Relevant bibliographies by topics / High school teachers Teacher effectiveness

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

Academic literature on the topic 'High school teachers Teacher effectiveness'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "High school teachers Teacher effectiveness"

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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.

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Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.
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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.

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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instruc­tional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.
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Goldhaber, Dan, and Roddy Theobald. "Managing the Teacher Workforce in Austere Times: The Determinants and Implications of Teacher Layoffs." Education Finance and Policy 8, no. 4 (2013): 494–527. http://dx.doi.org/10.1162/edfp_a_00111.

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Over 2,000 teachers in the state of Washington received reduction-in-force (RIF) notices across the 2008–09 and 2009–10 school years. We link data on these RIF notices to an administrative data set that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. Not surprisingly, we find that a teacher's seniority is the strongest predictor, but we also find (all else equal) that teachers with master's degrees and those credentialed in the high-need areas of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness, which can be calculated for a subset of the teachers, were not correlated with the probability of receiving a RIF notice. Finally, simulations suggest that a very different group of teachers would be targeted for layoffs under an effectiveness-based layoff scenario than under the seniority-driven system that exists today.
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Mulyani, Heni, Danny Meirawan, and Annisa Rahmadani. "INCREASING SCHOOL EFFECTIVENESS THROUGH PRINCIPALS’ LEADERSHIP AND TEACHERS’ TEACHING PERFORMANCE, IS IT POSSIBLE?" Jurnal Cakrawala Pendidikan 39, no. 2 (2020): 279–92. http://dx.doi.org/10.21831/cp.v39i2.28864.

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Efforts to achieve educational goals can’t be separated from the performance of schools in realizing these goals, to achieve this involves many parties and factors that influence it. This study aims to describe the impact of principal’s leadership and teacher’s teaching performance in an effort to increase school effectiveness. This research uses a quantitative approach with a survey method. Population are 466 schools, samples of 210 schools were taken by proportionated stratified random sampling technique, and a total of 2,730 respondents consisted of principals, teachers, students, and school committees. The instrument used was a questionnaire, data processing techniques using the Structural Equation Model. The results indicate that principals’ leadership and teachers’ teaching performance positively and significantly influence school effectiveness, which means that school effectiveness directly determined by the presence of effective principal’s leadership and high teacher teaching performance. The principal's leadership as a driver variable is proven to be able to trigger the teaching performance of teachers to increase school effectiveness. The high effectiveness of this school is inseparable from the effective teacher’s teaching performance. Teachers' teaching performance must be continuously improved to improve school effectiveness. This teaching performance can be improved through the principal's leadership role.
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Sulastri, Theresia, Sumardi ., and Yossa Istiadi. "PENGARUH SELF-ESTEEM DAN KOMUNIKASI INTERPERSONAL TERHADAP EFEKTIVITAS KERJA GURU." JURNAL MANAJEMEN PENDIDIKAN 8, no. 1 (2020): 36–40. http://dx.doi.org/10.33751/jmp.v8i1.1962.

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EFFECT OF SELF-ESTEEM AND INTERPERSONAL COMMUNICATION TOWARD TEACHER EFFECTIVENESSTeacher’s work effectiveness is the one of the elements to be performed in order to reach the school goal. According to the initial study, it is showed that the effectiveness of some private junior high school teachers were not as expected, while actually high work effectiveness among teachers might support excellent output quality implementation. This study aimed to describe, analyze and find out that self-esteem and interpersonal communication bring a positive influence on teacher work effectiveness. The research method was quantitative research and survey research method was path analysis approach. This research was conducted on 5 private junior high schools in the District of Gunung Putri, Bogor Regency. Samples were taken randomly proportionally, totaling 109 of the 150 population. Data collection in this study was using questionnaires as instruments. The results showed that: 1) There was a positive and very significant effect of self-esteem on teacher work effectiveness with a correlation coefficient (β y1) of 0.4769; 2) There was a positive and very significant effect of personal communication on teacher work effectiveness with a correlation coefficient (β y2) of 0.5051; 3) There was a positive and very significant influence on self-esteem and personal communication on work effectiveness teacher with a correlation coefficient (β y12) of 0.5704. Based on the results of the study, the teacher's work effectiveness increased as the influence of self-esteem and interpersonal communication.
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Jusoh, Musliza, and Siti Noor Ismail. "THE RELATIONSHIP BETWEEN SELF-EFFICACY AND TEACHER WORK COMMITMENT IN MODERATE PERFORMING SCHOOL IN KELANTAN." International Journal of Education, Psychology and Counseling 6, no. 40 (2021): 264–73. http://dx.doi.org/10.35631/ijepc.640022.

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Teaching and learning (TnL) is an important process that contributes to student academic achievement. While the effectiveness of TnL depends on the effectiveness and commitment of teachers. Thus, this study aims to identify the relationship between self-efficacy and teacher commitment in moderate performing secondary schools in the state of Kelantan. This study uses a quantitative approach in the form of a cross-sectional survey involving 351 respondents of teachers from 18 schools involved. The research instrument consisted of a set of questionnaires consisting of 20 items for teacher self-efficacy and 13 items related to teacher commitment. The study data were analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings showed that there was a significant strong relationship between teacher self-efficacy and teacher commitment (r = 0. 85, p <0.1). This shows that the level of self-efficacy of a teacher has an effect on teacher commitment. When the teacher has a high level of self-efficacy, then the level of their work commitment will also increase. Therefore, school administrators must ensure that teachers and staff in their schools are always exposed to courses and workshops to strengthen self-efficacy so that their level of self-efficacy is always at a high level. The findings of this study can be used as a guide to school administrators and teachers in organizing continuous teacher professional development strategies towards strengthening the level of self-efficacy of teachers, which in turn high work commitment among teachers can also be produced. The findings of this study also provide a meaningful contribution to educational practitioners in strengthening the ethics of teacher professionalism through the important elements of self-efficacy and teacher commitment towards enabling the teaching profession in schools to realize educational excellence.
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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.

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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.
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Swanson, Elise, and Gary Ritter. "Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers." Journal of School Leadership 28, no. 5 (2018): 642–70. http://dx.doi.org/10.1177/105268461802800504.

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One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.
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Tyas, E. Handayani. "TEACHERS' PROFESSIONALISM EFFECTIVENESS AT VHS IN EAST BEKASI." International Journal of Research -GRANTHAALAYAH 7, no. 11 (2020): 215–21. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2020.359.

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This study is focused on the teachers' professionalism effectiveness, it was done to find out how the teachers' professionalism effectiveness at Vocational High School in East Bekasi. This study was conducted at East Bekasi in some private schools. The method of the study was qualitative with a descriptive design. The subjects of the research were the school headmasters, vice school headmasters, teachers, and Teacher Organization (TO). The instruments of this study are observation sheet and interview guidance. The data of the study were analyzed descriptively through the process of data reduction, data display, and concluding. The result of the study shows that the teachers' ability improvement programs were done based on the teachers' need every year, the teachers' ability improvement program was done in and out of the school, there are some obstacles which are faced by schools in improving the teachers' professionalism. So, it is concluded that the teachers' professionalism program needs improving, and it should be goal-oriented. Besides, the obstacles which are faced by the school should be well overcome.
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Dissertations / Theses on the topic "High school teachers Teacher effectiveness"

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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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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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Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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Ampel, Jason Alex. "Character education examining the perceptions of elementary, middle, and high school teachers in a Central Florida school district /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002556.

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Wong, Shiu-ying. "School self-evaluation in Hong Kong in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35683892.

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Kwan, Yuet-ling Linda. "A study of teacher professional development in the uses of information technology." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35545045.

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Leung, Chi-kin Michael. "Principal's leadership style, teachers' morale and school effectiveness : perceptions of teachers in aided secondary schools /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554487.

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Hwang, 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.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title 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.
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Otto, Thomas B. "A case study the influence of the Pennsylvania High School Coaching Initiative on the change of teachers' instructional practices and student achievement /." Open access to IUP's electronic theses and dissertations, 2009. http://hdl.handle.net/2069/165.

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Kong, Yick-cheong. "Professional development through curriculum reform projects a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.

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Books on the topic "High school teachers Teacher effectiveness"

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Shukla, R. P. Teacher education: Problems and issues. Sarup & Sons, 2004.

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Shilony, Tamar. Model menṭali shel morim menusim ṿe-ṭironim be-miḳtsoʻot madaʻiyim ṿe-humaniyim le-gabe lemidah be-ḳerev yeladim. h. mo. l., 1994.

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O'Kelly, Carol Anne. What is a good teacher?. University College Dublin, 1997.

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C, Hunter Madeline, ed. Madeline Hunter's Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools. Corwin Press, 2004.

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Rossman, Gretchen B. Change and effectiveness in schools: A cultural perspective. State University of New York Press, 1988.

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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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Winograd, Ken. Good day, bad day: Teaching as a high-wire act. Rowman & Littlefield Education, 2006.

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Effectiveness study of the primary teacher in Nepal. National Centre for Educational Development, Ministry of Education, Dept. of Education, 2006.

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Chivore, B. S. R. The effectiveness of the primary school teacher in Zimbabwe. Mambo Press, 1994.

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M, Haggerty Sharon, ed. Becoming a secondary school science teacher. Merrill, 1999.

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Book chapters on the topic "High school teachers Teacher effectiveness"

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Rollett, Wolfram, Hannah Bijlsma, and Sebastian Röhl. "Student Feedback on Teaching in Schools: Current State of Research and Future Perspectives." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_16.

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AbstractThe aim of this volume was to give a comprehensive overview of the current state of the research on student perceptions of and student feedback on teaching. This chapter provides a resume of the important theoretical considerations and empirical evidence the authors contributed to this volume. First, evidence concerning the validity of student perceptions of teaching quality is discussed, highlighting the quality of the questionnaires used and accompanying materials provided by their authors. In the next step, empirical findings are summarized on student and teacher characteristics that can influence important processes within the feedback cycle. Subsequently, it is emphasized that the effectiveness of student feedback on teaching is significantly related to the nature of the individual school’s feedback culture. Furthermore, it is argued that the efficacy of student feedback depends on whether teachers are provided with a high level of support, when making use of the feedback information to improve their teaching practices. As the literature review impressively documents‚ teachers, teaching, and ultimately students can benefit substantially from student feedback on teaching in schools.
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Cook, Melodie. "Expatriate High School English Teachers’ Experiences with Entrance Examination Creation in Japan: Opportunities and Challenges." In Teacher Involvement in High-Stakes Language Testing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_12.

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van der Lans, Rikkert. "A Probabilistic Model for Feedback on Teachers’ Instructional Effectiveness: Its Potential and the Challenge of Combining Multiple Perspectives." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_5.

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AbstractThis chapter describes research into the validity of a teacher evaluation framework that was applied between 2012 and 2016 to provide feedback to Dutch secondary school teachers concerning their instructional effectiveness. In this research project, the acquisition of instructional effectiveness was conceptualized as unfolding along a continuum ranging from ineffective novice to effective expert instructor. Using advanced statistical models, teachers’ current position on the continuum was estimated. This information was used to tailor feedback for professional development. Two instruments were applied to find teachers’ current position on the continuum, namely the International Comparative Assessment of Learning and Teaching (ICALT) observation instrument and the My Teacher–student questionnaire (MTQ). This chapter highlights background theory and central concepts behind the project and it introduces the logic behind the statistical methods that were used to operationalize the continuum of instructional effectiveness. Specific attention is given to differences between students and observers in how they experience teachers’ instructional effectiveness and the resulting disagreement in how they position teachers on the continuum. It is explained how this disagreement made feedback reports less actionable. The chapter then discusses evidence of two empirical studies that examined the disagreement from two methodological perspectives. Finally, it makes some tentative conclusions concerning the practical implications of the evidence.
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.

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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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Gulla, Amanda Nicole, and Molly Hamilton Sherman. "Introduction and Looking Both Ways: How (and Why) a High School English Teacher and an English Education Professor Formed a Partnership That Informed Their Practices." In Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57137-5_1.

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Min, Mina. "Teacher Effectiveness." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch009.

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This chapter examines teacher recruitment, selection, and evaluation policies in South Korea and explores how teacher quality and effectiveness are understood, ensured, and assessed in the country. To show how the concepts are understood in Korea, the chapter starts with an analysis of the goals of education, of the kind of education perceived by the Korean government and citizens as high quality, and of the way effective teachers are defined by the goals they achieve. The analysis illustrates the historical, political, economic, and cultural backgrounds that have shaped Korean perspectives on the goals of education. Subsequently, the chapter describes policies and practices in the recruitment of teacher candidates, the selection of public school teachers, and the evaluation of in-service teachers' teaching quality and effectiveness. Lastly, it discusses the effectiveness of these policies and practices.
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Maaranen, Katriina, and Katariina Stenberg. "Teacher Effectiveness in Finland." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch005.

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Effective teaching is understood very differently in Finland than in many other countries. In fact, it is not considered a relevant aspect of the education system. All Finnish schools are considered to be good, and all the teachers have the same high quality educational preparation. Thus, when it comes to considerations for determining or assessing teacher effectiveness, a culture of trust is a specific feature of the Finnish education system. Teachers and schools are trusted, both on the grassroot level by the parents, and on the governance level by the education authorities at the local and the national levels. This chapter explores teacher effectiveness in Finland.
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Hartney, Elizabeth. "Stress Management to Enhance Teaching Quality and Teaching Effectiveness." In Occupational Stress. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0954-8.ch014.

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Teaching has been identified as one of the most stressful professions, with a high attrition rate resulting from teacher stress and burnout. This chapter addresses the problem of how to enhance teaching quality and effectiveness by providing teachers with professional development in stress management, specific to the stressors of teaching. Existing research has clearly identified the key stressors for teachers, and evidence-based stress management approaches have been shown to be effective in mitigating teacher stress and improving teaching quality. However, there is little evidence that such professional development approaches have become integrated into the teacher training or continuing professional development curricula for teachers. Consequently, the aim of this chapter is to provide an overview of how teaching quality can be improved with a professional development framework of targeted approaches in stress management, which are aligned with the needs of individual teachers and whole schools.
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Taggart, Kristen G. "Knock Down the Walls, Open the Doors." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch026.

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Hybrid classrooms, or blended instruction, blend the traditional face-to-face instruction model with newer technologies of online learning. 21st Century students crave a more interactive learning environment, but unfortunately, today’s teachers largely lack exposure to Web 2.0 technologies and technological expertise to offer such learning tools to their students. Therefore, teacher preparation programs, state departments of education, and local education authorities must improve the technical skills of teachers. Once teachers have 21st Century skills, they will be prepared to offer a more dynamic learning environment to students, including hybrid learning environments. This chapter will explore the possibility and effectiveness of utilizing hybrid-learning environments at the high school level. This will be accomplished through review of the literature, an evaluation of the educational objectives met through the implementation of hybrid learning, addressing the obstacles to implementation, and suggesting methods of improvement for teacher preparation programs, state departments of education, and local education authorities to improve the technical skills of teachers.
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Conference papers on the topic "High school teachers Teacher effectiveness"

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Anisah, Anisah, Tia Ayu Ningrum, and Yulia Ulfa. "Effectiveness of the Student Council Programs in Vocational High School." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.1.

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Hariyanto, V. Lilik. "The Effectiveness of Industry-Based Approach (I-BA) in the Productive Subject of Entrepreneurship for Vocational High School Students." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.32.

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Herawan, Endang, and Suryadi Suryadi. "The Effectiveness of Learning Quality Management of Productive Subject Teachers in Vocational High School." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.50.

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Sambodo, Rizki, Baskoro Prayitno, and Puguh Karyantoo. "The Effectiveness of Augmented Reality Technology Based- Interactive Multimedia Implemented to Improve Students Learning Outcome Ecology at High School Level." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.47.

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Mardoyo, Wahyu, Prof Sajidan, and Mr Maridi. "Effectiveness of Guided Inquiry Laboratory-Based Module and Indicator of Analytical Thinking Skills in the Matter of Respiratory System in Senior High School." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.23.

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Akif, Firdaus. "The Effectiveness of Students of Vocational High School (SMKN) 2 North Bengkulu in the Middle of the COVID-19 Outbreak Using Online Media." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.034.

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Verma, Alok K., Ray Ferrari, Manorama Talaiver, Sueanne E. McKinney, Daniel Dickerson, and Deborah Chen. "MarineTech Project - Attracting Students towards Math and Science Careers in Shipbuilding and Repair Industry." In SNAME Maritime Convention. SNAME, 2009. http://dx.doi.org/10.5957/smc-2009-p13.

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Low enrollment and high attrition rates in Science, Technology, Engineering and Math (STEM) based degree programs have created a shortage of workforce in industries like shipbuilding and repair which are important for national security. Part of this problem can be attributed to pedagogical issues like lack of engaging hands-on activities utilized for math and science instruction in middle and high schools. Another reason for this is that the teachers are not trained in taking an integrated approach to teaching math and science. This has led to large scale flight and attrition from STEM based career tracks. Consequently, engineering and engineering technology programs throughout the nation have observed declining graduation rates and quality of incoming students. To engage student’s interest in STEM based careers, it is important that students establish a link between the math and science instruction and its application to solve real life problems early in their learning experience. Project based activities have a proven record as a pedagogical method. Effectiveness of this pedagogy has been supported by research in the acquisition and retention of knowledge. The MarineTech Project funded by the State Council of Higher education of Virginia and supported by the Shipbuilding and Repair industry has attempted to address the quality of STEM education in Virginia by developing project based learning kits and providing professional development training in the use of these kits. The project also provided teacher training in 21st century skills and Integrated Math and Science education while increasing awareness of teachers about shipbuilding and repair industry. The paper presents the motivation behind developing these project based learning (PBL) modules, issues related to implementation and results from student and teacher workshops.
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Hadiwiardjo, Yanti Harjono, Sri Wahyuningsih, and Pritha Maya Savitri. "The Effectiveness of Health Promotion on Increasing the Knowledge of Covid-19 among Islamic High School Students in Depok, West Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.04.

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Background: After undergoing a large-scale social distancing period of 5 months, and considering learning needs, the Ministry of Education and Culture decided to carry out face-to-face learning for schools in the green and yellow zones by implementing strict health protocols. Students, teachers, administrative staff, and workers need to have knowledge about Covid-19. The purpose of this study was to determine the level of knowledge of Dian Didaktika Islamic high school students regarding Covid-19 before and after being given health promotion in preparation for face-to-face learning. Subjects and Method: This was a cross-sectional study conducted at Dian Didaktika Islamic high school, Jakarta. All high school students of class X, XI and XII totaling 164 people were enrolled in this study. The independent variable was health promotion using powerpoints and the dependent variable in this study was the level of knowledge. The level of knowledge was measured using questionnaire and analyzed using Wilcoxon test. Results: The majority of students were 16 years old (47.0%), male. (54.9%), and from class X students (58.5%). The level of knowledge on Covid-19 was increased after being given health education (Mean= 77.48) than before being given education (Mean= 72.88), and they were statistically significant (p = 0.001). Conclusion: Health promotion can increase knowledge about Covid-19 among high school students. Keywords: Covid-19, students, knowledge, health promotion Correspondence: Yanti Harjono Hadiwiardjo. Department of Community Medicine, Faculty of Medicine, Universitas Pembangunan Nasional “Veteran” Jakarta. Email: yantiharjono@upnvj.ac.id. Telp: 082124018795 DOI: https://doi.org/10.26911/the7thicph.02.04
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Markova, Nadezhda Grigoryevna. "Teacher’s personality – an indicator of successful educational route of a child’s development." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21745.

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Due to the progress in science and technology and the changing character of social relationships contemporary polycultural society makes increasingly high demands on the personality of a primary school teacher, his professionalism, competences and personal qualities. The author points out that the aim of education is personal, cognitive, polycultural development of students providing such key competence as the ability to learn. Universal learning activities formed by the teacher at each stage of the class, their properties and quality determine the effectiveness of the educational process, in particular knowledge assimilation, skills formation, image of the world and main types of students’ competences.
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Harefa, Senida, and Grace Lamudur Arta Sihombing. "Students’ Perception Of Online Learning Amidst Pandemic Covid 19: A Study Of Junior-Senior High School And College Student In Remote Area." In International Conference of Education in the New Normal Era. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/iceiakn.v1i1.233.

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Online learning during the Covid 19 pandemic has developed very rapidly, but it cannot be separated from various challenges. Online learning that aims to streamline learning does not get a positive response from all students. This article aims to identify and report students' perceptions about the effectiveness of online learning amidst the COVID-19 Pandemic. In this study, data were obtained through a questionnaire consisting of 20 items were distributed to 30 respondents representatives of the three levels of education. The results of the survey were analyzed using descriptive quantitative methods and percentages. The results showed that online learning was considered less effective by students. Thus the teacher is expected to need to evaluate how to teach and re-design models and approaches to be applied in learning by adjusting to the current situation of students to generate interest and willingness to learn online.
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Reports on the topic "High school teachers Teacher effectiveness"

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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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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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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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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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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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