Artykuły w czasopismach na temat „Teacher attributes”
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Budiarto, Mega Teguh, Yusuf Fuad i Latief Sahidin. "Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach". Jurnal Pendidikan Matematika 15, nr 1 (31.01.2021): 1–22. http://dx.doi.org/10.22342/jpm.15.1.11653.1-22.
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In learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of selecting subjects begins with searching prospective subject data according to the level of the teacher through a portfolio of 82 teachers in South East of Sulawesi: (33 First Teachers, 33 Young Teachers, and 16 Intermediate Teachers). The research subjects consisted of three teachers, namely: First Teacher, Young Teacher dan Intermediate Teacher with score > 50. Data were taken using vignette. The results show that there is a difference when the teacher is asked to define a square with when given a definition of a square. First Teacher is accurate when given a square definition with the symmetry and diagonal axis attributes; the side attribute is not accurate in giving arguments to the square definition. Young Teacher is inaccurate when given the definition of a square with side and angle attributes; accurate with symmetry and diagonal axis attributes; but it is not accurate when given a square definition. Regarding attributes of side; Intermediate Teacher revealed that the side and angle attributes are inaccurate but accurate with the symmetry and diagonal axis attributes but do not appear / are not used when asked to define a square. Specialized content knowledge First Teacher is better because it has been able to reconstruct concepts from a square, but Young Teacher and Intermediate Teacher are still influenced by concept images and figural concepts.
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Blaskova, Martina, Rudolf BlaÅ¡ko i KristÃna TrÅ¡ková. "Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher". New Trends and Issues Proceedings on Humanities and Social Sciences 3, nr 2 (27.03.2021): 23–36. http://dx.doi.org/10.18844/prosoc.v3i2.1596.
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Profession of a university teacher is extremely difficult and responsible. On the one hand, teachers are faced with a sense of high social responsibility for their work, and on the other hand, they need a high motivation for their work, often associated with a great deal of altruism and a sense of belonging with their colleagues and students. Based on the questionnaire survey, conducted on a sample of 357 students of University of Žilina, students deemed the skills to motivate and inspire students as essential attribute of a great university teacher. On the contrary, excessive criticism and demands of teachers in relation to students (which basically represents the mirror – reflection – of the teacher’s perceived responsibility) is considered by students as inappropriate, undesirable attribute of teacher. Based on analysis, synthesis, comparison and generalization of theoretical knowledge and evaluation of the survey results, the aim of paper is to focus attention on two academic top- attributes of teacher: (a) the effort to instill in students a high responsibility for their own decisions/outcomes; (b) the skills to motivate and inspire students to expected results. To master a harmonized mixture of these two elements represents a difficult decision problem of many university teachers. Therefore, conclusion of the paper gives a simple qualitative model of decision-making that can simplify teacher’s decision-making regarding the efforts to be popular among the students for easy tasks and/versus be respected in motivating-and-inspiring approach based on precise and hard work and interaction of both the student and the teacher.Â
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Karim, Sayit Abdul. "Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators". Register Journal 14, nr 1 (4.02.2021): 1–24. http://dx.doi.org/10.18326/rgt.v14i1.1-24.
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The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions
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Haenilah, Een Yayah, Hasan Hariri, Ridwan, Onojah Amos Ochayi, Albet Maydiantoro, M. Arifki Zainaro, John Rainer T. Bolado, Tubagus Ali Rachman Puja Kesuma, Rias Tusianah i Usastiawaty C. A. S. Isnainy. "Literature Review of Good Teachers: The Attributes and Gaps of Indonesian Teachers as a Profession". Academic Journal of Interdisciplinary Studies 11, nr 2 (5.03.2022): 175. http://dx.doi.org/10.36941/ajis-2022-0044.
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Attributes of good teachers are under-research, particularly in comparison between the Indonesian context and worldwide. This review aims to find out the compatibility and the gap of the good teacher attributes between the teachers of Indonesia and worldwide. The main inclusion criteria were the articles published in English between 2007 and 2020. The authors collected 206 articles; however, 174 articles were excluded. The authors reviewed 32 that met the inclusion criteria. The findings indicate that the good teacher attributes of Indonesia are compatible with the global ones, and the gap is mindfulness attribute. It is the consciousness of a professional choice to get feeling peace in life. Implications of these findings are theoretical and practical.
Received: 2 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022
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Edlich, Richard F. "Desirable attributes of a teacher". Journal of Emergency Medicine 8, nr 3 (maj 1990): 343–45. http://dx.doi.org/10.1016/0736-4679(90)90018-q.
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De Castro, Gerly B., i Edward C. Jimenez. "Influence of School Principal's Attributes and 21st-Century Leadership Skills on Teachers’ Performance". Journal of Humanities and Social Sciences 4, nr 2 (9.08.2022): 52–63. http://dx.doi.org/10.36079/lamintang.jhass-0402.374.
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This study aimed to determine the influence of school principals' attributes and 21st Century Leadership skills on teachers' performance. The study is as follows. The teachers in the northern part of the National Capital Region are female, teacher I position, have rendered 5 – 14 years of service, and pursued higher studies after college. The teacher's attribute that influences the teacher's job performance is openness. The School Head always comes up with new ideas. They have an active imagination; creative is a deep thinker and values artistic experiences. He is dependable, organized, and persevering, which means they will accomplish their professional goals. The 21st Century Leadership Skills of the school principal that dominantly influence the teacher's job performance is the communication skills. The school head is approachable, gives clear and accurate information and instructions both in oral and written communication, discusses issues and feedback in school, listens to and appreciates teachers' ideas and suggestions, and communicates with his/her staff regularly. The teachers' performance is very satisfactory as perceived by their school heads during 2019 – 2020. There is a significant difference in the attributes, 21st-century leadership skills of school heads and teachers, job performance when grouped according to schools division office, and years in service. Significant relationships exist between the principals' attributes, 21st-century leadership skills, and teachers' job performance. Personal attributes and 21st-century leadership skills of the school principals significantly influence the teachers' job performance
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Levrints (Lőrincz), Marianna, Svitlana Myshko i Kateryna Lizák. "ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE". Advanced Education, nr 19 (29.12.2021): 33–41. http://dx.doi.org/10.20535/2410-8286.235940.
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The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.
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Sujana, Roni. "Students’ Perceptions on Characteristics of Attributes of an Effective EFL Teacher (A Survey Study at a Multimedia Class of a Vocational High School in Ciamis)". Journal of English Education Program (JEEP) 10, nr 1 (17.01.2023): 61. http://dx.doi.org/10.25157/(jeep).v10i1.9686.
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This study revealed students’ perceptions on characteristics of attributes of an effective EFL teacher at a multimedia class of a vocational high school in Ciamis/ Indonesia in academic year of 2020-2021. The purposes were to figure out the students’ perceptions on characteristics among attributes of an effective EFL teacher at a vocational high school and to figure out the dominant characteristics among attributes of an effective EFL teacher at a vocational high school based on students’ perceptions. A survey study was used as a research design; and thus 25 students at class XI- Multimedia were selected as the participants. The questionnaires and the interview were used to collect the data. Triangulation analysis was used by the writer to triangulate the results of the questionnaires and the interview. The findings showed that the students perceived their teacher had five attributes of characteristics on effective EFL teacher. Those five attributes of characteristics were rapport, delivery, fairness, knowledge and credibility, as well as organization and preparation. The findings also showed that those attributes were the dominant characteristics among attributes of an effective EFL teacher at a vocational high school based on students’ perceptions. However, there was not dominant attribute of effective EFL teacher on organization and preparation characteristics. The conclusion indicated that an effective EFL teacher must have five attributes of characteristics. It also pointed out that those five attributes of characteristics were dominant characteristics of effective EFL teacher at vocational high school emerged based on students’ perceptions. It is suggested for the next researchers to apply performance assessment to measure the students’ improvements on English abilities, achievement, and academic performance.
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Kayima, Festo. "Teaching Graduate Attributes along with subject content: Perspectives from Science Teacher Educators". Nordic Studies in Science Education 18, nr 3 (30.11.2022): 290–304. http://dx.doi.org/10.5617/nordina.8982.
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This study explored the extent to which science teacher educators in Norway introduce, teach, and assess graduate attributes (GA), a range of qualities, skills or competences considered vital for one’s survival and thriving in a complex world. A qualitative analysis of views from a sample of science teacher educators revealed majorly an implicit approach to the teaching and assessment of graduate attributes along with the main teaching subjects. Moreover, the lack of a graduate attributes profile for science teachers is impeding the teaching and assessment of these attributes. The findings raise important questions to science educators and policy makers regarding how to best address graduate attributes in science teacher education.
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Katz, Sara, i Yehiel Frish. "A new admission system model for teacher colleges". Quality Assurance in Education 24, nr 4 (5.09.2016): 463–89. http://dx.doi.org/10.1108/qae-01-2014-0003.
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Purpose Aspects of intellectual competence would not be sufficient for quality teaching that requires a mix of intellectual and personal qualities. The purpose of this paper was to elicit personal attributes of teachers’ college applicants. Design/methodology/approach This qualitative case study consisted of 99 participants aged 20-24 years of average socio-economic and achievement backgrounds. The authors constructed five qualitative tools, in addition to the two existing standardized exams. Using techniques of the grounded theory, the authors sorted and synthesized the data through three-phase coding. Findings The authors elicited a general concept map of attributes, from which a personal attribute profile for each participant emerged. This model makes fine differentiations between individuals, providing a personal attribute profile pool of applicants useful for any admission committee and for empowering students’ strengths during studies. Research limitations/implications A solid database of non-cognitive attributes opens the door to further research, which will take into consideration multiple variables, such as student knowledge, beliefs and aptitudes. Practical implications Training teachers to apply research methodology into practice and limiting the length of tools make the mission possible, interesting and useful. Figuring out how to collect valid measures of such data about large numbers of college students would be a major challenge. Social implications As teachers occupy a central position in the educational enterprise, they become guardians of the country’s collective socio-cultural legacy. In the current context of teacher shortages, the authors offer a model that has the potential of improving recruitment of applicants for teaching and raising teacher quality. Originality/value No previous attempt that uses qualitative methodology for this purpose was found.
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Ndebele, Clever, i Dagogo William Legg-Jack. "The Impact of Mentoring in the Development of Pre-Service Teachers from a University in South Africa". International Journal of Learning, Teaching and Educational Research 21, nr 3 (30.03.2021): 88–105. http://dx.doi.org/10.26803/ijlter.21.3.6.
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Limited conceptual knowledge, and the lack of competencies and skills in the discharge of duties have been part of the challenges faced by some teachers within the South African school system. One of the reasons attributed to this is poor teacher development programmes in some of the training institutions. This study explored the impact of mentorship development on pre-service teachers from a university in South Africa. The five-factor model of mentoring namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback was employed as a theoretical lens. The purpose was to understand the attributes and practices mentors transfer to their mentees (student teachers) during their teaching practice. Located in the interpretive paradigm, the research employed a qualitative case study design to generate data through semi-structured interviews from 26 B.Ed Honours pre-service teachers, purposively selected as the study sample. A thematic approach was used to analyse the data generated. Findings from the analyses revealed that pre-service teachers were positively impacted mostly in the development of pedagogical knowledge, followed by system requirements, personal attributes, modelling and feedback. The findings support the Five-Factor mentoring Model as a valid and useful framework for measuring the impact of the mentoring received by pre-service teachers on teaching practicum. The study concludes that mentoring activity in pre-service teacher education is an important component of professional development for effective teachers. Based on this conclusion, the study recommends that mentors support student teachers in the development of the necessary skills and competencies required of a professional teacher.
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Rachman, Dzul, Margana Margana i Priyanto Priyanto. "The Application of Mobile-Enhanced Collaborative Learning Models on Oral Presentation Competence in Rural Area During Covid-19 Pandemic". International Journal of Learning, Teaching and Educational Research 21, nr 3 (30.03.2021): 71–87. http://dx.doi.org/10.26803/ijlter.21.3.5.
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Limited conceptual knowledge, and the lack of competencies and skills in the discharge of duties have been part of the challenges faced by some teachers within the South African school system. One of the reasons attributed to this is poor teacher development programmes in some of the training institutions. This study explored the impact of mentorship development on pre-service teachers from a university in South Africa. The five-factor model of mentoring namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback was employed as a theoretical lens. The purpose was to understand the attributes and practices mentors transfer to their mentees (student teachers) during their teaching practice. Located in the interpretive paradigm, the research employed a qualitative case study design to generate data through semi-structured interviews from 26 B.Ed Honours pre-service teachers, purposively selected as the study sample. A thematic approach was used to analyse the data generated. Findings from the analyses revealed that pre-service teachers were positively impacted mostly in the development of pedagogical knowledge, followed by system requirements, personal attributes, modelling and feedback. The findings support the Five-Factor mentoring Model as a valid and useful framework for measuring the impact of the mentoring received by pre-service teachers on teaching practicum. The study concludes that mentoring activity in pre-service teacher education is an important component of professional development for effective teachers. Based on this conclusion, the study recommends that mentors support student teachers in the development of the necessary skills and competencies required of a professional teacher.
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Mills, Shirley J., Jeffery J. Huerta, Karen M. Watt i Jorge Martinez. "AVID Teacher Leadership: Administrator and Teacher Perceptions of Leadership Attributes". Journal of School Leadership 24, nr 1 (styczeń 2014): 146–63. http://dx.doi.org/10.1177/105268461402400105.
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Mansur, Andi Besse Firdausiah, i Norazah Yusof. "The Latent of Student Learning Analytic with K-mean Clustering for Student Behaviour Classification". Journal of Information Systems Engineering and Business Intelligence 4, nr 2 (28.10.2018): 156. http://dx.doi.org/10.20473/jisebi.4.2.156-161.
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Since the booming of “big data” or “data analytic” topics, it has drawn attention toward several research areas such as: student behavior classification, video surveillance, automatic navigation and etc. This paper present k-mean clustering technique to monitor and assess the student performance and behavior as well as give improvement toward e-learning system in the future. Data set of student performance along with teacher attributes are collected then analyzed, it was filtered into 6 attributes of teacher that may potentially affect the student performance. Afterwards, k-mean clustering applied into the filtered data set to generate particular cluster number. The result reveal that Teacher1 statistically hold the highest density (0.27) and teachers with good speech/lectures tend to have strong correlation with another factor such as: commitment of teacher on preparing lecture material and time management utilization. If this synergy between teacher and student running flawlessly, it will be great achievement for e-learning system to the society.
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Setiawan, Raka Adji, Fauziah Fauziah i Ratih Titi Komala Sari. "Aplikasi Perbandingan Pemilihan Guru Private Homeschooling menggunakan Algoritma Simple Additive Weighting (SAW) dan Weight Product Berbasis Web". Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 4, nr 2 (1.01.2021): 14. http://dx.doi.org/10.35870/jtik.v5i1.195.
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This study aims to compare the selection of private homeschool teachers using the Simple Additive Weighting (SAW) and Weight Product (WP) algorithms, the criteria that have been taken by the author to calculate their weight in selecting private teachers who excel and provide convenience with an assessment based on criteria. In this effort, the authors can build a private teacher selection system with the Simple Additive Weighting (SAW) algorithm to find the total weights of the teacher performance rating for each alternative on all attributes and compare it to the Weight Product (WP) algorithm using the multiplication technique to link the attribute rating. where the attribute type rating must be ranked first with the associated weight attribute. From the results of this study, the authors have described how the design and application of SAW and WP in making a Decision Support System in selecting private homeschooling teachers.Keywords:Simple Additive Weighting (SAW), Weight Product (WP), Decision Support Systems, Teacher Selection, Homeschooling.
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Istomina, Nataliia Mykolaivna. "The use of information and communication technologies in the activities of a modern teacher: a view from the inside". Engineering and Educational Technologies 10, nr 1 (30.04.2022): 53–64. http://dx.doi.org/10.30929/2307-9770.2022.10.01.05.
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Information and communication technologies occupy an important place in the life of a modern teacher. But their use is unsystematic. The purpose of this work is the specified area of information technology, the specified area of responsibility, and the space of tools and techniques that can be used by the teacher. To analyze the activities of teachers, we based on the principles of a unified model language, methods of systems analysis, and elements of the statistical information processing. As a result, the basic actors of the teacher’s activity are detemined: the state, the administration of the higher education institution, the management of the structural unit and the teacher himself. In the work "student" is considered not as an actor, but as a living environment for teaching, as the main goal for any teacher. Then we considered a teacher as the class with its required and optional attributes. These attributes are determined by state and social requirements for the modern teacher and have different states. Further the complex of the factors influencing on these attributes’ states formation are defined. Objective and subjective reasons that hinder the formation of attributes are analyzed. The resulting significant factors are distributed to the spheres of certain actors’ existence. The range of responsibilities and influence of actors on significant factors are determined. In analyzing the attributes of the teacher and the factors that contribute to or hinder their formation, open information from the reports of the Ministry of Education of Ukraine and state institutions for the collection of statistical information was used. Among the attributes are common to all teachers, regardless of the level of education they teaching. The study examined data on teachers of higher education and general secondary education (with an emphasis on teachers in grades 5-11). As a result, we emphasize the responsibilities of a teacher of higher education. We determine the range of tasks that teacher must solve in their daily work. We choose the tasks of teacher’s pedagogical activity, subjected to automation and unification. As a result, from a practical point of view, a range of elementary problems has been identified, the solution of ones can be accelerated and optimized. This work is the beginning of an article’s series devoted to solving each elementary problem from a defined list.
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Amandeep, Dr. "Improving Attributes of Teacher Education: An Analysis". SMART MOVES JOURNAL IJELLH 8, nr 4 (28.04.2020): 243. http://dx.doi.org/10.24113/ijellh.v8i4.10541.
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Teacher education has been a cause of serious concern. Despite several commission and committees the state of affairs in these schools and colleges of education remains pretty much the same as it used to be three or even four decades ago. The paper analyses the new practices, policies and procedures in the area of teacher education that affect the quality of teacher education and accordingly the education and the nation. The attempt here is to describe several innovations that have been introduced in this field for instance NCTE, continuing Education and its centres, correspondence Education, experiments, Technology, Microteaching, UGC Panel on Teacher Education and population Education etc. These methods are indicative that the role and responsibility of the teacher is vital for the individual personality and socio-scientific as well as socio-cultural progress of society and humanity.
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Auliah, Avinash, Lei Mee Thien, Siaw Hui Kho, Nordin Abd Razak, Hazri Jamil i Mohammad Zohir Ahmad. "Exploring Positive School Attributes: Evidence From School Leader and Teacher Perspectives". SAGE Open 11, nr 4 (październik 2021): 215824402110615. http://dx.doi.org/10.1177/21582440211061572.
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The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.
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Juchniewicz, Jay. "The Influence of Social Intelligence on Effective Music Teaching". Journal of Research in Music Education 58, nr 3 (październik 2010): 276–93. http://dx.doi.org/10.1177/0022429410378368.
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The purpose of this study was to investigate the influence of social intelligence on effective music teaching. Forty teachers from “exemplary programs” and “more challenging programs” across band, chorus, orchestra, and general public school music programs were administered the Interpersonal Perception Task—15 (IPT-15). In addition, 84 external evaluators viewed teaching excerpts of 12 “exemplary” and “challenged” teachers and rated the (a) overall effectiveness and (b) main attribute that influenced their evaluations of each teaching excerpt. Results indicated no significant differences between the IPT-15 scores of “exemplary” teachers and “challenged” teachers.The external evaluators rated teachers identified as “exemplary” significantly higher than they rated teachers labeled as “challenged.” The majority of attributes influencing external evaluators’ ratings of overall teacher effectiveness were social, constituting more than 85% of all responses. All teachers who demonstrated effective social skills were perceived as effective teachers. Effective communication skills were the most frequently cited attributes for “exemplary” teachers, whereas ineffective classroom management was the most listed attribute for why teachers were rated ineffective.
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Soodak, Leslie C., David M. Podell i Laurie R. Lehman. "Teacher, Student, and School Attributes as Predictors of Teachers' Responses to Inclusion". Journal of Special Education 31, nr 4 (styczeń 1998): 480–97. http://dx.doi.org/10.1177/002246699803100405.
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Lindstrom, Denise, Gwen Jones, Meredith Thompson i Joshua Hertlein. "Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations". Australian Journal of Teacher Education 46, nr 12 (grudzień 2021): 21–34. http://dx.doi.org/10.14221/ajte.2021v46n12.2.
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Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
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Ford, Deana, Sueanne E. McKinney i Cynthia L. Tomovic. "An Inquiry into the Self-Evaluation of Star Teacher Characteristics Necessary for Successful Urban Teaching". Journal of Urban Learning, Teaching, and Research 15, nr 1 (16.12.2020): 4–29. http://dx.doi.org/10.51830/jultr.1.
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This study examines the degree of agreement between three Haberman Foundation-trained facilitators’ interviews and pre-service teachers’ self-evaluations of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research approach, data for this investigation was collected from 17 subjects who are all pre-service teacher candidates enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the assessment instruments. Overall, findings revealed that the trained interviewers rated the pre-service teacher participants much lower on many of the behavioral attributes associated with successful urban teaching than did the subjects themselves.
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García-Moya, Irene, Fiona Brooks i Carmen Moreno. "Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers". European Journal of Psychology of Education 35, nr 1 (2.02.2019): 1–20. http://dx.doi.org/10.1007/s10212-019-00413-z.
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AbstractThe aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain:humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; andrelationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.
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Machell, James. "The teacher evaluation environment: An examination of attributes related to teacher growth". Journal of Personnel Evaluation in Education 9, nr 3 (wrzesień 1995): 259–73. http://dx.doi.org/10.1007/bf00972641.
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Nabeela Nazly, Hafsah Batool Lahore,. "Developing a System for Teaching Effectiveness by Student Classification of Teacher Attributes at the University of Lahore College for Women University". Psychology and Education Journal 58, nr 2 (10.02.2021): 4925–35. http://dx.doi.org/10.17762/pae.v58i2.2890.
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As teaching effectiveness is crucial for achieving academic excellence, teachers' attributes contributing towards teaching effectiveness are worth exploring. This study examines 300 BS. Education and Economics students' perception of teachers' characteristics who have taught them. Accordingly, teachers are categorized based on scores of attributes obtained through student ratings. Association between teacher attributes and overall teaching effectiveness is found, and finally, a teaching effectiveness framework is designed based on characteristics, which were significantly associated with teaching effectiveness. The majority (>60%) of students rated all attributes under the medium category, with 54.64% and 50.61% of students placing (rating) overall teaching effectiveness under the high and medium sort respectively, with 17.61 % under the low category. Also, all attributes were found to be positively correlated with overall teaching effectiveness. Out of 30 items under all attributes, 22 items significantly associated with teaching effectiveness were included in the teaching effectiveness framework. In light of the findings, we give teachers suggestions regarding their teaching attributes as perceived by students.
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Nadmilail, Azad Iqram, Mohd Effendi, Ewan Mohd Matore i Siti Mistima Maat. "Measurement of Non-academic Attributes in the Situational Judgment Test as Part of School Teacher Selection: Systematic Literature Review". International Journal of Learning, Teaching and Educational Research 21, nr 5 (30.05.2022): 263–80. http://dx.doi.org/10.26803/ijlter.21.5.14.
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The Situational Judgment Test (SJT) has become an increasingly well-known measurement method that is frequently used in various fields, especially for personnel selection, promotion, and professional development. The SJT also has a greater potential in relation to the selection of teachers in the education sector. Teacher selection aspects such as non-academic attributes, specifically the interpersonal and intrapersonal, are the focus of this study. This study uses a Systematic Literature Review (SLR) consisting of a review protocol to determine the topic that has been researched and the method used for making revisions. The SLR approach has four phases: searching, screening, analysing, and the results with numerous criteria established. The review consists of seven studies on teacher selection using the SJT instrument over the past ten years during the period January 2012 to December 2021. Eight interpersonal attributes were obtained based on six previous studies, namely organisation, planning, empathy, communication, teaching, relationships with colleagues, counselling, and contingency. Meanwhile seven intrapersonal attributes were obtained, namely conscientiousness, mindset, emotion regulation, adaptability, enthusiasm and motivation, resilience, and professional ethics. The attributes found can be utilised as they are fundamental for teacher selection criteria. The previous studies employed the same attributes. However, the attributes should only be employed according to the suitability of the selection context being performed.
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Benoliel, Pascale, i Anat Barth. "The implications of the school’s cultural attributes in the relationships between participative leadership and teacher job satisfaction and burnout". Journal of Educational Administration 55, nr 6 (4.09.2017): 640–56. http://dx.doi.org/10.1108/jea-10-2016-0116.
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Purpose As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout. Design/methodology/approach Data were collected by survey from a sample of 367 teachers in Israel. Findings First, the results of general linear model (GLM) analysis indicated significant differences in the teachers’ perceptions of participative leadership between schools characterized by different cultural attributes. Second, the results of GLM indicated significant differences in the effects of participative leadership on teacher burnout across schools characterized by different cultural attributes. Originality/value This study has implications for policies involving the design and implementation of leadership tools for school management. Although research has emphasized the relationship between stressful job conditions associated with shared decision making and teachers’ well-being and job satisfaction, the volume of comparative work in the educational field shedding light on the impact of school’s cultural attributes on this question is limited. This study may assist principals in making their schools both more effective and more responsive to teacher expectations.
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McCarthy, Deborah. "Teacher candidates’ perceptions of scientists: images and attributes". Educational Review 67, nr 4 (2.12.2014): 389–413. http://dx.doi.org/10.1080/00131911.2014.974510.
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Snart, Fern. "Teacher Education and Teacher Identity in Transition". LEARNing Landscapes 3, nr 2 (2.03.2010): 141–45. http://dx.doi.org/10.36510/learnland.v3i2.350.
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Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.
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Pang, Ming Fai, i Ference Marton. "Chinese lesson study, Learning study and keys to learning". International Journal for Lesson and Learning Studies 6, nr 4 (9.10.2017): 336–47. http://dx.doi.org/10.1108/ijlls-01-2017-0005.
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Purpose The purpose of this paper is threefold. First, the authors set out to advance the thesis that lesson study should be considered as the signature pedagogy of teachers. Second, the authors want to argue that combining the core attributes of Chinese lesson study and Learning study will improve the practice of lesson study. Third, the authors attempt to demonstrate how teachers discover necessary aspects of the object of learning (here called “keys to learning”) through their engagement in Learning studies. Design/methodology/approach The paper conducted a contrastive analysis of two varieties of lesson studies: the Chinese lesson study and the Learning study. Findings Lesson studies form a field of varieties, but the commonality among them (i.e. the focus on the lesson) makes the lesson study a strong candidate for being “the signature pedagogy” of teachers. The most important attribute of the Chinese lesson study is its close connection to the daily work of teachers through its embeddedness in teacher research group (arguably the core organisational principle of the Chinese educational system). The most important attribute of the Learning study is its theoretical grounding which helps teachers create an environment for the students to discern and appropriate necessary aspects of the object of learning. Practical implications Different varieties may be enriched by including the two core attributes found in the Chinese lesson study and the Learning study. Originality/value Two empirical studies are used to exemplify how teacher might discover previously unknown necessary aspects of the object of learning (here called “keys to leaning”).
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Lessen, Elliott, i Laura E. Frankiewicz. "Personal Attributes and Characteristics of Effective Special Education Teachers: Considerations for Teacher Educators". Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 15, nr 2 (kwiecień 1992): 124–32. http://dx.doi.org/10.1177/088840649201500207.
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Nichols, Janet Alys, William Dee Nichols i William H. Rupley. "Teacher efficacy and attributes on the implementation of tiered instructional frameworks". International Journal of Evaluation and Research in Education (IJERE) 9, nr 3 (1.09.2020): 731. http://dx.doi.org/10.11591/ijere.v9i3.20625.
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United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET.
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Winter, Paul A., Donna H. McCabe i Rose Mary Newton. "Principal Selection Decisions Made by Teachers: The Influence of Work Values, Principal Job Attributes, and School Level". Journal of School Leadership 8, nr 3 (maj 1998): 251–79. http://dx.doi.org/10.1177/105268469800800302.
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The purpose of this study was to investigate principal selection decisions made by teachers ( N = 169) serving on school councils. Analysis involved a between-within split-plot factorial design. The dependent variable was teacher rating of a principal candidate. The between-groups factors were teacher-dominant work value and school level. The within-groups factors were principal-dominant work value and principal job attributes. Teachers preferred candidates with whom they shared a dominant work value. Elementary and middle school teachers preferred candidates oriented toward instructional leadership. High school teachers preferred candidates oriented toward management. Findings suggest teachers participating in principal selection decisions may need training in personnel selection practices.
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Buenvinida, Lerma P., i Rea G. Tamayo. "School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance". Advances in Social Sciences Research Journal 7, nr 6 (3.07.2020): 661–70. http://dx.doi.org/10.14738/assrj.76.8507.
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This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes are evident using the Chi-Square Test of Independence. The correlation between Building High Performance Team scores and Teacher Morale in terms of rapport comes out to be highly significant. However, School Leadership in terms of Problem Solving and Coordinating with Others and Leading & Managing Changes were not significant. For Interpersonal Sensitivity of School Heads and Teacher Morale in terms of rapport, the correlation is significant at p<.05. There are significant relationships between leading and managing changes to cohort survival, interpersonal sensitivity and completion rate with p<.05; and relationship between Teacher’s Morale in terms of satisfaction to completion rate. School heads need to evaluate and monitor the training needs assessment to address teachers’ professional growth and assist in improvement of the school performance. A similar research can be conducted to determine the validity of the relationship between teacher’s morale and school performance and to verify the results of this study.
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Dehlavi, Nahid S. "Iranian Students' Perception of Ideal Teacher". Perceptual and Motor Skills 64, nr 1 (luty 1987): 143–46. http://dx.doi.org/10.2466/pms.1987.64.1.143.
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Iranian students enrolled in college of Medicine, Education, Science and Literature ( N = 400) judged the importance of teachers' selected characteristics in personal-social and cognitive-intellectual domains. Iranian students regardless of their sex, field of study and academic year preferred personal-social attributes over cognitive-intellectual attributes. Results were compared with findings of a study conducted in Israel in which cognitive characteristics were most highly valued.
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Lin, Wei, Hongbiao Yin i Zhijun Liu. "The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy". Sustainability 14, nr 11 (26.05.2022): 6489. http://dx.doi.org/10.3390/su14116489.
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This study investigated the effects of school-related factors (i.e., transformational leadership) and teacher-related factors (i.e., teachers’ growth mindset and self-efficacy) in teachers’ sustainable professional development, as indicated by their reported desirable professional attitudes and their adoption of teaching strategies using the method of structural equation modelling. Based on a questionnaire survey of 1297 teachers in China, the results of this study showed that, compared with teachers’ growth mindset, transformational leadership had a stronger effect on teacher self-efficacy; transformational leadership, rather than teachers’ growth mindset, was significantly and directly related to teachers’ professional attitudes towards classroom teaching and their adoption of desirable teaching strategies. Moreover, teacher self-efficacy significantly mediated the effects of transformational leadership and growth mindset on teachers’ professional attitudes and the adoption of desirable teaching strategies. These findings highlight the importance of teachers’ affective attributes (e.g., growth mindset, self-efficacy, and professional attitudes) in teacher professional development, and provide implications for school leaders and teachers to sustain effective teacher professional development.
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Wealthall, Stephen, i Marcus Henning. "What makes a competent clinical teacher?" Canadian Medical Education Journal 3, nr 2 (30.09.2012): e141-e145. http://dx.doi.org/10.36834/cmej.36591.
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Background: Clinical teaching competency is a professional necessity ensuring that clinicians’ knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. Methods: The reflections are informed by a Delphi process and professional development survey designed to capture students’ and clinicians’ ideas about the attributes of a competent clinical teacher. In addition, the survey process obtained information on the importance and ‘teachability’ of these characteristics. Results: Four key characteristics of the competent teacher emerged from the Delphi process: clinically competent, efficient organiser, group communicator and person–centred. In a subsequent survey, students were found to be more optimistic about the ‘teachability’ of these characteristics than clinicians and scored the attribute of person-centredness higher than clinicians. Clinicians, on the other hand, ascribed higher levels of importance to clinical competency, efficient organisation and group communication than students. Conclusions: The Delphi process created a non-threatening system for gathering student and clinician expectations of teachers and created a foundation for developing methods for evaluating clinical competency. This provided insights into differences between teachers’ and students’ expectations, their importance, and professional development.
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Hanson, Josef. "Exploring Relationships Between K–12 Music Educators’ Demographics, Perceptions of Intrapreneuring, and Motivation at Work". Journal of Research in Music Education 65, nr 3 (4.08.2017): 309–27. http://dx.doi.org/10.1177/0022429417722985.
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Gifford Pinchot III coined the term intrapreneur to recognize “dreamers who do”: individuals who transform ideas into new endeavors within existing organizations. The purpose of this study was to gauge the salience of intrapreneuring for K–12 music teachers and examine how its attributes and behaviors relate to teachers’ workplace motivation and demographics. From a sampling frame of 1,351 public school music teachers in New York State, 576 teachers completed an online questionnaire for a response rate of 42.6%. Results showed statistically significant differences in teachers’ intrapreneurial orientation depending on teaching experience, level and specialization of teaching position, and school affluence. Higher levels of confidence in and contextual support for intrapreneuring predicted stronger teacher motivation. Respondents who self-identified as intrapreneurs facilitated collaborations between their students and guest musicians, piloted new approaches for teaching creativity and improvisation, and developed innovative curricula. While respondents generally felt autonomous, they did not feel they had adequate resources for launching new endeavors, and they perceived low levels of tolerance for risk and mistakes within their school organizations. Findings of this study may help isolate specific intrapreneurial attributes and organizational factors that could support teacher-driven pedagogy and reduce teacher demotivation and attrition.
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Ucang, Jenyliza T., i Auxencia A. Limjap. "Understanding the emergent attributes of 21st-century mathematics teachers in Bukidnon". Technium Social Sciences Journal 22 (9.08.2021): 269–81. http://dx.doi.org/10.47577/tssj.v22i1.4040.
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Numerous quantitative research studies from abroad and in the Philippines had been investigating the attributes of the mathematics teachers in the 21st - Century. A study using grounded theory was designed to find out the attributes of 21st -century mathematics teachers in Bukidnon. Thirteen participants were interviewed over a period of four months. Interviews were analyzed using Pandit’s grounded theory methodology and the constant comparison method. Three main categories and thirty-nine subcategories have been identified and explained that encompasses an emerging substantive theory of “Understanding the Emergent Attributes of 21st -Century Mathematics Teachers in Bukidnon” which are as follows: 1) Knowledge (community, curriculum, educational foundation and policies, environmental awareness, global awareness, pedagogy, students, subject content, self); 2) Skills (administrative and management skills, communication skills, facilitative skills, pedagogical skills, people management skills, reflective skills and thinking disposition, social and emotional intelligence and technological skills; and 3) Values (accurate, adaptive and resilient, aim for high standards, belief that all children can learn, collaborative learning and practice, commitment to nurturing the potential in each child, creative, empathy, enquiring nature, ethical, objective, passion, prayerful, perseverance, productive, professionalism, resourceful, social responsibility and engagement, stewardship, strive to improve, value parental involvement and valuing diversity). Further, the study revealed that the value of a person influences the teacher on what he will teach and directs the teacher on how he will teach the subject content.
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Lee, Daphnee Hui Lin, i Chi Shing Chiu. "“School banding”". Journal of Educational Administration 55, nr 6 (4.09.2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.
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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Galluzzo, Gary R., i Roger S. Pankratz. "Five Attributes of a Teacher Education Program Knowledge Base". Journal of Teacher Education 41, nr 4 (wrzesień 1990): 7–14. http://dx.doi.org/10.1177/002248719004100403.
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Haig, Belinda, i Steven S. Sexton. "Primary students’ perceptions of good teachers". Set: Research Information for Teachers, nr 3 (1.11.2014): 22–28. http://dx.doi.org/10.18296/set.0316.
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This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.
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Qamar, Toheed, Muhammad Javed i Zafar Hussain. "Impact of Transformational Leadership on Teacher Retention at Elementary School Level in Punjab: Teachers’ Perspectives". Global Regional Review IV, nr III (30.09.2019): 234–40. http://dx.doi.org/10.31703/grr.2019(iv-iii).26.
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The purpose of this study was to investigate the effect of transformational leadership on teacher retention at elementary school level (ESL) of Southern Punjab. The elementary school teachers (ELT) of Southern Punjab formed population. For the sample, 240 schools and 960 teachers were selected randomly for the study. The study has measured transformational leadership through factors i.e. job characteristics, school characteristics and personal attributes. When the respondents were asked for their views about teacher retention then there was no significant dissimilarity with respect to gender rather both groups had similar views; whereas significant difference was found between private and public teacher.
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Aypay, Ahmet, İsmail Kaşarcı, Ayşe Dönmez i Murat Özdemir. "Uncovering Teachers’ Implicit Leadership Theories for School Administrators: A Qualitative Inquiry". Responsible Education, Learning and Teaching in Emerging Economies 3, nr 2 (31.12.2021): 71–80. http://dx.doi.org/10.26710/relate.v3i2.2153.
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Purpose: This study attempted to expand the existing knowledge regarding school administrators’ effective and ineffective leadership behaviours and traits based on the perceptions of teacher respondents.
Design/Methodology/Approach: The basic interpretive qualitative approach was adopted to scrutinize and discover the cultural attributions of the participating teachers. Research data were collected from 64 teachers working at a metropolitan city centre in mid-western Turkey. The respondents were asked to list the effective and ineffective characteristics of a school leader.
Findings: A total of 379 expressions (249 effective, 130 ineffective) defining leader behaviours and traits were obtained. On average, there were 5.92 (SD: 2.06; min.=2, max.=9) expressions per participating teacher. We found seven effective leader behavioural themes with a total of 38 leader attributes and five ineffective leader behavioural themes with 27 leader attributes.
Implications/Originality/Value: A seven-themed taxonomy of educational leadership behaviours was created. The results implied that communication skills and being an expert in the post are crucial as highlighted both by effective and ineffective leader attributes. The paper was concluded by offering some implications.
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Yang, Guang, Masood Badri, Asma Al Rashedi i Karima Almazroui. "The Social and Organisational Determinants of School Commitment of Expatriate Teachers". Journal of Research in International Education 17, nr 1 (kwiecień 2018): 33–48. http://dx.doi.org/10.1177/1475240918768984.
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The employment of expatriate teachers is explored here through the perspective of their organisational commitment. Drawing on the results of a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, this study used a multilevel framework to investigate the effects of teacher characteristics, school environment, and district level human resource management policies and practices on expatriate teachers’ school commitment. The results of the three-level model revealed that while teacher level attributes remained strong predictors of their school commitment, the social and organisational environment of the school greatly contributed to the organisational commitment of expatriate teachers. Interpersonal support within the school community and supportive work climates were crucial for expatriate teachers to build and sustain their commitment. Nationality was found to moderate the relationships between several workplace factors and teacher school commitment.
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Olson, Myrna R., Lynne Chalmers i John H. Hoover. "Attitudes and Attributes of General Education Teachers Identified as Effective Inclusionists". Remedial and Special Education 18, nr 1 (styczeń 1997): 28–35. http://dx.doi.org/10.1177/074193259701800106.
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School principals and special education teachers identified general education teachers who were the most skilled at including students with disabilities in their classrooms. After 10 individuals identified by both principals and special educators were interviewed, seven themes emerged. These teachers (a) described their own personalities as tolerant, reflective, and flexible; (b) accepted responsibility for all students; (c) described a positive working relationship with special educators; (d) reported adjusting expectations for integrated students; (e) indicated that their primary inclusionary attitude was showing interpersonal warmth and acceptance in their interactions with students; (f) felt that there was insufficient time available for collaboration; and (g) expressed reservations about fully including all students. Results are discussed in terms of teacher preparation, administrative practices, implications for increased inclusion, and suggestions for further research.
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Naeem, Noor-i.-Kiran, Haris Iqbal i Wajid Butt. "Attributes of an Effective Clinical Teacher in Undergraduate Medical Education: Students' Perspective". Journal of Aziz Fatimah Medical & Dental College 1, nr 1 (23.04.2019): 14–17. http://dx.doi.org/10.55279/jafmdc.v1i1.26.
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Background: A good clinical teacher constitutes one of the major factors towards providing quality educational environment in the wards for medical students. Modern era has opened new domains for defining methods for clinical teaching as well as new roles for a clinical teacher. This study aims at exploring medical student' perspectives regarding attributes of an effective clinical teacher.
Methods: This mixed method study involved final year MBBS students of Aziz Fatima Medical and Dental College, Faisalabad from August 2018 to November 2018.Seventy-five medical students filled the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) questionnaire after taking informed consent. This was followed by seven individual face to face interviews of students consenting for interview.
Results: Most important attribute for an effective clinical teacher was reported having good interpersonal skills (95.2%) followed by having skills of evaluation (90.7%) , clinical competence (84.7%) , good personality traits (83.2%) and teaching skills (81.1%).Students felt it most important to have a teacher who is approachable and with whom they can communicate easily.
Conclusion: In the present era of medical education, an undergraduate medical student expects his clinical teacher to be approachable, professional, a positive role model with good interpersonal and teaching skills
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Tripp, April, i Terry L. Rizzo. "Disability Labels Affect Physical Educators". Adapted Physical Activity Quarterly 23, nr 3 (lipiec 2006): 310–26. http://dx.doi.org/10.1123/apaq.23.3.310.
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This study assessed the affect of the label (i.e., CP) attached to a description of a child’s motor ability and teacher attributes on the variables of the Theory of Planned Behavior (TpB) on two groups of elementary teachers (label and no-label). Results from a Hotelling = s T2 MANOVA showed a labeling effect. Results from a simple linear regression procedure also showed that of the teacher attributes assessed, only perceived teaching competence (p < .01) predicted favorable intentions. Support for the TpB was demonstrated for the group with the label for the social normative component (p < .000). Further analyses showed that for the group that receive that label information, only the school principal (p < .05) was associated with favorable intentions.
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Ariany, Riva Lesta, Rizky Rosjanuardi i Dadang Juandi. "Self-Efficacy and Reflective Thinking Skills Attributes of Pre-service Mathematics Teachers". Mosharafa: Jurnal Pendidikan Matematika 12, nr 1 (31.01.2023): 81–88. http://dx.doi.org/10.31980/mosharafa.v12i1.1979.
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AbstrakKemampuan berpikir reflektif merupakan salah satu kemampuan yang perlu dimiliki oleh calon guru matematika agar dikemudian hari menjadi guru yang profesional. Pengembangan karakteristik berpikir reflektif ini dipengaruhi oleh banyak faktor. Penelitian ini bertujuan mengkaji apakah terdapat hubungan antara efikasi diri sebagai variabel bebas, terhadap Kemampuan Berpikir Reflektif mahasiswa calon guru matematika sebagai variabel terikat. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Instrumen yang dipergunakan dalam pengumpulan data berupa angket efikasi diri dan angket kemampuan berpikir reflektif. Penelitian ini melibatkan mahasiswa Program Studi Pendidikan Matematika semester VII yang berlokasi di Jawa Barat. Analisis data yang dilakukan dengan melakukan uji korelasi dan regresi linier. Hasil analisis menunjukkan adanya pengaruh positif efikasi diri terhadap Kemampuan Berpikir Reflektif calon guru matematika. AbstractReflective thinking is one of the abilities the pre-service mathematics teachers need to have to become professional teachers in the future. The development of this reflective thinking characteristic is influenced by many factors. This study examined the correlation between self-efficacy, as an independent variable, on the reflective thinking attributes of pre-service mathematics teacher as a dependent variable. This quantitative study utilized the correlational method. The instruments used in data collection were self-efficacy and reflective thinking attributes questionnaires. This study involved teacher students of the seventh semester of the Mathematics Education study program. The data analysis was carried out by performing correlation and linear regression tests. The results of the analysis showed that there was a positive effect of self-efficacy on the reflective thinking attributes of pre-service mathematics teachers.
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Borman, Geoffrey D., i N. Maritza Dowling. "Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research". Review of Educational Research 78, nr 3 (wrzesień 2008): 367–409. http://dx.doi.org/10.3102/0034654308321455.
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This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes. Personal characteristics of teachers are important predictors of turnover. Attributes of teachers’ schools, including organizational characteristics, student body composition, and resources (instructional spending and teacher salaries), are also key moderators. The evidence suggests that attrition from teaching is (a) not necessarily “healthy” turnover, (b) influenced by various personal and professional factors that change across teachers’ career paths, (c) more strongly moderated by characteristics of teachers’ work conditions than previously noted in the literature, and (d) a problem that can be addressed through policies and initiatives. Though researchers have utilized a number of national and state databases and have applied economic labor theory to questions related to teacher attrition, the authors argue that better longitudinal data on teacher career paths and more nuanced theories are needed.