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Kerr, Kirstin. "Teachers' understandings of citizenship." Thesis, University of York, 2003. http://etheses.whiterose.ac.uk/9865/.
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Evans, David Mark. "Citizenship education pedagogy : teachers' characterisations (what teachers say and what teachers do)." Thesis, University of York, 2004. http://etheses.whiterose.ac.uk/9884/.
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Ververi, Olga. "Citizenship education teachers' critical thinking in 'education for democratic citizenship' : the sociology of critical thinking." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559734.
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In this thesis I examine two citizenship education teachers' critical thinking in relation to the texts of "Education for Democratic Citizenship" (EDC) programme. I examine - how their critical thinking defines their teaching practice. Based on the relevant literature pertaining to the concept of critical thinking, I argue that critical thinking is an intersubjective and meaning making process which aims at the restoration of truth. I inform this view with the Critical Realist philosophy and its dialectics of truth according to which truth has a world reporting meaning and that knowledge comprises a 'truth-talk'. Hence, I view the EDC programme textbooks as a 'truth-talk' . about the social and political reality, having at its core the concept of citizenship. I regard the EDC programme textbooks as an 'interlocutor' within the educational process who holds a superior epistemological position in comparison to the teacher and exerts power on her. Based on case studies, I examine how two citizenship education teachers in Greece, interpret the EDC texts, process the meaning and proceed to critical thinking constructing their subjective versions of truth about the political and social reality. I record the way they structure and manage a discussion in the classroom and I conclude that their teaching practice is defined by their subjective versions of truth which are nevertheless objectively false. I emphasise the power relations in the classroom where teachers hold a superior position to the students and I conclude that teachers comprise the [mal 'truth-tellers'. I thus stress teachers' ethical obligation regarding what kind of 'truth' they import in the classroom. This involves both the EDC programme knowledge of citizenship - which I evaluate as a pseudo 'truth talk' - and their own 'truth-talk' consisting of knowledge, discourses, ideological, philosophical and theoretical trends which do not enable them to effectively restore the truth. Consequently, I argue that teachers should be in constant evaluation of their critical thinking processes and I suggest the concept of the 'Sociology of Critical Thinking'.
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Kakos, Michalis. "The interaction between students and teachers in citizenship education." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/9916/.
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Forsman, C. (Christoffer). "South African teachers’ perceptions of citizenship education:an investigation of history teachers’ understandings of citizenship education while it is being re-conceptualized in post-apartheid curriculum changes." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201305131234.
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This thesis investigates South African history teachers’ understandings of citizenship education while it is being reconceptualised in post-apartheid curriculum change. The main purposes are to examine how teachers understand citizenship education and thereby identify what concept of citizenship emerges as central in their understandings. It finally seeks to establish whether or not teachers’ conceptualizations of citizenship education match citizenship education as conceptualized in the present Curriculum and Assessment Policy Statement (2011). This thesis uses a qualitative methodological approach that includes semi-structured interviews to collect the data from the teachers’. It further uses discourse analysis in order to identify central discourses in teachers’ understandings of citizenship education. The thesis shows that teachers’ understandings of citizenship education include elements of nationalism, national identity, learning to act in the interest of the wider society, addressing past issues related to apartheid and the struggle for democracy, the law, rights and the constitution. The Curriculum and Assessment Policy Statement that is now in use in South Africa focuses on issues central to citizenship education, such as the learner as an individual, citizen identity, learners acting in the interest of their own life, addressing current issues in society, promotion of knowledge and skills in local contexts. This shows an important difference, where teachers’ understandings of citizenship education are mainly promoting citizenship as a legal and passive concept, while the curriculum holds a focus on citizenship education which promotes citizenship as a moral concept. The main conclusion of this thesis is that there are differences of understandings of citizenship education between the teachers and the curriculum, and consequently the meanings and purpose of the emerging concept of citizenship is being pulled in different directions. This indicates a need to make the curriculum citizenship education agenda more explicit as well as a need for the development of teachers’ professional awareness of what is to be expected from them regarding citizenship education. This thesis uses both primary and secondary sources to arrive at these conclusions.
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Duty, Lisa Marie. "Changing Teachers’ Conceptualizations of Teaching for Citizenship in a Globalized World." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290522463.
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AlMaamari, Saif Nasser Ali. "Citizenship education in initial teacher education in the Sultanate of Oman an exploratory study of the perceptions of student teachers of social studies and their tutors /." Connect to e-thesis, 2009. http://theses.gla.ac.uk/1081/.
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Sigauke, Aaron T. "The teaching and practice of citizenship in schools in Zimbabwe (2007) : an investigation into student knowledge, attitudes and participation levels and teachers' views prior to the implementation of citizenship education." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=25201.
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Harrison, Joan. "Musical Citizens: String Teachers' Perceptions of Citizenship Education in the Private Studio." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23783.
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This quantitative study explores string teachers’ perceptions of citizenship education and its use in the private lesson. Guided by Westheimer and Kahne’s (2004) model of citizenship education the study sought to identify (a) how private string teachers perceive citizenship education, and (b) the factors that influence these perceptions. Four hundred and fifteen (415) members of the American String Teachers Association (ASTA) participated in this study by completing an on-line survey that contained both closed and open-ended questions. The resulting data was coded and organized according to the survey questions and the conceptual framework. Research findings revealed that, although teachers did not explicitly consider citizenship education a part of their lessons, their intentions and their report on pedagogical practices could be described as citizenship education when viewed through the conceptual framework used in the study. Indeed, nearly all of the participant responses revealed intentions to include attributes of what Westheimer and Kahne refer to as the Personally Responsible Citizen in their music lessons with students. Educating for traits of other types of citizenship was also reported.
Factors deemed influential in string teachers’ perceptions of citizenship education included the following: If the teachers had earned certification in Suzuki pedagogy; the number of years of teaching experience; if teachers self-identified as primarily educators, performers, or both; the age of the students who are taught. Additionally, the study addresses teachers’ statements about the use of competitions, dialogue in lessons, and general attitudes about the appropriateness of citizenship education in several different learning environments.
The study findings add to a small but growing body of research that furthers understandings of the links between citizenship education and music education. In addition, the findings contribute to our understanding of the complexity of the relationship between private teachers and their students.
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Hosack, Ian Trevelyan. "Japanese high-school English teachers' role as citizenship educators : an exploratory study." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/21018/.
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The study discussed in this thesis addressed the question of how Japanese high-school English teachers (JTEs) may play a role in citizenship education. Similar to other countries, Japan faces challenges in preparing young people for citizenship in the context of globalization and increasing cultural diversity. Previous research from several countries has suggested that foreign language teachers (FLTs) can contribute to citizenship education by teaching intercultural communication skills and nurturing positive attitudes towards diversity. It suggests they can employ materials that promote reflection on contemporary issues, and help learners develop skills for dialogue. Notwithstanding the importance of English in Japan’s high schools, there has been little or no research on JTEs’ role in citizenship education, and an opportunity exists to contribute to knowledge in the field. The study discussed in this thesis explored JTEs’ role in citizenship teaching through the perceptions of JTEs who were purposively selected for their interest in this area. A questionnaire survey gathered views of 46 JTEs on citizenship and the possibility of incorporating citizenship education into English classes. Semi-structured interviews with 14 JTEs focused on ways they say they teach for citizenship and issues they say they confront in doing so. The study suggests participants tend towards a cosmopolitan view of citizenship, seeing the need for a strong Japanese identity combined with a sense of global citizenship. They believe JTEs can promote a cosmopolitan outlook by nurturing respect for human rights and cultural diversity and raising global awareness, and tend to emphasize the knowledge and values dimensions of citizenship rather than skills. The study highlights aspects of the local teaching environment that participants perceive as affecting their ability to pursue citizenship-related aims. It suggests JTEs’ role in citizenship education may be constrained by the extent to which schools prioritize entrance exam preparation and associated grammar-translation pedagogies.
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Caccioppola, Federica. "Global Citizenship Education in the classroom : An exploratory study on teachers’ views." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/f9b12a16396833dc4dec24d06593e29017636cea7062a86b73dbac7efad00c12/6381593/Caccioppola_2021_Global_citizenship_education_in_the_classroom.pdf.
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The study “Global Citizenship Education in the classroom. An exploratory study on teachers’ views” aims at describing teachers’ views on possible goals and practices on GCE in two different contexts: Central Italy (2017-2018) and Queensland (2019), Australia. To this end, the research analyses teaching strategies devoted to promoting dialogue among students and between teachers and students. The research specifically focuses on how secondary schools’ teachers promote the development of knowledge and skills related to GCE, in their verbal and nonverbal interactions.
The study follows a qualitative methodology, adopting classroom observations in secondary schools and interviews to teachers focused on GCE aims and learning activities. In addition, in Italy a set of video-analysis was carried out in order to retrieve data for the documentation and representation of verbal and non-verbal interactions between teachers and students.
Finding could indicate opportunities and challenges teachers face in dealing with topics related to global citizenship. The data referring to Italian context were collected in 2018. In Australia data were collected throughout 2019.
On the short term, this explorative study intends to provide insights on GCE teaching practices and relative constructs possible operativization; and to support teachers’ professional development through critical reflection.
On the medium-long term, the study could have an impact in: building or reinforcing networks between schools and Higher Education institutions, both at a national and at an international level; promoting in Italy educational change and disseminate innovative teaching knowledge and practices; outlining possible pathways to improve GCE teaching practices both in Australia and in Italy.
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Christoff, Andrea J. "LOCATING TEACHERS PERCEPTIONS AND PRACTICE OF GLOBAL CITIZENSHIP: A CASE STUDY OF THREE TEACHERS IN THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1595237572025469.
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Akhtar, Shazia. "The understanding, perspectives and attitudes of Scottish primary school teachers towards education for citizenship." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13203.
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葉慧蓮 and Wai-Lin Teresa Yip. "A study of the perception good citizenship among teachers and studentsin Hong Kong schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958369.
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Middleton, Eric Douglas. "How elementary school teachers' perceptions of their principal's integrity affect their commitment, citizenship behavior, and job satisfaction examining the mediating effects of teacher organizational identity /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000114.
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Selaibeekh, Lubna. "Citizenship education in Bahrain : an investigation of the perceptions and understandings of policymakers, teachers and pupils." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/813738/.
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As part of the political reforms initiated by His Majesty King Hamad of Bahrain, a new subject for citizenship education was introduced in schools in 2004. A collaboration between the Ministry of Education in Bahrain and the British Council provided the foundation for the curriculum policy that was subsequently developed by Bahraini specialists, based heavily on Western interpretations of citizenship. Although, citizenship education has been widely researched in a Western context, much less has been written about the applicability of these approaches in non-Western and post-colonial contexts. The thesis provides important insights into the normative underpinnings of citizenship in a Middle Eastern state and the approach used to inculcating citizenship in its citizens. As a result, this is principally a study of perceptions of citizenship held by the different stakeholders involved in developing the curriculum policy document, the student textbook, and the teachers assigned to teach the subject. The thesis aims to establish if principles of citizenship education adopted in Bahraini curriculum are compatible with liberal conceptions of citizenship that are encouraged by international organisations such as UNESCO or they stem, instead, from the local context (that aims to preserve the status quo through strengthening other conceptions of citizenship). To achieve this aim, the thesis employs a qualitative methodology, based on in-depth interviews, to understand what citizenship is in the Bahraini context, and how this relates to Western principles of citizenship education. As a mainly study of perceptions, the use of such methodology is best suited in order to explore the conceptions of citizenship held by the different stakeholders. Based on these data, the thesis argues that a Western approach of citizenship education cannot be applied in a non-Western and post-colonial context without serious tensions that will be evident in both policy and practice. The thesis shows that the socio-political context of Bahrain influences the perceptions of citizenship held by different groups in Bahraini society and that of the state.
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Burns, William R. Travis. "Organizational justice perceptions of Virginia high school teachers: Relationships to organizational citizenship behavior and student achievement." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618644.
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An emergent research base suggests that teacher perceptions of fairness with respect to interactions with school administrators, decision-making processes, and decision outcomes have much to contribute to our understanding of effective schools. This study focused on the relationship between organizational justice and organizational citizenship behavior (OCB) in the high school setting and their relationships to student achievement. Correlational analysis was used to analyze and measure the strength of the relationships between examined variables. The study found a positive and significant relationship between organizational justice and organizational citizenship behavior in Virginia public high schools. No evidence was found for a significant correlation between organizational justice and student achievement. Results of the study are discussed in terms of their implications for future research on organizational justice.
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Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.
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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.
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Snyder, Shane. "Teachers' Perceptions of Digital Citizenship Development in Middle School Students Using Social Media and Global Collaborative Projects." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2504.
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Middle school students misuse social media without understanding the negative influence on their global digital footprint and lives. Research does not provide insight into how students develop digital citizenship skills for positive digital footprints and appropriate social media use. The purpose of this qualitative case study was to explore students' growth as digital citizens while participating in one digital citizenship project using global collaboration and social media. The conceptual framework included Ribble's theory of digital citizenship and Siemens's theory of connectivism. Research questions asked how students' digital citizenship developed when they were engaged in social media and global collaborative projects. Participants included 7 middle school teachers and 1 project administrator. Structured interviews and Wiki data were analyzed using an iterative open coding technique to identify rich, thick themes and patterns. The findings showed global collaborative projects and social media served as catalysts to motivate students as they took action as digital citizens, overcame barriers to digital citizenship, used social media for learning and collaboration, and adopted less ethnocentric views of the world. Students compared other cultures to their own, considered the welfare of others online, and modified their online behavior in favor of positive global digital footprints. Students used social media responsibly, were academically motivated by an authentic audience, and shared their academic learning with others in their local and extended communities. Reform of middle school curricula to include global collaborative projects and instruction in digital citizenship may bring about positive social change as students learn to be responsible users of social media.
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Cheung, Chiu-man Jordan. "The Implementation of Global Citizenship Education at Junior Secondary Sector in Hong Kong Secondary Schools – The Teachers’ Perceptions." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8971.
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Civic education has regained momentum over the past one to two decades when more and more governments in various jurisdictions are awakened by a greater need for allegiance, responsible behaviours, and participation from their citizens. With the escalating impacts of globalization, the conventional notion of civic education founded on nation-states has been subject to rigorous challenges. Critics keep questioning whether contemporary citizens need to play a more active role in the global milieu. People in Hong Kong who live in an international cosmopolitan are for sure no exception. The global development trend in civic education is thereby unstoppable. It is a pity that global citizenship education has drawn the attention of local school educators and researchers not until the end of the last millennium. Hitherto, not so many relevant research reports have been published locally. Of the limited amount of research studies, none is related to the understanding and explanation of teachers’ global perception of civic education within a particular context. The study in this thesis is an attempt to bridge this gap. This thesis concludes the significance of global citizenship education in civic education of Hong Kong. It also examines the influential factors for the formation of the perception of teachers of global citizenship education, who teach the independent civic education curriculum at the junior secondary sector in Hong Kong. The factors are extracted from the socio-political, personal, educational, curricular and school contexts. Data are collected through a mixed method approach comprising a questionnaire survey and a follow-up interview. The data analysis is based on a conceptual model developed from the Cultural Historical Activity Theory. In brief, the key findings are that most of the abovementioned contextual factors, except collectivism and the Confucian value of education in the socio-cultural domain, are found influential in shaping the studied civic educators’ global perception of civic education. Positive correlations are also found between most of the contextual factors, except collectivism and the Confucian value of education, and the teachers’ global view towards civic education. The study results have implications for policy and practice of preparing competent school civic educators under the new global era of civic education. In practice, pre-service and in-service teacher education programmes in Hong Kong should be better designed to suit the contextual needs and global development as identified in the study. On the policy side, education policy makers are expected to work hand in hand with all the stakeholders such as teachers, school leaders and teacher educators to ensure a sufficient and adequate provision of teacher education opportunities for civic education teachers in Hong Kong.
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Thapa, Om K. "A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas about Democratic Citizenship and Teaching." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481296285526107.
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Jurewicz, Marsha Moye. "Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618640.
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In response to accountability issues mandated by federal and state legislation, educators are looking at various aspects within schools to identify relationships between school variables and student performance. This study addressed this issue by investigating the relationship between organizational citizenship behaviors of middle school teachers and student achievement, and organizational citizenship behaviors of middle school teachers and school climate within 82 middle schools throughout the state of Virginia. This study also explored the relative effects of student socio-economic status (SES) and organizational citizenship behaviors on student achievement. The Organizational Citizenship Behavior in School Scale (OCBS) was used to measure teacher organizational citizenship behavior. The School Climate Index (SCI) was used to measure school climate. The eighth grade Virginia Standards of Learning math and English Tests were the measurement tools for student achievement.;A significant relationship was found between organizational citizenship behavior (OCB) and student achievement in both English and math. There was also a significant relationship between OCB and school climate. Additional correlational analysis found significance between organizational citizenship behaviors and each of the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagement. Further stepwise regression analysis indicated that SES had a significant independent effect on student achievement in both math and English. Organizational citizenship behaviors had a significant independent effect on student achievement in English when controlling for SES.
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Jagger, Carla Beth. "Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.
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Weichman, Jeremiah. "Gender, racial and citizenship equality at the University of Wyoming an examination of salaries and promotions /." Laramie, Wyo. : University of Wyoming, 2010. http://proquest.umi.com/pqdweb?did=2057732241&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Al-Nofli, Mohammed Abdullah. "PERCEPTIONS OF SOCIAL STUDIES TEACHERS ABOUT SOCIAL STUDIES GOALS AND CONTENT AREAS IN OMAN." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1791777641&sid=6&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009.<br>"Department of Curriculum and Instruction." Keywords: Citizenship education, Curriculum development, Global education, Oman, Social sciences, Social studies, Social studies teachers. Includes bibliographical references (p. 114-126). Also available online.
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Uematsu-Ervasti, K. (Kiyoko). "Global perspectives in teacher education:a comparative study of the perceptions of Finnish and Japanese student teachers." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526221991.
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Abstract This comparative study examines the views of Finnish and Japanese student teachers on global perspectives (GP) in relation to their future profession. As global citizens, teachers should know, one, the cultural and historical backgrounds of pupils and their families, and two, how to teach interrelated themes and global issues. The research questions of this study are, "How do student teachers conceptualise global perspectives in relation to their future teaching, in Oulu and Hiroshima?"; "How do those students view the role and significance of GP in their future teaching?"; and, "How does teacher education support the development of GP?" My theoretical framework rests on Gaudelli’s heuristic model of global citizenship education (2009) and on Hanvey’s five aims of GP (1982), enriched by principles of critical pedagogy (Giroux 2004, Freire 1985). The main body of empirical data was acquired through interviews with and questionnaires completed by students in the two contexts. This study found differences and similarities in the Finnish and Japanese student teachers’ views of global perspectives. Those views, in many respects, reflect Hanvey’s model of five aims, "perspective consciousness" and "cross-cultural awareness" in particular. Views derived from critical pedagogy were less visible. Remarkable differences were evident in terms of Gaudelli’s "four orientations" model. The Japanese student teachers expressed nationalistic tendencies more often than their Finnish counterparts, who stressed humanistic principles. Neo-liberalist and transformational orientations were more difficult to detect in the Japanese data. In both cases, the student teachers saw GP as valuable for their future profession, referring to "cross-cultural awareness" within a humanistic orientation. However, the Japanese student teachers stressed "perspective consciousness" as part of a nationalistic orientation, while the Finns justified the teaching of GP in terms of "global dynamics" in a transformational orientation. Both groups saw teacher education programmes as significant to the development of GP, expressing similar views on the importance of curricula and of professors’ knowledge. Yet, while the Finnish student teachers saw peer support and varied assignments as helpful in developing GP, the Japanese considered those factors to be less relevant<br>Tiivistelmä Tämä vertaileva tutkimus tarkastelee suomalaisten ja japanilaisten opettajaksi opiskelevien näkemyksiä globaaleista näkökulmista (global perspectives) suhteessa heidän tulevaan ammattiinsa. Maailmankansalaisina opettajien tulisi tuntea oppilaidensa ja heidän perheidensä kulttuurihistorialliset taustat sekä kuinka heidän tulisi huomioida globaalit kysymykset opetuksessa. Tutkimuskysymykset ovat: 1) Kuinka Oulussa ja Hiroshimassa opettajaksi opiskelevat käsitteellistävät globaalit näkökulmat suhteessa heidän tulevaan ammattiinsa? 2) Millaisena nämä opiskelijat näkevät globaalien näkökulmien merkityksen ja tehtävän tulevassa ammatissaan? 3) Kuinka opettajankoulutus opiskelijoiden mielestä tukee globaalien näkökulmien kehittymistä? Tutkimuksen teoreettinen viitekehys rakentuu seuraavista osa-alueista: 1) Gaudellin heuristinen maailmankansalaisuuden malli, 2) Hanveyn malli globaalin näkökulman viidestä tavoitteesta sekä 3) kriittisen pedagogiikan pääperiaatteet. Empiirinen aineisto koostuu pääasiallisesti kyselyistä ja opiskelijoiden haastatteluista näissä kahdessa kontekstissa. Tulokset osoittavat, että suomalaisten ja japanilaisten opettajaksi opiskelevien käsityksissä globaaleista näkökulmista on sekä yhtäläisyyksiä että eroavuuksia. Heidän käsityksensä heijastavat suurelta osin Hanveyn mallin viittä tavoitetta, joista vallitsevimpia olivat "näkökulmatietoisuus" ("perspective consciousness") ja kulttuurien välinen ymmärrys ("cross-cultural awareness"). Kriittiseen pedagogiikkaan pohjaavia näkemyksiä esiintyi aineistossa vähemmän. Gaudellin neljän orientaation malliin osalta tuloksissa oli havaittavissa huomattavia eroja. Japanilaiset opiskelijat ilmaisivat nationalistisia tendenssejä useammin kuin suomalaiset, jotka taas painottivat humanistisia periaatteita. Uusliberalistisia ja transformatiivisia orientaatioita oli vaikeampi havaita japanilaisten aineistossa. Sekä japanilaiset että suomalaiset opettajaksi opiskelevat pitivät globaaleja näkökulmia merkittävänä osana tulevaa ammattiaan ja viittasivat perusteluissaan kulttuurien väliseen ymmärrykseen. Japanilaiset opiskelijat kuitenkin painottivat näkökulmatietoisuutta osana nationalistista orientaatiota, kun taas suomalaiset perustelivat globaalien näkemysten opettamista "globaalilla dynamiikalla" osana transformatiivista orientaatiota. Mitä tulee opettajankoulutuksen rooliin, kumpikin ryhmä piti koulutusohjelmiaan merkittävinä globaalien näkökulmien kehittymiselle painottaen opetussuunnitelmien ja opettajankouluttajien tiedon tärkeyttä. Kuitenkin suomalaiset opiskelijat pitivät vertaistukea ja erilaisia tehtäviä oppimisprosessia edistävinä, mikä taas ei korostunut japanilaisten aineistossa
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Yu, Tsai Ming, and 蔡銘宇. "Taiwanese Indigenous Teachers’ Viewpoint on Cultural Citizenship." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11098103318086695611.
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碩士<br>國立臺灣師範大學<br>公民教育與活動領導學系<br>100<br>In recent years, indigenous people’s rights related issues have been widely discussed both in Taiwan and in countries around the world. Taiwan is a multicultural society, but its cultures are without balanced development and sometimes the people may not even have basic recognition or support for their cultures. The issue of cultural recognition has drawn international attention, while cultural rights have also become the spotlight of global human rights. Hence, the promotion of indigenous cultural citizenship needs to emphasize on how Taiwan’s indigenous people retain a voice to ensure that their cultures are recognized and respected, so as to further enhance their cultural recognition.
In this study, through the viewpoints of the indigenous teachers, the connotations of Taiwan’s indigenous cultural citizenship and the possible challenges faced were put forth. In addition, the direction for implementing and practicing the indigenous cultural citizenship were summarized. The qualitative approach was adopted in this study and in-depth interviews with six indigenous teachers were conducted to gain their insight on the connotations of cultural citizenship, which shall serve as a cross-reference for comparing literatures of existing theories. The results show that the teachers consider three dimensions as the core of cultural citizenship: symbolic claim and assistance rights that serve as the supporting rights of polyethnic rights, the special representative rights that emphasize on gathering the collective will, as well as the self–government rights that focus on educational and cultural autonomy. In addition, four main challenges pertaining to Taiwan indigenous cultural citizenship faced by the Taiwanese society were further pointed out. They are: the weakening of indigenous cultural recognition, the gap between the indigenous related policies and regulations and the actual social situation, the impact of the existing education system on indigenous cultural recognition, and the difficulties for indigenous teachers to serve as the bridge of cultural transmission. Finally, based on the indigenous teachers’ viewpoints, this study provides recommendations for further implementing and realizing Taiwan’s indigenous cultural citizenship.
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Kim, Yeji. "Troubling and Re-Imagining Citizenship: Narrative Inquiries into Immigrant Teachers’ Positionalities and Citizenship Education." Thesis, 2020. https://doi.org/10.7916/d8-fq1z-0c08.
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Informed by positionalities theories and narrative inquiry, this dissertation study explored how positionalities of immigrant social studies teachers in New York City influenced their interpretations of citizenship and their instructions of citizenship education. To do so, I used interviews, participants’ photographs and activity-works, and a self-reflexive researcher journal as aspects of my data-generating and data-gathering methods. My interpretations suggested that immigrant teachers experienced subjugation and discrimination as well as a sense of vulnerability due to their lack of legal citizenship, along with their minoritized racial/ethnic/linguistic/religious status in current racist, U.S.-centric, and nationalist regimes. However, instead of being passive recipients of such sociopolitical forces, these teachers took agency and created their own ways to actively influence, change, and subvert their minoritized subject positions through their transnational form of activities and attachment to their home country as well as the affinity, commitments, and sense of belonging they forged in local school communities in the United States. The complicated positionalities of these immigrant teachers further allowed them to imagine and practice multiple and alternative concepts of citizenship education that are more relevant to their students from minoritized backgrounds. By complicating essential, static, and fixed notions of immigrant teachers’ experiences and challenging dominant and normative modes of juridical notions of and national belonging in citizenship discourses through these immigrant teachers’ narrativized experiences, this study offers implications for social studies educators, citizenship scholarship, and teacher education policies and practices.
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Jennings, Robert Neville. "Transforming civics and citizenship education in the middle years of schooling : an exploration of critical issues informing teachers' theories of action." Thesis, 2003. https://researchonline.jcu.edu.au/1238/1/01front.pdf.
Full textAbstract:
In the past decade there has been a revival of interest in civics and citizenship education at the national and global level. While the revival of interest has influenced all levels of education, this study has a particular focus on civics and citizenship education in the middle years of schooling. It recognises that classroom teachers are “policy actors” who make individual meaning out of official policies on civics and citizenship education. On the other hand, it recognises that teachers are also autonomous agents who sometimes act independently of “official knowledge”. The aim of the study is to identify critical issues informing teachers’ theories of action as they seek to engage young adolescents in meaningful learning experiences. The study is based on the assumption that young adolescents between the ages of 10 and 14 have specific needs and characteristics that present unique challenges for teachers of civics and citizenship education.
The study uses a case study approach based on a selection of schools in Northern NSW and South Eastern Queensland. Participating teachers in an inner reference group conducted action research projects to investigate their theories of action in relation to civics and citizenship education. Data were also collected from an outer reference group of critical friends comprising teachers in other schools, teacher educators, consultants and trainee teachers sharing an interest in citizenship education. The study seeks to redress a perceived gap in the research literature about the knowledge, pedagogical skills and attitudes needed by teachers to make civics and citizenship education more meaningful for young adolescents.
The study is founded on a conceptual framework of “critical theory” (Habermas, 1972; Fay, 1987; Carr and Kemmis, 1993). Critical theory provides a basis for understanding the critically reflective skills of teachers and also provides an epistemological base for the critical action research methodology used in the study (Kemmis and McTaggart, 2000). A series of semi-structured interviews with participating teachers over periods of one to three years provides a primary source of data on how teachers approach civics and citizenship education and the critical issues that inform their theories of action. Data are also collected by means of direct observation, keeping of professional journals and content analysis of policy and syllabus documents.
Analysis of the data reveals three sets of critical issues: the first resulting from teachers’ self reflection; the second identifying teachers’ response to “official knowledge”; and the third identifying opportunities for transformative action. An analytical model is used to portray the relationships between critical issues that influence teachers’ theories of action when they engage young adolescents in civics and citizenship education. The analysis identifies the critical issues that teachers of young adolescents face as they move from a concern to reproduce society towards a concern to transform society through civics and citizenship education programs. The study contains critical reflections on the research process and on the process of providing education for democracy. A practical outcome of the study is a set of guidelines for professional development programs seeking to develop a critical pedagogy of civics and citizenship education in the middle years of schooling.
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Jennings, Robert Neville. "Transforming civics and citizenship education in the middle years of schooling : an exploration of critical issues informing teachers' theories of action /." 2003. http://eprints.jcu.edu.au/1238/1/01front.pdf.
Full textAbstract:
In the past decade there has been a revival of interest in civics and citizenship education at the national and global level. While the revival of interest has influenced all levels of education, this study has a particular focus on civics and citizenship education in the middle years of schooling. It recognises that classroom teachers are “policy actors” who make individual meaning out of official policies on civics and citizenship education. On the other hand, it recognises that teachers are also autonomous agents who sometimes act independently of “official knowledge”. The aim of the study is to identify critical issues informing teachers’ theories of action as they seek to engage young adolescents in meaningful learning experiences. The study is based on the assumption that young adolescents between the ages of 10 and 14 have specific needs and characteristics that present unique challenges for teachers of civics and citizenship education. The study uses a case study approach based on a selection of schools in Northern NSW and South Eastern Queensland. Participating teachers in an inner reference group conducted action research projects to investigate their theories of action in relation to civics and citizenship education. Data were also collected from an outer reference group of critical friends comprising teachers in other schools, teacher educators, consultants and trainee teachers sharing an interest in citizenship education. The study seeks to redress a perceived gap in the research literature about the knowledge, pedagogical skills and attitudes needed by teachers to make civics and citizenship education more meaningful for young adolescents. The study is founded on a conceptual framework of “critical theory” (Habermas, 1972; Fay, 1987; Carr and Kemmis, 1993). Critical theory provides a basis for understanding the critically reflective skills of teachers and also provides an epistemological base for the critical action research methodology used in the study (Kemmis and McTaggart, 2000). A series of semi-structured interviews with participating teachers over periods of one to three years provides a primary source of data on how teachers approach civics and citizenship education and the critical issues that inform their theories of action. Data are also collected by means of direct observation, keeping of professional journals and content analysis of policy and syllabus documents. Analysis of the data reveals three sets of critical issues: the first resulting from teachers’ self reflection; the second identifying teachers’ response to “official knowledge”; and the third identifying opportunities for transformative action. An analytical model is used to portray the relationships between critical issues that influence teachers’ theories of action when they engage young adolescents in civics and citizenship education. The analysis identifies the critical issues that teachers of young adolescents face as they move from a concern to reproduce society towards a concern to transform society through civics and citizenship education programs. The study contains critical reflections on the research process and on the process of providing education for democracy. A practical outcome of the study is a set of guidelines for professional development programs seeking to develop a critical pedagogy of civics and citizenship education in the middle years of schooling.
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Eckers, Jennifer Mitnick. "How Teachers Make Historical Explanation Meaningful for Democratic Citizenship." Thesis, 2018. https://doi.org/10.7916/D8VM5VSJ.
Full textAbstract:
Enduring misconceptions exist regarding the value of learning history. Many history teachers are engaged in lecture- and recitation-based forms of instruction that seem to be at odds with the goal of helping students to develop skills and dispositions important for democratic citizenship. This study asked whether history teachers’ most ubiquitous core teaching practice, the explanation of historical content, had the potential to support civic ends. The study analyzed transcriptions of 43 classroom observations and interviews of ten U.S. history teachers. Findings pointed to five forms of historical explanation that have the potential to make explanation meaningful for preparing students for democratic citizenship. Findings also revealed factors that influenced teachers to make decisions to explain historical content in particular ways. The study has implications for improving teacher education and professional development with the goal of helping history teachers to make explanation meaningful and contributory toward their students’ preparation for democratic citizenship.
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Muhammad, Shaima. "Teaching citizenship education in Austria and Portugal : teachers’ views and experiences." Doctoral thesis, 2019. http://hdl.handle.net/10451/48504.
Full textAbstract:
For the past few decades, there has been a worldwide interest in teaching about democracy and the provision of citizenship education in schools as a response to several global and societal challenges. The current discourse on citizenship education is characterized by a lack of research on teachers’ perspectives and experiences. While numerous studies have investigated how students understand and respond to citizenship education, little research has been conducted on teachers. Informed by the need to critically understand the perspectives and experiences of teachers when teaching for citizenship education, this study explores how a sample of teachers in Austria and Portugal respond, interact and conceptualize notions of citizenship and how they navigate their teaching and practices in today’s European classrooms. Inspired by Critical Pedagogy and situated within a transformative learning framework, the study looks into teachers’ views and experiences when teaching for citizenship and puts forward a framework for thick and transformative citizenship education that links democracy with social justice. Data was collected from in-depth semi-structured interviews, documents and classroom observations and a qualitative content analysis was used for the analysis. Data reveals the essential role of teachers’ personal beliefs, identities and dispositions in teaching about citizenship, which is not often addressed in teacher education. Findings also reveal an apolitical approach to citizenship, mainly represented by a tendency to emphasize a personally responsible conceptualization of citizen, which, in turn, undermines the citizen-in-context and overemphasizes the rational and linear approach to citizenship. Findings also highlight a lack of teacher preparation in this area of education as well as various challenges that teachers face in teaching for citizenship in increasingly diverse classrooms, persisting structural injustices and technical, test-driven educational policies and practices. The findings also suggest a lack of coherent and consistent discourse on citizenship, often causing a gap between policy and practice. The study proposes a transformative and social justice oriented framework for teachers and teacher educators to approach teaching for democratic citizenship as a political enterprise that reconsiders and challenges unjust mindsets and practices as well as a learning enterprise that views teachers as lifelong learners and researchers whose identities and dispositions take an integral part in the process. This framework also acknowledges and embraces the complex, the unpredictable and the risky endeavor of education.
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Leung, Ling TW. "Teaching citizenship : the primary teachers' view from two districts of Hong Kong." Thesis, 2008. http://hdl.handle.net/10453/37438.
Full textAbstract:
University of Technology, Sydney. Faculty of Education.<br>The literature shows that the teaching of civics and values evolved from religious, normative approach to rational/objective approach to the emphasis on character development. Development in teaching citizenship followed the ideology and social political changes of the surrounding society. Teachers’ views were found to be very important in the implementation of citizenship education.
Hong Kong’s Government agreed that citizenship encompasses both self and collective realization (Lee 2001). Many initiatives and guidelines have been produced for moral and civic education since 1980. Budget cuts and teachers’ heavier burden to fulfill the requirements of educational reforms have made implementation difficult. The voice of the primary teachers was seldom heard.
This research set out to identify the qualities which primary teachers in Hong Kong associated with “good citizenship”. Teachers were asked to prioritize the qualities of a good citizen, identify influences on the development of good citizens, and describe the development of their own citizenship and the teaching of such content in classrooms and throughout the school. Finally, teachers discussed suggestions for in-service training for teaching citizenship.
A translated version of a citizenship survey, focus group and individual interviews were used to collect the data for analysis. This was an exploratory/interpretive research using quantitative and qualitative methods. By using stratified, random sampling procedures (in accordance to the major types of school sponsoring bodies in Hong Kong), the survey was sent to the full time teachers of 12 schools in two districts. 359 responses were collected, representing a 79% response rate. Correlation statistics and factor analysis procedures were used to analyse the quantitative data collected.
The qualitative data collected explored the reasons behind the teachers’ choice. Focus groups and individual interviews results revealed the teachers’ view of content of citizenship that fit the students’ needs; best practices in school and classrooms; and types of training and resources needed in teaching citizenship education.
The research findings showed primary teachers’ prioritizing on teaching skills, knowledge aspects of citizenship for students. Parents, teachers and friends were identified as influential in the development of citizenship. Teachers acknowledged the importance of helping students learn through processes or experience. Modelling and examples are important too. Results also showed that teachers from religious-based schools had stronger agreement in teaching of citizenship than did teachers from Government schools.
Results were discussed, analyzed with reference to literature and previous research, and recommendations were made. The thesis concluded with suggestions for future research.
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Castro, Antonio Jamie. "Promoting critical multicultural citizenship : a case study of preparing social studies teachers." 2009. http://hdl.handle.net/2152/17291.
Full textAbstract:
Given the growing cultural and economic diversity of today’s students, this qualitative case study investigates how 4 social studies preservice teachers taught for critical multicultural citizenship during their student teaching semester. The tenets of critical citizenship emerge out of the intersection of critical pedagogy and multicultural education. These tenets for critical multicultural citizenship education include seeking out and challenging gaps in democracy, promoting critical reflection and consciousness, and advocating for collective action to transform institutional injustices. This case study traced perspectives held by participants about the nature of democracy and citizenship and explored how these preservice teachers enacted these views in their classroom teaching. Data collection measures included five observations, reflective journals, three interviews, and other assignments related to the participant’s student teaching coursework. Findings suggest that these participants, all preservice teachers of color, adopted views and teaching practices that aligned with critical multicultural citizenship; however, participants struggled to overcome constraints in their student teaching contexts in order to teach for this kind of citizenship.<br>text
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YANG, MEI-LING, and 楊美鈴. "Teachers’ Psychological Empowerment and Organizational Citizenship Behavior：TheModerating Effect of Locus of Control." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/89865146300095311550.
Full textAbstract:
碩士<br>大葉大學<br>管理學院碩士在職專班<br>99<br>This research mainly focuses on exploring the relationship between teachers’ psychological empowerment and organizational citizenship behavior, and examining the moderating effect of locus of control.
A survey was conducted to collect data from teachers in the public elementary schools in Taichung, Chunghua, and Nantou regions. A total of 289 usable samples was obtained in this study. The results show that the five dimensions of teachers’ psychological empowerment (decision-making, self-efficacy, status, autonomy, and professional consultation) have a positive effect on organizational citizenship behavior. In addition, locus of control also has a moderating effect on the relationship between teachers’ psychological empowerment and organizational citizenship behavior.
The results of this research helps build up and extend current literatures in the areas of psychological empowerment and organizational citizenship behavior. Finally, the managerial implications, limitations of this research, and the recommendations for future research are discussed in detail.
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MacDonald, Angela M. "Enacting global citizenship education: Teacher subject-matter knowledge and pedagogy." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=452825&T=F.
Full text
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Azzam, Raneem. "Teaching Civility: How Teachers Negotiate Race, Culture and Citizenship in the Multicultural School." Thesis, 2011. http://hdl.handle.net/1807/30074.
Full textAbstract:
In this project, I ask: How do Ontario public schools participate in the construction and perpetuation of a racial hierarchy of Canadian citizenship? I argue that the discourse of white civility produces and organizes a governable Canadian populace that serves to legitimize the nation-state. Employing a critical anti-colonial, anti-racist framework, I analyze the narratives of teachers as they relate to the notions of citizenship, multiculturalism and professionalism. I aim to shed light on the role of the teacher within the circuits of power that serve to regulate ‘Canadian-ness’ and respectability. Through a discourse analysis of the statements of educators working with newcomer students, I illustrate some of the obstacles to equitable praxis. I conclude by challenging teachers to consider their investments in the systems that perpetuate oppression.
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LAN-HUI, PENG, and 彭蘭惠. "Teachers’ Organizational Identification and Organizational Citizenship Behavior：The Moderating Effect of Conscientiousness Personal Traits." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/s7a4mk.
Full textAbstract:
博士<br>大葉大學<br>管理學院碩士在職專班<br>99<br>In recent years, teachers in schools encounter challenges for recruiting students due to the pressure of declining birthrate. As the role of teachers becomes increasingly important, it is crucial for schools to understand teachers’ extra role behaviors, such as organizational citizenship behavior (OCB), that could leverage schools’ competitive advantage in the rapidly changing environment.
This research not only focuses on the relationship between teachers’ organizational identification and organizational citizenship behavior but also examines the moderating effect of conscientiousness of the “Big Five” personality traits. A survey was conducted to collect data from teachers in the public elementary schools in Taichung, Chunghua, and Nantou regions. A total of 320 usable samples was obtained in this study. The results indicate that the organizational identification has a positive influence on the four dimemsions of organizational citizenship behavior (active participation, being impartial, self-education, and avoiding arguments, ). Besides, the conscientiousness personality Trait also has a moderating effect on the relationship between organizational identification and (active participation.
The results of this research helps build up and extend current literatures in the areas of organizational identification and organizational citizenship behavior. Finally, the managerial implications, limitations of this research, and the recommendations for future research are discussed in detail.
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Moizumi, Erica Miyuki. "Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education." Thesis, 2010. http://hdl.handle.net/1807/24608.
Full textAbstract:
In this qualitative study, I examine two elementary-intermediate teachers’ understandings and pedagogical practices of global citizenship education in the Ontario and British Columbia classroom contexts. Key findings reveal contrasting portrayals of global citizenship education that foreground particular themes and practices found in the literature and curriculum guidelines. One teachers’ understandings and goals highlight an environmental global justice angle whereas the other teacher focuses on critical thinking.
Three broad themes appeared to underpin their pedagogical practices – child-centred
learning, critical thinking, and authentic performance tasks – although each theme is
portrayed in distinctive ways. Both teachers identified factors such as the departmental and school culture, a collaborative learning community, and suitable resources as either
encouraging or hindering their ability to transform their preferred learning goals into practice. These findings reveal a level of ambiguity and uncertainty regarding the teacher participants’ understandings and practice, which is complicated by varying levels of support.
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Tsai, Chia-Yuan, and 蔡家媛. "A Study of Teachers' Work Values and Organizational Citizenship Behavior in Elementary Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/12274277930896953281.
Full textAbstract:
碩士<br>國立花蓮教育大學<br>行政與領導研究所<br>95<br>The purpose of this study was to explore the current status and correlation of teachers' work values and organizational citizenship behavior in elementary school.
The researcher adopted both of documentary analysis and questionnaire survey,and the "Teachers' Work Values and Organizational Citizenship Behavior of
Elementary Schools Inventory" was developed in the study as an instrument. The normal exam was obtained 600 valid questionnaires from elementary school teachers in Taoyuan-Hsinchu-Miaoli area. 412 samples are effective and the rate of retrieve is 68.67﹪. The obtained data were analyzed by mean, standard deviation, t-test,
one-way ANOVA, Pearson Product-Moment Correlation, and multiple regression analysis. The main findings of this study were listed as follows:
1. The elementary school teachers' work values is above average, especially the value of "security and independence".
2. The elementary school teachers' organization citizenship behavior is above average, especially the performance of "altruism behavior".
3. A part of background variables were to show the insignificant difference on teachers' work values and organizational citizenship behavior.
（1）The teachers who are part-time director, and in Hsinchu City have higher sense of teachers' work values
（2）The teachers who are over 41 years, part-time director, in small-sized school, and in Hsinchu City perform more organizational citizenship behaviors.
4. The teachers' work values and organizational citizenship behavior of elementary school were possess positively high correlated.
5. Each of teachers' work values dimension were positive toward prediction for organizational citizenship behavior.
Based on the results of the study, some suggestions for educational
administrative agencies, teacher training institution, elementary school and future research are proposed.
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陳玉端. "A Survey on Teachers’ Organizational Citizenship Behavior of Elementary School in Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/87216342715092709191.
Full textAbstract:
碩士<br>臺北市立教育大學<br>課程與教學研究所課程與教學碩士學位在職進修專班<br>101<br>This study aimed to explore the current status of teachers’ organizational citizenship behavior of elementary school in Taipei city, the differences between different backgrounds of teachers toward organizational citizenship behavior, and the influence about teachers’ organizational citizenship behavior affect to individual and groups.
The target group for this study is Taipei city municipal elementary school teachers, conducting survey by adopting questionnaire and interview. Questionnaire investigation took “Questionnaire of Organizational Citizenship Behavior” as an instrument, and under formal testing, 843 valid samples were collected. Interview investigation took “Interview guide” as an instrument, 6 teachers were interviewees. The data from questionnaire were analyzed by using the statistical methodology such as descriptive statistics, t-test and one-way ANOVA. The conversation were transferred to script after interviews, and analyzed in order to find the points, similarities and dissimilarities and tendency.
The results are as follows:
1. Teachers’ organizational citizenship behavior of elementary school in Taipei city is
at upper-medium level, “students consideration” performance is the best.
2. Teachers whose schools under 12 classes perform the best in “whole teachers’ organizational citizenship behavior”, “individual quality improvement” and “school development promotion”.
3. Over21 years of experiences’ teachers perform the best in the whole and each part of organizational citizen behavior.
4 Married teachers perform better than single teachers in “whole teachers’ organizational citizenship behavior”, “individual quality improvement”, “beneficial to class management”, “colleague consideration” and “school development promotion”.
5. Teachers graduated from graduate instituteperform better than teachers graduated from college in “school development promotion”.
6. There are some differences in whole or part of organizational citizen behavior between different gender, age and position of elementary teachers.
7. Teachers’ organizational citizenship behavior of elementary school has positive effect to individual student, individual colleague and teacher himself or herself.
8. Teachers’ organizational citizenship behavior of elementary school has positive effect to the whole class, colleagues who arrange the same grade and the school.
9. Teachers’ organizational citizenship behavior of elementary school sometimes has some negative effect such as interruption of teachers’ family life or pressure to colleagues.
The findings above are meant to provide elementary teachers and schools with suggestions and references for research purposes.
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李明威. "A study on the relationship between impression management and teachers’ organizational citizenship behavio." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/45858362037125828718.
Full textAbstract:
碩士<br>國立政治大學<br>學校行政碩士在職專班<br>99<br>A Study on Relationship between Impression Management and Organizational Citizenship Behavior
Abstract
The purpose of this study is to investigate the relationship between impression management(IM) and Organizational citizenship behavior(OCB).
A survey research was conducted using a sample of high school and vocational school teachers in Taipei city in Northern Taiwan. 540 teachers from 69 schools were selected by stratified random sampling. 429 valid sample data collected was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, multiple-regression analysis. The major findings of this study are as follows:
1. The teachers’ impression management in Taipei is less than average, “ingratiation” ranks the top.
2. Teacher’s OCB is above average, “OCBIS” ranks the top.
3. Three demographic variables, including gender, age, position, show significant differences in both IM and OCB. Teachers who are male, older than 51, work as the chief of department, show higher performance of IM and OCB.
4. Two demographic variables, total serving years and serving years in this school, show significant differences in IM, OCB. Teachers with more than 11 serving years show much sense of identification and better performance of OCB.
5. The variables, education, shows no significant differences in IM, OCB. Total serving years, serving years in this school, and school category show no significant differences in IM, either.
6. IM is positively related to OCB.
Based on the results of the research, suggestions for educational administration authorities, principals and future related study are proposed.
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Chiang, Li-Fen, and 江麗芬. "The Relationship between Kindergarten Teachers'' Emotional Intelligence and Organizational Citizenship Behavior." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35940073934519734704.
Full textAbstract:
碩士<br>樹德科技大學<br>兒童與家庭服務系<br>100<br>ABSTRACT
This research aimed to explore the relationship between kindergarten teachers’ emotional intelligence and organizational citizenship behavior.
This study used questionnaire methods , kindergarten teachers in Pingtung County as the research subjects. The research tool were：“Teacher Emotional Intelligence Scale” and“ Teacher Organizational Citizenship Behavior Scale”. The resulting information undergoes statistical analysis using methods such as descriptive statistics , one-way ANOVA, Pearson’s product moment correlation and Criterion-related validity.
The main findings of this study are as follows:
1.The kindergarten teachers'' self-knowledge gets the highest score, thelowest score gets the social skills.
2.Kindergarten teachers in public behavior gets the highest score,thelowest score is Kyobo public behavior.
3.There is significant difference of teachers'' Emotional Intelligenceamong different age. However, the background variable of schooling-year,working-year, school location were not significant difference.
4.There was significant difference of teachers'' organizational citizenship behavior among different age, working-year . However, the background variable of schooling, school location were not significant difference.
5.Kindergarten teachers with High emotional intelligence have higher organizational citizenship behavior.
6.A significant relationship kindergarten teachers is found betweenemotional intelligence and organizational citizenship behavior.
The findings of this study provided suggestions for kindergarten teachers , school institutions and academic research.
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Liu, Furu, and 劉富如. "The Effect of Classroom-Management on Student Organizational Citizenship Behavioramong Elementary School Teachers－The Moderating Effect of Teachers Sex." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36331496625757875207.
Full textAbstract:
碩士<br>大葉大學<br>管理學院碩士在職專班<br>100<br>This study empirically examines the the effect of classroom－management on student organizational citizenship behavior among elementary school teachers. There were 400 questionnaires overall re-leased, and 380 effective among those 336 retrieved.
Findings discovery, classroom－management on student organ-izational citizenship behavior among elementary school teachers to have the forward influence.
The teacher sex manages regarding the Classroom－management on student organizational citizenship behavior among elementary school teachers influence has the moderating effect. And the Female teacher class and grade manages to the student organizes the citizen behavior the influence to be higher than the male teacher.
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LO, SHU-HUI, and 羅淑慧. "The study of the relationships among principals’ transformational leadership, teachers’ interaction, and teachers’ organizational citizenship behavior in elementary schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/37919622024226015000.
Full textAbstract:
碩士<br>國立新竹教育大學<br>人力資源發展研究所<br>97<br>Abstract
The purpose of this research is to explore the relationships among principals’ transformational leadership, teachers’ interaction, and teachers’ organizational citizenship behavior. The research tools was a questionnaire, self-edited by the researcher, entitled “The Organization Behavior of Elementary School Questionnaire”. The subjects were selected from the teachers in the public elementary schools in Taoyuan City and County by stratified random sampling. 62 schools were included and 1016 questionnaires were distributed in this study. There were total 738 valid questionnaires used in statistic analysis, and the usable rate is 72.64%.
The SPSS/12.0 statistics software was used to conduct the analysis. And the questionnaire data was analyzed by descriptive statistics, t-test, one-way ANOVA, two-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. The results were as following.
1.Principals’ transformational leadership shows medium-high degree and the degree of “wisdom inspiration” is the highest; “individual concern” is the lowest.
2.Male principals have higher degree of transformational leadership performance than female ones. The younger principals have better performance in transformational leadership. And principals serve for nine to twelve years have lower performance in transformational leadership.
3.In elementary schools of Taoyuan County, teachers’ interaction shows medium-high degree and the degree of “colleague behavior” is the highest, “disengaged behavior” is the lowest.
4.The schools of large and small scale show higher degree of teachers’ interaction than the medium ones. And teachers’ interaction is lower in the villages. The younger the schools are, the degree of teachers’ “colleague behavior” is lower.
5.Teachers’ organizational citizenship behavior in elementary school shows the medium-high degree and the degree of “emphasizing organizational benefit” is the highest.
6.Older teachers show higher organizational citizenship behavior than younger teachers. Teachers with director duty display higher degree of organizational citizenship behavior. And teachers with master degree show higher degree of “professional enterprising behavior”.
7.The interaction between different degree of principals’ transformational leadership and teachers’ interaction shows no significance on the performance of teachers’ organizational citizenship behavior.
8.The higher degree of principals’ transformational leadership the higher degree of teachers’ interaction, as well as the degree of teachers’ organizational citizenship behavior. The higher degree of teachers’ interaction the higher teachers’ organizational citizenship behavior.
9.Principals’ transformational leadership and teachers’ interaction can predict teachers’ organizational citizenship behavior effectively. Teachers’ “colleague and disengaged behavior” and principals’ “charm influence” can predict teachers’ organizational citizenship behavior most effectively.
According to the purposes of the research, literature review and data analysis results, some suggestions are offered as follows for future school leaders and further research papers.
1.Principals should spend more time in self-fulfilling to promotes individual transformational leadership ability.
2.The educational authorities should provide more professional symposium, encourage teacher to learn more advance and participate the professional discussion.
3.The model of effects on teachers organizational citizenship behavior found in this study could be used by educational authorities and the leaders of school.
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Liao, Chun-yuan, and 廖俊淵. "The Study of Relationship among Principals’ Paternalistic Leadership, Teachers’ Organizational Commitment and Teachers’ Organizational Citizenship Behavior in Elementary Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86006854005368581594.
Full textAbstract:
碩士<br>立德大學<br>生產事業管理研究所<br>99<br>The purpose of this study is to investigate the relationship among principals’ paternalistic leadership, teachers’ organizational commitment and teachers’ organizational citizenship behavior in elementary schools.
The study adopted questionnaires and took the teachers of the public elementary schools located in Changhua County as subjects. After collects the data from a quantitative survey through questionnaires. In order to verify the research model, under the effective sample collection, through the reliability, factor, correlation and hierarchical regression analysis, statistical analysis, the results show as follows: (1)There is a positive correlation between the principals’ paternalistic leadership and teachers’ organizational citizenship behavior.（2）There is a positive correlation between the principals’ paternalistic leadership and teachers’ organizational commitment.（3）There is a positive correlation between the teachers’ organizational commitment and teachers’ organizational citizenship behavior.（4）Teachers’ organizational commitment shows a mediate effect between the principals’ paternalistic leadership and teachers’ organizational citizenship behavior. Based on the study findings, some suggestions are proposed for the reference of Changhua County elementary school principals, teachers and teachers’ future studies.
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Parsons, Phillipa. "Thinking outside borders: exploring how the history classroom can be a space to foster ideas of critical, post-national citizenship." Thesis, 2018. http://hdl.handle.net/1959.13/1355314.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)<br>Young people will face a world of climate threat, precarious work futures, increasing domestic and global inequalities, wars, and growing racism and intolerance. The looming question is how these global challenges can be effectively addressed through global collaboration. The overarching question guiding this study is how the History classroom can be a space to foster ideas about being a citizen that transcend national borders. The study reviews the literature around cosmopolitanism, global citizenship, and multi-dimensional citizenship, as well as historical thinking for historical and moral consciousness; such consciousness considered a prerequisite for a sense of global human solidarity. This provided impetus for the study to investigate how History teachers interpreted what it is that they do, and why. Adopting a hermeneutic interpretive phenomenological approach and influenced by Max van Manen’s ideas of hermeneutic phenomenology, the methodology was restyled to best suit the research purpose and context. Data were collected and interpreted from survey narratives and ten semi-structured interviews, including three case studies, with practising History teachers. Using sub-research questions as hermeneutic tools, History teachers’ conceptualisations of citizenship, and interpretations of the purpose of History led to two main theses that address the overarching question. Overall, the findings suggest that if the History classroom is to be an authentic and relevant space to foster broader notions of what it means to enact ‘good’ citizenship, teachers need to explicitly incorporate that in their conceptual understanding of the subject. The teachers had some ideas about citizenship, but how that concept related to the teaching and learning of History was poorly understood. One concluding thesis is that the degree to which historical thinking can be aligned to critical, post-national ideas of citizenship must be made explicit for teachers. This connection is not explicitly made and without direction many teachers miss opportunities that align with their own notions when they are pressed to consider effective teaching for citizenship. The second conclusion reached is that teachers must authentically connect the past with the present, and to do so teachers need to be empowered to introduce current controversial issues into the classroom. Teachers’ pedagogical content knowledge remains a priority in teacher education. However, ‘citizenship’ as globally connected across time and space with a sense of shared humanity, needs to be addressed as an integral part of that conceptual framework. For the study of the past to have authentic relevance for students, it must contribute to the formation of the skills, values and knowledge necessary for citizens of the 21st century living in an increasingly globally connected world, and facing challenges requiring global co-operation. With implications for both pre-service and in-service teacher education, this study contributes to an understanding of how History can explicitly contribute to the formation and development of these informed and active global citizens.
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Dai, Yun-Ching, and 戴芸青. "A Study on Teachers’ Organizational Citizenship Behaviors of a Private Secondary School in Taiwan." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9mkb5m.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>102<br>Organizational citizenship behavior is an important research topic in management. Research related to organizational citizenship behavior has gradually expanded the scope to educational system in recent years. This study employed qualitative research method to explore teachers’ organizational citizenship behaviors in a private secondary school in Taiwan. Research questions include how teachers perform and define their organizational citizenship behaviors, as well as what are the factors and significance meanings of teachers' organizational citizenship behaviors.
The major findings are as following:
1.Teachers' organizational citizenship behaviors come into three aspects: "dedication", "gregarious" and "loyalty", may present in single or multiple aspects.
2.Teachers define organizational citizenship behaviors from their cognition of "duty" or “in-role behavior”, so they perform toward different aspects or ranges.
3.There are three levels of context of teachers' organizational citizenship behavior factors: Personal background, environmental, and personal psychological factors. The impact of these factors on teacher themselves is not a single aspect, but multiple, dynamic impact mode.
4.Teachers who perform organizational citizenship behaviors can bring a positive influence on themselves, students, colleagues, and organization.
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Yeh, Jung-Wen, and 葉榮文. "Teachers’ Organizational Citizenship Behaviors under Principals’ Leadership –An example of a junior high school." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/vmp9aa.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>教育學系<br>103<br>The research is aimed to discuss the drivers and effects of principal’s leadership behavior at educational spot toward the behaviors of teachers’ organizational citizenship ,to analyze the feelings and responses of school members of different jobs and positions, and to know the practices of teachers’ organizational citizenship behaviors.
In order to achieve the aims, the study is to know the interaction between one principal’s leadership behavior of a junior high school and teachers’ organizational citizenship behaviors. Based on the literature review, the researcher made the outline of the interview, and the do the qualitative research. The researcher
analyze the data and get a conclusion through the semi- structural interview with the principal ,the administrative staffs and teachers.Finally,based on the result of the interview and the literature review , the researcher get the conclusion and make suggestions based on the conclusion to provide the case school principle for reference for running a school.
Based on the result and the analysis of the interview, we can get the following conclusion:
First, principle’s leadership insists that the administrative should lead the school where to go, and each department should know their power and responsibility and should be fully trusted and empowered.
Second, When dealing with crisis, looking for outside help or promoting school, the principle should train his subordinates in real time to enhance their abilities.
Third, the principle leads his school with his energy, confidence and charisma, everything he did is for students’ good.
Fourth, school members should agree with school ‘s vision, they should provide beneficial suggestions initiatively and h help Maintain the positive image of the school.
Fifth, administrative staffs should be thoughtful for students in every way, and also be thoughtful for the teachers initiatively and thankful for their dedication and hard work.
Sixth, teachers do advanced studies to enhance teaching effectiveness, and also are willing to devote themselves to students and parents.
Seventh, a supportive and caring principle is the learning model for all the administrative staffs, and also the strength for them to devote themselves.
Eighth, administrative staffs can understand the principle’s high standard demanding and supervision in order to make the school better.
Ninth, teachers can feel the principle’s caring for their health and support for teaching, and the principle is willing to share the honor to all the members in school.
Tenth, they require of decentralized supervision and intensive walking and observing changed the school culture and also accumulated bad moods.
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Kao, Chun Chin, and 高俊卿. "The study of the relationship between principals' Charismatic leadership and teachers' organizational citizenship behavior." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/82461377030962331349.
Full textAbstract:
碩士<br>國立政治大學<br>學校行政碩士在職專班<br>97<br>This research object is focused on exploring the relationship between principals’ charismatic leadership and teachers’ organizational citizenship behavior in junior high schools, by way of related theory investigation and empirical study conclusions will be referred to the education department for principals leadership and teachers organizational behavior improvement and reference.
This research was conducted under the questionnaire survey aiming at qualified teachers of Taipei public and private junior high schools with sampling size of 945 volunteer and withdrew 752 copies thereof effective. Regarding the research tool includes C-K education scale questionnaire and was collected ,compiled by the researcher, then followed by descriptive statistics through SPSS package, t-test , one-way variance analysis, typical correlation analysis and multiple -regression analysis model .
According to the research analysis and discussion, it comes to the conclusions as following：
1.Scale score statistics results revealed that teachers of Taipei public and private junior high schools recognized principals leadership of charisma and to be positive, among the charismatic leadership 5 dimensions, “strategic vision and articulation” perception ranks the top.
2.It also showed teachers well perceived organizational citizenship behavior, among the organizational citizenship behavior 3 dimensions, “OCBO “perception are of the most.
3.School teachers perceived principals leadership of charisma depends on teachers’ sex, seniority , position ,age, academic system and size of school.
4.School teachers who are male, in private junior high schools with classes under 24, perceived principals leadership of charisma the most.
5.School teachers toward “organizational citizenship behavior” perception depends on teachers’ sex, seniority , position ,age, academic system and size of school.
6.School teachers who are male, university graduate , seniority over 16 years ,in private junior high schools with classes under 24, perceived “school -benefit orientation” the most.
7.School principals charismatic leadership appeal to “strategic vision and articulation” ,which is the most significant determinant of teachers organizational citizenship behavior.
8.Each dimension of teachers organizational behavior is significantly, positively correlated with school principals charismatic leadership, among the most is “ OCBI.”
9.The principals charismatic leadership performance is higher, teachers more behave with school -benefit orientation , especially principals performed well in “strategic vision and articulation”and“sensitivity to the environment”, which enhances teachers “OCBI”
Finally, according to the research findings and conclusions , bring up some suggestions regarding practice applications and subsequent studies respectively to schools and education authorities.