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Dissertations / Theses on the topic 'Self-appraisal of professional readiness'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Smalskas, Tamy L. "A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407840/.

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Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English pr

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2

Taranto, D. "Teacher Perspectives on SRL Implementation and Reading Comprehension." Master's thesis, Australian Catholic University, 2023. https://acuresearchbank.acu.edu.au/download/35b94768e6f22e761fcc258034211277015264e47672cdde22351ea3e7e57bb9/1667699/Taranto_2023_Teacher_perspectives_on_SRL_implementation_and_.pdf.

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Self-Regulated Learning (SRL) is widely recognised as an indispensable aspect of academic success and lifelong learning (Taranto & Buchanan, 2020). This has led to a notable upsurge in implementing SRL principles into formal education as early as primary school (Alvi & Gillies, 2020; Perry et al., 2018). Specifically, in literacy education, researchers have emphasised the close relationship between SRL processes and reading comprehension (Cirino et al., 2017; Kuzmina & Glazunova, 2021; Schaffner et al., 2021). However, the effective implementation of SRL in primary school classroom settings is

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3

Edwards, Samantha Jade. "The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.

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Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students. Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating tea

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4

Hadfield, Norma. "A learning conversation approach for teacher appraisal and professional development : an investigation of the ways in which specific forms of appraisal of teaching performance evoke different levels of learning conversations, and how far this affects teachers' perceptions of their own performance." Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/5285.

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Within the parameters of the development, since the 1970s, of the National Teacher Appraisal Scheme, and the current changes in Education, a research programme of observation, video-recording and analysis of teaching performance is described and evaluated. The aim was to ascertain, by means of specific techniques, the value and benefits to teachers in developing their personal and professional levels of experience on the path to becoming self-organised learners. The potential of two specific methods of appraising teachers' classroom performance to generate developmental Learning Conversations

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5

Rowe, Barry W. "A case study of the influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process in one school district." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29157.

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In recent years, traditional approaches to teacher supervision have been criticized as giving little impetus for teacher professional growth by scholars sharing a neo-progressive perspective (Beerens, 2000; Johnson, 1993; Tracy & MacNaughton, 1989). Current thinking indicates that teacher evaluation through a process of teacher performance appraisal for professional growth will yield better results. (Duke, 1990, 1993). There is evidence to suggest that the goals of teacher performance appraisal processes are dependent on teacher efficacy (TE). TE has been linked to the goals of instructional e

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6

Alharbi, Fahad. "The Dynamics of the L2 Motivational Self System among Saudi Study Abroad Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6672.

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Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and

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7

Lee, Ming-hua, and 李明樺. "A study on the relationship of the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93060792806081648821.

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碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>98<br>The purpose of the study is to discuss the relationship between the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County. The study aims to include understanding the present state in the self-directed learning readiness and professional growth situation of elementary school teachers, exploring the differences in the self-directed learning readiness and the professional growth of elementary school teachers from different backgrounds, discussing the relationship between the self-directed learning rea

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8

Su, Pei-Chen, and 蘇姵真. "A study on the relationship of the self-directed learning readiness and the teachers'' professional growth to nursing teachers in Senior High Schoo." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16046583025831023897.

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碩士<br>國立中正大學<br>成人及繼續教育研究所<br>92<br>The purpose of the study is to understand High School Nursing Teachers of the self-directed learning readiness and the teachers'' professional growth and to analyze both of them. According to the study conclusions, we offer the suggestions for the education authorities concerned, school units, nursing teachers and prospective researches. To achieve above purposes, the program is to adopt the literature analysis and empirical study. To build the theoretic basis, we must analyze the situations of high school nursing teachers, and the theoretical and

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9

He, Shu-Fen, and 何淑芬. "A Study on the Relationship between Teachers’ Self-Directed Learning Readiness and Teachers’ Professional Developmentfor the Elementary School Teachers in Longtan Township Taoyuan County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/93728721980055576355.

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碩士<br>健行科技大學<br>經營管理研究所<br>101<br>This study focuses on two characteristics, the self-directed learning readiness and professional developing tendencies, for the elementary school teachers who are teaching in Longtan Township, Taoyuan County . We are trying to understand the current situation of these two characteristics; the difference and relationship between the two background variables. To achieve this purpose, we generated the questionnaires, “the self-directed learning readiness and professional development for elementary school teachers”, which was reviewed by advisers before issuing. W

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10

Gallie, Muavia. "The implementation of developmental appraisal systems in a low-functioning South African school." Thesis, 2007. http://hdl.handle.net/2263/25650.

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Research on policy implementation suggests that many education reforms designed to improve the quality of education in general have been more rhetorical than substantive in their impact on the organisation of schools and classrooms. Schools and classrooms do change, but the extent and directions of change are not always consistent with the intention of policy initiatives. This same argument applies to the South African education policy process, where a substantial body of literature has documented the gaps between the intention of policy makers (intended policy) and their implementation (imple

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11

Lu, Li-Chi, and 呂立琪. "A Study on the Relationship among Teacher self-directed learning readiness, Teacher professional growth and Teaching effectiveness for the Elementary School Teachers in Taipei County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/hfwsp9.

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碩士<br>國立臺灣師範大學<br>社會教育學系在職進修碩士班<br>96<br>A Study on the Relationship among Teacher self-directed learning readiness, Teacher professional growth and Teaching effectiveness for the Elementary School Teachers in Taipei County. Advisor:Professor Tao-Ming Ting Researcher:Li-Chi Lu Abstract The study emphasizes on discussion the actual situation in the teachers’self-directed learning readiness, teachers’ professional growth and teaching effectiveness of the elementary school teachers in Taipei county. To analyze the differences of teachers’self-directed learning readiness, teachers’professional gro

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12

Коломоєць, Катерина Сергіївна. "Підготовка майбутнього вчителя початкових класів до самоосвітньої діяльності". Магістерська робота, 2020. https://dspace.znu.edu.ua/jspui/handle/12345/4673.

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Коломоєць К. С. Підготовка майбутнього вчителя початкових класів до самоосвітньої діяльності : кваліфікаційна робота магістра спеціальності 011 «Освітні, педагогічні науки» / наук. керівник І. В. Козич. Запоріжжя : ЗНУ, 2020. 84 с.<br>UA : Робота викладена на 84 сторінках друкованого тексту, містить 1 рисунок. Перелік посилань включає 65 джерел. Об’єкт дослідження: професійна підготовка майбутнього учителя початкових класів у закладі вищої освіти. Предмет дослідження: особливості підготовки майбутніх учителів початкових класів до самоосвітньої діяльності у закладі вищої освіти. Мета дослідженн

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13

Shi, Hejia, and 史和佳. "Teachers Presentation of Self in Teacher’s Professional Development Appraisal——Perspectives of Goffman’s Dramaturgy." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8nv9zz.

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碩士<br>國立臺南大學<br>教育學系課程與教學碩博士班<br>104<br>Teacher’s Professional Development Appraisal (TPDA) was full of controversies on values, reflected in dilemma of appraisal on whether teachers should be appraised, and dilemma of professional development on how teachers should achieve professional development. However, controversies on values were likely to be stuck in opinions rather than true facts. In order to explore and understand the true facts in TPDA, teachers’ experiences were the most important concern. Therefore, this study constructed a framework to explain teachers’ experiences in TPDA, cent

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14

Hsu, Che-ming, and 許哲銘. "A study on the relationship of self-directed learning readiness and work adjustment of hospital medical professionals." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/05381496207880726467.

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碩士<br>國立中正大學<br>成人及繼續教育所<br>96<br>The purpose of this study was to investigate the correlation between self-directed learning readiness and work adjustment of hospital medical professionals (e.g. doctors, dentists, nurses, pharmacists, physical therapists, etc). There are mainly six items for investigation in this research. We wanted to know if firstly, different population (in medicine); secondary, different medical professionals; third, different types of hospitals; and fourth, different size of clinical settings would have significant difference in their self-directed learning readiness and

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15

Bam, Belinda. "Self Evaluatation as a Method of Improving Teaching Practice at the University of the Witwatersrand." Thesis, 2006. http://hdl.handle.net/10539/1809.

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Student Number : 9201253K - MEd research report - School of Adult Education - Faculty of Education<br>This research report investigates the relationship between critical self-evaluation and improved teaching practice. A sample of nine lecturers at the University of the Witwatersrand were identified, and, by means of a questionnaire and semi-structured interviews, participants were asked to disclose their attitudes towards performance evaluation as a practice at the University, and their personal views in relation to critical self reflection. Critical reflection involves an appraisal of

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