Dissertations / Theses on the topic 'High school teachers – Belize'
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LaCroix, Tiffany Jo. "Resolving Apparent Inconsistencies in the Belief Systems of High School Geometry Teachers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/105039.
Full textDoctor of Philosophy
This research seeks to understand and interpret the beliefs of 10 high school geometry teachers that resolve apparent inconsistencies between what teachers say they believe and what they do in the classroom. Data was collected using an initial interview, classroom observations, and a follow-up interview to gather evidence of teacher beliefs based on what they say, do, and intend respectively. It was identified that teachers consistently and inconsistently enact their stated beliefs, but there are also instances when teachers both consistently and inconsistently enact their stated beliefs. When teachers appear to inconsistently enact their stated beliefs, it was found that teachers have logical reasons why they do so, and these reasons relate to specific teaching practices. It was also found that teacher beliefs interact with each other in different ways. Teachers' beliefs can limit or prevent the enaction of their other beliefs. In addition, school level constraints can override the enaction of some teacher beliefs. This research shows that some beliefs are held by different teachers from vastly different schools which suggests that some geometry teacher beliefs are held socially. The findings from this research have implications for teacher education
Herr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.
Full textAdams, Samuel Clay. "A Descriptive Study of Belizean High School Students' Postsecondary Plans." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33533.
Full textMaster of Arts
Trimble, Aaron Douglas. "Exemplary junior high school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34465.pdf.
Full textBahcivan, Eralp. "Assessment Of High School Physics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614413/index.pdf.
Full textjob satisfaction levels, perceived self-efficacy levels, years of teaching experience and specific experiences, attendance to in-service training seminars related to physics teaching programs and teachers&rsquo
PCK were also analyzed by a confirmatory structural equation modeling study in validation of test scores. SPSS and AMOS programs were used in the analyses. Results of the study showed that teachers&rsquo
perceived self-efficacy level, attendance to in-service training seminars and specific experiences were significant predictors of their PCK. Teachers&rsquo
years of teaching experience and job satisfaction level were not significant predictors of their PCK. Inter-rater reliability scores were calculated as 0.86 and 78% for scoring and coding of the participant teachers&rsquo
responses respectively. Results also showed that there are many Turkish physics teachers whose PCK scores regarding students&rsquo
learning difficulties and misconceptions are below the average and participants mostly prefer to implement direct instruction in their classrooms as the instructional strategy.
Lehtinen, Sabina. "Personlighetsskillnader mellan gymnasielärare och blivande gymnasielärare : Differences in personality between high school teachers and future high school teachers." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6867.
Full textVens, Kasey. "The Creativity of Junior High and High School Mathematics Teachers." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556720360353196.
Full textNishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
Full textEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
Full textCarver, Jeffrey S. Rhodes Dent Hunter William J. F. "Instructional decision making of high school science teachers." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152491&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271199&clientId=43838.
Full textTitle from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.
Jayaraman, Usha P. "Science teachers' perception of virtual high school instruction." Cincinnati, Ohio : University of Cincinnati, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1037982055.
Full textParker, Jami. "Teachers' knowledge of bulimia in high school students." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004parkerj.pdf.
Full textKim, Yung-Chul. "Factors predicting Korean vocational high school teachers' attitudes toward school change." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1082396515.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiv, 211 p.; also includes graphics Includes bibliographical references (p.159-169). Available online via OhioLINK's ETD Center
Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.
Full textMarole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.
Full textChisolm, Lorenda Diane. "Social Justice Leadership That Matters| An Evaluation of School Leadership Practices in a High-Need Secondary School in Central America-Belize." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276282.
Full textLooking at education globally and identifying the role school leaders play in providing access to education, this research conceptualizes education utilizing a framework for school leadership that takes into account comparative and cultural understandings to teaching and learning. This stand-alone case study investigates the work of two women from North America who founded the first and only secondary school on Blue Cove Caye in Belize, Central America and their role as school leaders for social justice in providing equitable access to secondary education. Through the development of an innovative informal curriculum, these school leaders provide students with ‘windows of opportunities’ designed to close the opportunity gap and prepare students to contribute to the island’s eco-tourist economy.
Cheung, Lai-man Elizabeth. "Hong Kong secondary school teachers' understanding of their careers /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294449.
Full textSin, Wai-ling. "Teachers' perceptions of an appraisal system in a Hong Kong secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35716605.
Full textZhang, 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.
Full textFan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.
Full textArnold-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.
Full textTitle 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.
Chan, Lai-man Florence. "A staff development program in a CMI school : perceptions of teachers and the principal /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752169.
Full textOuYang, Wen. "A comparative study of the relationship between supervisory leadership styles and high school teachers' job satisfaction and commitment in China and the United States." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5888.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.
Full textx, 103 leaves ; 29 cm
Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.
Full textKoebley, Sarah Cotton. "Dimensions of social capital among high school mathematics teachers." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618879.
Full textThis study sought to uncover teacher perceptions of social capital within a high school mathematics department utilizing a research design that acknowledged the complex environment faced by high school teachers and their subsequent interpretations of how and from whom they sought access to professional resources. Through an analysis of narratives captured as teachers interviewed one another in strong-tie pairs, the study identified the elements of social capital which were central to the professional lives of high school mathematics teachers. Narrative analysis revealed that the group, situated in an urban setting, was able to define issues around trust and structure within their network. There was significantly less discussion or acknowledgement of the remaining dimensions of social capital: level of professional expertise within their group, and the depth or content of their professional interactions. Teachers had no vocabulary, interactional routines, norms or other tools to assist in the analysis of these key social capital resources.
The study found that there is a need for an additional dimension to be included in existing social capital models. Defined as “Group Self-Knowledge”, I describe this construct as a way for teacher networks to detect, define and assess their own capacity for change and innovation. The ability of a network to assess its social capital is described as necessary in determining specific needs for professional development resources, and in aligning those needs with the resources (physical, human or social capital) that are most likely to lead to conditions in which a network could learn, adapt, grow and change. Social capital models offer constructs which can assist in social capital analysis, and which could lead to significant impacts on educational organizations: a "systems" view that privileges the knowledge of the group and disrupts teachers' tendency towards individualism, presentism and conservatism (Lortie, 1975); an expectation of professionalism, creativity and problem-solving from the teachers within the system; a shift away from a deficit model of teaching towards a vision of educational systems as collections of assets; and an educational model that operates from a standpoint of reinvestment and re-cycling of vital resources back into itself.
McCray, Carissa. "Middle and High School Teachers' Perception of Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3179.
Full textKoebley, Sarah Cotton. "Dimensions of Social Capital Among High School Mathematics Teachers." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364830696.
Full textHwang, Shwu-Mei Jerich Kenneth Frank. "The perceived effectiveness of teacher education for junior high schools in Taiwan a comparison between preservice and inservice teachers /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835909.
Full textTitle from title page screen, viewed July 3, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Kenneth H. Strand, Dent M. Rhodes, Barbara L. Nourie, Ming-Gon John Lian. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.
Lee, H. M. "Social networks of teachers in a secondary school." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B42128651.
Full textYau, Chung-wan. "The relationship between principal leadership styles and the nature of staff appraisal activities in new aided secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626925.
Full textChen, Chao-hsiu. "Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers." Thesis, 2006. http://hdl.handle.net/2152/3405.
Full textPAN, Ya-fang, and 潘雅芳. "Relationship between scientific belief,teaching belief and teaching behavior about junior high school teachers." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/05326000527882927188.
Full textPan, Ya-Fang, and 潘雅芳. "Relationship between scientific belief,teaching belief and teaching behavior about junior high school teachers." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/35426845224111720123.
Full textLin, Hui-Hsin, and 林慧欣. "A Study on the Relations among Knowledge Management, Teacher Belief and Teaching Behavior of Senior High School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35893350230682776385.
Full text國立高雄師範大學
教育學系
99
The main purpose of this study is to examine the relations among knowledge management, teacher belief and teaching behavior of senior high school teachers. In order to achieve it’s objectives, the study employs questionnaire survey method to gather the research data. Samples, drawn from Yunlin County, Jiayi City, Jiayi County , Tainan City, Tainan County, Kaohsiung City, Kaohsiung County, and Bingdong County, included 624 teachers. Acquired data were analyzed by ANOVA, MANOVA and stepwise multiple regression. Nine conclusions of this study are as follows: 1.The level of senior high school teachers’ knowledge management, teacher belief and teaching behavior is above the average. 2.The senior high school teachers’ teaching behavior is most positive in the professional role behavior’ performance. 3.The senior high school teachers’ knowledge management is most positive in the knowledge acquisition. 4.The senior high school teachers’ belief is most positive in the teachers and students interaction. 5.There are significant differences in teachers’ teaching behavior in terms of the gender, school category, and school scale. 6.There are significant differences in teachers’ belief in terms of the seniority, teacher discipline, school scale, and school history. 7.There are significant differences in teachers’ knowledge management in terms of the gender, educational background, duty, teacher discipline, school category, school area, and school scale. 8.Teachers’ knowledge management performance , teachers’ belief, and teachers’ teaching behavior in senior high schools exists a positive correlation. 9.Knowledge management and teacher belief of senior high schools teachers may serve as predictors of their teaching behavior. According to the above conclusions, the researcher also lists some suggestions to educational authorities, school administrations, and practitioners.
SANTANA, OSCAR ALBERTO, and 歐士凱. "A Study of the Major Factors that Influence Teachers’ Motivation and Job Satisfaction in Vocational Technical High Schools in Northern Belize." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/sk592q.
Full text國立中正大學
教育領導與管理發展國際碩士學位學程
106
This study focuses on determining the major factors that influence teacher motivation and their perception of job satisfaction in Vocational Technical high schools in northern Belize. The data was collected using a semi-structured interview guide with 8 major questions. In total 22 participants from the 3 existing Vocational Technical high schools in this part of the country were interviewed to get a clearer picture of their sentiments and experiences. The data was analyzed using the Constant Comparative Method of data analysis (Creswell, 1998) which uses three types of data encoding (open, axial, and selective). The results showed that the two major factors that influence both teachers’ and school leaders’ job satisfaction are teamwork, and personal and institutional development and improvement. However, there is a third factor that affects teacher job satisfaction only and this is students’ success and gratitude. The main motivational strategies that school leaders use are having good working conditions and resources, fostering the emotional wellbeing and autonomy of teachers, using incentives and having good communication and leadership support. According to teachers the major factors that motivate them are the presence of assistance and support mechanisms, good working conditions and resources, receiving recognition and appreciation, and good communication. In addition, financial, appreciation and institutional needs incentives are commonly present in these institutions, however, teachers value financial, and recognition and support incentives the most. It appears that when these conditions are present in schools, teachers are continuously motivated, engaged and satisfied but when lacking, they are counterproductive thus the overall performance of the school is negatively affected.
Liu, wan-chun, and 劉婉君. "Pupil Behavioral Control Techniques and Belief to Junior High School Teachers in Physical Education." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/06646567867437828703.
Full text國立臺北教育大學
體育學系碩士班
97
The general purpose of this study was to investigate the current situation of the pupil behavioral control techniques and belief to junior school students of the expert and the novice teacher in physical education .The researcher adopted the pupil behavioral control techniques system (PEPCI) as the tool to observe the managing skills between the two teachers during four physical education classes. In addition, the researcher using half structural formula interview to understand the pupil behavioral control belief and factors , and to see their pupil behavioral control techniques were related to their belief or not. The results of this study were as follows: 1. The expert teacher often used gaining attention and stating rules to be his managing skills, while the novice teacher often used the pupil behavioral control techniques was stating rule and positioning. The two teachers both used stating rule, positioning and locating massively as their managing skills. 2. The managing belief of the expert in physical education was filling the bill of standard. As a result, the teaching of physical education was smooth going and the students could enjoy the classes. The managing belief of the novice teacher was safety, discipline and providing students with one-by-one guidance which depends on individual differences. 3. The expert and the novice teacher’s belief regarding the pupil behavioral control techniques were tallied. 4. The factors of student management include the personal characters and environment. The personal characters were seniority, age and official titles. The environmental factors were the class size and the interaction among teachers. But the experts and the novice teacher had different opinions on the scope of school. In other influencing factors, the expert teacher thought that was the policy of school, but the novice teacher thought that was teacher's individual psychological factor.
Lo, Kuo-Kuang, and 羅國光. "An Investigation of Senior High School Teachers’ Belief in Professional Ethics and Profession Development." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50306888773894575193.
Full text國立屏東科技大學
技術及職業教育研究所
99
The study aims to explore the prespective of the Sensior high school and vocational school teachers on the teacher professional ethics and teacher profession development. The main purposes are as follow: 1.To explore the teachers’ believes on teacher professional ethics. 2.To explore the teachers’ prespective of teacher professional development. 3.To explore the relationship between teacher professional ethics and teacher professional development. 4.To explore the prespective that how teacher professional ethics affect to teacher professional development. The study was conducted by means of questionnaire survey with "Questionnaire on An Investigation of Senior High school Teachers’ Belief in Professional Ethics and Profession Development". Sever hundred forty four teachers were randomly sampled from public and private high school in Kaohsuang and Pingtung areas. The collected data was analyzed by SPSS 12.0, the methods are including t-Test, one-way ANOVA, Pearson product-moment correlation, canonical correlation analysis. The results of the study are followed: 1.There is a significant difference of teachers’ belief in professional ethics according to diverse personal background. 2.There is a significant difference of teachers’ prespective of professional development according to diverse personal background. 3.The belief of teacher professional ethics and the professional development are correlative. 4.There is a significant effect on canonical correlation analysis according to the belief in teacher professional ethics and teacher professional development. According to the results of this study, we suggest that, 1.To give peer assistance, share the mature teahcers’experience and concept with fresh teachers, and enhance the communication of administers and teachers. 2.To implement the teachers’in-service education and add ethical and value standard courses in the teacher education. 3.To clarify the purposes of teacher professional development are, (1)Improving the degree of teachers to maintain teachers’professional dignities. (2)Enhancing teachers’knowledge to raise the effect of teaching and learing. (3)Increasing the power of teacher to join the school policies and help to self develop, let them know clearly their own profession and obtain self-confidence from learning. Keywords: teacher professional ethics，teacher profession development
Kuo, Yuan-Tsai, and 郭原再. "A Study of the Relationship of the Support of Junior High School Teachers toward Normal Class Grouping with Teachers' Belief and Teachers' Attitude." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/91929135565549087090.
Full text國立成功大學
教育研究所
94
The purpose of this study is to explore the relationship of the support of junior high school teachers toward normal class grouping with teachers' belief and teachers' attitude. Junior high school teachers of Tainan area are used as research population, from which 450 teachers in 4 schools are Judgmental sampled as research subjects. 262 copies of the 450 questionnaires issued are returned and valid. In order to inductively epitomize the data, descriptive analysis, t-test, Pearson's product-moment correlation, and stepwise multiple regression, are used to analyze them. The conclusions drawn from the research result are as follows： a) For junior high school teachers , the support toward normal class grouping and students management, the plan of curriculum and instruction, and evaluate are related in a negative way. b) For junior high school teachers , the support toward normal class grouping and teachers' attitude are related in a negative way. c) For junior high school teachers , teachers' belief and teachers' attitude are related in a positive way. d)Significant differences existed among the support toward normal class grouping and place of residence. e) Students management, the plan of curriculum and instruction, evaluate and perceived students’ learning belief can predict teachers' attitude. And evaluate’ belief is a major predicator variable. Based on the results mentioned above, conclusions and suggestions for teachers and further research were provided.
Lin, Chang-Da, and 林建達. "To Explore The Impact of Religious Belief on The Life of Junior High School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/79747715573387382929.
Full text中華大學
應用統計學系碩士在職專班
101
ABSTRACT This paper is, to investigate the impact of religious belief on the life of junior high school teachers, to do a questionnaire analysis from direction of individuals,families and careers; The research, applied to SPSS software ,explores if teachers belief affects their life and differences between male and female teachers’ belief and dedicates to a positive view of religious belief on life﹒ Keyword：religious belief、individuals、families、careers
鍾雅蓓. "From belief to practice:Taipei senior high school EFL teachers' beliefs and practices in grammar instructions." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/98384655150318908060.
Full textLin, I.-Ting, and 林薏婷. "Teachers’ Teaching Belief and the Current Status of Flipped Teaching in Junior High Schools – A Case of A Junior High School in Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/zqthdw.
Full text國立臺灣科技大學
數位學習與教育研究所
106
The purpose of this study was to understand the flipped teaching implemented by the junior high school teachers who teach the major subjects for the senior high school entrance examination in Taiwan as well as the role of the teachers’ teaching beliefs played in their teaching. Five in-service teachers who had flipped teaching experience in a junior high school in Taipei City, one for each major subject, were selected to serve as the sample of this study. A semi-structured interview was then conducted for each sample. Their interviewed transcripts were analyzed based on a coding framework proposed in this study. The results revealed that the teachers valued the core of flipped teaching. The major reasons caused the teachers to implement flipped teaching were students’ positive feedbacks and learning achievements. However, the course schedule and time limit are still concerned for continuing flipped teaching. Therefore, the study concluded that flipped teaching is not only about to flip teaching approaches. Teachers’ positive teaching beliefs about flipped teaching and the limit of educational system design could both play important roles for the success of flipped teaching. This study not only provided a framework for further research about teachers’ teaching beliefs about flipped teaching in a large scale, but also provided comments for teachers who are interested in flipped teaching and suggestions for the government to make future educational policy.
FANG, YI-YUN, and 方逸芸. "A Study of The Teaching Belief and Related Factors of Technology Teachers in Junior High School." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/93386329455211846207.
Full text國立臺灣師範大學
工業科技教育研究所
88
In the whole process of teaching, teachers are the leading roles who plan every part of the process. When planning instruction, teachers make decisions according to their own teaching belief. Thus, it’s necessary to know how teaching belief related to teacher cultivation organizations. The purpose of the research are: (1) to explore related researches about teaching belief, (2) to know the teaching belief of technology teachers in Taiwan, (3) to know the relationship between the above two factors, (4) to find out the differences among technology teachers, (5) to generalize the results and make some suggestions to teacher cultivation organizations. The researcher made ”Inventory of the teaching belief of technology teachers in Junior High school” based on the references and other authentic researches. By stratified and cluster sampling, 210 valid samples, the researcher gained conclusions and makes following suggestions: (1) The three factor: curriculum and instruction belief, assessment belief and the relation between teachers and students have the sane tendency. (2) The technology teachers tend to have agreement with the professional competency, teaching attitude, department climate and the relation between teachers and students in teacher cultivation education. (3) The teaching belief of technology teachers are related to the teacher cultivation education. (4) The teaching beliefs are related to personal factors of technology teachers in junior high schools. (5) Design proper teaching activities that have accordance with teaching belief. (6) The teacher cultivation organizations should emphasize the influence of latent curriculum to teacher student. (7) Technology teachers should apply both formative and summative assessments. (8) Keep on researching about teaching belief to make the field more complete.
Peng, Sang-Nan, and 彭盛楠. "A Study of the Teaching Belief and Teaching Innovation of Senior High School Teachers in Changhua County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/29665977711639678598.
Full text明道大學
課程與教學研究所
101
This study aims to understand whether there is correlation effect between innovative teaching and the teachers' teaching beliefs, as well as different background variables (including gender, age, education, and years of teaching) of the teachers, their beliefs and their teaching innovation differences. Reached on senior secondary vocational school teachers in Changhua County and City, This study tested a total of 300 people-oriented survey objects. Taking teaching beliefs as independent variables, and innovative teaching as other dependent variabiles, the project intends to adopt its way of questionnaire research. Followed by the valid questionnaires entry, and computer statistical software package SPSS 12.0 for descriptive statistics, t-test, one-way ANOVA, Pearson correlation and regression analysis. The results of this study are as follows: 1. Different gender, age, seniority and academic qualifications for teaching background variables are not significantly different in teaching beliefs.. 2. Different genders and ages had significant varies for learning innovations. 3. Teaching beliefs had significant correlations with teaching innovations. 4. Teaching beliefs for teaching innovation has its predictive power. Among them, forward-thinking and flexible teaching materials have the greatest impact on teaching innovation. Based on the study result, pratical practice and application are being suggested to encourage teachers to think separately through innovative thinking, and streghten their teaching beliefs in order to manifest the best teaching quality.
Yu-Yi, Lin, and 林宥誼. "A Study on the Relationships among Emotional Creativity, Hope Belief and Creative Emotional-Management of Junior High School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/16317292816120713535.
Full text國立臺北教育大學
國民教育學系碩士班
99
The aim of this study is to explore the relationships among creative emotional- management, emotional creativity, and hope belief of junior high school teachers. In order to achieve the purpose, the questionnaire survey method is involved in this study. The questionnaire, developed by the author, is administered to Taipei municipal junior high school teachers by convenience sampling. These data are analyzed by the SPSS-for-windows software with statistical methods, such as descriptive statistics, MANOVA, Pearson’s product-moment correlation, and Canonical correlation. The findings of this study were summarized as follow. 1. All participants felt medium level in emotional creativity. 2. All the participants in different sex, age, education, university background, teaching years, and position were not significantly different in emotional creativity. 3. All participants felt medium-high level hope belief, and they felt medium-high level in both agent thinking and pathway thinking. 4. All the participants in different sex, age, education, teaching years, and position were not significantly different in hope belief. 5. The participants in university background are significantly different on hope belief. 6. The amount of creative emotional-management strategies is 1080. 7. All the participants in different sex, age, education, university background, teaching years, and position were not significantly different in creative emotional-management. 8. The emotional creativity of junior school teachers were positive correlated with hope belief (r＝.40). 9. The emotional creativity of junior school teachers were positive correlated with flexibility (r＝.18). and originality (r＝.14) of creative emotional-management. 10. The hope belief of junior school teachers were positive correlated with flexibility (r＝.18). 11. Not only agent thinking but also pathway thinking of hope belief was positive correlated with flexibility of creative emotional-management. 12. Emotional creativity, hope belief and creative emotional-management were taken out one pair of canonical correlation. According to the results of the study, some suggestions are made for educators and further studies.
CHEN, YA PING, and 陳雅萍. "The Relationship among Teaching Belief, Self - efficacy, and Creative Teaching— Take the Junior High School Teachers for an Example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/v6ysm9.
Full text中州科技大學
機械與自動化工程系
105
The purpose of this study is to understand the current situation of teaching beliefs, self - efficacy and creative teaching of junior-high teachers , as well as differences in teaching beliefs, self - efficacy and creative teaching of junior-high teachers with different identities; to further understand the relationship between teaching beliefs, self- efficacy, and creative teaching of junior-high teachers. A sample of 202 teachers randomly selected from junior high chools in Changhua area completed a questionaire. The research tools include "the scale of teachers' beliefs," "the scale of self- efficacy for creative teaching," and "the scale of creative life experience." The conclusions of this study are as follows: 1. The junior-high teachers in Changhua area tend to be open to teachers' beliefs, and they show higher than average self- efficacy for creative teaching. However, they show lower than average in creative teaching. 2. The results of the self-evaluation for teaching beliefs show that there is no difference with respect to different identity variables of junior-high teachers in Changhua area; In the "student learning" subscale, there are different evaluations as teachers' '"service year" differences, as well as teachers' "professional" areas. 3. The junior-high teachers in Changhua area in the majority of identity variables did not cause differences in the self-evaluation results of creative teaching self-efficacy. The only exception to the case, the assessment would be different in the "teaching profession" areas. 4. On the whole, the evaluation of the creative teaching show that there is no difference with respect to different identity variables of junior-high teachers. In terms of subscales, the "open mind" and "computer program design" subscales were different in "gender". The results of the "lifestyle changes," "manufacturing surprises," and "computer programming" subscales have differences in education degree. The results of the "challenge of scientific innovation" and "computer program design" subscales have differences in different "teaching professions". 5. There is a significant correlation between the teaching beliefs and creative teaching of junior-high teachers in Changhua area. The correlation between teachers' self-efficacy and creative teaching is also significant. 6. The teaching beliefs and self - efficacy of junior-high teachers in Changhua area can effectively predict the performance of teachers' creative teaching. 7. There is a typical correlation between the teaching beliefs and creative teaching of junior-high teachers in Changhua area, and there is also a typical correlation between teachers' self-efficacy and creative teaching. Finally, we will propose suggestions to teachers and teacher training institutions according to the research results.
Chu, Yen-Jung, and 朱嬿蓉. "New immigrants, New Opportunities－The Belief and Practice of Multicultural Education of Junior High School Teachers in Taipei City." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/fju83j.
Full text銘傳大學
教育研究所碩士班
95
In the era of continuous rising of transnational marriages in Taiwan, more and more new immigration children enters our school system. Teachers are inevitably facing a more diverse classroom and the issue of multicultural education. The purpose of this study was to examine the teachers’ belief and practice of multicultural education and the relationship between them. The study sample was drawn from the junior high school teachers in the 59 junior high schools in Taipei area, with a sample size of 337 and yielded 291 respondents; the response rate was 86.35%. Data analysis comprised description statistic, independent sample t-test analysis, One-way analysis of variance and Pearson product-moment correlation. This study has reached the following conclusions: 1. The overall belief level of multicultural education in four subdimensions, i.e. culture communication conception, remove of prejudice, discovery of cultural diversity, detecting self-bias and awareness of students’ needs and reaction among junior high school teachers in Taipei city is above mediocre. 2. The overall practice level of multicultural education in the ability of curriculum design, teaching equality, context integration, resource application, improving ethnic groups’ interaction and building an open learning environment among junior high school teachers in Taipei city is mediocre. 3. Most junior high school teachers in Taipei city apply the approach of “additional pattern” to integrate multicultural education into the existing curriculum, which is to say that teachers add the context, conception and subject of multicultural education in curriculum without change the original frame. 4. Ethnic of junior high school teachers in Taipei city showed significant difference in multicultural education practices, in which Hakka tribal group showed higher level of practice than Provincial tribal group in “overall practice level of multicultural education”, “the curriculum design”, “curriculum teaching” and “class management.” 5. Junior high school teachers with friend from South-East Asia showed higher level of practice in “overall belief level of multicultural education” and “interpersonal perception.” In addition, teachers who have participated in South-East Asia activities showed significant difference in “overall practice level of multicultural education”, “the curriculum design” and “curriculum teaching.” This finding can be interpreted through the contact theory, that is, more contact with other ethnic group, the higher level of teachers’ acceptance and practice of multicultural education level. 6. There are significant differences toward the belief and practice of multicultural education among teachers who teach different subject. Teachers who taught “Arts and Humanities field” or “Social Studies field” showed highest level of belief in multicultural education. And Teachers who taught “Arts and Humanities field” showed the highest level of practice in multicultural education. 7. Positive correlation between the belief and practice of multicultural education among junior high school teachers in Taipei city was found in this research. It means that the higher the teacher’s belief of multicultural education, the higher the practice of multicultural education.
Lin, Heng-hua, and 林亨華. "The Study of Junior High School Teachers’ Self-Concept, Teaching Belief and Teaching Effectiveness—Taking Penghu County as an Example." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/02827648799164243337.
Full text國立臺南大學
教管所課程與教學澎湖碩士班
91
The main purpose of this study is to understand the current condition and correlation of the differences in the consciousness of their own roles and teaching outcomes resulting from junior high school teachers’ self-concept, teaching belief and teaching effectiveness through questionnaires concerning junior high school teachers’ self-concept, teaching belief and teaching effectiveness. Furthermore, this study will propose suggestions according to the conclusions in the hope of helping junior high school teachers to enhance their teaching effectiveness and adjust their own roles; it can be used as a reference of the teachers’ personal adjustment of teaching strategies to achieve effective teaching. The objectives listed above, this study adopts the methods of literature review and questionnaires. First, related international and domestic theories are collected to understand the true meaning of teachers’ self-concept, teaching belief, and teaching effectiveness, which is used as the study’s basic structure. The subjects were teachers currently teaching in junior high schools in Penghu County and an overall investigation was conducted. 262 teachers were taken as samples and 254 copies of the questionnaire were retrieved. The rate of questionnaire retrieval reached 95.80%, and all of them were valid. The research method is “Teachers’ Self-Concept, Teaching Belief and Teaching Effectiveness Questionnaire,” which includes three types: self-concept, teaching belief and teaching effectiveness. The following methods: factor analysis, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, multiple stepwise regression analysis, etc. are adopted in the analysis of statistics. The following conclusions are made: 1. As far as the diverse background variables in Penghu County at present are concerned, the self-concept, teaching belief, and teaching effectiveness of junior high school teachers show the tendency of clear progression. 2. Teachers with diverse background variables demonstrate differences on self-concept, teaching belief, and teaching effectiveness. 3. The association between self-concept and teaching belief of the high score group is stronger than that of the low score group. 4. There is remarkable connection between junior high school teachers’ per factor and overall conditions regarding “teachers’ self-concept” and “teaching effectiveness.” 5. The reciprocal effect of self-concept and teaching belief of teachers in junior high schools is clearly associated with the promotion of teaching effectiveness. 6. Self-concept and teaching belief of teachers in junior high schools have typical correlation with teaching effectiveness. 7. The background variables, self-concept, and teaching belief of teachers in junior high schools can be used to effectively predict the implementation and promotion of teaching effectiveness. According to the conclusions, the following suggestions are made: 1. Suggestions for educational administrational organizations: (1) Educational reforms should have common consensus and regulate teachers’ self-concept and teaching belief to form educational goals. (2) The educational resources of remote islands should be planned as a whole. (3) The practice of “Education Priority Areas” should give priority to students’ learning. (4) Appropriate improvement should be made regarding the advanced study channels and communication of teachers on remote islands. (5) Appropriate subdivision should be given to the acquisition of teaching materials. 2. Suggestions for teachers’ training organizations: (1) Pay attention to educational reforms and fulfill professional background education of teachers’ training. (2) Manage the good quality of teachers’ training to ensure their teaching belief is appropriate. (3) Work on both educational interning and practicing teaching and promote teaching effectiveness. (4) Appropriately select students from remote areas to be cultivated into good teachers who can serve in their hometown. 3. Suggestions for local government educational organizations: (1) Adjust and balance teachers’ distribution in the city and country. (2) Strive for the recommended openings of teachers from normal universities to ensure the teaching quality in remote islands. (3) Raise funds to broaden the channels of teachers’ advanced study and improve teaching effectiveness. (4) Educational funds are used for specific educational purposes in order to improve teaching facilities. 4. Suggestions for educational administration in school: (1) Communicate new educational information, and integrate and supply teaching resources. (2) Improve teaching environment in school and improve teachers’ teaching quality. (3) Hold knowledge seminars for new teachers to carry out the inheritance of teaching experience. (4) Operate a sound school system and set up supportive teaching network. (5) Alter teachers’ mental modes, form learning organizations and set up teaching teams. 5. Suggestions for teachers themselves in junior high schools: (1) Understand the hidden self-concept and teaching belief through the cooperation between parents and teachers. (2) Introspect oneself constantly and correct self-concept and teaching belief. (3) Keep good interpersonal relationships and promote personal teaching effectiveness through colleagues’ supervision. (4) Obtain positive self-concept and teaching belief and enhance personal teaching effectiveness. (5) Attempt more further study to form good professional image. 6. Suggestions for future research: (1) Research methods (2) Research subjects (3) Research variables (4) Research content Reviews are made according to the four aspects above as reference to improve future research.
LIN, CHEN-KUN, and 林振昆. "A Study of the Teaching Belief, Intention, and Change of Behavior of 12-year Basic Education for Skill-based Senior High School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/gvb996.
Full text國立雲林科技大學
技術及職業教育研究所
106
In response to the 12-year basic education Institute's implementation of the exam-free entrance pupils, in order to achieve the vision of "achievement of every child", the belief, intention and behavioral change of the teaching of skill-based senior high school teachers are crucial, and it is necessary to understand their mutual influence. The purpose of this study is to: 1. Construct a theoretical model of the planning behavior of the 12-year basic education teaching of the skill-based senior high school teachers. 2. Understand the belief, intention and behavioral change of the 12-year basic education teaching of the skill-based senior high school teachers. 3. To explore the differences in belief, intention and behavioral change in the 12-year basic education teaching of the skill-based senior high school teachers. 4. Analyze the influence relationship of the theoretical model of the planning behavior of the 12-year basic education teaching of the skill-based senior high school teachers. This study collected the questionnaires on the belief, intention and behavioral change of the 12-year basic education for skill-based senior high school teachers. The skill-based senior high school teachers were tested and the recovery rate of 663 valid questionnaires was 81%. Firstly, through the literature discussion, a semi-structured questionnaire was collected to collect qualitative data for inductive analysis, and a structured questionnaire was compiled to collect quantitative data. The data obtained were verified by reliability and validity analysis, descriptive statistical analysis, t-test, variance analysis, Scheff'e post hoc comparison, and structural data analysis.This study shows: 1.The theoretical model of the planning behavior of the 12-year basic education teaching of the skill-based senior high school teachers has adaptability. 2.The skill-based senior high school teachers agree with the six key indicators of the 12-year state education teaching. Although there are expected pressures, the executive ability is likely to be affected by relevant factors, and the future is very willing to cooperate with the implementation, and there have been practical actions in the past. 3.Different backgrounds of skill-based senior high school teachers' views on the 12-year basic education, there are significant differences in the field of teaching, the highest degree of education, the current position, the nature of the school, the age of teaching, and the professional certification category of teachers. 4.The behavioral belief and control belief of the 12-year basic education teaching of the skill-based senior high school teachers have a significant influence on the behavioral change and intention. Behavioral belief, normative belief, and control belief are closely related to each other. Control belief have significant predictive power for behavioral change, and intention can play a mediating effect on controlling belief and behavioral change. Based on the research results, specific recommendations are made for the competent educational administration, the skill-based senior high school and skill-based senior high school teachers as reference for promoting and implementing the 12-year basic education.
Chou, Shu-Chiung, and 周淑瓊. "A Comparative Study of the Belief, Cognition, Act Strategies and the Effects of Classroom Management between the Expert and Novice Teachers in the Junior High School." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/39876699871523936936.
Full text國立臺灣師範大學
教育心理與輔導研究所
87
A Comparative Study of the Belief, Cognition, Act Strategies and the Effects of Classroom Management between the Expert and Novice Teachers in the Junior High School Shu-Chiung Chou Abstract The purposes of this study were: 1.to investigate the belief, cognition, and act strategies of classroom management between the expert and novice teachers in the junior high school; 2.to compare the effects of classroom management between the expert and novice teachers in the junior high school. The methods used in this study were interview and observation. The subjects of this study were two junior high school teachers, one expert teacher and one novice teacher, and 69 students of their classes. The researcher analyzed the contents obtained from the transcript of the interviews, and summarized the findings of the belief, cognition, act strategies, and other aspects of classroom management between the expert and the novice teachers. Also, The researcher compared the effects of classroom management between the expert and the novice teachers by analyzing the data of the 69 students'' scores on '''' Students'' Perception of School Life Scale''''. The major findings were as follows: 1.The expert teacher'' belief of classroom management was apt to the humanistic approach, and the expert teacher considered the goal of education was cultivating the students'' good characteristics. Meanwhile, the novice teacher'' belief of classroom management consisted of the humanistic and the behavioristic approaches. 2.The expert teacher'' cognition about classroom management was from the humanistic perspective, and the expert teacher contented the psychological needs of the students and raised the students'' sense of self-worth. The novice teacher'' cognition of classroom management was confused with the ideas between the humanistic and the behavioristic approaches. 3.The expert teacher'' act strategies of classroom management was based on the humanistic approach. The expert teacher made good use of the act strategies according to the different situations and the differences of students. Besides, the expert teacher used the production rules to distinguish the situations clearly and proposed the effective classroom management act strategies. But the novice teacher'' act strategies of classroom management were based on both the humanistic and the behavioristic approaches. Though having the declarative knowledge, the novice teacher was not familiar with the procedural knowledge. 4.The expert teacher confronted the stress and problems of the work in positive attitude, but the novice teacher moved away from the difficulties and the stress of the work. Sometimes, the novice teacher asked others for help and adopted their suggestions, but the novice teacher didn''t get appropriate assistance at all times. 5.The expert teacher reacted to problems quickly and instinctively, and used the procedural knowledge to solve the problems. But the novice teacher focused on the surface of the problems, and didn''t solve the problems efficiently. 6.The expert teacher had an evaluation criterion of her own and was contented with her works. But the novice teacher assessed herself with others'' criteria. She was disappointed in herself and lost her confidence in teaching. 7.The expert teacher actively contacted students'' parents, and work in close cooperation with them. But the novice teacher not having correct attitude and good communication skills didn''t efficiently get any help from students'' parents. 8.Students'' perception of the effects of classroom management between the expert and the novice teachers was different in ''''arranging classroom environment'''', ''''establishing rules'''', ''''having good communication skills'''', ''''managing problem behaviors'''' But there were no difference in ''''organizing class procedures'''' and ''''supervising students'' activities''''. 9.In summary, the expert teacher'' belief, cognition, and act strategies of classroom management was apt to the humanistic approach. The expert teacher was satisfied with her performance and confirmed her belief, cognition, and act strategies of classroom management, but the novice teacher'' belief, cognition, and act strategies of classroom management was inconsistent and the novice teacher suspected her teaching abilities. According to the major findings, suggestions for the normal education, the novice teachers and future researches were offered.