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Rodriguez, Caroline M. "Attitudes of teachers and teacher trainees towards faculty unionization /." View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.
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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.
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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.
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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.
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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics or how these attitudes form, which is the focus of this study. The research questions were:
1. What attitudes do practising early years teachers hold towards mathematics?
2. How did the teachers‟ mathematics attitudes form?
This study adopted an explanatory case study design (Yin, 2003) to investigate practising early years teachers‟ attitudes towards mathematics and the formation of these attitudes. The research took place in a Brisbane southside school situated in a middle socio-economic area. The site was chosen due to its accessibility to the researcher. The participant group consisted of 20 early years teachers. They each completed the Attitude Towards Mathematics Inventory (ATMI) (Schackow, 2005), which is a 40 item instrument that measures attitudes across the four dimensions of attitude, namely value, enjoyment, self-confidence and motivation. The teachers‟ total ATMI scores were classified according to five quintiles: strongly negative, negative, neutral, positive and strongly positive. The results of the survey revealed that these teachers‟ attitudes ranged across only three categories with one teacher classified as strongly positive, twelve teachers classified as positive and seven teachers classified as neutral. No teachers were identified as having negative or strongly negative attitudes. Subsequent to the surveys, six teachers with a breadth of attitudes were selected from the original cohort to participate in open-ended interviews to investigate the formation of their attitudes. The interview data were analysed according to the four dimensions of attitudes (value, enjoyment, self-confidence, motivation) and three stages of education (primary, secondary, tertiary).
Highlighted in the findings is the critical impact of schooling experiences on the formation of student attitudes towards mathematics. Findings suggest that primary school experiences are a critical influence on the attitudes of adults who become early years teachers. These findings also indicate the vital role tertiary institutions play in altering the attitudes of preservice teachers who have had negative schooling experiences. Experiences that teachers indicated contributed to the formation of positive attitudes in their own education were games, group work, hands-on activities, positive feedback and perceived relevance. In contrast, negative experiences that teachers stated influenced their attitudes were insufficient help, rushed teaching, negative feedback and a lack of relevance of the content. These findings together with the literature on teachers‟ attitudes and mathematics education were synthesized in a model titled a Cycle of Early Years Teachers’ Attitudes Towards Mathematics. This model explains positive and negative influences on attitudes towards mathematics and how the attitudes of adults are passed on to children, who then as adults themselves, repeat the cycle by passing on attitudes to a new generation. The model can provide guidance for practising teachers and for preservice and inservice education about ways to foster positive influences to attitude formation in mathematics and inhibit negative influences.
Two avenues for future research arise from the findings of this study both relating to attitudes and secondary school experiences. The first question relates to the resilience of attitudes, in particular, how an individual can maintain positive attitudes towards mathematics developed in primary school, despite secondary school experiences that typically have a negative influence on attitude. The second question relates to the relationship between attitudes and achievement, specifically, why secondary students achieve good grades in mathematics despite a lack of enjoyment, which is one of the dimensions of attitude.
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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.
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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.
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Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.
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Andersson, Emelie. "Teachers' Attitudes Affect Students : A Study of Swedish Primary School Teachers' Attitudes towards CLIL." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29832.
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Teachers play an important role in teaching English as a second language. Since many studies of students’ attitudes towards leaning English already exist this study aims to compensate the lack of studies examining teachers’ attitudes towards methods of teaching English as a foreign language. The main focus of the study is on Content and Language Integrated Learning (CLIL). The definition and effects of CLIL are presented and discussed as well as pedagogical implications about teaching English as a foreign language. Via an online survey questionnaire, this study examines the attitude towards CLIL of ninety-seven teachers in the Swedish primary school’s preschool class to grade three. Findings of this study implicate that teachers in general have a positive attitude towards a content integrated approach to teaching English as a foreign language. Finally, suggestions for future research are presented.
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Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.
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The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of principal members). Survey data was collected using the LPI-Online. Principals responded to the 30 item LPI-Online Self. Teachers responded to the LPI-Online Observer. Principals distinguished teachers hired from teachers who were already at the institution when the principal was hired.A statistically significant difference (p < .05) was found between the perceptions of the hired and inherited groups on three of the five leadership practices: Challenging the process, enabling others to act and encouraging the heart. There was no statistically significant difference in principal and hired teachers' perceptions, or between principal and inherited teachers on subscales inspiring a shared vision and modeling the way.Based on the findings from this study, the researcher suggested there are important dynamics involved in the changing of team members, especially the principal during times of school change initiatives. Based on the findings from this study the researcher concluded principals and hired teachers tend to exhibit a more positive interpersonal relationship than the principal and inherited teachers.Department of Educational Leadership
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McKenzie, Cheryl. "Inclusion: Teachers' attitudes and pedagogy." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/3cc3ec96a763c10997a45002da98c4e30b987338fcb922664549f8e0c0bb656f/4149859/64993_downloaded_stream_218.pdf.
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Education is one of the keys to future prosperity and in principle inclusion offers access to quality education for all. The practice of inclusion has been made mandatory in Victorian schools however, reviews suggest that inclusion, as practiced in Victoria, has not been fully implemented (Meyer, 2001). With over 48,000 Victorian State Government Primary School students in need of special education assistance it was considered imperative to investigate the attitudes of teachers towards inclusion and the inclusive pedagogy they practise. Based in the interpretive paradigm of social equity, this thesis aims to investigate the attitudes towards inclusion and the inclusive pedagogy practised by Primary State School teachers in Melbourne, Victoria. To understand the participants reality from their perspective a constructionist epistemology was utilised. The response of 225 fulltime primary school teachers to the BCSQ (Bender, 1992) and STATIC (Cochran, 1998a) questionnaires were analysed and compared with their personal background information. The database was tested for relationships between the variables. These results were used to develop questions for targeted interviews with ten selected respondents. The responses of the questionnaires and interviews were used to facilitate an understanding of the relationships between teachers' attitudes and their pedagogy. The results indicated that while teachers philosophically embraced inclusion and practised a range of inclusive pedagogies a perceived lack of quality support and limited education in special needs continued to hamper the implementation of inclusion in Victorian State Primary Schools. Forty percent of teachers had no education in special needs and felt challenged by inclusion and unsure about how to implement inclusion.;Furthermore, teachers identified an urgent need to provide additional support for the teacher-diagnosed students who represent eighty percent of the special needs students present in the majority of classrooms. A range of recommendations are made for improvements to the implementation of inclusion in Victorian State Primary Schools.
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Taylor, Tina. "Teachers attitudes' toward multicultural education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999taylort.pdf.
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Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.
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Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through a MANOVA and MANCOVA. The results indicated that teachers had positive attitudes toward inclusionary teaching practices; however, the teachers also conveyed negative attitudes toward the philosophical aspects of inclusionary teaching practices, and these attitudes differed significantly per level of education and teacher training. The results of this study were used to develop a teacher training curriculum to improve co-teaching strategies, classroom management tips, emergency procedures, and information about learning disabilities. This study will contribute toward positive social change as these attitudes impact the teaching practices and student learning.
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Almotairi, Mishal. "Investigating Kuwaiti teachers' and head teachers' attitudes towards inclusion." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4327/.
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The purpose of this study is to investigate the attitude of Kuwaiti primary teachers and head teachers toward including pupils with disabilities in mainstream schools and classrooms in the State of Kuwait. The two-part study utilises a ‘two methods approach’ to reveal the attitudes of teachers and head teachers in primary mainstream and special schools toward pupils with disabilities and including them in mainstream classrooms. The first study was a questionnaire-based survey of 560 teachers and head teachers currently working in the 209 mainstream and special primary schools in Kuwait. The questionnaire used was the Mainstream Attitude Survey (MAS) developed by Alghazo (2000). Results showed a mixed attitude towards inclusion of pupils with disabilities, and that, overall, teachers were quite negative about the concept. Teachers from mainstream schools were more supportive of inclusion than special school teachers and, male teachers were more supportive than female teachers. The second study involved interviews with 30 teachers, head teachers and 4 decision makers. These revealed nuances of opinion with respondents from both school types supporting inclusion from two main positions. The first emphasised that inclusion was an ethically sound movement; the second emphasised inclusion would be socially beneficial to society and the development of all pupils. Of those who were negative towards inclusion, criticisms were mostly based on the idea that while there were likely to be social benefits of inclusion, these benefits were not significant enough to justify placing the academic achievement of mainstream pupils at risk.
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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.
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Raulston, Catherine Gurley. "Analyses of teachers' perceptions and attitudes of a teacher laptop initiative." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/72.
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Madzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.
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This paper examines three English teachers’ attitudes towards teaching pronunciation. The teachers involved are teachers at upper-secondary level in Sweden. The study is based on a qualitative method, since the research involves collecting data to understand opinions and experiences. The data in this study are collected through semi-structured interviews to analyze teachers’ attitudes. All of the three teachers agreed on their students having good pronunciation and mentioned different sounds as pronunciation difficulties that are problematic for their students. Furthermore, the three teachers expressed that they avoid correcting their students most of the time, however, when the teachers correct their students, they usually use a corrective method that can be interpreted as implicit feedback. Earlier research has shown that explicit feedback is the most effective method to use in a teaching environment to make it possible for students to improve their pronunciation.
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Gyimah, Emmanuel Kofi. "Teachers' attitudes to inclusion in Ghana." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/222/.
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The purpose of this study was to survey the attitudes of teachers in Ghana towards children with special educational needs (SEN) and disabilities in relation to the UNESCO (1994) Salamanca Statement on inclusion. Using random sampling techniques, five. hundred and forty trained and un~rained mainstream Primary School teachers were selected from three of the ten regions of Ghana to respond to questionnaire items composed of educational placement options and bi-polar emotional reactions. Sixteen. of the participants were interviewed using a semi-structured interview guide consisfing of scenarios on the assessment results ofchildren with SEN and disabilities. The results, including chi-square analysis, showed that teachers in Ghana were generally positive towards the inclusion of children with SEN and disabilities. Their greatest 'concern, however, was with children with sensory disabilities (that is the deaf and blind) and severe to profound intellectual difficulties. In some of the SEN categories, statistically significant diffe~ences were found between teachers in terms of gender, level of teaching experience, knowledge ofhow to teach children with SEN and disabilities and the location of school in terms region or level of urbanisation. However, no differences were found between teachers in attitudes to inclusion in terms of age, qualification or length of teaching experience. Further, the results showed that irrespective of a teacher's gender, level of experience and/or knowleage of SEN and disabilities, teachers generally experienced anxiety, dissatisfaction and worry in teaching children with SEN and disabilities. On the basis of the fmdings, conclusions were drawn that global agendas are subject to national and local interpretation. It therefore sounds logical' for research and . policies to be context specific. This way, attitudes could be better understood and policies and regulations on SEN fashioned to meet local situations and standards.
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Conroy, Barbara J. Case. "Teachers' moral reasoning and their attitudes and behaviors regarding discipline /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8703912.
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Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.
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Aldujayn, Norah Nasser. "Attitudes Toward Creativity Among Saudi EFL Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo157598006406076.
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Leek, Patricia A. "Pre-Service Teachers' Attitudes Toward Language Diversity." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2629/.
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This study examines pre-service teachers' attitudes toward language diversity and linguistically diverse students. Two hundred seventy-one teacher education students were surveyed to determine relative effects of demographic, mediating variables and psychosocial variables on language attitude as measured by the Language Attitudes of Teachers Scale (LATS). Independent variables include gender, age, race/ethnicity, teacher certification sought, region, psychological insecurity, cognitive sophistication, and helpfulness viewpoint. Research questions are established and methodology is outlined. A review of related literature places the study in the context of research with a broad interdisciplinary perspective and then links the study to other research relevant to the field of education. The findings of the study indicate that gender, race/ethnicity, teacher certification sought, political ideology, psychological insecurity, and cognitive sophistication contribute significantly to the variation found in attitude toward language diversity. The paper concludes with analyses and discussions of the significant variables and suggestions for application in teacher preparation.
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Wong, Bik Fun. "Students' attitudes toward the expatriate teachers scheme." HKBU Institutional Repository, 1998. http://repository.hkbu.edu.hk/etd_ra/121.
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Belon, Howard Porter 1957. "TEACHERS' KNOWLEDGE AND ATTITUDES TOWARD CHILDREN'S MEDICATIONS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276341.
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Lloyd, Sharon Henry. "Preschool Teachers' Attitudes and Beliefs Toward Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3175.
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In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.
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Groves, Katherine A. (Katherine Alice). "A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278702/.
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The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.
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Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.
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Brown, Diane Peacock. "Occupational Therapy Academic Program Faculty Attitudes Toward Tenure as Measured by the Tenure Attitude Scale." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3265/.
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This study explored attitudes of occupational therapy faculty toward tenure and selected alternatives to tenure. A survey method was employed, and the Tenure Attitude Survey Instrument, (TASI), was created for use in the study. Additionally, a questionnaire sought information regarding respondents' rank, tenure and administrative status, institutional type, and years in academia. Participants were accredited occupational therapy professional program faculty who identified their primary work setting as "Academic" on the 2000-2001 American Occupational Therapy Association membership survey. Factor analysis of 577 surveys examined the structure of scores on the TASI, and the instrument consisted of 4 scales, and 18 items, as follows: Scale One: Attitude toward academic freedom and job security protection, 7 items; Scale Two: Attitude toward tenure in general, 6 items; Scale Three: Attitude toward stop-the-tenure clock provisions, 2 items; and Scale Four: Attitude toward post-tenure review, 3 items. Cronbach's alpha was conducted, as follows: TASI overall alpha = .7915; Scale 1 alpha = .7884; Scale 2 alpha = .8420; Scale 3 alpha = .7020; Scale 4 alpha = .4229. Proportional analysis showed that most respondents were full time faculty (88.1%); taught full time at public institutions (52.8%); were tenured or tenure-track (55.5%); had no administrative duties (70.5%); with a rank of instructor or lecturer (17.5%), or assistant professor (45.7%). Time in academia ranged from 1-40 years, with a mean of 11.27 years, median of 9.25 years, and mode of 4 years. Attitudes toward, and support for, the continuation of tenure and for selected proposed alternatives to tenure were analyzed according to the following: faculty rank, administrative status, and tenure status. Respondents held generally favorable attitudes toward tenure as measured by Scales 1 and 2 of the TASI, and the best predictors of faculty attitude toward tenure were tenure status and rank. Due to low reliability scores on Scales 3 and 4, no conclusions can be drawn regarding respondents' attitudes toward alternatives to tenure.
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BAE, YOULMI. "Attitudes of Preschool Teachers in South Korea toward Inclusion: Using the Rasch Model to Construct a Teacher Attitude Measure." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341633294.
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Whittemore, Jon Frederick. "Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278295/.
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The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
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Hawke, Michael Francis. "THE PROBLEMS, BENEFITS, AND RECOMMENDATIONS FOR IMPROVEMENT OF SECONDARY SUBSTITUTE TEACHING AS PERCEIVED BY ADMINISTRATORS, REGULAR CLASSROOM TEACHERS, SUBSTITUTE TEACHERS AND STUDENTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184241.
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This descriptive study was undertaken for the purpose of identifying the problems, benefits, and recommendations for improving secondary substitute teaching as perceived by administrators, regular teachers, substitute teachers, and students. Participants in the study included the total populations of administrators, regular teachers, substitute teachers, and students of the four secondary schools in a southwestern school district. The objectives of the study were to identify the perceptions of these groups regarding their views of the problems and benefits associated with substitute teaching and their recommendations for the improvement of substitute teaching in their school district. A two-questionnaire modified Delphi Technique was developed and used to gather the data. The Delphi I questionnaire was open-ended and asked the participants to list five problem areas; five benefits; and five recommendations for improving substitute teaching. Items for the Delphi II questionnaire were developed from the responses gathered on the first questionnaire. The population surveyed consisted of 15 administrators, 293 regular teachers, 93 substitute teachers, and 6,401 students. The participants were asked to respond on a five point Likert-type scale as to the degree of agreement or disagreement with the 27 items identified as problems; the 23 items identified as benefits; and the 25 items identified as recommendations for improvement. The data from the Delphi II questionnaire was analyzed and the means, standard deviations, and modes were determined. An analysis of variance was computed to determine differences among groups. This study is unique in that it is the first study to determine that there are perceived benefits associated with substitute teaching. It is also unique in that it surveys all four groups that are directly involved in the substitute process. The findings of this study validate the previous research in terms of the identified problems and the recommendations suggested. The fact that all groups agreed that there were numerous benefits associated with substitute teaching gives rise to the suggestion that maybe substitute teaching is more than just a babysitting service. It is recommended that, to improve substitute teaching, all four groups must realize that they are both responsible for the existing problems, and the potential solutions as well.
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Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.
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The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
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Ghoula, Alexandra. "A study of Greek teachers' perceptions of, and attitudes towards, teacher self-evaluation." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019820/.
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Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.
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FREY, KATIE MANCIET. "ADMINISTRATIVE IMPLICATIONS OF SELF-REPORTED INSTRUCTIONAL BELIEFS AND PRACTICES OF SECONDARY SCHOOL TEACHERS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184057.
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The primary purpose of this study was to assess the viability of selected subscales of an educational beliefs survey for use in educational planning and decision making. A secondary purpose was to determine if classroom practices of teachers in selected secondary schools were related to their instructional beliefs as measured through self-report instruments. Data collection involved two phases. The Teacher Beliefs Inventory was utilized for gathering data related to instructional beliefs. Demographic data was also gathered in the first phase of data collection. Teachers' instructional practices were assessed in phase two through use of the Instructional Practices Survey. These surveys were administered to secondary school teachers in one public school district in Pima County, Arizona. For each questionnaire, items were separately tabulated. The Teacher Control and Discipline and the Student Participation subscales of the Teacher Beliefs Inventory and the two Teacher-Centered and Student-Centered subscales of the Instructional Practices Survey were further analyzed. The subscales of each instrument were also combined as typologies in order to allow examination of the dimensions as interrelated rather than dichotomous factors. The surveys were analyzed independently and then in relationship to one another. Analysis of variance results indicated significant relationships between belief types and both student-centered (p = .0001) and teacher-centered (p < .0001) practices. Chi-square analysis established a relationship between belief and practice typologies (p = .0003) but did not establish the nature of the relationship. Latent class analysis indicated the data could be explained with a three-class model consisting of two cells which specify high-low relationships between the subscales and one quasi-independence class into which remaining cases would fall. This finding was consistent with positions found in the literature that conditional hierarchies may exist among belief dimensions. The findings support the use of the two subscales of the Teacher Beliefs Inventory which were investigated in this study. Those subscales have been organized and labeled the Instructional Beliefs Survey. The survey has several potential applications for educational planning and decision making. Obtained results can be used in staff development, teacher preservice education, curriculum development and program selection, and instructional supervision.
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Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.
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Hawke, Laurie McEdwards. "Secondary teachers' attitudes and beliefs toward staff development." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184941.
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This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.
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Smith, Tara J. "The effect of teacher attitudes on response to professional development in literacy /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328731.
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Kaisler, Rebecca J. "Teachers' attitudes toward inclusion in the regular classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/RKaisler2006.pdf.
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Kaya, Rukiye. "The Attitudes Of Preschool Teachers Toward Parent Involvement." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608952/index.pdf.
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Recent studies show that parent involvement in schools increases students&rsquoacademic achievements, and it has many benefits for parents, teachers, children, schools and the community as a whole. Teachers are one of the most important components of parent involvement and their attitudes toward parent involvement are significant. Unfortunately, all around the world, and especially in Turkey, there are not enough studies measuring various aspects of preschool teachers&rsquo
attitudes toward parent involvement. This study was designed to see whether differences exist in preschool teachers&rsquo
attitudes, who work in public and private schools toward parent involvement, to determine the affects of school type, educational level, graduated program, experience, income, number of students, age group, taking course on parent involvement and preparation to parent involvement by means of course/s, in-service education, sending newsletter, and frequency of sending them on teachers&rsquo
attitudes of parent involvement and to examine whether there were differences in attitudes of teachers with different self efficacy levels. Preschool teachers were asked to complete &ldquo
The Attitudes of Teachers toward Parent Involvement Scale&rdquo
that includes six subscales all of which were supposed to measure the attitudes of teachers toward parent involvement. The subscales included to the study were: teacher beliefs about parental involvement, teacher self-efficacy for teaching, teacher beliefs about parents&rsquo
efficacy for helping children succeed in school, teacher beliefs about the importance of parent involvement practices, teacher reports of parent involvement and teacher report of invitations to parental involvement. The sample of study consisted of preschool teachers working with children between the ages of 3 and 6 and working in public and private schools of Ankara. 169 preschool teachers from public schools and 121 preschool teachers from private schools in Ankara comprised the total sample. The results revealed that there were not significant differences between the attitudes of public and private school teachers with respect to first five subscales. Educational level of teachers was found effective in the attitudes of teachers only for the fourth subscale. The effect of experience, age group of children, and courses taken on parent involvement on attitudes were only reported for the last subscale. Finally, sending newsletters was found to have an effect on attitudes toward parent involvement for the last two subscales and for frequency of sending newsletters, it was reported that there were differences between the attitudes of teachers with respect to second and last subscales. Graduated program, income, number of children, preparation by means of courses and in-service training did not have an effect on teachers&rsquo
attitudes toward parent involvement. The last finding was related to the difference in the parent involvement attitudes of teachers with lower, middle and higher self efficacy. The results yielded that teachers with higher self efficacy held more positive attitudes on the first two subscales than the ones with middle and higher self efficacy. For the last three subscales, no differences were found. Limitations of the present study, implications for practice and finally recommendations for further studies were offered.
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Warmack, Wanda L. "Elementary education pre-service teachers' attitudes toward reading." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/WARMACK_WANDA_44.pdf.
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Lasonen, Johanna L. "Finnish comprehensive vocational institute teachers' sex-role attitudes." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162611/.
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Ibrahim, Haniz bin. "Inclusive education in Malaysia : teachers attitudes to change." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245948.
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Alothman, Manal Othman Hamad. "Saudi teachers' and university students' attitudes toward computing." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3133.
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Computer technology is an important tool that enhances people’s learning, improves their education and influences the development of society. There is considerable research in Western countries studying attitudes towards computers but few studies have been performed in the Kingdom of Saudi Arabia (KSA). Therefore, it is worth measuring students’ attitudes to computer use in KSA as, if students are able to develop a positive attitude towards this during their educational years, they will increase their learning and knowledge, their future work will benefit and in turn this will benefit the national economy. The aim of this study is to investigate the associations between Saudi University students’ knowledge of English, their gender, computer experience, parents’ encouragement of use computer usage, place of residence and general attitudes towards the use of computers in their daily life. The main contribution of this study is the investigation of the attitude of both teachers and students within different regions of Saudi Arabia, using a large quantitative data set triangulated with qualitative data. The results show that Saudi undergraduate students have a positive attitude toward computers, and there are no significant gender differences between male and female students in their attitudes. This study also suggests students in the capital city have a more positive attitude towards computer than students from small cities. There is also a strong relationship between attitudes towards computers and English language skills, computer experiences, parental encouragement and undergraduate students’ computer attitudes. A majority of Saudi students in the study don’t have access to computers at university, especially females. The qualitative study conducted with school teachers shows gender differences, with male teachers having a more positive attitudes towards computers, and more computer experience and skills. The evidence presented in this work suggests that the educational use of computing in KSA requires an increased availability of computers; provision of computer workshops for students and educators starting from early education; levels to higher education and encouragement of students to use computers in learning methods in order to be successful.
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Israelsson, Johan. "Teachers' attitudes to teaching aids and authentic materials." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32028.
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The aim of this thesis is to elucidate how English teachers in Sweden choose what materials to use in the classroom and how they benefit students. In order to accomplish this, I studied a variety of theories that deal with the subject of using traditional teaching aids versus authentic materials. Four interviews with English teachers of different backgrounds and experiences were conducted. I analysed the results of the interviews in conjunction with the theories. My conclusion is that teachers use different materials based on a combination of experiences and preferences. However, due to the limited number of interviewees in this study, it is not possible to draw any general conclusions. Nevertheless, it seems probable that new and inexperienced teachers seek comfort in traditional teaching aids such as textbooks and accessories, while experienced teachers lean towards incorporating authentic materials in their teaching to a larger extent. The experienced interviewees feel that authentic materials enable students to learn in an environment where they forget that they are actually ‘learning’. Instead, English becomes the natural means of communication. However, most interviewees agreed that time constraints sometimes make it difficult to incorporate authentic materials in the classroom. It is my own conclusion that authentic materials provide teachers with a never-ending source of inspiration that has the potential to revitalize and even reinvent the profession.
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Thomasson, Lina, and Nina Lundh. "Teachers’ attitudes to digital texts and digital tools." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28351.
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Syftet med denna uppsats är att undersöka hur lärare förhåller sig till digitala texter och digitala verktyg. Litteraturgenomgången består av forskning som berör digitala texter, digitala verktyg, mediers betydelse för barns lärande och hur lärare förhåller sig till dessa. En teoretisk utgångspunkt är det sociokulturella perspektivet på lärande med centrala begrepp som literacypraktiker, multimodalitet, medieekologi och progressivism. Vår undersökning bygger på kvalitativa intervjuer med åtta lärare och hur de förhåller sig till digitala texter och digitala verktyg, utifrån frågor som berör arbetssätt, möjligheter/hinder och påverkan från skolans styrdokument. I resultatet synliggörs fem olika förhållningssätt till digitala texter och digitala verktyg; digitala texter och digitala verktyg skapar både möjligheter och hinder, digitala texter och digitala verktyg ger stöd, digitala texter och digitala verktyg öppnar fönster till elevers fritidsvärldar, traditionella skriv- och läspraktiker som normerande syn på digitala texter och digitala verktyg samt Lgr 11 har inte förändrat något. Resultatet visar att lärarnas förhållningssätt till digitala texter och digitala verktyg är betydelsefulla för elevernas möjligheter att utveckla digitala kompetenser, i kombination med skolornas ekonomiska satsning på digitala resurser. I slutsatsen diskuterar vi utifrån ett samhällsperspektiv, skolperspektiv och elevperspektiv att digitala kompetenser är viktiga utifrån grundskolans måluppfyllelse och för eleverna i dagens och i morgondagens samhälle. Detta menar vi berör skolans likvärdighet och elevernas demokratiska rättigheter.
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Hain-Jamall, Doe Adelfa Suzanne. "INTEGRATED THREAT THEORY: IMMIGRATION PERSPECTIVES AND TEACHERS’ ATTITUDES." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3741.
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Using integrated threat theory as a theoretical framework, this multiple case study analyzed the effects of threat and the perception of threat from immigrants on the attitudes of teachers toward their elementary school students. The study was conducted with teachers at five northern California schools. All of the teachers were experienced and well-trained, teaching in low-income neighborhoods with large immigrant populations.
In support of integrated threat theory’s premise, results indicated that where threat was present or perceived, teachers’ words and reported teaching behavior indicated prejudicial attitudes toward students. The lack of threat corresponded to a lack of bias.
It was found that teaching behavior that reflected prejudicial attitudes affected a number of areas of instruction. Specifically, teachers spent less time in informal interaction with students, limiting their familiarity with the children. Curricular decisions were affected in subtle ways, and there were examples of implicit bias in interaction.
The report concludes with recommendations for practice and further research. Recommendations for policy are particularly important, as teacher education programs and school districts are both able to provide anti-bias training.
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Lung, Bo Kay Polly. "Preschool teachers' attitudes toward children's native language maintenance." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 158 p, 2008. http://proquest.umi.com/pqdweb?did=1605161521&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Putt, Lisa Christine. "Inclusion Teachers' Attitudes and Practices Regarding Literacy Strategies." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3823.
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Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of literacy, and how they used literacy interventions and strategies in their lessons. Vygotsky's social development and constructivist learning theories, as well as Rumelhart's schema theory were used for the conceptual framework. Eight 7th and 8th grade inclusion teachers who taught science, mathematics, and social studies volunteered and participated in semistructured interviews and provided lesson plans for analysis. Data were analyzed using thematic analysis and axial coding. Themes, based on the conceptual frameworks, revealed that teachers need to coordinate lesson plans and instruction, offer differentiated instruction, and understand research-based interventions and strategies that are subject specific. It is recommended that inclusion teachers use the same research-based literacy strategies correctly for SWDs to understand content. These endeavors may contribute to positive social change by encouraging administrators to offer content specific literacy-based professional development for inclusion teachers to improve SWDs' academic performance and future educational and employment opportunities.
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Abhilak, Vishnu. "The Indian teacher's perception of the Black teacher's occupational world." Thesis, University of Zululand, 1994. http://hdl.handle.net/10530/787.
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Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology, University of Zululand, 1994.The aims of this study were threefold : * Firstly, by means of a literature study, it examined the possible misconceptions that Indian teachers have of the black teachers' occupational world and the circumstances which have led to these misconceptions. * Secondly, an empirical survey consisting of structural questionnaires were constructed in order to ascertain the Indian teachers' perception of the black teachers' occupational world. * Thirdly, certain recommendations were made which could possibly eliminate the Indian teachers' misconceptions of the black teachers' occupational world. Education in South Africa is marked by severely discriminatory inequalities of provision. These inequalities coincide with ethnically fragmented structures of control centred on "own affairs" departments of education answerable to the white, Indian and coloured chambers of the tricameral parliament, while black education falls under the Department of Education and Training. The Department of National Education plays an overall co¬ordinating role. In all, the South African education system comprises eighteen separate departments of education, linked through weak co-operative arrangements and separated by marked resource imbalances. Indian teacher training in the RSA has reached such a significant stage in its administrative and curricular development that one is apt to overlook the vicissitudes through which it has passed. Inadequate communication, fostered by the policy of separate development (apartheid), has resulted in Indian teachers having little understanding of the black teachers' occupational world. In view of the limited and misleading information, perceptions of each other's professions are often misconstrued and consequently, a large degree of misunderstanding and mistrust exists between the two groups. Perception in this context is identified as the understanding or view that educators have of their occupational world as life-world. The education system that has evolved in South Africa this century is one of extraordinary complexity. The objectives of the National Party were segregated, differentiated, and unequal education for different racial groups, and political control over all education in the interests of whites. In short, its policy was to divide and control. Black education has always served the needs of those who provided it. Since its inception, black education has never addressed the needs and aspirations of the blacks in South Africa. Decades of apartheid education and rising pupil numbers have resulted in gross inequalities and huge backlogs in provision, especially in black education. The conditions under which black teachers work are poor and demoralising. Quality in education is in the first place dependent upon the quality of the teacher, his qualifications, experience, competence in the classroom, professional confidence and commitment. In all these areas the black teacher is under siege and fighting for survival. In order to establish the Indian teachers' perception of the black teachers' occupational world, teachers from Indian secondary schools were approached with the request to complete a questionnaire. Prior to the submission of the mailed questionnaire a simple random sample, within the target population, of teachers riving in and around Durban, were interviewed. On the basis of these informal unstructured interviews, the questionnaire was refined before submission to the effective population. Statistical analyses were conducted to fulfil the aims of the investigation and to test the research hypotheses stated. On the basis of the aims of this study certain recommendations were also formulated : * That the South African Teachers Council must be established. * That educational institutions be established and/or expanded where black teachers can improve their qualifications through attendance and/or distance education. That the training of adequately qualified teacher educators should become a top priority in black education systems. That the sensitivities of each community be respected. The present research is an exploratory study in determining the Indian teachers' perception of the black teachers' occupational world. It is the hope of the researcher that the present study will serve as a catalyst for further research.
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Prut-Maler, Miriam. "Attitudes of physical education teachers and preservice teachers to disadvantaged learners in Israel." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321981.
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