Relevant bibliographies by topics / Teachers Employees Teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers Employees Teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Teachers Employees Teachers"

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Marsiti, A. "Penanaman Nilai-Nilai Karakter sebagai Upaya Meningkatkan Etos Kerja Guru dan Karyawan Menuju Neswa Lembah Sunyi Sekolah Berkualitas." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 1 (June 25, 2020): 81–89. http://dx.doi.org/10.26877/mpp.v14i1.5981.

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The porpose of this best practice is to improve the work ethics of teachers and employees also the Students spirit in learning which the goal is to improve the quality of learning at SMK Negeri 1 Warureja. The formulation of the problems in this scientific work are: (1) How to improve the work ethic and work hard for teachers and employees of State Vocational School 1 Warureja ?, (2) What is the impact of discipline, and hard work on the work ethic of teachers and employees of State Vocational School 1 Warureja and (3) What are the obstacles that arise in instilling discipline, and hard work in an effort to improve the work ethic of teachers and employees of SMK Negeri 1 Warureja, and how to overcome them? The methode used were coacking, interviews, observation and the instruments used were questionnaire as well as documentation. The results achieved through fostering discipline and hard work in an effort to improve the work ethic of teachers and employees or the learning enthusiasm of students of SMK Negeri 1 Warureja, are: (1) as school residents both teachers and employees have a high work ethic (teacher questionnaire results 4.67; results Employee questionnaire 4.09, and for students having high enthusiasm for learning (student questionnaire results 4.09), (2) as a citizen of the teacher / employee school or students trying to do their duties and obligations as well as possible (results of teacher questionnaire 4.47, employee questionnaire results 4.33, student questionnaire results 4.06) (3) teachers / employees or students have high discipline (teacher questionnaire results 4.44, employee questionnaire results 4.33, student questionnaire results 4.16), and (4) as school residents both teachers / employees have hard work enthusiasm (teacher questionnaire results 4.67, employee questionnaire results 4.66,) and students have a high enthusiasm for learning (student questionnaire results 4.53). (5) Development of disciplined and work training the most effective race against teachers and employees and students is by example. The conclusion of planting the character values as an effort to improve the work ethic of teachers and employees through mechanisms: (1) Preparation, (2) Implementation, and (3) Monitoring. The results achieved through the inculcation of the value of discipline and hard work can improve the work ethic of teachers and employees of SMK Negeri 1 Warureja in the 2019-2020 Academic Year. Recommendations: (1) The Head of the Education Office of Central Java Province, can use the cultivation of discipline and hard work as an effort to improve the work ethic in the ranks of the Department of Education and other Schools, (2) The results of the implementation of the inculcation of disciplined values and hard work practically it can also be used by school principals as an effort to improve the work ethic of teachers and employees as well as efforts to improve the quality of education in general and the quality of learning of SMK Negeri 1 Warureja in particular.
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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.

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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task objectives. The conclusion of this research is the madrasa head plays an active role in efforts to improve the work ethic of teachers, namely by establishing harmonious relationships with fellow teachers (teachers), providing welfare to teachers who accommodate, control and evaluate teachers in carrying out their tasks so that they can change mindsets in building the character of the teacher, so that the teachers helped build the madrasas to be the foremost in accordance with their vision and mission. Keywords: The Principal's Role, Teacher's Work Ethic
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Sari, Pertapa. "Critical Study on Arabic Learning by Non-Arabic Teachers and Employees Using Peer Learning in Assalaam Islamic Modern Boarding School." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 1–12. http://dx.doi.org/10.51425/ierj.v1i1.3.

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Speaking using Arabic and English has become mandatory in Assalaam Islamic Modern Boarding School. The Arabic and English must be used in the daily activities around the boarding school. Therefore, all employees, both teachers and employees, are competing to learn these two foreign languages; Arabic and English. One method used by the employees and also teachers to learn Arabic in the Boarding school is by having a kind of course held in each unit or division. Teachers, especially non-Arabic teachers are also curious in learning Arabic. Meanwhile, employees who are non-Arabic based education also curious to learn Arabic. Those non-Arabic teachers and employees conduct the Arabic learning by taking around two hours course per week held in the middle of the break time. The tutor for the non-arabic teachers of course the Arabic teacher, means the tutor is their own friend. And the tutor for the employees is an arabic teacher also. And we call it peer learning which is using their own friend to be the tutor. Within one year academic 2017/2018, the Arabic course is taken and it gives a lot motivation to the non-Arabic teachers and also the employees. Peer learninng method used seemed to be the correct method in holding a course for the teachers and employees. And the study about it shows that by using this method, the Arabic can be easier to learn by non-Arabic teachers and employees.
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Pedersen, Mogens Jin, and Vibeke Lehmann Nielsen. "Manager–Employee Gender Congruence and the Bureaucratic Accountability of Public Service Employees." Public Personnel Management 45, no. 4 (October 22, 2016): 360–81. http://dx.doi.org/10.1177/0091026016675374.

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Much theory suggests that manager–employee gender congruence (that manager and employee share the same gender) may influence employee accountability. This article empirically tests this notion by examining how manager–employee gender congruence among public service employees relates to two key aspects of bureaucratic accountability: (a) organizational goal alignment and (b) compliance with organizational rules and regulations. Using school fixed effects on teacher survey data and administrative school data, we find that male teachers with male principals are less aligned with their school’s goals and less compliant with its rules and regulations than are male teachers with female principals.
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Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.

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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.
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Fawad Hussain and Amir Saif. "Teacher’s Job Security and Workload Factors Affecting Job Satisfaction of Teachers in Multan (Southern Punjab)–Pakistan." Journal of Education and Vocational Research 10, no. 1(V) (December 9, 2019): 1–8. http://dx.doi.org/10.22610/jevr.v10i1(v).2957.

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The educational system in any country plays a vital role for the development and achievinginfrastructural goals. Pakistan since last few decades is facing critical economic and developmentalchallenges. The nature of work conditions in public and private organizations are getting more intensifiedand employees are facing critical time in term of workload, job security and satisfaction issues. This studyis aiming to investigate the relationship between job security and workload factors influencing teacher’sjob satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative researchtechniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determinedby two separate measures namely the teacher’s job security and workload influencing teacher’s jobsatisfaction. This study was trigged as teachers in higher education institutions were facing challengesregarding their job security and workload. The outcome exposed that there is an important relationshipamong teachers job security, workload, and teacher job satisfaction. The effects of these factors callfurther research. There is prerequisite to carry out a similar but comparative study in rural settings. Inaddition, it is very important to comprehend the significance of teachers’ job satisfaction where theindustry is so uncertain. There is a need to address job satisfaction and workload stress with appropriateassessment such as rating system and teachers’ satisfaction index evaluation according to the tasks andwork pressure allocated to each and every teacher. This reach adds value to knowledge by makinguniversities, institutes and colleges administration to know the causes of teachers’ uncomfortable zoneregarding their job security and workload. Conversely, it is also important for the administration in theseinstitutes to well understand the needs and demands of their teachers and what factors will contribute totheir satisfaction.
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Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah, and Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence." Journal of Social, Humanity, and Education 1, no. 1 (November 13, 2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.

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Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.

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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Maina, Margaret, J. Kanjogu Kiumi, and Peter Githae. "Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya." Research Journal of Education, no. 72 (April 21, 2021): 87–91. http://dx.doi.org/10.32861/rje.72.87.91.

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Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.
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Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.

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Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
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Dissertations / Theses on the topic "Teachers Employees Teachers"

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Kotz, Mary Ellen. "Implementing Delaware's mentoring/induction program teacher leadership and lessons learned /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.51 Mb., 194 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221136.

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Wong, Wai-kwok. "Teacher participation and empowerment the cases of Hong Kong and Taiwan /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B37842766.

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Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.

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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.
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Richter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.
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Schwenk, Kaye Louise. "A study to design an effective professional employee rating form by using teacher perceived needs as rating scale criteria." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.

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Harrison, Gary L. McNeal Larry. "An analysis of the dismissal of tenured teachers under Article 24A of Illinois Public Acts 84-126 and 84-972 evaluation of certified employees /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835905.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Larry McNeal (chair), Elizabeth Lugg, David Blacker, Donald Hackmann, R. Craig Whitlock. Includes bibliographical references (leaves 157-163) and abstract. Also available in print.
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Pitkoff, Evan. "Absenteeism among urban high school employees : organizational variables /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10903586.

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Grahek, Myranda Marshall Linda L. "Personality and rater leniency comparison of broad and narrow measures of conscientiousness and agreeableness /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3668.

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Agado, Gloria Ale. "Staff development in effective border schools /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Prigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.

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Books on the topic "Teachers Employees Teachers"

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Goyal, Sangeeta. Contract teachers. New Delhi: South Asia Human Development Unit, South Asia Region, The World Bank, 2009.

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Sheila, Eller, ed. Working with and evaluating difficult school employees. Thousand Oaks, Calif: Corwin Press, 2010.

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Hanushek, Eric Alan. Why public schools lose teachers. Cambridge, MA: National Bureau of Economic Research, 2001.

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Jarvis, Ana C. Basic spanish for teachers. 2nd ed. Boston, MA: Heinle, Cengage Learning, 2011.

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Raquel, Lebredo, ed. Basic Spanish for teachers. Boston: Houghton Mifflin, 2006.

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Narang, Sandhya. Dilemma of married women teachers in India. Udaipur: Himanshu Publication, 1994.

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ill, AndoTwin, ed. Teacher. Lake Forest, CA: QEB Publishing, 2015.

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Instruction, Washington (State) Superintendent of Public. S-275 reporting process: Instructions for the 1998-99 school year for school districts and educational service districts. Olympia, WA (Old Capitol Bldg., PO Box 47200, Olympia 98504-7200): State Superintendent of Public Instruction, 1998.

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Jaén, Luis Alberto. Libro negro del Ministerio de Educación Pública Sindicato de Educadores Costarricenses. [San José, Costa Rica: s.n., 1985.

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Stein, Gail. Working Spanish for Teachers and Education Professionals. New York: John Wiley & Sons, Ltd., 2007.

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Book chapters on the topic "Teachers Employees Teachers"

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Knipe, Sally, Rebecca Miles, and Stephanie Garoni. "Innovation and Transformation of Initial Teacher Education: Employer and Graduate Perspectives." In Teacher Education, 35–47. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_3.

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Nilsen, Trude, Ronny Scherer, Jan-Eric Gustafsson, Nani Teig, and Hege Kaarstein. "Teachers’ Role in Enhancing Equity—A Multilevel Structural Equation Modelling with Mediated Moderation." In Equity, Equality and Diversity in the Nordic Model of Education, 173–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_7.

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AbstractEven though equity is an important aim for the Nordic countries, for many of these countries, the effect of a student’s home background on their achievement seems to increase over time. If the aim is to reduce the effect of SES (socioeconomic status) on student outcomes, there is a need to identify the factors that moderate this relation. One such factor could be teachers and their instruction because they have been found to be key to student outcomes. However, few have linked teachers and their instruction to equity, and fewer still have made this link in Nordic countries. The aim of the present study is to identify the aspects of teacher quality and their instruction that may reduce the relationship between SES and student achievement in the Nordic countries. Eighth-grade students from the only two Nordic countries participating in TIMSS 2015 (Norway and Sweden) were selected. Multigroup, multilevel (students and classes) structural equation models with random slopes were employed to investigate which aspects of teacher quality moderate the relation between SES and student science achievement via instructional quality. The findings show that teacher professional development and specialisation reduce the relation between SES and science achievement via instructional quality in Sweden, while there were no significant findings for Norway. This study contributes to the fields of equity and teacher effectiveness, demonstrating that teachers may make a difference in reducing inequity through their competence and instruction.
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Isakhanli, Hamlet, and Aytaj Pashayeva. "Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan." In Palgrave Studies in Global Higher Education, 97–121. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_4.

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AbstractThe development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.
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Talmo, Tord, Maria Victoria Soule, Mikhail Fominykh, Antonio Giordano, Maria Perifanou, Vilma Sukacke, Anna Novozhilova, Roberta D’Ambrosio, and Alev Elçi. "Digital Competences for Language Teachers: Do Employers Seek the Skills Needed from Language Teachers Today?" In Lecture Notes in Computer Science, 399–412. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50513-4_30.

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Mayer, Diane, Mary Dixon, Jodie Kline, Alex Kostogriz, Julianne Moss, Leonie Rowan, Bernadette Walker-Gibbs, and Simone White. "How Well Equipped are Graduates to Meet the Requirements of the Diverse Settings in Which They are Employed?" In Studying the Effectiveness of Teacher Education, 53–75. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3929-4_4.

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Dolan, Rose. "Strategies Employed by Pre-service Teacher Educators in Ireland in Order to Develop Second-Order Knowledge." In International Research, Policy and Practice in Teacher Education, 187–202. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01612-8_13.

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Kurtz, Howard A. "Will Teachers Shoot?" In Handbook of Research on Mass Shootings and Multiple Victim Violence, 307–24. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch017.

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The question “will teachers shoot?” is a neglected issue central to the discussions of how to make our schools safer. Arming faculty may seem like a cheap solution, but it is one that needs refinement and a deeper understanding. What if research shows that most faculty will not shoot no matter the threat or that only certain people will under certain circumstances? This of course says nothing about their level of expertise or non-existent predictions about positive and negative outcomes. Teachers are the experts in this area and their voices need to be heard. Some portray teachers as protective, loving, self-sacrificing heroes who will willingly put their lives on the line for their students. A more realistic view may be one of teachers as professional employees who are under no obligation to risk their lives for the students they teach or the institutions they serve.
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Kurtz, Howard A. "Will Teachers Shoot?" In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 433–50. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch020.

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The question “will teachers shoot?” is a neglected issue central to the discussions of how to make our schools safer. Arming faculty may seem like a cheap solution, but it is one that needs refinement and a deeper understanding. What if research shows that most faculty will not shoot no matter the threat or that only certain people will under certain circumstances? This of course says nothing about their level of expertise or non-existent predictions about positive and negative outcomes. Teachers are the experts in this area and their voices need to be heard. Some portray teachers as protective, loving, self-sacrificing heroes who will willingly put their lives on the line for their students. A more realistic view may be one of teachers as professional employees who are under no obligation to risk their lives for the students they teach or the institutions they serve.
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Grinfelde, Anda, Inga Vanaga, and Liga Paula. "PROFESSIONAL SUPPORT MEASURES FOR NOVICE TEACHERS IN LATVIA." In Advances in Education and Educational Trends Series, 321–34. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead26.

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Retention of novice teachers in education system is a serious problem in Latvia. Mentoring, in-service training and emotional support are crucial for novice teachersto remain and continue working in school. The aim of this research is to explore opinions of Latvian teachers about professional support measures that are available and needed to be introduced for novice teachers. The research results were obtained duringan on-line survey (N=1258) conducted by the Latvian Trade Union of Education and Science Employees in 2018, and document analysis. The questionnaire comprised the statements on methodological, financial, material and technological support which were assessed by using 5-point symmetric Likert scale. The results witness about regional disparities mainly between the capital city Riga and other regions. There are statistically significant (p<0.05) differences in opinions of the teachers representing different regions of the country. The respondents agree that there is a lack of well-structured and uniform support system for novice teachers at national level. In general, the teachers are positive about availability of an emotional supportand in-service training. The most critical opinions are about material and financial support that novice teachers can access. The authors conclude that policy makers should focus on national teachers’ support guidelines.
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Polly, Drew, Clif Mims, and Brenda McCombs. "Designing District-Wide Technology-Rich Professional Development." In Cases on Educational Technology Integration in Urban Schools, 236–43. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch033.

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This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: design differentiated professional development to meet all teachers’ needs; include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; provide educational materials for teachers and parents about internet safety and legal issues; determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.
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Conference papers on the topic "Teachers Employees Teachers"

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Franco, Amanda R., and Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

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Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.
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Grinfelde, Anda, Inga Vanaga, and Liga Paula. "Teachers’ quality of work-life in the regions of Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.011.

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In Latvia, during the COVID-19 pandemic teachers represent one of the professions with a special role in solving the problems caused by the crisis. It is important to provide the highest possible quality of education during the state-of-emergency, despite the increased risks of COVID-19 what teachers face while work in a classroom. The workload of teachers has increased and for many of them working conditions have deteriorated. Multiple factors pose a risk to the quality of work-life in general. The aim of the paper is to find out the teachers’ opinions on the factors influencing their quality of work-life, comparing the situation in the regions of Latvia, and to develop proposals for strengthening social dialogue to improve teachers’ quality of work-life. In February 2021, the Latvian Trade Union of Education and Science Employees conducted a survey “Teachers’ Salaries, Principles of Workload Formation and Risks of Professional Burnout”, in which 10 077 teachers were surveyed to study various aspects of their quality of work-life. The results revealed differences between regions in the teachers’ assessment of their quality of work-life and the factors influencing it. The quality of work-life of teachers has decreased, comparing to the situation a year and five years ago. Significantly that 9 out of 10 respondents did not feel cared for at the national level. The authors conclude that it is crucial to improve the social dialogue between the state institutions, employers and employees in order to increase the quality of teachers’ work-life.
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Grafenauer Ekart, Živa. "Pomen učiteljevih komunikacijskih kompetenc za sodelovanje vzgojno-izobraževalne ustanove s starši." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.19.

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Social changes lead to changes in cooperation between school and parents. This cooperation has become more necessary and intensive. The most desirable form of cooperation between school and parents is a partnership between them. Features of the partnership cooperation are two-way communication, mutual support, making decision together and promotion of learning. This can be achieved if teachers have well-developed communication competencies. In the article I discuss them as essential competencies of a teacher that enable good cooperation of an educational institution with parents. Communication is a social interaction. It shows the way and quality of the relationship between the participants in communication. If schools strive for good communication competencies of their employees, especial for teachers, they can expect positive responses from parents. This contributes to the optimal development of the child.
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Wijaya, Andi, Bukman Lian, and Alhadi Yan Putra. "The Work Ethic of Teachers and Employees in SMA Negeri 1 Semendawai Barat." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.290.

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Shahbazi, Zahra, MaryAnn Jacobs, Alexandra Lehnes, and Kathleen Mancuso. "Designing Integrated STEM Education: Linking STEM Teachers and Learners in a K-20 Continuum." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60288.

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To address the grand challenge of the severe shortage of qualified engineering workforce and equally important educators, engineering and education departments at Manhattan College created a holistic program called Engineering Scholars Training and Retention (STAR) program. Engineering STAR program created a collaboration among undergraduate education and engineering majors, the professors who teach them and current STEM teachers and their students in local urban middle and high schools. We developed three new academic programs (engineering education minor and certificate programs for both undergraduate and graduate engineering and education majors) to support engineering and education students who are passionate about promoting engineering for 6–12 grade students and become qualified and competent engineering educators. In addition, through partnership with local middle/high schools we developed an engineering ambassadors’ program where students from engineering and education majors develop hands-on design projects and present them to middle/high school students to encourage and inspire more students to study engineering. Next, we engaged in a professional development program to support current STEM teachers to develop skills in engineering and increase the number of teachers who possess the pedagogical content knowledge to prepare students to be successful in engineering fields. All three aspects of the STAR program employees engineering design projects to introduce engineering to students and teachers. This integrative model could serve initially as a template to design such programs.
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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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Sobari, Abdul Muhyi, and Nani Hartini. "A Study Related to “Government Employees with Agreement” Policy in Order to Overcome Problems Faced by the Contract Teachers." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.169.

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Макарчук, Татьяна Анатольевна, and Екатерина Витальевна Ткачук. "NEW CHANNELS OF COMMUNICATION BETWEEN STUDENTS AND TEACHERS OF THE UNIVERSITY USING A CHATBOT." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Май 2020). Crossref, 2020. http://dx.doi.org/10.37539/vt185.2020.73.84.041.

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В статье проанализирована проблема взаимодействия между участниками образовательной профессиональной программы кафедры информатики СПбГЭУ при дистанционном общении студентов и сотрудников кафедры. Выделены основные и предпочитаемые средства коммуникаций между участниками процесса. Было проведено исследование способов решения проблем с применением чат-ботов. The article analyzes the problem of interaction between participants of the educational professional program of the Department of Informatics of UNECON in remote communication between students and employees of the Department. The main and preferred means of communication between the participants of the process are highlighted. A study was conducted on ways to solve problems with the use of chatbots.
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Vinichenko, Mikhail Vasilievich, Alexander Vasilievich Melnichuk, and Sergey Anatolievich Makushkin. "Implementation of game methods in the preparation of management personnel." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8000.

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The search for increasing the effectiveness of training leads to the use of innovative technologies, which include gaming. The purpose of this article was to identify the extent and nature of the introduction of gaming methods in the educational process of the Russian State Social University. The paper used a comparative analysis of students and teachers assessment of management training using the gaming of the educational process. The empirical basis was the results of a sociological survey conducted using the Google Forms online service. 48 teachers and 178 students took part in the sociological survey. As a result, it was possible to establish that the introduction of gaming in the university is controversial. Despite the understanding of the usefulness of gaming by university employees, only 29% of teachers constantly use gaming methods. Students are dissatisfied with this, noting that gaming techniques are either fragmented (54%) or not used at all (37%). Students with a desire to participate in classes with gaming methods, especially in an integrated business game. Achievement of students' success at the class increases their social status. The study showed that the potential for gaming is not fully used.
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Reports on the topic "Teachers Employees Teachers"

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Rockoff, Jonah. Does Mentoring Reduce Turnover and Improve Skills of New Employees? Evidence from Teachers in New York City. Cambridge, MA: National Bureau of Economic Research, March 2008. http://dx.doi.org/10.3386/w13868.

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Gershenson, Seth. Performance Standards and Employee Effort: Evidence from Teacher Absences. W.E. Upjohn Institute, January 2015. http://dx.doi.org/10.17848/wp15-217.

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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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