Дисертації з теми "Post-primary teachers"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-18 дисертацій для дослідження на тему "Post-primary teachers".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Greene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.
Повний текст джерелаAgiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
Повний текст джерелаMcCrory, W. P. "In secret of excitement and wonder - an investigation of how post-primary teachers can emotionally engage students in science through their performance." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534660.
Повний текст джерелаMhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
Повний текст джерелаPeck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
Повний текст джерелаChing-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.
Повний текст джерела國立嘉義大學
國民教育研究所
95
The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. (1)The experience in the college period is positive to post-bachelor primary school teacher professional socialization. (2)Working experience increases post-bachelor primary school teachers’ professional abilities. (3)The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords:Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency
Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
Повний текст джерелаEnglish Studies
D. Litt. et Phil. (English)
Gumede, Knightingale Siphelele. "Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools." Thesis, 2011. http://hdl.handle.net/10413/7450.
Повний текст джерелаThesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.
Kortjass, Dimakatso. "A post-graduate certification in education (PGCE) programme as preparation for Foundation Phase teachers : the experience of novice teachers in KwaZulu-Natal primary schools." Thesis, 2012. http://hdl.handle.net/10413/9121.
Повний текст джерелаTheses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
Lin, Yi-Min, and 林義閔. "A study on the job stress and satisfaction of teachers with administrative post in primary schools in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/72447106844858468551.
Повний текст джерела淡江大學
教育政策與領導研究所碩士在職專班
104
This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between job stress and satisfaction of the teachers with administrative positions in public primary schools in New Taipei City. The main purposes of this study are: 1.To understand the situation of teachers with administrative positions in public primary schools in New Taipei City. 2.To explore the job stress of teachers with administrative positions in public primary schools in New Taipei City. 3.To explore the job satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 4.To analyze the differences of the job stress and satisfaction among teachers with different backgrounds. 5.To analyze the relationship between job stress and satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 6.To propose suggestions, based upon the research findings of this study, useful for the reform of related educational policies in the future. The questionnaire survey was conducted through the stratified random sampling method, In total, 389 teachers with administrative post in primary schools of New Taipei City were chosen as the samples of the survey, 353 valid questionnaires (about 90.7% response rate) were analyzed. The conclusions of this study can be summarized as follows: 1. The majority of teachers with administrative positions in primary schools in New Taipei City are female, with Master’s degree, and take their offices no longer than 5 years. 2.The job stress felt by teachers with administrative post is medium, while the highest pressure of their job stress is in the dimension of the administrative workload. 3.The job satisfaction of teachers with administrative post is medium, while the “interpersonal interaction” is their most satisfied dimension. 4. The job stress of teachers varied significantly in terms of their ages. 5. From the dimension as a whole, there is no significant differences in the job stress among teachers in terms of the gender, educational backgrounds, geographic districts, school size, years of teaching in the current schools they are serving, accumulated years of teaching, marital status, and whether they are the main financial supporters of their households. 6. From the dimension as a whole, the job satisfaction of teachers differs significantly, in terms of their ages, school size, administrative position, years of taking administrative position, marital status, and whether they are the main financial supporters of their households. 7. From the dimension as a whole, there are no significantly differences in the job satisfaction of teachers, in terms of their gender, educational backgrounds, geographic districts, years of teaching in the current schools they served, and their accumulated years of teaching. 8. In some individual indicators or items, significant differences are found in the job stress and job satisfaction of teachers, respectively . 9. There is a negative correlation between job stress and satisfaction of teachers.
Hsu, Chin Ching, and 徐錦清. "Teacher, Do You Want to 〝Take〞another Post?- A Study on the Willingness of the Primary Teachers in Ilan County Concurrently to Work as a Coach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11736357345685192748.
Повний текст джерела國立花蓮教育大學
體育學系碩士班
97
In addition to expand the teaching domain at school, primary teachers not only need to understand and take care of students to allow them fully development both physically and mentally, they also need to work hard on various tasks that school assigned. Primary teachers are as super gardeners who complete their works diligently and unremittingly. Why a primary teacher is inclined to take the arduous post as a coach besides of complicated teaching job?! This study aimed to investigate the willingness why a primary teacher in Yilan County is willing to work concurrently as a coach at school. It adapted qualitative research methods, such as interviews, literature review, and observation, to collect diverse data to describe the working willingness of a concurrently primary teacher and coach in Yilan County. The results show that there are four motivations: 1. Based on school request; 2. Graduated from Physical Department; 3. Interested in certain sports; and 4. Good at certain sports. The factors which will influence concurrently teacher and coaches’ working willingness are: 1. Personal factor; 2. Family factor; 3. School factor; 4. the nature of the task; and 5. social factor. The researcher advises the followings: 1. Promote sports in primary school to attract the public to participate; 2. Boost Vice-classroom teacher program to reduce the loss of talented coaches. 3. Create a school environment with friendship, honor and justice. Whether the concurrently teacher and coaches in other counties will agree with the researcher's conclusion? Or why the male concurrently teacher and coaches are far more than females? Both questions worth following researchers’ further requisition.
Jian, Ming-huei, and 簡名卉. "The Research of the Relationship among Work Motivation, Organizational Commitment, and Administrative Efficiency of Kaohsiung City Primary School Teachers with Part-time Executive Post." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86478095226275996430.
Повний текст джерела國立屏東教育大學
教育行政研究所
99
This research aims to examine and verify the relationship among work motivation, organizational commitment, and administrative efficiency of primary school teachers with part-time Executive post. Mainly, I used the “investigation research method” and edited“primary school teachers '' work motivation, organizational commitment, and administrative efficiency questionnaire” for Kaohsiung City primary school teachers who serve in the Executive post concurrently. I issued 626 questionnaires based on the stratified random sampling method, and 555 questionnaires were returned with 522 questionnaires valid. The return rate was 88.66%, and the validity rate was 83.39%. This research adopts t-Tests, Single Factor Analysis of Variance, Product Moment Correlation, and Multiple Regression Analysis, etc. to verify the assumptions. There are hereby seven research conclusions: 1. Primary school teachers with part-time Executive post have active and initiative work motivation, high degree of recognition on organizational commitment, and good administrative efficiency in general. 2. Male teachers have higher work motivation, organizational commitment and administrative efficiency. 3. Teachers as part-time Director have higher work motivation, organizational commitment and administrative efficiency. 4. Schools with over 49 classes have higher work motivation, organizational commitment and administrative efficiency. 5. Work motivation, organizational commitment, and administrative efficiency are closely related, and work motivation helps improve organizational commitment and administrative efficiency. 6. Both organizational identification and hard-working wish can improve administrative efficiency, but organizational identification has the more influence. 7. Work motivation through organizational commitment can enhance administrative efficiency much more. Finally, this research has provided suggestions to educational administration, school management, administrative staff, and future research based on findings and conclusions.
Chang, Ming-jyh, and 張閔智. "Capital, Habitus, Field and Responses to the Post-9-Year Consistent Curriculum Reform-- An Example of the Basic Unit Teachers in A Primary School in Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/54393520454141039250.
Повний текст джерела東吳大學
社會學系
93
Abstract The study aims to explore how teacher capital, teacher habitus and school field affect and form responses from the basic unit teachers to the post-9-year consistent curriculum reform that has stepped into “the second stage education reform”. The researcher took the primary school in Taipei County in which the researcher teaches as a field of research and conducted participation and observation. The study also adopted snowball-sampling method that on-job teachers in 1994 academic year were taken as sampling mother body for in-depth interviews. Total seven on-job teachers were interviewed. The important findings of the study are: 1) Although complicated and overloaded routine works and class affairs affected teachers on the implementation of teaching of curriculum reform, there is no evidence that the teachers had significant suspicion and resistance to the routine works; 2) The past experiences and cultivating education of teachers had constrained teachers’ teaching contents and attitudes. In fact, the culture of silence caused by internal pressure of teachers’ expertise is a habius of teacher; 3) In the power relationship with school management, there was significant direct or indirect effects, either causing the repugnance in teachers’ psychology or impacts on normal operation of teaching, of leading styles, the attitude toward the participation into curriculum reform from school management and their capabilities of planning and consultation in the process of implementation of related rules on teaching and responses from the teachers to 9-year consistent curriculum reform. 4) There was no change in relationship among teachers in the implementation of cooperative teaching models such as class groups model, coordinating teaching and curriculum designs; 5) There was no significant enhancement in parent-teacher relationship in the implementation of 9-year curriculum reform. Parent’s participation into surrounding teaching activities in school increased, but the actual participation in teaching in the class was limited; 6) The vigorously growing public opinions and cultural and educational groups had become important key factors affecting teacher’s teaching and career planning and no one could neglect them; and 7) Senior teachers had more space to save the situation and exercise strategies in handling school administrative and teaching affairs; junior teachers often made reference to the senior teachers’ experiences and opinions. At the last part of paper, the researcher discussed important findings in the research results and presented recommendations in a hope that they could be helpful to all teachers. Keywords: capital, habitus, field, the basic unit teacher, 9-year consistent curriculum reform
Masoebe, Liteboho E. "The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho." Thesis, 2003. http://hdl.handle.net/10413/3115.
Повний текст джерелаThesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.
Stratford, Vanessa. "Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom." Diss., 2021. http://hdl.handle.net/10500/27490.
Повний текст джерелаADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy.
Psychology
M. Sc. (Psychology (Research Consultation))
TASI, ANDY, and 蔡東霖. "Studying to disciplining the relevant attitudes of the legal liability of the behavior of present post teacher of primary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/10324117041346277341.
Повний текст джерела國立臺北教育大學
社會科教育學系碩士班
96
Abstract: This main purpose of research lies in understanding the present post teacher of primary school is to relevant attitudes disciplining the legal liability of the behavior, and probe into the campus and discipline the equalization point between the behavior and student's human rights, and then offer the reference while carrying on the behavior of disciplining within legal norm to a grade teacher. The purpose of this research is as follows: First, understand teacher's cognitive situation to behavior of disciplining of present post of primary school. Second, understand primary school behavior of disciplining, present post of and different background become with environment grade teacher their of item discipline difference situation of the behavior. Third, probe into teacher's cognitive situation to the legal liability which disciplines the behavior of present post of primary school. Fourth, sum up the result of study in order to propose the suggestion, offer the reference while solving relevant problems to a grade teacher. Research this is it let with grade taking the post as teacher methodding to take questionnaire investigation to public national primary school director, group leader, department, Taipei of city to plan, in order to understand the present post teacher of primary school is to relevant attitudes disciplining the legal liability of the behavior. In order to reach the purpose of studying, carry on research with the investigation method of the questionnaire Respondent, questionnaire of research, this let with magnitude taking the post as teachering as mother colony with public national primary school director, group leader, department, Taipei of city. The method to take ' divide one layer of random samplings ', send out 689 questionnaires altogether, retrieve 456 questionnaires, 66% of rate of recovery. Analysis adopts the number of times to assign, describing statistics, independent sample t are assayed, the single factor make a variation and count statistical method of analysing etc.. Discover synthetically, sum up the conclusion as follows: First, most teachers agree to the content that parents and student have rights that know ' coaches and disciplines student's method '. Second, most teachers will accord with the regulation that ' a teacher coach and discipline student's method ' to discipline students. Third, most teachers are before disciplining students, will ask the reason of the clear thing in advance; Most teachers will tell the practice which deviation behaviors clearly students can be punished; If students have deviation behaviors to appear, most teachers will notify parents and communicate to discipline the way. Fourth, while dealing with students and making mistake once in a while, most teachers choose to admit the fault with the attitude that forgive. When students just make the little fault, most teachers will replace the behavior of disciplining by way of advising. Fifth, before disciplining students, most teachers will consider such factors of various fields as students' behavior motive, age, family background, physical and psychological state,etc.. Sixth, school environment become item discipline of great impact attitude of civil liability of behavior to teacher. Seventh, school environment become item discipline of great impact attitude of civil liability of behavior to teacher. Eighth, discipline to teacher behavior it is be ' improper to discipline ' to become after ' proportion principle ' or ' discipline illegally ' criterion not important. Key word: Discipline the behavior, legal liability
Nunalall, Sumita. "The effect of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa." Thesis, 2012. http://hdl.handle.net/10413/9602.
Повний текст джерелаTheses (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
Phaiphai, Thanyani. "An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe district." Thesis, 2020. http://hdl.handle.net/10500/27540.
Повний текст джерелаCurriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)