Relevant bibliographies by topics / Early childhood teachers Teachers Job satisfaction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Early childhood teachers Teachers Job satisfaction'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Early childhood teachers Teachers Job satisfaction"

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Bhamani, Shelina. "Factors Determining Job Satisfaction of Early Childhood Teachers." IOSR Journal of Humanities and Social Science 3, no. 1 (2012): 43–48. http://dx.doi.org/10.9790/0837-0314348.

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김희정, 임유경, and Back young ae. "Relationships among job satisfaction, teacher efficacy, and empathy of early childhood teachers." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (January 2017): 53–72. http://dx.doi.org/10.16978/ecec.2017.12.1.003.

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Lee, Jung-Hyun, and Hyo-Jin Ahn. "A Study on the Relationships between Job Satisfaction, Teacher Efficacy, and Job Stress of Early Childhood Teachers." Korean Journal of Child Studies 33, no. 4 (August 31, 2012): 129–41. http://dx.doi.org/10.5723/kjcs.2012.33.4.129.

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O, Kyongsoon, and Hyunsuk Yoon. "Development and Validation of Job Satisfaction Scale for Early Childhood Teachers." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 869–84. http://dx.doi.org/10.22143/hss21.9.6.62.

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Sak, Ramazan. "Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism." Early Childhood Education Journal 46, no. 6 (March 20, 2018): 643–53. http://dx.doi.org/10.1007/s10643-018-0895-9.

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Chae, Seung-Hee, and Jung-Hee Kim. "Relationship between Social Support, Job Satisfaction and Resilience of Early Childhood Teachers." Journal of Children's Literature and Education 21, no. 2 (June 30, 2020): 233–52. http://dx.doi.org/10.22154/jcle.21.2.10.

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Randall, Ken, Timothy G. Ford, Kyong-Ah Kwon, Susan S. Sisson, Matthew R. Bice, Danae Dinkel, and Jessica Tsotsoros. "Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators." International Journal of Environmental Research and Public Health 18, no. 18 (September 7, 2021): 9430. http://dx.doi.org/10.3390/ijerph18189430.

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Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.
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Kim, in hee, and jin kyung Kim. "The Effects of Early Childhood Teachers' Emotional Intelligence, Job Satisfaction and Teacher Efficacy on Teacher Efficacy on Teacher-Preschooler Interacation." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 17 (September 1, 2020): 1075–100. http://dx.doi.org/10.22251/jlcci.2020.20.17.1075.

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Kim, HeeYoung, and Ji-Myeong Hong. "The mediating effect of teacher efficacy on the relationship between teacher commitment and job satisfaction in early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 19 (October 15, 2017): 245–61. http://dx.doi.org/10.22251/jlcci.2017.17.19.245.

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Kim, Yeoung Mi, and Kyung Nim Lee. "Structural Relationships Among Directors’ Coachin Leadership, Organizational Culture, Early Childhood Teachers’ Empowerment, Teacher-Efficacy and Job Satisfaction." Korean Journal of Child Education and Care 18, no. 2 (June 30, 2018): 183–202. http://dx.doi.org/10.21213/kjcec.2018.18.2.183.

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Dissertations / Theses on the topic "Early childhood teachers Teachers Job satisfaction"

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Tejagupta, Yawvapa Morris Jeanne B. Strand Kenneth H. "The relationship between early childhood teacher personality and job satisfaction." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713231.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 8, 2005. Dissertation Committee: Jeanne B. Morris, Kenneth H. Strand (co-chairs), James J. Johnson, Kathryn W. Smith, Fred A. Taylor. Includes bibliographical references (leaves 83-91) and abstract. Also available in print.
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Ozgun, Ozkan. "The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Blackburn, Donna J. "Military Child Care Providers and Challenging Behaviors of Early Childhood Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2472.

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Job satisfaction of early childhood teachers in military programs and satisfaction changes as teachers deal with challenging behaviors in the workplace was the focus of this study. The goal of The National Association for the Education of Young Children is to ensure quality programming that promotes positive child development experiences. Child development experiences are impacted by teaching staff, partnerships, administration, and the children's' environment. This case study examined the specific environment and behaviors that military childcare providers experience at a small military installation and explored how working with children with challenging behaviors impacts the job satisfaction of early childhood teachers. Herzberg's 2-factor theory provided the conceptual framework on how satisfaction and dissatisfaction can exist in the same environment. Data were collected through face-to-face interviews and observations of the work environment with 11 participants ranging from 23 to 56 years of age at the military installation. The participants were selected for being part of the military community and early childhood teachers at the study site. Data were open coded and thematically analyzed. Findings indicated that the teachers at this site have a dual perception of satisfaction and dissatisfaction in the workplace that stems from experiences with coworker relationships, dealing with policy and procedure changes, and adjusting to the varying behaviors of children. The implications for social change include providing research findings on early childhood teacher satisfaction to the study site so that administrators can develop a plan to improve military early childhood care provider job satisfaction, which may improve the quality of the environment of the military child.
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Voris, Brenda C. "TEACHER EFFICACY, JOB SATISFACTION, AND ALTERNATIVE CERTIFICATION IN EARLY CAREER SPECIAL EDUCATION TEACHERS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/159.

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The number of special education students continues to rise, creating the need for additional special education teachers. Alternative certification programs have dealt with the special education teacher shortage, but not the question of teacher quality. Most teachers entering classrooms from alternative certification programs have little or no formal education in methodology or behavior management, but have commensurate responsibilities as their more experienced colleagues. The intent of this quantitative study was to examine 222 special education teachers’ sense of self-efficacy and job satisfaction in 21 central Kentucky school districts. The focus was the relation among special education teacher’s degree of efficacy in the early years of their careers (zero to five), degree of job satisfaction, and their certification type in special education (alternative vs. traditional). The secondary purpose was to examine the interrelation among teacher efficacy, number of years in the profession, degree of job satisfaction, gender, type of classroom, and area of certification in special education. The degree of teacher self-efficacy is linked to increased student outcomes and achievement, extent of planning, implementation of new ideas, enthusiasm, commitment, and increased patience with struggling students. The Teacher Sense of Efficacy Scale was utilized to measure teacher efficacy. The Brayfield Rothe Job Satisfaction Index (1951) as modified by Warner (1973) was employed to measure the affective factors of job satisfaction. A demographic questionnaire developed by the researcher gathered information from the respondents. The study hypothesis assumed that teacher efficacy, specifically teacher self-efficacy, was lower in early career special education teachers who were pursuing or had recently completed certification through alternative programs. Analysis of the data indicates there is no significant difference between special education teachers who have completed alternative certification programs and their traditionally certified counterparts in terms of their degree of self-efficacy. Responses from the Job Satisfaction Survey indicated both groups of special education teachers are satisfied with their jobs.
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Sidelinger, Tia. "The Problem of Burnout among Early Educators and How it May Lead to Staff Turnover." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/SidelingerT2008.pdf.

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Blackburn, John Joseph. "AN ASSESSMENT OF TEACHER SELF-EFFICACY AND JOB SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/473.

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The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.
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Snider, Margaret Hardy. "The effect of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practice." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/45188.

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Early childhood teachers’ (N=73) level of education, length of employment, number of content areas covered in child development courses taken, and supervised practical experience were examined as factors affecting their knowledge of developmentally appropriate practice. Background information concerning each teacher's education, employment, content areas covered in child development courses taken, and supervised practical experiences was gathered in the Teacher Information Report. Knowledge of developmentally appropriate practice was assessed by having each teacher listen to 12 audiotaped vignettes describing situations typical to teacher-child interactions in preschool classrooms. They were asked to determine if each vignette described appropriate or inappropriate practice. A 3(level of education) x 3(length of employment) factorial analysis of variance revealed a significant level of education effect on developmentally appropriate practice scores F(2,2)=3.23, p < .05. Post-hoc comparisons indicated that those teachers with formal degrees in the area of child development (M=8.68) scored significantly higher than those with other types of training (M=7.62). There was no significant length of employment effect on developmentally appropriate practice scores. A 4(number of content areas covered) x 3(length of employment) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=6.18, p< .001. Post-hoc comparisons indicated that participants who had covered 10 or more content areas (M=8.91) scored significantly higher than those who had covered fewer than 10 content areas (M=7.10, 7.42. 7.75). A 4(number of content areas covered) x 3(supervised practical experience) factorial analysis of variance yielded a significant effect for number of content areas covered F(3,2)=8.921 p < .01. and an effect for supervised practical experience F(3,2)=3.153, E < .05. Tukey Multiple Comparisons Test indicated that of those participants who had both student teaching and fieldwork experience, those who had covered 10 or more content areas in child development scored significantly higher (M=9.00) than those who had covered fewer than 10 content areas. Of those participants who had covered 10 or mere content areas. those with both student teaching and fieldwork experience scored significantly higher on the assessment of developmentally appropriate practice (M=9.00) than did those who had no student teaching or fieldwork experience (M=7.00). Implications for teacher training are discussed in the thesis.
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Pace, John D. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091530.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Lewis, Michael Anthony. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091653.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Crews, Tracey Daws. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091510.

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This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to collect data from ECTs across four school-level configurations in both high and low socioeconomic school settings. Findings revealed ECTs' preferences of different kinds of support from their principals. Although preferences for support did not vary among ECT in different grade level school configurations, there were significant differences in preferences of the kinds of support between teachers in schools with high socioeconomic characteristics versus those in low socioeconomic schools. Strong positive correlations were found between ECT's perceptions of support and their job satisfaction. High levels of ECT's job satisfaction were found to be significant indicators of their intention to remain in the teaching profession. Additionally, principal perceptions of how they support their ECT were compared to the actual perceptions of ECTs. Findings indicate that school socioeconomic factors have the greatest impact on perceptions, teachers value different types of support based on school configuration, and principals and teachers have similar perceptions. The study recommends a differentiated approach to principal support based on socioeconomic factors and, to a limited degree, school performance.
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Books on the topic "Early childhood teachers Teachers Job satisfaction"

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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(Illustrator), Kathy Dobbs, ed. Sanity Savers for Early Childhood Teachers: 200 Quick Fixes for Everything from Big Messes to Small Budgets. Gryphon House, 2004.

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Williams, Sonja D. Scripts and Scoops. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039874.003.0005.

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This chapter focuses on Richard Durham's career in journalism and scriptwriting. As Durham moved through the early 1940s, he had yet to snag a full-time writing job. He began as a freelance writer for the NBC radio show The Lone Ranger, probably in July 1943. While his wife Clarice Durham started taking evening classes in early childhood education at Chicago's Pestalozzi Froebel Teachers College, Dick Durham applied to the Summer Radio Institute jointly sponsored by Northwestern University and the NBC network. Finally, in winter 1944, a full-time job offer provided Durham with a springboard onto a new writing path; he was hired by the Chicago Defender as a reporter, and came under the guidance of its editor-in-chief Metz Tulus Paul Lochard. However, he was fired by the newspaper two years later. Durham eventually landed a position as an associate editor and feature writer with a newly created progressive newspaper called the Chicago Star. He also resumed his writing duties for the Chicago Defender's Democracy USA radio series sometime during late summer 1946.
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Book chapters on the topic "Early childhood teachers Teachers Job satisfaction"

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Vorkapić, Sanja Tatalović, and Renata Čepić. "Personal and Professional Well-Being Among Early Childhood Teachers." In Advances in Psychology, Mental Health, and Behavioral Studies, 255–80. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1185-5.ch013.

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Early childhood teachers' work satisfaction is an essential prerequisite for their work attainments and quality work outcomes. At the same time, besides their professional well-being, their personal well-being is of utmost importance, which raises the question about the nature of their relatedness. Therefore, this study was aimed to explore the personal and professional well-being among Croatian early childhood teachers. A total of 179 early childhood teachers from the Kindergarten “Rijeka” have participated in this research. Results showed that early education teachers were moderately satisfied with their work. Similarly, results about their personal well-being demonstrated moderate to high levels of optimism, positive emotions, flow, and life satisfaction. Correlation analyses revealed significant positive relationship between high levels of all personal well-being dimensions and high level of work satisfaction. Additionally, it was determined that older and highly experienced early childhood teachers are significantly less satisfied with work and less optimistic.
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Kobayashi, Hironori, Masahiro Nagai, and Nobumoto Higuchi. "On-the-Job Training System to Support Gifted School Activities for In-Service Teachers With Online Video Conferencing." In Advances in Early Childhood and K-12 Education, 370–400. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch017.

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In-service teacher training is conducted at schools in Japan to address various educational challenges with the aim of enriching on-the-job training (OJT) at schools through teacher collaboration and off-the-job training (Off-JT) outside of schools. However, in Miyazaki prefecture, OJT does not function well at remote schools or small schools in the mountains, and various conditions make it difficult for teachers to participate in training outside the school premises, even if they would like to. In this chapter, the authors propose a support system that aims to revitalize OJT/in-school training through the effective use of video conferencing technology, and a support system for Off-JT/out-of-school training through the construction of a new training system. This chapter introduces excellent initiatives at small schools in the mountains that make use of the authors' training system. The authors believe this training system can offer many important insights into how teachers are trained in developing countries and numerous countries with various geographic issues.
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Olurinola, Oluwakemi. "Computer-Driven Technologies for Effective Teaching in K-12 Classrooms in Nigeria." In Advances in Early Childhood and K-12 Education, 328–43. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1400-9.ch015.

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The world is changing and so is the educational sector. The major driver of this change is technological advancements, so it is imperative that educators investigate ways to prepare students to fit into the 21st century technology-driven workforce by adopting digital alternatives to the pens and books that still dominate present-day classroom resources, especially in developing countries. This chapter discusses the importance of computer-driven technologies in teaching. In doing so, this chapter highlights the present situation of technology integration in schools in Nigeria and the challenges teachers face in their use of classroom technologies. It is the author's opinion that teachers have a responsibility to pursue personal professional development in addition to whatever kind of training provided on the job. This chapter intends to help educators learn how to leverage free digital tools to support and meet the needs of diverse learners in the classroom.
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Ehbara, Hana, Martha Young-Scholten, and Jalal Al-Tamimi. "The Role of Delayed Output on Second/Foreign Language Pronunciation in Children." In Advances in Early Childhood and K-12 Education, 23–44. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch002.

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Effective language teaching can provide children with the satisfaction of succeeding in the challenge of learning a foreign language. All these issues must be taken under consideration when researching children and their teachers. Production training is under-investigated in L2 training studies, and despite the small number of studies with adults, there are very few studies of children. Even fewer attempts have been made to compare classroom instruction with computer-assisted training. The results show that output practice has an advantage over delayed production after only three weeks of training particularly in less marked sounds. Findings also show that learning English before the age of puberty does not warrant accent-free pronunciation.
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Lizut, Joanna. "Cyberbullying at School." In Advances in Early Childhood and K-12 Education, 267–92. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8076-8.ch009.

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It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.
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Thieman, Gayle Y. "Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School." In Advances in Early Childhood and K-12 Education, 250–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6383-1.ch013.

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The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.
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Sildus, Tatiana I., Natalie Vanderbeck, and Michelle Broxterman. "The Reality of Teaching Young ELLs in a Pull-Out Program." In Advances in Early Childhood and K-12 Education, 20–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3123-4.ch002.

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The chapter focuses on the specifics of working with elementary school English language learners in ESOL pull-out programs. The authors, a TESOL professor and two ESOL pull-out teachers in elementary schools, examine the role of the ESOL program instructor in this type of academic setting. To give the readers a better idea of what the job of an ESOL pull-out teacher entails, the chapter presents portions of teacher interviews offering insights from two elementary pull-out programs. It provides first-hand accounts of real life experiences of instructors in established programs. They not only reflect on what it is like to teach ELLs in this type of program, but also offer practical suggestions, as well as comment on additional programs and services, such as summer school and after school academy, available to ELLs in their district. The goal of the chapter is to better familiarize elementary educators currently working in districts with pull-out programs or those considering this option as a career choice, and to better prepare them for the realities of everyday work.
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Burris, Jade, and Catherine Prudhoe. "Creating a Quality Online Early Childhood Program Focused on Building Community and Program Improvement." In Ensuring Quality and Integrity in Online Learning Programs, 93–118. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7844-4.ch004.

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This chapter explores the intentional design, development, and continued improvement of an online graduate degree program for early childhood education (ECE) teachers and administrators. The authors will discuss the initial face-to-face design and the transition to an online program to better meet the needs of its students. The authors will also discuss the successes and challenges met throughout this process while providing an overview of the field of ECE. In the process, they will consider the unique demands of working in childcare and explain why using technology to offer online programs was an appropriate solution to the challenges experienced by early childhood professionals (ECPs). They will address why online delivery is a preferred method of professional development (PD) among ECPs. Further, this chapter will include an analysis of survey data on program quality and course satisfaction, providing practical recommendations based on what was learned from this case study.
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Conference papers on the topic "Early childhood teachers Teachers Job satisfaction"

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Tatalović Vorkapić, Sanja. "PERSONALITY TRAITS AND PSYCHOLOGICAL NEEDS SATISFACTION AS PREDICTORS OF EARLY CHILDHOOD TEACHERS’ JOB SATISFACTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2101.

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2

Kang, Young-Sik, and Jungwon Cho. "A Study on Early Childhood Teachers' Needs, Job Stress and Teacher-Child Interaction for CCTV Installation." In Green and Smart Technology 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.120.109.

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