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Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.
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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The results of this study showed three sets of important findings. The first set showed that students' perception of teacher support and peer influence were significantly and directly related to students' math achievement, with the relationship between peer influence and math achievement being positive and the relationship between perceived teacher support and math achievement being negative. Controlling for other variables in the model, parental involvement was not significantly related to student math achievement. The second set of findings demonstrated that math motivation indeed plays a significant role in mediating the relationships of social support (from teachers and peers, but not from parental involvement) and student math achievement in high school. The third set of findings indicated that both family SES and prior math achievement influenced student social support and math achievement. Furthermore, two main deviations were found between White/Asian and African-American/Hispanic student models. Perceived teacher support negatively and significantly influenced White/Asian students' math achievement, but it had no significant influence on African-American/Hispanic students. In addition, math motivation had a stronger influence on the math achievement for White/Asian students than African-American/Hispanic students. The present study makes significant theoretical and practical contributions to the body of knowledge on the role of parental involvement, perceived teacher support, and peer influence on math achievement at the high school level using nationally representative data.<br>PHD
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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.
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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic.
Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status.
Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors.
Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions.
Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.
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Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.
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Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.
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Educational Psychology<br>Ph.D.<br>One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teachers encounter epistemic beliefs from both science and education, with potential differences that may need to be negotiated. This study found significant differences between the two belief systems but failed to find differences between biology, chemistry, physics, and Earth science. Three profiles were identified that were significantly different on their epistemic beliefs in the natural sciences and the learning sciences. Those in the naïve profile (highest beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) had significantly less self-efficacy than those in the sophisticated profile, which predicted lower frequency of investigative teaching practices and practices promoting an investigative culture. Those in the flexible profile (medium beliefs in certainty of knowledge, authority as source of knowledge, and attainability of truth) used practices promoting an investigative culture significantly less frequently than those in the sophisticated profile. The findings from this study add to the literature on epistemic cognition and its influences.<br>Temple University--Theses
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Dawson, Heather S. "Teachers’ Motivation and Beliefs in a High-Stakes Testing Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.
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Dutton, Janet Louise. "English teachers in the making: Portraits of pre-service teachers’ journeys to teaching." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17176.
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This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers gathered at three key junctures of initial teacher education and traces the process of becoming (Britzman, 1991) inherent in learning to teach. In so doing it explores the nature and role of prior experiences in the initial shaping of beliefs about self as English teacher and investigates the continuities and shifts that are evident as the pre-service English teacher participants undertake their journey to English teaching. Close textual analysis of the participants’ narratives, reflective annotations and teaching metaphors highlights the range of experiences that pre-service teachers bring to their ITE and the significance of the internalised set of beliefs and assumptions about self as English teacher that inform their professional work and learning. English teaching is not a default career for the pre-service English teachers in this study. It is a career they have chosen for passionate reasons relating to their love for the subject, their belief in the importance of teaching and for the contributions they anticipate they will make to nurturing the learning and growth of their students. The participants each reveal a sense of self as English teacher that includes a perception of English as subject capable of empowering individual student growth. Whilst not generalisable, the findings offer insights into areas of commonality concerning pre-service teacher motivations, development of professional identity as English teacher and the nature of the transition to teaching. The research also sheds light on the use of textual annotations as a means of scaffolding critical reflection during ITE and on the potential use of the theory of Liminality as a conceptual frame for responding to the inevitable challenges and contestations which shape the pre-service teacher’s transition to teaching. Elements of the transition that were identified included a non-linear pattern whereby the gaze of the pre-service teachers moved both outwards from self (to an awareness of broader contextual factors and student needs) and also inwards to considerations of the teaching self. This ‘nimbleness of gaze’ involves the capacity to modify and re-direct gaze depending on contextual requirements. In the current context of curriculum debates, increasing teacher regulation and early career teacher attrition, this research has implications for ITE and the broader English teaching profession in that it offers a detailed portrait of the pre-service teacher’s sense of self as English teacher.
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Gasiewicz, Rebecca E. "Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.
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Gabillon, Zehra Duda Richard. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." S. l. : Université Nancy 2, 2007. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc279/2007NAN21010.pdf.
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.
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Gabillon, Zehra. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." Thesis, Nancy 2, 2007. http://www.theses.fr/2007NAN21010/document.
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Ce mémoire est une étude exploratoire des représentations d'un groupe d'étudiants universitaires, relatives à l'apprentissage de l'anglais. Dans cette étude, les apprenants sont des étudiants de DUT dont la vocation est de devenir techniciens en Réseaux et Télécoms. L'étude s'est déroulée à l'IUT de Mont de Marsan qui fait partie de l'université de Pau et des Pays de l'Adour. Dans ce travail, nous nous sommes également attachés à étudier les représentations des enseignants dans le but de détecter des inadéquations entre les représentations des apprenants et celles des enseignants. Dans le but d'explorer le phénomène des représentations de différentes perspectives, nous avons utilisé diverses approches méthodologiques et théoriques. Nous avons utilisé des questionnaires (pour les étudiants et pour les enseignants), et des entretiens individuels (d'étudiants et d'enseignants). Nous avons ainsi pu rassembler des données à la fois quantitatives (issues des questionnaires) et qualitatives (issues des entretiens) que nous avons alors triangulées afin de pouvoir expliquer les données obtenues. Un des principaux résultats de cette étude fut de mettre en lumière que les représentations fondamentales des apprenants énonçaient que l'apprentissage d'une langue devait se concentrer sur la communication (compréhension et expression). Cette étude a aussi montré qu'il existait des liens entre les représentations des apprenants, leurs attentes et le type de leur motivation (intrinsèque ou extrinsèque). La plupart du temps, cette étude n'a pas montré beaucoup de différences entre les représentations et les pratiques des enseignants d'une part et les représentations et les attentes des apprenants d'autre part<br>This study was an exploratory study which was designed to explore a group of university students' statements of their L2 beliefs. In this study the learners were the students who were studying at a two-year technical university program to become technicians. This study took place at the IUT (Institut Universitaire de Technologie) de Mont de Marsan (Université de Pau et des Pays de l'Adour). The researcher also attempted to explore the teachers' stated L2 beliefs to detect discordances between the teachers' and the learners' stated L2 beliefs. In order to be able to investigate the belief phenomenon from different perspectives this research study used diverse methodological approaches and theories. The researcher used both online questionnaires (teacher and learner) and individual interviews (teacher and learner) to triangulate the data obtained. One of the major findings of this research work was the learners' common belief about the importance of listening and speaking skills and communication based learning. This study also suggested links between the learners' beliefs and their goals, expectations and types of motivational orientations (intrinsic vs. extrinsic). On the whole the results did not indicate significant discrepancies between the teachers' and the learners' stated L2 beliefs
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Artis, Ronald Jay. "Beliefs about education that attract community college faculty into higher education and motivate them to stay in higher education /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Robertson, Laura, and M. Gail Jones. "Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.
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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.
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Shafiq, Farah. "An investigation of emotional intelligence, epistemic beliefs and academic intrinsic motivation among student teachers in Pakistan." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8411/.
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Educational research has emphasised the importance of emotional intelligence, epistemic beliefs and academic intrinsic motivation to the teaching and learning process, with a large number of studies focusing on these areas in different contexts and at different levels of education. The contribution the present study makes to this scholarship is threefold: firstly, it fills a gap in the literature by exploring these constructs with students enrolled on teacher education courses. Secondly, the research is conducted in the context of Pakistan, where there is a paucity of educational research concerning these three constructs. This thesis argues that attention to these three significant elements of the teaching and learning process are neglected in Pakistani teacher education institutions, and thus paying attention to them may improve the quality of education in the country. Furthermore, the third contribution made by this study is its exploration of all three constructs in relation to some basic demographic variables and in investigating how the emotional intelligence scores and epistemological beliefs scores of Pakistani student teachers might relate to their academic intrinsic motivation. This extends the findings from previous research, which has tended to explore these constructs individually, and has not explored the concepts in the Pakistani teacher education context. The main aims of the present study are to explore (a) the relationship of emotional intelligence, epistemic beliefs and academic intrinsic motivation with demographic variables such as gender, age, previous area of study and previous highest educational qualification; (b) the relationship between student teachers’ epistemic beliefs and their academic intrinsic motivation; and (c) the relationship between the emotional intelligence and the academic intrinsic motivation of prospective teachers. The study used questionnaires to collect data from 617 prospective teachers in Pakistan. The questionnaire gathered basic data on four demographics variables: gender, age, previous area of study and previous educational highest qualification. The questionnaire also included a measure for each of the three constructs of emotional intelligence, epistemic beliefs and academic intrinsic motivation. The thesis begins by setting out the context of teacher education in Pakistan, arguing that the quality of education in Pakistan would be enhanced by greater attention to developing student teachers’ understanding of emotional intelligence, epistemic beliefs and academic intrinsic motivation, and how these constructs impact on their teaching as well as on students’ learning. The thesis also reviews the international literature specifically regarding the three constructs, setting out the background of each of these constructs and discussing how they have been studied in the context of educational research. The review of the literature finds that while these constructs are highly significant in educational research, they have not been extensively studied in the context of a) teacher education, b) Pakistan, and c) how emotional intelligence and epistemic beliefs dimensions predict or relate to academic intrinsic motivation dimensions. The current findings indicated that student teachers had high attributes related to emotional intelligence and academic intrinsic motivation compared to epistemic beliefs. For gender analysis in relation to the three measures, more significant results were found regarding emotional intelligence and epistemic beliefs. The age analysis in relation to the three constructs did not indicate many statistically significant differences. Differences based on the previous areas of studies of the research participants and the three constructs indicated some significant differences. The differences based on education level in relation to the three measures indicated significant results on two measures namely: academic intrinsic motivation and epistemic beliefs, however the results were very inconsistent. The analysis of the relationship between epistemic beliefs and academic intrinsic motivation revealed significant results on three dimensions, from which two were positively linked with academic intrinsic motivation dimensions. The analysis of the relationship between the emotional intelligence of student teachers and their academic intrinsic motivation revealed that all the emotional intelligence dimensions were positively linked with academic intrinsic motivation dimensions. In comparison, emotional intelligence appears to be a better predictor of academic intrinsic motivation compared to epistemological beliefs, as there were more significant results and positive associations between the dimensions of emotional intelligence and academic intrinsic motivation. Overall, the study highlights the significance of the development of emotional intelligence and epistemic beliefs of student teachers in the context of Pakistan. It is advisable that teacher education institutions in the country should focus on these areas. Finally, recommendations related to the study are presented for the attention of teacher education institutions.
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Ward, Lindsey L. "Exploring facets of classroom management to promote student learning routine, procedure, and teachers' belief systems /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0193.
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Sakiz, Gonul. "Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179794983.
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Neto, Ozório Saturnino Barbosa. "Evolução das crenças de licenciandos relacionadas ao ensino, à aprendizagem e à motivação - um estudo de caso do contexto do PIBID - física." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-10072018-111352/.
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Este trabalho apresenta os resultados de uma pesquisa realizada no âmbito do PIBID-Física da USP entre os anos de 2014 e 2015. Trata-se de uma observação participante que teve o objetivo principal de identificar o que quatro licenciandos pensavam em relação à motivação dos alunos. De que forma eles levam em conta essa questão? Além disso, identificamos suas crenças sobre ensino e aprendizagem, procurando indícios de uma evolução nessas crenças durante o período em que eles participaram do grupo assim como se há relação entre elas. Nosso trabalho de observação buscou acompanhar todas as reuniões de grupo realizadas no período, gravando o áudio de cada uma delas. Utilizamos como dados suas declarações diretas, relatórios, análises e discussões ocorridas ao longo dessas reuniões. Também realizamos uma entrevista semiestruturada com cada um dos sujeitos. Através dos resultados concluímos que há relação entre as suas crenças de ensino e aprendizagem com as motivacionais. O nível de desafio oferecido pelo contexto onde os licenciandos desenvolvem sua prática é um ponto importante para a evolução de suas crenças, assim como a reflexão do trabalho desenvolvido pelos licenciandos ao longo das reuniões. Ademais os professores supervisores têm papel importante em relação a essa evolução, assim como as disciplinas cursadas pelos licenciandos.<br>This paper presents the results of a research carried out within the framework of the PIBID-Physics of USP between the years 2014 and 2015. It is a participant observation that had the main objective of identifying what four licensees thought about the motivation of the students . How do they take this issue into account? In addition, we identify their beliefs about teaching and learning, looking for evidence of an evolution in these beliefs during the period in which they participated in the group as well as whether there is a relationship between them. We use as data your direct statements, reports, analyzes and discussions that have occurred throughout the meetings of the group. We also conducted a semi-structured interview with each of the subjects. Through the results, we conclude that there is a relationship between their teaching and learning beliefs and their motivational beliefs. Supervisory teachers have an important role in relation to evolution, as do the courses taught by the licenciandos.
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Moy, Brendan J. "Teaching against the grain: Learning designs for evolving physical education practice." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98195/1/Brendan_Moy_Thesis.pdf.
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This programme of study documents the implementation of an alternative teaching approach informed by contemporary learning theory, the Constraints Led Approach, within the QUT Physical Education Teacher Education course. The findings have contributed important practical implications for physical education teacher education, potentially resulting in an evolution of teaching practice compatible with the development of skilled, motivated learners. The study findings are being integrated into the QUT Physical Education Teacher Education programme with a view to improving pedagogical practice in schools.
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Cereser, Cristina Mie Ito. "As crenças de autoeficácia dos professores de música." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31429.
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O presente trabalho teve como objetivo investigar as crenças de autoeficácia dos professores de música para atuar na educação básica em relação a variáveis demográficas e de contexto. O referencial teórico do trabalho está fundamentado na perspectiva social cognitiva, mais especificamente na teoria da autoeficácia de Bandura. De acordo com o meu objetivo o survey se mostrou o método mais adequado para realizar esta pesquisa. Como instrumento de coleta de dados foi utilizado o questionário autoadministrado publicado na internet. Esse questionário foi constituído de questões sobre informações pessoais e 21 itens em escala de Likert medidos em cinco pontos. Os itens da escala foram agrupados em cinco dimensões das crenças de autoeficácia do professor de música para atuar na educação básica: a) ensinar música; b) gerenciar o comportamento dos alunos; c) motivar os alunos; d) considerar a diversidade do aluno; e e) lidar com mudanças e desafios. Esse instrumento foi denominado de Escala de Autoeficácia do Professor de Música. Fizeram parte da amostra 148 professores e estagiários que atuavam na educação básica ministrando aula de música no currículo. A metodologia foi divida em duas fases. A fase 1 teve como objetivo testar o desenho da pesquisa, que seguiram as seguintes etapas: a) adaptação e elaboração da escala para investigar o grau das crenças de autoeficácia dos professores de música; b) estudo-piloto para verificar a confiabilidade do instrumento de medição; e c) seu layout e logística via internet. Na fase 2 foram realizadas a coleta e a análise de dados. Para análise dos dados foram utilizadas a estatística descritiva e a estatística inferencial. Os resultados apontaram que em geral os professores atribuíram altos e médios índices aos itens de todas as dimensões de crenças de autoeficácia. As dimensões que apresentaram menores índices de crenças de autoeficácia foram: gerenciar o comportamento dos alunos e motivar alunos. Esse resultado parece sugerir que os professores de música sentem menores crenças de autoeficácia em lidar com dimensões que se referem ao relacionamento interpessoal (professor-aluno). Além disso, foi constatado que quanto maior a faixa etária e tempo de atuação do professor de música maior tende ser o valor do escore médio da dimensão gerenciar o comportamento dos alunos. Esta pesquisa pretende contribuir para a área de educação musical ao trazer uma perspectiva teórico-metodológica para compreender as crenças de autoeficácia dos professores de música.<br>The current work aimed to investigate the music teachers’ self-efficacy belief to teach in school related to demographic variables and context. The theoretical framework is based on social cognitive perspective, specifically on Bandura's self-efficacy theory. The survey has shown to be the most appropriate method to conduct this research. A self-administered questionnaire published on the internet was used as the data collection tool. This questionnaire was composed of questions about personal information and 21 items in 5-point Likert's scale. The scale items were grouped in five dimensions of music teacher self-efficacy belief to teach in school context: a) teach music; b) manage students' behavior; c) motivate students; d) consider the students' diversity; and e) cope with changes and challenges. This tool was called Music Teacher's Self- Efficacy Scale. The sample consisted of 148 teachers and trainees working on school teaching curricular music classes. Methodology was split into two phases. Phase 1 aimed testing the research design, following these stages: a) development of the scale to investigate music teachers' self-efficacy belief; b) a pilot study to check the reliability of the measurement tool; and c) its layout and logistics via internet. In phase 2 data collection and data analysis were performed. For data analysis we used descriptive statistics and inferential statistics. The results showed that teachers usually gave high and medium indexes in all self-efficacy belief dimensions. The dimensions showing the lowest self-efficacy scores were: manage students' behavior and motivate student. This result suggests that music teachers have lower self-efficacy belief when dealing with dimensions related to interpersonal relationship (teacher-student). Furthermore, it has been learned that the greater the age and work experience of the teacher, the higher is the average score in the dealing with managing students' behavior dimension. This research intends to contribute with the music education field providing a theoretic-methodological perspective to help understanding the music teachers’ self-efficacy belief.
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Moses, Ainna Kapango. "Namibian teachers' and learners' attitudes towards the new mathematics promotion requirements for grade 5-9: a qualitative case study / Ainna Kapango Moses." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9177.
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Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels.
The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued.
A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements.
Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy.
Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling.
In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform.<br>Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.
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Fernandes, Aurelia Emilia de Paula. "Crenças dos gestores sobre ensino/aprendizagem de língua inglesa e motivação do professor." Universidade Federal de Viçosa, 2011. http://locus.ufv.br/handle/123456789/4837.
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Previous issue date: 2011-02-23<br>This piece of research was conducted in a public school, in the city of Viçosa, Minas Gerais State, and aimed (a) to investigate the beliefs of the vice-director and supervisors about teaching and learning of English and its possible influence on the teacher s motivation to teach English, (b) to identify the differences and the similarities between their beliefs about teaching and learning of English, (c) to identify the relationship between the vice-director and supervisors beliefs, the teacher s beliefs, and the teacher´s motivation to teach English. The theoretical framework based on studies of beliefs (Pajares, 1992; Fishbein, 1975, Oliveira et
al, 1998; Barcelos, 1999, 2001, 2003, 2006, Moscovici, 2003; Kalaja, 1995; Cotteral, 1995, Freeman and Johnson , 1998; Vieira- Abrahão, 2004, 2005, Borg 2006, Richards and Lockhart, 1994), about English teaching in public schools (Brazil, 1996, 1998, 2002; Dias, 2005b; Leffa, 1999, 2009, 2000; Cox & Assis-Peterson, 2008, Bohn, 2000, 2003; Micolli, 2007; Almeida Filho, 1992, 2003), and motivation ( Dörnyei 2000, 2001, 2002, 2005, 2008; Pintrich and Schunk, 1996; Ribas, 2008, Deci and Ryan 1985, 2000; DECI et al. 1991; Bzuneck and Guimarães, 2003; Huberman, 1989). From an ethnographic research method the
following data collection instruments were used: questionnaires, interviews, participant observation, field notes and narratives. The results have suggested that the vice-director and supervisors consider that English learning is very important and should start earlier in schools. However, they attribute a pragmatic value (labor market, globalization, vestibular) to English teaching in public school. They also believe that, unlike the private school conditions in the public schools are unfavorable to learning. The teacher revealed beliefs about the role of the teachers and the students, about EL teaching in public school, and about the difficulties and
problems of her own practice. Comparing teacher s and vice-director and supervisors beliefs, there were more convergent beliefs than divergent. The results have also shown that the teacher seems motivated despite not being seen like that by some vice-director and supervisors. The relationship between the vice-director and supervisors beliefs and teacher s motivation are nonlinear. We hope that this study can contribute to the reflection and solve of challenging problems faced in the teaching of English in public schools.<br>Esta pesquisa foi realizada em uma escola pública, da cidade de Viçosa, do Estado de Minas Gerais, e teve como objetivos (a) investigar as crenças dos gestores (vice-diretor e supervisores) sobre ensino/aprendizagem de LI (Língua Inglesa) e sua possível influência na motivação do professor, (b) identificar as diferenças e semelhanças entre as crenças de gestores e as do professor sobre ensino e aprendizagem de LI, e(c) identificar a relação entre as crenças dos gestores, do professor e a motivação do professor para ensinar LI. O referencial
teórico baseia-se nos estudos sobre crenças (Pajares, 1992; Fishbein, 1975; Oliveira et al, 1998; Barcelos, 1999, 2001, 2003, 2006; Moscovici, 2003; Kalaja, 1995; Cotteral, 1995; Freeman e Johnson, 1998; Vieira-Abrahão, 2004, 2005; Borg, 2006; Richards e Lockhart, 1994 ), sobre ensino de LI nas escolas públicas do Brasil (Brasil, 1996, 1998, 2002; Dias, 2005b; Leffa, 1999, 2009, 2000; Cox e Assis-Peterson 2008, Bohn, 2000, 2003; Micolli, 2007; Almeida Filho, 1992, 2003) e sobre motivação (Dörnyei 2000, 2001, 2002, 2005, 2008; Pintrich e Schunk, 1996; Ribas, 2008, Deci e Ryan 1985, 2000; DECI et al., 1991; Bzuneck e Guimarães, 2003; Huberman , 1989). A metodologia escolhida foi a pesquisa de base etnográfica e foram utilizados os seguintes instrumentos de coleta: questionários, entrevistas, observação participante, notas de campo e narrativas. Os resultados sugerem que
os gestores consideram a aprendizagem de inglês muito importante e acreditam que o ensino de LI nas escolas deveria começar mais cedo. Contudo, atribuem um valor pragmático ao ensino de LI na EP (escola pública) (mercado de trabalho, globalização, vestibular) e acreditam que, ao contrário da escola particular, as condições na EP são desfavoráveis à aprendizagem. A professora revela crenças sobre o papel do professor e dos alunos, sobre aprendizagem de LI na EP e sobre as dificuldades e problemas de sua própria prática. Essas crenças mostram-se relacionadas umas às outras e em comparação com as crenças dos gestores revelaram que há mais crenças convergentes do que divergentes. Os resultados
também revelam que a professora pesquisada é muito motivada apesar de não ser visto assim por alguns dos gestores revelando uma relação não linear entre crença dos gestores e motivação da professora. Espera-se que este estudo possa contribuir para a reflexão e consequentemente para amenização dos problemas desafiadores que enfrentamos com o ensino de LI na escola pública.
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Harper, Jennifer Le' Shay. "Infuences on pre-service teachers' beliefs about motivation." 2009. http://purl.galileo.usg.edu/uga%5Fetd/harper%5Fjennifer%5Fl%5F200905%5Fphd.
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Smith, Michael Tolman. "Exploring English as a Second Language teachers' beliefs about motivation." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1883.
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English as a Second Language (ESL) teachers’ beliefs about motivation are important but underexplored. Because research on human beliefs indicates that existing beliefs are the filters for new information, a better understanding of teacher beliefs about motivation is necessary in order to provide training on effective motivation strategies for ESL teachers.
In order to investigate the beliefs and perspectives of ESL teachers on motivation, 11 teachers at a university intensive English program, from a pool of 32, volunteered to participate in a self-reporting, open-ended interview to share their thoughts and beliefs about motivation. The interviews were recorded, transcribed, divided into comments, and grouped into categories. The transcripts and their coding were checked and approved by each of the participating teachers in the study. The teacher comments were organized around 9 categories of beliefs about motivation.
Results of the data analysis indicated that ESL teachers have both specific and varied beliefs about the nature of motivation, and those beliefs correlate consistently with their classroom strategies for motivating students. As a result, teacher training that focuses on motivation strategies without understanding teachers underlying beliefs about the nature of motivation may not be successful. The findings also indicated that the 9 common strategies for motivation (shared by 6 or more teachers) were generally represented in practical guides for motivation which were based on both language learning and general constructs. In addition, as a group, these teachers demonstrated a breadth and depth of beliefs about motivation that could be used as a resource for filling any gaps in individual teacher’s knowledge or beliefs about motivation. Furthermore, these teachers identified group dynamics, student-teacher and student-student interactions, as the most important single factor effecting student motivation. Therefore, any theory of language learning motivation must be able to account for or explain classroom social variables and their effects on motivation. Finally, the ESL teachers’ recollections of the origins of their beliefs focused on early life, language student, and language teaching experiences, which hints that any effective teacher training on motivation should be experiential in nature, whether through language learning, classroom observation, or practice teaching.<br>text
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Kang, Nam-Hwa. "Preservice secondary science teachers' habitus and beliefs about teaching and student motivation." 2002. http://purl.galileo.usg.edu/uga%5Fetd/kang%5Fnam%5Fh%5F200208%5Fphd.
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Hung, Hsu-ju, and 洪淑如. "A Study of Kindergaten Practice Teachers'' Teaching Beliefs, Achievement Motivation and Teaching Commitments --Exemplified by Kindergarten Teacher Education Program Trainees in Central Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/20668997906375741235.
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碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>97<br>This research probes into the correlation of kindergarten practice teachers’ teaching beliefs, achievement motivation, and teaching commitments. The research samples target kindergarten teacher education program trainees of four universities in central Taiwan. (i.e. Chaoyang University of Technology, National Taichung University, Providence University, and Hungkuang University) The study methods adopted are The Questionnaire/Survey (246 valid samples) and Interview (10 trainees) implemented to systematically collect data related to the kindergarten practice teachers’ teaching attitude. The current situation and correlation of kindergarten practice teachers’ teaching beliefs, achievement motivation, and teaching commitments are found through meticulously planned data compilation and analysis.
The conclusions of this research are summarized as follows:
1. The kindergarten practice teachers’ teaching beliefs varied as to aspect;
2. Most kindergarten practice teachers show activeness in achievement motivation;
3. Most kindergarten practice teachers are able to relate to their work and are devoted in their teachings;
4. The kindergarten practice teachers’ teaching beliefs varied as to teacher quality and teaching environment;
5. The kindergarten practice teachers’ teaching commitments varied as to teacher quality and teaching environment.
6. The aspect of individual effectiveness under teaching beliefs has the best predictive power for teaching commitments.
7. The aspect of expertise under teaching beliefs has the best predictive power for teaching commitments.
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Shankar, Shobha. "The contribution of teacher beliefs and student motivation on the academic lives of different learners." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2321.
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Today's classrooms have a significant diversity of learners who are expected to engage in similar academic activities and meet common standards of academic competency irrespective of their individual differences. As a result, for many students, school is a challenging endeavor that elicits emotional responses ranging from low self-efficacy to frustration, stress and anxiety. Research has shown that factors such as students' motivation and teachers' beliefs are important influencers of classroom achievement. These factors determine students' persistence towards their academic goals as well as the standards teachers set. This report reviews the literature on major constructs of motivation and teacher beliefs specifically with different learners, that is second language learners and students with learning disabilities. A proposal of a synthesis model is offered, with the primary objective of depicting the influence of teacher beliefs and student motivation on learning process and performance outcomes among different learners.<br>text
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"Cultural values and motivational beliefs as antecedents to Hong Kong student teachers' achievement goals and learning strategies (China)." 2003. http://library.cuhk.edu.hk/record=b6073585.
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"March 2003."<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2003.<br>Includes bibliographical references (p. 238-258).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Abstracts in English and Chinese.
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Carnevale, Josephine. "The impact of self-assessment on mathematics teachers' beliefs and reform practices." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442176&T=F.
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Lin, Wen-Cheng, and 林文正. "Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/94788900585066596395.
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碩士<br>國立屏東師範學院<br>教育心理與輔導研究所<br>90<br>Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades
Wen-Cheng Lin
ABSTRACT
The purpose of this study was to investigate the relationship among children’s self-regulated learning, their perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades. Five hundreds and twenty-nine sixth graders were sampled from eleven schools in Pingtung county. The students filled out “Scale of self-regulated learning ”, “Scale of the perceptions of teachers’ instructions on self-regulation”, and “Scale of motivational beliefs”. Also, their math grades were obtained from the school administers.
The major findings were as following:
1. There were significant canonical correlations between self-regulated learning and the children’s perceptions of teachers’ instructions on self-regulation, between self-regulated learning and motivational beliefs, and between the perceptions of teachers’ instructions on self-regulation and motivational beliefs.
2. There were significant positive correlation between self-regulated learning and math grades, between students’ perceptions of teachers’ instructions on self-regulation and math grades, and between three of the four subscales of motivational beliefs and math grades. The anxiety subscale and math grade showed negative correlations.
3. The forethought subscale of the Scale of Self-regulation, and the self-efficacy subscale and the task-value subscale of the Scale of Motivational Beliefs can significantly predicted the students’ math grades.
5. Girls scored higher than boys in the forethought subscale and the monitoring and reflection subscale of the Scales of the Perceptions of Teachers’ Instructions on Self-regulation. No sex difference was found in the volitional control subscale of the Scales of the Perceptions of Teachers’ Instructions on Self-regulation and in all subscales of the Scale of Self-regulated Learning. As to motivational beliefs, boys had higher math self-efficacy, while girls had higher anxiety.
According to the findings, implications and suggestions for future research of this study were discussed.
Keywords: self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, math grades
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Lai, Tzu-mien, and 賴足免. "A Study of Kindergarten Teachers’ Teaching Beliefs , Achievement Motivation and Teaching Effectiveness ─: Taking Four Counties in the Central Area of Taiwan as Examples." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28890172533730020064.
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碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>97<br>This study was aimed to explore the relationship among kindergarten teachers’ teaching beliefs, achievement motivation, and teaching effectiveness. The current situations of kindergarten teachers’ teaching beliefs, achievement motivation, and teaching effectiveness were first investigated. Later, differences among teachers with different background variables were analyzed. Finally, the predicting power of teachers’ teaching beliefs and achievement motivation for their teaching effectiveness was also measured.
In addition to a review of theories and literature associated with teachers’ teaching beliefs, achievement motivation, and teaching effectiveness, a questionnaire survey and interviews were conducted to collect research data from teachers of registered public or private kindergartens in Taichung City, Taichung County, Changhua County, and Nantou County. The self-developed “Survey on kindergarten teachers’ teaching beliefs, achievement motivation, and teaching effectiveness” was used. Based on cluster sampling, a total of 634 questionnaires were distributed, and 418 valid copies were obtained (valid response rate=64.5%). The collected data were statistically analyzed using mean, standard deviation, factor analysis, test of reliability, one-way ANOVA, and multiple regression. In the aspect of interview, 10 kindergarten teachers were selected and interviewed on the phone.
Seven conclusions were derived from the research findings:
1. Kindergarten teachers hold slightly different beliefs for different perspectives.
2. Most kindergarten teachers have active achievement motivations.
3. Kindergarten teachers are actively engaged in teaching.
4. Kindergarten teachers’ teaching beliefs are influenced by teaching environment and teacher’s personal traits.
5. Kindergarten teachers’ teaching effectiveness is influenced by teaching environment and teacher’s personal traits.
6. Teaching beliefs can be used to predict 20-30% of teaching effectiveness, especially in the aspect of performance.
7. Achievement motivation can be used to predict more than 30% of teaching effectiveness, especially in the aspect of proficiency.
Finally, based on the research results, suggestions were proposed for the authorities concerned, kindergarten directors, kindergarten teachers, and future researchers, respectively, in hope of making some contribution to the future development of young children’s education.
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Joynt, Rose Ellen. "Using authentic multi-media material to teach Italian culture : student opinions and beliefs." 2008. http://hdl.handle.net/2152/18128.
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This qualitative research aims to present students' beliefs about the role that culture plays in language learning and to understand their responses towards the use of authentic multi-media materials. Based on the results of the study, this dissertation describes the impact that authentic multi-media materials had on students' cultural knowledge and their overall language learning experience. The implications discussed in this study are based on students' responses and are relevant to foreign language instructors who are interested in the areas of culture teaching, authentic multi-media materials, students' perspectives, and autonomous learning. In particular, the dissertation presents a link between authentic multi-media materials and motivation based on Ryan and Deci's Self-Determination Theory (2000). The results found in this study suggest that authentic multi-media materials are resources that could be utilized in the early stages of instruction in order to capitalize on students' inherent interest in the Italian culture, which in turn serves to motivate students to persist in their language study.<br>text
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(9458222), Dongyao Tan. "Understanding Preservice Teachers' Intentions to Enact Autonomy Support: Drawing from Self-Determination Theory and Mindset Theory." Thesis, 2020.
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<div>Self-Determination Theory (Ryan & Deci, 1985, 2018) suggests that teachers’ autonomy support and control practices (i.e., motivate students through internal motivational resources or through external pressure and control) directly impact student motivation, achievement, and well-being (Ryan & Deci, 2018). To prepare future teachers who engage in autonomy support practices, the dissertation aimed to examine preservice teachers’ intentions to enact autonomy and control, and the individual beliefs and motivations predicting such intentions, through a combined perspective of Self-Determination Theory and Self-Theories of intelligence or the mindset theory (Dweck, 1986, 2000). Growth and fixed mindset, the incremental and fixed beliefs about individual attributes (e.g., intelligence, talent; Dweck, 2000), was proposed as an additional individual factor contributing to autonomy and control practices beyond other factors specified in Self-Determination Theory.</div><div>Participants were preservice teachers enrolled in the teacher education programs from three Midwestern universities. Through a quantitative survey study (N = 237), Study 1 examined the interrelationships among growth mindset, autonomous motivational orientation, intrinsic motivation for teaching, beliefs about autonomy, and intentions to enact autonomy in daily teaching. Structural equation models revealed that growth mindset and autonomous orientation were positively correlated. Both growth mindset and autonomous orientation significantly predicted intrinsic motivation for teaching and beliefs about autonomy support, and indirectly predicted intentions to enact autonomy support through beliefs about autonomy support. Intrinsic motivation for teaching also significantly predicted intentions to enact autonomy support through beliefs about autonomy support. The findings supported the unique role of growth mindset beyond other predictors of autonomy support.</div><div>Study 2 adopted a qualitative approach, and examined in-depth the dynamics between preservice teachers’ mindset and intentions to enact autonomy and control and by extension the highly related intentions to enact structure and involvement (i.e., the practices to promote student competence and to support their relational needs; Ryan & Deci, 2018). Although structure and involvement are constructors under the broader umbrella of autonomy, in this work, structure and involvement were conceptualized separately from autonomy to highlight practices that specifically support basic psychological needs for competence, relatedness, and autonomy respectively. Participants were assigned to a growth-mindset group (strong growth mindset), a mixed-mindset group (relatively mixed mindset), and a fixed-mindset group (relatively fixed mindset). Interviews (N = 17) highlighted the practices preservice teachers used and would continue to use with specific examples from practicum experience and upon reflections of given scenarios, focusing on difficult situations when students have motivation-behavior and/or ability issues. The difficult situations reflect “pressure from below” that is predominant in daily teaching and easily pull out teachers’ control practices (Reeve, 2009). Field journals (N = 103) collected from a foundational educational psychology class reported preservice teachers’ observations and evaluations of teacher autonomy/control practices in practicum, and if same practices would be implemented in future teaching and modifications. Results revealed that the interview fixed-mindset group had strongest intentions to enact control under “pressure from below,” and in particular when facing students with combined motivation, behavior, ability problems that would create highest pressure. All groups demonstrated relatively high intentions for structure and involvement. Although the groups demonstrated low to moderate intentions for autonomy specifically, overall, autonomy supportive practices were well endorsed by participants in all three mindset groups, as structure and involvement are practices which fit under the broader umbrella of autonomy. Larger percentages of participants in the field journal growth- and mixed-mindset groups reported intentions for autonomy and not using control than the fixed-mindset group; similar percentages of participants in all groups reported intentions for control.</div><div>The dissertation responds to teacher education researchers’ proposition that examining preservice teachers’ beliefs and motivations should be a central concern of teacher education (Levin, 2015). It also responds to the recent call in educational psychology for multifaceted models of motivation from complementary perspectives (Linnenbrink-Garcia & Patall, 2016). The combined perspective provides new insights into understanding teacher autonomy support and control. Meanwhile, the studies have practical implications for training preservice teachers to provide autonomy support for their future students, and to cope with the pressure and difficulties they will often encounter in real world classrooms and refrain from control practices.</div>
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Kufakunesu, Moses. "The influence of irrational beliefs on the mathematics achievement of secondary school learners in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/20072.
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This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathematics learners comprising 182 girls and 124 boys in the 14 to 18 year age range participated in the study. A composite questionnaire with subscales on learners’ irrational beliefs, socio-affective variables and perceptions was used during the empirical investigation. Six major hypotheses were tested. The study established that learners’ irrational thoughts about Mathematics correlate negatively with their Mathematics achievement. Learners’ irrational thoughts about Mathematics correlated negatively with motivation, self-concept, parental involvement, and teacher-learner relationships and positively with stress, anxiety and faulty perceptions. Regression analysis proved that learners’ irrational beliefs, socio-affective variables and perceptions jointly explain a greater proportion of the variance in Mathematics achievement than any one of these factors on its own. Therefore, learners’ Mathematics achievement is affected by irrational beliefs together with their socio-affective variables and perceptions. Practical recommendations were given to Mathematics education stakeholders such as teachers, school counsellors, parents and learners to minimise poor Mathematics achievement attributable to irrational beliefs and the allied variables explored in this study.<br>Psychology of Education<br>D. Ed. (Psychology of Education)
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Cheng-TaChen and 陳正達. "The Influence of Organizational Culture of Learning, Motivation of In-Service Education and Teaching Belief on Teachers “Integrative Activities Pedagogical Content Knowledge”of Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rjkntg.
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碩士<br>國立成功大學<br>教育研究所<br>105<br>The purpose of this study: 1. Investigate current status of Pedagogical Content Knowledge (PCK) of in-service and pre-service teachers. 2. Understand how the background variables affects teachers’ PCK. 3. Explore the relationship between the organizational culture of learning, motivation of in-service education and teaching belief on junior high school teachers in learning area of integrative activity.
To achieve the goal, the author confirmed PCK of junior high school teachers in learning area of integrative activity on eight dimensions through literature review, which were 1. Knowledge about Curriculum and Objectives. 2. Content Knowledge. 3. Knowledge about Instructional Strategies. 4. Knowledge about Instructional Representations. 5. Knowledge of Students Understanding. 6. Knowledge about Measurement and Evaluation. 7. Knowledge about Instructional Media. 8. Knowledge of Educational Contexts. Next, for the “Conception of Sampling” and “Snowball Sampling”, the author adopted semi-structured interviewed with ten integrative activity teachers with different years of experience. Furthermore, the author developed the first draft of IAPCK scale which is based on the result of content analysis of qualitative research. Besides, for the purpose of establishing the expert validity, the author had several discussion with experts in the field and the instructor for complet the preparation of pre-test scale.
In the present study, “IAPCK scale” ,“ Teachers’ Teaching Belief scale”, “Motivation of In-Service Education scale”, “Organizational Culture of Learning scale” were used . Participants included 374 in-service teachers and 217 pre-service teachers in learning area of Integrative Activity. The total number of valid examinees is 591.
Unidimensional Partial Credit Model (PCM), multidimensional PCM, Rating Scale Model (RSM), MANOVA, Person’s product-moment correlation, and Path analysis were employed by using the statistical software package ConQuest, SPSS 20.0 and IBM SPSS Amos for Windows.
Main conclusions of this study were as follows:
1. The“IAPCK scale” has appropriate reliability and validity.
2. Teaching beliefs of integrative activity teachers affect the development of teachers' IAPCK. Teachers should cultivate positive teaching beliefs.
3. Integrative activity teachers’ motivation of in-service education affect the development of teachers' IAPCK. Teachers should maintain the intrinsic motivation of in-service education.
4. The organizational culture of learning affect the development of integrative activity teachers' IAPCK. Besides, the organizational culture of learning fully and partially mediate the relationship between teachers' IAPCK and the motivation of in-service education.
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Chih-HanHsu and 許智涵. "The Relation between Perception of Teachers’ Belief and Junior High Students’ Learning Engagement in Integrative Activities: The Analysis of Mediated Effect of Expectancy-Value-Cost Motivation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/848gf7.
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碩士<br>國立成功大學<br>教育研究所<br>107<br>The purposes of the study were as follows: (1) To develop students’ perception of teachers’ belief scale and examine the reliability and validity of it, and use it to explore the status of junior high students’ perception of teachers’ belief. (2) To examine the mediated effect of expectancy-value-cost motivation between teachers’ belief and learning engagement.
To achieve the purposes, this study adopted 165 8th grade junior high school students to examine the scale, and 600 8th grade junior high school students were drawn to conduct CFA and test the study hypotheses. The statistical methods used to analyze the data were SEM.
The results of this study were summarized as follows: (1) The students’ perception of teachers’ belief scale developed in this study had good reliability and validity. (2) By using the scale, the results show that most of 8th grade junior high school students in Taiwan perceive the positive teachers’ subject belief from their mentors, especially about teachers’ support and teachers’ expectation. (3) In this study, the effects of students’ perception of teachers’ belief and learning engagement are mediated by expectancy-value-cost motivation. And the model proposed by the author fitted well and could be used to explain the observed data in Taiwan.
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Basalama, Nonny. "English teachers in Indonesian senior high schools in Gorontalo : a qualitative study of professional formation, identity and practice." Thesis, 2010. https://vuir.vu.edu.au/16041/.
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This study contributes to an understanding of why the implementation of new curriculum in the teaching of English as a foreign language continues to be unsuccessful in Indonesia, through exploring teachers’ own conceptualizations of themselves, and their responsibilities and practices as professionals. The study sets out to examine factors that have affected teachers through their formation as learners and as professionals, and considers how these factors influence their beliefs and attitudes towards their practice and their responses to curriculum change in secondary high school classrooms in Indonesia.
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Silva, Rita Martins da. "As crenças dos professores sobre a motivação dos alunos no ambiente de sala de aula : estudo no 3º ciclo de escolas públicas brasileiras e portuguesas." Doctoral thesis, 2021. http://hdl.handle.net/10400.12/8028.
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Tese apresentada para o cumprimento dos requisitos necessários à obtenção de grau de Doutor(a) em Ciências da Educação na área de especialização em Psicologia e Educação apresentada no ISPA – Instituto Universitário no ano de 2018<br>O presente estudo investiga as crenças dos professores sobre a motivação dos alunos no ambiente de sala de aula e teve como objetivo principal fazer um levantamento das crenças dos professores sobre a motivação dos alunos e relacioná-las com as perceções de clima de sala de aula e a motivação dos alunos. Este objetivo subdividiu-se em objetivos mais específicos, nomeadamente: Estudar as crenças dos professores sobre a motivação dos alunos; Construir e validar um questionário sobre as crenças dos professores, acerca da motivação dos alunos; Analisar a relação entre as crenças dos professores sobre a motivação dos alunos e a perceção que os alunos têm do ambiente de sala de aula; Analisar a relação entre as crenças dos professores sobre a motivação dos alunos e a motivação dos alunos; Comparar as crenças dos professores brasileiros e portugueses sobre a motivação dos alunos. Atendendo ao problema que se propõe estudar e à questão de partida à qual se procura responder recorreu-se a abordagens quantitativas e qualitativas. Desta forma, através dos resultados obtidos constatou-se uma conexão entre a componente prática e a componente teórica desta investigação, onde é possível verificar que os profissionais de educação identificaram o fator “Estratégias de Ensino” como sendo uma das principais causas para a motivação do aluno em sala de aula. Concluiu-se ainda que os professores entrevistados consideraram a motivação como elemento fundamental para a aprendizagem em sala de aula e se reconheceram como maior responsável por motivar o aluno nesse contexto. Do ponto de vista da comparação entre os professores brasileiros e portugueses e das variáveis desta pesquisa, a variável “Relação professor aluno”, mostrou uma diferença, por ser considerada pelos professores brasileiros, um fator mais significativo para a motivação dos alunos no ambiente de sala de aula. Esta dimensão é, no entanto, a mais valorizada por ambos os grupos. Nas outras duas dimensões, apesar de as diferenças não serem estatisticamente significativas, verifica-se um padrão de respostas diferente entre os professores portugueses e os professores brasileiros. A análise da relação entre as crenças dos professores sobre a motivação dos alunos e a motivação destes permitiu verificar que os alunos dos professores que se atribuem mais responsabilidade pela motivação destes, apresentam tendencialmente níveis mais elevados de motivação intrínseca.<br>The present study investigates teachers 'beliefs about students' motivation in the classroom environment and its main objective was to survey teachers 'beliefs about students' motivation and to relate them to classroom climate perceptions and student motivation. This objective was subdivided into more specific objectives, namely: To study teachers 'beliefs about students' motivation; Build and validate a questionnaire about teachers 'beliefs, about students' motivation; Analyze the relationship between teachers' beliefs about students' motivation and the students' perception of the classroom environment; Analyze the relationship between teachers' beliefs about student motivation and student motivation; Compare the beliefs of Brazilian and Portuguese teachers about student motivation. In view of the problem that is proposed to be studied and the starting question to which one seeks to respond, quantitative and qualitative approaches have been used. Thus, through the results obtained, a connection was found between the practical component and the theoretical component of this investigation, where it is possible to verify that education professionals identified the “Teaching Strategies” factor as being one of the main causes for the motivation of the student in the classroom. It was also concluded that the teachers interviewed considered motivation as a fundamental element for classroom learning and recognized themselves as the most responsible for motivating the student in this context. From the point of view of the comparison between Brazilian and Portuguese teachers and the variables of this research, the variable “Teacher-student relationship”, showed a difference, as it is considered by Brazilian teachers, a more significant factor for students' motivation in the classroom environment of class. This dimension is, however, the most valued by both groups. In the other two dimensions, although the differences are not statistically significant, there is a different pattern of responses between Portuguese teachers and Brazilian teachers. The analysis of the relationship between teachers' beliefs about students' motivation and their motivation allowed us to verify that teachers' students who attribute more responsibility for their motivation, tend to have higher levels of intrinsic motivation.