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1
Wangid, Muhammad Nur, Ali Mustadi, and Siti Eshah binti Mokshien. "THE EXPLORATION OF TEACHERS’ EFFICACY IN TEACHING: COMPARATIVE STUDY IN INDONESIA AND MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 2 (June 12, 2020): 257–68. http://dx.doi.org/10.21831/cp.v39i2.30012.
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Teacher’s self-efficacy can be varied according to experience gained, experience obtained from other people, social influences, and also physical and psychological welfare. In the context of teacher’s efficacy in Indonesia and Malaysia, those are certain become different because it undergoes differently. The aim of the research is to convey the difference between teachers in Malaysia and Indonesia from the perspective of a teacher's efficacy in teaching. This research is a comparative study. The research subjects were elementary school teachers who were continuing their studies in post graduate programs at Yogyakarta State University and Sultan Idris University of Education. They are given a scale of teacher efficacy in teaching consisting of three sub-scale that is teacher’s efficacy in involving students in learning, executing learning process, and class management. Research result shows that actually, in general, there are no significant differences in teacher efficacy in teaching between teachers in Malaysia and Indonesia. However, if differences are seen from each factor, it appears that there are differences in the efficacy of teachers in involving students in learning, while the efficacy in instructional learning strategies, and efficacy in classroom management, there are still no significant differences.
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Ipek, H. "Refusing Requests: Is there A Difference between Students and Their Teachers?" International Journal of Languages, Literature and Linguistics 4, no. 3 (September 2018): 159–63. http://dx.doi.org/10.18178/ijlll.2018.4.3.168.
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Sezen-Gultekin, Gozde, and Senay Sezgin Nartgun. "The Examination of the Possible Relationship Between Reality Shock Expectations and Teacher Self-Efficacy Levels of the Prospective Teachers Attending Pedagogical Formation Certificate Program." Journal of Education and Training Studies 6, no. 3a (April 1, 2018): 13. http://dx.doi.org/10.11114/jets.v6i3a.3154.
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The aim of this study is to determine the possible relationship between the reality shock expectations and teacher self-efficacy levels of the prospective teachers attending pedagogical formation certificate program. In accordance with this purpose, the study was designed in correlational model among relational survey models, and the study sample was composed of 293 prospective teachers who were attending the Pedagogical Formation Certificate Program in 2016-2017 academic year by selected through convenience sampling. According to the analysis of the obtained data from this sample, it was seen that the prospective teachers’ reality shock expectation levels were generally higher in the possible problems with professional differences, while the teacher self-efficacy levels were lower in the situations regarding individual differences. On the other hand, it was observed that the reality shock expectations and teacher self-efficacy levels did not show difference according to gender, education level and graduated field variables, while only the teacher self-efficacy towards teaching strategies sub-dimension had a difference in terms of education level variable. This difference was in favor of teacher candidates receiving postgraduate training. When the main prupose of the study was examined, it was determined that there was no statistically significant relationship between the teacher's self-efficacy and reality shock expectations of the prospective teachers attending to the pedagogical formation certificate program.
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Stranovská, Eva, Mária Lalinská, and Ivana Boboňová. "TEACHERS MOTIVATION TOWARDS ASSESSMENT OF THEIR PROFESSIONAL COMPETENCES." Problems of Education in the 21st Century 76, no. 4 (August 15, 2018): 561–74. http://dx.doi.org/10.33225/pec/18.76.561.
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A relevant field of research in teacher’s professional competence assessment is taking the factor of motivation into account, as this enables teachers to differentiate between, i. e. to be aware of the significance of the individual professional competences and their development through their assessment. This research supports the understanding of how important motivation is in the process of the (continual) development of a teacher’s professional competence, taking his/her perception of the importance of competences in the educational process into account. The emphasis of the current research lays on the perception of the assessment by the selected number of primary and secondary school teachers. The following is the range of teacher's motivation perception: 1) motivating, 2) discouraging, 3) unnecessary, and 4) unfair in the process of life-long development of their professional competences. The research aim is to find out the differences in the individual motivational degrees in mutual assessment (motivating, discouraging, unnecessary, unfair, and other) relating to professional competences and find out the differences between the perception of the importance of the respective professional competences in the motivational category. Seven hundred thirty respondents - primary and secondary school teachers from Slovakia – participated in the research. The results showed the difference between the perception of the importance of professional competences among teachers who consider assessment to be motivating, discouraging, unnecessary, or unfair concept. Motivation towards assessment supports student-oriented competences, educational process and self-development of the teacher. Keywords: educational process, teacher competences assessment, teachers' motivation, teachers' professional competences.
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Sofanudin, Aji. "Perbedaan Kompetensi Antar Guru PAI Terasertifikasi Dengan Belum Tersertifikasi Pada MTs Di Kabupaten Pontianak." INFERENSI: Jurnal Penelitian Sosial Keagamaan 6, no. 1 (June 1, 2012): 75–95. http://dx.doi.org/10.18326/infsl3.v6i1.75-95.
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This study aims to know (1) are there differences in teacher competence PAI MTs between the certified and that has not been certified (2) Are there differences in teacher competence PAI MTs sassociated with working period (3) Are there differences in student learning outcomes PAI MTs are educated by teachers who are certifid and not certified teachers, (4) Are there differences in student learning outcomes PAI MTs in terms of working lives of teachers, and (5) How is teacher competency profile PAI MTs which include pedagogical competence, personality, professional, and sosial. This research approach is quantative using causal comparative merhod. As a result, (1) There is a difference between teacher competence PAI-certified MTs and that has not been certified in the district of pontianak, (2) There is a difference in PAI MTs teacher competence in terms of teachers’ working lives (3) There is a difference in student learning outcomes PAI MTs are trained by certified teachers and teachers who have not certified, (4) There is a difference in learning outcomes of participants trained MTs PAI related to teachers’ working lives (5) Profile PAI MTs teacher compotence which include pedagogical competence, personalty, professional, and sosial in the district of pontianak as a whole meet the good category
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Marghzar, Simin Hashemi, and Amir Marzban. "The Relationship between Spiritual Intelligence and Efficacy among Iranian EFL Teachers." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 67. http://dx.doi.org/10.17507/tpls.0801.09.
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Owing to the importance of teacher’s impact on the students’ motivation, achievement, and academic success, this study is an attempt to explore the relationship between EFL (English as a foreign language) teachers’ spiritual intelligence and their level of efficacy. To this end, two questionnaires, the Spiritual Intelligence Self-Report Inventory (SIRI-24) (King, 2008), and the ELT Teacher Efficacy Instrument (ELTEI) (Akbari& Tavassoli, 2014), were distributed among 148 male and female EFL teachers working at different contexts including university, school, and private language institute in Mashad, Quchan, Shirvan, and Qaemshahr, Iran. Pearson product-moment correlation and an independent T-test were used for analysis of the data. The findings of the study revealed that there was a positive significant relationship between teacher spiritual intelligence and teacher efficacy. Moreover, there is a significant difference between male and female teachers regarding their personal meaning production.
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Rahman, Md Shajedur. "Teachers' peer support: difference between perception and practice." Teacher Development 23, no. 1 (August 31, 2018): 121–38. http://dx.doi.org/10.1080/13664530.2018.1488765.
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Karim, Sayit Abdul. "Bridging the Gaps between Teacher Educators and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators." Register Journal 14, no. 1 (February 4, 2021): 1–24. http://dx.doi.org/10.18326/rgt.v14i1.1-24.
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The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education context.Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions
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Fatima, Zunaira, Uzma Shahzadi, and Shaista Khalid. "Does Working Conditions Affect Teacher’s Morale of Teaching: Teacher’s Self Perception." Journal of Business and Social Review in Emerging Economies 3, no. 1 (June 30, 2017): 155. http://dx.doi.org/10.26710/jbsee.v3i1.185.
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Purpose: Education is the field of study that deals with the pedagogy of teaching and learning. The teacher is the person who is responsible for all these acts. As the importance of teacher is a proven fact so it is necessary that a teacher should be enthusiastic and dedicated towards his teaching. The above mentioned state is termed as teacher’s morale. The study was to investigate teacher self-perception about their morale for teaching affected by different internal working conditions like: teacher’s rapport with head, rapport among the teachers, salary and curriculum issues. The nature of this study was quantitative. Questionnaire consisted upon 39 items, was modified from a reliable and valid instrument constructed by Bentley and Remple 1970. 90 teachers from 24 departments of University of Sargodha were selected as sample of the study by using convenient sampling technique. Data was collected personally. Collected data was analyzed by using descriptive and inferential statistics techniques. The results showed that there is significant difference between teacher’s morale and internal factors. Insignificant difference was found among teachers of different age and gender. BUT there was significant difference among masters. M.Phil. and PhD qualified teachers. The study suggested that another research may be conducted to investigate different external working conditions like environment and family background.
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오대영 and Kim, Kyung-Hwoi. "Perception Difference on Teachers’ Salary structure and Recruitment System between Teachers and Parents." Journal of Education & Culture 22, no. 5 (October 2016): 77–98. http://dx.doi.org/10.24159/joec.2016.22.5.77.
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Parihar, Prashant B., and Tripti Tiwari. "A STUDY OF PROSPECTIVE TEACHER’S RESILIENCE OF B.ED. COLLEGES OF MEHSANA CITY." Researchers' Guild 2, no. 1 (October 9, 2020): 31–42. http://dx.doi.org/10.15503/rg2019.3.
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Prospective Teacher’s resilience has been conceptualized in terms of prospective teacher’s ability to handle change, difficult situations, chaos in life, or manage the stress of his or her environment while thriving in the face of adversity. The present research study focuses to examine the significance of difference between the mean scores of independent variables on prospective teacher’s resilience. The objectives of the study were; (i) to study the significance of difference of mean scores of following independent variables on prospective teacher’s resilience: (a) Gender; (b) Caste (c) Types of College and (d) Discipline. Null hypotheses were framed. Data were collected from 244 prospective teachers by incidental sampling technique from four teacher education colleges i.e. B.Ed. colleges of Mehsana district using self-constructed Resilience Scale. Mean, S.D. and t-value were employed for data calculation and analysis. The findings of the present research study indicated no statistically significant difference between the mean scores of subsets of Gender, Caste, and Types of College. But, the Prospective Teachers of Commerce were found to be significantly higher at .01 level of significance than Prospective Teachers of Arts and Prospective Teachers of Science on mean scores (3.116≥ 2.58) of Resilience Scale. Practical implications of the study are discussed in relation to increasing resilience among students of different disciplines.
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Karahan, Berna Ürün. "Examining the Relationship Between the Achievement Goals and Teacher Engagement of Turkish Teachers." Journal of Education and Training Studies 6, no. 3 (February 17, 2018): 101. http://dx.doi.org/10.11114/jets.v6i3.2919.
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The aim of this study is to determine the level of achievement goals and teacher engagement of Turkish teachers and the relationship between them if any. Accordingly, the study was conducted with Turkish teachers working in an eastern city and its districts and villages in the school year of 2017-2018. The data were collected using “3x2 Achievement Goal Questionnaire for Teachers” adapted into Turkish by Yerdelen and Padır (2017) and “Engaged Teachers Scale” developed by Yerdelen, Klassen and Durksen (2017). Sixty eight Turkish teachers participated in the study. According to the obtained results, it was determined that achievement goals and teacher engagement of Turkish teachers were moderate in general. In addition, it was found that the variable of gender did not show any significant difference and there were significant correlations between the achievement goals and teacher engagement. Finally, achievement goals was a predictor of teacher engagement; on the other hand, working year and type of school studied did not predict teacher engagement.
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Hesami, Gholamreza, and Saeed Kheiri. "The Relationship between Job Satisfaction of Iranian English Teachers and Their Students’ Achievement." Studies in English Language Teaching 1, no. 2 (August 29, 2013): 315. http://dx.doi.org/10.22158/selt.v1n2p315.
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<p><strong> </strong></p> <p><em>Teachers' satisfaction with their career influences the quality and stability of instruction given to students. The purpose of the present investigation was </em><em>to examine the relationship between teacher job satisfaction and student achievement among Iranian high school English teachers and to investigate the effect of factors such as gender, employment type and working place on job satisfaction</em><em> in order to provide better insights for the educational authorities and teachers to look for possible ways of improving the existing situation.</em><em> Data were collected through Job Satisfaction Survey (Spector, 1985) distributed among 84 Iranian high school English teachers. </em><em>End of the term results were used as an indicator of the students` achievement.</em><em> The findings of the present study suggested that there was a significant relationship between teacher job satisfaction and student achievement. But there was not any significant difference between male and female teachers regarding job satisfaction. Besides, working at public vs. private schools did not make any significant difference in the level of job satisfaction. But a significant difference was found between the part-time and full-time teachers' job satisfaction. The full-time teachers were more satisfied with their job.</em><em></em></p>
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Cousineau, William J., and Moira D. Luke. "Relationships between Teacher Expectations and Academic Learning Time in Sixth Grade Physical Education Basketball Classes." Journal of Teaching in Physical Education 9, no. 4 (July 1990): 262–71. http://dx.doi.org/10.1123/jtpe.9.4.262.
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This study examined the relationship between teachers’ expectations of performance and the academic learning time (ALT) of elementary students in physical education classes. Six teachers from different schools were asked to rank-order their students according to expected levels of performance in physical education. Thirty-six students, one boy and one girl from the high, middle, and low expectancy groups of each class, were chosen for observation in three basketball lessons to determine ALT–PE. Using ANOVA, a significant difference was found between level of teacher expectation and academic learning time of students. High expectancy students had significantly higher ALT–PE measures than middle expectancy students, who in turn had higher ALT–PE measures than low expectancy students. Significant differences in ALT–PE were also evident across the three basketball lessons observed. No significant difference was found between student gender and ALT–PE. These results suggest that a relationship does exist between teacher expectations and academic learning time in physical education.
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Husin, Mazlan, Mohd Mahzan Awang, and Anuar Ahmad. "Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps." Yupa: Historical Studies Journal 1, no. 2 (November 6, 2017): 184. http://dx.doi.org/10.26523/yupa.v1i2.66.
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This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.
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Husin, Mazlan, Mohd Mahzan Awang, and Anuar Ahmad. "Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps." Yupa: Historical Studies Journal 1, no. 2 (July 31, 2017): 183–98. http://dx.doi.org/10.30872/yupa.v1i2.109.
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This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialization. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.
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Jalili, Simin, and Behdokht Mall-Amiri. "The Difference between Extrovert and Introvert EFL Teachers' Classroom Management." Theory and Practice in Language Studies 5, no. 4 (April 8, 2015): 826. http://dx.doi.org/10.17507/tpls.0504.19.
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Putra, Roby Maiva, and Raja Arlizon. "KEPUASAN KERJA GURU BERDASARKAN STATUS KEPEGAWAIAN DAN JENIS KELAMIN." TANJAK: Journal of Education and Teaching 2, no. 1 (February 28, 2021): 79–86. http://dx.doi.org/10.35961/tanjak.v2i1.244.
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The education process will run optimally if teachers as educators have high interest and satisfaction with their profession. This study aims to: (1) see the description of teacher job satisfaction, (2) see differences in teacher job satisfaction based on civil servant and non-PNS status, and (3) see differences in teacher job satisfaction based on gender. This research uses descriptive quantitative method. This research was conducted at State Vocational High Schools throughout Kuantan Singingi Regency, Riau Province. The population in this study were teachers registered in the 2017/2018 school year. Samples were taken using proportional random sampling technique and obtained as many as 206 people, consisting of 85 men and 121 women or 110 people with civil servant status and 96 with non-PNS status. Data analysis was performed using a percentage formula and simple regression. The findings of this study are: (1) most of the teachers' job satisfaction is in the high category with a percentage of 83.49%, (2) there is a significant difference between the job satisfaction of teachers who are PNS and Non-PNS. The job satisfaction of teachers with PNS status is higher than teachers with non PNS status, (3) there is a significant difference between the job satisfaction of male and female teachers. The job satisfaction of female teachers is higher than that of male teachers. The results of this study can be used as input for the Education Office and school principals in order to increase the number of programs that can increase teacher job satisfaction.
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Kim, Yun-hee, and Kyunghee Jung. "Comparison between Parents and Teachers Assessment of Language Development for Infants: 18-35 Months." Communication Sciences & Disorders 26, no. 2 (June 30, 2021): 284–94. http://dx.doi.org/10.12963/csd.21817.
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Objectives: The purpose of this study is to provide clinicians with clinical information about language and vocabulary development in infants by comparing the assessments of parents and teachers.Methods: A total of 128 parents and teachers of preschoolers of typical disabilities assessed the level of language development of a child. The language ability of infants was measured by SELSI and K M-B CDI.Results: The results of the study are as follows. Firstly, there was a positive correlation between parents and teachers on the SELSI total score, and the receptive and expressive language score. Additionally, a positive correlation was also observed within each age group. Secondly, there was a difference between the total scores in assessments from parents and teachers, where teachers showed higher scores in their assessments. However, there was no significant difference in both the receptive and expressive language. By observing the three different age groups, within the group of 30 to 35 months, there was a significant difference between assessments of parents and teachers in only the SELSI total score. Whereas for the other two age groups, there was no significant difference observed. Thirdly, there was a positive correlation between parents and teachers on the K M-B CDI total, expressive lexicon, and grammar score. Additionally, a strong positive correlation was also observed within each age group. Fourthly, there was no significant difference between the all area of the scores in assessments from parents and teachers. Furthermore, within each age group, there was also no significant difference observed.Conclusion: The results of this study suggest that it is necessary to consider not only the parents but also the teacher’s assessment when evaluating language development for infants. And this study provides useful clinical information for early assessment and intervention in infants who show signs of delayed language development.
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Sáenz-Castro, Paola, Dimitrios Vlachopoulos, and Sergi Fàbregues. "Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education." Education Sciences 11, no. 9 (September 6, 2021): 507. http://dx.doi.org/10.3390/educsci11090507.
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This explanatory sequential mixed methods study explores the perceptions of academic and administrative managers responsible for teacher training at a public university in Colombia, as well as their views on improving such training after learning about the performance of teachers student teachers in the 2019 Saber Pro test, the differences in their test scores, and the relationships and statistical correlations between these outcomes and the students’ personal, family, socioeconomic and academic characteristics. Our findings show significant differences in the student teachers’ mean scores and performance when data are grouped according to personal, socioeconomic and academic conditions; a significant relationship between performance and student teacher characteristics; and correlations between critical reading scores and the other competencies assessed. Our data also highlight the lack of knowledge among academic and administrative managers about students’ life circumstances and the diversity of factors that may impact their performance; the importance of correlational data; the difference between expected and true outcomes; the inequity under which students seem to pursue their education; the limitations in access to resources; the training required for teachers to be able to analyze quantitative data and use specific software; the impact of teachers’ critical reading skills on student outcomes; the importance of data-driven decision-making; and the need for teachers to engage in quantitative research practices.
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Choi, Kee-Young, and Soo-Kyeong Woo. "The Difference between Kindergarten Teachers' and Pre-service Early Childhood Teachers' Perception on Traditional Culture." Korean Journal of Teacher Education 30, no. 3 (July 31, 2014): 217–37. http://dx.doi.org/10.14333/kjte.2014.30.3.217.
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Arfiandhani, Puput, and Ika Wahyuni Lestari. "PRE-SERVICE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ MOTIVES TO BECOME TEACHERS: A COMPARATIVE STUDY." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 306. http://dx.doi.org/10.24252/eternal.v52.2019.a11.
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This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.
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Halim, Lidia, and Mochamad Sheisar Firmana. "ANALISIS TINGKAT KINERJA GURU TETAP YAYASAN DAN GURU TIDAK TETAP DI SMK SWASTA SE-KOTA MALANG." Jurnal Ilmiah Bisnis dan Ekonomi Asia 12, no. 1 (February 1, 2018): 40–48. http://dx.doi.org/10.32812/jibeka.v12i1.13.
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This study is based on the differences in rights received from permanent teacher and non-permanent teacher, such like teaching hours, benefits received, certification rights from government, and other incentives. So based on the background, the purpose of this research to identify and analyze differences in performance level of permanent teachers and non-permanent teachers at The Private Vocational High School in Malang City. The population on this research is all of Private Vocational High School in Malang City which amounted to 40 schools. The sample of this research is 10 schools, which each school will be represented by 5 permanent teachers and 5 non-permanent teachers. The total of each sample are 50 permanent teachers and 50 non-permanent teachers. This research uses questionnaire and quick interview method. This research’s data analysis is Chi-square statistics. The results showed that there was no difference in performance between permanent teacher and non-permanent teacher on Private Vocational High School in Malang City.
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Hipp, Kristine A., and Paul V. Bredesqn. "Exploring Connections between Teacher Efficacy and Principals’ Leadership Behaviors." Journal of School Leadership 5, no. 2 (March 1995): 136–50. http://dx.doi.org/10.1177/105268469500500202.
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This paper reports the results of an exploratory investigation of the connections between principals’ leadership behaviors and teachers’ sense of efficacy in selected middle schools currently involved in building-level change efforts. Our findings indicate that there is a significant difference between general teaching efficacy (GTE) and personal teaching efficacy (PTE), the two dimensions that define the construct of teacher efficacy. When asked to interpret principals’ leadership behaviors, there was a significant difference between teachers’ and principals’ perceptions of principals’ leadership behaviors. Finally, the principal leadership behaviors most strongly related to GTE were models behavior, provides contingent rewards and inspires group purpose. Modeling behaviors and providing contingent rewards were also significantly related to PTE. Implications for further research, for principal preparation, and for administrative practice are discussed.
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DARKO, REGINA AKUFFO, Jane Mwangi, and Lucy Joy Wachira. "Inclusive Physical Education During the University Preparation Programme in Ghana: Bridging the Gap Between Theory and Practice." African Journal of Teacher Education 10, no. 1 (April 11, 2021): 21–37. http://dx.doi.org/10.21083/ajote.v10i1.6455.
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Hands-on experience plays a key role in every teacher education programme as it helps the prospective teacher to experience a real world of teaching rather than in abstract. One of the most difficult aspects of inclusive teacher education programmes is capacitating pre-service teachers to practice inclusion in the classroom in real live conditions. This study aimed at evaluating student-teachers’ hands-on experiences in inclusive practical PE lessons during their university preparation programme using sequential mixed-method design. 152 PE student-teachers’ in level 300 from the two universities who train PE teachers in Ghana were purposively sampled for this study. Quantitative data was collected using questionnaires while qualitative data was collected through focus group discussion with 20 of the same participants. Quantitative data were analysed using means and standard deviation and presented in tables. Inferential statistics of independent t-test was used to ascertain the mean difference between student-teachers’ hands-on experiences. Qualitative data were transcribed verbatim with trustworthiness assured through peer debriefing and member checking. Both quantitative and qualitative results showed that the university preparation programme has no practical component for inclusion in PE. Student-teachers’ hands-on teaching experience in inclusive practical PE was found to be inadequate. However, a significant difference (t (-4.020) at df (32.9), p< .005) was found between the two institutions. The study concludes that the preparation programme in the universities does not give student-teachers’ adequate inclusive practical exposure. To make inclusion experience more viable to student-teachers’, it is recommended that inclusive experiences should be incorporated into student-teachers’ on-campus teaching practice and all practical courses to help bridge the gap between theory and practice.
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Lv, Saidong, and Yujun Pan. "Research on the Spatial Distribution Difference of Compulsory Education between China and Australia." International Journal of Emerging Technologies in Learning (iJET) 15, no. 04 (February 26, 2020): 129. http://dx.doi.org/10.3991/ijet.v15i04.11702.
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This study collected regional data from 31 provinces in China and 8 states and territories in Australia in 2016. The study used the descriptive and analytical approach to analyze the results. Also, it used the inductive approach, the descriptive statics analysis and the SPSS to analyze data. it found that the distribution of compulsory education bears both similarities and differences in the two countries. In terms of similarities,there are certain regional differences in the teachers’ faculty of compulsory education in the two countries, and an unbalanced distribution of teachers has emerged. The difference is that although China's compulsory education has rqpidly, the teachers and funds of compulsory education lag far behind Australia, and the Regional imbalance is more serious in China than that in Australia.In other words, if there is a rapidly increasing population somewhere, and the nuers of teachers aren’t keeping up with this in China.
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Kirkiç, Kamil Arif, and Ömer Yahşi. "The Characteristics of Innovative Teachers: The Relationship Between Science Teachers' Views on Student Achievement and Learning and Teaching Motivation." Science Education International 32, no. 1 (March 4, 2021): 63–71. http://dx.doi.org/10.33828/sei.v32.i1.7.
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Abstract: Determining teachers’ views on student success and learning is considered important in terms of increasing the level of students' learning. The motivation people have can affect their attitude toward their job. This becomes even more important in teachers, who have a significant impact on an individual’s life. It is therefore seen as important to determine teachers' teaching motivation. The aim of this study was to determine the relationship between secondary school science teachers' views on student achievement and learning and their own level of teaching motivation. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (124 female and 39 male science teachers) working in Izmir. Two data collection tools were used in the study: the ‘Teacher Motivation Scale’ and the ‘Teachers’ Opinions Scale about Student Achievement and Learning’. Participants’ demographic information was obtained using a ‘Personal Information Form’ designed by the researchers. According to the results of the study there was no difference according to gender variable but there was a significant difference in favor of science teachers who had a Bachelor’s degree between the groups. The study showed that as the age and teachers’ years of service increased, their views on student achievement and learning become more negative. According to the results it is recommended to organize well-planned inservice training to increase the teaching motivation and conduct in-depth research to understand the relationship among teacher beliefs, practice, and school context.
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Vekeman, Eva, Geert Devos, Martin Valcke, and Yves Rosseel. "Principals’ configuration of a bundle of human resource practices. Does it make a difference for the relationship between teachers’ fit, job satisfaction and intention to move to another school?" Educational Management Administration & Leadership 46, no. 5 (June 1, 2017): 820–40. http://dx.doi.org/10.1177/1741143217711189.
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The purpose of this study is to explore whether the relationship between teachers’ person–organisation (P-O) fit, job satisfaction and intention to move to another school varies depending on the way a bundle of human resource (HR) practices is configured in education. Drawing on strategic human resource management literature, a strategic and human resource orientation is considered to provide insight into the configuration of HR practices. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers in 56 Flemish primary schools. The qualitative data, which provides insight into principals’ configuration of HR practices, were converted into numerical scores and analysed, together with the quantitative teacher data, using multiple group path analysis. The key findings show that the relation between P-O fit and intention to move operates differently depending on the HR orientation of the teacher’s principal but not on their strategic orientation. This finding supports the need for closer attention to be given to the investment of new teachers and the impact this has on the direct and indirect effect of teachers’ P-O fit on teachers’ intention to move.
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Song, Kim, Sujin Kim, and Lauren Rea Preston. "“No Difference Between African American,Immigrant, or White Children! They Are All the Same.”: Working Toward Developing Teachers’ Raciolinguistic Attitudes Towards ELs." International Journal of Multicultural Education 23, no. 1 (April 30, 2021): 47. http://dx.doi.org/10.18251/ijme.v23i1.1995.
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This study explored Midwestern US teachers’ raciolinguistic attitudes toward English learners. Two research questions guided the study: “How did teachers perceive racism and linguicism” and “How did a professional training influence teachers’ awareness of them?” Critical race theory was used to examine how racism evolved into racialized linguicism. Data analysis demonstrated that teachers tended to conflate the experiences of African American students and English learners, even though they are linguistically and culturally distinct. They also tended to understand the racism and linguicism encountered by the two groups in Black/White and Standard-English/Nonstandard-English binaries. Implications consider the future direction of TESOL teacher education.
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Alghazo, Emad M., and Mohammad Salman Alkhazaleh. "Collaboration between Special Education Teachers and Regular Education Teachers: Implications for Professional Development." International Journal of Early Childhood Special Education 13, no. 1 (May 5, 2021): 35–41. http://dx.doi.org/10.9756/int-jecse/v13i1.211005.
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It is essential that special education teachers help and support regular education teachers so tat they can work effectively with special needs students in their classes. Students with disabilities need modified lesson plans and methods of teaching in order to succeed and since the majority of teachers in regular education are not trained to work with special needs students, it becomes important that they collaborate with special education to teachers to provide the needed support for those students. Hence, the current study aimed at identifying the level of practicing collaboration between special education teachers and regular education teachers in Abu Dhabi school district. The study sample consisted of 135 teachers; 75 regular education teachers and 60 special education teachers. A researcher designed questionnaire based on extensive review of literature was used and the final version of the questionnaire consisted of ten items. Analysis of data revealed that the level of collaboration between special education teachers and regular education teachers was medium; also no significant differences were found between teachers based on gender, however a significant difference was found between teachers based on the level of education being better for those with higher education.
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Alrajeh, Tahani Salman, and Beth Winfrey Shindel. "STUDENT ENGAGMENT AND MATH TEACHERS SUPPORT." Journal on Mathematics Education 11, no. 2 (March 3, 2020): 167–80. http://dx.doi.org/10.22342/jme.11.2.10282.167-180.
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This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher’s gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.
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Shin, Yeong-Hee, Du-Guy Kim, and Gyun Heo. "A Study on the Difference between Excellent Teachers and General Teachers through Flanders' Language Interaction System." Journal of Fisheries and Marine Sciences Education 25, no. 3 (June 30, 2013): 587–98. http://dx.doi.org/10.13000/jfmse.2013.25.3.587.
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Izham, Mohd, Nurul Sahadila, and Aida Hanim. "Headteachers Conflict Management Styles and Teachers Job Satisfaction in Malaysian Primary Schools." International Journal of Educational Best Practices 1, no. 2 (October 28, 2017): 38. http://dx.doi.org/10.31258/ijebp.v1n2.p38-49.
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The purpose of this study was to investigate the conflict management styles among head teachers and the relationships between the styles and teachers job satisfaction. The study also examined the head teachers conflict management styles and teachers job satisfaction based on the demographic characteristics. A questionnaire was administered to 120 respondents in 5 primary schools in the district of Tampin, Malaysia. Descriptive and Manova statistics were used to examine the levels and differences of conflict management styles used among head teachers and teachers job satisfaction in terms of their demographic characteristics. The findings showed that the head teachers used all the five conflict management styles: cooperating style, adapting style, compromising style, bargaining style, and problem-solving style. Most head teachers preferred cooperating style as compared to bargaining style. Further, the findings showed that there was no difference for all the five conflict management styles in relation to the head teacher demographic characteristics. However, the findings showed that there was a significant difference for teachers job satisfaction in terms of years of service and no difference for teachers job satisfaction in terms of other demographic characteristics. Implications for all policymakers to improve future policy related to leadership training for all head teachers in schools were discussed.
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Soltanpour, Fatemeh, and Mohammadreza Valizadeh. "Iranian EFL Teachers’ Perspectives on SLA Research and EFL Pedagogy: Do Majors Matter?" International Journal of Applied Linguistics and English Literature 6, no. 5 (July 6, 2017): 90. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.90.
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Considering the issues of EFL (English as a Foreign Language) teacher education, recruitment, and supervision system in Iran, this study investigated the Iranian EFL teachers’ familiarity, involvement with, accessibility to, and their judgments about usefulness of SLA (Second Language Acquisition) research. The sources the teachers consult about teaching and SLA research were also explored. Moreover, the mentioned issues were explored in terms of the teachers’ majors in order to find any significant associations between the teachers’ majors and the raised issues or any significant differences between the two participating groups of teachers’ perspectives in the above-mentioned subjects. Quantitative data were collected through a questionnaire. 142 participating Iranian EFL teachers were divided into two groups of TEFL (Teaching English as a Foreign Language) and Non-TEFL majors based on their university degrees and their opinions were compared. Significant associations were found between the teachers’ majors and their familiarity with and their access to SLA research and materials. Moreover, significant differences were found between the opinions of two groups of teachers about the relevance and usefulness of SLA research for classroom teaching as well as two of the items under the topic of teacher-researcher relationship. However, both groups of the Iranian EFL teachers seemed to be willing to cooperate with the SLA researchers and no significant difference was revealed between them. To improve the condition, creating a culture of collaboration as well as the amending of the language teacher education programs and supervision system are vital steps to be taken in Iran.
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Beer, John. "Depression and Self-Esteem of Teachers." Psychological Reports 60, no. 3_part_2 (June 1987): 1097–98. http://dx.doi.org/10.1177/0033294187060003-215.1.
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The correlation between self-esteem and depression measured on the Coopersmith Self-esteem Inventory-Adult Form and Beck Depression Inventory for 51 teachers was –-.59. There were no significant differences between men and women and single or married subjects for depression. There was a significant difference between men and women for self-esteem (men scored higher) but none between single or married subjects.
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Cowen, Joshua M., and Marcus A. Winters. "Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida." Education Finance and Policy 8, no. 1 (January 2013): 14–42. http://dx.doi.org/10.1162/edfp_a_00081.
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We analyze patterns of teacher attrition from charter schools and schools in the traditional public sector. Using rich data on students, teachers, and schools in Florida, we estimate teacher effectiveness based on repeated test scores reported at the student level for each teacher over time. Among all teachers, those in charter schools appear more likely to exit the profession than those in the traditional public sector, and in both sectors the least effective teachers are more likely to exit than their more effective counterparts. Few of these relationships appear evident for within- or between-district transfers, and there are no differential relationships between effectiveness and attrition in the charter sector. We interpret these results as indicating that whatever administrative or organizational differences may exist in charter schools, they do not necessarily translate into a discernible difference in the ability to dismiss poorly performing teachers.
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Tsybulsky, Dina, and Yulia Muchnik-Rozanov. "Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices." F1000Research 10 (May 21, 2021): 71. http://dx.doi.org/10.12688/f1000research.28074.2.
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Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.
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Tsybulsky, Dina, and Yulia Muchnik-Rozanov. "Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices." F1000Research 10 (June 16, 2021): 71. http://dx.doi.org/10.12688/f1000research.28074.3.
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Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.
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Tsybulsky, Dina, and Yulia Muchnik-Rozanov. "Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices." F1000Research 10 (February 4, 2021): 71. http://dx.doi.org/10.12688/f1000research.28074.1.
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Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.
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Srinivasan, R., and N. Pugalenthi. "A Relationship Between Self-Esteem and Teaching Competency of Prospective Teachers." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 44–48. http://dx.doi.org/10.34293/sijash.v7i3.546.
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The present study seeks to measure the relationship between teaching competency and self-esteem of prospective teachers. The Self-Esteem Scale (SES) developed and standardized by Rosenberg, M revalidated by the investigator in 2019 and Teaching Competency Scale (TCS) constructed and standardized and validated by the investigator in 2019 for prospective teachers. The investigator has been used to collect the data from the sample of 650 prospective teachers studying in Coimbatore, Nilgiris, and Tirupur district of Tamilnadu, India. The findings of the study revealed that there is no significant difference in teaching competency of prospective teachers about gender, there is no significant difference in self-esteem of prospective teachers about gender, there is no significant difference between the mean scores in the teaching competency with the type of college and there is no significant difference between the mean scores in the self-esteem to the kind of college levels.
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Fitzgerald, Michael, David McKinnon, Lena Danaia, and Sophie Bartlett. "Differences in Perception Between Students and Teachers of High School Science: Implications for Evaluations of Teaching and Classroom Evaluation." Australian Journal of Teacher Education 45, no. 11 (November 2020): 73–92. http://dx.doi.org/10.14221/ajte.202v45n11.5.
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The science teacher in the modern high school acts as the designer and driver of the in-class practice. In this role, the teacher must broadly assess the effect of the practice on the student. This would rely on accurate self-knowledge of how they act in class and impact their students. In this study we explore these issues by comparing the difference in responses of 86 teachers and 2512 Year 9 and 10 students to an instrument probing their perceptions of their in-class practice. We report two significant findings. First, not only do teachers constantly positively overrate their in-class practice but secondly, these perceptions are completely unrelated to how their students see their classrooms. This implies that using teachers as the sole source of evaluation about their own classroom practice is problematic and that evaluation should always be endeavoured to be undertaken at the level of both teachers and students.
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Goriot, Claire, Eddie Denessen, Joep Bakker, and Mienke Droop. "Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning." International Journal of Bilingualism 20, no. 6 (July 27, 2016): 700–713. http://dx.doi.org/10.1177/1367006915586470.
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Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Data and analysis: Executive functioning was measured through computer tasks, and perceived home language appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. Findings: German-Dutch pupils perceived there to be more appreciation of their home language from their teacher than Turkish-Dutch pupils. This difference did partly explain differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. Originality and significance: This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching.
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Roohani, Ali, and Mehdi Iravani. "The Relationship Between Burnout and Self-Efficacy among Iranian Male and Female EFL Teachers." Journal of Language and Education 6, no. 1 (March 31, 2020): 173–88. http://dx.doi.org/10.17323/jle.2020.9793.
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Teaching is a job marked by high levels of burnout. Teacher burnout has been extinsively studied in connection with other important psychological qualities, such as perceived self-efficacy. However, little research has examined this relationship among teachers in the English as a foreign language (EFL) context. In this light, this mixed-method study was intended to a) investigate the relationship between the degree of perceived self-efficacy by Iranian EFL teachers and their professional burnout level, and b) see whether gender could make a significant difference in the teachers’ burnout level. To these ends, 80 male and female Iranian EFL teachers from several high schools in Isfahan, selected through convenience sampling, participated in the study and responded to the Maslach Burnout Inventory-Educator’s Survey (MBI-ES) and a modified version of Teacher Sense of Efficacy Scale (TSES). To triangulate the data, a semi-structured interview was also conducted with 15 teachers. Correlational and t-test data analysis showed that there was a strong significant correlation between the participants’ perceived self-efficacy and their burnout level in a negative direction. The gender variable also had a modifying effect on the teachers’ burnout. Female teachers, in fact, had a lower burnout level. The follow-up interview further confirmed the relationship and revealed the three main themes of mental fatigue, contact avoidance, and stress in explaining teacher burnout. The implications for school administrators and teacher educators are discussed.
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Xiong, Tao, and Xiuzhen Xiong. "The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China." English Language Teaching 10, no. 4 (March 14, 2017): 100. http://dx.doi.org/10.5539/elt.v10n4p100.
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Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.
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Martin, Susan D., and Sherry Dismuke. "Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education." Journal of Teacher Education 69, no. 1 (June 7, 2017): 22–39. http://dx.doi.org/10.1177/0022487117702573.
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How to prepare teachers to be effective in our nations’ classrooms seems to get increasingly complex, yet the links between teacher education and teachers’ eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing, either at inservice or preservice levels. The other teachers had not taken any course focused on writing and had little to no writing professional development. Despite the small number of participants in our study, quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers’ practices and understandings and the course were noted. These findings contribute to understandings of the ways in which teacher education coursework makes a difference in optimizing candidate learning and reducing the variability across teacher practices and subsequent student learning opportunities. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators and researchers.
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Karimi, Mehrnoosh, and Elham Nikbakht. "Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement." Advances in Language and Literary Studies 10, no. 5 (October 30, 2019): 20. http://dx.doi.org/10.7575/aiac.alls.v.10n.5p.20.
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The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.
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Nikoopour, Jahanbakhsh, and Nadimeh Esfandiari. "The Relationship between Emotional, Social, Cultural, Spiritual Intelligence and EFL Teachers’ Teaching Effectiveness." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 138. http://dx.doi.org/10.17507/jltr.0801.17.
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The present study attempted to investigate the relationship between EFL teachers’ emotional, social, cultural, spiritual intelligence and their teaching effectiveness in EFL contexts. Teaching effectiveness was investigated as perceived by EFL teachers, observers and learners based on a data-triangulated procedure. A total of 126 EFL teachers, 266 learners and 31 EFL observers selected randomly from various educational districts in Tehran participated in the study. The EFL teachers were required to answer self-report questionnaires of Teaching Effectiveness Scale (TES), Emotional Intelligence Questionnaire (TEIQue), Cultural Intelligence Scale (CQS), Tromsø Social Intelligence Scale (TSIS) and Integrated Spiritual Intelligence Scale (ISIS) respectively. The EFL observers and learners were also required to answer Teaching Effectiveness Scale (TES) to reveal their perception of their teachers’ teaching effectiveness. The study revealed that among EFL teachers, there was a significant correlation between teaching effectiveness and TEQ, but the correlation between teaching effectiveness and the three other types of intelligence (SQ, CQ, & SPQ) was not significant. The three groups of participants (teachers, observers, and learners) showed a significant difference in their perception of effective teaching. In further analysis, gender made a significant difference in TEQ, but female and male EFL teachers did not show a significant difference in their CQ, SQ, SPQ and effective teaching. University degree caused a significant difference in SQ and TEQ, but not in TE, SPQ and CQ. However, teaching experience and age made a significant difference in all four variables under the study.
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Aydin, Bunyamin, and Dilek Sezgin Memnun. "Teaching Profession Attitudes and the Anxiety towards Mathematics Teaching of Turkish and Kosovan Teachers." International Research in Education 6, no. 2 (September 10, 2018): 48. http://dx.doi.org/10.5296/ire.v6i2.13192.
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Kosovo needs some improvements about its education system and requires some essential and rapid changes in teachers' attitudes towards their profession and in teacher training. Attitude and anxiety are important components that affect the success in profession life and teaching of them. Because of that, the aim of this research is to examine the attitude towards teaching profession and the anxiety towards mathematics teaching, and to explore the differences between the attitude and the anxiety levels of Kosovan and Turkish teachers. The attitude towards teaching profession and the anxiety towards mathematics teaching scales were applied to a total of 64 teachers with this aim. A total of 29 of these teachers were from Turkey while a total of 35 of them were from Kosovo. These teachers were determined randomly from the teachers working in Turkey and Kosovo. At the data analysis stage, firstly total points were divided into the items for each scale and then average points were calculated separately for each one. After that, descriptive statistics and variance analysis were applied to the average points. After the analysis of the data, it was understood that there was not a significant difference between the anxiety towards mathematics teaching of Kosovan and Turkish teachers while there was a significant difference between their attitudes about teaching profession. Besides, it was indicated that Kosovan teachers had a higher level of attitude towards teaching profession than Turkish teachers. Additionally, there were significant relationships between the attitude towards teaching profession and the anxiety towards mathematics teaching not only for Turkish teachers but also Kosovan teachers.
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Alipour, Shahram. "Comparison of private-institute and public-school English teachers’ motivation towards teaching English in Iran." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 631–44. http://dx.doi.org/10.18844/cjes.v13i4.3600.
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Teacher’s motivation plays a key role in their career success. Recognising the factors which impede an ideal performance in teaching helps curriculum developers and instructional managers to resolve the issue as much as possible. This is not valueless to investigate and deploy possible solutions from which are being experienced in different types of instructional institutes. Therefore, to find the possible differences between the institution teachers and public-school teachers, the present study was initiated. It was also aimed to compare the motivation sources in their teaching context. So, English teachers’ motivation was measured regarding their intrinsic and extrinsic motivation. The results suggest that there is a significant difference between two types of teachers. In fact, teachers in private institutions have more motivation than public-school teachers. The findings of present study indicate that education system, school managers and supervisors need to motivate teachers towards teaching English.
Keywords: Contextual sources of motivation, extrinsic motivation, intrinsic motivation, teaching English, teachers’ motivation.
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Jumani, Nabi Bux. "Connections Between Theory and Practice in Teacher Education." European Journal of Social & Behavioural Sciences 4, no. 1 (January 1, 2013): 97–105. http://dx.doi.org/10.15405/ejsbs.2013.1.12.
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A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.