Relevant bibliographies by topics / School teacher

Contents

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

Academic literature on the topic 'School teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 June 2025

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Journal articles on the topic "School teacher"

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Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.

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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.
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Cannata, Marisa. "Teacher community in elementary charter schools." education policy analysis archives 15 (May 15, 2007): 11. http://dx.doi.org/10.14507/epaa.v15n11.2007.

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The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.
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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
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Dr., A. C. Lal Kumar. "A STUDY OF TEACHER STRESS AMONG SCHOOL TEACHERS." International Journal of Interdisciplinary Research in Arts and Humanities 1, no. 1 (2016): 47–50. https://doi.org/10.5281/zenodo.160941.

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The teachers are considered to be the most powerful environment for child development. Stress can be defined as the physiological and psychological reaction with which it occurs as a consequence of perception of imbalance between the level of demand placed upon individuals and their capabilities to meet those demands. Stress relates to the causes and consequences of less than optimum performance which is attributable to motivation. Teacher stress has a nationwide concern and relatively new area of empirical factors prepared by teachers as being troublesome or stressful have included students discipline, negative attitudes towards school, physical violence, is adequate preparation time, lack of clear role definition and heavy workloads. The present study aims to study the teachers stress among school teachers. The sample was selected using random sampling techniques. The sample included 85 males and 115 females schools teachers working in Vellore district. Rama’s teacher stress self-rating five-point scale developed and standardized by. Dr. Krishnan Raju (1994) because it is more appropriate to measure the teacher stress and the data obtained was subjected to statistical analysis (descriptive analysis and t-test). Findings suggest that there is no significant difference between teachers stress irrespective to gender, age, educational qualification, management and teaching experience towards school teachers.
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Asafo-Adjei, Matilda, and Stanley K. M. Semarco. "The Effect of Teacher-Led School Aims and Objectives on Teacher Problem-Solving Skills in Ghana." International Journal of Research and Innovation in Social Science VIII, no. XI (2024): 2687–706. https://doi.org/10.47772/ijriss.2024.8110206.

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This study investigates the impact of teacher-led school aims and objectives on teachers’ problem-solving skills in Ghana, focusing on the mediating role of teacher-driven school objectives. Utilizing a quantitative research approach, data were collected from a sample of teachers across multiple schools. The findings reveal that teacher-led school objectives significantly influence teacher problem-solving abilities. However, teachers-led school aims showed otherwise. Additionally, teacher-led school objectives mediate the relationship between teacher-led school aims and teachers’ problem-solving skills in Ghana. This study provides new evidence highlighting how structured educational goals and objectives can mediate the relationship between school aims and teacher problem-solving abilities. This study contributes to the growing body of literature on educational leadership and its effect on teacher problem-solving skills, offering practical implications for policy-makers and educators seeking to enhance critical thinking and problem-solving skills through goal-setting initiatives in schools.
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Cha, Sunghyun. "Exploring Teacher and School Characteristics Affecting Teacher Efficacy." Institute of Educational Research Chonnam National University 47, no. 1 (2025): 29–53. https://doi.org/10.35510/jer.2025.47.1.29.

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Using the 5th-year (2002) data from the Jeonnam Education Longitudinal Study (JELS), this study explored the teacher and school characteristics that influence teacher efficacy among middle school teachers. A two-level hierarchical linear model was applied to analyze hierarchical data from 560 teachers across 106 middle schools. The key findings are as follows: At the teacher level, factors such as gender, teaching experience, intrinsic motivation for entering the teaching profession, job satisfaction, participation in teacher study groups, teaching competency, student management competency, school facility conditions, and students' class preparedness significantly influenced teacher efficacy. At the school level, only parental support for education was found to significantly affect differences in teacher efficacy between schools. In contrast, variables such as the highest educational attainment, leadership roles, participation in professional training (e.g., curriculum, teaching methods, assessment methods, counseling), factors disrupting educational activities (e.g., preparing teaching materials, class size, student misbehavior, excessive parental involvement, administrative tasks), disadvantaged student populations, small schools, student internet and gaming addiction, private education expenses, principal through a recruitment process, principal instructional leadership, and school financial support from governments were not significantly related to teacher efficacy. Based on these findings, the study suggests promoting voluntary teacher study groups, strengthening parental education programs, enhancing school-family collaboration, and improving school facility environments to enhance teacher efficacy in middle schools.
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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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Feng, Li. "Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher Mobility." Education Finance and Policy 5, no. 3 (2010): 278–316. http://dx.doi.org/10.1162/edfp_a_00002.

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This article explores whether new teachers are assigned to tough classrooms and whether such classroom assignment is associated with higher teacher mobility. It utilizes the statewide administrative data set on public school teachers in Florida during the period 1997–2003 in conjunction with the 1999–2000 Schools and Staffing Survey and its Teacher Follow-Up Survey (SASS-TFS) data set. The SASS-TFS illustrates the possible misclassification of teachers in certain state administrative databases. Results suggest that new teachers in Florida and elsewhere usually teach in more challenging schools and have more disadvantaged children in their classrooms than teachers with more years of experience. Within-school classroom assignments play an important role in teacher mobility decisions. Specifically, school-specific policies on reducing disciplinary problems and possible strategic deployment of teachers in different classrooms may be effective in increasing school-level teacher retention rates.
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Muhammad Akram, Farrukh Munir, and Ahmad Bilal. "Effect of Teacher Performance Evaluation on School Effectiveness." sjesr 4, no. 1 (2021): 431–39. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(431-439).

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This study was conducted to measure the effect of teacher performance evaluation on school effectiveness in public high schools in Pakistan. Teacher evaluation is a formal and systematic process of evaluating teacher performance that plays an important role in enhancing school effectiveness. School effectiveness is a process that ensures that a particular school has effectively maintained a safe and orderly environment, implemented an instructional framework and curriculum that focuses on enhancing student learning, where the school monitoring system is highly responding, and where a competency-based system is in practice that ensures increased student achievement. A correlational research design was used to conduct this study. Using multistage sampling techniques, data were collected from 580 secondary school teachers in district Okara. Self-Assessment Instrument for Teacher Evaluation (α=.88) and School Effectiveness Questionnaire ((α=.86) were used for data collection. The Pearson correlation coefficient showed that teacher evaluation scores and school effectiveness were significantly correlated with each other (r=.69). As teacher performance evaluation scores increased, the score on school effectiveness also increased. Multiple linear regression analysis revealed that teacher performance evaluation score significantly predicted 46% of variance in school effectiveness. Further, female teachers were better on teacher performance evaluation score and school effectiveness. Teachers in urban schools showed higher scores on teacher performance evaluation scores and school effectiveness as compared to rural school teachers.
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Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.

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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.
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Dissertations / Theses on the topic "School teacher"

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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Moran, Kelly A. "Teacher Empowerment: School Administrators Leading Teachers to Lead." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1443197279.

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Lenhardt, Bradley J. "Teacher misassignment and student math achievement in Oregon public schools : a teacher- and school-level analysis /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153791.

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Thesis (Ph. D.)--University of Oregon, 2004.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 77-81). Also available for download via the World Wide Web; free to University of Oregon users.
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Fok, Oi-yiu Eleanor. "Beginning teachers' opinions of induction practices in Hong Kong aided schools : implications for school management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037768.

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Haun, Dwight D. "Attrition of beginning teachers and the factors of collaboration, school level, and school setting /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091930.

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Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
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Peyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.
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Mertler, Craig A. "Teacher motivation and job satisfaction of public school teachers." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342021413.

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Schreiner, Deborah Jolyn. "Teacher evaluation: Perceptions of elementary school teachers and principals." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187302.

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This dissertation was developed to examine the perceptions of elementary school teachers and their principals regarding teacher evaluation. The study gathered data concerning attitudes toward current evaluation practices as well as perceived ideal practices. A survey instrument was designed and distributed to elementary school teachers and principals in sex selected public school districts in a selected county in Arizona. A total of 159 teacher surveys and 11 principal surveys were used for the data analysis. The participants were asked to respond to 20 questions for both their current situation and perceived ideal situation of teacher evaluation. These responses were given on a five-point Likert scale and were used to define both an accountability scale and a professional growth scale for perceptions of teacher evaluation. In addition, three open-ended questions required brief written responses regarding strengths and weaknesses of the evaluation system in place in their district. Another eight questions collected demographic data. Both the t-test and the ANOVA were used to determine significant differences between the responses of the two groups. The results of this study revealed that teachers and principals agreed with each other's perceptions of accountability and professional growth as primary purposes of teacher evaluation. Contrasts were noted when responses for each group were compared between the real and ideal scales. Teachers and principals both indicated that an even stronger emphasis be given to accountability and growth. There was a significant difference found between teachers' ideal perception of their level of involvement in the development of evaluation procedures and their perception of the amount of involvement they currently experience. Significant differences were also found between teachers' perceived ideal and real levels of confidence in their evaluator's competence. Additionally, both groups indicated that including feedback from students and peers was a necessary but deficient component in teacher evaluation. Demographic variables had no significant influence on the perceptions of either teachers or principals with regard to teacher evaluation. Overall, both teachers and principals perceived their current evaluation procedures less favorably than their perceived ideal practices of evaluation. Teachers and principals appear eager to discuss and refine evaluation practices.
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McSheehy, Slade R. "Elementary school teachers and students living in poverty teacher understanding and pedagogy /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/s_mcsheehy_030209.pdf.

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Books on the topic "School teacher"

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Sheffield, Jack. Teacher, Teacher! Transworld, 2009.

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Sheffield, Jack. Teacher, teacher!: The alternative school logbook 1977-1978. Central Publishing Services, 2004.

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Florida. Dept. of Education., ed. Conferring with teachers about teacher performance. Florida Dept. of Education, 1987.

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University, Middlesex, ed. School experience handbook for teachers: Licensed Teacher Scheme, Overseas Trained Teacher Course. Middlesex University, 1992.

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Rusbuldt, Richard E. Basic teacher skills: Handbook for church school teachers. Judson Press, 1997.

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Glasser, William. The quality school teacher. HarperPerennial, 1993.

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1947-, Delamont Sara, ed. The Primary school teacher. Falmer Press, 1987.

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Lawton, Edward J. The effective middle level teacher. National Association of Secondary School Principals, 1993.

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Sheffield, Jack. Village Teacher. Transworld, 2010.

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R, Kieviet, Vandenberghe R, and Clement M, eds. School culture, school improvement, and teacher development. DWSO Press, Leiden University, 1993.

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Book chapters on the topic "School teacher"

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Hardy, Ian, Shiralee Poed, Christina Gowlett, et al. "Teacher expertise." In Shaping School Success. Routledge, 2024. http://dx.doi.org/10.4324/9781032666839-3.

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Rodwell, Grant. "Teachers, universities and teacher preparation." In Risk Society and School Educational Policy. Routledge, 2018. http://dx.doi.org/10.4324/9780429444036-9.

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Kang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_7-1.

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Kang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_7.

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Tartt, Emma, and Meta Van Sickle. "Teacher Development." In Talent Development in School. Routledge, 2021. http://dx.doi.org/10.4324/9781003238478-12.

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

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Demant-Poort, Lars, and Eyvind Elstad. "Teacher Education in Greenland." In Evaluating Education: Normative Systems and Institutional Practices. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_10.

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AbstractGreenland, the world’s largest island, has more than 50 settlements and towns scattered along the coastline, from Siorapaluk in the very north to Aappilatoq more than 2.100 km further south. The vast distances between settlements pose logistical challenges for both schools and for teacher education. Greenland has immense social problems; many children grow up in homes with alcoholism, abuse and violence. The cultural distance between pupils and schooling is often also an issue. Many school-related challenges concern schools’ management, and teachers’ competencies. Teacher shortage, especially in smaller settlements, is a significant problem. Furthermore, teachers are expected to teach a variety of subjects that they are not trained to teach. On top of the challenges to primary and lower secondary schooling, there is a lack of Greenlandic teachers at the higher secondary school level, caused by the unavailability of sufficiently educated teachers from Greenland. Moreover, teacher education faces challenges in creating the conditions needed for interaction between theory and practice. The country has a colonial past but attained self-rule status in 2009. The purpose of this chapter is to explore the evolution of Greenlandic education and further explore the development of Greenlandic teacher education and its challenges.
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Steele, Danny. "Transforming Your School." In The Total Teacher. Eye on Education, 2021. http://dx.doi.org/10.4324/9781003108566-12.

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Marr, Tim. "Why every teacher is a language teacher." In Language Awareness at School. Routledge, 2023. http://dx.doi.org/10.4324/9781003201281-4.

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Bradley-Levine, Jill. "Advocacy Across the School." In Promoting Teacher Advocacy as Critical Teacher Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003094289-6.

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Conference papers on the topic "School teacher"

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McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar, and Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.

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While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with extensive practical experience alongside theoretical knowledge, and offers benefits to pre-service teachers and schools. This practice paper describes an authentic partner-driven co-construction of the development and delivery of a fundamental element of the new programmes. School-based learning experiences provide opportunities to observe and critique theoretical knowledge in authentic and situated practice.
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Penteado, Bruno Elias, and Seiji Isotani. "An analytics approach to investigate teacher turnover." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218738.

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Some educational problems embed spatial and temporal complexities, and the aggregation of these data may cause contextual information to be lost. One such example regards teacher turnover, which impacts directly the students' learning processes. In this work, we adopted an observational cross-sectional methodology, using visual analytics techniques to identify complex patterns in the mobility data of teachers in public schools from the city of São Paulo between 2016 and 2017. For this, we used education open data from the Brazilian government, which maps which teachers teach in which schools through a yearly school census. In addition, we sought to understand which are the main factors that, along with institutional rules, influence this sort of decision. To contextualize the main factors, we used synthetic indicators developed by the Brazilian government to identify different motivation clusters that may influence teachers' decisions to move to another school. As result, we identified different patterns varying according to their contract type and their respective geographical patterns. The clusters also identified as main factors: school performance, school climate, and management complexity.
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Sharifdeen, F. S. "Recruitment and Retention of Secondary School Teachers: with Reference to International Schools in Colombo." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/znjf4053.

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Teacher recruitment procedures are vital in being one of the significant factors in providing effective and quality teachers. However, limited research has delved into how teachers are recruited in international schools. Hence, this study attempts to investigate the factors considered in teacher recruitment procedures and how teachers can be retained in international schools, especially in the secondary section which is from year 10 to 13. A quantitative research approach was used. The study involved 72 teachers who were selected from six leading international schools in Colombo using the purposive sampling technique. This included Head of departments and senior teachers from the Science, Commerce, Arts, and Technology streams. From each school, 12 teachers were selected, representing three teachers from each stream. A survey research design was executed, and a questionnaire was administered to collect the data. Descriptive statistics such as frequency counts, percentages, and mean were used to analyze data. The findings of the study showed that since the expectations are so high, many of the applicants are not eligible to teach in these schools. Therefore, there is a shortage of qualified teachers in all streams. The findings also revealed that the teacher turnover rate is very high in the Arts and the Technology streams. Hence, a system change is required. The management should rethink the teacher recruitment and retention protocols by managing human resources more effectively. Keywords: International schools; teacher recruitment; retention; turnover
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Dávid Szabó, László. "TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.11.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research is to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The purpose of the research is to assess how students see the teacher's classroom activities and how the teachers see themselves and see whether there is a difference between the teacher's own point of views and the students' point of view. The questionnaire contains 48 items. This measurement tool can serve as a valuable source of information for teachers in comparing their own self-evaluation with the student's perspective, which can obviously help their professional development.
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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Čekse, Ireta, and Reinis Alksnis. "Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.18.

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In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.
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Burgess, Tim. "Teacher knowledge for teaching statistics through investigations." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08307.

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This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on the teacher viewing selected episodes from the lesson videos. The results showed marked differences in the teacher knowledge of the two teachers, as analysed against a framework developed from the mathematics teacher knowledge domain and the statistical thinking domain. The conclusions and implications drawn from the results are discussed in relation to both initial (or preservice) teacher education and professional development for teachers.
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Vieriu, Aniellamihaela. "PROBLEMATICS OF THE EMIGRANTS' ACCOMODATION IN A NEW EDUCATIONAL CONTEXT. THE PERSPECTIVE OF TEACHERS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-249.

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This research has focused on the adjustment of Romanian migrant pupils learning in host country schools. The research group was composed of 72 subjects, teachers within the Romanian Language Institute within the Ministry of National Education, teachers teaching the course on "Romanian language, culture and civilization" to Romanian migrant pupils in Italy, Spain and Belgium. Pupils' adjustment was investigated by means of a questionnaire applied to the teachers, consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-student relationship. Results indicate that while migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We obtained correlations between linguistic adaptation and teacher-student relationship, linguistic adaptation and social adaptation, linguistic adaptation and school adjustment, school adjustment and social adaptation, social adaptation and teacher-student relationship, school adjustment and teacher-student relationship. We also obtained correlations between school adjustment and teacher-student relationship and between the number of years that Romanian migrant pupils spent in the host country and linguistic adaptation. This study is a part of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrant pupils to the schools abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective real, situational adaptation to a new educational context. Whereas the former study highlights the Teachers' perceptions, the latter holds a diagnostic value. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country. The study can be an amply x-ray of the concerned phenomenon, a necessary example of "stage of art" in the field, useful to both decision-makers, and practitioners.
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de Queiroz, Cileda, and Silva Coutinho. "Teaching statistics in elementary and high school and teacher training." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08407.

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The focus of the reflections presented here is the teacher’s point of view on the teaching and learning of statistical concepts. This paper reports the research efforts carried out recently by our group with converging results. We identified that teachers have difficulty in teaching topics related to statistics, particularly when some analysis of the data is required. Teacher discourse shows they favor the philosophy of Exploratory Data Analysis (EDA), but in practice, they restrict their work, according to the results of our study, to a more technical approach that emphasizes the use of algorithms. This research suggests the need for initial and continued training in statistics for mathematics teachers.
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Reports on the topic "School teacher"

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Elacqua, Gregory, and Leonardo Rosa. Teacher transfers and the disruption of Teacher Staffing in the City of Sao Paulo. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004737.

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This paper analyzes preferences for certain school attributes among in-service teachers. We explore a centralized matching process in the city of Sao Paulo that teachers must use when transferring schools. Because teachers have to list and rank their preferences for schools, we can estimate the desirability of school attributes using a rank-ordered logit model. We show that the schools distance from the teachers home, school average test scores, and teacher composition play a central role in teacher preferences. Furthermore, we show that preferences vary according to teacher characteristics, such as gender, race, age, and academic subject.
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Feng, Li, David Figlio, and Tim Sass. School accountability and teacher mobility. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16070.

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w17939.

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

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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Thompson, Owen. School Desegregation and Black Teacher Employment. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25990.

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Rizwan, Maleeha, and Kiyoshi Taniguchi. Strengthening School Teaching in Pakistan. Asian Development Bank, 2023. http://dx.doi.org/10.22617/brf230611-2.

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This brief outlines how Pakistan could boost teacher numbers and enhance teaching quality by strengthening merit-based career progression and using technology to help improve student learning. Underscoring the disparities between rural and urban schooling, it looks at teacher recruitment, attendance, and training. It explains why Pakistan should focus on bolstering teaching quality, building institutional capacity, and enhancing teacher development in subjects including science and maths. It looks at the need to better incentivize Pakistan’s teachers and assesses how introducing e-learning into the education system may provide cost-effective and affordable ways to strengthen the quality of teaching.
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and is an example of one way to center teacher knowledge in an instructional intervention.
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Mohamed, A., and R. L. Shepard. High school teacher enhancement in the sciences. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/587719.

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