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Dissertations / Theses on the topic 'School teacher'

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Published: 4 June 2021

Last updated: 18 June 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Surrette, Timothy N. "Beyond Traditional School-Based Teacher Induction." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479820825785625.

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12

Riley, Monica Huggins. "Prepared to teach, but not to be a teacher case studies of first year teachers /." Diss., Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-07082004-102425.

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13

Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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14

Handley, Junella. "RETAINING QUALIFIED TEACHERS THROUGH SCHOOL-BASED INDUCTION: A STUDY OF ELEMENTARY SCHOOLS IN TWO PUBLIC SCHOOL DISTRICTS IN FLO." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4343.

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The purpose of this study was to examine teacher induction strategies and effectiveness at the school level, specifically focusing on how the principal designed and implemented induction activities. It also investigated if the following factors influenced teacher retention: (a) number of instructional staff members, (b) number of first-year teachers, (c) number of second-year teachers, (d) number of third-year teachers, (e) principal's gender, (f) principal's age, (g) principal's highest degree earned, (h) principal's total years in education, (i) principal's years in an instructional position, (j) principal's administrative experience, (k) year the school opened, (l) student enrollment, and (m) free and reduced lunch percentages. Common patterns and trends in the data were analyzed to reveal differences between schools with high teacher retention and schools with low teacher retention. All principals of elementary schools in Hillsborough County Public Schools, Florida and Orange County Public Schools, Florida were invited to participate in the study. Data were collected through a researcher created, 32-question, online questionnaire. Both quantitative and qualitative data were gathered. A total of 147 principals completed the survey. Descriptive statistics were used to report the findings and recommend various areas in need of further study. Analyses of these data found that induction activities that were cited in literature as important were being implemented in schools. These induction activities, organized from most implemented to least implemented, were: (a) formal observation by the principal, (b) mentoring, (c) offer school-level professional development, (d) provide an open door policy, (e) visit classrooms of new teachers often, (f) final (end of year) assessment conferences, (g) provide common planning time for grade levels, (h) encourage district level professional development, (i) give time to observe veteran teachers, (j) involve new teachers in decision making, (k) mid-year assessment conference, (l) provide positive feedback for effective practice, (m) preliminary assessment conference, (n) team building activities, (o) allow new teachers to teach same grade level for at least two consecutive years, (p) offer in-service targeting school policies and procedures, (q) reduce number of students with discipline issues when assigning students to new teachers, (r) provide common planning time with mentor, (s) implement professional reading book club (t) reduce workload of new teachers, and (u) certification exams study group. Data also revealed that schools with high teacher retention tended to be older schools, smaller schools, and schools with fewer percentages of students who received free and reduced lunch. When compared to principals in low retention schools, the principals in high retention schools tended to have more teaching experience, were assigned to their present school for several years, and were older. High retention schools showed significantly less teacher migration and attrition than low retention schools. Recommendations based on this study include investigating how school culture relates to teacher retention and examining teacher migration in more detail. Research is needed to determine how mobility of a school district, new construction, rezoning, allocation cuts, and the reappointment process for teachers affects teacher migration rates of schools. In addition, further study could be done to target specific induction components to determine how to make them effective at the school level. Mentoring, team-building activities, and scheduling are components of induction that need further study.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD

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15

Latham, Nancy Moss Rita Kay. "The effects of teacher preparation model on persistence in elementary education employment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196670.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.

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16

Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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17

Chan, King. "Linking school and home parent-teacher association in Hong Kong secondary schools /." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626470.

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18

Paul, Anne, and n/a. "Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher morale." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061031.143504.

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This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students

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19

Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.

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The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of principal members). Survey data was collected using the LPI-Online. Principals responded to the 30 item LPI-Online Self. Teachers responded to the LPI-Online Observer. Principals distinguished teachers hired from teachers who were already at the institution when the principal was hired.A statistically significant difference (p < .05) was found between the perceptions of the hired and inherited groups on three of the five leadership practices: Challenging the process, enabling others to act and encouraging the heart. There was no statistically significant difference in principal and hired teachers' perceptions, or between principal and inherited teachers on subscales inspiring a shared vision and modeling the way.Based on the findings from this study, the researcher suggested there are important dynamics involved in the changing of team members, especially the principal during times of school change initiatives. Based on the findings from this study the researcher concluded principals and hired teachers tend to exhibit a more positive interpersonal relationship than the principal and inherited teachers.<br>Department of Educational Leadership

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20

Skutley, Katherine E. "Teacher perceptions of the role of a school counselor." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006skutleyk.pdf.

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21

Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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22

Lai, Han-lan. "Evaluating teacher education to determine teachers' readiness for change /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24702080.

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23

Player, Daniel W. "Monetary and non-monetary returns to ability in the market for public school teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7505.

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24

Flores, Rodríguez Griselda. "Exploring dialectic tensions in teachers' relationships in school settings." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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25

Li, Kwok-kai. "Turnover intentions of graduate teachers in Hong Kong aided secondary schools." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553884.

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26

Chambers, Dyna M. "Elementary School Teacher Perceptions of Factors Influencing Teacher Morale." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1582.

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The 28th annual MetLife survey of 1,001 American teachers in the United States indicated that low teacher morale is a common problem faced by many public schools. In one public elementary school located in a Southern state, the teacher attrition rate increased from 30% to 40% within 2 years. The purpose of this mixed method study was to investigate teachers' perceptions of morale and their perceived factors that influence low morale at the school. Maslow's theory of motivation was used to understand the impact of teacher satisfaction on teachers' morale and self-motivation for leading change. The research questions were focused on teachers' perceptions of morale, teachers' perceptions of factors that influence their morale, and teachers' suggestions of what could be done to improve their morale. Data were collected through surveys and interviews with 25 study participants who were selected via convenience and purposeful sampling. Descriptive statistics were conducted to describe the quantitative data. Qualitative data were analyzed for emergent themes. Data analysis showed that teacher morale was low. Teachers identified support, leadership, and motivation as factors that influenced their morale. They also suggested that support, leadership, and motivation could improve their morale. These identified factors were used to inform a 3-day professional development training focused on leading change and teacher leadership through participative leadership. Teaching participative leadership might promote positive morale for the principal and teachers. These actions could contribute to positive social change by building leadership capacity and sustaining high levels of morale among school personnel to increase student achievement and teacher retention.

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Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.

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28

Smits, Karen. "The Quest to Retain Teachers: One School System's Story of Teacher Movement." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/45.

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ABSTRACT THE QUEST TO RETAIN TEACHERS: ONE URBAN-SUBURBAN SCHOOL SYSTEM’S STORY OF TEACHER MOVEMENT by Karen Smits Recent data on teacher attrition indicate that approximately 15 percent of teachers either leave the profession or move from one school to another each year. The attrition rate is highest for teachers new to the profession with 30-50 percent leaving within five years. High rates of attrition are a contributing cause of various educational problems including reduced student achievement, teacher shortages, declining teacher morale, and organizational discontinuity. The purpose of this study was to examine the reasons why teachers choose to leave the profession or move to another school from one year to the next. A qualitative case study was conducted to explore the reasons teachers from one urban-suburban school system voluntarily resigned at the end of one school year and what changes could have been made to keep them from leaving. The study answers three questions: Why do teachers leave? Why do some move to other schools while other teachers leave the profession? What could keep teachers from leaving? Data were collected using exit questionnaires, exit interviews, and semi-structured interviews of teachers leaving after the 2006-2007 school year. Data were analyzed using both deductive and inductive methods. Teachers who participated in this study made the decisions to move or leave for two primary reasons: administrative support and new opportunities. Administrative support took many forms and was described in a variety of ways including the following: administrative visibility, communication, use of time, support with student behavior, workload, implementation of new initiatives, and school climate. Teachers who left for new prospects were seeking different teaching opportunities or a better chance of moving into administration. The greatest difference between the teachers who moved and those who left the profession was hope. Teachers who moved to another school system believed the situation would be better elsewhere. Teachers who left the profession saw the struggles they endured as likely to occur in any teaching situation. Teachers indicated that they may have considered staying if they had received more administrative support, experienced better working conditions, had more supportive mentors, or had a teacher advocate who could have intervened on their behalf.

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Martin, Michael. "School Choice and Teacher Efficacy." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365258175.

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30

Smith, Larry Don. "School climate and teacher commitment." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2129.

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31

Cheng, Chi Keung. "Teacher participation in decision making of secondary school teachers from aided schools in Hong Kong." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30994.

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Since the year 2000, all Hong Kong schools have implemented a school-based management policy. Such a policy is expected to provide teachers with opportunities to become involved in school decision making, which has been identified as one of the key characteristics of an effective school. This research is based on an empirical study of teachers from Hong Kong aided secondary schools. It investigates the status quo of their current involvement in school decision making and the factors affecting their participation. It explores the relationship between teachers' perceptions of school managerial practices, their perceptions of their participation in decision making, and their perceptions of their job satisfaction, commitment and workload. The research uses a survey method for data collection. The analysis is based on data from questionnaires, which were completed by 405 teachers from 22 aided secondary schools in June 2002. A correlational research design was used. The analysis was statistical, using both descriptive and inferential data analysis procedures. Three instruments based on Likert five-point scales were constructed to measure (1) the level of teacher participation in decision making within four decision domains: school level managerial, class level technical, school level technical and class level managerial decision domains (2) four variables of managerial practices: bureaucratic control, collaboration, professional autonomy and shared vision and (3) three variables in the affective domain: job satisfaction, job commitment and teachers' perceptions of their workload. Factor analysis and reliability analysis were used to confirm the construct validity and internal consistency of the instruments. The findings throw light on the relationship of teachers? perceptions of the management practices of their schools and their perceptions of their participation in decision making. Teachers? involvement in decision making was significantly related to their perceptions of bureaucratic control, collaboration, professional autonomy and shared vision. It was possible to predict participation in different decision domains from teachers? perceptions of different management practices. The research identifies the decision domains within which teachers were involved in decision making and finds that both overall and within each of these domains the status quo is one of decision deprivation in which teachers perceptions of their actual involvement in decision making is consistently and significantly lower than their desired participation. The findings also suggest that higher job satisfaction and higher teaching commitment are correlated with greater participation by teachers in decision making in all four decision domains. On the other hand, although higher workload was correlated with high participation in the instructional decision domain, workload bore little relationship to the other decision domains. This thesis is intended to make an original contribution to educational management. Its findings suggest practical steps that could be taken by school administrators to increase teachers? participation in decision making. The results confirm those of other studies that suggest that an increase in teachers? participation in school decision making will contribute to greater school effectiveness. The thesis also provides a theoretical model that can be used in other research.

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Chinn, Reneé P. "Voices of Experience: Why Do Secondary School Teachers Choose To Remain In A Mid-Atlantic Exurban School District." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27067.

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The inability of school leaders to staff the classrooms with qualified teachers and to retain them in the classrooms is a major educational concern. The failure to retain teachers hinders learning, disrupts program continuity, and affects of expenditures for recruiting and hiring (Shen, 1997). Few research studies investigate why new teachers decide to remain in the teaching profession and fewer studies examine why experienced teachers have continued in the field. Little is known about what experienced teachers think about their profession and what internal or external factors persuaded them to remain in teaching. Insight gained can provide better understanding of what motivates them to stay, and it may prove effective in guiding policies for retention. Grounded theoretical investigation, examined why experienced teachers choose to remain in an exurban school district. Interview data were collected from 25 experienced teachers with 10 years of teaching experience in the school district. The results of the study revealed that experienced teachers are motivated primarily internally but need external approval; they perceive their self-image as a teacher from the success of their students, the collegiality of fellow teachers, and from the pride of their families; they believe that school leadership can positively affect teacher retention; they believe that in the school atmosphere, interactions with students and colleagues positively affect teacher retention; and they believe that professional staff development has a positive and negative effect on teacher retention. These findings lead to significant implications and recommendations for schools and school districts. At the school level, school leadership plays a major role in teacher retention. Teachers appreciate administrators who provide them with opportunities for self-fulfillment, growth, and development; time for teacher-student interactions; and collaboration with their colleagues. It is imperative that school districts provide teachers with continuous staff development, competitive salaries, and salary increases to meet the demands of the economy. It is also vital for schools and school districts to value the voices of experienced teachers as an avenue to recruitment and retention. The information gathered from this research may be instrumental in improving working conditions that may encourage teacher retention.<br>Ph. D.

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33

Tse, Chun-yin Shirley. "Teachers' perceptions of the introduction of an appraisal system in a secondary school in relation to professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37638749.

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Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

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35

Ho, Kwok-cheung Joseph. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862719X.

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36

Othman, Mohd Yusof. "An investigation into the teacher craft of secondary school mathematics teachers." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396074.

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37

Chan, King, and 陳璟. "Linking school and home: parent-teacher association in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626470.

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Sproles, Kraig. "The Flourishing School: School-Level Factors that Impact Teacher Flourishing." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23710.

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When teachers find their work engaging and meaningful, experience joy at school, feel successful, and are able to maintain positive relationships, they are more effective in the classroom and are more likely to stay in the profession. These teachers can be described as flourishing. Situated in the field of positive organizational psychology, a new surge of research investigates individual attributes that impact employee flourishing. However, little research has been conducted to understand school-level factors that create the conditions for teacher flourishing. By employing a sequential, mixed-methods design, this project addresses this gap in the research. In the first phase, extant data from the 2016 Oregon TELL survey was used to quantitatively identify workplace factors that impact perceptions of teacher flourishing. In the second phase, focus groups with teachers from one district were conducted to understand factors that impact flourishing in that setting. In the third phase, data from these focus groups were linked with the TELL data to deepen understanding about how school-level factors impact individual perceptions of teacher flourishing in a specific setting. The results of this study will be used to inform district and state officials about the importance of implementing and supporting school structures that create the conditions for a flourishing school community.

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Matthews, Geneva D. "Exploring the Experiences of Black Teachers with School Administrators in Los Angeles County." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/896.

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Teachers in California, like in many other states, are leaving the profession at an alarming rate, thus creating a severe teacher shortage. Specifically, Black teachers are leaving and this problem warrants thorough exploration in an effort to increase Black teacher retention. The objective of this dissertation was to unpack the different factors that contribute to job dissatisfaction among Black teachers in secondary public schools in Los Angeles County. In particular, the study investigated the role school leaders played in their dissatisfaction through a phenomenological study that interviewed 10 Black teachers. Using critical race theory (CRT), this study found that there were six key themes that contributed to the dissatisfaction of Black teachers: persistent awareness of race, the racialization of the teacher-student experience, hurdles to professional advancement, lack of confidence in school leadership, inconsistent and inadequate support, and the psychological and emotional impact of these experiences.

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Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.

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41

Howard-Skipper, Joni. "Leadership that promotes teacher empowerment among urban middle school science teachers." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630880.

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<p> In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal’s agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed. </p>

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Barr, Claire. "How do teachers learn in a school-based teacher learning community?" Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48894/.

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There is a growing body of research that suggests that participating in collaborative, long-term continuing professional development (CPD) is the most effective type of CPD for teachers. An example of such CPD is a teacher learning community (TLC) where a group of teachers work together in school to discuss pedagogy and practice, observe each other in the classroom and feedback, all of this is done with the intention of improving student outcomes. This case study follows 12 teachers and their experience of a TLC over one academic year at a secondary school in south east England. The focus of the case study was to find out how teachers learn in a TLC, how the TLC contributes to their professional learning, what are the outcomes of the TLC, the essential elements plus the strengths and limitations of the TLC and finally, what elements of a TLC and teacher learning from this project might be transferable to other schools. As an insider-researcher and member of the Senior Leadership Team, I collected qualitative data to uncover what goes on within the TLC and beyond it in order to understand how teachers learn in a TLC. The data sets consisted of ethnographic participant-observer notes, before and after interviews with five teacher participants, survey data and also interviews with teachers who had taken part in TLCs that had run in previous academic years. Key contributions to knowledge are that teachers learnt through key processes of discussion, experimentation, reflection, and observation; the combination of these dimensions for some teachers also led to the development of metacognitive skills. Furthermore, learning in a TLC and the development of these metacognitive skills take a significant amount of time to develop. A further contribution to knowledge is that TLCs also contribute to the emotional well-being of teachers providing support and encouragement which is much needed in a wider national and international culture of accountability and performance related pay. The main barriers to learning in the TLC were generally related to a lack of time to carry out observations and engage in the related processes. I conclude that TLCs have a positive impact on teachers and the school in a variety of ways, which leaves key decisions for Headteachers and policy makers: how can long-term collaborative CPD be supported and funded in schools and what cultural and financial shifts are required to enable all teachers to have the opportunities to participate in them.

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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.

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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.

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Evans, Paula Joan. "The Perceptions of New Middle School Teachers Regarding Teacher Job Satisfaction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3674.

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Teacher attrition has been a problem for school systems for more than 30 years. Large numbers of new teachers leave the profession within their first 5 years of service, creating a significant cost associated with hiring and training of replacement teachers. Attrition is problematic for a middle school in the state of Georgia. New teachers at the school have disclosed that induction did not meet their needs. In addition, the district has experienced budget cutbacks and demographic shifts in the student population, increasing the rate new teachers have left the school. The purpose of this study was to explore and give voice to the new teachers' perceptions about the profession, their preparation for classroom teaching, and their understanding of the school's climate and culture. Using Herzberg's theory of motivation, a qualitative case explored perceptions of 10 teachers who had fewer than 5 years teaching experience. The research questions were focused on perceived satisfaction with teaching, preparedness for classroom teaching, and satisfaction with the climate and culture of the school. The data were collected through face-to-face interviews using an interview protocol. Findings revealed that novice teachers were satisfied with the teaching profession, but satisfaction changed over time as they became more immersed in the daily routines necessary for students and classroom management. The data showed that novice teachers were dissatisfied with the climate and culture of the school. In response to the findings, a professional development support group project for novice teachers was developed. This project contributes to positive social change by providing a safe and trusted environment for new teachers to help each other manage challenges and assimilate into their new school environment.

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

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Mohapatra, Jhunu. "SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3442.

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ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership

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Fitch-Blanks, Connee R. Fisher Robert L. "Elected teacher leaders' perceptions of teacher leadership in changing schools." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172877.

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Thesis (Ed. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed November 17, 2005. Dissertation Committee: Robert L. Fisher (chair), Allen E. Bearden, Albert T. Azinger, Barbara L. Nourie. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.

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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.

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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation project pursued three studies on this topic. Study 1 utilized data from the Schools and Staffing Survey project. Participants were matched across the 2011-2012 Teacher Questionnaire and 2012-2013 Teacher Follow-Up Survey (TFS) in order to determine whether teachers' beliefs at Time 1 varied by their occupational status at Time 2 (i.e., stayer, leaver, or mover). The study also asked whether teachers' beliefs and attitudes predicted the odds of being a stayer, mover, or leaver at Time 2. Exploratory factor analyses, analyses of variance, and logistic regressions were utilized. Results indicated that there were no differences between teacher groups; and, none of the variables predicted TFS status. Study 2 specifically examined whether teachers differentiated between organizational (school) and occupational (profession) beliefs, particularly in regards to turnover intentions. The study also examined whether specific variables differentially predicted organizational and occupational turnover intentions. The purpose was to identify specific areas that increased both types of retention. Analyses relied on confirmatory factor analyses, analyses of variance, and structural equation modeling. Results indicated that teachers’ beliefs were empirically distinct and that each type of turnover consisted of unique predictors. Study 3 emphasized perceived school goal structure, or school-level goals for teachers, teacher learning, and performance. Mastery school goal structure generally reflected goals for teacher development whereas performance goal structure reflected testing and high performance goals. Both school goal structures were examined in relation to teachers’ occupational turnover intentions, emotion, and coping. Exploratory factor analyses, correlation analyses, and hierarchical linear regression analyses were used in the study. Results indicated that there were two performance school goal structures rather than one anticipated structure: one that emphasized testing and another that emphasized social comparison for teachers. Perceived mastery school goal structure related to lower intentions to leave the profession and more productive coping. Perceived performance-testing school goal structure generally related to more negative affect and ineffective coping; neither performance goal structure related to turnover intentions. Overall, the three studies inform the literature regarding teacher beliefs, motivation, and turnover intentions. The dissertation increases our understanding of teachers' school- and work-related beliefs, and it informs what we know about teachers' turnover intentions. Furthermore, the findings encourage future research on teachers' beliefs and actual turnover, particularly within the current educational context.

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Jackson, Michael J. "Examining the Relationship between School Climate and Teacher Absenteeism, Teacher Job Satisfaction, and Teachers' Intentions to Remain." Thesis, Trevecca Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10846881.

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<p> This mixed model study analyzed the relationship between school climate and teachers’ intentions to remain in their current position, teacher job satisfaction, and teacher absenteeism. All participants completed the Organizational Climate Description Questionnaire, Job Satisfaction Survey, and a personal questionnaire. Among elementary educators, significant negative relationships existed between restrictive principal behavior and disengaged teacher behavior and job satisfaction. Among middle school educators, a significant negative relation existed between restrictive principal behavior and teacher job satisfaction, and significant positive relationship existed between supportive principal behavior and teacher job satisfaction. This study led to a recommendation to focus on both teacher-principal and teacher-teacher relationships to improve job satisfaction among educators.</p><p>

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

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

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