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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Baek, Yujin, i Youngmin Park. "An Analysis of Korean Language Teachers' Pronunciation Clarity: Focusing on the Acoustic Characteristics of Vowels [i], [u], [a]". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 17 (15.09.2022): 527–39. http://dx.doi.org/10.22251/jlcci.2022.22.17.527.
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Objectives The purpose of this study is to propose the necessity and to provide information for Korean teacher's pronunciation education by examining the pronunciation clarity of Korean teacher by analyzing Korean teacher's pronunciation of [i], [u], and [a].
Methods To this end, in this study, the characteristics of pronunciation clarity of Korean teachers were examined by collecting voice data of 82 Korean teachers, analyzing F1 and F2 of the vowels, and displaying F1 and F2 coordinates on a two-dimensional plane to calculate the Euclidean distance and the width of vowel triangle. In addition, Korean language teachers were classified by gender and career to examine whether there were differences in pronunciation clarity by group.
Results First, it was found that F1, F2 for the pronunciation of [i], [u], [a] of Korean language teachers showed a similar tendency to general Korean speakers. Second, it was found that Korean language teachers had lower pronunciation clarity than general Korean speakers. Third, it was found that female teachers clarified their pronunciation compared to male teachers. Fourth, it was found that the difference in pronunciation clarity according to the career of a Korean language teacher was not large.
Conclusions It is necessary to operate an educational program to increase the pronunciation clarity of teachers in the teacher training and teacher re-education process. In particular, pronunciation education for male teachers needs to be concentrated rather than female teachers, and education programs need to be organized so that Korean teachers with more than 10 years of experience can clearly pronounce [u].
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Roseth, Nicholas E. "A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana". Journal of Research in Music Education 68, nr 3 (1.09.2020): 305–27. http://dx.doi.org/10.1177/0022429420944227.
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The purpose of this study was to survey secondary band and orchestra teachers ( N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.
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KIFAYAT KHAN, DR. TEHSIN TAHIR, DR. UMBREEN ISHFAQ i ASAD KHAN. "A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level". Journal of Business & Tourism 3, nr 2 (5.11.2021): 59–71. http://dx.doi.org/10.34260/jbt.v3i2.73.
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Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.
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Meenakshi, Singh, i Sharma Bindu. "Musculoskeletal Pain among School and University Female Teachers". Physiotherapy and Occupational Therapy Journal 9, nr 3 (2016): 115–18. http://dx.doi.org/10.21088/potj.0974.5777.9316.6.
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Zahoor, Fatima, Nabi Bux Jumani i Samina Malik. "Professional Qualifications and Competencies of Teacher Educators and Subject Teachers of Education: Gender Wise Analysis". Global Regional Review IV, nr IV (31.12.2019): 158–67. http://dx.doi.org/10.31703/grr.2019(iv-iv).18.
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The present study analyzed the gender-wise professional qualifications and competencies of teacher educators and subject teachers of education. The respondents were categorized into three groups in order to measure their competencies and professional qualification. These were Heads / Principals, Teacher Educators and Subject Teachers of Education and their students. Questionnaires and personal profile prorforma were used as instruments for data collection. T-test and Percentage were applied for the purpose of analysis. The data analysis states most of the male and female subject teachers of education and teachers educators do not have any professional qualification as well as competencies of the male teachers is significantly different from female teachers. Male teachers were competent and efficient as compared to female teachers. It is suggested to the male and female teachers to get professional qualifications for improving their level of qualification. Moreover, female teachers need to enhance their competencies for competing for male teachers in the field of teaching.
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Morley, Alyssa. "Unraveling the ‘female teacher effect’: The positioning and agency of female teachers in girls’ education reform". education policy analysis archives 27 (4.11.2019): 141. http://dx.doi.org/10.14507/epaa.27.4249.
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Concerns about the academic performance of students from marginalized groups underscore calls for students to be taught by teachers of similar racial, ethnic, or gender identities (e.g., Miller, 2018). In sub-Saharan Africa, projects enlist women teachers as role models for girls in an effort to redress persistent gender disparities in education. However, in casting women teachers as inherent role models to girls, these projects run the risk of reinforcing long-standing portrayals of women in the Global South as a monolithic group with heightened responsibility for development (Chant, 2006; Mohanty, 1988). I identify one policy pilot in Malawi as a window for examining this phenomenon, and I pair discourse analysis and ethnographic analysis to investigate how women teachers are constructed in this policy and how these constructions unravel in practice. Drawing on anthropology of policy, I first trace how female teachers are created as particular types of “policy subjects” (Ball, Maguire, Braun, Hoskins, 2011). Then, I examine how teachers at one school grapple with these narrowly constructed roles. This study’s findings caution against a disproportionate reliance on same-gender teachers for role-modelling, particularly when these teachers also belong to marginalized groups.
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Lee, Okseon, Okseon Lee i Okseon Lee. "Characteristics of Korean Secondary Female PE Teachers’ Voluntary Professional Development". IJASS(International Journal of Applied Sports Sciences) 33, nr 2 (31.12.2021): 238–47. http://dx.doi.org/10.24985/ijass.2021.33.2.238.
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The purpose of this study was to investigate the characteristics of Korean female secondary PE teachers’ voluntary professional development(PD) activity participation in relation to female PE teachers’ perceived professional identity. Data were collected from online questionnaires (n=107) and in-depth interviews (n=15) with female secondary PE teachers. Findings revealed that female PE teachers’ voluntary professional development activities were characterized as: (a) prevalence in sport skill development activities in order to overcome relatively a low level of sport skills than that of male PE teachers, (b) dominance of self-directed learning activities with the Internet search or reading, and (c) seeking ideal mix of theory and practice by participating in teacher learning communities. Female PE teachers’ voluntary PD participation was related to their notion of PE subject as sport skills-centered subject, relatively weak professional identity due to lack of sport skills compared with male teachers, and perceiving teacher learning community as a viable learning context to support their everyday pedagogical PE practice.
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Arfiandhani, Puput, i Ika Wahyuni Lestari. "PRE-SERVICE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ MOTIVES TO BECOME TEACHERS: A COMPARATIVE STUDY". ETERNAL (English, Teaching, Learning, and Research Journal) 5, nr 2 (31.12.2019): 306. http://dx.doi.org/10.24252/eternal.v52.2019.a11.
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This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.
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Truelove, Stephanie, Andrew M. Johnson, Shauna M. Burke i Patricia Tucker. "Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction". Journal of Teaching in Physical Education 40, nr 1 (1.01.2021): 10–20. http://dx.doi.org/10.1123/jtpe.2019-0091.
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Purpose: We aimed to explore and compare generalist and physical education (PE) specialist (males and females) elementary teachers’ self-efficacy to teach and the barriers perceived when teaching PE. Methods: Canadian elementary school teachers completed the validated online survey, Teacher Efficacy Scale in PE, with 11 additional questions examining the perceived strength of barriers related to teaching quality PE. Results: Specialist teachers’ self-efficacy (n = 296) was significantly higher (p < .05) than that of generalist teachers (n = 818). Gender was found to predict teachers’ self-efficacy, with female generalists reporting the lowest scores on the Teacher Efficacy Scale in PE. There was a statistically significant difference between the perceived strength of nine out of the 11 listed barriers, with generalist teachers reporting barriers as more inhibitory than specialists. Discussion/Conclusion: This study highlights the gap between generalists’ and specialists’ self-efficacy to teach and the perceived barriers when teaching PE. Efforts specifically targeted to supporting female generalists teaching PE are necessary.
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Taylor, Paulette B., Philip L. Gunter i John R. Slate. "Teachers' Perceptions of Inappropriate Student Behavior as a Function of Teachers' and Students' Gender and Ethnic Background". Behavioral Disorders 26, nr 2 (luty 2001): 146–51. http://dx.doi.org/10.1177/019874290102600206.
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This study investigated teachers' perceptions of inappropriate student behavior as a function of students' and teachers' gender and ethnic background characteristics. The study used videotapes depicting inappropriate behavior of four different students (i.e., African-American female, African-American male, White female, White male). A total of 87 inservice teachers and 99 preservice teachers viewed the videotapes. Following each videotape, participants were asked to complete a 32-item behavior rating scale focusing on the teachers' perceptions of the student in each videotape. Analysis of the data revealed statistically significant differences related to the gender of the teacher, but not to the ethnic background of the teacher. Statistically significant differences also were found among students depicted in the videotapes. The African-American female student was judged to display more problem behaviors than the White female student, and the White male student was rated as displaying more classroom difficulties than the White female student. Teachers were not found to make judgments based on their ethnic background. The gender of the teacher and the gender of the student appeared to have the most influence on teachers' perceptions of behavior.
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Khalili, Khalil Y. "Public Health Knowledge Levels of Different Types of Jordanian Teachers". International Quarterly of Community Health Education 7, nr 4 (styczeń 1987): 307–18. http://dx.doi.org/10.2190/3x9h-9t0k-nam2-3bh2.
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This study examines the level of health knowledge of specific categories of Jordanian teachers to see which category is competent enough to teach health as a separate school subject. The Health Awareness Test (HAT) was administered to 670 teachers of whom there were seventy-four science teachers at the compulsory stage, 139 Arabic language teachers at the upper elementary stage, 342 elementary grades teachers, thirty-four high school physics teachers, thirty-three high school chemistry teachers, and forty-eight high school biology teachers. The data analysis revealed that of the target groups, only female teachers of biology, chemistry, and physics and male teachers of biology, reached the acceptable level in knowledge about health as measured by HAT. Sex as well as specialization (the subject the teacher teaches) differences were found to be significant favoring female over male and biology teachers followed by chemistry teachers over the rest of the groups. The interaction between sex and specialization was not significant The implications of the above results for curriculum planning are discussed.
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Usman, Lantana Martha. "Terrorism and female teacher leadership in girls’ secondary school". International Journal of Educational Management 32, nr 4 (14.05.2018): 669–88. http://dx.doi.org/10.1108/ijem-04-2017-0084.
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PurposeThe purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools.Design/methodology/approachQualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting.FindingsMajor findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication.Practical implicationsEducational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement.Originality/valueBoko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.
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Crombie, Gail, Tracy Abarbanel i Anne Trinneer. "All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data". Journal of Educational Computing Research 27, nr 4 (grudzień 2002): 385–409. http://dx.doi.org/10.2190/vrd4-69af-wpq6-p734.
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In a three-year study, female students from all-female computer science (CS) classes were compared to male and female students from mixed-gender CS classes. Participants were 250 students enrolled in an elective Grade 11 CS course (63 females from three all-female classes and 155 males and 32 females from nine mixed-gender classes). Participants completed a questionnaire assessing perceived support from teachers and parents, computer-related attitudes, and future academic and occupational intentions. Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes. Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions. The present study provides some initial empirical evidence supporting the positive effects of all-female classes in CS at the high school level.
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Marghzar, Simin Hashemi, i Amir Marzban. "The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers". Theory and Practice in Language Studies 8, nr 1 (1.01.2018): 67. http://dx.doi.org/10.17507/tpls.0801.09.
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Owing to the importance of teacher’s impact on the students’ motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers’ spiritual intelligence and their level of efficacy. To this end, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the ELT Teacher Efficacy Instrument (ELTEI) (Akbari& Tavassoli, 2014), were distributed among 148 male and female EFL teachers working at different contexts including university, school, and private language institute in Mashad, Quchan, Shirvan, and Qaemshahr, Iran. Pearson product-moment correlation and an independent T-test were used for analysis of the data. The findings of the study revealed that there was a positive significant relationship between teacher spiritual intelligence and teacher efficacy. Moreover, there is a significant difference between male and female teachers regarding their personal meaning production.
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Wong, Kapo, Siushing Man i Alan H. S. Chan. "Subjective Wellbeing and Work Performance among Teachers in Hong Kong during the COVID-19 Pandemic: Does Autonomy Support Moderate Their Relationship?" Sustainability 14, nr 19 (24.09.2022): 12092. http://dx.doi.org/10.3390/su141912092.
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(1) Background: A higher level of subjective wellbeing is often assumed to have a positive effect on the performance of workers. However, this relationship has seldom been studied extensively among teachers shifting from face-to-face teaching to online teaching. Thus, this study provided quantitative evidence regarding the effect of subjective wellbeing on work performance among male and female teachers during the outbreak of a pandemic. (2) Methods: We examined the subjective wellbeing of teachers from three perspectives, namely workload, organisational support, and interaction with students. Furthermore, we tested whether autonomy support affected the association between subjective wellbeing and work performance, and a comparison between male and female teachers was drawn. (3) Results: The findings suggested that the student interaction wellbeing of female teachers positively and significantly affected their work performance (b = 1.19, t = 4.28, p < 0.001). Moreover, autonomy support tended to amplify the positive effect of organisational wellbeing for both male and female teachers (males’ OWB: b = 0.25, t = 2.44, p < 0.05; females’ OWB: b = 0.31, t = 0.09, p < 0.05). (4) Conclusions: This study provides useful information for educational management when reviewing teacher performance and wellbeing during the pandemic.
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Mambu, Joseph Ernest. "UNRAVELING RELATIVELY UNCLEAR STORIES: A NARRATIVE ANALYSIS OF STUDENT-TEACHERS’ IDENTITY WORK". Indonesian Journal of Applied Linguistics 6, nr 2 (23.01.2017): 172. http://dx.doi.org/10.17509/ijal.v6i2.4842.
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Motivated by the need for more empirical evidence of Indonesian-based novice teachers’ identity, this paper aims to uncover nonnative English-speaking student-teachers’ identity work in their relatively unclear narratives of teaching practicum experiences. (Narrative) discourse analytical perspectives were used to examine two student-teachers’ narratives that were elicited in individual interviews. An analysis of one female student-teacher’s narrative suggests that digressive plotting—at first glance—and the use of some cryptic, and sometimes idiosyncratic, expressions can be re-constructed by a discourse analyst such that the overall structure and message of the speaker’s narrative is streamlined. A relatively unclear narrative was also produced by a male student-teacher. Different from the female student-teacher’s detailed narrative with digressive plotting, the male student-teacher’s plotting was underdeveloped. However, both student-teachers exercised their agency, though in different degrees, when framing their personal stories. This paper concludes with the notion that the narrative analysis makes more visible student-teachers’ identity work in which they, with their sense of agency, overcame (inter)personal tensions or struggles narrated in stories which are not necessarily clear.
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Sutihat, Ihat, i Chaerudin Chaerudin. "INFLUENCE OF WORK-FAMILY CONFLICT, FAMILY-WORK CONFLICT AND WORK STRESS ON THE PERFORMANCE OF FEMALE TEACHERS IN-STATE HIGH SCHOOL GROUP 05 TANGERANG DISTRICT OF BANTEN PROVINCE". Dinasti International Journal of Digital Business Management 2, nr 5 (25.09.2021): 811–21. http://dx.doi.org/10.31933/dijdbm.v2i5.967.
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The main problem in this research was the discovery of work-family conflicts, family-work conflicts, and work stress on female teachers in The State High School Cluster 05 Tangerang Regency of Banten Province, which is an indication-based on the low performance of the teacher. This study uses descriptive methods with quantitative approaches, and those subjects are all female teachers in cluster 05 with a total of 150 people, and the sample turns into 60 female teacher respondents who have a family. The analysis method is multiple linear regression analysis, to obtain valid and reliable data so the results can be used to understand and anticipate problems in school organizations. The results partially showed that work-family conflict, family-work conflict, and work stress did not significantly affect the performance of female teachers, but still had an impact on the performance of female teachers of Cluster 05 High School in Tangerang Regency, Banten Province. Therefore, female teachers should be able to balance professionalism as a teacher by exploring performance competencies in female teachers, both in innovative and creative teaching initiatives, and building good communication in the family to create family harmony that can support a woman's career, and reduce the work stress with all ambiguities due to her dual role.
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Zayed, W., M. S. Zguira, N. Souissi i N. Bali. "The determination of cooperative teacher’s knowledge problems: training device and attractiveness of Tunisian student-teachers". Physical education of students 23, nr 2 (25.12.2018): 98–105. http://dx.doi.org/10.15561/20755279.2019.0208.
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Purpose: This study was to explore the impact of the cooperative teacher’s (CT) knowledge on attractiveness of Physical Education Student Teachers (PE-ST) believed to be important for a successful process of learning to teach and training device in the workplace. The CT is considered, a key element, a person of alternation between academia and training contributing to the formation by advice and support that take place during the teaching practice. The Cooperative Teacher must have a style; develop a training contract, master interview techniques and make evaluation. Material: Data were collected with 302 student teachers (202 males and 100 females) after professional training. A descriptive/exploratory methodology based on a questionnaire consisting of twenty questions was used. The value of Cronbach alpha index is 0.729. Results: globally supported the hypotheses. Male and female student teachers in the internship shared several perceptions. However, significant differences emerged. Student-teachers’ perception of CT knowledge and practice developed relatively professional skills as well as the feeling of discomfort which can lead to work stoppage. However, the impact of CT knowledge on attractiveness was significant. The inefficiency advice between actors in the professional life and several aspects of CT knowledge are provided. In addition, data are provided indicating that overall there are more similarities than differences between male and female student teachers over a response number. Data also shows that females who participate in the internship may be at risk for discomfort, incapability and doubt their practices. Conclusions: This study will encourage Teacher’s to reflect on their own knowledge, training device and to include them in the process of educational development.
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Andangsari, Esther Widhi. "Perilaku Kerja Guru Bimbingan Konseling Laki-Laki dan Perempuan Tingkat SLTA di Jakarta". Humaniora 1, nr 1 (30.04.2010): 49. http://dx.doi.org/10.21512/humaniora.v1i1.2147.
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Article presented performance behaviour among high school teachers in Jakarta, especially in their roles as counsellor based on the government’s qualification and competences, especially in their empathy and persuasion. The research also wants to see the difference between male and female teachers’ behaviour as counsellor, so that the schools are more serious in selecting and developing their teacher counsellor. Using DISC assessment tool for 68 teachers, consisting of 14 male and 54 female teachers, it is indicated that 26,47% of them meet the government qualification, those are both empathy and persuasion qualifications. Empathy qualification is possessed by male and female teachers, even male teacher is more persuasive than male teacher who have dominant communication behaviour. In general, the research presents 13 behaviour styles.
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Harris, Kylie, i Sally Barnes. "Male teacher, female teacher: exploring children’s perspectives of teachers’ roles in kindergartens". Early Child Development and Care 179, nr 2 (luty 2009): 167–81. http://dx.doi.org/10.1080/03004430802667005.
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Farinde-Wu, Abiola, i Paul G. Fitchett. "Searching for Satisfaction: Black Female Teachers’ Workplace Climate and Job Satisfaction". Urban Education 53, nr 1 (25.05.2016): 86–112. http://dx.doi.org/10.1177/0042085916648745.
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Job satisfaction may decrease teacher attrition. Furthermore, job satisfaction correlates with teacher retention, which may influence school building climate and student achievement. Potentially affecting students’ progress and seeking to reduce attrition rates among Black teachers, this quantitative study uses data from the 2007-2008 Schools and Staffing Survey to examine Black female teachers’ job satisfaction. Findings suggest that Black female teachers’ have job satisfaction when they are in an urban, non-charter school; receive administrative support; experience positive student behavior; and are committed to teaching. Concluding recommendations are offered for teacher education programs and school leaders.
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Xie, Sha, Luyao Liang i Hui Li. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models". Sustainability 14, nr 11 (3.06.2022): 6856. http://dx.doi.org/10.3390/su14116856.
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The sustainable development of early childhood institutions in aging China calls for the sustainable development of early childhood teachers, which should attend to the balanced development between male and female teachers. Yet this issue has not been adequately investigated in the literature. To fill this research gap, this study explored the gender differences in Chinese early childhood (EC) teachers’ professional identity (PI) and emotional labor strategies. Altogether, 250 teachers (146 female and 104 male, Mage= 30.28 years, SD = 7.81) from Southern China were sampled and surveyed. First, the independent samples t-tests revealed significant gender differences in teachers’ PI, deep acting, and surface acting. Second, the structural equation modelling results demonstrated that PI fully mediated the relationship between teacher educational attainment, years of teaching experience, and natural and deep acting. Third, multigroup analysis confirmed different mediation paths for female and male teachers. These findings suggest that male and female early childhood teachers differed in their sense of PI and use of emotional labor strategies. Therefore, future policymaking efforts should design and implement teacher professional development (PD) programs and teacher support mechanisms catering to male EC teachers’ needs, characteristics, and difficulties in the Chinese EC workforce.
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Wakui, Nobuyuki, Nanae Noguchi, Kotoha Ichikawa, Chikako Togawa, Raini Matsuoka, Yukiko Yoshizawa, Shunsuke Shirozu i in. "Psychological and Physical Changes Caused by COVID-19 Pandemic in Elementary and Junior High School Teachers: A Cross-Sectional Study". International Journal of Environmental Research and Public Health 19, nr 13 (21.06.2022): 7568. http://dx.doi.org/10.3390/ijerph19137568.
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This study aimed to determine psychological and physical differences in elementary and junior high school teachers during COVID-19. This questionnaire-based cross-sectional study was conducted among 427 teachers in Tokyo, Japan (between 15 and 30 October 2020). The questionnaire explored school type (elementary and middle schools), sex, age, and COVID-19 changes (psychological changes, physical changes, impact on work, and infection control issues perceived to be stressed). Post hoc tests for I cannot concentrate on work at all, found a significant difference for no change–improved and male teacher in elementary school female teacher in junior high school (p = 0.03). Regarding stress situation due to implementation of COVID-19 infection control, there were significant differences for disinfection work by teachers between male teachers in elementary school female teachers in junior high school (p = 0.04) and female teachers in elementary school female teachers in junior high school (p = 0.03). COVID-19 produced differences in psychological and physical changes between male and female teachers in elementary and junior high schools. Some experienced psychological and physical stress, whereas others showed improvement. Given that teachers’ mental health also affects students’ educational quality, it is important to understand and improve teachers’ psychological and physical circumstances and stress.
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Abbas, Aswin, i Faiz Naufal Asrul. "The Students’ Confession Toward Teacher Techniques in Teaching English". Ethical Lingua: Journal of Language Teaching and Literature 7, nr 2 (26.10.2020): 353–59. http://dx.doi.org/10.30605/25409190.224.
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Confession contributes to the effectiveness and motivation both students and teachers. It invites the students’ participation in determining the good technique for the best teacher. This research deals with students’ confession toward teacher technique in teaching based on gender. The objective of the research is try to elaborate how is the students’ confession on different gender, male and female in teaching. This research analyzed qualitatively where the subject takes from Senior High School 3 Palopo, 40 samples take which is confessing 10 male and 13 female teachers. After doing an interview, found that there are some confessions toward Gender teacher technique in teaching, they are both male and female get positive confessions, Male teachers get 36 confessions with good managing confessing (9) is the highest where correlated to the topic is a few or only 2 stdents confessed. Female teachers get 39 confessions with good managing confessing about 7 students assumed it and it is the highest. Furthermore, motivated confession only 2 confessing, and the last is female teachers get higher confession than male.
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Bloot, Regina, i Jennifer Browne. "Factors Contributing to the Lack of Female Leadership in School Physical Education". Journal of Teaching in Physical Education 14, nr 1 (październik 1994): 34–59. http://dx.doi.org/10.1123/jtpe.14.1.34.
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This paper focuses on reasons why so few females hold head of department positions in physical education in government secondary schools in Western Australia. Despite the almost equitable proportion of females and males teaching the subject, and the absence of Ministry of Education policy constraints on female promotion since 1972, women held only 5 (7%) of the 70 substantive head of department appointments in 1991. In-depth interviews were conducted with 27 female physical education teachers to document their career experiences and aspirations. Analysis revealed that constraints on the promotion of females were based primarily on stereotypic attitudes and expectations regarding gender roles, and comprised systemic, attitudinal, and internalized barriers. It is proposed that social settings from studentship, through teacher education, to the teaching environment could play a crucial role in shaping and nurturing the career decisions and aspirations of female teachers.
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Beilock, Sian L., Elizabeth A. Gunderson, Gerardo Ramirez i Susan C. Levine. "Female teachers’ math anxiety affects girls’ math achievement". Proceedings of the National Academy of Sciences 107, nr 5 (25.01.2010): 1860–63. http://dx.doi.org/10.1073/pnas.0910967107.
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People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.
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Ehrenberg, Ronald G., Daniel D. Goldhaber i Dominic J. Brewer. "Do Teachers' Race, Gender, and Ethnicity Matter? Evidence from the National Educational Longitudinal Study of 1988". ILR Review 48, nr 3 (kwiecień 1995): 547–61. http://dx.doi.org/10.1177/001979399504800312.
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Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than did white male teachers.
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Habib, Hadiya. "Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy". Shanlax International Journal of Arts, Science and Humanities 7, nr 1 (1.07.2019): 35–38. http://dx.doi.org/10.34293/sijash.v7i1.420.
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In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.
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Ilahi, Fauzi Nur, i Rahmiwati Marsinun. "WORK MOTIVATION PADA GURU BIMBINGAN DAN KONSELING SMK JAKARTA TIMUR BERDASARKAN GENDER". International Virtual Conference on Islamic Guidance and Counseling 2, nr 1 (28.08.2022): 106–13. http://dx.doi.org/10.18326/iciegc.v2i1.368.
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Many people want to be professional guidance and counseling teachers, the reasons are for survival, relationships with other people and other goals. However, becoming a guidance and counseling teacher in the 4.0 industrial revolution era is now a challenge. Therefore there is a need for work motivation in the guidance and counseling teacher. In this study, researchers aimed to analyze and describe work motivation on teacher guidance and counseling based on gender. The method in this study uses descriptive analysis with a quantitative approach. Participants in this study were vocational guidance and counseling teachers in East Jakarta. Thematic analysis was conducted on 31 participants of vocational guidance and counseling teachers in East Jakarta to produce 20 female guidance and counseling participants and 3 male counseling and counseling teachers in the high category, 5 female guidance and counseling participants and 3 male guidance and counseling teachers were at medium category and 0 male and female guidance and counseling teacher participants in the low category.
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Ayash Ezzi, Nemah Abdullah. "Does Personality Influence Pre-service English Teachers' Performance?: A Gender-Based Study in the Yemeni Context". Journal of Education and Development 3, nr 1 (2.04.2019): 52. http://dx.doi.org/10.20849/jed.v3i1.566.
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This study mainly investigated whether there is any correlation between the Big Five Personality Traits of pre-service teachers and their performance in Practicums I&II, and attempted to identify the extent to which the personality traits affect pre-service teachers' performance. To fulfill the purpose of the study, a sample of 110 fourth-year student-teachers; 86 females & 24 male, of the English Department, in the Faculty of Education at Hodeidah University, was selected. They enrolled in the four-year B.Ed. course. The Big Five Inventory (BFI) originally developed by John & Srivastava (1999) with little modification was distributed among the selected subjects. This inventory comprised of forty-four statements about the big five personality traits that are Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness. Collected data was analyzed by using simple descriptive and inferential statistical techniques such as mean, Pearson correlation, t-test and f-test. It was found that there is a relationship between the pre-service teachers' performance in Practicums I&II and their personality traits so pre-service teachers' personality DO influence their performance of teaching English. Also, pre-service teachers' personality traits of Extraversion, Agreeableness, and Conscientiousness are nearly same, so no significant difference found among male and females on these three traits. However, significant difference exists among the females and males on the trait of Neuroticism as female student-teacher score higher than males on this trait. Moreover, both male and female pre-service teachers have quite good level of Extraversion and Agreeableness, and similar reasonable level of Conscientiousness and Neuroticism but their level of Openness is a very low. It is recommended that Teacher Personality Development should be a part of teacher education programs and suggest some strategies for development of pre-service teachers’ personality.
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Nezhad, Pourya Bagher, i Azadeh Nemati. "The Relation between Reflective Teaching and Emotional Intelligence: The Case of Iranian EFL Teachers". Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, nr 4 (28.04.2019): 78–86. http://dx.doi.org/10.36344/ccijhss.2019.v05i04.003.
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The present study aimed at investigating the relationship between EFL teachers’ emotional intelligence and their reflective teaching in an Iranian EFL context. Besides, it was an attempt to compare male and female Iranian EFL teachers’ reflective teaching and their emotional intelligence. For this purpose, 100 male and female Iranian EFL language teachers participated in this study were selected based on availability sampling from language institutes in Shiraz. Their age ranged from 23 to 42 years, and they possess a B.A. or M.A. degree in TEFL, English Literature or Linguistics. The researcher asked the participants to fill two questionnaires of reflective teaching and emotional intelligence. They had no time restriction for filling out the questionnaires. The results of data analysis indicated no significant relationship between teachers’ reflectivity and emotional intelligence. Besides, the findings indicated that gender had no effect on teacher’s reflectivity. Gender was also observed to have no effect on emotional intelligence of EFL teachers. The findings of the present study are valuable for those who are involved in English language education as a foreign language and the educational system in general. The results are beneficial for EFL teachers, teacher educators, administrators, policy makers, textbook developers, and teacher training courses.
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Bashir, Shakila, Munaza Bajwa i Sulmaz Rana. "TEACHER AS A ROLE MODEL AND ITS IMPACT ON THE LIFE OF FEMALE STUDENTS". International Journal of Research -GRANTHAALAYAH 1, nr 1 (31.08.2014): 9–20. http://dx.doi.org/10.29121/granthaalayah.v1.i1.2014.3081.
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In daily life of students there are many factors that play a vital role in their lives but the major aspect that plays a crucial role in building there personality and in increasing their academic capabilities is a teacher. A teacher is a role model if he/she is attentive towards student’s academic growth and gives equally importance to their personal growth. This study conducted teacher’s social behavior related with student’s personality and teacher’s performance related with student’s academics. Multiple sampling designs including stratified random sampling and cluster random sampling are used; a sample of 300 was selected from students of APWA College, Queen Mary College and Kinnaird College belonging to different socio economic status. A cross sectional study using structured questionnaire was carried out including basic information. Univariate, bivariate and multivariate analyses were carried out on the data collected. The findings demonstrated that out of 300 respondents 212 students take their teachers as a role model. The results of the study showed that there is a need for both teachers and students to become more socially attached with each other by keeping outside classroom relations and better understanding of each other.
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Martin, Andrew, i Herb Marsh. "Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference?" Australian Journal of Education 49, nr 3 (listopad 2005): 320–34. http://dx.doi.org/10.1177/000494410504900308.
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We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the individual student level. Of the statistically significant main effects for gender, most favoured girls. In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher's gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers.
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Farjami, Hadi, i Ehsan Kazemi. "Relationship between Teacher Autonomy and Teacher’s Sense of Self -Efficacy". Global Journal of Foreign Language Teaching 8, nr 1 (10.03.2018): 01–10. http://dx.doi.org/10.18844/gjflt.v8i1.3089.
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The present study is an attempt to investigate the relationship between teacher autonomy and teacher’s sense of self-efficacy. To carry out this study, 100 EFL teachers (male and female) who taught in English institutes participated voluntarily. The researchers employed a couple of self-reported questionnaires, teacher autonomy scale (TAS) and Teachers’ Sense of Efficacy Scale which measures the individual sense of self efficacy. The two questionnaires were administered to 100 teachers. After gathering the raw data from the questionnaires, the SPSS software was employed to have some statistical and interpretable data. The Pearson product Moment correlation indicated that there was a negative reversed relationship between the two variables; in the other words, more teacher autonomy leads to lower level of self-efficacy.
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Viano, Samantha, Luis A. Rodriguez i Seth B. Hunter. "Principal and Teacher Shared Race and Gender Intersections: Teacher Turnover, Workplace Conditions, and Monetary Benefits". AERA Open 9 (styczeń 2023): 233285842211481. http://dx.doi.org/10.1177/23328584221148156.
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Recruiting racially minoritized principals is one suggested strategy to increase the racial diversity of teachers, who would then better match their increasingly racially diverse students. However, focusing solely on race ignores the salience of race-gender intersectionality in principal-teacher relations. Using three waves of nationally representative, cross-sectional data with school and year fixed effects, we compared similar teachers in the same school who are and are not race-gender congruent with their principal. We found that better discretionary workplace benefits were concentrated among Black teachers with Black principals, especially Black male teachers with Black male principals, who reported workplace supports almost half a standard deviation higher than did similar non-Black female teachers in their school. Male teachers earned up to $2,890 more supplemental income with male, racially congruent principals; female teachers earned up to $1,050 less with female, racially congruent principals. However, teacher turnover was not consistently responsive to race-gender congruence.
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Muhammad, Ijaz, Muhammad Shah i Malik Amer Atta. "Teachers Thinking Styles and Teacher Effectiveness: A Comparative Analysis at Secondary School Level". Global Regional Review V, nr II (30.06.2020): 11–19. http://dx.doi.org/10.31703/grr.2020(v-ii).02.
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The prime goal of the study is to explore the 'Teachers Thinking Styles and Teacher Effectiveness: a comparative analysis at secondary school Level'. The study also determines comparison in views of male/female and urban/rural teacher about their thinking styles and teacher effectiveness. The study is descriptive. Two valid and reliable research tools were used, which were structured by the researcher himself. All male/female teachers in the secondary school of southern districts in Khyber Pakhtunkhwa constituted the population of the study. Stratified random sampling technique was adopted following Krejcie, and Morgan rule and 380 teachers were consulted for the collection of data. For analysis, Mean, SD, t-test and correlation were applied as suitable statistics. Findings of the study show a significant correlation between thinking styles and teacher effectiveness. The study also indicated an insignificant comparison in the views of male/female and urban/rural teachers about their thinking styles and teacher effectiveness.
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Zaidan Khalaf, Shaymaa, i Ammar Awadh Frahan. "Mindfulness among Male Teachers of Preparatory Schools and Female Teachers". Al-Anbar University Journal For Humanities 2021, nr 3 (1.09.2021): 3865–92. http://dx.doi.org/10.37653/juah.2021.171757.
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Yusoff, Rosman Bin Md, i Kamran Azam. "Perceived Sources of Stress among faculty members of COMSATS Institute of Information Technology, Pakistan". Journal of Management Info 4, nr 1 (1.04.2017): 12–18. http://dx.doi.org/10.31580/jmi.v4i1.28.
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The present study aims at exploring the perceived sources of stress among the faculty members of COMSATS Institute of Information Technology, Pakistan by examining the stress coping methods used by faculty members for devising proposed stress management practices to faculty members. Two self-administered questionnaires were distributed among 150 randomly selected teachers from five campuses of (CIIT), Pakistan. The 1st questionnaire comprised 20-items regarding five teacher’s stressors while the second questionnaire contained 10-itmes about the individual stress copying techniques. Scores for items on stressors & stress copying techniques were computed by adding weights assigned and then an Exploratory Factor analysis was run for extracting stress contributing factors. The total teacher’s stress score ranged from 25 to 100 in which female, 25-30 years age group & single teacher had high stress scores. Total 18 items were loaded high (0.60+) on the five factors of stress after factor analysis. Majority of teachers (64%) practiced behavioral self-control, exercise and relaxation techniques for coping stress. This study does not investigate casual link between stress and stress contributing sources among teachers. The results of the study are useful both to academic world and to educational policy makers. This study is an addition to existing knowledge on university teachers’ stress in Pakistan. The awareness about stress contributing factors is vital to the university teachers in Pakistan because the problem of teachers’ stress if left unchecked can have devastating effects both on teachers as well on students.
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Meiyana Ariss Susanti, I. Luh. "GENDER DIFFERENCES IN ENGLISH TEACHERS COMMUNICATION PATTERN AT SMPN 1 PETANGBADUNG REGENCY". International Journal of Language and Literature 2, nr 4 (19.12.2018): 178. http://dx.doi.org/10.23887/ijll.v2i4.21230.
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In this study, the researcher would like to investigate the types of reinforcements used by male and female teacher, the frequency of using reinforcements both male and female teacher, and to whom it is usually addressed by each teacher. The concern of this study, there were two subjects chosen, one male and one female English teacher. The data was collected through observation and interview. The result of the study showed that those teachers are the same in using the types of reinforcement; they applied praise and negative reinforcement. In term of frequency of using reinforcement, female teachers applied more often than male teachers. Male and female teacher tended to reinforce them who were active in the classroom without regarding the students’ gender. In responding to reinforcement given, mostly students responded by smiling and becoming more active in the following the next lesson. In certain cases, male student showed different responses, particularly when they received negative reinforcement in term of point reducing and withdrawing certain image that they had.
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Marucci, Eleonora, Beau Oldenburg i Davide Barrera. "Do teachers know their students? Examining teacher attunement in secondary schools". School Psychology International 39, nr 4 (sierpień 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.
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Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.