Relevant bibliographies by topics / Teachers’ work

Contents

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

Academic literature on the topic 'Teachers’ work'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Teachers’ work"

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Nellitawati, Nellitawati. "The influence of teacher pedagogical competence of teachers’ work morale." Journal of Counseling and Educational Technology 3, no. 1 (March 20, 2020): 29. http://dx.doi.org/10.32698/0931.

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This study aims to analyze the influence of teacher pedagogical competence on teacher’s work morale. Using a quantitative approach through the correlational method. The research sample of 86 teachers. Data collection uses two instruments, the teacher’s pedagogical competency questionnaire, and the teacher’s work moral questionnaire. Data analysis techniques used One-Sample Kolmogorov-Smirnov for normality tests and simple regression techniques for linearity tests. The results showed that increasing teacher pedagogical competence influenced increasing teacher morale. It can be concluded that the teacher's pedagogical competence needs to be improved so that the teacher's work morale also increases so that educational goals can be realized.
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Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (March 1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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Telaumbanua, Azman, Achyar Zein, and Azizah Hanum. "The Effect of Organizational Culture and Work Motivation on Madrasah Aliyah Teacher's Work Discipline." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 1 (February 26, 2022): 163–71. http://dx.doi.org/10.37680/scaffolding.v4i1.1245.

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It is the goal of this research to determine the influence of organizational culture on the work ethics of Madrasah Aliyah teachers in Gunung Sitoli City., the impact of work motivation on the work discipline of Madrasah Aliyah teachers in Gunung Sitoli City, and the impact of organizational culture and work motivation on the work discipline of Madrasah Aliyah teachers in Gunung Sitoli City. The registrant-respondent statistics of 60 teachers are used in this study. A questionnaire was used to collect information. Simple and multiple regression techniques, as well as partial correlation, were used to analyze the data. According to the research findings, organizational culture has a positive and significant influence on teacher work discipline. There is a 28.7% effective influence on the work discipline of Madrasah Aliyah's teachers in Gunung Sitoli City if the organizational culture is higher and more positive. As a result, 28.7% of the variation in the organizational culture variable is correlated with an improvement in teacher work discipline; this is a positive and significant relationship. In other words, the more positive and motivating a teacher's work motivation is, the more effective the teacher's work discipline is. Work motivation can be predicted with a 32 percent accuracy in terms of improving teacher work discipline, and there is a joint positive and significant influence between organizational culture and work motivation.
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Debora, Debora. "THE EFFECT OF SELF-LEARNING ON WORK CULTURE." Educational Administration Research and Review 1, no. 1 (November 29, 2019): 31–40. http://dx.doi.org/10.17509/earr.v1i1.21410.

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The teacher is very crucial in a school with his/her competence. Especially, the teacher of tasks and roles can not be replaced even in today’s technological era. Thus, the teacher must have a good self-learning that supports the competence and capacity as a teacher. Work culture can affect how a person's work. This work of people can not be separated from his/her capacity and competence. good working culture and ugly not be separated from one's self-learning.In this study was to investigate the effect of Self-Learning teacher's on Work Culture. The data were collected through participant observation using questionnaire with five options following Likert’s Scale 1-5. The participants were 74 of teachers from 7 different vocational schools in Palangka Raya city. Using testing path analysis test to indicated the effect of Self-Learning Teachers’ on Work Culture. Therefore, the self-learning teacher’s to be important to increase student skills in her/his competence and mental of character that would affect on work culture.
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Amini, Amini, Marliani Marliani, Elfrianto Elfrianto, and Isthifa Kemal. "Work Motivation and Work Discipline on Teachers’ Performance in State Vocational Schools." AL-ISHLAH: Jurnal Pendidikan 14, no. 2 (June 16, 2022): 2271–80. http://dx.doi.org/10.35445/alishlah.v14i2.1467.

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This study aims to determine the effect of work motivation and work discipline on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. This study aims to determine the effect of motivation on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. This study aims to determine the effect of discipline on the performance of State Vocational High School teachers in the Central Tapanuli Regency. To determine the effect of motivation and work discipline together on the performance of State Vocational High School teachers throughout Central Tapanuli Regency. The population in this study were all teachers of State Vocational Schools in Central Tapanuli Regency, North Sumatra Province as many as 99 people. From the results of the study, it can be seen that the results are For that can the coefficient of determination, work motivation variable influence (X1) to the variable teacher performance in SMK Se-Central Tapanulii(Y) R Square is 95.5%. This means that the work motivation variable (X1) has an influence on variable teacher performance at State Vocational Schools throughout Central Tapanuli Regency (Y) of 95.5%. While was discussion results study influence the discipline of work with the teacher's performance can see of the calculation results explain that the influence between the variable work discipline (X2) on teacher performance (Y) with the value of is significant 0.000.05. While was can know the value of the coefficient of determination (contributions) the impact of work discipline variables (X2) to teacher performance (Y) R Square of 89.1%. work discipline means that the variables (X2) on teacher performance (Y) for 89.1%. And simultaneous testing influences work motivation, work discipline to variable teacher performance The SMK Se-Central Tapanuli is can know that value coefficient determination work motivation variable (X1), work discipline (X2) it simultaneously (together) variable teacher performance (Y) seen in column R square that for 96.1% means work motivation (X1), work discipline (X2) as together have influence to variables the performance of teachers-Centralin SMK in Tapanuli for 96.1%.
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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA. Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher. Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.
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Herman, Christina Haarala. "Group Work that Works: Peer-Assisted Learning in Large Ensemble Classrooms." Music Educators Journal 109, no. 1 (September 2022): 52–59. http://dx.doi.org/10.1177/00274321221115417.

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Music educators often find themselves in the midst of a nearly impossible juggling act that includes preparing students for countless performances while also fostering the development of a wide range of musical skills; however, time and resource constraints frequently inhibit the teacher’s ability to provide individual attention to every student. Implementing peer-assisted learning activities in an existing curriculum can alleviate some of the demand for direct teacher intervention by empowering students to help guide each other through the learning process. This structure can look different from traditional ensemble instruction, leaving teachers with questions about classroom management. The following guidelines and sample unit plans were designed to provide support for teachers as they incorporate collaborative learning in an effective and manageable way.
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Gitlin, Andrew, and R. W. Connell. "Teachers' Work." Contemporary Sociology 15, no. 4 (July 1986): 632. http://dx.doi.org/10.2307/2069330.

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Ungerleider, Charles S., and R. W. Connell. "Teachers' Work." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 2 (1987): 356. http://dx.doi.org/10.2307/1494913.

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Campbell, W. J. "Teachers' work." Teaching and Teacher Education 3, no. 2 (January 1987): 160–62. http://dx.doi.org/10.1016/0742-051x(87)90017-5.

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Dissertations / Theses on the topic "Teachers’ work"

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Helsby, Gill. "Educational reform, teachers' work and teacher professionalism." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.

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Bergehamn, Marcus. "Transformation? : A case study of teacher trainees' views on their future work as teachers compared to new teachers' views on their work." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-10636.

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The purpose of this essay is to find out if there are any differences between what teacher trainees expect and what teachers claim in a number of areas in English teaching at upper secondary schools. More specifically, are there any differences in expectations and claims between the two groups when it comes to the use of course books, the national tests, setting grades, grammar teaching and the use of movies in course A English. The involved trainees were on their last year of teacher training and the involved teachers had worked for a maximum of two years. In order to carry out the research, both quantitative- and qualitative interviews with teacher trainees and teachers were done. In the quantitative interviews, trainees and teachers answered questions about the mentioned topics and were also asked to write what they expect or claim to be the most difficult and easy area in the English teaching classroom. In addition, the qualitative interviews with six trainees and teachers gave voices to what the two groups declared. According to my findings, there are differences in all but one topic. The conclusion also suggests what can be made in teacher training education in order to declare the gap between trainees and teachers become smaller.
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Draper, Janet. "Reflections on teachers' work and careers." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29090.

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This commentary reflects upon a set of papers relating to teachers’ work which are significant for a number of reasons. Firstly they begin to fill a gap in the understanding of the experience of Scottish teachers, and how they see their work and careers in teaching. Secondly the research has impacted, with other forces, upon policy at national level, by raising awareness of teachers’ experiences of employment and support within a context where the focus of rhetoric is long-term professional development. Arrangements for the support of new teachers have now changed. The analysis presented here sets the papers’ findings in a wider context of the changing nature of work and of career, and of the shape these take in teaching, and questions assumptions made about the current and future nature and length of teachers’ careers. Teachers’ work is work, public sector work and professional work and each additional characteristic shapes its nature. Contextually, globalisation and new managerial agendas have brought changes in work and career and the findings of the papers are analysed within this framework. The Scottish context, with its educational history, ways of working and recent changes in teachers’ work, provides its own unique setting for understanding teachers’ work and the impact of modernisation. It is concluded that while some common effects of modernisation are clearly identifiable for Scottish teachers’ work, satisfaction with autonomy unusually remains high. The new arrangements for teachers following from the implementation of the McCrone agreement are considered as a force for sustaining that satisfaction.
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Staric, Slak Ann Marie. "Teachers' work, making the invisible, visible." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ56818.pdf.

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Kickbusch, Steven. "How learning designers work with teachers." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.

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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.
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Epp, Stephanie Ann Moss Rita Kay. "Conditions affecting Illinois National Board Certified Teachers' decisions to work in hard-to-staff schools." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197941&SrchMode=2&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224113&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.
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Barnett, Jennifer Ann. "Developing a school based science curriculum: Teachers' work as language work." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/4.

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While it is widely recognised that language is consequential in teachers' work within the classroom, this thesis argues that it is also consequential in their curriculum development work outside the classroom. The study takes a phenomenological approach based in a single school, and the key data sources are transcripts of teachers' meetings held to develop a new curriculum framework for their junior secondary science classes. The broad aims of the study are to better understand the ways in which language is consequential in that work, to consider the implications these have for understanding school based curriculum development, and to identify the kinds of language-related knowledges that support teachers' curriculum development activity. The review of literature in Chapter 2 focuses initially on constructions of the teacher, the teaching labour process, and teacher knowledge, with an emphasis on the place of language within such constructions. Three currently dominant perspectives on curriculum development are then identified: curriculum development as task, as policy making and as teacher agency. While the consequentiality of language is implicit in each of these perspectives, it is not given any priority, suggesting the value of a phenomenological study focusing specifically on the consequentiality of language in teachers' school based curriculum development.
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Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).
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Wong, Wang-fai Rochester, and 黃宏輝. "Hong Kong teachers' experience on project work." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196266X.

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Wong, Wang-fai Rochester. "Hong Kong teachers' experience on project work." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472595.

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Books on the topic "Teachers’ work"

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Connell, Raewyn. Teachers' work. Sydney: Allen & Unwin, 1985.

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Kenney, Karen Latchana. Teachers at work. Edina, Minn: Magic Wagon, 2009.

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School codes and teachers' work: Three studies on teacher work contexts. Lund: CWK Gleerup, 1985.

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Neill, S. R. St. J. 1945-, ed. Primary teachers at work. London: Routledge, 1994.

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Neill, S. R. St. J. 1945-, ed. Secondary teachers at work. London: Routledge, 1994.

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Day, Christopher. Teachers’ Worlds and Work. Edited by Christopher Day. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315170091.

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Li, Zhan. Language Teachers at Work. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5515-2.

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Kimonen, Eija, and Raimo Nevalainen, eds. Transforming Teachers’ Work Globally. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-470-3.

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Hopman, Jean. Surviving Emotional Work for Teachers. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429279379.

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Martin, Lawn, and Grace Gerald Rupert, eds. Teachers: The culture and politics of work. London: Falmer Press, 1987.

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Book chapters on the topic "Teachers’ work"

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce, and Janet Hunter. "Teachers’ Work." In Early Career Teachers, 29–53. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_3.

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Schoen, La Tefy. "Supporting Teachers’ Work." In Transforming Teachers’ Work Globally, 3–34. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-470-3_1.

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Varadharajan, Meera, and John Buchanan. "Future Work Landscape." In Career Change Teachers, 31–45. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6038-2_3.

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Miller, Tim. "The Class that didn’t Quite Work." In Beginning Teachers, 29–31. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-073-4_5.

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Stone-Johnson, Corrie. "Regenerating Teachers." In Teachers' Career Trajectories and Work Lives, 179–202. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2358-2_11.

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Sugrue, Ciaran. "Teachers’ Lives and Work." In Back to the Future, 39–56. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-240-2_3.

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Cumming-Potvin, Wendy M. "Allied work and teachers." In LGBTQI+ Allies in Education, Advocacy, Activism, and Participatory Collaborative Research, 140–58. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429455025-7.

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McCuaig, Louise, Eimear Enright, Tony Rossi, and Doune Macdonald. "Investigating teachers' health work." In Teachers as Health Workers, 3–18. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003247876-2.

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Apple, Michael W. "Controlling the Work of Teachers." In Teachers and Texts, 31–53. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315862774-4.

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Apple, Michael W. "Teaching and ‘Women′s Work′." In Teachers and Texts, 54–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315862774-5.

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Conference papers on the topic "Teachers’ work"

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Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.

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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
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Navrátilová, Hana, and Petra Trávníčková. "PRINCIPLES OF SUPERVISING TEACHERS´ WORK WITH STUDENT TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2362.

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Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.

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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."
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Annida, Shafira, and Intaglia Harsanti. "Challenge at Work: Innovative Work Behavior among Teachers." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.33.

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Kim, Young Rae, and Mi Sun Park. "PRESERVICE TEACHERS’ EXPERIENCES OF GROUP WORK." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2302.

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Mariah, Siti. "The Character of the Vocational Teachers Work." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.46.

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Horlenko, Valentyna. "The impact of remote work on the mental health of teachers." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.2.

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The paper highlights the results of a study of complications in the professional activities of teachers and their emotional state. Showing the analysis of the problem of complications in the execution of teachers' professional duties in the conditions of remote work and as a consequence - degradation of the emotional state, which is manifested in negative psychological symptoms. As a result of theoretical analysis, it was found that in different countries, studies of the emotional states of teachers during the COVID-19 pandemic are being conducted. To find out the complications in the professional activities and emotional state of teachers associated with the transition to distance learning in connection with quarantine, an online survey of teachers was conducted using the questionnaire "Identification of socio-psychological problems caused by the pandemic COVID-19 in the activities of educational institutions" developed by Panko V.H. Respondents were asked to assess the presence of the problem by scale where "0" - no presence; 1 - minimum presence; 10 - maximum presence. It was found that more than half of respondents (N = 3209) have difficulties in carrying out professional activities in the conditions of remote work (inability to perform the full range of planned tasks and professional responsibilities; insufficient competence in ICT; difficulties with organizing time; disorders in communication between teachers and parents to control the quality of students' knowledge; difficulties with involving children in distance learning; complications with student discipline). As a result, respondents experience emotional exhaustion, decreased emotional balance and excessive fatigue. The results of the study confirmed the need for professional development and psychological assistance to teachers. The ways of psychological support of the educational process are outlined. Keywords. remote work, emotional state, teacher, pandemic COVID-19
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Vermisso, Emmanouil. "A case-study in cross-disciplinary student work: a CNC-manufactured body for FSAE racing." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.10.

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The project discussed here involves the contribution of architecture students towards the design and fabrication of the body for an open wheel race-car for the annual SAE competition (Society of Automotive Engineers). The development of this body constitutes only a portion of a wider project that involves engineering a fully functional car within the time-span of one academic year, within the school of Mechanical Engineering. Naturally, the overall project involves a wide range of skills that exceed architectural training and the author is interested in this collaborative effort between two distinct departments and the logistics involved in its materialization.
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Pardo García, Cristina, Vicent Caballer-Tarazona, and María Caballer-Tarazona. "Rubrics for academic dissertation assessment. Does peer assessment work?" In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8835.

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In the recent context of student-centered learning, they are more involved in the whole learning process, while the teacher is only a guide through their learning. This implies that students must be also involved in the assessment process. Following this idea, the peer assessment tries to give the students the opportunity to be in the evaluator position and maybe experience a reflexion about the criteria, what an external person sees in what he/she has to assess. When students have the role of assessing their classmates work, they pay more attention to the content and formal details of the presentation; therefore they can easily identify key points involved in an academic dissertation. This is a good opportunity to actively learn some basic transversal skills for any kind of presentation. Under this context, we present in this paper a comparison of the marks given by both students and teachers, to the same academic dissertation. In addition, we provide the rubric provided to students as a guide for the assessment. As results show, the students’ final decision to assess their peers’ work is quite close to the teacher’s decision. Only light differences were identified, on average, students gave a slightly higher mark to their classmates than the teacher did. However, a correlation on students and teacher marks was found.
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Sulistyo, Sulistyo, and Suprehatin Niingtyas. "Teachers’ Work Performance Seen from Work Circumstance, Work Motivation, and Headmaster’s Leadership Style." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006891907020706.

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Reports on the topic "Teachers’ work"

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Bulatetska, Lesya V., Vitaliy V. Bulatetskyi, Tetyana O. Hryshanovych, Yulia S. Pavlenko, Tetyana I. Cheprasova, and Andrey V. Pikilnyak. Operation system features and cloud services for lecturer work. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4443.

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The work proposes a conception of setup and use of teacher’s or lecturer’s workspace using common software and hardware products. The research object is a system built by using operating system capabilities in conjunction with office suite and public cloud service, as a foundation for teacher’s digital workspace. Research is made on how to set up, scale, and operate such a system, by studying the experience of national and foreign scientists and teachers, and using our own experience in educational processes, and working with operating systems and cloud services. As a result, we got a system which is easy to set up, learn, and apply by teachers without significant experience working remote education systems, and could be used for initial learning of remote education principles. It could be used as an initial step before migrating to specialized remote education systems. In the future, the system itself could be improved by adding additional objects into the system and a higher integration level between objects and external subjects.
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Klampe, Charlotte. The work values of secondary teachers : a comparative study by teaching assignment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3261.

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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.

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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
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Stoddard, Christiana, and Peter Kuhn. Incentives and Effort in the Public Sector: Have U.S. Education Reforms Increased Teachers' Work Hours? Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11970.

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Bland, Jennifer A., Steven W. Wojcikiewicz, Linda Darling-Hammond, and Wesley Wei. Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/957.902.

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Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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