Academic literature on the topic 'Relations between teacher'
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Journal articles on the topic "Relations between teacher"
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Ahn, Ji-Hoon, and In-Woo Kim. "The Effect of Teacher Enthusiasm for PE Class on Subjective PE Class Satisfaction Perceived by Elementary School Female Teachers: The Interaction Effect of Teacher Efficacy for Teacher-student Relations." Institute for Education and Research Gyeongin National University of Education 43, no. 4 (2023): 15–28. http://dx.doi.org/10.25020/je.2023.43.4.15.
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This study emphasizes female teachers’ enthusiasm for physical education (PE) class and efficacy for teacher-student relations as variables that affect elementary female teachers’ subjective satisfaction with PE class. Furthermore, it statistically verifies the interaction effect of efficacy for teacher-student relations in the relationship between enthusiasm and satisfaction with PE class. Thus, a survey was conducted targeting 122 female teachers who teach PE at elementary schools to measure teacher enthusiasm, teacher efficacy for teacher-student relations, and subjective PE class satisfaction. Based on the collected data, descriptive statistical, correlation, hierarchical regression, and interaction effect analyses were conducted. Thus, teachers’ enthusiasm for PE class and teacher efficacy for teacher–student relations perceived by female elementary school teachers demonstrated a significant positive correlation with subjective PE class satisfaction. In addition, the positive influence of teacher enthusiasm and teacher-student relationship efficacy on PE class satisfaction was verified. Moreover, the teacher efficacy for teacher-student relations positively moderates the relationship between enthusiasm for PE class and subjective PE class satisfaction.
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Gholami, Leila. "Teacher Self-Efficacy and Teacher Burnout: A Study of Relations." International Letters of Social and Humanistic Sciences 60 (September 2015): 83–86. http://dx.doi.org/10.18052/www.scipress.com/ilshs.60.83.
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In any teaching and learning setting, there are some variables that play a highly significant role in both teachers’ and learners’ performance. Two of these influential psychological domains in educational context include self-efficacy and burnout. This study is conducted to investigate the relationship between the self-efficacy of Iranian teachers of English and their reports of burnout. The data was collected through application of two questionnaires. The Maslach Burnout Inventory (MBI; Maslach& Jackson 1981, 1986) and Teacher Efficacy Scales (Woolfolk& Hoy, 1990) were administered to ten university teachers. After obtaining the raw data, the SPSS software (version 16) was used to change the data into numerical interpretable forms. In order to determine the relationship between self-efficacy and teachers’ burnout, correlational analysis was employed. The results showed that participants’ self-efficacy has a reverse relationship with their burnout. Keyword: teacher self-efficacy, teacher burnout
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Harpaz, Gal, and Yael Grinshtain. "Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems." Education and Urban Society 52, no. 9 (2020): 1397–416. http://dx.doi.org/10.1177/0013124520915597.
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In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents answered a questionnaire measuring parent–teacher relations, parental self-efficacy, help-seeking orientation from teachers, and socio-economic status. Regression analysis found that help-seeking in the socio-emotional dimension was mainly influenced by collaborative relations and by parents’ high self-efficacy. Help-seeking in the learning dimension was mainly (but not only) influenced by parents’ socio-economic status. In addition, positive significant correlations were found between parent–teacher collaborative relations and autonomic help-seeking from teachers by parents dealing with both learning and socio-emotional aspects. Negative significant correlation was found between collaborative parent–teacher relations and parents’ avoidance of help-seeking from teachers. The results highlight the importance of teacher–parent collaboration and illuminate the factors influencing parents to ask for help from teachers, in different dimensions.
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Ryu, Jung O. "Influences of Elementary School Teachers’ Attentive Listening and Empathy on Teacher-Student Relationship Teacher Efficacy: Focused on the Mediating Effect of Self-Estee." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 8 (2024): 43–61. http://dx.doi.org/10.22251/jlcci.2024.24.8.43.
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Objectives This study aims to draw educational implications by assessing the influences of elementary school teachers’ ‘attentive listening’ and ‘empathy’ on ‘teacher efficacy for teacher-student relations’ mediated by ‘self-esteem.’ Methods To understand the correlation and causality between variables set in this study, exploratory factor analysis, reliability analysis, correlation analysis, simple regression analysis, multiple regression analysis, mediator variable regression analysis were conducted. Results First, attentive listening had a significant impact on teacher efficacy for teacher-student relations (H1 adopted: B=.563, p<.001). Second, empathy had a significant impact on teacher efficacy for teacher-student relations (H2 adopted: B=.452, p<.001). Third, attentive listening had a significant impact on self-esteem (H3 adopted: B=.454, p<.001). Fourth, empathy had a significant impact on self-esteem (H4 adopted: B=.424, p<.001). Fifth, self-esteem had a significant impact on teacher efficacy for teacher-student relations (H5 adopted: B=.590, p<.001). Sixth, attentive listening had a significant impact on teacher efficacy for teacher-student relations mediated by self-esteem (H6 adopted: β=.357, p<.001). Seventh, empathy had a significant impact on teacher efficacy for teacher-student relations mediated by self-esteem (H7 adopted: β=.294, p<.001). In addition, in the relations of attentive listening and empathy with teacher efficacy for teacher-student relations, self-esteem had a partial mediation effect. In addition, as for the influence of the independent variable on teacher efficacy for teacher-student relations, attentive listening had a relatively greater impact than empathy. Conclusions This study drew educational implications by revealing the causal relation and influence of several variables affecting ‘teacher efficacy for teacher-student relations.’ The results of this study suggest that attentive listening and empathy are needed for smooth teacher-student relation. Smoother teacher-student relations can be expected when attentive listening and empathy are mediated with positive self-esteem. Hopefully, this study would contribute to the promotion of elementary school teachers’ ‘teacher efficacy for teacher-student relations’ and help research related to attentive listening and empathy.
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Çoban, Ömür, and Ramazan Atasoy. "Relationship between distributed leadership, teacher collaboration and organizational innovativeness." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 903. http://dx.doi.org/10.11591/ijere.v9i4.20679.
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The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.
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Dr.B., Prasad Babu, and Raju Dr.TJMS. "Teacher Stress in relation to Teacher Motivation among Secondary School Teachers." Shod Sarita 7, no. 25 (2020): 138–43. https://doi.org/10.5281/zenodo.10459539.
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The present study was examined on the relationship between teacher stress and teacher motivation among secondary school teachers. Teacher stress can be viewed in a number of different ways and has been described as most in precise work in the scientific dictionary. The analysis of various definitions revealed that it is a response syndrome of negative effects like anger, anxiety or depression which threatens self esteem or well being, operate as a response of negative effect resulting an imbalance or discrepancy between the demands made and the ability to cope with them. Teacher motivation is the factors influencing the teacher in class room teaching, school administration, professional pleasure, climatic factors, interpersonal relations, student behaviour, working conditions, professional development and personal aspects. The data collected from 210 teachers from 35 selected secondary schools by using two standardized questionnaires namely 'Stress creators in teaching scale' developed by (Indira, 1996) and 'The teacher motivation scale' developed by Undurty (1988). The data was analyzed with the help of statistical analyses by using Means, Standard Deviations, Critical ratios and Correlations. The results of study are male and female teachers experience moderate stress and average motivation. Teacher stress and teacher motivation were influenced in their locality, age and designation. More experienced teachers have less stress and high motivation
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Karaj, Stela, and Elida Rapti. "TEACHER JOB STRESS IN ALBANIA: EXAMINING THE ROLE OF STUDENTS’ CLASSROOM DISRUPTIVE BEHAVIOR AND OTHER FACTORS IN THE SCHOOL CONTEXT." Problems of Education in the 21st Century 54, no. 1 (2013): 14–21. http://dx.doi.org/10.33225/pec/13.54.14.
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The purpose of this study was to determine the impact of the students’ disruptive behavior and other factors in the school context on the teachers’ job stress. For this purpose a survey based descriptive research was conducted with 540 basic education teachers. The instrument used was a structured questionnaire which was comprised of four scales for measuring teacher stress, students’ disruptive behavior, time pressure and workload, relations with school principal and relations with colleagues. Pearson product-moment correlation coefficient was used to determine the direction and the strength of the relationships between the teachers’ job stress and the stress related factors. Standard multiple regression was used to determine the amount of variability on teachers’ job stress explained by the independent factors involved in the study. The study findings indicated low to substantial correlations between teachers’ job stress, students’ disruptive behaviour, time pressure and workload, relations with school principal and relations with colleagues. Students’ disruptive behaviour, time pressure and workload and relations with school principal were found to be significant predictors of teachers’ job stress. Relations with colleagues were not found to be a significant predictor of teacher stress. Key words: relation with colleagues, relation with school principal, students’ disruptive behavior, teacher job stress, time pressure and workload.
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Dawson, Anne E., and Brian T. Wymbs. "Validity and Utility of the Parent–Teacher Relationship Scale–II." Journal of Psychoeducational Assessment 34, no. 8 (2016): 751–64. http://dx.doi.org/10.1177/0734282915627027.
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Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent–teacher relations are scant. The current study examined validity evidence for the Parent–Teacher Relationship Scale–II (PTRS). Specifically, the internal structure of the PTRS and the test–criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers ( n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent’s children (i.e., academic competence, student–teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test–criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent–teacher relations to academic and behavioral outcomes of children should consider administering the PTRS.
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Ömür, Çoban, and Atasoy Ramazan. "Relationship between distributed leadership, teacher collaboration and organizational innovativeness." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 903–11. https://doi.org/10.11591/ijere.v9i4.20679.
Full textAbstract:
The aim of this study was to examine the relationships between distributed leadership, organizational innovativeness and teacher collaboration. We used Turkish teacher data and conducted the analysis from teachers’ perspectives working in secondary schools in Turkish Ministry of National Education at the International Standard Classification of Education 2 (ISCED) level. In this quantitative study, we analysed the three hypotheses via structural equation model. The hypotheses assumed that there was a relationship between distribute leadership and organizational innovativeness, also there was a relationship between distrubitive leadership and teacher collaboration. Additionally, there was a relationship between teacher collaboration and organizational innovativeness. Finally, we analysed the impact of distributed leadership on organizational innovativeness via teacher collaboration. The finding indicated that there were relations between distributed leadership and organizational innovativeness. The other result showed that teacher collaboration affected organizational innovativeness. The last finding displayed that distributed leadership impacted organizational innovativeness via teacher collaboration. In conclusion, if school principals exhibited distributed leadership behavior, they would create a supportive and collaborative climate for teachers and they also encourage teachers’ agreement to develop new ideas for teaching, their openness to change, their problem-solving strategies and exchanging atmosphere where they share their practices with each other.
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Tish, Sigal, Iris Levy, Pninat Tal, and Alona Peleg. "Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors." Pedagogical Research 8, no. 1 (2023): em0149. http://dx.doi.org/10.29333/pr/12724.
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The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher’s relations with the pre-school children and parents during the first lockdown. The study is based on a mixed-method, quantitative and qualitative, research design among ten third-year student-teachers in Israel. 56% reported that relations with parents during the first lockdown were strengthened, which they attributed to several factors (e.g., parental desire to establish a routine and maintain the child’s connection with their friends and teacher, and a desire to advance their children). Other factors were perceived to undermine parent-teacher relations (e.g., number of siblings, busy parents, economic and emotional stress, technological illiteracy). The study underscores the importance of a holistic and ecologic approach to relations among early childhood education teachers, student-teachers, parents, and children, and the critical need for partnership and transparency between the pre-school teacher and student-teacher.
Dissertations / Theses on the topic "Relations between teacher"
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LETA, MARIA MASELLO. "RELATIONS BETWEEN TEACHERS AND WRITING: A STUDY IN TWO SCHOOLS TEACHER TRAINING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3832@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A clareza quanto à importância da escrita na formação dos
professores, aliada ao fato de que a escrita é um tema
recente de investigação, contribuíram para a definição do
objeto de estudo desta tese: investigar as relações de
professores com a escrita. No primeiro momento, são
discutidas questões teóricas que buscam maior compreensão
dessa problemática em torno da escrita e sua dimensão
formadora., dialogando, especialmente, com os pensadores
Mikhail Bakhtin e Roland Barthes, e suas concepções de
língua, linguagem, escrita. A pesquisa de campo foi
realizada em duas escolas de formação, públicas, estaduais -
antigas escolas normais. Como estratégias metodológicas
foram utilizadas observações de aulas, entrevistas,
questionários e análise de documentos. A comparação entre
essas fontes de dados, a busca de convergências e
dissonâncias, à luz da base teórica estudada, permitiram no
segundo momento, apresentar o cenário e seus atores e quem
são os professores das escolas de formação, sem ignorar
suas condições de produção. No terceiro momento, rastreando
o espaço discursivo, são apresentadas as relações dos
professores das escolas de formação com a escrita e suas
concepções e sentidos de língua, linguagem e escrita. Estas
apontaram para a predominância da linguagem como habilidade
mecânica e como escritacópia. Esse estudo conduziu a
reflexões sobre a necessidade da (re)dimensão dos cursos
das escolas de formação, aqui incluídos os dos Institutos
Superiores de Educação bem como os cursos de licenciatura,
onde a escrita, independente das disciplinas que a tomam
como - matéria - ou - conteúdo -,deve ser tratada
essencialmente em sua dimensão formadora, escrita como
experiência, produtora de sentidos, que constitui o sujeito-
leitor-escritor crítico, transformador.<br>The clarity in the importance of the writing in the
formation of teachers and the writing as a recent subject
of investigation had contributed for the definition of the
object of study of this thesis: to investigate the
relations of teachers with the writing. In first place,
theoretical questions are discussed to search greater
understanding of this problematic around the writing and
its dimension, by dialoguing, especially with the thinkers
Mikhail Bakhtin and Roland Barthes, and their conceptions
of language and writing. The field research was carried
through in two state schools of formation, old teachers
chools. Comments of lessons, interviews, questionnaires and
analysis of documents had been used as methodological
strategies. The matching between these sources of data, the
search for convergences, under the light of the studied
theoretical base, had allowed, in second place, to present
the scene and its actors and who are the teachers of
the formation schools, without ignoring their conditions of
production. In the third place, tracing the discursive
space, the relations between the teachers of the formation
schools with the writing and their conceptions and
feelings of language are presented. These had pointed to
the predominance of the language as mechanic ability and as
writing-copy. This study had led to reflections on the
necessity of the (re)design of the courses in the schools
of formation, where the writing, independent of the
subjects taken as content
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Wong, Ming-yan, and 黃明欣. "The relations between teacher's meta-emotion, student's bonding to school and academic performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589628.
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Fukuda, Erin. "Classroom Practices and Student Progress: Relations Between Classroom Practices and Indicators of Student Learning in Reading." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20426.
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The state of Oregon, like many states, requires its districts’ teacher evaluation systems to include measures of student learning as well as a measure of teachers’ professional practice. State guidelines require use of state test data in assessed grades as one of the measures, but allow districts flexibility in which additional assessments to use and which source of information to prioritize when evaluating teachers. This study used existing data from one school district to compare students’ performance on a state reading and literature assessment to their performance on reading curriculum-based measures, and the degree to which measures of teaching practices relates to both types of student outcomes. Results are interpreted with consideration of how the district implements their measure of teaching practice. Results from this study may help inform decisions the district will face as they continue to refine their teacher evaluation system in accordance with state guidelines, while elucidating challenges that such systems pose.
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Keogh, Jane. "The Role of Texts and Talk in Mediating Relations Between Schools and Homes." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365983.
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This study draws on Ethnomethodology, Conversation Analysis and Foucauldian Theory to investigate the textual and conversational construction of teacher-parent relationships as they are evidenced in examples of school-home communications. A survey of educational research literature suggests that what is taken to constitute a productive teacher-parent relationship remains largely undefined and untheorised. Although it seems that 'good' teacher-parent relationships are valued by the stakeholders in schooling, including school administrators, teachers, parents and government bureaucrats, views of these relationships tend to be based on commonsense notions that there is a need for 'improvement'. It is suggested that contemporary neo-liberal educational views regarding the importance of such factors as parental choice, for example, and the associated movement towards the commodification of education influence teacher-parent relationship possibilities. It is theorised that teacher-parent relationships are constituted and mediated within and through the details of textual and conversational practices evidenced in school-home communications. Theoretical components derived from Smith (1987, 1990a and 1990b), Bourdieu (1991) and Foucault (1977) are established as useful conceptual frameworks from which to view the data. The data corpus originates from both private and secondary schools, and consists of examples of written and spoken school-home communications. The data are analysed using a multiperspectival approach that combines strategies deriving from different analytic perspectives in complementary ways. Ethnomethodology (EM) and Conversation Analysis (CA) are the main techniques used to document the detailed textual and conversational strategies that work to construct teacher-parent relationships. This study's basis in EM means that it does not begin with a pre-theorised notion concerning 'best practice' regarding teacher-parent relationships. Foucauldian Theory provides an alternative lense through which to view the data. It is argued that different passes through the data operate as overlays or reflexive readings, thereby providing enriched understandings of how the inter-institutional texts and talk work to construct particular moral versions of schools and homes, and of teachers parents and students, and of their inter-institutional relationships. Various different kinds of secondary school-home communications are analysed in Chapters 5 to 8. Chapter 5 presents analyses of school promotional documents originating from a variety of secondary school types, including both private and state, and both single-sex and co-educational schools. More than in documents originating from state schools, private school documents tend to include more visuals that imply moral versions of acceptable teacherhood, parenthood and studenthood. The state school documents tend to state expectations more explicity than do the private school documents. Apart from this difference, it is found that similar versions of schools, homes, parents, teachers and students are textually and visually constructed regardless of their origins. Uniformed, well-disciplined students are presented as desirable and representative of the various schools, and are themselves produced as a marketing device. It is the schools' versions of the social world that are fore-grounded within and though the various promotional documents. Chapter 6 presents analyses of three examples of monologic school-home communications, Each item is analysed by focussing on a particular conversational or textual feature. The first example is a speech given by a state school principal to a group of prospective parents and soon to be enrolled students at an induction morning. This analysis focuses on this principal's use of pronouns as positioning practices. The second example is an address given by a private school principal to a group of existing parents and students at the school's Speech Night. This analysis focuses on the private school principal's use of aligning strategies such as audience invitations to applaud as an aligning strategy. The third example is a letter sent by a school administrator to the parents of private school students. This analysis,focusses on the school administrator's use of oppositionals to construct her versions of acceptable students and parents in contrast to those of 'other' less desirable schools. These examples include both explicit and implicit suggestions that conformity to school expectations and directions will enable parents to obtain advantageous futures as positional goods for their children. It is argued that a curriculum of compliance and conformity for homes is textually and conversationally established within and through these examples of school-home communications. Chapters 5 and 6 analyse examples of monologic school-home communications, so designated because although the school-based texts and talk could have been received in a multiplicity of ways, readings and hearings are not available for analysis within the data themselves. In contrast, Chapters 7 and 8 analyse examples of interactive teacher-parent talk. Chapter 7 analyses the first 39 turns of the initial talk of a teacher-parent interview that took place at a secondary school teacher-parent interview night. The chapter is organised into three different readings of the data to show how each of these can inform the others. The first reading uses Conversation Analysis (CA) to highlight the participants' use of sequential structures and membership cateogrisation devices (MCDs) to present moral versions of themselves and each other within and through the talk. The second reading identifies a number of dominant discourses as practices of power to show how the participants position themselves and each other, negotiating their respective responsibilities for the student. It is found that the adult participants tend to position the student as an overhearing audience to their co-constructions of responsible teacherhood, parenthood and studenthood. The student is positioned as ultimately responsible for her own academic well-being and behaviour. During this talk, the home is positioned as a colony or annex of the school, and the parents are positioned as adjunct teachers, expected to continue the work of the school within their private family space. The third reading uses the Foucauldian concept of governmentality to read the talk. It is suggested that the discursive techniques identified by the previous two readings work as disciplinary practices to regulate the participants. Chapter 8 surveys other examples of interactive teacher-parent interview talk that took place in various sites on different occasions, involving both teachers and parents. During some of these interviews the student is also present, whereas in other interviews the student, who is the focus of the talk, is not. On one occasion the interview takes place in the ,home rather than at the school and includes another family member in addition to the student herself and her parents. It is found that despite such differences and variations in the use of conversational strategies, comparable versions of schools, homes, teachers, parents, students and their inter-institutional relationships are talked into being across these different educational sites. Again, a Foucauldian perspective is used to account for such similarities in the various examples of interactive teacher-parent talk. The thesis concludes by arguing that the textually and conversationally constituted and mediated teacher-parent relationships are fundamentally asymmetrical. It is the schools' versions of the social world that come to count in these inter-institutional communications. On some points teachers and parents are often found to have different expectations regarding what they perceive to be in the 'best' interests of their students / children. However, despite such differences it seems there is a high degree of similarity regarding what schools and families should be like evidenced across the various school- home communications. It is argued that such commonalities can be viewed as evidence of governmentality actively enacted within and through the particular textual and conversational micro-practices identified here (following Foucault, 1977). As such, these practices work to implement techniques of state power into home space, bringing bureacratic control into homes and functioning to produce a future citizenship with limited cultural and moral options. In conclusion, the thesis summarises some of the main implications of the study's findings for theory, method, practice and policy. It is suggested that there is a need to re- theorise commonsense notions of teacher-parent relationships as a result of the findings of tfus study. This research shows how educational materials such as teacher-parent communications can be anaysed in insightful ways to reveal how such relationships are actively constituted and mediated within and through them. Findings revealed here offer a way of documenting the workings of particular inter-institutional practices and offer a new way of construing the functions and consequences of those practices.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Cognition, Language and Special Education<br>Arts, Education and Law<br>Full Text
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Harrison, Jessica Leigh. "Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2107.
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Teaching is a stressful, uncertain, and emotionally laden profession (Chaplain, 2008; Farber, 1999; Johnson et al., 2005). One approach to reduce psychological distress and improve well-being in teachers is through the use of mindfulness-based stress reduction (MBSR) programs. While MBSR programs have been shown in several studies to be effective with regard to improving well-being in teachers, little research has been done to date examining the relationship between program dose and outcomes. This study examines the relationship between both generic and program-specific dose and outcomes of stress and burnout. Results showed some evidence that generic yoga frequency is related to outcomes. No significant relationships between program-specific dose and outcomes were found. Directions for future research are discussed.
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Bunts-Anderson, Kimberly. "Relations between teachers' conceptions of in-class and out-of-class interactions and reported teaching practices teachers' belief study /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/82707.
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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.<br>Bibliography: p. 372-438.<br>Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion.<br>Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI.<br>Mode of access: World Wide Web.<br>xvii, 496 p. ill
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El, Mallah Shereen. "Social behavior and academic performance: Examining relations between forms of prosocial behavior and aggression in predicting academic outcomes." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/76942.
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Numerous researchers have argued early adolescent behavior patterns are among the best predictors of later achievement and social-psychological adjustment outcomes. In the current study, a secondary data analysis was conducted to determine the extent to which four prosocial behaviors (cooperation, assertiveness, self-control and prosocial behaviors toward peers) and two forms of aggression (overt and relational) influence academic performance (as indexed by GPA and standardized achievement scores). Additionally, the potential moderating role of two school environment variables (perception of school climate and teacher bonding) were also considered in order to further examine the social-emotional environment of middle schools. Examining concurrent relations between grade 5 social behaviors and academic performance revealed all four forms of prosocial behavior were positively related to higher academic performance. Predictive relations between grade 6 social behaviors and academic outcomes at grade 9 indicated that of the four prosocial behaviors and two forms of aggression, cooperation alone predicted the likelihood of later academic achievement. Finally, it was hypothesized that prosocial behaviors, perception of school climate and teacher bonding would serve as moderators between aggression and academic performance; however, this prediction was unsupported. By drawing attention to the limited typology employed in studying prosocial behavior, as well as the methodological challenges that arise when examining these behaviors during adolescence, the hope is to spur research geared towards a more comprehensive understanding of prosocial development.<br>Master of Science
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Behrhorst, Kathryn. "Building a Bond: Longitudinal Relations between Interpersonal School Climate, Student Awareness and Reporting of Violence, and Peer Victimization and Aggression in Adolescents." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4745.
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High prevalence rates and negative outcomes of peer-based aggression and victimization during early adolescence underscore the need to identify causes and consequences of these outcomes. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. Few studies have addressed relations between school climate and specific subtypes of physical and relational aggression and victimization. Although school climate has been assessed via interpersonal subsystems (i.e., student-student and student-teacher relationships), little research has incorporated the role of student awareness and reporting of violence and safety concerns. Further, studies are needed that consider the bi-directional relations between school climate and peer aggression and victimization over time. To address these limitations, the current longitudinal study examined associations between school climate (i.e., student-student and student-teacher relationships and awareness/reporting) and peer aggression and victimization over six months among a sample of 265 middle school students.
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Hangauer, Jason D. "The relationship between students' perceptions of school climate, attitudes towards school, and substance use among early adolescents." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001919.
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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
Full textBooks on the topic "Relations between teacher"
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Connelly, F. Michael. A conceptualization of the relationship between teachers' personal practical knowledge, board and government policies and their expressionin school practices. Ontario Institute for Studies in Education?, 1985.
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Yurchuk, Ol'ga, Ol'ga Ul'yanina, Yuliya Tukfeeva, et al. Professional activity of a teacher-psychologist: organizational basis and work protocols: methodological recommendations. Publishing Center RIOR, 2023. http://dx.doi.org/10.29039/02123-1.
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The methodological recommendations consider a wide range of aspects concerning the organizing of psychological and pedagogical support for participants in educational relations. The list of normative legal documents regulating the activity of an educational psychologist (psychologist in the field of education) is presented. Goals and objectives, main types and directions of teacher-psychologist’s activity are given. Forms of reporting documentation based on the results of the professional activity of an educational psychologist (psychologist in the field of education) are presented. The algorithm of interaction between an educational organization and a psychological-medical-pedagogical commission, the algorithm of interdepartmental interaction in case of an emergency involving minors are described.
 The recommendations make it possible to develop unified approaches to psychological and pedagogical support for participants in educational relations and to optimize the activities of an educational psychologist (psychologist in the field of education) by enriching and standardizing methodological tools. Interaction algorithms can be used to organize joint activities of various experts in order to guarantee the legitimate rights and interests of students and other participants in educational relations.
 The publication is intended for educational psychologists, employees and heads of centers for psychological, pedagogical, medical and social assistance. It can be useful for teaching staff, researchers, and administrative and managerial staff in the field of education.
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Elise, Trumbull, ed. Bridging cultures between home and school: A guide for teachers : with a special focus on immigrant Latino families. L. Erlbaum Associates, 2001.
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ERIC Clearinghouse on Teaching and Teacher Education., ed. Collaboration between general and special education teachers. ERIC Clearinghouse on Teaching and Teacher Education, 1997.
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Brega, Galina. Modern relations between government and business: foreign and domestic experience. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1841825.
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The monograph comprehensively examines the models and experience of interaction between government and business of the leading modern economic systems. Close attention is paid to the Russian specifics of relations between the state and the business community, starting with the characteristics of the institutional foundations and changing business conditions in Russia and ending with the problem of trust. Such aspects of the relationship as the leading role of the state in economic management, inconsistency of legislative regulation of entrepreneurial activity, excessive fiscal administration and tax burden, insufficient level of professionalism of personnel, social responsibility of business are disclosed. The empirical basis of the monograph is a study that was carried out within the framework of the RFBR grant "New models of interaction between the government and the industrial community in conditions of increasing risks of technological development under the influence of international sanctions".
 It is addressed to researchers and university teachers, graduate students and students specializing in the field of business relations and public authorities, as well as related fields of scientific research.
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Bier, Ada. La motivazione nell’insegnamento in CLIL. Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.
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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.
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Dergunova, Viktoriya, and Anastasiya Prokopova. Analysis of legal regulation and judicial practice of resolving disputes between parents about children. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1218051.
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The monograph is a comprehensive study of the current practice of resolving cases on determining the place of residence of children, the procedure for communicating with them separately living parents and other relatives; restriction and deprivation of parental rights; on the departure of children outside the Russian Federation and return within the framework of the Convention on Civil Aspects of International Child Abduction of 1980, the Convention on Jurisdiction, Applicable Law, Recognition and Enforcement and Cooperation in relation to Parental Responsibility and Measures for the Protection of children of 1996.The relations that develop between the child and parents, the child and the court, parents and the court, as well as parents as parties to the process are analyzed. The central place is occupied by the study of the content of the concept of the best interests of the child as a guarantee of the protection of his rights and the vector of development of the current legislation. The cases of abuse of parental rights and improper performance (or non-performance) of parental duties, illustrated by current judicial practice, are considered. The analysis is presented: measures of family legal responsibility, including restriction and deprivation of parental rights in connection with non-execution of a court decision on the upbringing of a child; features of the application of principle 6 of the Declaration of the Rights of the Child in resolving disputes about the place of residence of children; the possibility of taking interim measures in disputes between parents about upbringing; the ratio of legal and psychological categories in child-parent relations in order to apply special knowledge; the procedure for conducting forensic examinations in these categories of cases. Finally, the possibilities of out-of-court settlement of some family disputes, including through mediation, are investigated.
 For a wide range of readers interested in the rights of the child. It will be useful for students, postgraduates and teachers of law schools.
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Kazakov, Evgeniy. From theism to Egotheism: the genesis of the relationship between man and God. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2116144.
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The monograph is devoted to the study of one of the "eternal" philosophical problems — the relationship between man and God. The main stages of the genesis of these relations are investigated, special emphasis is placed on the analysis of its current stage. The research is the result of many years of work by the author, reflected in the books: "The Genesis of mental life"; "Soul: the metaphysics of self-determination"; "Homo nudes"; "The Heartbreaker".
 It is addressed to teachers, graduate students and students who are interested in the metaphysics of human existence.
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Zimina, Kristina. The international legal framework for cooperation between States on countering illicit trafficking in medical products. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1587438.
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The monograph is devoted to the study of the international foundations of cooperation between states in the field of combating illicit trafficking in medical products (NOM), as well as to the study of the functioning of modern international legal mechanisms of such interaction.
 The author's proposals for improving the legal regulation in the field of countering the NOM in the process of implementing international legal norms regulating these legal relations into the legislation of the Russian Federation and foreign states are presented.
 For a wide range of readers interested in countering illegal trafficking of goods, works and services. It will be useful for students, postgraduates and teachers of law schools.
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Malygina, Valentina, and Lyubov' Korchiga. Marketing relationships with key partners in the field of education. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2155768.
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Based on the results of the conducted research, the monograph identifies strategic vectors for the development of relations between key partners in the field of higher education in the Donetsk People's Republic, suggests areas for improving communications between key partners, and develops a model for marketing relations with key partners in the field of education. For teachers, young scientists, practitioners and specialists in the formation of marketing policy in the organization of practical training of students and assistance to graduates in finding their first job.
Book chapters on the topic "Relations between teacher"
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Hofer, Manfred. "Goal-Dependent Perception in Relations between Teachers and Students." In Teacher Thinking and Professional Action. Routledge, 2005. http://dx.doi.org/10.4324/9780203012505-13.
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Heikkilä, Mirva, and Hege Hermansen. "Epistemic Coherence in Teacher Education." In Coherence in European Teacher Education. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43721-3_3.
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AbstractThis chapter presents the concept of epistemic coherence and discusses its implications for researchers and practitioners in teacher education. Epistemic coherence is conceptualized as an emergent achievement comprising two key components: a) student teachers creating relations between a range of knowledge resources or modes of knowledge production and b) student teachers creating personal relationships with professional knowledge. This analytical approach can help move beyond conceptualizations of a theory–practice gap and other dichotomies that characterize existing research on knowledge use in teacher education and serve to open up the black box of how knowledge relations are constructed in teacher education.
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Yang Hansen, Kajsa, Jelena Radišić, Xin Liu, and Leah Natasha Glassow. "Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018." In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_5.
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AbstractEquity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
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Yazıcı, Fatih. "Kurdish Teachers in Turkey Within the Context of History Education." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_22.
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AbstractThe relationship between Turks and Kurds, two peoples who have lived together for nearly a thousand years, has become tense with the nation-building policies that have been implemented in Turkey for over a century. The imposition of a singular identity based on Turkishness on a wide range of national/ethnic differences ranging from the constitution to educational policies has caused limitations in Kurds’ living their own identities along with other minority communities. Due to its close relationship with national identity, history courses are among the areas of education that tend to ignore ethnic/cultural differences in Turkey. Kurdish teachers of history, who have to teach a content organized with such an understanding, are trapped between the truths of official history and the truths of their own identities, as well as the identity problems they face in the social and political field. In this study, interviews were conducted with Kurdish teachers of history of different religious/sectarian, political and sexual identities and their relations with their students, colleagues and educational bureaucracy and the meaning of history lessons for them were revealed. Thus, it was tried to understand what it means to be a Kurdish teacher of history in Turkey.
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Timonen, Vilma, Marja-Leena Juntunen, and Heidi Westerlund. "The Politics of Reflexivity in Music Teachers’ Intercultural Dialogue." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_4.
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AbstractIn this chapter, we explore the politics of music teacher reflexivity that emerged in a transnational collaboration between two institutions, the Nepal Music Center (NMC) and the Sibelius Academy, University of the Arts Helsinki when co-developing intercultural music teacher education. We examine in particular the reflexivity in this intercultural dialogue and how the collaboration became a complex field of issues of power related to social positions and epistemologies. Such reflexivity may act as an invitation to discomfort but at the same time as an invitation to deep professional learning. The empirical material was generated in the flow of activities within teachers’ pedagogical studies organized by the Sibelius Academy for the NMC teachers in Nepal. The authors’ experiences and the omnipresent colonial setting were taken as a backdrop of the overall interpretation and discussion. We argue that in an intercultural dialogue, negotiating one’s premises, stance, and the ethical relations with the Other requires reflection on one’s existential groundings. However, professional learning in intercultural dialogue is prone to persistent paradoxes that cannot be swiped away, or even solved. The politics of reflexivity thus keeps the questions open, with no final answers or ultimate solutions.
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Gindi, Shahar, and Rakefet Erlich Ron. "Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_3.
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AbstractThis chapter investigates minority teachers’ experience in light of the power relations in society and their expression in schools. The study population included 20 teachers from an Ethiopian background and 34 Russian-speaking teachers in Israeli schools. The teachers responded to an online questionnaire about what made them work at their school, and about feelings of otherness and belonging toward it. The analysis revealed similarities in the issues that contributed to a sense of belonging in both groups, while the issues that contributed to a sense of otherness were different. Teachers described their sense of belonging on three levels: national belonging (e.g., holidays, war times), organizational belonging (professional merit, roles at school, care for students, and school events), and personal belonging (comradeship and team spirit). When it comes to otherness, Russian-speaking teachers noted cultural gaps, slight school involvement, and professional gaps, while teachers of Ethiopian origin emphasized prejudice and feeling patronized. It is noteworthy that all the sources of belonging and otherness are determined by the minority’s resemblance to the majority demonstrating the power relations between minorities and the hegemony. The differences in the symbolic assets that each of the minority groups import, point to the “diversity of diversity” among Israeli minorities. We conclude that the hegemonic group use symbolic assets that minority groups have difficulty acquiring fully (language, Jewishness, skin color), and that construct teachers’ experiences.
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Gutman, Mary. "Ethiopian Origin Teachers in Israel: Prejudices, Pedagogical Expectations and the Pygmalion Effect in the Shadow of the COVID-19." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_2.
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AbstractThe present study focuses on that unique positioning of Ethiopian origin teachers in Israeli schools, with the aim of examining COVID-19 as an extreme situation in which unique characteristics of minority-majority relations in the education system may be revealed and intensified. Interviews with seven teachers of Ethiopian origin during the early years of their careers indicated two specific phenomena that they faced during the period of closure in the education system. These phenomena related to prejudices and low expectations regarding their pedagogical abilities relevant to COVID-19. The findings raise two tensions encountered regularly by Ethiopian origin teachers during this period. The methodology employed the conceptual framework of ‘agility’ – a term that reflects the teacher’s ability to exercise discretionary flexibility and demonstrate the required access to students in socially distanced conditions. The first tension relates to the relationship between the interviewees’ culture and that of the students, with emphasis on the students’ low expectations of the interviewees’ abilities as distance teachers. The second tension discussed in the findings relates to the organizational culture and school management. Additionally in this context, the interviewees felt that low expectations prevailed regarding their ability to establish innovative technological conditions and develop professionally in accordance with the requirements of this challenging period within the education system. The evidence is discussed in the context of the Pygmalion effect.
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Němec, Zbyněk. "“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.
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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to research, the main responsibilities of Roma assistants include assisting teachers in the education of socially disadvantaged Roma students during lessons, tutoring Roma students, providing psychosocial support for these students, organising leisure activities for these students, and supporting communication between the school and the Roma students’ families. Having a deep knowledge of Roma students, their needs and cultural specifics, Roma assistants can also represent an important information resource for teachers; the ethnicity of Roma assistants can also be beneficial in overcoming language barriers – if both the Roma assistant and the students or their parents speak Romani, the assistant can translate and interpret for teachers and other school staff. At a general level, cooperation of Roma assistants and non-Roma teachers can serve as a model for relations between Roma and non-Roma students and thus remove prejudices and barriers in society.
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Pituła, Beata. "Correlation of communication relations between the teacher and the student in the teaching process and theories of individual personality traits." In Education – Multiplicity of Meanings, Commonality of Goals. V&R unipress, 2022. http://dx.doi.org/10.14220/9783737014229.33.
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Milani, Raquel, Ana Carolina Carolina Faustino, Lessandra Marcelly Sousa da Silva, Débora Vieira de Souza Carneiro, Jeimy Marcela Cortés Suaréz, and Reginaldo Ramos de Britto. "6. Aspects of Democracy in Different Contexts of Mathematics Classes." In Landscapes of Investigation. Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.06.
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This article aims to discuss relations between aspects of democracy and different mathematics classrooms with the potential to become landscapes of investigation. The theoretical framework is based on the concepts of mathemacy, dialogue, representativeness, equity, inclusion, collaboration and criticism, which are essential for the maintenance and promotion of democracy. Three episodes of different mathematics classrooms are reflected upon: a class on functions in Brazilian higher education, high-school students visiting a quilombola community, and a mathematics class with Colombian adolescents. The likelihood for the three episodes to move into landscapes of investigation is discussed. Aspects that could have led these classes away from the path of landscapes of investigation are highlighted: these include the demand of the school institutions for teachers to follow a specific teaching material and/or regulate class time, students’ movements to reinforce the culture of exercises, and the failure of education managers to legitimise work aimed at the development of democracy. The analysis of the episodes showed the presence of aspects that could contribute to the promotion and maintenance of democracy: the dialogical posture of the teacher, and both teachers and students’ opportunities to discuss social, cultural, political and ethnic issues in mathematics classes.
Conference papers on the topic "Relations between teacher"
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Paisilazarescu, Mihaela, and Maria magdalena Stan. "DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.
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Making use of activities of e-learning type has an effect on not only learning activities, but it also has positive and negative implications upon the personalities of the participants at this activity. The fact that the teachers and the students do not meet face to face leads to the apparition of a series of particularities of the traditional teacher-student relationship. The learning systems in electronic format based on interactivity represent one of the ways of diversifying and multiplying of interpersonal relationships. The interpersonal relationships among which we can mention the teacher-student relationships manifest as interactions between individuals that lead to information, material and affective exchange. This paper starts from the idea that in the context of using the computer in the learning activity, the traditional interpersonal relationships, including the teacher-student relationships gain new dimensions, and it focuses on a comparative analysis of this relationship. The analysis has been made from the perspective of the identification of the characteristics of the teacher-student relationships in e-learning at different ages in different educational environments, both from the teacher's perspective and from the students'. Implicating the computer in education does not diminish or exclude the role of the teacher and the relationship with other students. The teacher has a remarkable contribution, but not in the traditional way. The independence granted to the one that is learning does not exclude the role of the teacher and the communication with the others. The lack of the face-to-face human contact, considered essential for human socializing is compensated by major positive effects of colaboration and cooperation which enlarge the area of human contacts. The psychosocial perspective in e-learning stimulates the process of socializing and learning through cooperation and diversifies the nature of relationships of interpersonal communication. The cooperation through e-learning favours not only individual responsibility, but also the development of social abilities.
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Inan Kaya, Gamze. "Relations Between Goal Orientations, Academic And Teacher Self Efficacy In Predicting Achievement." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.148.
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Marcon, Karina, and Vitor Malaggi. "Relations and memories between technologies, education, and learning in initial teacher training." In 2022 International Symposium on Computers in Education (SIIE). IEEE, 2022. http://dx.doi.org/10.1109/siie56031.2022.9982326.
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Rajić, Milana, Sanja Tatalović Vorkapić, and Ivana Mihić. "RELATIONS BETWEEN TEACHER AND A CHILD WITH DISABILITY: EXPERIENCES OF TEACHERS FROM PRESCHOOL FACILITIES IN SERBIA AND CROATIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0896.
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Valenzuela, Rafael, Nuria Codina, Jose Vicente Pestana, and Joan González-Conde. "Is student procrastination related to controlling teacher behaviours?" In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5530.
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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.
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Baelen, Rebecca. "Leveraging Evidence on Relations Between Teacher Well-Being and Student Well-Being and Learning: A Scoping Review." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2104832.
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Baelen, Rebecca. "Leveraging Evidence on Relations Between Teacher Well-Being and Student Well-Being and Learning: A Scoping Review." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2104832.
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Purković, Damir, and Stjepan Kovačević. "The relations between students’ perceptions of equipment and attitudes toward teaching technical culture and informatics." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.027p.
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The students’ attitude towards teaching is important in order to arouse interest and motivation for the lessons. In addition to the teacher, who plays the most important role, the environment in which instruction takes place can also influence student interest and motivation. Considering the peculiarities of technology and computer science teaching, the equipment of the classroom where the teaching takes place could have an influence. Therefore, the relationship between students’ perceptions of workshop/classroom facilities and their attitudes toward teaching technology and computer science was investigated here. The research was conducted in the form of a survey among a sample of 5th-8th grade students (N = 2155) from primary schools in Croatia. The results show a positive correlation between the students’ perception of the equipment and the statements that technical culture is important for life, that there should be more teaching in technical culture, that they like hands-on activities, and that they like working with technology. A weak correlation was found between the equipment and the need for more informatics and attitudes towards a career in this area. Therefore, it can be concluded that equipment is important for making students aware of the importance of this teaching, but it is not a decisive predictor of student attitudes.
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Pranckūnienė, Eglė, Rūta Girdzijauskienė, Remigijus Bubnys, and Liudmila Rupšienė. "Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.56.
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After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.
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Patall, Erika. "Relations Between Urban High School Science Students' Agentic Mindset, Agentic (Dis)Engagement, and Perceived Teacher Practice (Poster 6)." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1882605.
Full textReports on the topic "Relations between teacher"
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Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.
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#Youngart & Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art program B was developed by a filmmaker in collaboration with a teacher in a small secondary school class with 18 students in Sunnmøre. One of the aims of #Youngart & Future Skills was to investigate how different class and school sizes functioned in different art programs. The art programs were documented through observation, interviews, questionnaires, and the students feedback on post-it notes and drawings, and the material was analysed by the research team. The research finds that of the four future skills Creativity, Collaboration, Communication, and Critical Thinking, the first three were strengthened through the art program, and Critical thinking to some extent. The collaboration between classroom teachers and teaching artist was appreciated by both parties. At the same time, there seems to be potential in a closer collaboration and a clarification of roles in relation to the implementation of the art program. It is important that both parties can use their expertise in the implementation, and that the school’s needs and the teaching artists goals and proficiency meet in a good way. There is a need for more research to explore and make choices in relation to the diversity of possibilities in scope, length, timetable, and forms of collaboration between teachers and artists.
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War, Ashiq Hussain, and Dr A. K. S. Kushwaha. PERCEIVED SOCIAL SUPPORT IN RELATION TO QUALITY OF LIFE AMONG SCHOOL TEACHERS. World Wide Journals, 2023. http://dx.doi.org/10.36106/ijar/6019669.
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The purpose of this study is to examine the relationship of various levels of social support with quality of life (QOL) among school teachers in Kashmir. It has been found that social support and its three dimensions namely support from signicant others; support from family and support from friends had a positive signicant relationship with quality of life and its four dimensions. Understanding the relationship between perceived social support and QOL in teachers may provide guidance to the healthcare providers, family members and social services about the importance of social support to the nation builders of the society.
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Harrison, Jessica. Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2105.
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Chow, Jia Yi, Sock Miang Teo-Koh, Clara Wee Keat Tan, et al. Nonlinear pedagogy and its relevance for the new PE curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22686.
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Increasingly, school teachers see the need to recognize the complex and dynamic interactions that occur between the individual, task and environmental constraints during learning. Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach to encourage exploratory learning amongst children that is learner-centred and exploratory in nature. This approach is in contrast to a more traditional form of Linear Pedagogy (LP) that is teacher-centred and emphasises repetition in practices to promote movement form consistency in enhancing the acquisition of movement skills. Primarily, NP involves teachers identifying and manipulating constraints on learning to facilitate the emergence of goal-directed behaviours in children (Chow et al., 2016; Davids et al., 2008). Other key pedagogical principles relating to representativeness, awareness of focus of attention instructions, task simplification and the functional role of noise can help learners to develop 21st century competencies (Chow et al., 2016). Given growing concerns that physical inactivity could represent the biggest threat to global health in the 21st century, it is vital that children receive a high quality of education to develop their health and wellbeing.
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Tsidylo, Ivan M., Hryhoriy V. Tereshchuk, Serhiy V. Kozibroda, et al. Methodology of designing computer ontology of subject discipline by future teachers-engineers. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3249.
Full textAbstract:
The article deals with the problem of the methodology of designing computer ontology of the subject discipline by the future teachers-engineers in the field of computer technologies. The scheme of ontology of the subject discipline is presented in which the set of concepts of the future computer ontology and the set of relations between them are represented. The main criteria of the choice of systems of computer ontologies for designing computer ontology of the subject discipline: software architecture and tools development; interoperability; intuitive interface are established. The selection of techniques for designing ontologies using computer ontology systems is carried out. The algorithm of designing computer ontology of the subject discipline by the future teachers-engineers in the field of computer technologies is proposed.
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.
Full textAbstract:
Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.
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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
Full textAbstract:
Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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Datta, Sandip, and Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.
Full textAbstract:
This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size increases beyond 51 pupils. The class-size effect varies by gender and by subject-stream. The fact that up to a class-size of roughly 40 in science subjects and roughly 50 in non-science subjects, there is no reduction in pupil learning as class size increases, implies that there is no learning gain from reducing class size below 40 in science and below 50 in non-science. This has important policy implications for pupil teacher ratios (PTRs) and thus for teacher appointments in India, based on considerations of cost-effectiveness. When generalised, our findings suggest that India experienced a value-subtraction from spending on reducing class-sizes, and that the US$3.6 billion it spent in 2017-18 on the salaries of 0.4 million new teachers appointed between 2010 and 2017 was wasteful spending rather than an investment in improving learning. We show that India could save US$ 19.4 billion (Rupees 1,45,000 crore in Indian currency) per annum by increasing PTR from its current 22.8 to 40, without any reduction in pupil learning.
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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.
Full textAbstract:
Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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Butler, Nadia, and Soha Karam. Evidence Review: COVID-19 Vaccine Acceptance by Key Influencers in the MENA Region - Teachers and Healthworkers. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/sshap.2021.039.
Full textAbstract:
As COVID-19 vaccines have been deployed and scaled, concerns about vaccine acceptance have emerged. Effective management of the virus requires that communities everywhere buy into the public health measures designed to protect them, including vaccines. Low acceptance presents a serious challenge for achieving sufficient coverage to reduce circulation of the virus and the risk of new variants emerging. Surveys conducted early in the pandemic showed that the Middle East region had one of the lowest COVID-19 vaccine acceptance rates globally. The low acceptance is driven by specific factors in the region and its different countries and populations; these factors need to be taken into account when formulating policy, programmes and interventions. This review synthesises evidence on vaccine acceptance among two key groups in the Middle East and North Africa (MENA) region: teachers and health workers. It draws from academic studies most of which were cross-sectional studies, largely conducted between February 2020 and June 2021, and grey literature reports, including social listening reports. This review is intended to inform strategies for risk communications and community engagement (RCCE) relating to COVID-19 vaccine uptake, with the aim of boosting confidence in and acceptance of the vaccines among these groups across the region. It is part of the Social Science in Humanitarian Action Platform (SSHAP) series on social science considerations relating to COVID-19 vaccines and was developed for SSHAP by Anthrologica (Nadia Butler and Soha Karam) at the request of the UNICEF MENA Regional Office. It was reviewed by Rose Aynsley (WHO) Amaya Gillespie (UNICEF) and Olivia Tulloch (Anthrologica). The evidence review is the responsibility of SSHAP.