role Performance in Chunghwa County Abstract The purpose of this study was to investigate parents’ recognition of preschool teachers’ professional competency as well as to find out the relationship between role expectations and role performance of preschool teachers in Chunghwa County. Literature analysis and questionnaire survey were applied in the study to research into parents’ recognition of preschool teachers’ professional competency, role expectations and role performance. Some evidences were obtained and suggestions were made. In this study, 960 questionnaires were distributed to 87 kindergartens in Changhua County according to stratified random sampling, and 794 of the 817 returned questionnaires were valid and used in the analysis. The data were analyzed and some findings were found as follows. 1、Preschool teachers’ professional competency was highly recognized by the parents in Chunghwa County. 2、Most of the parents in Chunghwa County hold positive attitudes towards preschool teachers’ professional competency. Only in certain aspects, a few parents hold different attitudes significantly due to differences of personal background variables. 3、Parents have high expectations for preschool teachers in Chunghwa County. 4、In certain aspects, due to different personal background or different kindergarten variables, parents reveal different expectations for preschool teachers in Chunghwa County. 5、Parents hold positive attitudes towards teachers’ role performance. 6、In certain aspects, due to different personal background or different kindergarten variables, parents hold different attitudes towards preschool teachers’ role performance in Chunghwa County. 7、A significant positive correlation was observed between parents’ recognition of preschool teachers’ professional competency and parents’ role expectations for teachers in Chunghwa County. 8、The parents’ role expectations for teachers were also positively correlated with teachers’ role performance in Chunghwa County. Based on the above findings of this study, the researcher provided some suggestions for reference to education administrators, preschool teachers and further researches. Key words: professional competency, role, role expectations, role performance
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Chou, Wan-Chi, and 周婉琪. "An Investigation on the Role Expectation and Role Performance of Teacher Assistants in the Views of Special Education Teachers in Elementary Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06113761736952753009.
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碩士中原大學
特殊教育研究所
99
The purpose of the research was to understand the role expectation and role performance of teacher assistants in the views of special education teachers in elementary schools, the difference between the role expectation and role performance of teacher assistants in the views of special education teachers and compared with the difference of the role expectation and role performance of teacher assistants in the views of special education teachers in different backgrounds. The research was focused on the subjects of the teachers of self-contained special classes with the teacher assistant in Taoyuan, Hsinchu , Miaoli Counties, and Hsinchu City. The way the census taken and these teachers were asked to complete a six dimensional questionnaire created and edited by the researcher. After collecting the questionnaires, the collected data were processed by statistical methods as frequency distribution, percentage and Chi-Square test. The results of the research were as follows: 1. The role expectation of teacher assistants in the views of special education teachers in elementary schools, except the level of “assisting in the administrative operations of school” was lower(22.2%),other five role exception levels of “life counseling”, “assisting in teaching and assessment”, ” assisting in class service and contacts”, “assisting in promoting integration” and “professional ethics” were above 70%. 2. The role performance of teacher assistants in the views of special education teachers in elementary schools was different. The level of “professional ethics” was the highest, but “assisting in the administrative operations of school” was the lowest. 3. There were different between the role expectation and role performance of teacher assistants in the views of special education teachers, the role expectation to teacher assistants was higher than role performance. 4. Compared of the role expectation of teacher assistants in the views of special education teachers in different variables of background and found that the sex variable of special education teachers’ role expectation to teacher assistants were different in the following roles responsibilities:(a)Keep students in safety when they participate in outdoor activities.(b)Assist students to move to other class situation. (c)Assist in cleaning and maintaining classroom cleanliness.(d)Avoid involvement in disputes between special education teachers.(e)Not to communicate progress or concerns about students to parent without authorization of the supervising teacher. Age variable of special education teachers’ role expectation to teacher assistants were different in the following roles responsibilities : (a)Assist teachers in the teaching of the six domains.(b)Help special education teachers to convey the matters with the general teachers. 5. Compared of the role performance of teacher assistants in the views of special education teachers in different variables of background and found that the academic variable of special education teachers’ role performance to teacher assistants were different in the following roles responsibilities:(a)Assist teachers in making teaching materials and teaching aids.(b)Help special education students and regular students in social interaction. Number of students in class variable of special education teachers’role performance to teacher assistants were different in the following roles responsibilities:(a)Respect the dignity and self-worth of all students.(b)Be attentive to make a good example for students.(c)Treatment Equally the children of the environment from different backgrounds. Recommendations were provided for local education agencies, administration of the school, teachers of self-contained special classes, teacher assistants and future researchers.
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Tung, Su-Fun, and 董素芬. "The Teacher’s Role in the Changing Society : A Study on the Change of the Teacher’s Role-Expectation of Elementary School Teachers in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/17436581547276131719.
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碩士國立臺灣師範大學
教育研究所
91
The research explores teachers’ roles in a changing society. It examines the administrative staff, teachers, and parents of Taiwan public elementary schools from “the teacher’s role-expectation” point of view, and analyzes three different groups of subjects. Findings of scholars Ching-Jiang Lin (1971) and Kuei-Hsi Chen (1975) were used. The research goals are: (1) Analyze the relation between social change, education reform and teacher’s role. (2) Discuss theories of role, teacher’s role, and teacher’s role-expectation. (3) Compare self-role expectations of teachers from different backgrounds. (4) Describe attitude of administrative staff with various backgrounds toward teacher’s role-expectations. (5) Study attitudes of parents with different backgrounds toward teacher’s role-expectations. (6)understand concept of three kinds of statuses toward teacher’s role-expectations. (7)Analyze changes of teacher’s roles in different times. (8) Propose feasible suggestions. This research first collects related thesis to discuss social change, education reform, and teacher’s role-expectation. Further, questionnaires were used to collect data, while the main research tool follows the works of Ching-Jiang Lin and Kuei-Hsi Chen. 1,605 school administrative staffs, teachers, and parents served as objects. A statistics application program, SAS, was used and results from the percentage analysis, the mean value analysis and one-way ANOVA concludes: (1) Teachers’ philosophy has changed due to social changes. (2) Teachers can adapt to campus power structures. (3) Students’ human rights makes physical punishment controversial (4) Results of the teacher career ladder system is two-fold. (5) Teachers are held to higher moral standards. (6) Education reform has affected curriculum and teaching approaches. (7) Teachers manage the class with democracy and care. (8) Campus democratic spirit affects the interaction between teacher and administration. (9) Teachers are important to the community. This research offers a few suggestions to elementary school teachers, schools, teachers’ colleges, the Ministry of Education and further researchers.
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Mbatha, M. V. "The principal's instructional leadership role as a factor influencing academic performance: a case study." Diss., 2004. http://hdl.handle.net/10500/1432.
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This research investigates the instructional leadership role of the principal and its impact on learners' academic performance. A literature study investigated models of instructional leadership, characteristics of instructional leadership and instructional leadership as a managerial function. An empirical investigation used a quantitative research design to collect data from a purposefully selected sample of secondary school principals in the Vryheid region, South Africa. A questionnaire was used to gather data and statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated an indirect relationship between learners' academic achievement and the principals' practice of instructional leadership. Clearly formulated school goals, academic networks formed between low and high achieving schools and regular discussions between learners and teachers on their progress also contribute to improved academic performance. Finally, in-service training for principals and teachers, annual targets for academic achievement and the formation of school networks are recommended to improve practice.Educational Studies
M.Ed. (Education Management)
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Lan, Chi-Lin, and 藍祺琳. "An Investigative Research of Role Expectation and Role Performance of the Elementary School Resource room Teacher." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/76353873499199577092.
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碩士國立臺灣師範大學
特殊教育研究所
85
The aim of this research is to explore and discuss both the school staff''''''''s role expectation of the resource room teachers, and the latter''''''''s own assessments of their role expectations and performances, including consideration of hindrance factors. First the researcher use a form of questionnaire-The Elementary School Resource Room Teacher Role Function Scale to investigate the above-mentioned attitudes to role expectations and performances. Then, the researcher uses The Resource Room Teacher''''''''s Interview Outline (again, a kind of questionnaire which is in a semi-structured interview form) in order to understand and analyze the difficulties and problems that the resource room teachers face as they perform their roles in their daily teaching jobs. The main findings of this study will be discusses and elaborated upon as follows: 1.The study shows that there exist differences among the school staff''''''''s role expectations of the resource room teachers. The expectation in the category of consultation of the performances of the administrators and classroom teachers is higher than that of the performance of the resource room teachers; whereas the expectation in administration operation of the administrators is higher than that of the classroom teachers and the resource room teachers. The outcome reveals that communication between the resource room teachers and the school staff needs some push, especially in the consultation role performance area. 2.On discussing the resource room teachers'''''''' role performance, we may find that a higher performance level exists in the areas of teaching and assessment, whereas, there is a lower performance level in the consultation role. Owing to this, we may understand that the resource room teachers'''''''' skill lie mainly in teaching and assessment, and that they are not so adequate in fulfilling their consultation role. 3.In the analysis of four different personal background of resource room teachers, we find that role expectations of the female teachers are higher than that of the male teachers. The resource room teachers between 41 and 50 years old are superior to those whose ages are below 30 in role performances: i.e. in terms of assessment, teaching, consultation, and public relationships. The resource room teachers who have taken 20 credits in special education have better role performances than those who have not taken 20 special education credits. 4.There is a remarkable gap between the resource room teachers'''''''' role expectation and performance. The role expectation is significantly larger than the role performance in five job functions of the role resource teachers. In the 27 items, there are 24 items in role performance being lower. than role expectation. This indicates that the resource room teachers fail to achieve their goals, in the sense that their actual performances do not match their role expectations. 5.The major factors that cause this are as follows: A) Too many teaching hours; B) Lack of professional training of the resource room teachers; C) Classroom teachers being too busy in class affairs; D) Lack of parental cooperation; E)Lack of support from the administrators. This study not only discusses the findings of the research but also reaches conclusions which provide the resource room teachers, the educational administration authorities, and the teacher training units with suggestions.
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Sibanyoni, Tsholofelo Tebogo. "The impact of South Africa's new educational expectations on Mamelodi teachers role perceptions." Thesis, 2014.
Find full textAbstract:
The main aim of the study is to investigate black teachers’ perceptions about their role in
Mamelodi a township east of Pretoria. It argues that policy changes at macro level, that do
not take into account the school and classroom settings, do not lead to a proper understanding
of their implications and, subsequently an improvement of classroom practice. Findings are
drawn from the accounts of twenty teachers from the primary and secondary sectors. The
study concludes that even though teachers were using the terminology related to new policy
expectations when talking about change, they were unaware of the essential skills related to
such expectations. As a result they failed to appreciate what is required to develop the
proposed critical skills for the learners. The teachers’ understanding of the new curriculum
policy is limited. The study recommends that for effective implementation relevant preset and
inset programmes need to be provided.
Key words.
Mamelodi, teaching-practice, role perception, policy, consciousness.
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Masiyazi-Ngorima, Frederick Mateu Chinemwi. "Cultural factors and academic achievement of secondary school female learners." Diss., 2001. http://hdl.handle.net/10500/976.
Full textAbstract:
The aim of this quantitative study was to determine whether there were significant relationships between cultural factors and academic achievement of secondary school female learners in the Chimanimani district of Manicaland in Zimbabwe. According to literature, home environment variables, school environment variables and learner variables influence academic achievement of learners. The home environment includes family's expectations, the family's socio-economic status, exposure to role models and child-rearing practices. The school environment includes teacher's attitudes and the curriculum. Learner variables encompass self-concept, gender role concepts as well as the learner's attitude and aspirations.
The empirical research found significant correlations between all cultural factors and academic achievement, particularly in English and at times in mathematics. These correlations were low but positive. The investigation also revealed that diverse age groups did not differ significantly in academic achievement in mathematics or in English. However, females from diverse socio-economic backgrounds differed significantly in their academic achievements.Psychology of Education
M.Ed.(Psychology of Education)
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Hui-Chi, Huang, and 黃慧琦. "The study of classroom teachers'''' guidance role of role expectation, role performance, and role conflict in the elementary schools." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/93398886207147698937.
Full textAbstract:
碩士國立台北師範學院
國民教育研究所
87
Abstract The main purpose of this research is focus on the classroom teachers'''' guidance role of role expectation, role performance and role conflict in the elementary schools. There are four concrete purposes of this research, which are:(a) Realize the current situation of the role expectation, role performance and role conflict of the classroom teachers'''' guidance role;(b) Analysis the differences between role expectation and role performance of the classroom teachers'''' guidance role;(c) Discuss the relationships between role expectation, role performance and role conflict of the classroom teachers'''' guidance role;(d) With the research conclusions above, give advises on the classroom teachers of the elementary schools to the related education administration departments and to the school guidance departments. To achieve the purposes above, the first discussion is aimed at the guidance work of the elementary schools. Then we will analysis the true meaning of the guidance role of the classroom teachers in the elementary schools. Finally, we will discuss the theoretical foundations of role expectation, role performance and role conflict. We will use the conclusions above as the theoretical foundations of this research and we will also use the questionnaire made by ourselves to do our investigation. The candidates of this research are current classroom teachers, administrations and the parents of the students. This research took a wide survey through questionnaires to 1174 people randomly selected from 149 public and private elementary schools in Taiwan area. By the mean, standard variance, one-way AVNOA, t test, sign test and regression to do our statistics. By using some statistical methods, this research had made some major conclusions that were listed below: (a) Classroom teachers, administrators and parents think that classroom teacher is " Important " in playing as a guidance role. (b) There are major differences between role expectation and role performance. (c) The background variables are important affecting factors of the role expectation, role performance and role conflict of classroom teachers'''' guidance role. (d) Role conflict of the classroom teachers of the elementary schools is not too serious, but there still have some other conflict factors. (e) The coordinate/contact role and role conflict can serve as good predictors of role performance of the classroom teachers'''' guidance role.
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Lee, Chia-Jung, and 李佳蓉. "Regular Class Teachers’ Role Expectation and Teaching Support Needs toward Resource Room Teachers in Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/25759264884051323128.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
104
The purpose of this research was to discuss about the regular class teachers’ role expectation and teaching support needs toward resource room teachers in elementary school. The Questionnaire survey procedure was applied, and the research targets were regular class teachers in elementary school with implementation of inclusive education. Using the self-made teaching materials “The regular class teachers’ role expectation and support needs toward resource room teachers” as the research tool. The recycling rate of Questionnaires were 97% and the usable rate was 94%. The followings were the results of survey data analysis: 1.“Identification and Evaluation” was the top degree for normal class teachers’ role expectation toward resource class teachers, then the order come to “Teaching and Counselling”, “Plan and Support” and “Consultation and Communication”. 2.There was no significant divergence for regular class teachers to have the different role expectation on resource room teachers based on their teaching seniority and different special education background. 3.The regular class teachers have divergent role expectation on resource class teachers according to the “Concurrent Post”, teaching “Student Obstacle Classification” and “Attitude for Inclusive Education”. 4.“Related Teaching Support” was the top priority for regular class teachers’ teaching support needs toward resource class teachers, then the sequence come to “Learning Assessment”, “Curriculum Design” and the last was “Teaching Strategy”. 5.The regular class teachers did not have any difference teaching support needs toward resource room teachers based on the teaching seniority, special education background, teaching students for obstacle classification and different attitude of inclusive education. 6.The regular class teachers who have concurrent post required more teaching support greater than those who did not have the concurrent post in 3 dimensions of “Teaching Strategy”, “Learning Assessment” and “Other Related”. Recommendations were provided for school, resource teacher and further studies.
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Hsieh, Wen-Chueh, and 謝文雀. "The Relationships between Teachers’ Expectations on Parenting Role, Parenting Attitudes, and Expectations for Children’s Education, by the case of Public Elementary School Teachers in Taichung County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/19512100817005772233.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
103
The current study aimed to examine the status quo of expectation for parenting role, nurturing attitude, and expectation for children’s education among elementary school teachers in Taichung, specifically comparing the three constructs among elementary school teachers with different background variables. In addition, the current study investigated how expectation for parenting role and nurturing attitude predicted expectation for children’s education. A questionnaire survey approach was employed in the current study, with the modified “Scale of elementary school teachers’ expectation for parenting role, nurturing attitude, and expectation for children’s education” distributed to 103-academic-year formal teachers in public elementary schools in Taichung. Purposeful sampling with proportions based on geographic partitions was adopted, with 568 valid samples collected. SPSS for Windows 12.0 was employed for data analysis, including descriptive statistics, t-test, One-way ANOVA, Pearson product-moment correlation , Chi-square test and Stepwise multiple regression. The results were as follows: 1.In terms of expectation for parenting role among elementary school teachers in Taichung, “discipline criteria” topped the rank while “schoolwork guidance” ranked the least. With respect to nurturing attitude, “enlightened and authoritarian” topped the rank while “indulgent and permissive” ranked the least. As for expectation for children’s education, “conduct” topped the rank while “academic achievement” ranked the least. 2.While gender did not contribute to significant differences in expectation for parenting role, it led to significant differences in “response” of nurturing attitude and in expectation for children’s education. 3.Age contributed to significant differences in expectation for parenting role and nurturing attitude, while expectation for children’s education revealed insignificant differences. In terms of children’s conduct, expectation from teachers aged 36-45 was significantly higher than those aged below 35. 4.To elementary school teachers with different children, significant differences in expectation for parenting role, nurturing attitude, and expectation for children’s education were not found. In terms of expectation for basic daily care, however, teachers with two children performed significantly higher than those with only one child. 5.To elementary school teachers in different districts, significant differences in expectation for children’s education were not found. 6.In terms of expectation for parenting role, nurturing attitude, and expectation for children’s among elementary school teachers in Taichung, pair relationship reached the significant level. 7.To elementary school teachers in Taichung, expectation for parenting role and nurturing attitude revealed significant predictability over expectation for children’s education. Based on the results, the current study provides specific suggestions for educational administrators, elementary school teachers, and future researchers.
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Lin, Chia-Yu, and 林家瑜. "An Investigation of Role Expectation and Role Performance perceived by Junior High School Resource Room Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/67336356555438952011.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
94
The purposes of this study were to identify both the school staffs’ and the parents’ role expectation of the resource room teachers, and the difference between the resource room teachers’ role expectation and performance, including consideration of hindrance factors. First, a self-developed questionnaire were sent to 600 subjects, resulting in 446 respondents （74.3％ return rate）. Then, the researcher used some open-ended questions to understand the hindrance factors of role performance. The main findings of this study were as follows: 1. The study indicated that there were differences among the role expectations of the school staffs, resource room teachers and the parents. 2. To sequence the importance of the resource room teachers’ role, the order of the resource room teachers was the same as that of the administrators, whereas the order of the regular teachers was similar with that of the parents. 3. On discussing the resource room teachers’ role performance, there was a higher performance level existed in direct service. 4. Resource room teachers of different areas and educational levels had different role performances. 5. In regard to the actual time-spent by the job duties of the resource room teachers, the percentage in “Instruction and Guidance” was the highest. 6. Resource room teachers’ role expectation was significantly higher than role performance. 7. Three of the major factors that affected role performance were as follows: A) Different special educational belief perceived by respondents; B) Difficulty of course scheduling; C) Respondents’ failure to committment. Recommendations were provided for local education agencies, teacher training agencies, schools, resource room teachers, parents and the further studies.
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Chen, Pin-Zhen, and 陳品臻. "A Case Study on the Role Expectations of After-school Child Care Services Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/51355650254142529679.
Full textAbstract:
碩士國立臺北教育大學
教育經營與管理學系
102
The purpose of this study were to explore the self-role expectations and role performance of after-school child care services teachers, and analyze influential factors to self-role expectations. This study used the multiple-case study method of qualitative research, and recruited four after-school child care services teachers of public elementary schools as subjects through purposive sampling. The research data was collected through semi-structured interview method. Seven conclusions were proposed as follows: 1.The role content of after-school child care services teachers include professional knowledge, life care, school work instructions, physical and mental counseling, and multiple communication. 2.The primary responsibility of after-school child care services teachers is to protect the child safety, and the main duties is helping the child complete school assignments. Besides, they can provide assistance based on child family background status. 3.Personality is a key to competent after-school care services. Furthermore, it can be an important coordinator for successful communication between school teachers and students. 4.After-school child care services teachers shall play the role of psychological and behavioral counseling, but the actual executable content and responsibility is very vague. 5.Participating in diverse refresher courses will help after-school child care services teachers narrow the gap between self-role expectation and role performance. 6.Parents expectations, peer teachers interaction, support of school administration and interaction with school teachers all affect after-school child care services teachers’ self-role expectations. Emotional Support of peer teachers sometimes can exert a supportive and emotional recoverable effects. 7.Student achievement also affect after-school child care services teachers’ self-evaluation.
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Hsu, Jui-Chi, and 許瑞其. "A Study of Role Expectation Perception and Role Performance Perception of Student Teachers in Junior High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74675854724133548974.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
95
Abstract The purpose of the study was to explore the relationship between the role expectation perception and role performance perception of student teachers in junior high schools. The data was collected by a questionnaire survey. A total of 365 student teachers of National Changhua University of Education were sampled as research subjects. After questionnaires were collected, statistics methods, such as descriptive statistics, t-test, one-way ANOVA, Pearsons product-moment correlation, were used to analyze the research data. Conclusions of this study are as follows: 1. The role expectation perception of student teachers in junior high schools is of a high level and role performance perception is of a high -intermediary level in current. 2. In the dimensions of “teaching professional knowledge and ability” and “classroom management knowledge and ability”, student teachers’ difference of scores between role expectation and role performance was larger than other dimensions. 3. The average scores in “administration knowledge and ability” of student teachers in junior high school were lowest. 4. There were no significant differences in the student teachers’ perception of role expectation in relation to different gender、school size and educational background. 5. There is significant difference in the dimension of “relationship” in relation to student teachers’ role expectation perceptions in different subject, and it was found that the student teachers in “integrative activities area” is higher than those in “health and physical education area”. 6. There was no significant difference in student teachers’ role performance perception in relation to different background variance. 7. There was middle positive correlation between role expectation perception and role performance perception of student teachers in junior high schools and there were significant differences.
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WANG, SHIH-TING, and 王詩婷. "A Research on Elementary School Teachers’ Perceptions and Expectations on the Role of School Counselors." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/669c65.
Full textAbstract:
碩士亞洲大學
經營管理學系碩士在職專班
107
The purpose of this research is to look into elementary school teachers’ perceptions and expectations on the role of school counselors, and determine if their perceptions and expectations are correlated. For that purpose, the research modify a research framework “Scale on Junior High School Teachers’ Perceptions and Expectations on the Role of School Counselors” to “Scale on Elementary School Teachers’ Perceptions and Expectations on the Role of School Counselors” as an instrument for data collection. A total of 200 elementary school teachers have been surveyed in the research. The data are analyzed with descriptive statistic method , t-test, one-way ANOVA, Pearson Product-Moment correlation. The findings of this research are listed as follows：1. Elementary school teachers’ perceptions and expectations on the role of school counselors are the highest on the item of “professional growth,” but the lowest on “Information provision.”2. Elementary school teachers’ perceptions on the role of school counselors are various on such items as “gender,” “length of service,” “professional background,” and “school size.”3. Elementary school teachers’ expectations on the role of school counselors are various on such items as “gender,” “current position,” and “school size.4. There exists a positive correlation between elementary school teachers’ expectations and perceptions on the role of school counselors. Finally, recommendations are made for school counselors, schools, school administration for reference.
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Hsiao-Wen, Lin, and 林曉雯. "A study on Career satisfaction, Role-expectation and real Role-laying for Vocational High School of Commerce Teachers." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/52497377409580070646.
Full textAbstract:
碩士致遠管理學院
教育研究所
96
This study aims to analyze the career satisfaction for vocational high school of commerce through comparing the teacher’s role-expectation with its real status of role-playing. A questionnaire investigation method is applied to figure out the research topic. First of all, a new “Questionnaire for teacher’s role-expectation with its real status of role-playing in vocational high school of commerce “ was developed in this study. 240 teachers of 18 vocational high schools of commerce in northern, central, southern and eastern Taiwan were selected by using stratified random sampling method for answering this questionnaire. 207 effective questionnaires were replied finally. The reply-rate is approaching to 90%. The statistical analysis software SPSS 12.0 was utilized for Descriptive Statistics Analysis, t-test for sample independence,one-way ANOVA, Scheffe method、Pearson’s product-moment correlation and Stepwise Multiple Regression. According the statistical analysis results, some conclusions are drawn as following: 1. The overall performance of role-expectation for vocational high school of commerce teacher in Taiwan is “very good”. Teacher’s role-expectation should be upgraded in “Information Knowledge” and “Growth of Professional Capacity” dimensims. 2. The overall performance of real status of role-playing for vocational high school of commerce teacher is “good”. Teacher’s real teaching behaviors should be upgraded in “Information Knowledge” and “Growth of Professional Capacity” dimensims. 3. The career satisfaction, role-expectation and real role-playing are influenced by four major personal factors, i.e. education degree, position in school, teaching courses and secondary profession for vocational high school of commerce teacher. 4. The career satisfaction, role-expectation and real role-playing are influenced by two major environmental factors , i.e. location and type of school for vocational high school of commerce teacher. 5. The overall performance of career satisfaction for vocational high school of commerce teacher is “good”. Teacher’s career satisfaction could be upgraded in “Teacher potency” and “Human relations” sub-items. 6. The performance of career satisfaction for vocational high school of commerce teacher could be predicted by role-expectation and real role-playing. This relation is highly correlated in sub-item “Professional Capacity”. In order to improve the career satisfaction, role-expectation and role-playing for vocational high school of commerce teacher, several recommendations are suggested in this research: 1.Develop more channels for continuing education and professional development. 2.Integrate social, community and enterprises teaching resources. 3.Establish the professional Internet forum or experience-sharing platform for vocational high school of commerce teacher. 4.Value the importance of professional experience and enhance the inter-department experience-sharing activities.
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TSAI, Chia-Ling, and 蔡佳伶. "A Survey Research on Role Expectation and Role Performance of Resource Room Teachers in Public Senior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67130784557160438638.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育學系在職進修碩士班
101
The purposes of this study were to explore the role expectation and role performance of resource room teachers in public senior high school, and to analyze the differences between role expectation and performance in resource room teachers. In this nation-wide survey, a self-developed questionnaire, The Senior High School Resource Room Teacher Role Investigation Scale, was sent to 59 public senior high schools, asking the administrators, class room teachers and resource room teachers to respond to it. The questionnaires were sent to 311 subjects and 90.4％ of them responded (281 participants). The information obtained were analyzed by using the average, standard deviation, t-test and one-way Analysis of Variance (ANOVA),etc. The main results of the study were as follows: 1.On discussing the resource room teachers’ role expectations, school staffs with different capacities considered the categories of “Assessment &; Evaluation” and “Instruction &; Counseling” as the most important roles of the senior high school resource room teachers, and; on the other hand, they considered the category of “Administrative affairs &; Program planning” as the least important one. 2.As for the influence of the resource room teachers role expectations among administrators and class room teachers, there was no significant difference in various background variables. 3.Resource room teachers with different seniorities in senior high schools had considerably different role expectations in the different role categories. 4.On the resource room teachers’ role performances, the categories of “Instruction &; Counseling” and “Administrative affairs &; Program planning” hit the highest performance level. On the other hand, the category of “Assessment &; Evaluation” reached the lowest performance level. 5.Resource room teachers with different seniorities in senior high schools and different experiences of administrative capacities had markedly different role performances in the different role categories. 6.The role expectations were significantly higher than the role performances on the categories of “Assessment &; Evaluation”, “Instruction &; Counseling”, “Support &; Advocate”, and “Consultation &; Communication”.
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賴櫻雪. "The Homeroom Teacher Role & Task Satisfaction and Expectation of The Students in A Technology University." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82nr8h.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系在職進修碩士班
100
The aims of this thesis are: to understand “ the homeroom teacher role & task satisfaction and expectation of the students in a technology university”. The tasks of a homeroom teacher are: studying counseling, social counseling, relationship counseling, and career counseling. Out from 1,748 responsive available questionnaires, the results are as following: A: The homeroom teacher task satisfaction The students have 50% up expectation to their homeroom teacher, especially for the career counseling. However, it seems to have less than 50% satisfaction on the issue. The result is that career counseling needs the most improvement. B: The homeroom teacher role satisfaction and expectation The results varied because of two different student groups. Group 1: Lin-Ko campuses, day school, 5-year school system, boarding students, etc. Group 2: Chia-Yi campuses, weekend school, 2-year school system, non-boarding students,etc. 1.The homeroom teacher role expectation Group 1 students would expect more than Group 2 to have Dual homeroom teachers, Female homeroom teacher, major-tutor homeroom and class-meeting more than 3 times a month. However, Group 2 students would prefer to have male homeroom teacher, non-major tutor homeroom teacher and less than once class meeting a month. 2.The homeroom teacher task satisfaction Generally speaking, Group 2 students have more satisfaction with their homeroom teachers, if their homeroom teacher is taking charge of administrative tasks or tutor them at the same time. 3.The Interaction between students themselves Group 2 students have more interaction than Group 1, especially when their homeroom teacher having administrative tasks, tutoring them at the same time and meeting them more than 3 or 4 times a month. 4.It is obviously to say that the more interactive relationships the students have, the more satisfaction they have to their homeroom teacher.
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Yao, Ying-Ju, and 姚映如. "A Research on Junior High School Teachers’ Perceptions and Expectations on the Role of School Counselors." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/03397769993640602451.
Full textAbstract:
碩士國立彰化師範大學
輔導與諮商學系所
104
The purpose of this research is to look into junior high school teachers’ perceptions and expectations on the role of school counselors, and determine if their perceptions and expectations are correlated. For that purpose, the research is first conducted through a literature review in order to build a research framework and adopts a “Scale on Junior High School Teachers’ Perceptions and Expectations on the Role of School Counselors” as an instrument for data collection. A total of 373 junior high school teachers have been surveyed in the research. The data are analyzed with descriptive statistic method , t-test, one-way ANOVA, Pearson Product-Moment correlation. The findings of this research are listed as follows： 1. Junior high school teachers’ perceptions and expectations on the role of school counselors are the highest on the item of “professional growth,” but the lowest on “administrative assistance.” 2. Junior high school teachers’ perceptions on the role of school counselors are various on such items as “gender,” “length of service.” “current position,” “professional background,” and “school size.” 3. Junior high school teachers’ expectations on the role of school counselors are various on such items as “gender,” “current position,” “professional background,” and “school size. 4. There exists a gap between junior high school teachers’ perceptions and expectations. Junior high school teachers’ expectations are higher than their perceptions on the role of school counselors. 5. There exists a positive correlation between junior high school teachers’ expectations and perceptions on the role of school counselors. Finally, recommendations are made for school counselors, schools, school administration, education administration and follow-up researchers for reference.
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Huang, Hsin-Yi, and 黃馨儀. "Investigating Special Education Teachers’ Conceptions of the Role Expectation and Implementation of Resource Room Teachers in Senior High Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53713304334414740718.
Full textAbstract:
碩士中原大學
特殊教育研究所
103
The study aimed to investigate the perceptions of special education teachers’ role expectation and role implementation of resource room teachers in senior high schools, and to explore the differences between role expectation and role implementation of resource room teachers. A self-administered questionnaire was completed by 175 respondents and data was analyzed using descriptive statistics, t-test, one way ANOVA, and paired-sample t test. The results showed that (1) the six dimensions of role expectation were ranked between important and very important. Among them, instruction and counseling was found to be the most important role, followed by assessment and evaluation, while administration and planning was considered the least important role. (2) The six dimensions of role implementation were placed between fairly implemented and fully implemented. Specifically, administration and planning was among the highest implementation level, followed by transition and referral, while assessment and evaluation achieved the lowest implementation level. (3) Special education teachers with different tasks and number of students compared to the number of resource room teachers had significantly difference in some role expectation. (4) Special education teachers with different tasks, areas of work, school administrators, and affiliated departments were found significantly different in some of the perceived role implementation. (5) Special education teachers’ overall role expectation of resource room teachers was significantly higher than the perceived role implementation, specifically, assessment and evaluation, instruction and counseling, support and advocate, consultation and communication, and transition and referral were significantly higher than the perceived role implementation. Recommendations according to the findings were addressed for the associated education institutes, resource room teachers and further research.
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Huang, Hui-ni, and 黃慧妮. "A Study on Role Expectation and Role Performance of Guidance Teachers at the Selected Elementary School in Kaohsiung County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/68856847734287117973.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
91
The purpose of this research was to investigate the degree to which elementary school guidance teachers, in “grade 1-9 curriculum”, identified with their own “role expectation” and the status of their actual “role performance.” By literature analysis, the researcher constructed Survey Questionnaire for the Role of Elementary School Guidance Teachers. The research targeted the guidance teachers of grades 1, 2, and 4 in 91 academic year as the population of study. 672 guidance teachers of grades 1, 2, and 4 from 53 sampled elementary schools were surveyed. 531 valid questionnaires were retrieved, making up an overall retrieval rate of 82.94%. The research has come up with the conclusions as follows: 1. The role of elementary school guidance teachers covers numerous major dimensions: instruction, disciplinary, counseling and guidance, administration, and research. 2. As to the degree to which elementary school guidance teachers identified with their role expectation, only the “gender” variable shows significant difference. (1) As to the major dimensions, female guidance teachers showed significantly higher degrees of identification with their role expectation in instruction, administration, and research aspects than did their male counterparts. (2) As to the sub-dimensions, female guidance teachers also showed significantly higher degrees of identification with their role expectation in instructional activities design, discipline expert, evaluator, class operator, communicator with parents, planning campus events, school and outside coordination, facilitating campus and off campus activities, action researcher, curriculum developer, reformer, and specialized worker than their male counterparts. 3. In background variables like gender, education, grade of instruction, age, and seniority, there existed significant difference in at least some major or sub-dimensions in the degree of role performance of guidance teachers. (1) On the gender variable, female guidance teachers showed significantly higher degrees of role performance in major dimensions of instruction, disciplinary, counseling and guidance, and administration than their male counterparts. (2) On the education variable, guidance teachers with teachers’ high school or 5-years junior teachers’ college education showed significantly higher degrees of role performance in the sub-dimension of class operator than did their counterparts with teachers’ education credentials. (3) On the variable of grade of instruction, guidance teachers of grade 1 showed significantly higher degrees of role performance than did their counterparts of grade 4 in sub-dimensions of evaluator, communicator with parents, school and outside coordination, and curriculum developer. Besides, guidance teachers of grade 2 showed significantly higher degrees of role performance than their counterparts of grade 4 in the major dimension of administration. Regarding sub-dimentsions, guidance teachers of grade 2 also showed significantly higher degrees of role performance in sub-dimensions of planning campus events, and school and outside coordination than did their counterparts of grade 4. (4) On the age variable, guidance teachers aged 41-45 showed significantly higher degrees of role performance than those aged 26-30 in the sub-dimension of communicator with parents. (5) On the seniority variable, guidance teachers with 11-15 years in seniority showed significantly higher degrees of role performance than those with 1-5 years in seniority in the sub-dimension of communicator with parents. 4. Elementary school guidance teachers have higher degrees of identification with their role expectation than those of their role performance. 5. There exist positive correlations between the degrees of elementary school guidance teachers’ identification with their role expectation and those of their role performance.
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Kang, Hsiu-Yueh, and 康秀月. "The Comparison of School Counselors’ Role Expectation and Role Performance between School Counselors and Teachers of Junior High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/49873753031163306057.
Full textAbstract:
碩士中原大學
心理學研究所
96
The purpose of the present study was to understand the role expectation and role performance of junior high school counselors, and to compare counselors’ perception of school counselor roles with teachers’ perception. Twenty-seven junior high schools were selected from Taoyuan County by stratified random sampling method. Three hundred and three teachers were sampled from these 27 schools. The return rate was 85% and the valid return rate was 82%. There were 246 school counselors and teachers participated in the study. The instrument was “Middle School Counselors’ Work Questionnaire.” The results were: (a) Counselors’ perception for themselves showed a high level of role expectation and middle level of role performance. Also, there was significant discrepancy between role performance and role expectation, namely the role performance was inferior to the role expectation. The significant background variables were; job duties and school sizes for role expectation; education levels, job duties for role performance; and age, years of counseling work for role discrepancy. Discrepancy was also found between school counselors’ ideal and actual work schedule order. (b) Teachers’ perception of school counselor showed a high level of role expectation and middle level of role performance. Also, there was significant discrepancy between role performance and role expectation, namely the role performance was inferior to the role expectation. The significant background variables was school sizes for role expectation, role performance and role discrepancy. (c) The results of comparing counselors’ perception of school counselor roles with teachers’ perception of school counselor roles showed that teachers had higher level on role expectation than counselors. However there was no significantly different perception of role performance and of role discrepancy between counselors and teachers. In addition, both teachers and counselors agree with ideal work schedule order. To sum up, comparing the perception of school counselor between teachers and counselors, there was significant difference in role expectations, but no difference found in role performance and role discrepancy.
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Chen, Li-Jung, and 陳麗容. "A comparative study on Expectations of a Teacher's Role between students in Kaohsiung and Wuhan." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/43964196125814260633.
Full textAbstract:
博士國立高雄師範大學
工業科技教育學系
96
This study aims to investigate, describe and compare the different expectations of a teacher’s role between students in Kaohsiung and Wuhan. According to the analysis of literature, the research hypotheses were proposed; research variables were selected, and the “Questionnaire on Expectations of a Teacher’s Role” was drawn up by the researcher. In Kaohsiung,1,450 questionnaires were sent out, and 1,280 returned, with a response rate of 88.28%,while 1,102 were usable, with a usable rate of 76%.In Wuhan,1,350 questionnaires were sent out, 1,140 returned, with a response rate of 84.44%,while 1,028 were usable, with a usable rate of 76.14%.The study employed the following statistical methods to analyze the obtained data: mean, standard deviation, t-test, F-test, one-way ANOVA and Scheffe’s post-test. Based on the findings of the statistical analysis, conclusions and suggestions were proposed as references for the educators and teacher education institutions in Taiwan and China. Conclusions of the study were as follows: 1.Male and female students in Kaohsiung, and those in Wuhan had different expectations of a teacher’s role. 2.Students in different study stages in Kaohsiung, and those in Wuhan had different expectations of a teacher’s role. 3.Students in different regions in Kaohsiung, and those in Wuhan had different expectations of a teacher’s role. 4.Male and female students from both Kaohsiung and Wuhan had different expectations toward a teacher’s role. 5.Students in different study stages from both Koahsiung and Wuhan had different expectations toward a teacher’s role. 6.Students from different regions in both Kaohsiung and Wuhan had different expectations toward a teacher’s role. According to the conclusions of this study, the following suggestions were proposed: 1.Students’ expectations of a teacher’s role could be the references for educators and teacher education institutions. 2.A teacher’s role should be properly adjusted based on the differences between males and females. 3.For students in different study stages, teachers should play a more appropriate role to teach them. 4.Teachers in villages and towns should be encouraged to take on greater responsibilities.
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Wan-Ying, Tan, and 譚婉盈. "The Study on the Role Expectations, Function Expectations and support Needs to Special Education Itinerant Service from the Tainan Elementary School Teachers on Regular Classes." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/67710966895186704391.
Full textAbstract:
碩士國立臺北教育大學
特殊教育學系碩士班
97
The purpose of this study was to understand the role expectations, function expectations, and support needs from elementary school teachers on regular classes in Tainan to special education itinerant service. The research subjects were elementary school teachers in Tainan who have Autism or Emotional Disorders students placed in their classes , while those students also received special education itinerant service during 93 the school year to 97 the school year. The total number is 91, and the research used survey method. The results were as follows: 1. Tainan elementary school teachers on regular classes have multi-role expectations and high needs to special education itinerant service. Counselors and facilitators on processing students’ problems of emotion or behavior were the most expectant roles of Tainan elementary school teachers on regular classes. 2. Tainan elementary school teachers on regular classes have multi- function expectations and high needs to special education itinerant service. Providing counsel and assisting in identification, placement, and guidance of students with special needs were the most expectant function of Tainan elementary school teachers on regular classes. 3. Tainan elementary school teachers on regular classes were eager to receive the support services in assessment, teaching and administration. The highest needs to assessment are providing pre-referral intervention strategies and evaluating the appropriateness of placement, while the highest needs to teaching is providing special curriculum, and the highest needs to administration is getting the support from the professional. 4. Male teachers have less needs than female ones in a whole. Male teachers only have more needs than female ones to fill referral form, adjust teaching evaluation, provide special curriculum, assist in getting the supports of professional, attend IEP conference, provide relative information about welfare and services, facilitate acceptation of classmates’ parents, and provide information about promotion program of special education, and the rest items are less than female ones. 5. The experienced teachers have more needs than less experienced ones in a whole. However, the teachers with 11-15 years have the least needs to evaluate the effect of pre-referral intervention, understand the identification process and get relative information, evaluate students’ needs of teaching, guidance, and professional, adjust teaching evaluation, curriculum, and teaching environment, provide teaching assist, process students’ emotional or behavior problems, attend relative conferences, communicate with parents, and get administrative support. 6. Teachers who had taken three special education credits have the highest needs. Teachers without special education credits have higher needs to provide evaluation, teaching strategies, teaching assists, human support, and facilitate acceptation of classmates’ parents. Teachers with the qualifications of special teacher have higher needs to understand the identification process and get relative information, adjust teaching evaluation, curriculum, teaching assist, process students’ emotional or behavior problem, get the support of professional, attend ITP conference, provide relative information about welfare, services, and programs of promoting special education.
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Juo, Yan-Ting, and 卓彥婷. "Can Robots Replace Teachers? A Research on the Role Expectation and Professional Growth of Yong Ping Elementary School Teachers in New Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/w6qg5e.
Full textAbstract:
碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
106
The purpose of this study is finding out the possibility and reasons that robots may replace elementary school teachers based on teacher role expectation and professional growth; understanding the essence of teacher role expectation and professional growth. We listed the differences between essence of teacher professional competency and teacher professional growth according to the survey from teachers in Yong-Ping elementary school. As time progresses, continuous development, we hope teachers can understand the value and position they have and make education organizations attach more importance to the impact of teacher professional growth design. We summarized the essence of teacher role expectation by reviewing related literature and digested the key points of teacher professional growth. The participants in this study were teachers from Yong-Ping elementary school. After holding two meetings, we concluded the criteria of robot teacher role expectation and teacher professional using Nominal Group Technique. Then we adopted interview method to obtain more opinions and compare them with teacher professional growth. Here is our conclusion. The role expectation of robot teachers: robot teachers can perform class activities and make out questions with given rules, report student’s condition precisely immediately; it can perform repeated work for administrative teachers to save a lot of time and energy without legal issues. Robot teachers can be an assistant tool for teachers. From the teacher professional competency of view, professional teachers will learn from experiences, teach students with appropriate methods, qualitative evaluation and introspect. Teacher will share feelings with students, play it by ear, class management, give counseling to students and establish good relationship with them. Here are the differences between the essence of teacher professional competency and professional growth; First, the essence of teacher professional competency is more specific, more detailed than professional growth in the real teaching environment. Second, teacher professional growth simplified students’ behavior too much comparing with the teaching environment. Moreover, teacher professional growth focused on the teaching, professional growth and administrative tasks. It had less focuses on the counseling and interactive between teachers and students. This study will provide suggestions based on the research result and discussion to education related organizations and teachers.