Gotowe bibliografie tematyczne / Female teachers

Gotowa bibliografia na temat „Female teachers”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Female teachers"

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Basow, Susan A., i M. Suzan Distenfeld. "Teacher expressiveness: More important for male teachers than female teachers?" Journal of Educational Psychology 77, nr 1 (1985): 45–52. http://dx.doi.org/10.1037/0022-0663.77.1.45.

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Fahad Alfayez, Arwa. "Saudi Female Teachers’ Identity Through the Use of Metaphors". Arab World English Journal 13, nr 3 (24.09.2022): 139–58. http://dx.doi.org/10.24093/awej/vol13no3.9.

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Metaphors provide a framework through which teachers may convey their beliefs about teaching and learning. Using metaphor analysis, this article reflects on the views of three experienced teachers in Saudi Arabia. The study examines the metaphorical images female Saudi teachers use about teaching and learning. The question guiding the research study is What metaphors do Saudi female teachers use about teaching and learning? A qualitative research design was deemed best for this study through a case study. The individual metaphor analysis captured the teacher’s individual identity; the researcher discovered that each metaphor linked components of identity and teaching practice in distinct and diverse ways. A following cross-case study highlighted the numerous conflicts that instructors experience. The findings revealed that obligations and responsibilities vary between metaphors, profession-related ambivalence, and disputes in teachers’ images. Both the individual and cross-case analyses show that metaphors have the potential to enrich professional development and teacher education to advise policymakers, school administrators, teacher educators, and teachers.
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Denessen, Eddie, Nienke Vos, Fred Hasselman i Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology". Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
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Wicaksono, Agnes Lintangsasi, Syafi’ul Anam, Pratiwi Retnaningdyah i Slamet Setiawan. "Grice Maxims Breaking in the Teacher and Students’ Online Interaction". Pioneer: Journal of Language and Literature 14, nr 1 (30.06.2022): 101. http://dx.doi.org/10.36841/pioneer.v14i1.1658.

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Grice promotes four maxims to obey as the requirements for successful communication, including quality, quantity, relevance, and manner. However, several conditions require breaking the maxims to make communication more effective, including an interaction between teachers and students. The gender of the students and the practice of online classes also contribute to the breaking of maxims. Hence, this study aims to examine the breaking of Grice maxims in the online classroom interaction between the teacher and students of different genders. The communication between an English teacher and her students in an online class was observed to gather the data. Then, the results were analyzed qualitatively. Finally, this study found that teachers’ interaction with students of both genders produced flouting of quantity maxim. The teacher’s interaction with the female students flouted quantity, relevance, and manner maxims which is caused by the cooperative communication leading females to talk a lot, while the teacher's interaction with male students flouted the quality, relevance, and manner maxims, which is caused by the dominance that males tend to show to female. Moreover, the flouting of maxims made positive and negative results in the communication. Lastly, a more extended period study is suggested to produce further findings.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority". Acta Educationis Generalis 10, nr 3 (1.12.2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority". Acta Educationis Generalis 10, nr 3 (1.12.2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Beg, Sabrin, Anne Fitzpatrick i Adrienne M. Lucas. "Gender Bias in Assessments of Teacher Performance". AEA Papers and Proceedings 111 (1.05.2021): 190–95. http://dx.doi.org/10.1257/pandp.20211126.

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To measure whether principals exhibit gender bias when assessing teacher effectiveness, we compare principals' subjective evaluations against teachers' self-evaluations and objective effectiveness in Ghanaian primary schools. Female and male teachers rate themselves equivalently. Principals are 11 percentage points less likely to rate a female teacher as "more effective," but female teachers are objectively more effective based on student learning. Principals assess the least effective male teacher as more effective than the objectively most effective female teacher. We corroborate results with a survey experiment showing similar gender bias. This bias against female teachers has implications for promotion and student learning.
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Butler, Sara, i Kathy Roesel. "Students' Perceptions of Male Teachers: Effects of Teachers' Dress and Students' Characteristics". Perceptual and Motor Skills 73, nr 3 (grudzień 1991): 943–51. http://dx.doi.org/10.2466/pms.1991.73.3.943.

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The purpose of this study was to explore the effects of a male teacher's clothing and selected students' characteristics on students' perceptions of teachers' characteristics. The sample consisted of 152 male and female high school students. Respondents selected one of four photographs of a male teacher model dressed in four different clothing styles for each of 20 teachers' characteristic statements. The mediating effects of students' gender, formality of clothing, and perceptions of the importance of clothing were also investigated. Significant differences among the four clothing styles were found for all 20 statements. Students' gender and rated importance of clothing had some influence on this relationship. The results supplement previous research on female teachers by suggesting that different types of clothing also influence students' perceptions of male teachers and that students' characteristics have some mediating effect.
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Kim, Youn-hee i 장영희. "Female Kindergarten Teachers' Perceptions on the Difficulties of Married Female Kindergarten Teachers". EARLY CHILDHOOD EDUCATION & CARE 7, nr 2 (październik 2012): 125–44. http://dx.doi.org/10.16978/ecec.2012.7.2.006.

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Qadeer, Muhammad Zaigham, Muhammad Nisar Ul Haq i Javed Iqbal. "A Stress Analysis of Teachers Job: Investigating the Phenomenon of Teacher Stress". Global Regional Review IV, nr IV (30.12.2019): 568–74. http://dx.doi.org/10.31703/grr.2019(iv-iv).51.

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This research was conducted to explore the phenomena of a study on the essence of stress faced by secondary-level teachers in Rawalpindi to find out the teacher experience of stress and to identify the sources of stress between male and female teachers. The population of the study was comprised of all the teachers working in Govt secondary school of district Rawalpindi. The sample of the study comprised 100 secondary school teachers 50 males and 50 females were selected randomly. Data collected through questionnaires were tabulated, analyzed and interpreted using t-test at0.05 level of significance. The empirical study identified stress factors that have effects on male and female teachers work performance. The causes are poor low pay status, poor classroom environment, professional distress, large-scale class, poor public image, etc. The results of this study showed that there is no substantial difference in stress among male and female teachers.
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Rozprawy doktorskie na temat "Female teachers"

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Fisher, Rita C. "Teacher perception of male and female principal communication styles /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974627.

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Turner, Lana Gay. "Stress in female secondary classroom teachers". Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/436367.

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The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress.
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Hemsworth, Lesley Anne. "Listening and learning, exploring female teachers' experiences". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59449.pdf.

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Walker-Bowen, Wanda. "Effective Caucasian female teachers of African American students". Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11052007-115905.

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Demarse, Joy. "I am a teacher : reflections from female teachers, their stories and passion for education". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100348.

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This study examines why excellent working class rural female teachers remain in teaching. Although the teachers of this study admit to having experienced disillusionment during their teaching careers, they have remained passionate and enthusiastic educators, and are the teachers most often cited when colleagues, students and parents are discussing "good" teachers. Thus, this study seeks to determine the factors that influence these women educators to remain in education and to remain passionate about education. The original supposition that an administrator was a determinative variable in influencing the rural female educators proved to be erroneous. For the women of this study, their working class backgrounds, their beliefs that teaching is a calling and an art form, and their belief that teaching is a socially constructed form of public service are important determinative factors in their continuing belief in their educational career. Additionally, the women of this study, through their stories and interactions, disproved the stereotypical image of the female teacher who works alone. The teachers of this study actively seek out collegial relationships and pursue professional development.
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Ozbarlas, Yesim. "Perspective on Multicultural Education: Case Studies of a German and an American Female Minority Teacher". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04232008-125014/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Mary Ariail, committee chair; Peggy Albers, Amy Flint, Stephanie Lindemann, committee members. Electronic text (373 p.) : digital, PDF file. Description based on contents viewed July 7, 2008. Includes bibliographical references (p. 351-365).
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Duggan, Eva J. "A phenomenographic study of teacher stress in female primary classroom teachers in south east Queensland". Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36650/1/36650_Digitised%20Thesis.pdf.

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This study examines teacher stress, as it is perceived by the individual teacher. Teacher stress is a well-researched topic with research findings attesting to a range of negative consequences that work-related stress has for the individual teacher and for the education system as a whole. The adoption of a phenomenographic research design enabled the researcher to engage in a process of empirical discovery whereby individuals' descriptions of the phenomenon were elicited and the conceptions identified. Participants for the study were selected from 5 state primary schools in the South East region of Queensland. Individual interviews were conducted with fourteen teachers who conceived their teaching role as being stressful. The phenomenographic interviews provided information about teachers' experiences of work-related stress, the ways in which the sources of that stress are perceived, and the meanings that the participants in the study attribute to their experiences of stress. The data in the form of verbatim transcripts were analysed by selecting quotations and grouping them into six categories of description. These represent the differing conceptions that emerged from the participants' discourses with each of the categories highlighting different themes. The categories of description identified were: 1. Teacher stress as an internalised teacher reaction. 2. Teacher stress as an externalised teacher reaction. 3. Teacher stress as a consequence of time and workload pressures. 4. Teacher stress as a consequence of student attitudes and behaviour problems. 5. Teacher stress as a consequence of administrators' attitudes and responses. 6. Teacher stress as a consequence of parental attitudes and actions. The final stage of data analysis involved the mapping of the 'outcome space'. The depiction of the outcome space using a visual metaphor of an apple burrowed into by worms reflects the totality of awareness held by the participants about the phenomenon of teacher stress. The visual image illustrates the impact that work induced stress has on teachers' physical and psychological well-being, on teachers' professional self-esteem, and ultimately on their effectiveness in achieving quality outcomes in teaching and the facilitation of learning. The construction of the six categories of description together with the mapping of the 'outcome space' provides new insights into ways of understanding the phenomenon of teacher stress. For the individual teacher, the 'outcome space' provides a simple visual image to facilitate the examination of personal understandings. At the organizational and systemic levels, the framework could be usefully employed to enhance awareness and understanding, to initiate discussion and to generate practical solutions for reducing teacher stress. The insights gained from this research suggest a range of strategies and interventions for the reduction and management of teachers' stress. These indicate that at a personal level, teachers might be encouraged to seek personal and professional support from colleagues. The skills of Guidance Officers could also be utilised in teacher mentoring programs and in assisting teachers with the management of their stress. The mistaken belief expressed by many teachers that stress in teaching is an inevitable aspect of the work role must also be challenged. At the school level, the targeting of behaviour management as a whole school issue rather than an individual teacher responsibility can have positive effects. Better information flow within schools and a supportive and interested administration that values teachers' contributions as professionals is seen as a further proactive measure. At a systemic level, positive outcomes can be achieved by concerted efforts to elevate the profile of schools and the professional standing of teachers. Educational authorities also have a role in examining the impact of educational changes and in establishing the extent to which particular systemic and curriculum changes are necessary, purposeful, and beneficial. Furthermore, the implementation of change requires strategic planning to ensure that teachers are confident with the newly introduced courses and practices. This research lends strong endorsement to the findings of earlier studies that work-related stress has serious implications not only for individual members of the profession but also for the effectiveness of teaching and learning outcomes within the school system. The researcher contends that the creation of a low stress work environment for the teaching profession is highly desirable. The realization of this goal requires a commitment by teachers, administrators, and the educational hierarchy to the implementation of viable solutions for reducing teacher stress.
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Khoddami, Fariba. "Being a female English teacher : narratives of identities in the Iranian academy". Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3004.

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Despite the growing interest in the issue of identity formation in the broader TESOL research field, few studies have been concerned with the question of female teachers’ identity formation from a feminist poststructuralist perspective. This study also seeks to further the feminist poststructuralist research within the Iranian TESOL and bridge the substantive gap within the existing literature, which is an almost untouched area of research regarding the teachers’ identity formation. This thesis attempts to explore the construction of identities of eight Iranian female teachers of English and the discourses that shape them through examining their narratives, using data gathered from interviews and email correspondences. In a two-year collaboration with the participants, I applied a feminist poststructuralist conceptual framework to examine the participants’ main subject positions and the prevailing discursive practices that construct them. The research data, collected by individual interviews and email correspondence, indicates the teachers’ identities as multiple, complex, and contradictory. I contend that multiple subject positions stem out of the clash of the multiple discourses that are available to them. Impacted by both gender and professional discourses that sometimes even collide, the findings show how these women struggle to conceive a sense of coherent self. The results of the analysis indicate that the gender and professional discourses are of normative, disciplinary, and individualizing nature. Negotiating identities within themselves and within the complex cultural context they live in, these female teachers are involved in an ongoing process of adjustment, adaptation and resistance.
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Jayne, Ann M. "Female teachers, whiteness, and the quest for cultural proficiency". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/864.

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Though America's public schools have become increasingly diverse, the teaching staff remains relatively homogeneous. This gap is more apparent in California schools that serve large numbers of students of color, being taught by teachers who are predominately White and female. Because the population of kindergarten-through-12th grade teachers is predominately white and middle class, theorists recommend the self-discovery process of striving for cultural proficiency as a solution. Teacher cultural proficiency is a series of characteristics that are learned, honed, and constantly evolving to create a classroom that is culturally aware and culturally sensitive for all students. Although there is ample literature regarding multicultural education, there is limited research discussing teachers' perceptions and experiences with cultural proficiency, especially white women, who represent the largest population of teachers in California. The purpose of this study was to further investigate teacher stories along their journey on the cultural proficiency continuum. This study includes interviews with three teachers who have reputations for being culturally proficient and who work in elementary schools in a California Central Valley district serving large populations of students of color. The purpose of the interviews was to further explore the teachers' experiences striving for cultural proficiency and implementing culturally aware practices in their classrooms. The results of this study suggest that the continued journey to cultural proficiency mirrors cultural proficiency theory but lacks one key component: self-reflection in regard to whiteness. The interviewed teachers struggled with the theoretical foundations of critical whiteness theory and cultural proficiency, but they believed that the goal of cultural proficiency was one in which they would constantly be striving. The findings of this study address some of the culturally proficient themes of self-discovery, curiosity, experience, and travel that contribute to these teachers' culturally proficient reputations, and they add to scholarship by suggesting an additional tenet to cultural proficiency, that of being intimately aware of one's own whiteness and privilege.
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Johnson, Essie M. "The life histories of six African-American female teachers /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148795015360182.

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Książki na temat "Female teachers"

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Office, Unesco Kathmandu, i International Seminar on the "Status of Female Teachers in Nepal" (2005 : Kathmandu, Nepal), red. Status of female teachers in Nepal. Kathmandu: United Nations Educational, Scientific, and Cultural Organization, Kathmandu Office, 2006.

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Cross, P. A. Room at the top?: Female teachers in Norfolk. Norwich: University of East Anglia, 1989.

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McCall, Alison T. Aberdeen female teachers pre-1872: A biographical list. Aberdeen, Scotland: Aberdeen & North-East Scotland Family History Society, 2013.

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Murray-Smith, Joanna. The female of the species. London: Nick Hern Books, 2008.

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Murray-Smith, Joanna. The female of the species. London: Nick Hern Books, 2008.

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Queensland. Dept. of Education. Policy and Information Services Branch., red. Female teachers in Queensland state schools: A history, 1860-1983. Brisbane: Policy and Information Services Branch, Division of Planning and Special Programs, Dept. of Education, Queensland, 1985.

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The female of the species. London: Nick Hern Books, 2008.

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Chen, Michael. Principals' gender and work orientations of male and female teachers. Washington, D.C: Educational Resources Information Center, 1992.

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McCall, Alison T. Aberdeen school board female teachers 1872-1901: A biographical list. Aberdeen: Aberdeen & North-East Scotland Family History Society, 2007.

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Spelling bee: A novel. Ottawa, Ontario: Baico Publishing Inc., 2009.

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Części książek na temat "Female teachers"

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Porfilio, Brad J. "White Female Teachers and Technology in Education". W Transgressions, 207–21. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-869-5_25.

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Pattie, Yuk Yee i Luk-Fong. "Midlife Secondary Female Teachers’ Identities, Work and Work–Life Interface". W Teachers' Identities and Life Choices, 115–29. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-81-4_8.

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Hao, Yan-li, Jing Ma i Li-ren Zhang. "Professional Development of Female Teachers in Chinese Universities". W Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_6-1.

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Hao, Yan-li, Jing Ma i Li-ren Zhang. "Professional Development of Female Teachers in Chinese Universities". W Encyclopedia of Teacher Education, 1405–10. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_6.

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Nasution, Yumna Hadaya, i Hamzah. "The Comparison of Teacher Talk and Students Talk Between Male Teachers and Female Teachers in EFL Classroom Interaction Based on FIACS". W Proceedings of the 5th International Conference on Language, Literature, and Education (ICLLE-5 2022), 383–91. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-85-5_41.

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Johnson, Rita M., Kenneth H. Smith i Sherrie Carinci. "Preservice Female Teachers’ Mathematics Self-Concept and Mathematics Anxiety: A Longitudinal Study". W Global Pedagogies, 169–81. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3617-9_11.

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Winograd, Ken. "An Exploratory Study of Race and Religion in the Emotional Experience of African-American Female Teachers". W Advances in Teacher Emotion Research, 299–321. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0564-2_15.

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Ruan, Xiaolei. "The spinning top". W Understanding the Professional Agency of Female Language Teachers in a Chinese University, 54–103. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230267-4.

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Ruan, Xiaolei. "The sunshine". W Understanding the Professional Agency of Female Language Teachers in a Chinese University, 154–96. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230267-6.

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Ruan, Xiaolei. "Introduction". W Understanding the Professional Agency of Female Language Teachers in a Chinese University, 1–4. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230267-1.

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Streszczenia konferencji na temat "Female teachers"

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Savick, Stephanie. "Black Female Teachers Who Stay: Teacher Efficacy Through Counternarratives". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1883180.

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Masurska, Stefana, i Ina Vladova. "TEACHERS’ BEHAVIOR AND STUDENTS’ DISCIPLINE". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/106.

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ABSTRACT This study aimed to investigate students’ opinions (Grades VII, VIII, IX, X, and XI) regarding discipline in PE and sports lessons and whether it is influenced by the personality, professional qualities, and behavior of their PE teachers. We expected the results to provide information regarding students’ discipline from their point of view. The study subjects were 209 students from 4 schools in the cities of Sofia (n=70) and Smolyan (n=139), Bulgaria. Of these, 58. 4% (n=122) were girls and 41. 6% (n=87) were boys, with 28.7% having a female teacher and the remaining students (n=149) conducted their PE lessons with a male teacher. Survey forms and questionnaires were prepared for the students to realize the objective and collect empirical information on the problem. The first subscale contained ten items the surveyed students used to rate their PE teacher (α= .738). The subjects’ responses are reflected in a 5-point scale, The Likert Scale type, and indicate the frequency with which the students observe certain behaviors from the teachers. For each listed antecedent, there are two groups of dichotomous closed-ended questions based on alternative choices, YES and NO. The results were processed with mathematical and statistical methods of quantitative processing and analysis: frequency and variance and comparative analysis (Mann-Whitney) - for independent variables, according to a validated statistical procedure - using the statistical program “SPSS 21 for Windows”. Ensuring good discipline in lessons depends on the professional skills of sports educators. Statistically, significant differences were observed in some of the indicators. Good discipline is helped by the teacher’s rigor and good attitude towards the students. The teacher’s friendly attitude, understanding, and support towards the students help to maintain better discipline in the lessons.
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Louw, Jaysveree, i Molaodi Tshelane. "TEACHER-GENDER: EXPERIENCES OF MALE TEACHERS IN THE FOUNDATION PHASE IN SOUTH AFRICAN SCHOOLS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end031.

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"In South African primary schools, the Foundation Phase (Grade R, the year before formal schooling until Grade 3) is dominated by female teachers because few men enrol for a teaching qualification in this phase. There are various reasons why there is a reluctance by males to teach in this phase. These include parental nervousness around men who decide to seek employment in a traditionally female profession, scepticism in males’ abilities to teach young children as well as their female counterparts, the perception that men cannot handle the responsibility of taking care of young children and the perception that men who choose to teach young children are unnatural, homosexuals and deviants. The study was motivated by two factors: firstly, by the researcher’s interest in male teachers who teach young learners (because of the scarcity of male teachers in early education); and secondly, by the large number of students who enrolled for the B. Ed Foundation Phase degree at a South African university. The aim of the study was to explore the experiences of male teachers in the Foundation Phase. Data were collected through focus group and face-to-face interviews and were analysed thematically. The participants were nine male teachers who teach in the Foundation Phase. The researcher wanted to obtain narrative portraits and in-depth understanding of the participants’ experiences as males in a reality that is female-dominated. The results show that in many schools, male teachers experience gender prejudice and gender stereotyping from both male and female colleagues, and often from parents. For example, some of the male participants asserted that teachers make fun of them by saying that men cannot be ‘nannies’. However, some schools were happy to employ male teachers, regardless of the societal misconceptions about male teachers teaching young children. It is recommended that, amongst others male teachers in the Foundation Phase be encouraged and educated about strategies to cope with criticism in order to be resilient."
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Taveras Rivera, Elizabeth. "Female Puerto Rican Teachers' Testimonios on Retention and Culture". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581973.

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Kõiv, Kristi, i Minni Aia-Utsal. "VICTIMIZED TEACHERS’ EXPERIENCES ABOUT TEACHER-TARGETED BULLYING BY STUDENTS". W International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact036.

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"The aim of this study was to gain insights into the bullying of teachers by their learners from the perspective of victims of teacher-targeted bullying by learners. This study followed a qualitative and descriptive research design stemming from semi-structured personal interviews with victims of teacher-targeted bullying. A thematic content analysis of the data generated from semi-structured personal interviews with six victimized teachers as a snowball sampling. The sample consisted of male (n=2) and female (n=4) participants from rural (n=3) and urban (n=3) school locations in Estonia. The focus of this study was to determine how the teachers who have experienced bullying by their students describe the nature, influence and reasons attributed to such bullying. The findings indicate that the victims of teacher-targeted bullying by students were exposed repeatedly over long time verbal bullying, ignoring the teacher and other threats and cyber-attacks directed against teachers, whereby line between learners’ misbehavior at classroom and bullying behavior was recognized viewing bullying as group-based phenomenon. Bullying against teachers by pupils had a negative influence on the victims’ teaching and learning, as well as their private lives; and victims perceived the lack of support from educational authorities."
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Lysetska, Ievgeniia, i Naciye Kunt. "Female Teachers’ Explicit Beliefs about Language Teaching, Learning and Race". W 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/225-235/15.

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Faragai, Lawal Abdul, Lim Chong Ewe i Fahainis Bt Mohd Yusof. "Work-family Role Conflicts among Malaysian Female Primary School Teachers". W 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.37.

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Scheuerer, Sarah, Frank Reinhold i Kristina Reiss. "Relationship Between In-Service Mathematics Teachers’ Motivational and Emotional Orientations and Knowledge in Statistics". W IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.gmgli.

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Teachers’ professional competence is understood to include both cognitive and affective aspects. In the field of statistics, however, studies that address the relationship between in-service teachers’ orientations (affective aspect) and their knowledge (cognitive aspect) are scarce, and studies with prospective teachers yielded contradictory results in this regard. Accordingly, we surveyed 88 in-service mathematics teachers about their motivational and emotional orientations regarding teaching statistics, tested their basic statistical knowledge, and used linear mixed-effects models to analyze the relationship between orientations and knowledge. The results indicated that teachers with high self-efficacy showed higher statistical knowledge than less self-effective teachers, and that anxious women performed better than less anxious female teachers. This demonstrates the close relationship between the cognitive and affective aspects of in-service statistics teachers. Therefore, in order to develop professionally competent teachers, it seems worthwhile to address teachers’ fears and to strengthen their self-efficacy already during their teacher training in statistics.
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Naghshband, Zahra. "The Double Discrimination: A Lived Experience of Female Humanities Teachers in Iran". W 3rd International Conference on Research in Social Sciences. GLOBALKS, 2020. http://dx.doi.org/10.33422/3rd.rssconf.2020.11.103.

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Schmertzing, Lorraine. "Black Male Students and White Female Teachers: Learning From Experiences (Poster 35)". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1894171.

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Raporty organizacyjne na temat "Female teachers"

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Card, David, Ciprian Domnisoru, Seth Sanders, Lowell Taylor i Victoria Udalova. The Impact of Female Teachers on Female Students' Lifetime Well-Being. Cambridge, MA: National Bureau of Economic Research, wrzesień 2022. http://dx.doi.org/10.3386/w30430.

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Muralidharan, Karthik, i Ketki Sheth. Bridging Education Gender Gaps in Developing Countries: The Role of Female Teachers. Cambridge, MA: National Bureau of Economic Research, sierpień 2013. http://dx.doi.org/10.3386/w19341.

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Schipper, Youdi, i Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), grudzień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez i Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, grudzień 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady i Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, kwiecień 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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