Dissertations / Theses on the topic 'Citizenship Teachers'
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Kerr, Kirstin. "Teachers' understandings of citizenship." Thesis, University of York, 2003. http://etheses.whiterose.ac.uk/9865/.
Full textEvans, 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/.
Full textVerveri, 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.
Full textKakos, Michalis. "The interaction between students and teachers in citizenship education." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/9916/.
Full textForsman, 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.
Full textDuty, 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.
Full textAlMaamari, 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/.
Full textSigauke, 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.
Full textHarrison, 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.
Full textHosack, 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/.
Full textCaccioppola, 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.
Full textChristoff, 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.
Full textAkhtar, 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.
Full text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.
Full textMiddleton, 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.
Full textSelaibeekh, 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/.
Full textBurns, 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.
Full textWagner, 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.
Full textSnyder, 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.
Full textCheung, 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.
Full textThapa, 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.
Full textJurewicz, 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.
Full textJagger, 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.
Full textWeichman, 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.
Full textAl-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.
Full text"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.
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.
Full textTiivistelmä 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
Yu, Tsai Ming, and 蔡銘宇. "Taiwanese Indigenous Teachers’ Viewpoint on Cultural Citizenship." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11098103318086695611.
Full text國立臺灣師範大學
公民教育與活動領導學系
100
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.
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.
Full textJennings, 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 textJennings, 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 textEckers, Jennifer Mitnick. "How Teachers Make Historical Explanation Meaningful for Democratic Citizenship." Thesis, 2018. https://doi.org/10.7916/D8VM5VSJ.
Full textMuhammad, Shaima. "Teaching citizenship education in Austria and Portugal : teachers’ views and experiences." Doctoral thesis, 2019. http://hdl.handle.net/10451/48504.
Full textLeung, Ling TW. "Teaching citizenship : the primary teachers' view from two districts of Hong Kong." Thesis, 2008. http://hdl.handle.net/10453/37438.
Full textThe 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.
Castro, Antonio Jamie. "Promoting critical multicultural citizenship : a case study of preparing social studies teachers." 2009. http://hdl.handle.net/2152/17291.
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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 text大葉大學
管理學院碩士在職專班
99
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.
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 textAzzam, Raneem. "Teaching Civility: How Teachers Negotiate Race, Culture and Citizenship in the Multicultural School." Thesis, 2011. http://hdl.handle.net/1807/30074.
Full textLAN-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 text大葉大學
管理學院碩士在職專班
99
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.
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 textTsai, 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 text國立花蓮教育大學
行政與領導研究所
95
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.
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 text臺北市立教育大學
課程與教學研究所課程與教學碩士學位在職進修專班
101
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.
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 text國立政治大學
學校行政碩士在職專班
99
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.
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 text樹德科技大學
兒童與家庭服務系
100
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.
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 text大葉大學
管理學院碩士在職專班
100
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.
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 text國立新竹教育大學
人力資源發展研究所
97
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.
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 text立德大學
生產事業管理研究所
99
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.
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 textYoung 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.
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 text中原大學
教育研究所
102
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.
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 text國立臺灣師範大學
教育學系
103
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.
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 text國立政治大學
學校行政碩士在職專班
97
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.