Relevant bibliographies by topics / High school teacher

Contents

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

Academic literature on the topic 'High school teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "High school teacher"

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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.

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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
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RATIH, Dina S. V., Hafied CANGARA, and Nandang M. SANTOSA. "Instructional Communication in International High School in DKI Jakarta: A Case Study." International Journal of Environmental, Sustainability, and Social Science 4, no. 6 (2023): 1690–701. http://dx.doi.org/10.38142/ijesss.v4i6.905.

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Instructional communication is an important element in educational communication between teachers and students. The high school international school environment is different from the national school. This study aims to find out the influence and results of analysis on international school standards and teacher competence in high schools located in DKI Jakarta on instructional communication and communication behaviour. The methodology used is a mixed sequential explanatory method, conducting a survey of high school level students at an international school in DKI Jakarta and processed through semi-structural interviews and literature. The results shown that international school standards directly influence communication behaviour but not directly affect instructional communication. While teacher competence directly influences instructional communication, not directly affect communication behaviour. However, instructional communication as an intervening variable increases influence on international school standards and teacher competence on communication behaviour. Hence, the environment and the teacher's competence influence how the teacher teaches and acts as a model through verbal and nonverbal instructional communication. However, cultural and experiential also influence how Indonesian and foreign teachers apply instructional communication and react to students. The reactions of the two communities are sometimes different and have an impact on the profile of students who study abroad.
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Gökyer, Necmi, and İsmail Türkoğlu. "Teachers' Development Approaches of High School Administrators." World Journal of Education 8, no. 4 (2018): 118. http://dx.doi.org/10.5430/wje.v8n4p118.

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The purpose of this research is to determine the level of teacher development approaches of high school managers,according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sampleconsists of eight schools determined by random sampling method and 356 teachers and 150 managers working inthese schools. According to the results of the research, managers use the approaches which are in the sub-dimensionsof teacher development activities and the continuous professional development, and the whole scale at the level of“sometimes”; and the approaches which are in sub-dimensionof the educative role of administrators of at the level of“always”. According to the views of high school teachers, school administrators use the approaches in thesubdimensions of educative role of managers, teacher development activities and in the whole scale at the level ofmostly.
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Hasbi Sjamsir, Usfandi Haryaka,. "Factors Influencing Teachers’ Performance in Junior High School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 2058–71. http://dx.doi.org/10.17762/turcomat.v12i6.4810.

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The study aims to determine whether work motivation affects teacher performance, discipline influences teacher performance, and teacher interpersonal communication affects teacher performance. Also, this research explores the prominent factors that influence teacher performance. This research was conducted at Samarinda Middle School with a sample of 60 randomly selected teachers from six Junior High Schools in Samarinda. The data were collected using a questionnaire, followed by interviews with five teacher representatives from each school. Furthermore, the data were analyzed by path analysis. The findings indicate that: (1) work motivation had a direct positive effect on teacher performance, (2) work discipline had a direct positive influence on teacher performance, (3) teacher interpersonal communication had a direct effect on teacher performance, and (4) the most dominant influential factor on teacher performance was teachers’ interpersonal communication.
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Minor, Elizabeth Covay, Guan K. Saw, Kenneth Frank, Barbara Schneider, and Kaitlin T. Torphy. "External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–30. http://dx.doi.org/10.1177/016146811912101106.

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Background/Context All organizations face turnover in their workforce; however, in schools high turnover can interfere with the effectiveness and efficiency of the school. While past research has examined school-related factors linked to teacher turnover, few studies have examined how external contextual factors are related to teacher turnover. This study examines the role of two external contextual factors in teacher turnover: economic downturns and changes in state curricular policy (the Michigan Merit Curriculum [MMC]). Purpose/Objective/Research Question/Focus of Study This study asks the extent to which the economic crisis of 2009 and the implementation of the MMC are related to school-level teacher turnover rates and whether those relationships vary by school locale and within the school year. Population/Participants/Subjects The data include full-time high school teachers in the state of Michigan aggregated to the school level. Research Design Using eight years of statewide longitudinal data from Michigan, the study employs school fixed effects models to account for possible differences in unobservable school characteristics that are constant over time and may be related to teacher turnover. The study examines teacher turnover at both the mid-year and the end of the year as teachers leave schools at various points during the school year. Additionally, this study considers how turnover is experience differentially by urbanicity. Findings/Results Between 3.2% and 15.5% of teachers left their school over the eight-year period. The rates of turnover varied by the time of the school year with more teachers leaving at the end of the year than during mid-year. There was a significant increase in teacher turnover rates around the announcement of the MMC as well as the economic downturn. While all locations were impacted by the announcement of the MMC, the largest amount of turnover occurred in urban areas and the lowest for suburban areas. In terms of the economic downturn, towns were impacted the most, followed by rural and suburban schools. Urban areas did not see a significant increase in teacher turnover related to the recession. Conclusions/Recommendations The authors conclude that external contextual factors are related to increases in teacher turnover independent of each other. How these factors relate to teacher turnover does depend on school locale. While this study was based in Michigan, all states have their own policy and economic pressures to consider in related to school-level decision making and teacher turnover.
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Maulidia, Citra, Herman Nirwana, and Marlina Marlina. "Reinforcement Level: An Analysis Teacher in Junior High School Teacher." International Journal of Applied Counseling and Social Sciences 2, no. 2 (2021): 108–16. http://dx.doi.org/10.24036/005415ijaccs.

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The implementation of the learning process cannot be separated from the existence of the teacher. The creation of an effective learning atmosphere requires a close relationship between teachers and students. The reinforcement given by the teacher affects the level of student activity and participation in the learning process. In schools, there are still teachers who are not appropriate to implement reinforcement. This can be seen in the poorly educated treatment of teachers towards students, such as yelling at students in public, and negative labeling of students.The purpose of this study was to describe the level of reinforcement of subject teachers in Padang City Junior High School. This research uses a quantitative descriptive approach. The research sample consisted of 149 students who were taken using the purposive random sampling technique. The instrument used was the "Teacher Reinforcement Scale" with a reliability value of 0.714. The results of this study reveal that the reinforcement of subject teachers in schools is in a low category. The results of the study generally show that the reinforcement of subject teachers is in a low category and needs to be improved in order to encourage students to be more active in participating in the learning process. The results of this research can be used as a basis for school counselors or Guidance and Counseling teachers in providing guidance and counseling services in schools by involving subject teachers.
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Wu, Shwu Ming. "The Relationship between Emotional Intelligence of School Principals, Psychological Climate, and Teacher Motivation." International Journal of Emotional Education 15, no. 2 (2023): 71–85. http://dx.doi.org/10.56300/eelr3418.

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Psychometrically sound and practical measures of emotional intelligence of school principals, psychological climate, and teacher motivation were developed. The aim of this study was to explore the relationships and effects among these variables and to compare the differences between high school and vocational high school, as well as public and private school teachers. A sample of 336 teachers was recruited from different high and vocational high schools in Taiwan. Through MANOVA and hierarchical multiple regression analyses, these measures of emotional intelligence of school principals, psychological climate, and teacher motivation were found to be reliable and valid instruments. Vocational high school teachers scored higher than high school teachers on perceived self-motivation of principals, psychological climate, and teacher motivation. Private school teachers showed higher perceived empathy and principals’ relationships, as well as pressure of psychological climate, whereas public school teachers exhibited higher levels of psychological climate and intrinsic motivation. Additionally, strong positive correlations were found among all three variables, particularly, emotional intelligence of principals and psychological climate, which were found to be significant predictors of teacher motivation. The implication for school principals is that they should focus on enhancing their emotional intelligence and creating a more positive psychological climate, which in turn, promotes teacher motivation. Keywords: emotional intelligence, psychological climate, teacher motivation, school principals, school teachers.
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Ibnu Syaakir and Donal Devi Amdanata. "DAMPAK SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI TINGKAT SEKOLAH LANJUTAN TINGKAT PERTAMA (SLTP)." AMNESIA (JURNAL MANAJEMEN SUMBER DAYA MANUSIA) 1, no. 4 (2023): 168–73. http://dx.doi.org/10.61167/amnesia.v1i4.89.

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This study aims to analyze the impact of school principals' supervision on teacher performance in public Junior High Schools (SLTP) in the Batang Tuaka District. School principals' supervision is an essential factor in improving teaching quality, teacher motivation, and collaboration among teachers. Descriptive research method was employed, gathering data through observations, interviews, and documentary studies. The results of the study indicate that school principals' supervision has a positive impact on teacher performance. Directed and effective supervision helps improve the quality of teachers' instruction, motivates teachers in carrying out their duties, and fosters collaboration among teachers. Supporting factors such as effective communication, active teacher involvement, consistent support from school principals, and a school culture that supports the professional development of teachers also play a vital role in maximizing the impact of school principals' supervision. Therefore, it is recommended that school principals and relevant stakeholders pay serious attention to the practice of school principals' supervision to enhance the quality of education in public Junior High Schools in the Batang Tuaka District. This study provides a significant contribution to understanding the relationship between school principals' supervision and teacher performance in the context of public Junior High Schools.
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Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.

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This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.
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Dissertations / Theses on the topic "High school teacher"

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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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Arnold-Massey, Helen P. Baker Paul J. "Retention of new teachers in high performing high poverty schools." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273119641&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181240377&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
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Tse, Chun-yin Shirley. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.

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Zhang, Xiaofeng. "The role of teacher appraisal in teacher professional development a case study in schools in Shanghai /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40888034.

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George, Anna Ray Bayless. "Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.
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Jacobs, Tricia Susan. "High School Teacher Perceptions of Empowerment." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/63891.

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As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school teachers' perspectives concerning their levels of empowerment by their principals based on the four domains of empowerment: meaning, competence, self-determination, and impact. This quantitative study was designed to answer three questions. First, how do high school teachers perceive their level of empowerment by their principals based on the four school conditions of empowerment: principal training, principal leadership, teacher leadership, and school culture? Second, what are high school teachers' perceptions of the degree to which they are empowered based on their understanding of the domains of empowerment: meaning, competence, self-determination, and impact? Third, how do the conditions of empowerment relate to the domains of empowerment? The study modified an existing survey developed for measuring the level of empowerment of workers in corporations. The survey was used in this study as the basis for determining the perceived level of empowerment of high school teachers in three schools in a Mid-Atlantic suburban/rural school division. Analysis of the responses revealed that school culture was rated significantly higher than the other three empowerment conditions. High school teachers rated themselves significantly higher in the meaning and competence domains of empowerment. None of the four domains of empowerment related significantly to the meaning domain. The principal training condition was the only domain significantly related to the competence domain, and the condition of school culture was significantly related to self-determination. Additionally, the teacher leadership condition was significantly related to the impact domain only.<br>Ph. D.
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Mohapatra, Jhunu. "SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3442.

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ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership
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Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.

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Chan, Ka-hing Alexander. "Hong Kong teacher identity perceived and intended /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3530554X.

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Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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Books on the topic "High school teacher"

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Bell, Linda May. Teacher-talent presents: Sharing the wealth. Professional Development Committee O.S.S.T.F., 1986.

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Kirk, Georgina M. Teacher motivation at Hattersley High School. UMIST, 1996.

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Susan, Kammeraad-Campbell, ed. Teacher: Dennis Littky's fight for a better school. Plume, 1989.

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Branch, Alberta Curriculum Support, ed. Drama, junior high school: Teacher resource manual. Curriculum Support, Alberta Education, 1989.

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Education, Alberta Alberta. Drama, senior high school: Teacher resource manual. Alberta Education, 1989.

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Randall, Elizabeth. The floating teacher: A guide to surviving and thriving. Maupin House Pub., 2011.

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Randall, Elizabeth. The floating teacher: A guide to surviving and thriving. Maupin House Pub., 2011.

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Chŏng, Ki-ho. Taegu Chikhaksi chungdŭng hakkyo kyosa ŭi sagi punsŏk. s.n.], 1986.

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University, Elon, TMW Media Group, and Insight Media, eds. Family-teacher partnerships in high poverty schools. TMW Media Group, Inc., 2010.

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Project, Urban Teacher Academy, Recruiting New Teachers Inc, and Council of the Great City Schools (U.S.), eds. Urban Teacher Academy Project toolkit: A guide to developing high school teaching career academies. RNT, 2000.

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Book chapters on the topic "High school teacher"

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McConnell, Jessica Wallis. "Teacher Burnout Among High School Teachers." In Teacher Burnout from a Complex Systems Perspective. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-85024-0_6.

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Doucette, Stephanie. "A Bulimic Junior High School Teacher." In Sampling Inner Experience in Disturbed Affect. Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1222-0_9.

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Winter, David, and Chris Astall. "Preservice High School Science Teacher Identity." In Drawing for Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-875-4_22.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science. Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_15.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science. Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_15.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "High School Computer Science Teacher Preparation Programs." In Guide to Teaching Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_17.

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Whitlock, Kristin H. "Teaching introductory psychology as a high school elective: Davis High School." In Transforming introductory psychology: Expert advice on teacher training, course design, and student success. American Psychological Association, 2022. http://dx.doi.org/10.1037/0000260-009.

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Lausselet, Nadia, and Ismaël Zosso. "Bonding with the World: A Pedagogical Approach." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.

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AbstractOutdoor Education activities are rapidly developing in school practice in Switzerland, still mainly based on personal initiatives from teachers. Teacher training universities have a role to play to reinforce and facilitate professional development of these teachers, guarantee a coherent approach to quality outdoor education, and promote its implementation at a larger scale. In order to do this, universities have to develop programmes both for initial and in-service training, in which they support a progression with various levels of expertise. They also have to develop a scientific discourse around outdoor teacher education, and contribute to a better recognition of the field at a political level. At the moment, in Switzerland, few teacher training institutions have organised any specific arrangements in this direction. The Haute Ecole Pédagogique Vaud has set up a Competence Centre for Outdoor Education, made possible by the priority recently given to sustainability education at state level. The approach promoted within this centre is nourished by ongoing discussions around the Anthropocene and its implications for schools. It therefore fosters a quality outdoor education that builds up environmental literacy and agency by cultivating a sense of bonding with the world. This article presents this approach, focusing on its theoretical and didactical framework before tackling a possible curricular progression at the level of both pupils and teachers. It highlights training and research issues and aims, looking at possibilities and complexities when combining transformative sustainability education, place-based outdoor education and teacher education, while making the link to schools and their structural and curricular realities.
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Chapman, Amy L. "#CivicEd: Teachers’ Stories of Connection, Civics, and Social Media." In Palgrave Studies in Educational Media. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_5.

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AbstractThis chapter shares the findings from a study of civic educators who used Twitter as part of their civics instruction. This chapter reviews the experiences of five high-school teachers who participated in this study, presenting each teacher as an individual case study. Each teacher used social media to teach civics. This chapter describes each teacher, their context, and their reasons for using social media to teach civics. Each vignette also discusses each teacher’s main objectives in teaching with social media.
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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Conference papers on the topic "High school teacher"

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Dávid Szabó, László. "TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.11.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research is to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The purpose of the research is to assess how students see the teacher's classroom activities and how the teachers see themselves and see whether there is a difference between the teacher's own point of views and the students' point of view. The questionnaire contains 48 items. This measurement tool can serve as a valuable source of information for teachers in comparing their own self-evaluation with the student's perspective, which can obviously help their professional development.
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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de Queiroz, Cileda, and Silva Coutinho. "Teaching statistics in elementary and high school and teacher training." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.

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The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.
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Fletcher, Carol L., and William Wesley Monroe. "High School CS Teacher Certification." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. ACM, 2017. http://dx.doi.org/10.1145/3017680.3022355.

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Pulice, Stacy. "High School Teachers: Classroom Management and Teacher Well-Being." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691664.

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Sharifdeen, F. S. "Recruitment and Retention of Secondary School Teachers: with Reference to International Schools in Colombo." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/znjf4053.

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Teacher recruitment procedures are vital in being one of the significant factors in providing effective and quality teachers. However, limited research has delved into how teachers are recruited in international schools. Hence, this study attempts to investigate the factors considered in teacher recruitment procedures and how teachers can be retained in international schools, especially in the secondary section which is from year 10 to 13. A quantitative research approach was used. The study involved 72 teachers who were selected from six leading international schools in Colombo using the purposive sampling technique. This included Head of departments and senior teachers from the Science, Commerce, Arts, and Technology streams. From each school, 12 teachers were selected, representing three teachers from each stream. A survey research design was executed, and a questionnaire was administered to collect the data. Descriptive statistics such as frequency counts, percentages, and mean were used to analyze data. The findings of the study showed that since the expectations are so high, many of the applicants are not eligible to teach in these schools. Therefore, there is a shortage of qualified teachers in all streams. The findings also revealed that the teacher turnover rate is very high in the Arts and the Technology streams. Hence, a system change is required. The management should rethink the teacher recruitment and retention protocols by managing human resources more effectively. Keywords: International schools; teacher recruitment; retention; turnover
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Keiša, Patrīcija M., and Manuel J. Fernández González. "Teacher’s Role and Attitude During Socratic Conversations for Moral Education at High School." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.54.

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It is important to address moral education in the context of human freedom, authenticity, and self-inquiry. Following the developmental needs of adolescents and young adults, moral education at high school should provide a social environment to address authentic identity search and inquiry upon existential questions by facilitating reflection about students’ own life experiences together with peers. A conceptual model of Socratic conversation as a method for moral education in high school was elaborated by the authors. This research addresses the role and attitude of a teacher in the practical implementation of such model. To explore the opinions of educational actors, a Socratic conversation intervention (four high school students and a researcher-facilitator), expert interviews (a teacher and a youth psychotherapist) and focus group discussion (five young adults working with youth) were organized in spring 2022 in Latvia. The results point to the fact that, for leading Socratic conversations, teachers should act as facilitators who have a personal interest in the topic and method, and who simultaneously allow space for the students to form and express their own opinions before revealing the teacher’s own views in the discussion. This can be an even more demanding job than a traditional teacher’s role, requiring teachers to tolerate a higher degree of uncertainty. Thus, teachers need adequate support, which could include first experiencing a Socratic conversation as participants beforehand. This research provides a significant contribution for understanding teachers’ role during Socratic conversations with high school students, and points to ways of supporting teachers using this method to the benefit of both students and teachers.
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Warner, Jayce R., Carol L. Fletcher, Wesley Monroe, and Lisa S. Garbrecht. "Growing the High School CS Teacher Workforce." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3162278.

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Molnar, Adam. "High school mathematics teachers’ reading of tables." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16403.

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People frequently do not use numeric information as providers intended. Some lapses arise from psychological issues, but more errors (even among educated professionals) come from lack of mathematical skill. Lack of training is a cause; for instance, finding probabilities from tables appears in current US school standards, but not many earlier versions. To investigate teacher knowledge, 25 US high school mathematics teachers were interviewed on tasks related to tables and conditional probability. Although participants made mistakes, their content knowledge compared favorably to the general population. Interviewed teachers recognized common misconceptions and could offer potential suggestions to help students, but teachers acknowledged their lack of experience on the subject. Discussion includes how curriculum choices might develop students’ knowledge of categorical variables.
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Andriyani, Ayu, Amirah Himma, Siti Alizar, Zakki Amin, and Mr Mulawarman. "The Relationship of Anxiety, School Burnout and Well-Being in High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.5.

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Reports on the topic "High school teacher"

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Mohamed, A., and R. L. Shepard. High school teacher enhancement in the sciences. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/587719.

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Clewell, Beatriz Chu, and Ana Maria Villegas. Absence Unexcused: Ending Teacher Shortages in High Need Areas. The Wallace Foundation, 2001. http://dx.doi.org/10.59656/el-g8032.001.

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This Urban Institute report evaluates Pathways to Teaching Careers, a model developed by The Wallace Foundation to attract and train nontraditional candidates, such as school aides and returning Peace Corps volunteers, and to place them as teachers in tough schools.
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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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Dull, R. W., and H. R. Kerchner. A teacher`s guide to superconductivity for high school students. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10196269.

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualified teachers. Therefore, it is reasonable for these individuals to learn a lot during their teacher education experiences, and to be effective at some beginning level. However, it is not reasonable to expect them to completely master these skills independently from experience alone, without any sustained and purposeful continuing professional development (CPD) and school-based support during the beginning years of their profession. For many education systems and government, the difficulties faced by beginning teachers is of grave concern, and points to the need of specialised forms of assistance or support mechanisms, using a variety of CPD strategies, structured induction and mentoring programmes. Scholars have also argued that besides helping beginning teachers, well-designed and high-quality CPD and school-based mentoring are critical to improving the quality of teachers, schools, and to some extent, student achievement. For the Ministry of Education (MOE), teacher continual learning and professional development, coupled with building a strong core of mentors for the younger generation of teachers, have always been a key thrust in the MOE’s strategic direction to developing a high quality teacher workforce (Heng, 2012). To support this vision, the Academy of Singapore Teachers (AST), and other specialist academies, like Physical Education Sports Teacher Academy (PESTA), have been established to spearhead professional learning and development for the subject-specific fraternity.
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Korach, Rachel. A Comparative Study of Perceptions of High School Department Chairs and High School Teachers on the Role of the High School Academic Department Chair: the Voice of the Teacher-department Chair. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1253.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Ricker, Kevin. Principal and Teacher Beliefs About the Impact of CBAs on School Performance: Five High Performing High Schools in Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6392.

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Darling-Hammond, Linda, Michael DiNapoli, Jr., and Tara Kini. The Federal Role in Ending Teacher Shortages. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/649.892.

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The United States needs a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession. A Marshall Plan for teaching should focus the powers of the federal government on supporting recruitment, preparation, support, and retention in teaching. This report outlines seven ways the federal government can end teacher shortages: (1) increase educators' net compensation, (2) strengthen recruitment by making teacher prepartion debt-free, (3) expand high-retention pathways into teaching, (4) provide high-quality mentoring, (5) enable educators to expand and share expertise, (6) incentivize the redesign of schools, and (7) rethink school accountability.
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