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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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Yucedag, Arfe. "Wage differences between male and female teachers in Turkey /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Mthethwa, Joyce Fikile, A. P. Kutame i A. B. Buthelezi. "Female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit". Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1752.
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A dissertation submitted in accordance with the requirements for the Master’s Degree in Educational Management in the Department of Educational Planning and Administration, Faculty of Education at the University of Zululand, 2019.Although the number of women managers in education is increasing, women continue to experience problems that prevent them from realising their full potential particularly as conflict managers. When female teachers are promoted to principalship positions, there are no programmes to equip them with relevant management skills required to lead and manage the schools effectively. This has resulted in some female principals showing lack of confidence in resolving conflict in schools, particularly where the staff is dominated by female teachers. Female principals tend to rely on their male colleagues should there be a case where they have to implement disciplinary measures. The aim of this study was to explore female principals’ skills of managing conflict in primary schools dominated by female teachers in the Gingindlovu Circuit. This study used a qualitative approach, collecting data through face-to-face interviews. Purposive sampling procedure was used to select participants for this study. The study established that female principals have skills of managing conflict despite their gender roles that have been taken as determinants that females may not do well as managers. Some gender roles, which include nurturing and accommodating, have been identified as key to female principals in assisting them when resolving conflict at the work place where the staff is dominated by female teachers. However, they still need to learn more about skills of managing conflict in schools. The study recommends that female principals be workshopped on how to manage conflict in a school situation soon after they have been appointed. A comparative study between female and male principals regarding management skills they have for resolving conflicts is recommended.
National Research Foundation
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Gamelin, Anastasia Kamanos. "Home and away : the female artist in academia". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36933.
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This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic.Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice.
This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.
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Madini, Manal Ibrahim. "An investigation into female kindergarten teachers' stress in Saudi Arabia". Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423573.
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This study considers stress in kindergarten teachers. It investigates the level and negative effects of that stress, common sources of stress, strategies employed by teachers for relieving stress at work, and finally the teachers' suggestions for reducing stress. The study was conducted within kindergartens in Jeddah, Saudi Arabia, using quantitative and qualitative approaches to data collection. Quantitative data were derived from questionnaires which were administered to a representative sample of kindergarten teachers (135 public and 123 private), while qualitative data were gathered through interviews with 24 kindergarten teachers, and supported by classroom observations. Interviews with headteachers and inspectors of the kindergartens were conducted to form a more complete picture. Over 90% of the sample stated that working as a kindergarten teacher was either moderately or very stressful. The study determined that some sources of stress are contingent on being kindergarten teachers in Saudi Arabia, other sources are shared with teachers in other stages, and still others are related to working women in general. The coping strategies are categorised as palliative or direct, and are examined for efficacy. The prevalence and level of stress, the wide variety of its causes, and its serious effects on the teachers themselves are assessed. These are related to the general school atmosphere, friction among employees, and effects upon the children, which in tum could impede their progress at subsequent stages. The study concludes with recommendations with regard to kindergarten teaching, school buildings and working women generally in Saudi Arabia.
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Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher". University of Sydney, 2007. http://hdl.handle.net/2123/1864.
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Doctor of Philosophy (PhD)Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
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Ward, Beverley Lorraine. "The female professor: a rare Australian species, the who and how". Thesis, Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. https://researchrepository.murdoch.edu.au/id/eprint/387/.
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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'?
A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection.
The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Ward, Beverley Lorraine. "The female professor : a rare Australian species, the who and how /". Ward, Beverley Lorraine (2003) The female professor: a rare Australian species, the who and how. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/387/.
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Although many studies have been made of female academic staff in Australia, there has been no discrete study of Australian female professors as an occupational class or of the relatively rare incumbents of this important position. This thesis makes a contribution to this previously unexplored area by providing a descriptive profile of current professors at Australian universities and an insight into female professors' perspectives on how they managed their entry into the Australian professoriate. It responds to the twin central questions: 'Who are the female occupants in the Australian professoriate and how have they managed their way through the academic hierarchy'?
A profile of current female Australian professors, constructed via a questionnaire, provides the study with a foundation -- a background from which to view the interpretative data. This part of the research also makes a contribution to the social arithmetic of higher education, by presenting systematic demographic information on female professors in Australian universities. Subsequently 13 in-depth interviews were conducted, giving a 'voice' to the professors. This enabled the research to identify and explore six major themes - career, role, significant others, gender, change, and reflection.
The thesis presents the data collected in the questionnaire and interviews, discusses and interprets the research findings, and provides an insight into the milieu in which the female professors function. It includes an overview of some of the critical literature pertinent to the topic - female professors and their working lives - from both an Australian and an international perspective. It also details the methodology used in the study, which included both quantitative and qualitative research tools, and describes the theoretical position which frames the qualitative part of the research, symbolic interactionism, which is located within the hermeneutic/interpretive paradigm in social research.
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Naqvi, Misbah. "Personal and professional identities of three expatriate, Pakistani, Muslim, female teachers of English : the narratives thus". Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687369.
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This research enquiry explores the life-history narratives of three Pakistani female expatriate tertiary-level English language teachers at Gulf Coeducational University (GCU). The study was conducted in order to investigate the participants’ journeys as learners and how they perceive themselves as teachers. The historical, educational, and linguistic background of Pakistan is provided along with an overview of GCU, where all the participants presently teach. Harré’s conception of personhood (1983) is related to the identity formation of the participants. Bourdieu’s theory of cultural capital in society (1986, 2001), applied to the hierarchical status of languages in Pakistan (Rahman, 2004a; Mansoor, 2004), serves as a theoretical framework. A discussion of what Pakistani identity may entail, with emphasis on the significance of language on cultural identity, is given. Narrative research methodology is utilised (Clandinin and Connelly, 1996, 2000), to conduct three in-depth semi-structured interviews with the participants. Emerging themes are explored and research findings discussed with reference to relevant literature. The significance of their cultural capital, experiences of teacher-centred approaches in Pakistan and abroad, and the gender-based constraints the participants experienced during their educational trajectories are analysed. The implications of the study: for professional development, teacher training programmes and for the internationalisation of education can be explored in further research.
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Kennedy, Merle L. "Race matters in the life/work of four, white, female teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60311.pdf.
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Raver, Elizabeth. "The lived experience of math anxiety for female elementary school teachers". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3666122.
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This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on what Math anxiety is and how it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.
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Ghaith, Omar. "The impact of blended learning on female student-teachers in Kuwait". Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7628.
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This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.
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Tah, Edith Manyong. "The role, position and experience of female teachers within faith schools". Thesis, University of Central Lancashire, 2016. http://clok.uclan.ac.uk/16556/.
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For hundreds of years leadership of religious organisations has been dominated by males, despite the acknowledgement that much religious work and support of the institutions has been done by women. Historically, leadership carried the notion of masculinity and the belief that men were born with certain leadership traits and therefore make better leaders than women. Nevertheless, current thinking contests this view and argues that leadership can be taught and learned and it is possible to develop leader traits in any individual, regardless of gender. This research sets out to contribute in promoting women’s leadership in faith schools. The research employs a qualitative method of data collection, and adopts the critical realist and feminist theorising standpoint. This research presents results of case studies involving the Catholic, Anglican and Muslim faiths. Through in-depth interviews, an exploration on the views of religious authorities, school authorities and female teachers, regarding the role, and position, and experiences of female teachers within faith schools is presented. The research reveals the reality and complexity of barriers encountered by female teachers from a cultural, social, institutional and religious perspective that hinder women’s career advancement. These case studies provide strong first-hand evidence that is hoped to influence both practice and policy. Through the interaction and involvement of head teachers, school governors and religious authorities concerned with the management of the schools, the research aspires to support a process of enlightenment — particularly to individuals who influence decision making processes — to implement strategies that will allow equal representation among the genders in leadership positions within education in faith schools.
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Doggart, Lance. "Intrinsic and extrinsic factors predisposing female student dance teachers to injury". Thesis, Liverpool John Moores University, 2004. http://researchonline.ljmu.ac.uk/5625/.
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Palmer, Tessa M. "Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students". Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617.
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Mooney, Jennifer Anne. "Elementary School Teachers Perceptions of Effective Leadership Practices of Female Principals". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1360.
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The problem of this qualitative study is to assess teacher perceptions of the leadership practices of female principals. The focus of this study was at the elementary school level. The data were collected from the teachers about their perceptions regarding the female principals with whom they work. This qualitative study was conducted by interviewing 8 teachers from 3 elementary schools in northeast Tennessee. The teachers were interviewed to understand their perceptions of effective leadership practices exhibited by female principals.
During the data analysis, 7 constructs were identified after examining and coding the data for related themes. These 7 constructs were: (a) vision, (b) student growth, (c) staff development, (d) organization, (e) communication, (f) caring, and (g) community. In addition to the themes, participants shared perceptions of disadvantages, advantages, and effective leadership characteristics of female principals.
Based on the research the following conclusions were drawn. Teachers want to have clear expectations, organization, and follow through in the school environment. This could be accomplished through clear communication and expectations by the principal. Teachers would also like a caring work environment that is created by a principal who listens, respects, and understands others. Each teacher has a variety of different responsibilities and they would like acknowledged. Most of the teachers want a school vision that is focused on providing a productive learning environment for all the students.
Recommendations for future research included the following:Only teachers were interviewed in this study. Additional research in this area could be the study of principals' perception of effective leadership practices. This information could be used to determine the similarities and differences between what principals and teachers view as effective leadership practices.Interview teachers from middle and high schools to assess their perception of effective leadership practices. There could be a difference in the leadership practices of elementary, middle, and high school female principals.Additional research in this area needs to be conducted in a variety of elementary schools. This would provide a larger sample of participants.Interview teachers from elementary schools to compare their perceptions of male and female principals.
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Al, Safwan Asmahan. "Saudi Female High School Students’ and Teachers’ Understandings of Thermal Concepts". Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/77127.
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The Thermal Concept Evaluation instrument was used to investigate conceptual understanding of thermal physics concepts of 742 Saudi female high school students’ before and after teaching intervention. Prior to the intervention, a 3-day workshop was designed to measure and improve 30 physics teachers’ conceptual understanding of thermal concepts. Student and teacher understanding remained low before and after the intervention. Language barriers, terminology, textbooks, and teachers’ practical knowledge were the main sources of misconceptions.
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Rendon, Netassha M. "Preservice Teachers' Images of Female Scientists, Male Scientists, and Teacher as Scientists: An Analysis of Stereotypical Indicators". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609176/.
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The role of depicting and analysing scientist images to reveal gender-science stereotypes among students in K-12 classrooms is an ongoing research trend in science education literature. The study reported here carries on this research trend but focuses on preservice elementary teachers' images of scientists. The purpose of this study was to investigate the relationship between preservice elementary teachers' gender and ethnicity and their drawn images of a female scientist, male scientist, and teacher as a scientist, respectively and the similarities and differences among images. In this study, preservice elementary teachers were asked to draw a female scientist, male scientist, and teacher as a scientist, respectively. One hundred and fifty participants indicated their gender and one hundred and twenty-five indicated their gender and ethnicity. Five hundred and eighty eight images were analysed. The data was analysed using a modified Draw-A-Scientist-Test Checklist (DAST-C) and chi-square tests. The results of this study indicate that gender-science stereotypes held by preservice teachers exist among genders and ethnicities. Factors that contribute to diminish or promote stereotypical images of scientists are age, education, culture, role models, and inquiry-based instruction. Also, similarities and differences between images of a female scientist, male scientist, and teacher as a scientist show that preservice teachers know how to draw scientists with physical indicators but do not include a realistic environment or activities for the scientist.
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Moncree-Moffett, Kareem T. "Educating our African American students". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377873448.
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Alqahtani, Norah Mohammed. "Main Priorities of Quality Factors for Effective Female Teachers in Girls' Secondary Schools in Saudi Arabia". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/381368.
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In the past few years much has been written about quality teaching, but since quality is difficult to measure there has not been a clear set of criteria to quantify it satisfactorily (Cavanagh, Reynolds, MacNeill, & Romanoski, 2004). In relation to quality education, researchers agree that no factor is more powerful than the teacher. Therefore, ‘quality education’ is a contentious term and it is not determined by just one single factor, but rather a confluence of many factors affecting and influencing issues of quality such as teachers quality. Further, the importance of effective and quality teaching is deemed to be found in the way teachers support student learning. The qualities and practices effective teachers utilise in the classroom increase student learning opportunities, and there is a perceived nexus between quality, effectiveness and student achievement.
Tucker (2012) indicates that stakeholders in developed countries agree that the quality of a country’s teachers is the key to high student achievement. Moreover, a Trends in International Mathematics and Science Study report (TIMSS), which compared Arabian Gulf countries to the international mean of USA student achievements in mathematics and science (Martin, Mullis, Foy, & Olson, 2007), indicated that student achievement in the Gulf countries was low and the report attributed this result to the quality of the teaching in the region. Therefore, educational policy makers in the Gulf States have responded to this low performance by focusing on teacher quality as the main factor for educational reform. As a result, the Gulf States have adopted global educational agendas for teacher standards and empirical measures of teacher quality. In the case of Saudi Arabia, much wealth is spent in the education sector but it is vital that these funds focus on the development of teachers. Nevertheless, Saudi Arabia is currently experiencing vigorous debate on the quality of its teaching and learning which means that educational development still needs to pursued. Therefore, as a response to the low student achievement which was shown in the TIMSS, this study examined the qualities demonstrated by effective teachers in the Saudi Arabian context.
This study is unique in Saudi Arabia as it is the first to focus on teacher quality in the classroom in order to help educational reform. The purpose of this study was to investigate and identify the most powerful and essential quality factors for effective female teachers in girls’ secondary schools in Saudi Arabia. Stronge's (2007) meta-review of the qualities of effective teachers served as the framework for the study.
Based on this framework, two questionnaires were developed and distributed among female teachers (general and experts) in the capital city of Saudi Arabia, Riyadh. General teachers validated the framework factors and expert teachers ranked those validated factors from the most important to the least important. The data were analysed in order to confirm and refine the identified structure of the model construct. The expert teacher questionnaire data was analysed using the Analytical Hierarchy Process (AHP) (Saaty in 1980). The findings of this study revealed 13 priority factors which perceived to enhance Saudi female teachers in girls’ secondary schools. The 13 factors that emerged were: Caring; Fairness and Respect; Interaction with Students; Enthusiasm and Motivation; Dedication to Teaching; Reflective Practice; Classroom Management; Classroom Organization; Disciplining Students; Time Allocation; Teachers’ Expectations; Planning for Instructional; and, Instructional Strategies. In addition, the two questionnaires had an open-ended question which provided two additional factors that the Saudi female teachers believed were an effective quality factors in the Saudi context. Those additional factors were Attending Teacher Workshops and Training, and Using a Variety of Technology in the classroom. Moreover, each factor was also supported from the perspective of the participants, which were written in the open-ended question or gathered during the questionnaire distribution as a verbal talking, to give this study more detailed and reliable information. In conclusion, this study provides some recommendations to the Ministry of Education, Saudi female teachers in the girls secondary schools, and for future research in chapter 8.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
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Ng, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science". Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.
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According to Bandura, self-efficacy is defined as an individual’s judgment of their capability to organize and execute the courses of action required to attain designated types of performances. It has been proposed that there is a strong relationship between Science teaching efficacy beliefs and Science teaching behaviors (Sarikaya, 2005). Research has shown that the self-efficacy of teachers affects the performance of their students. Female teachers in Singapore primary schools made up more than 80% of the teaching population and with many reports that teachers are shunning Science and that women possess low Science self-efficacy, one would expect that could be the case for Singapore female teachers as well. Despite this, the ‘Trends in International Mathematics and Science Study’ (TIMMS) 2007 reported that the scores of Singapore primary four students were amongst the top internationally and this was not the first time they had achieved such accolade. There was also no significant difference between the boys’ and girls’ results in the TIMMS. The aim of this study is to determine the self-efficacy of Singapore female primary Science teachers relative to their male counterparts (N=80), and identify enablers and barriers faced by high and low efficacy female Science teachers. A mixed methods approach was used in this research. Analysis of the Science Teaching Efficacy Belief Instrument (STEBI - A) revealed that although male teachers reported significantly higher PSTE scores relative to female teachers, an independent samples t-test showed that the difference was not significant. For the STOE, again Male teachers scored higher than females but given the very small difference between the means, the difference was not significant. It is believed that the trend is probably reflective of a phenomenon that male teachers have higher PSTE than their female counterpart but naturally the data does not support this claim. From the STEBI-A scores, four female teachers were selected for a semi-structured interview to explore in depth accounts of Singapore female primary teachers’ attitude towards teaching Science. Recommendations are made to raise self-efficacy of the female teachers and to optimise primary Science teaching in Singapore.
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Fischer, Sarah Hope. "Career Intentions and Experiences of Pre- and In-Service Female Band Teachers". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365793694.
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Digiovanni, Lee Woodham. "Becoming multicultural teachers an exploration of transformation in white female elementary educators /". Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/commentframe.php?sid=43&fid=archive/Fall2005/ldigiova/digiovanni%5Flee%5Fw%5F200501%5Fedd.pdf&PHPSESSID=01b3e0dd9878c48bbcdb0c857c46cd75.
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Thesis (Ed.D.)--Georgia Southern University, 2005."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 123-135).
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McMahon, Francine L. "A poststructural interrogation of self-formation in female physical education student teachers". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36636/1/36636_Digitised%20Thesis.pdf.
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Understandings of the female body in Western society have come under intense scrutiny as a result of the upsurge of interdisciplinary interest in the body, both in academia and in popular culture. In particular, commonsense understandings of women and their bodies have been well established by medical, psychological and sociological research. They have provided accounts about the ways in which young women regulate their body - as problematic and vulnerable to disorder. While this orthodox research has contributed greatly to understandings of female corporeality in Western society, the inquiry here departs from these more traditional frameworks. The challenge of this research project is not to ask what is wrong with women's bodies, but to document how young women engage in their own self-production. Underpinning this theoretical shift away from orthodox or modernist accounts of physicality is an epistemology that involves conceptual shifts from modernist to postmodernist versions of personhood. This new body of postmodern theorising draws on new French theory, in particular, the work of Michel Foucault, to probe the body as a representation of the self.
This study, thus, is a poststructural interrogation of the ways in which a specific group of young women in higher education Physical Education contexts, shape, govern, produce and regulate their bodies as part of their greater identity formation. To inquire into the sort of work that young women in sporting contexts do to achieve an embodied identity for themselves, the research analyses the accounts given by a group of four female Physical Education trainees of the ways they would govern their own and their students' body regulation. Given the importance of the body as a discursively organised assemblage in Foucauldian conceptualising of identity, the study interrogates the accounts as arising out of specific forms of discourse that frame their self-production. In using discourse analysis as a research method the study explores how female Physical Education trainees account for their own regime of body governance (i.e., make sense of available discourses about the body) and how they explain any lack of fit between their own body governance and those prescribed in the dominant disciplinary discourses of Physical Education. The aim of this interrogation is to discover how female Physical Education bodies are implicated in the dominant cultural story lines (e.g., medical, psychological and sociological discourse) that they encounter. While traditional research argues that women are imprisoned by the dominant storylines about how to regulate the body, the study argues, rather, that women are constrained or enabled within a set of discursive conditions that prevail about proper body regulation. They can make choices from the available discourses about how to regulate their body.
In investigating the ways in which the female body in sport-related contexts is constituted through discourse, the study found that female Physical Education trainees employed academic texts from their university course to govern how they would teach their students to regulate their bodies, as well as non-academic resources in their own body regulation. Non-academic texts were just as powerful and as important as academic texts in determining the regimes of body governance of their subjects. Each trainee saw herself as special case, foregrounding non-health discourses rather than the 'prescriptive texts' provided by their Physical Education course, despite the university context insisting on the importance of the latter over the former. The study concluded that there are limits to Physical Education's power as an academic discipline in countering other culturally defined texts. It also indicates how female Physical Education trainee bodies are made and re-made out of appropriated, sometimes contradictory discourses. The implications for them and other Physical Education students and lecturers are discussed.
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Hafiz-Wahid, Fatima. "Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/62067.
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Urban EducationPh.D.
This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban school settings?” The study takes a deeper look at some of the underlying human dynamics that inform teacher retention and student academic achievement as an education problem, specifically related to notions of care and emotions in the urban school environment. The central focus of the study is on identifying what might be the factors that contribute to the development of a “pedagogy of care” by white female teachers, and the impact of hidden dimensions of affect in the environment on their motivations and commitment. Exploring care and fear is central to the framing of this study and is done by looking beyond the cognitive structures that inform the perceived rational processes of the teachers’ engagement in the environment. This study explores the process by which the phenomenon of care and emotions is connected to the personal and professional developmental tasks of the teachers and is viewed through the interactions of their biographies and event episodes across their life story. Phenomenological Variance of Ecological Systems Theory (PVEST) (Spencer, 2006) is used as a human development frame for situating this study. This work provides the context for understanding how pre-service teachers’ beginning identity formation is impacted by their perceptions and experiences when they enter the urban environment, and how practicing teachers’ real time experiences can help us understand the ways in which veteran teachers have negotiated perceptions and developed emotional resilience to remain in the environment. The findings of this study identified the process by which veteran white female teachers vulnerabilities led to aspects of their generative caring concerns and served as supports towards the development of their emotion-capacities and caring motives for becoming resilient in the urban environment. Data from this study could be used to help schools of education, teacher educators, professional development initiatives, and policy makers to construct and implement more appropriate and stage specific trainings, curriculum, in-service supports, and legislation that would provide a variety of critical supports to help retain teachers in urban schools.
Temple University--Theses
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Cheng, Huei-Chun. "A life history study of Taiwanese female teachers' identities from a poststructural feminist perspective". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610081.
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Alabbasi, Dalal. "The experiences of Saudi female teachers using technology in primary schools in Saudi Arabia". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-of-saudi-female-teachers-using-technology-in-primary-schools-in-saudi-arabia(c2077c7e-3875-47d0-af88-720b673f5a79).html.
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This qualitative study explores Saudi female teachers' experience of technology use in their practice and life. The aim is to present the voices of these female teachers living in the context of Saudi Arabia, and to document how personal characteristics, society and technology come to influence one another. The field work was done in Saudi Arabia, with female teachers from three public-sector primary schools. The data generation included individual, semi-structured interviews with four Saudi female teachers - one from each of two schools and two from the third school - and focus groups sessions with five to six teachers - one session in each of the three schools. The focus group methodology used Ketso, which is a collaborative mind-mapping tool developed at the University of Manchester. The interview and focus group sessions were audio-recorded, transcribed and then analysed using broad principles of thematic analysis. The data suggests that technology use affected the teachers' classroom practices, communication with others and their professional development. The teachers were active agents in this technology use, including taking responsibility for the technology use in their schools, and improvising solutions and ways of using available resources in their practice. This active role of the teachers seemed to contribute to localised use of technology, enabled the teachers to resist some of their social positions as females and teachers, and occasionally included a determination to create new positions for themselves. Overall, technology use appeared to enhance the Saudi female teachers' sense of agency, and crucially, seemed to enhance their awareness of their lived experience. The above insights might benefit Saudi educational policy makers, other Saudi teachers as a way of sharing experiences and practices, and researchers who are interested in studying the intersection between technology and society. In addition, the study exemplifies the novel use of the Ketso collaborative mind-mapping tool as a tool for qualitative research.
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Orr, Leola. "The impact of demographic variables on teachers perceptions of the effectiveness of female elementary principals". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/2972.
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The focus of this study was to investigate the attitude of teachers toward female administrators and the differences in male and female teachers' perceptions of their effectiveness. The study also investigated the influence of demographic characteristics (age, education, experience, sex) on teachers' attitudes and perceptions of effectiveness and the correlation between attitudes and perceived effectiveness.
The population of this study consisted of teachers from a large urban school system in northwestern Georgia. The study looked at forty randomly chosen elementary schools, half headed by female administrators and half by males. Eight hundred twenty seven teachers participated.
The instruments used to gather data were the Women As School District Administrators: A Measure of Attitudes Toward Women In Administrative Positions (WASDA), used to assess attitudes toward women as administrators, and the Profile for Assessment of Leadership (PAL), used to assess administrators' competencies. A personal Data Sheet was used to collect demographic data. This study utilized the descriptive survey method.
With the Statistical Package for the Social Sciences (SPSS), a Factorial Analysis of Variance (ANOVA) was used to test for differences between male and female teachers on their attitudes toward female administrators as well as on their perceived effectiveness of male and female administrators. A Pearson's correlation was used to assess the relationship between teachers' demographic characteristics and their attitudes toward female administrators. This statistical technique was also used to measure the strength of association between attitudes and perceived effectiveness.
Correlations between gender and attitude were statistically significant for Factors 2 (stereotypic barriers) and 3 (stereotypic traits) on the WASDA. The results of the PAL indicated that male principals were perceived to be significantly more competent in (1) supervision and evaluation and (2) protecting time on task. The perceived difference between male and female administrators on these two factors were about 8 and 6 percentage points respectively.
Implications and findings were discussed and recommendations were presented.
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Schauer, Margaret. "Awakened to Inequality: The Formative Experiences of White, Female Teachers that Fostered Strong Relationships with Low-Income and Minority Students". Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449429201.
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Bottamini, Gina L. "Ballet teachers, a source of perceived weight loss pressure in female ballet students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57088.pdf.
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Ngcobo, Thandi Moira. "An investigation into teachers' perceptions of female secondary school principals in Kwazulu-Natal". Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003483.
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There are few female teachers who hold principal positions in schools, especially in secondary schools. This study investigates teachers' perceptions of secondary school female principals' leadership abilities and styles.It also investigates whether teachers' perceptions are influenced either by their sexes or experience or lack of experience of working with female principals. The reseacher hopes that this research findings will help to either: develop and improve female leadership (where it is found to be wanting); and or influence authorieties to appoint more female teachers to head secondary schools. The literature surveyed revealed that the appointment of principals in seconday schools is discriminatory against female teachers. It further revealed that principals (mainly male) do not prepare female teachers for management and leadership positions. As a result female potential leaders become demotivated. This is unfortunate as research has found that female principals are as effective as leaders as male principals are. One disadvantage of having a small number of female leaders in education is that this results in an education that only reflects the male perspectives and values. This in turn alienates girls' perspectives from education. In order to establish teachers' perceptions of female secondary school principals a survey of the percptions of teachers in the Maphumolo circuit of female principals in this area was first carried out by means of a questionnaire. This was followed by a case study of one female principal. In depth, semi-stuctured interviews were undertaken with the principal and three teachers working with her in order to establish this principal's leadership style and the teachers' feelings towards her. A statistical analysis of the survey and a conten~ ~alysis of the case study were carried out. These revealed that the majority of teachers perceive female principals as effective and transformational leaders. These perceptions were found to be minimally influenced by either the teachers' sexes or experience of working with female principals. The..majority of those teachers who perceived female principals negatively tended to be males and to be from a group of teachers who had never worked with female principals. Recommendations for the increase of the number of female principals in secondary schools and for the improvement ofleadership in these schools are made.
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Kim, Mijoo. "Korean Physical Education Teachers' and Female Students' Beliefs about Girls' Physical Activity Participation". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586778263891691.
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Fu, Hong. "Including difference: ESL female teachers in postsecondary education". Thesis, 2015. http://hdl.handle.net/1828/5957.
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The purpose of this narrative study is to understand the experience of ESL female teachers in postsecondary education. The ESL female teachers will be defined as female teachers who speak English as a second language. The study asks the following research questions: What are the lived experiences of ESL female teachers in postsecondary education? How do ESL female teachers in postsecondary education narrate their experiences and negotiate their teacher identities? How can the above understanding contribute to the inclusion of ESL female teachers in an increasingly diversified educational landscape? The researcher adopts an intersectional stance and a poststructuralist understanding of subjectivity and positioning to study identity.
Life story interviews and narrative inquiry are utilized as methodology to collect stories from ESL female teachers teaching in postsecondary education and to retell the same so as to achieve an informed understanding of the phenomenon under study. The study reveals that the participants have experienced an intersection of multiple identities which collectively function to marginalize them under the discourse of difference as deficit. Apart from efforts to adapt to the dominant discourse, the participants have also acted to utilize their multiple identities so as to resist negative positioning. The participants’ experiences have posed questions concerning what institutional and systemic changes are needed in order to help their inclusion in postsecondary education.Graduate
fuhong2015@gmail.com
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Garza, Rebecca Elaine Scribner Jay D. "Successful, white, female teachers of Mexican American students". 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1549/garzar25808.pdf.
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Garza, Rebecca Elaine. "Successful, white, female teachers of Mexican American students". Thesis, 2005. http://wwwlib.umi.com/cr/utexas/fullcit?p3174438.
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Johnson, Donna Lee. "Secondary female teacher leadership". Thesis, 1998. http://hdl.handle.net/1957/34051.
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The investigative study of female teacher leadership at the high school was undertaken to reveal women's leadership roles as they exist and to examine the potential for increasing women's voices in the educational world. The study further desired to identify support systems that could be enhanced to promote and sustain female teacher leadership development. The five ethnographic dialogues showed the prelude for leadership development rested solidly on female pedagogy, on the woman finding her voice and its possibilities in her community.
All of the female leaders interviewed had professional engagements that brought them to arenas outside the classroom and their disciplines. Leadership for these female teachers meant actively taking responsibility for improvement or change that necessitated a step beyond the threshold of the familiar classroom. It meant challenging and helping students and colleagues grow and perhaps change through caring and empowerment activities. It meant knowing the community so that leadership risks were minimized. Leadership presented a composite of positive personal and professional growth opportunities. Opportunities challenged female leaders to engage their voices in professional movement and continue their commitment to their community.
Female teacher leadership was strongly affected by powers above, administrators, and by attitudes from within the school setting. It was the makeup of the community though, that contributed to the timing of her development or leadership possibilities. The five women's experiences described reoccurring themes instrumental in female teacher leadership to be (a) mastery teaching skills (b) powerful teaching values and goals, (c) effective communication abilities, (d) diverse opportunities for participation, and (e) collegiality. Interviews revealed these women were searching for continuing challenges and growth.Graduation date: 1998
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Su, Chi-ling, i 蘇季玲. "Unmarried Female Kindergarten Teachers’ Marital Viewpoints". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/aqw66p.
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碩士國立臺東大學
幼兒教育學系碩士班
97
This study aims to investigate three aspects of unmarried female kindergartners: their marital viewpoints, factors which maintain their spinsterhood , and their current expressions of self-identity . The subjects were three public kindergarten teachers in Taipei, between the ages of 35 to 44. The study sampled the participants by age group, adopted qualitative research method, used semi-structural questionnaire and performed in-depth interviews. We discovered some findings respecting recognition of unmarried female kindergartners: A) regarding marital viewpoints: marriage is not only affairs between the couple, but also a will to respect and sacrifice for each other. A socially recognized match can minimize frictions in a married life ; family-of-origin and experience of love affair influence the formation of marital viewpoints; the construction of marital viewpoint is a dynamic rather than constant process; the happiness of a married life depends on the prudent selection of an appropriate spouse before marriage; marriage is regulated and protected by law. B) Merit of marriage: With a marriage, a couple may share joys and sorrows, concern and support for each other. “Having a son to carry on the family name” makes marital life more complete. Marriage is also the responsibility for each other to take on. In addition, an ideal marriage is based on stable and sufficient income, equal rights without gender gap, a consensus of opinion in educating children, complementary in each other’s role, and maintaining personal privacy. C) Their attitudes toward marriage: they are unwilling to stay single and hope to be married; marriage is not a necessity throughout their life; to get married is uncertain, not a mandatory process in ones life. They regard marriage is subject to the fate, not for the sake of the will to get married. ; passive in the attitude of marriage and inactive for dating; the older the spinsters aged, the more difficult the marriage can be done. The factors that influence them to stay single include personal factors, followed by work and social factors. Finally, of the two roles – single life and unmarried kindergartener - the subjects demonstrated four aspects of self-identity: supports from the society, personal dialogs, a critical turning point, and like who they are.
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Chen, Li wen, i 陳俐雯. "Power teachers: Thinking of female primary school teachers’ power and authority". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/88885256594645411499.
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碩士樹德科技大學
人類性學研究所
94
This research is mainly from caring for the teaching situation of female primary school teachers teaching in the campus life. Using the narrative inquiry approach, and invited two female primary school teachers joining our research; through our narrative inquiry and dialogue, we intends to describe the experience of female primary school teachers’ power and authority in campus. Using feminist pedagogy as frame, and putting personal narrative into sociological imagination, we explore the construct process and meaning of female primary school teachers’ powers and authority. Then we have more professional recognition for " female primary school teachers". From narrative inquiry of the two collaborators in the research, we got the following two subjects as discussions: (1) Before exploring the trace of power / authority, we got to understand teachers’ cultural context and practical experience: Female teachers in the social structure and campus organizations, their powers and authority are affected by personal background and their social context, gender power relations and the impact of the campus. The concept and practice plight responses many problems and limitations of the social structure. However, high reflexivity and agency power of female primary school teachers who practice impetus for the life journey of learning and change into the opportunity to use the power / authority to create “same youth, different stories." (2) Elementary female teachers have the power and authority of the practice of multiple meaning: Because gender-based social structure and power relations organizations, the contradictions of power and authority, conflicts and problems actually reflected structural problems. There is not "one size fits all" power / authority strategy. Using power / authority is "depending on ". Female teachers’ emotional labor even more reflected their professional labor authority. Gender and other differences, teachers’ powers / authority have to be patient to "wait" until when students can really feel the subject voice is safe, then they can trigger the increase of empower, and nurture students the ability of critical thinking and action, then build a multi-voices classroom . Female Primary school teachers in using power / authority need more self-care, let students and the communities understand their situation and needs, then build a kind and friendly campus and community for female teachers. Finally, the research recommended follow-up suggestions, as the outlook of female primary school teachers’ story restarting.
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Wei-ying, Cho, i 卓韋瑩. "Elementary School Teachers' Career Development --- The Perspective of Married Female Teachers". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03447457071911686964.
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碩士東海大學
教育研究所
93
The purpose of this research is to explore married female elementary school teachers' career development and whose viewpoint of career. A qualitative interview was carried out with seven married female teachers who have been working in public schools for at least five years and have children. According to the interviews, the researcher went to four conclusions about married female teachers’ viewpoint of career. First, they do everything they ought to do and leave their fortunes with Heaven. Second, they do their best in their jobs. Third, teaching and motherhood are often overlapping. Finally, their selves are ignored. Based on Bronfenbrenner’s(1979) ecological system theory, the researcher analyzes factors that influence women's career development according to personal reasons, microsystem, mesosystem, exosystem, and macrosystem, respectively. Five conclusions are made from this study. Firstly, the career development of married female elementary school teachers and their viewpoint of career are constantly changing as well as their career development. Secondly, they have a new interpretation of career achievement. The third finding of in this study shows that the overlap of teaching and motherhood brings both feedback and pressure. Moreover, the original family and conjugal family make a great impact on the career development of married female elementary school teachers significantly. Finally, the relationship between married female elementary school teachers and their family influence their career development. Eventually, according to some of the results and limitations of the study, the researcher provides further suggestions in this field.
49
Han, Rong, i 韓蓉. "The Intimate Relationships of Unmarried Female Teachers". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/94727497879813434645.
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碩士國立臺北大學
社會學系
103
The group of unmarried female teachers makes up part of the growing single population in Taiwan over years. Apart from the heterosexual female teachers, some of these unmarried female teachers are homosexual who cannot get married. This research focuses on how intimate relationships practice when unmarried female teachers have different sexual preferences, heterosexual and lesbian. This research utilized in-depth interviews with ten unmarried female teachers aged above thirty-five, included five heterosexual female teachers and five lesbian teachers. The results suggest, first, the primary intimate relationship of unmarried heterosexual female teachers is family. Instead the primary intimate relationships of lesbian teachers are from both their partners and families. Second, unmarried heterosexual female teachers and lesbian teachers who came out and accepted by families can both have high quality kinship, which the key is disclosing intimacy. And the main reasons damaging the kinship of the unmarried female teachers and their families are divorced parents and gay stigma. Third, lesbian teachers show one-to-one partnerships with steady partners in duration of 3 to 7 years.
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Tsouluhas, Litsa. "The cost of caring : female beginning teachers, occupational stress, and coping /". 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370779&T=F.
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