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Dissertations / Theses on the topic 'High school teachers Teacher effectiveness'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Vaughan, Carl S. "Comparing the Professional Practices of Teachers Working in a Positive Behavior Support High School with Practices of Teachers in a Traditional High School." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29945.

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The purpose of this study is to explore the professional practices of teachers in both a Positive Behavior Support (PBS) high school and a traditional high school using Charlotte Danielson's (1996) 22 components of teaching responsibility that are clustered into four domains: Domain 1: Planning and Preparation, Domain 2: Classroom Environment, Domain 3: Instruction, and Domain 4: Professional Responsibilities. This comparison serves as a tool to determine if there is any difference in the professional practices of teachers in a high school with Positive Behavior Support and those in a traditional school. The results may be used to examine a variety of means to provide effective staff development and possible PBS implementation strategies. The teacher professional practices data retrieved were attained from teachers and principals of PBS and non-PBS schools. The major views that came forward from the respondents' survey questionnaires demonstrated that teachers and principals from the two schools characterize their professional practices quite similarly. Results from this study confirm the findings of research studies discussed in the literature review. On the whole, there were many similarities in the characterizations and levels of importance of teacher professional practices in the PBS and non-PBS schools. The descriptive data displayed that the PBS school out performed the non-PBS in the majority of the identified student outcomes. This study also noted that effective leadership and staff training are needed to facilitate the implementation of school improvement tools, such as PBS.<br>Ed. D.

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12

Renzi, Laura. "The influence of teachers' beliefs on literature instruction in the high school English classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782274.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 215 p. Includes bibliographical references (p. 206-215). Available online via OhioLINK's ETD Center.

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Lawrence, Reginald Marina Brenda. "High school transformation the lived experience of teachers moving to small learning environments /." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/reginald_m_lawrence/Lawrence_Reginald_M_200908_edd.pdf.

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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on June 26, 2010). Brenda Marina, major professor; Lucinda Chance, James Green, Georj Lewis, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.175-208).

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14

Leung, Chi-kin Michael, and 梁志堅. "Principal's leadership style, teachers' morale and school effectiveness: perceptions of teachers inaided secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956555.

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Cheng, Kwai-ling Queenie. "Synergy between classroom learning and professional development of teacher a case of historical investigation at secondary three /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35331070.

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16

Barna, Eric G. "A comparative analysis of high school students' perceptions of classroom quality in traditional pathway and second career teachers' classrooms." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3354.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 104. Thesis director: Gary R. Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Jan. 8, 2009). Includes bibliographical references (p. 99-103). Also issued in print.

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17

Lau, Tak-wa, and 劉德華. "The effectiveness of developmental teacher appraisal in a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27677916.

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18

Zhang, Lei. "School and teacher effectiveness of senior high schools in Western China." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701391.

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McMahon, Eileen Marie. "Professionalism in teaching an individual level measure for a structural theory /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1194645789.

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20

Wong, Chun-cheong, and 黃振昌. "Hong Kong teachers' perceptions of continuing professional developmentpolicies and activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3554448X.

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Jones, Zina R. Ms. "Teachers' Perceptions of How the Teacher Evaluation Process Impacts Classroom Instruction in Three High Poverty School Districts." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2697.

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Abstract Improving the educational system for students and teachers is of the upmost importance. Educational leaders have realized that the best way to improve student success is by improving teachers’ instructional practices and measuring their effectiveness (Mathers, Oliva, & Laine, 2008). Because of this awareness, educators have realized the importance of connecting student achievement with instructional practices and instructional practices with teacher effectiveness. Evaluation tools are used to measure how effective teachers are in their classrooms. Evaluations are crucial in assisting our teachers in their professional growth. When evaluations are utilized as supportive tools, they help teachers and administrators identify strengths and weakness, but more importantly they prescribe strategies to assist teachers in improvement. The purpose of this qualitative phenomenological study was to explore teachers’ perceptions of the evaluation systems and understand if and how they influence classroom instructional practices. The participants consisted of twelve teachers in the state of Louisiana. Data was extracted through semi-structured interviews and coded for common themes. Through these themes, the researcher formed a narrative format to voice the participants’ experiences. The study concludes that teacher evaluation has minimal influence on instructional practice. Data suggested issues with the design of evaluation systems, the implementation of such systems, and the basic challenge of using a single system to evaluate all teachers regardless of personal or workplace characteristics.

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Suen, Lee-wa Ann. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B4257576X.

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23

Al-Farsi, Said Nasser. "Omani school head teachers views of effectiveness of school leadership of secondary schools in Oman." Thesis, University of Glasgow, 2007. http://theses.gla.ac.uk/2611/.

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The aims of the study were to: examine how school leaders define effective school leadership, and identify the range of strategies school leaders employed in the management of their school. These aims would allow a consideration of the implications of the results for the professional development of school leaders in secondary schools in Oman. Two questions were set: What are the head teachers’ views of effective school leadership in the secondary schools, and what are some of the strategies head teachers use to lead their schools? Two methods were used. A survey was carried out using a questionnaire completed by all head teachers of secondary schools in Oman. This questionnaire identified a number of items within seven fields and asked head teachers to indicate their level of agreement with these items. These items were drawn from a reading of the literature to identify the features of participatory school leadership. The questionnaire had 40 items divided into seven fields with between 4 and 7 items in each field. This first stage was followed by a smaller group of head teachers being interviewed with the sample being composed of one male and one female head teacher from every district in Oman. The study investigated the profile of current secondary head teachers in Oman in terms of qualification, job experience, teaching experience and gender. Summary data for each of these aspects has been gathered. Also gender was examined in relation to the factors of qualification, length of experience as a teacher and as a manager. The study explored the views of all secondary head teachers in Oman about a participatory model of school leadership and found that there was a consistently high level of agreement with each of the items in the seven fields. The responses of head teachers were also examined for the presence of any statistically significant correlation between the views of the head teachers and each of the following variables: the head teachers’ gender, qualifications, length of experience as a head teacher and length of teaching experience.

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Tse, Chun-yin Shirley, and 謝俊賢. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37638749.

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25

Nung, Tai-fai Paul. "Subject department effectiveness a case study of three secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2345717X.

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26

Kwan, Yuet-ling Linda, and 關月玲. "A study of teacher professional development in the uses of informationtechnology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35545045.

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27

Tannenbaum, Joan. "The effects of teacher training in Madeline Hunter's instructional effectiveness model on teacher performance and selected student variables on the secondary school level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76171.

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The search for instructional methodologies which maximize student achievement has been of central concern to educators for many years. Intensified by the recent focus on staff development and school reform initiatives, this search has begun to produce models for school improvement. The majority of the research studies on these models have centered on the academic achievement of inner-city elementary school students in reading and math. One effort to operationalize the research findings has been the instructional model developed by Dr. Madeline Hunter. The few research studies which have been done on her model focus on the effects of teacher training on teacher performance at the elementary level and on student achievement in reading and mathematics. Claims about the effectiveness of teacher training at the secondary level across a wide variety of subject areas and on selected student variables have not been thoroughly substantiated. It was the purpose of this study to determine if the Instructional Effectiveness Model of Madeline Hunter could be applied at the secondary level and to determine what effects the training would have on teacher performance and on selected student variables. This study was conducted employing 14 secondary school teachers, seven in the experimental group and seven in the control group. one class from each teacher's schedule was videotaped prior to and after training. Using the Instructional Skills Observation Instrument each videotape was scored by outside observers. Teachers in the experimental group were also presented with four questionnaires which were used to determine the teacher's perceptions of the content and process of the training sessions. Students in each class (N= 245) were measured in regard to class attendance, number of class discipline referrals, class grade point average, class attitude, and class achievement. In addition, four students from each teacher's class (56 students in total) were interviewed to determine their opinion of how the training affected them. The information obtained from the classroom observations, teacher questionnaires and student interviews was supplemented by ethnographic data. The findings indicated that the teachers in the experimental group did not teach differently than teachers in the control group. The findings also indicated that the selected secondary students of teachers in the experimental group did not differ from selected secondary students of teachers in the control group in overall class attendance, class grade point average, class attitude, and class achievement. There was a significant difference in overall number of class discipline referrals by sex. The correlation between the teacher's performance score as measured on the ISOI and their mean class score on each of the student variables was not significant. The findings from the ethnographic data corroborated the quantitative findings.<br>Ed. D.

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28

O, Sui-fong, and 柯瑞芳. "School based management: a way to improve teacher performance in Hong Kong Government schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028823x.

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29

Wysong, Jason. "Deconstructing Differences in Effectiveness of Reading Teachers of Ninth Grade Non-Proficient Readers in One Florida School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5891.

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This study was undertaken to identify specific instructional and professional differences between the most effective and least effective teachers of ninth grade students enrolled in intensive reading courses in one Florida school district. Teachers from eleven schools were invited to complete a survey that included categorical, Likert, and open-ended response items. Principals and assistant principals at these schools were also invited to complete a similar survey. Teacher respondents were then divided into three effectiveness groups based on the percentage of their students who met 2011-2012 FCAT performance targets established by Florida's value-added learning growth model. Inferential statistics were used to identify specific attributes that differed among the most and least effective teachers. These attributes included years of classroom teaching experience, status of Florida Reading Endorsement, belief in collaboration with others as a source of effectiveness, valuation of classroom strategies including teaching students to self-monitor their progress and cooperative learning activities, and frequency of use of reading strategies including sustained silent reading and paired/partner student readings. School administrators and the most effective classroom teachers reported similar beliefs about valuation and frequency of use of the four aforementioned classroom strategies. Analysis of responses to open-ended response items resulted in the identification of three instructional themes--importance of building positive relationships with students, student practice, and student self-reflection--and three resource needs--increased access to technology, print resources, and professional learning.<br>Ed.D.<br>Doctorate<br>Teaching, Learning, and Leadership<br>Education and Human Performance<br>Educational Leadership; Executive

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30

Naundobe, Robert Natukondye. "Horns of dilemma : Department head and subject teacher : a case study of Heads of Department in a public secondary school, northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017354.

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The accountability and responsibilities of school leaders have intensified greatly over the past decades and school leadership has become a strong focus of research. Meanwhile, Bush (2003) asserts that “school leaders [experience] tensions between competing elements of leadership, management and administration” (p. 7). This study uses observations, questionnaires, interviews and document analysis to unpack the perceptions of four Heads of Department (HoDs), the principal, and eight teachers on the tensions inherent in balancing the responsibilities of department head and subject teacher for HoDs in public secondary school. The study goes beyond the mere task of influence in its attempts to unpack how the leadership and teaching practices of HoDs may, or may not, be in conflict with each other. Using distributed leadership as a theoretical framing and drawing in particular on the work of Spillane and colleagues (2001; 2004), the study examines the roles HoDs enact; the challenges HoDs encounter in enacting their responsibilities as department head and subject teacher; and the strategies HoDs employ to combat the emerging challenges. The study found that the roles of HoDs are extensive and stretch across the classroom, the department, the whole school and beyond. However, the majority of these roles are biased in favour of management systems and processes and opportunities for leadership are rare. The many and extensive management responsibilities of the HoDs limit both their classroom teaching as well as their agency as leaders. The weight of their management work thus restricts their leadership, resulting in an authorised form of distributed leadership (Grant, 2010). The data also revealed that HoDs struggle to balance the responsibilities of department head and subject teacher due to both inter-role and intra-sender conflict. However, the study also found that the HoDs strategically adopt a range of strategies to assist them in doing their work, these include: compensatory teaching; delegation; and planning and prioritizing.

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Grove, Sharmaine Denise. "A comparison of elementary, middle, and high school principals' teacher selection practices and perceptions of teacher effectiveness." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618282.

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The intent of this study was to garner data regarding principals' teacher selection practices and perceptions of teacher effectiveness and to examine the degree to which their teacher selection practices aligned with qualities of effective teachers. The survey was sent to 450 practicing principals in the United States. Principals reported the frequency in which they engaged in identified teacher selection practices and rank-ordered qualities of effective teachers.;Descriptive statistics summarized the level of agreement among elementary, middle, and high school principals regarding how they ranked the nine identified qualities of an effective teacher as well as the degree to which their rankings concurred with research in the area of teacher effectiveness. Principals verified the importance of key qualities of an effective teacher as evidenced by multiple analysis of variance (ANOVA) tests. An ANOVA revealed one statistically significant finding for the quality of creating valid and reliable assessments. However, the ANOVA bolstered the significance of the relevance of qualities of effective teachers at the elementary, middle, and high school levels. Lastly, content analyses were conducted to determine the three most important interview questions principals asked of teacher candidates and what factor determined why a specific teacher was hired over others.

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32

Kumalo, Elizabeth Nomso. "Teacher leadership : a study in a township high school." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017349.

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33

Wong, Shiu-ying, and 黃卲凝. "School self-evaluation in Hong Kong in relation to professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35683892.

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34

Wong, K. L., and 黃家麟. "The impact of professional development on stress in teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35711826.

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35

Jenkins, Faleese M. "The relationship between rural high school teachers' perceptions of school effectiveness and their level of school involvement." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77807.

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The nationwide effort to improve our schools and student achievement through a rebuilding of our educational system has not come without controversy; however, one element that is consistent throughout the research (Carnegie, Holmes, NEA, and the National Governors Association) is that teachers should participate in setting school goals and be accountable for achieving agreed upon standards of performance. This, of course, means a major shift in the current organizational and managerial structure of the school. The purpose of this study was to investigate the relationship between teachers' involvement in decision-making and their perceptions of the effectiveness of the academic programs in their schools. Also, an investigation was made between the relationship of the teachers' demographic characteristics and desired levels of involvement with the levels they reported.<br>Ed. D.

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36

Williams, Mary. "Deconstructing Differences in Effectiveness of Teachers of Tenth Grade Non-Proficient Readers in One Florida School District." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5889.

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Despite an intense focus and considerable financial commitment to remediate non-proficient readers in high school, the large suburban school district that was the target of this study had been unable to consistently improve student achievement in the lowest 25% of students as measured by outcomes on the FCAT Reading. Scholarly literature on high school reading had focused mostly on evaluation of curriculum rather than on teacher practices. A clear understanding of these differences in practice will inform future decisions related to staffing, scheduling, and professional learning. This study sought to identify the underlying professional and instructional differences between the most effective and least effective teachers of tenth grade intensive reading courses through teacher and principal/assistant principal surveys along with teacher evaluation data. This study revealed with regards to a teacher's preparation to teach reading (research question one), that years of experience in the classroom and years of experience as a high school reading teacher were the only significant factors that influenced a teacher's effectiveness. For research questions two and three; which had to do with the beliefs and professional practices of the teacher, the educationally relevant belief that the more effective teachers were more confident about their abilities than their less effective peers was noted. Research question four provided the data with regards to the general classroom teaching strategies and the adolescent reading strategies the effective teachers employed. This data revealed that the more effective teachers implemented posting and communicating daily and long term learning goals more frequently than their less effective peers. In addition, the general classroom teaching practices of efficient use of learning time, establishing and maintaining classroom routines, and checking for understanding proved to be educationally relevant. Additionally, the adolescent reading strategies of sustained silent reading, paired/partner readings, and students reading one-on-one with teacher, were educationally relevant as well. Finally, in regards to research question five, it was of statistical significance that administrators valued the use of the general classroom teaching strategy of posting and communicating daily and long term learning goals and were able to recognize the use of this strategy when observing and evaluating the teachers.?<br>Ed.D.<br>Doctorate<br>Teaching, Learning, and Leadership<br>Education and Human Performance<br>Educational Leadership; Executive

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37

McGlohon, Susan Marie Senter. "The influence of principal work styles and behaviors on teacher commitment during school reform in Georgia." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/susan_m_mcglohon/mcglohon_susan_m_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 126-136) and appendices.

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Chan, Shun-ching Mary. "Perceptions on changes and strategies striving for school effectiveness : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887065.

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39

Leung, Yuk-wah. "Rewards and punishments in schools : a study of their effectiveness as perceived by secondary school students and their teachers /." Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14419890.

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40

Ye, Yincheng. "The Effect of Working Conditions on Teacher Effectiveness: Value-added Scores and Student Perception of Teaching." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71655.

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This dissertation presents a quantitative study of the effects of multiple aspects of working conditions on teacher effectiveness as measured by value-added scores and student perceptions of teaching. The data were derived from the 2009-2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective Teaching (MET) Project. Using the structural equation modeling and other related methods, several models of teacher effectiveness were estimated. The results supported that instruction and classroom related working conditions at school played important role in effective teaching and student achievement gains in English language arts and mathematics. It was found that, after controlling for teachers' education degree and experience, instructional practice support had significant effect on teachers' value-added scores. Moreover, Classroom autonomy and support for student conduct management were found to have indirect effect on teacher value-added score mediated through the students' perceptions of teaching. In addition, student perceptions of teaching was found to be significantly worse in high-need schools than schools serving fewer minority students or students from low-incoming families, but teacher value-added score was not significantly different between the high versus low needs schools. The findings of the study significantly contributed to a better understanding of the effects of working environment and how these are related to teacher performance. The study has both theoretical and practical significance; it provided critical evidence that can be used by policy makers to promote teachers' performance, especially in high-needs schools.<br>Ph. D.

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41

Kong, Yick-cheong, and 江奕昌. "Professional development through curriculum reform projects: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35523013.

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42

Ho, Wai-ching. "A case study on "the man in the principal's office" : his leadership & its effectiveness /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264215.

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Lo, Chang Yuke-ling Anne. "The effectiveness of educational television as a teaching aid in the junior secondary science curriculum in Hong Kong teacher perceptions and student responses /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626998.

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44

Leung, Yuk-wah, and 梁玉華. "Rewards and punishments in schools: a study of their effectiveness as perceived by secondary school students andtheir teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956014.

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45

Losey, Raymond A. "An Evaluation of the Olweus Bullying Prevention Program’s Effectiveness in a High School Setting." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250132432.

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46

John, Daisy Mary. "Developed teacher leadership in a township high school : an interpretive case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018548.

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South Africa’s future success depends on a number of national priorities, amongst them the transformation of its education system. Education is the best route to follow to alleviate poverty and many other social ills. One way to overcome some of the complex challenges and crises that we face in South African schools is to pay attention to issues of leading and leadership, including the leadership of teachers. This study is done with the hope that research into teacher leadership will be one of the answers to the crisis in education. It should become a beacon of hope for all educationists who passionately want progress in the youth of South Africa. What better way than to ‘Awaken the Sleeping Giant’ of teacher leadership, borrowing the term from Katzenmeyer and Moller (2009). This study was designed as a case study, the purpose of which was to find out about the enactment of teacher leadership in an Eastern Cape township high school as well as the enhancing and hindering factors to this enactment. This study was done as a replication study of a similar study done by a group of 11Master’s students at the University of KwaZulu-Natal in 2010. Similar to the original study, this case study was located within the interpretive paradigm and drew on school profiling, survey questionnaires, a focus group interview, selfreflective journals and individual interviews for its methods of data collection. The study was framed by distributed leadership while Grant’s (2008; 2012) Model of teacher leadership was adopted as the analytical tool. It emerged from the data that the three teacher leaders, my primary participants, exhibited teacher leadership across all four zones of Grant’s (2008) Model. The first zone was leadership in the classroom where all three teacher leaders showed leadership to varying degrees. Zones Two to Four are about leadership beyond the classroom into the school and beyond. In Zone Two, the zone where teachers work with each other and the learners outside the classroom, substantial levels of leadership were enacted by the three teacher leaders. Zone Three, where leadership is exhibited in whole-school development, the three primary participants showed distinct leadership qualities as well. The fourth zone, which is about interaction with neighbouring schools, also revealed that all three teacher leaders demonstrated active leadership on a regular basis. Findings further revealed that there were only a few inhibiting factors to the leadership of teachers at the case study school, including limited resources and infrastructure as well as insufficient support and acknowledgement from the relevant stakeholders when leadership initiatives were made, either successfully or otherwise. However, the enhancing factors superseded the inhibiting factors. A functional committee culture guided by a shared vision existed in the case study school together with an ethos of trust which enabled the staff to work collaboratively. Though there was certainly room for improvement in leadership practices at this case study school, the enactment of teacher leadership in this school illustrated a strong case of ‘developed’ teacher leadership (Muijs& Harris, 2007) within a dispersed leadership framing (Gunter, 2005)

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Hui, Yiu-chi. "Participative decision making and its relation to school effectiveness perceptions of vice principals in aided secondary schools of Hong Kong /." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/hkuto/record/B31956063.

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YU, HSUN-SHENG, and 余旭昇. "A Study of the Teacher Enthusiasm, Social Support and Teaching Effectiveness of High School Physical Education Teachers - Take Taoyuan Senior High School Physical Education Teachers as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/h693b3.

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碩士<br>輔仁大學<br>體育學系碩士在職專班<br>107<br>The purpose of this study were to investigate teacher enthusiasm, social support and teaching effectiveness of high school physical education teachers in Taoyuan City, to analyze the relationship among the three specified variables, and to compare the differences on these variables among different subject groups. The researcher administered a questionnaire survey with both paper copies and an online Google form to collect data. One hundred and ninety-one responses were valid. Descriptive analyses, independent t-tests, one-way ANOVA, Pearson Product-Moment correlation and multiple regression techniques were used for data treatment. The results were as follows: (a) the scores of teacher enthusiasm, social support and teaching effectiveness of high school physical education teachers in Taoyuan City were between “Above Average” and “Good” status; (b) female subjects had a significantly higher perception level on “School Support” factor than their male counterpart; subjects with director positions had a significantly higher level on “Educational Ideal” than class advisers; there were significant differences on perception levels of “Student Support from the School” and “Social Values” among subjects with different number of children; (c) subjects from the 26-35, 36-45 and 46-55 age groups perceived significantly higher on the “Parents of Students” factor than those aged 56 or older; subjects with administrative positions had significantly higher perceptions on the “School Administration” support factor than class advisers; married subjects had a significantly higher perception level on the “Family and Friends” support factor than those who were unmarried; subjects from schools sized less than 24 classes perceived significantly higher on the “Parents of Students” support factor than those from “25-48-classes” schools; (d) subjects with director positions had a significantly higher level on the “Teaching Preparation and Student-Teacher Interaction” factor than class advisers; (e) there were significantly positive correlations among teacher enthusiasm, social support and teaching effectiveness of the subjects; and (f) subjects’ teacher enthusiasm and social support perceptions were significant predictors of their teaching effectiveness.

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Lin, San-Wei, and 林三維. "A Study on the Relationship between Teacher Efficacy and Teaching Effectiveness for the Junior High School P.E. Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/15432122592091311782.

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碩士<br>國立體育學院<br>體育研究所<br>94<br>The purpose of this study was to investigate present situation and the relationship between teacher efficacy and teaching effectiveness for the junior high school teachers . The investigation were based on literary analysis and questionnaire survey. Through stratified purposive sampling, the subjects including 275 P.E. teachers from 43 public Junior high schools in Taoyuan County, were selected. Questionnaire were administered to the selected subjects among returned questionnaires , 229 were valid, with a 83.27% valid percentage. The data obtained by questionnaire was analyzed by descriptive statistics, Pearson correlation analysis, one-way ANOVA, MANOVA and multiple enter regression, at α =.05 significant level. The study conclusions are as follows: (1) “Teacher Efficacy” rated high middle level. Among the sectional scores, “internal control teacher efficacy” is the highest; (2) “ Teaching Effectiveness” rated high middle level. Among the sectional scores, “Class management” is the highest;(3)Teacher Efficacy show affirmative relations to the Teacher Teaching Effectiveness (r=.66);(4)With the teachers’ awareness of the teacher efficacy, the scores reveal significant differences on the three sets of low, middle and high in the over all teacher teaching effectiveness. At the same time, be it in “overall teacher teaching effectiveness”, the high score sets are apparently superior to the middle and low sets;(5)Where of the teacher personal different background variants, are all rated significant to the differences on awareness of teacher efficacy; (6)Where of the teacher personal different background variants, are all rated significant to the differences on awareness of teacher teaching effectiveness;(7)In examining the various factors of teacher efficacy have the optimal collective projective efficacy on the teacher teaching effectiveness, particularly of “internal control teacher efficacy”. Recommendations for theoretical and practical implications are presented in the final report based on the above findings.

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Shawelaka, Bertha Nghuuwoyepongo. "The perceptions of secondary school teachers on the effectiveness of national external teacher evaluation in the Hardap region, Namibia." Diss., 2016. http://hdl.handle.net/10500/20688.

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The purpose of this study was to explore the perceptions of secondary school teachers in the Hardap Region Namibia. More specifically, the study explored teachers’ perceptions on how the National External School Evaluation (NESE) impacted teaching and learning in their classrooms. The study employed a qualitative design, using an in-depth face-to-face individual and focus group interviews instruments. Data were collected from twenty two (22) secondary school teachers who were randomly selected from the four (4) evaluated secondary schools in the Region. Thematic interpretive data analysis technique was used to analyse data by inducing themes as they emerge from the data. The findings revealed that Hardap Region secondary school teachers perceived NESE’ as “somewhat valuable”, with some positive and negative impacts on teaching and learning. Secondary school teachers also made some suggestions on how NESE can be improved to impact more positively on teaching and learning in their classroom.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

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