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Thematische Bibliographien / Teachers’ age / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Teachers’ age“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Bantilan, Jecyl C., Mary Cris A. Hatagi, and Ellen Joy J. Sombilon. "Gender, Age, and Work Experience as Predictors of Teachers’ Organizational Commitment." Asian Research Journal of Arts & Social Sciences 22, no. 2 (2024): 57–70. http://dx.doi.org/10.9734/arjass/2024/v22i2516.

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Teachers' organizational commitment contributes to the success of educational aspirations. In determining teachers’ commitment, it is important to consider demographic variables that might influence it. Hence, this study aimed to examine the impact of gender, age, and work experience on the organizational commitment of teachers. Using the Raosoft calculator, the researchers selected 150 public secondary teachers as respondents to rate the adopted questionnaire with demographic data. Employing a quantitative non-experimental research design with multiple regression analysis, the researchers des

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Rahida Aini, Mohd Ismail, Arshad Rozita, and Abas Zakaria. "Can Teachers’ Age and Experience influence Teacher Effectiveness in HOTS?" International Journal of Advanced Studies in Social Science & Innovation 2, no. 1 (2018): 144–58. http://dx.doi.org/10.30690/ijassi.21.11.

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Dr., A. C. Lal Kumar. "A STUDY OF TEACHER STRESS AMONG SCHOOL TEACHERS." International Journal of Interdisciplinary Research in Arts and Humanities 1, no. 1 (2016): 47–50. https://doi.org/10.5281/zenodo.160941.

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The teachers are considered to be the most powerful environment for child development. Stress can be defined as the physiological and psychological reaction with which it occurs as a consequence of perception of imbalance between the level of demand placed upon individuals and their capabilities to meet those demands. Stress relates to the causes and consequences of less than optimum performance which is attributable to motivation. Teacher stress has a nationwide concern and relatively new area of empirical factors prepared by teachers as being troublesome or stressful have included students d

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Marshall, Patricia L., Ashley L. Jacot, and Angelita F. Gamble. "How Elementary Teachers Imagine Social Studies in an Age of Teacher Assessments." Social Studies Research and Practice 10, no. 2 (2015): 1–13. http://dx.doi.org/10.1108/ssrp-02-2015-b0001.

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Teacher assessments are becoming increasingly popular in public school improvement plans. These assessments may inadvertently diminish the amount of time and attention teachers perceive they can devote to a traditionally non-tested subject such as social studies. Would teachers’ orientations toward social studies change in a manner that would elevate its status if an assessment resulted in the teachers recognizing they have more direct say over the manner in which they allocate their instructional time? In this paper, we explore this and other questions to investigate how elementary teachers i

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Volkova, E. N. "Psychological Well-being and the Structure of the teacher’s Agency." Vestnik of Minin University 12, no. 2 (2024): 9. http://dx.doi.org/10.26795/2307-1281-2024-12-2-9.

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Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main

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Sleeter, Christine E. "Teaching for Democracy in an Age of Corporatocracy." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (2008): 139–59. http://dx.doi.org/10.1177/016146810811000104.

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Background/Context A challenge for teachers who support teaching for and about democracy is doing so while being pressed into directives rooted in corporatocracy, a political manifestation of neoliberalism. The accountability movement today, particularly No Child Left Behind, is rooted in much more firmly in corporatocracy than democracy. Democratically minded teachers face two tasks: negotiating increasingly undemocratic systems in order to find space for democratic teaching, and critically examining what democracy is, including gaps between its ideals and actual practice. Purpose This articl

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Kariková, Soňa. "Teacher profession age particularities." New Educational Review 6, no. 2 (2005): 59–68. http://dx.doi.org/10.15804/tner.05.6.2.05.

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This contribution is addressed to the group of female teachers at the age of over 46. We compared this group with younger female teachers and we examined which attributes are typical of this age category. We tried to compare and analyze anamnestic data, motivation, and some personality characteristics of older female teachers.

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Cavanaugh, Cathy. "Information age teacher education: Educational collaboration to prepare teachers for today’s students." TechTrends 47, no. 2 (2003): 24–27. http://dx.doi.org/10.1007/bf02763421.

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Okan, Sarigoz, and Deveci Duygu. "Examination of pre-school teachers' opinions on mixed age groups in education." Journal of Education and Learning (EduLearn) 17, no. 1 (2023): 16–26. https://doi.org/10.11591/edulearn.v17i1.20607.

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This research was conducted in order to determine the opinions of preschool teachers on eduation with a mixed age group in preschool education. In the research, the case study method, one of the qualitative research methods, was used in order to examine the opinions of the teachers in detail. The study group of the research consists of 12 pre-school teachers who were selected by the criterion sampling method, one of the purposive sampling methods, working in the schools affiliated to the Ministry of National Education in the Kirikhan District of Hatay Province and teaching in classes of mixed

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Leroux, Karen. "“Lady Teachers” and the Genteel Roots of Teacher Organization in Gilded Age Cities." History of Education Quarterly 46, no. 2 (2006): 164–91. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00065.x.

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May the work of the L.T.A. go on ever upward and onward-gaining ground year by year; so that in future it will have its voice in the community, not low & sweet-but clear and resonant showing power and strength; may it gain that strength by increased membership, held together by strong bonds of love.Let us then be up and doing,With a heart for any fate;Still achieving, still pursuingLearn to labor and to wait.1Miss Ophelia S. Newell believed that teachers occupied a public office of unappreciated responsibility. As the secretary of the Lady Teachers' Association (LTA) in Boston, she penned

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Ellaine, Diana Jean G. Empasis, and R. Alcopra Arlene. "Effectiveness of Teachers' Training and Academic Performance of Learners." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 1571–83. https://doi.org/10.5281/zenodo.15173374.

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Training equips teachers with pedagogical techniques, knowledge, classroom management skills, and new perspectives in facilitating and supporting pupils in the teaching-learning process. This study focused on the effectiveness of teachers' training and learners' academic performance in Libona District II public schools. The gender, age, and years of experience among the respondents were determined. The type and effectiveness of teachers’ training and the overall academic performance of learners in the second quarter were assessed, and significant differences were explored. One hundred th

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ÖZKAN, Umut Birkan, and Ertan AKGENÇ. "Teachers' Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects." FIRE: Forum for International Research in Education 7, no. 3 (2022): 1–23. http://dx.doi.org/10.32865/fire202273271.

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Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TALIS-2018 evaluation were analyzed with Multilevel Structural Equation Modeling. 196 principals and 3952 teachers from Turkey who participated in TALIS-2018 survey constitute the sample of the research. According to the results of the study, teachers'

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Bhandari, Laxmi Prasad Bhandari. "Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal." Dristikon: A Multidisciplinary Journal 11, no. 1 (2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.

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Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected communit

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Espiritu, Princess Sarah Faye, and Decimo Espiritu. "Impact of Teachers' Commitment and Academic Performance of Students in Selected Secondary Schools in Pasacao District, Division of Camarines Sur: An Analysis." Psychology and Education: A Multidisciplinary Journal 26, no. 3 (2024): 207–15. https://doi.org/10.5281/zenodo.13899682.

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According to Hoy, Tarter, & Kottkamp (2011), effective teachers need high level of organizational commitment. This suggests that high level of student's achievement requires dedicated teachers who contribute effectively. There is no doubt that high level of student's achievement is strongly related to high level of organizational commitment. The study is anchor on the following educational theories, Social Cognitive Theory of Bandura. Bandura's stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, person

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Afolabi, Comfort Yemisi. "The Influence of Gender, Age, Training and Experience on Teachers' Motivation in Ado and Efon Local Government Areas, Ekiti State, Nigeria." Greener Journal of Educational Research 3, no. 3 (2013): 138–43. https://doi.org/10.15580/gjer.2013.3.013113419.

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The study examined the influence of gender, age, training and experience of secondary school teachers on their motivation. The descriptive research design of the survey type was used for study. The population consisted of all the teachers in Ado and Efon Local Government Areas in Ekiti State. The sample comprises 500 teachers from 18 secondary schools in the two local government areas. Stratified proportional random sampling was used to select the sample for the study. A self-designed questionnaire tagged “Questionnaire on Teachers’ Gender, Age, Training and Experience and Conditio

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Akhtar, Saira, Muhammad Imran Yousuf, and Qaisara Parveen. "The Perception of Physical Education Teachers towards Physical Education at Public Secondary Schools Punjab, Pakistan." Global Social Sciences Review VII, no. I (2022): 134–46. http://dx.doi.org/10.31703/gssr.2022(vii-i).14.

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The study aimed to examine the physical education teacher's perception of physical education classes at public secondary schools in Punjab,Pakistan. The targeted population of this study was the physical education teachers working in secondary schools. The study sample was taken from four districts of Punjab (Lahore, Faisalabad, Gujranwala, and Rajanpur). Eighty physical education teachers participated in this study. Data was collected using an adapted questionnaire. The descriptive and inferential statistic techniques were applied to analyze the data. The gender perception differences of teac

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Atiq, Hira, Khalid Saleem, and Hafiz Muhammad Arshad. "Thriving in the Digital Age: How Self-Efficacy Can Buffer the Effects of Social Media Use on Teachers Professional Well-Being." Global Mass Communication Review IX, no. III (2024): 27–36. http://dx.doi.org/10.31703/gmcr.2024(ix-iii).03.

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This research examined the association between social media usage and teachers’ professional well-being. The study also foresees that teachers’ self-efficacy mediates the positive relationship between using social media and teachers’ professional well-being. This is a descriptive study and a survey approach was used to collect data through the administration of questionnaires to the conveniently selected sample of 171 University teachers working in Pakistan. The researchers used the Statistical Package for Social Sciences (SPSS-26) to analyze the data. The analysis revealed that social media u

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Marucci, Eleonora, Beau Oldenburg, and Davide Barrera. "Do teachers know their students? Examining teacher attunement in secondary schools." School Psychology International 39, no. 4 (2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.

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Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per

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Criado-Del Rey, Julia, Iago Portela-Pino, José Domínguez-Alonso, and Margarita Pino-Juste. "Assessment of Teacher Motivation, Psychometric Properties of the Work Tasks Motivation Scale for Teachers (WTMST) in Spanish Teachers." Education Sciences 14, no. 3 (2024): 212. http://dx.doi.org/10.3390/educsci14030212.

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The lack of motivation among teachers is of increasing concern. Consequently, identifying motivations for their teaching performance can help to improve the quality and effectiveness of educational systems. The aim of this article was to translate the Work Tasks Motivation Scale for Teachers (WTMST) into Spanish, an instrument aimed at exploring teachers’ motivation and analyzing its psychometric properties. A non-probabilistic sample of 369 teachers (71.3% women) with an age measurement of 44.93 years (SD = 9.58) was used. Exploratory factor analysis and confirmatory factor analysis were appl

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Ābele, Agita, and Agrita Tauriņa. "Oldest Preschool Age Child's Achievement Assessment in Obtaining Basic Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 21. http://dx.doi.org/10.17770/sie2012vol1.15.

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New government regulations effective with 01.09.2011 require that preschool teachers produce written reports to children's parents or guardians assessing their children upon graduation. So far preschool teachers had had little experience with similar written forms of assessment, and this creates questions regarding the assessment design and implementation. This work's aim was to theoretically evaluate the problems of preschool children's achievement assessment and analyze results of pedagogues' inquiry on potential ways of solving them. This article explores some of the more pressing questions

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Mahfud, Choirul. "THE ROLE OF ISLAMIC EDUCATION TEACHERS OF EARLY AGE IN THE ERADICATION OF ILLITERACY IN INDONESIA." NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 5, no. 1 (2018): 1–15. http://dx.doi.org/10.51311/nuris.v5i1.94.

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Teachers are educational heroes. Progressive retreat of educational practices in a country is also determined by the role of the teacher. In this context, it is necessary and important to evaluate and discuss further how the portrait of reality (das sollen) and ideality (das sein) concerning teachers of Islamic religious education of early age in Indonesia. Therefore, this study focuses on the teacher's problem between ideality and reality. This study was written using qualitative data that derived from references and literature books, news, journals and opinions in mass media and other releva

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Waluś, Roman, and Renata Jasnos. "Teacher’s Age and Experience as a Modifying Factor in the Readiness For and Method of Intervention with a Student at Risk of Psychoactive Drugs." Multidisciplinary Journal of School Education 12, no. 1 (23) (2023): 275–94. http://dx.doi.org/10.35765/mjse.2023.1223.12.

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This article deals with teacher interventions in crisis situations regarding a direct threat of students using psychoactive drugs on school premises, particularly in the difficult period of adolescence: 12–16 years of age. The focus of the research was on teacher interventions in situations where students are threatened by psychoactive substances. The research problem was whether the age and experience of the teacher were determinants of such an intervention. It investigated the relevance that a teacher’s age and experience have on their attitude and manner of intervening on behalf of a studen

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Yani, Novi Andri, Muhammad Kristiawan, and Alfroki Martha. "Leadership of the principal in improving the professional competence of teachers in the digital age." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 1 (2021): 268. http://dx.doi.org/10.29210/021040jpgi0005.

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The achievement of the vision, mission and objectives of education depends on the wisdom and leadership skills of the principal as the leader of the education unit. While in general, this research aims to (1) Describe the leadership of the principal in improving the professional competence of teachers in the digital age. (2) Know the supporting and inhibiting factors of the principal in improving the professional competence of teachers in the digital age. The result of this research was obtained that the implementation of the type of leadership of the principal at SMA Negeri 4 OKU by the princ

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Mabounda Kounga, Paul Roger, Florent Nsompi, Eddie Janvier Bouhika, and Alain Marc Boussana. "Knowledge and Attitudes Towards Classroom Active Breaks Among Brazzaville’s Middle-Schoolers and Teachers of the Antonio Agostinho NETO General Education College." European Journal of Medical and Health Research 1, no. 3 (2023): 29–36. http://dx.doi.org/10.59324/ejmhr.2023.1(3).05.

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Background: Although classroom activity breaks (CAB) are essential for improving the learner's level of moderate to vigorous physical activity, they are not implemented and the impact of their effects is very poorly understood. Purpose: To determine students and teachers' knowledge on CAB and analyze the factors related to AA Neto middle school teachers' CAB knowledge. Method: A total of 90 students and 52 teachers Participated in this study. Student’s knowledge on CPAB and teacher’s knowledge and attitude on CAB and factors related to teacher’s knowledge on CAB were recorded with a questionna

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Ali Mustofa, Mukhlas Samani, and Soedjarwo. "An Investigation of School Improvement Recognition Towards Madrasah’s Teachers in East Java." IJORER : International Journal of Recent Educational Research 2, no. 3 (2021): 261–74. http://dx.doi.org/10.46245/ijorer.v2i3.112.

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This study aimed at investigating the relationship between school improvement and demographic variables such as age, gender, length of teaching, teacher’s employment status and educational background. Involving 400 participants of Madrasah Tsanawiyah’s (Islamic junior high schools) teachers in East Java and using school improvement scale, this study found that the higher teacher’s educational qualification is, the better the performance shown, which subsequently had consequences for school improvement in assisting students’ achievement. Likewise, the length of teaching and teachers’ employment

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Yusoff, Rosman Bin Md, and Kamran Azam. "Perceived Sources of Stress among faculty members of COMSATS Institute of Information Technology, Pakistan." Journal of Management Info 4, no. 1 (2017): 12–18. http://dx.doi.org/10.31580/jmi.v4i1.28.

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The present study aims at exploring the perceived sources of stress among the faculty members of COMSATS Institute of Information Technology, Pakistan by examining the stress coping methods used by faculty members for devising proposed stress management practices to faculty members. Two self-administered questionnaires were distributed among 150 randomly selected teachers from five campuses of (CIIT), Pakistan. The 1st questionnaire comprised 20-items regarding five teacherâ€™s stressors while the second questionnaire contained 10-itmes about the individual stress copying techniques. Scores fo

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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, t

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Hjalmarsson, Maria, Birgitta Ljung Egeland, and Peter Carlman. "Professional Dilemmatic Spaces in Swedish School-Age Educare." IJREE – International Journal for Research on Extended Education 11, no. 2-2023 (2024): 34–45. http://dx.doi.org/10.3224/ijree.v11i2.04.

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Global interest in the field of extended education has increased over the past two decades. Extended education in the context of Swedish school-age educare has a unique position in the school system due to its voluntariness and governance as well as the free time and leisure activities it offers pupils and the lack of set learning outcomes. These features create dilemmas for teachers; thus, this study aims to generate knowledge about the complex and challenging dilemmas of school-age educare teachers in their professional work. The results are derived from a thematic analysis of two sets of da

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Catarus, Joseph D., and Renith S. Guanzon. "Master Teachers' Academic Leadership and Teachers' Performance." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 782–93. https://doi.org/10.5281/zenodo.15525288.

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<strong>Abstract:</strong> <strong> </strong> This study aimed to assess the academic leadership of Master Teachers in relation to teachers' performance in public schools within a medium-sized division in Eastern Visayas during the School Year 2023–2024. Quantitative data were gathered from 329 public school teachers using a validated researcher-made questionnaire. The study focused on academic leadership skills in pedagogical strategies, curriculum implementation, and monitoring and evaluation. Profile variables included age, sex, highest educational attainment, and length of servi

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Chien, Chin-Wen. "Taiwanese elementary school English teachers' perception of teacher leadership." Research in Education 108, no. 1 (2018): 46–61. http://dx.doi.org/10.1177/0034523718809390.

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This study used documents, interviews, and questionnaires to explore 10 Taiwanese elementary school English teachers’ perceptions of teacher leaders and leadership and to what extent their background influenced their perceptions of leadership. The conceputal framework was developed based on the component of teacher leaderships, principles for leadership and domains of leaderships. The study had the following major findings. First, participants unanimously agreed on the perceptions of leaders in terms of teaching as an important profession, the influence of institutions on teacher leaders, and

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Malik, Kamna. "Changing Profile Of Teachers In The Digital Age." i-manager's Journal of Educational Technology 5, no. 4 (2009): 45–52. http://dx.doi.org/10.26634/jet.5.4.833.

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Vasić, Dragan. "The Preparation of Teachers for the Informatics Age." Educational Media International 24, no. 1 (1987): 54–56. http://dx.doi.org/10.1080/0952398870240111.

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Knight, Bruce Allen. "Teachers’ use of textbooks in the digital age." Cogent Education 2, no. 1 (2015): 1015812. http://dx.doi.org/10.1080/2331186x.2015.1015812.

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Chen, Hsin-Jen, and Ya-Hsaun Wang. "Age Stereotypes of Older Primary Teachers in Taiwan." Educational Gerontology 38, no. 5 (2012): 362–71. http://dx.doi.org/10.1080/10668926.2011.559839.

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Callis, Laura Kyser, and Daniel Osborn. "Teachers' Reflections on Education in a Global Age." Journal of Education 194, no. 3 (2014): 13–24. http://dx.doi.org/10.1177/002205741419400303.

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Ajayi, Stephen Oluwatoyin, and Oluwole Alfred Olatunji. "Demographic analysis of turnover intentions amongst Nigerian high school teachers." Australian and International Journal of Rural Education 27, no. 1 (2017): 62–87. http://dx.doi.org/10.47381/aijre.v27i1.120.

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Nigeriaâ€™s Universal Basic Education program massifies access to education. School enrolment numbers have risen consistently. However, pre-existing issues have often diminished the incentive to achieve the greater goals of massification efforts. This study investigates teachersâ€™ intentions to quit; to wit, the relationship between turnover causations and teachersâ€™ demographic variables [including age, sex, work status, qualifications and years of experience]. We analysed a total of 925 questionnaires received from public high school teachers in Ogun State, south-western Nigeria. Data were

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Dr.B., Prasad Babu, and Raju Dr.TJMS. "Teacher Stress in relation to Teacher Motivation among Secondary School Teachers." Shod Sarita 7, no. 25 (2020): 138–43. https://doi.org/10.5281/zenodo.10459539.

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The present study was examined on the relationship between teacher stress and teacher motivation among secondary school teachers. Teacher stress can be viewed in a number of different ways and has been described as most in precise work in the scientific dictionary. The analysis of various definitions revealed that it is a response syndrome of negative effects like anger, anxiety or depression which threatens self esteem or well being, operate as a response of negative effect resulting an imbalance or discrepancy between the demands made and the ability to cope with them. Teacher motivatio

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Anzari, Prawinda Putri, Imamul Huda Al Shiddiq, Seli Septiana Pratiwi, Megasari Noer Fatanti, and Daniel Fritz Silvallana. "Teachers Technological Capability as Digital Immigrants in Learning from Home Activities." International Journal of Emerging Technologies in Learning (iJET) 16, no. 07 (2021): 146. http://dx.doi.org/10.3991/ijet.v16i07.21229.

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This article aims at the ability of teachers who are digital immigrants to use digital technology during their learning at home during the Covid-19 pandemic. This research was quantitative research in the form of descriptive statistics using survey methods in data collection. The survey was given to 139 high school teachers who live in Java. The validity of the research instrument was tested by using the product-moment correlation test. While the reliability of the research instrument was tested utilizing the Cronbach Alpha reliability test, the result of this study is that high school teacher

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Shrestha, Milan. "Influence of Age group on Job Satisfaction in Academia." SEISENSE Journal of Management 2, no. 3 (2019): 30–41. http://dx.doi.org/10.33215/sjom.v2i3.141.

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Purpose - Job Satisfaction (JS) has seen an upsurge concern in the arena of school management and it is highly associated with the age groups of school teachers. Thus, this study focused to ascertain the level of JS and examine it via age groups of school teachers.  Design - The scholar applied a cross-sectional survey design in post-positivist paradigm. The data were amassed from 345 school teachers of a cluster via self-administer questionnaire and analyzed with descriptive statistics and ANOVA test. In the meantime, social exchange theory was employed to scrutinize the results. 

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Mohamed Sultan, Fazal Mohamed, Gunasegaran Karuppannan, Nyoto, and Herni Lestari. "Exploring Prajnamitra Maitreya Buddhists School Pekanbaru: Do leadership, work environment, and organisational culture influence the teachers’ competence and work performance?" PLOS ONE 18, no. 5 (2023): e0282941. http://dx.doi.org/10.1371/journal.pone.0282941.

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School administration must pay attention to professional teachers’ roles rather than nonprofessional teachers as part of important human resources in imparting learning. This study aims to analyse the influence of leadership, work environment, and organisational culture on the teachers’ competence and performance in Prajnamitra Maitreya Foundation Pekanbaru, Indonesia. A total of 57 teachers participated in this research. A descriptive analysis of questionnaires and hypothesis analysis using path analysis was used to analyse the data from the saturated sampling method, where 57 teachers became

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Juliartawan, I. Gusti Ngurah Kade Angga, and Putu Nanci Riastini. "Teacher as a Motivator: Gender, Ownership of Educator Certificates, and Age of Elementary Teachers in Improving Student Motivation during Online Learning." International Journal of Elementary Education 6, no. 2 (2022): 195–204. http://dx.doi.org/10.23887/ijee.v6i2.47137.

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The online learning process during the Covid-19 pandemic tends to be more difficult and makes the students' motivation in elementary school low. Elementary school teachers have an important role in increasing and maintaining student motivation during the online learning process. This study aims to describe the role of teachers in terms of gender, ownership of educator certificates, and teacherage in increasing student motivation during online learning. The method used in this research is a descriptive method with quantitative data analysis techniques. Respondents in this study were elementary

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Felix, Jeffrey P. "Edublogging: Instruction for the Digital Age Learner." Talking Points 19, no. 2 (2008): 14–21. http://dx.doi.org/10.58680/tp20086448.

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Jeff Felix discusses a study on how teachers use blogs as an instructional tool in their classrooms and found that there are many benefits to both teachers and students. Blogs are highly motivating, easy to use, and encourage active participation in the learning process.

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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their ave

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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.

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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their averag

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Faizan, Muhammad, Syed Afzal Shah, Shahzadi Seema, and Sadaf Naz. "KNOWLEDGE, ATTITUDES, AND PRACTICES OF PRIMARY SCHOOL TEACHERS TOWARDS ADHD STUDENTS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1258–65. http://dx.doi.org/10.18510/hssr.2021.93124.

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Purpose of the study: This study was designed to explore the knowledge, attitude, and practices of teachers toward ADHD students. The objectives of the study were to document the knowledge, attitude, and practices of the teachers regarding ADHD, to find out the difference between knowledge attitude and practices among different strata of teachers, and to find out the effect of age, experience, and qualification on knowledge, attitude, and practices of teachers towards ADHD. Methodology: Stratified random sampling technique was used to select 600 primary school teachers from 2469 primary

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Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.

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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostv

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Bakina, A. V., and S. V. Yaremtchuk. "OBJECTIVE FACTORS OF CONFL ICT RESILIENCE AMONG TEACHERS IN EDUCATIONAL INSTITUTIONS." Pedagogical IMAGE 18, no. 4 (2024): 574–88. https://doi.org/10.32343/2409-5052-2024-18-4-574-588.

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Introduction. Conflict resilience is a crucial competence for pedagogical practice, allowing teachers to successfully navigate conflict situations. This competence can be considered a guide for professional growth for modern educators. However, the factors that influence a teacher’s conflict resilience and the variables that could predict groups requiring additional support and development of their conflict response abilities have not been adequately explored. This study aims to investigate the objective factors that affect a teacher’s conflict resilience, including gender, age, teaching exper

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Lynch, David, and Richard Smith. "Teacher Education for a New Age: Bringing Teachers, Lecturers, Employers and Students Together in Partnerships to Prepare Teachers for a Changed World." International Journal of Knowledge, Culture, and Change Management: Annual Review 5, no. 7 (2006): 131–40. http://dx.doi.org/10.18848/1447-9524/cgp/v05i07/49937.

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Hanafy, Ali Abdelnabbi Mohamed, and Hala Ahmed Suleiman Hassanein. "Implementing SexEd programs for persons with disabilities: A Survey of Teachers' Views." Revista Amazonia Investiga 11, no. 50 (2022): 299–304. http://dx.doi.org/10.34069/ai/2022.50.02.28.

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The aim was to investigate teachers' views regarding implementing SexEd programs for persons with IDs. Teachers' views regarding implementing SexEd programs for persons with IDs was studied. Teachers must be teaching in special education, both sexes (males and females). Participants were 180 teachers (females, n= 30, 16.6%, and males 150, 83.4%). No differences were found between the two sexes in their responses towards implementing SexEd programs for persons with IDs. Teacher's age had significant effect on respondents' responses towards implementing SexEd programs for persons with IDs. Old t

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Githinji, Stephen, and John Aluko Orodho. "Relationship between Early Childhood Play Activities and Holistic Development of the Learner in Pre-schools in Kiambu County, Kenya." Greener Journal of Educational Research 8, no. 3 (2018): 47–54. https://doi.org/10.15580/GJER.2018.3.041318058.

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The study investigated relationship between early childhood play activities and holistic   child development in Kiambu County, Kenya.  It was conducted on a sample of 300 participants’ comprising 150 teachers and 150 managers of pre-school institutions.  Questionnaire and interview guides for managers and teachers were the main instruments used to collect data.  Pretesting of the questionnaires yielded a reliability coefficient of 0.752 and 0.692 for teachers and managers respectively. Quantitative data collected were analysed using Statistical Package for Social

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