Relevant bibliographies by topics / Survey of teachers

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

Academic literature on the topic 'Survey of teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Survey of teachers"

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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (February 27, 2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.

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Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.
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Chudiwal, Ratnaprabha, and Neeraj Kumar. "Job Stress in Physiotherapy Teachers During COVID-19 Pandemic: A Survey." International Journal of Physiotherapy and Research 9, no. 4 (July 11, 2021): 3895–99. http://dx.doi.org/10.16965/ijpr.2021.139.

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Background: Stress can affect a person in every day of life, in work, home etc. all the jobs can cause stress in varying degree. Related to work, such as teaching and jobs can cause more stress. Teacher stress has been defined as the experience by a teacher of negative, unpleasant three emotions such as the tension, anger, and depression as a result of some aspect of their work as a teacher. Methodology: A simple random sampling of 500 participants were included all over the India, from which 211 participants responded through google forms that were created and distributed through various social media platforms. Participants were screened according to inclusion and exclusion criteria and hence 197 participants were in total included in the study. The selected participants were asked to fill the Teacher’s Stress inventory scale. Data analysis which included summarizing the collected data, analytical and logical reasoning was done. Result: Using 5 point -Likert scale, the average of 1.0-2 was 6%, the average derived 2.1-3 was 45%, similar result was obtained for the range between 3.1-4, whereas for the average 4.1-5 only 4% was observed. On comparing the cumulative results amongst males and females along with its average of 3.14 and 3.08 respectively, no significant difference was observed, since the t-test value was 0.5295. The standard deviation seen was ±0.64 and ±0.48 in males and females respectively. Conclusion: After the application of Teacher Stress Inventory- Revised Scale amongst Indian physiotherapist teachers, this study concluded that on an average, the teachers experience stress quite often amid COVID-19 Pandemic. Although there wasn’t any significant gender wise difference. KEY WORDS: Job stress, Physiotherapy Teachers, COVID-19 Pandemic.
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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 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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Watson, Julie, and Neil Anderson. "Pinnacles and Pitfalls: Researcher Experiences from a Web-Based Survey of Secondary Teachers." E-Learning and Digital Media 2, no. 3 (September 2005): 276–84. http://dx.doi.org/10.2304/elea.2005.2.3.7.

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This article examines the experience of conducting a web-based survey with secondary teachers in Queensland schools. The survey was designed to collect data concerning teachers' attitudes and understanding about students with learning difficulties in their classes. Rather than discuss survey findings, however, the present article focuses on sponsors as a vehicle for online survey promotion, as well as on aspects of survey coverage, rates of response and teacher motivations to participate. Gatekeeping and technical issues emerged as significant issues affecting teacher response. Two hundred and eighty teachers employed in state and non-government schools completed surveys for this exploratory research and constituted a convenience sample for the study.
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Svence, Guna, Eva Gajdasova, Ala Petrulyte, Lūcija Kalnina, Lāsma Lagzdina, and Ieva Pakse. "TEACHERS' SOCIAL AND EMOTIONAL HEALTH INDICATORS IN THE DISTANCE LEARNING SITUATION DURING THE COVID-19 PANDEMIC." Problems of Psychology in the 21st Century 15, no. 1 (June 25, 2021): 26–38. http://dx.doi.org/10.33225/ppc/21.15.26.

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There were 3 countries which participated in Erasmus+ project „Supporting teachers to face the challenge of distance teaching” (2020-1-LV01-KA226-SCH-094599) during last year. The aim of the project was to develop a well-functioning digital support system for teachers, promoting socio-emotional health and resilience. The main aim of this research was to outline a research problem on teacher well-being factors in three countries during the Covid-19 pandemic, when teachers worked remotely, and to further explore the problem in a focus group in Latvia. The following is a description of the study that was carried out in Latvia on the problems of teachers' social and emotional health factors during distance learning in 2020-2021. The study in Latvia took place in parallel with the study in Slovakia and Lithuania. This article describes the first part of the study in Latvia. One of the tasks of the study was to identify the factors that predicted teachers’ social and emotional health (SEH-T), to determine the relationships between teacher SEH, emotional burnout and teacher engagement in work indicators, and to perform a linguistic and psychometric adaptation of the teacher SEH-T (Social-emotional Health Survey – Teachers, Furlong and Gajdosova, 2019). Latvian teachers from different schools in Latvia participated in this study. Respondents completed three surveys: Teachers SEH-T (Social- emotional Health Survey – Teachers, Furlong and Gajdosova, 2018), Engaged Teachers Scale (ETS; Klassen, Yerdelen & Durksen, 2013) and the K. Maslach Burnout Survey – General Survey (MBI– GS, Maslach, Jackson & Leiter, 1996; Caune, 2004). The results showed that the translation of teachers' SEH-T survey into Latvian language had good internal coherence of articles, the article discrimination index indicator was statically significant, and the reaction index was within the normal range. Teachers SEH is positively predicted by teacher engagement indicators. Demographic and emotional burnout rates do not predict teachers' SEH-T scores. The results showed that there were statistically significant positive correlations between teacher SEH-T, teacher engagement, and emotional burnout rates. There were statistically significant negative correlations between teachers' SEH-T indicators, teacher involvement and emotional burnout indicators. Keywords: Teachers SEH, work engagement, emotional burnout
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Adhikari, Krishna Prasad. "SELF-EFFICACY BELIEFS AMONG SCHOOL MATHEMATICS TEACHERS OF NEPAL." International Journal of Research -GRANTHAALAYAH 8, no. 7 (July 30, 2020): 192–204. http://dx.doi.org/10.29121/granthaalayah.v8.i7.2020.694.

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Self-efficacy belief of the teacher is widely accepted construct in the professional development of the teacher. In this context, I as a mathematics teacher interested to study the efficacy beliefs of mathematics teachers in Nepal, which is a major contributing factor for teaching mathematics effectively. In this research, I, specifically, focused on exploring the self-efficacy beliefs of mathematics teachers in three aspects: student engagement, instructional strategy, and classroom management and to analyze the different contributing factors in the development of efficacy beliefs by using explanatory sequential mixed-method research. I chose 214 mathematics teachers randomly from Kathmandu district for a survey and 15 mathematics teachers from 214 mathematics teachers who participated in survey purposively for interviews. Adjusted Teacher’s Self-Efficacy Scale containing 15-items were used for survey and semi-structured interview schedule for interview. Descriptive as well as inferential statistics were used to analyze the self-efficacy beliefs of teachers and inductive approached used for the data obtained from interview. At last, I integrated both quantitative and qualitative results to deduce the findings and conclusion of the study. The result shows that teachers have good efficacy beliefs in teaching mathematics. Teachers have better efficacy beliefs in instructional strategy than in the other two. Experienced teachers have significantly higher self-efficacy beliefs than novices. Despite the huge investment of government in the teachers of public school, institutional school’s teachers have better self-efficacy beliefs in teaching mathematics. Teaching experience, teacher’s engagement in professional activities, mathematical and pedagogical content knowledge, and working environment of the school are major contributing factors in the development of the self-efficacy beliefs in mathematics teachers. There are so many factors in the development of self-efficacy of mathematics besides professional training, so stakeholders should focus on other aspects as well.
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Camburn, Eric M., Seong Won Han, and James Sebastian. "Assessing the Validity of an Annual Survey for Measuring the Enacted Literacy Curriculum." Educational Policy 31, no. 1 (July 27, 2016): 73–107. http://dx.doi.org/10.1177/0895904815586848.

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Surveys are frequently used to inform consequential decisions about teachers, policies, and programs. Consequently, it is important to understand the validity of these instruments. This study assesses the validity of measures of instruction captured by an annual survey by comparing survey data with those of a validated daily log. The two instruments produced similar rankings of the frequency with which teachers use particular practices but more than three fourths of the teachers in the study were found to overreport their instruction on the annual survey. Multilevel models revealed a number of teacher and school characteristics related to survey reporting error. The study’s implications for users of survey evidence are discussed.
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Glinton, Patricia, Irene King, and Jonathan Young. "Teacher's Questions: A Survey of English Teachers' Questioning Techniques." International Journal of Bahamian Studies 4 (February 28, 2008): 1. http://dx.doi.org/10.15362/ijbs.v4i0.76.

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SYARIF, Suryadi, and Lina HERLINA. "VISIONARY LEADERSHIP AND THE SELF EFFICACY WITH ORGANIZATIONAL COMMITMENT." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 2 (December 5, 2019): 313–32. http://dx.doi.org/10.22236/jkpuhamka.v2i2.4868.

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The aims of this study is to identify and analyze the relationship between school principal visionary leadership and teacher’s self-efficacy toward teacher’s organizational commitment. The study used a survey method. Population of 223 teachers, and a sample of 143 teachers. Data collected by questionnaire technique. Data analyzed with correlation and regression techniques. The results showed that: 1) there is a positive and significant relationship between the visionary leadership of the head teacher of the school with organizational commitment; 2) there is a positive and significant relationship between self-efficacy with organizational commitment of teachers; and 3) there is a positive and significant relationship between the visionary leadership of the principal and teacher self-efficacy simultaneously with organizational commitment of teachers. Its impliaction, the teacher organizational commitment can be enhanced through the visionary leadership of the principal and teacher self-efficacy.
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Morgan, Bobbette M., Alma D. Rodriquez, Irma Jones, James Telese, and Sandra Musanti. "Collaboration of Researchers and Stakeholders: Transforming Educator Preparation." Journal of Curriculum and Teaching 9, no. 3 (August 22, 2020): 182. http://dx.doi.org/10.5430/jct.v9n3p182.

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This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher’s perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years.
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Dissertations / Theses on the topic "Survey of teachers"

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Bhandari, Naina Arvin. "Using the Schools and Staffing Survey/Teacher Survey to compare general education teachers' and special education teachers\' perceptions on collaborative themes." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50570.

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This paper compared the perceptions of secondary special education teachers (SETs) and general education teachers (GETs) on collaborative themes using the Schools and Staffing Survey/Teacher Survey (SASS/TS, 2007-2008) from the National Center for Education Statistics (NCES). In this study, ANOVAs, independent samples t-tests, and simple linear regression were used to analyze SASS/TS data comparing GETs and SETs on three themes derived from collaboration literature: 1) beliefs and values, 2) roles and responsibilities, and 3) teacher satisfaction. The results showed that there was a statistically significant difference in the perceptions of SETs and GETs on both beliefs and values and roles and responsibilities. This study also found that beliefs and values was a statistically significant predictor of teacher satisfaction for GETs and SETs. Roles and responsibilities was not a statistically significant predictor of teacher satisfaction.
Ph. D.
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Ulubay, Mutlu. "A Survey Of Teachers&amp." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609061/index.pdf.

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The purpose of this study was to investigate the implementation process of the present and newly introduced instructional techniques in new elementary school mathematics curriculum in sixth grade through the reports of teachers, which has been piloted in some specific schools. Moreover, it was aimed to find out the effects of several parameters on implementation, like city where school teachers are working is located, teachers&
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gender, teaching experience and number of students in the classroom. In addition, difficulties faced by teachers during the implementation process and teachers&
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general opinions about the new curriculum are examined. The sample consisted of 80 teachers working at elementary schools located in Ankara, Istanbul, Bolu and Kocaeli (Izmit). The Teacher Questionnaire was administered to participants in the 2005-2006 academic year. In order to investigate the differences in Teacher Questionnaire&
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s sub-scales&
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scores (Learning-Teaching Process, Material Usage, Evaluation Techniques) of the participants with respect to city, gender, teaching experience, academic level and number of students in classes, separate Multivariate Analysis of Variance were run. The results of this study indicated that teachers&
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implementation of the new methods and techniques highlighted in the curriculum can be interpreted as at high level. MANOVA tests indicated that teachers&
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implementation of the new methods and techniques were not affected by number of students in the classrooms, gender and teaching experience. According to the results of the study, teachers&
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usage of recommended educational equipments was found as at average level and MANOVA tests indicated that teachers&
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usage of recommended educational equipments was affected by teaching experience but not by gender and number of students in the classroom. The results of this study also showed that teachers&
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implementation of new evaluation techniques was at average level and MANOVA tests indicated that teachers&
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implementation of new evaluation techniques were not affected by gender, teaching experience and number of students in the classrooms.
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Sarwar, Khalid M. "Teachers' competency tests in Ontario: A survey of teachers' opinions." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6420.

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The Government of Ontario has introduced a teacher competency program in the province. Under the program, all new teachers will now have to pass a standard, province-wide qualifying test before they can start teaching in schools. In Ontario, teacher competency testing is a relatively new concept. However, such tests are already in practice in almost all states in the USA. The initial reaction of Ontario teachers' associations and their leaders was quite critical of the competency testing. However, the statements opposing competency testing were made by the associations and their leaders; to the knowledge of the researcher, no study or research available showing the opinions of Ontario teachers themselves. This study aims to ascertain the opinions of the teachers of Eastern Ontario about the teacher competency testing program. After comparing various popular models of educational program evaluation, the CIPP model was selected for this study. CIPP is an acronym for the four basic components of evaluations this model recommends, namely: context evaluation, input evaluation, process evaluation and product evaluation. (Abstract shortened by UMI.)
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Gardner, Robert D. "The development of a theoretical model to predict retention, turnover, and attrition of K-12 music teachers in the United States : an analysis of the Schools and staffing survey and Teacher followup survey (1999-2001) /." Digitized version, 2006. http://hdl.handle.net/1802/5828.

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Inge, Richard. "A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2419.

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The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concerning teacher support of and participation in these activities were moderately accurate. Data were collected using two survey instruments developed by the researcher. The Professional Development Questionnaire for Teachers contained 22 items developed to gather teachers' perceptions concerning: (a) their participation in PD, (b) the relevance of the PD activities they had been involved in, (c) the process used to select these activities, (d) the monitoring efforts of their administrators concerning teacher involvement in these activities, and (e) information about the number of hours they were involved in PD between July 1, 2002 and June 30, 2004. The Professional Development Questionnaire for Building Principals collected data from administrators at the same schools as those of the teachers surveyed. Building principals were asked their perceptions concerning: (a) teacher participation in PD, (b) the effectiveness of PD, (c) the selection of activities, and (d) the fund sources used to provide PD for their teachers. A total of 433 teachers and 38 building administrators comprised the sample population. Descriptive statistics, independent samples t-tests, and a One-way Analysis of Variance (ANOVA) were used to analyze the data collected. In addition, information was collected from respondents using comments they included in the surveys. The implications for policy and procedure drawn from this study were: (a) school administrators' need to develop a plan to more closely monitor the participation of their teachers in PD and (b) the availability of PD opportunities should be equitable for all teachers regardless of their academic department assignment. Suggestions for future research and educational practices were also provided.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Gruenert, Stephen W. "Development of a school culture survey /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901237.

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Cantrell-Scamara, Adrienne. "Teacher satisfaction survey: A tool for transformational leaders to facilitate teacher empowerment & efficacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/919.

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Neal, Ann-Michelle. "Training Pre-Service Teachers in Response to Intervention: A Survey of Teacher Candidates." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3702.

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Addressing training in Response to Intervention at the pre-service level has potential to reach educators during their formative years; preparing them to implement research-based practices upon entering the field and building the capacity to do so with more fidelity and less support. While the knowledge levels and perceptions of pre-service teachers are critical to the future success of RTI implementation, the level of training among pre-service educators is less understood relative to their colleagues in the field. This exploratory study was designed to examine pre-service general and special education teachers' perceptions of RTI, and self-efficacy in implementation. A survey, created and distributed to measure teacher candidates' (TCs) opinions and self-efficacy in RTI, found that TCs have positive opinions of RTI. They believe it to be effective for students, but have less ability to implement specific components in the classroom. The outcomes from this study suggest that special education majors had significantly higher ratings of their self-efficacy than elementary education majors. This has implications for curriculum changes in teacher training programs to better prepare educators to implement RTI in the classroom.
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Buth, Kevin Ross. "Factors Associated with Teacher Preparedness and Career Satisfaction in First Year Teachers." Thesis, North Dakota State University, 2020. https://hdl.handle.net/10365/31820.

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The objective of this study is to determine the potential association between teaching state, subject taught, perceived preparation given by teacher preparedness programs, and perceived support from administration and colleagues, and overall happiness of teachers and their satisfaction with the university education program they attended. We use generalized Fisher’s exact tests, two-sample t-tests, linear regression, logistic regression to accomplish this objective. State and subject have very little effect on teacher satisfaction. Teacher support systems are associated with both the way a teacher perceives they were prepared, as well as the satisfaction they experience in their career. How well a teacher feels they were is also associated with teacher satisfaction.
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Borkan, Bengu. "Effectiveness of mixed-mode survey designs for teachers using mail and web-based surveys." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158597296.

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Books on the topic "Survey of teachers"

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Authority, Inner London Education. Primary teachers' career survey. London: ILEA, 1990.

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Association of Teachers and Lecturers. Primary teachers survey 1998: First report. London: Association of Teachers and Lecturers, 1998.

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Varlaam, Andreas. What makes teachers tick: A survey of teacher morale and motivation. London: Centre for Educational Research, 1992.

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Body, School Teachers' Review. First report on 1994 teachers' workload survey. [London]: [DFE], 1994.

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Body, School Teachers' Review. First report on 1994 teachers' workloads survey. London: School Teachers' Review Body, 1994.

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Khan, Sar B. The teacher workload survey: A study. [Mississauga, Ont.]: Peel Board of Education, 1986.

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Bobbitt, Sharon A. Characteristics of stayers, movers, and leavers: Results from the teacher followup survey, 1988-89. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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M, Faupel Elizabeth, Burns Shelley, and National Center for Education Statistics., eds. Characteristics of stayers, movers, and leavers: Results from the teacher followup survey, 1988-89. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1991.

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Paterson, Hilary Ann. Perspectives on school/industry links: A survey among science teachers in Surrey. Uxbridge: Brunel University, 1988.

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Bentley, Per-Olof. Mathematics teachers and their teaching: A survey study. Göteborg: Acta Universitatis Gothoburgensis, 2003.

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Book chapters on the topic "Survey of teachers"

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Simonics, Istvan. "Survey of ICT Culture of Mentor Teachers." In Interactive Collaborative Learning, 131–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0_10.

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Fominykh, Mikhail, Elizaveta Shikhova, Maria Victoria Soule, Maria Perifanou, and Daria Zhukova. "Digital Competence Assessment Survey for Language Teachers." In Learning and Collaboration Technologies: New Challenges and Learning Experiences, 264–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77889-7_18.

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Lucas, Christopher J. "What Experienced Teachers Recommend: A Survey and Analysis." In Teacher Education in America, 225–47. New York: Palgrave Macmillan US, 1999. http://dx.doi.org/10.1007/978-1-137-07269-6_6.

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Huang, Hanyun. "Beyond the Survey: What Parents and Teachers Said." In Social Media Generation in Urban China, 113–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-45441-7_7.

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I, Ji Yeong, Hyewon Chang, and Ji-Won Son. "Results from Teacher Survey: Korean Teachers’ Perspectives on Teaching Mathematics for KLLs." In Mathematics Education – An Asian Perspective, 79–117. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0966-7_6.

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Clément, Pierre, and Silvia Caravita. "Education for Sustainable Development: An International Survey on Teachers’ Conceptions." In Topics and Trends in Current Science Education, 175–91. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_11.

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Hildebrandt, Claudia. "Informatics Teachers’ Self-efficacy - A Survey Instrument and First Results." In IFIP Advances in Information and Communication Technology, 536–46. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_54.

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Wang, Qinlei, Jing Bai, and Rui Yao. "A Survey on Teachers’ Ability to Apply Electronic Schoolbag into Teaching." In Blended Learning. New Challenges and Innovative Practices, 74–83. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59360-9_7.

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Gybas, Vojtech, Katerina Kostolanyova, and Ivana Simonova. "ICT in Special Educational Needs Schools from Teachers’ Perspective: A Survey." In Blended Learning: Educational Innovation for Personalized Learning, 164–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21562-0_14.

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Li, Jun. "What Does It Mean to Be Vocational Teachers in China – Results from a Survey Among Chinese Vocational Teachers." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 255–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47856-2_13.

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Conference papers on the topic "Survey of teachers"

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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.
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Alyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.

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The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.
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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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Apriliyanti, Dewi Listia, and Fahriany. "English Teachers’ Reaction on Teacher Training Program: A Survey Undertaken in West Java, Indonesia." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009913906520658.

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Konno, Fumiko, and Takashi Mitsuishi. "How university teachers design their courses: Analysis of a basic survey targeting university teachers." In 2013 IEEE Region 10 Humanitarian Technology Conference (R10-HTC). IEEE, 2013. http://dx.doi.org/10.1109/r10-htc.2013.6669058.

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Sirotova, Mariana, and Eva Frydkova. "The Personality of a University Teacher from the Perspective of Academic Culture." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8001.

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This submission deals with the personality of a university teacher as a member of an academic environment and a bearer of academic culture. The work also includes the results of a quantitative survey executed via questionnaire presenting the FF UCM (Philosophical Faculty of St. Cyril and Methodius University in Trnava) students´ views of university teachers and their perception of the teachers in the educational process of the university. The analysis of the opinions confirms that students not only perceive the personal qualities of a teacher, but also evaluate his/her educational activity.
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Cheng, Chun-Hung, and Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.

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In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid responses, 345 teachers are women (68.2%) and 161 are men (31.8%). We adapted the Education Reform Scale developed by Ramberg in 2014. The dependent variable was “Teachers' Implementation of Curriculum Reform (3-item)”. The main predictors included “School Leadership (4-item)” and “Teachers' Orientation toward Changes (3-item)”. Each item was responded to on a 6-point scale from strongly disagree to strongly agree. We used SPSS PROCESS macro to conduct the mediation analysis. After controlling for teacher’s characteristics, the regression model showed that school leadership is positively associated with teachers' implementation of reform (β=0.450, p<0.001). After adding teachers' orientation in the model, the association of school leadership with teachers' implementation of reform attenuated but remained statistically significant (β=0.286, p<0.001). Teachers' orientation showed a significant indirect effect on the association between school leadership and teachers' implementation of reform (β=0.164; Bootstrap 95% CI=0.105 to 0.227). This study suggests that teachers' orientation toward curriculum changes partially mediates the relationship between school leadership and teachers’ implementation of the Competency-based Education reform.
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Porozovs, Juris, and Soneta Grosberga-Merca. "Students' and Teachers' Opinion on the Possibilities of Improving Students' Research Skills in Biology Lessons." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.051.

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Acquisition of students' research skills in the learning process is one of the main goals in the educational process. The aim of the study was to clear out the opinion of students and teachers on the possibilities of improving students' research skills in biology lessons. The survey of the 10th, 11th and 12th-grade students about their opinion on the importance of research skills, the level of their research skills and possibilities of improving students’ research skills in biology lessons were carried out in three secondary schools of Latvia. Altogether 142 students were surveyed. Three biology teachers were interviewed as well. The results of the research showed that most of the surveyed students appreciate the benefits of acquiring research skills. The majority of the surveyed students rate their level of research skills as average. Most of the students usually do not have problems with research activities. Students consider that the most difficult of the stages is nomination and justification of the hypothesis. The majority of surveyed students consider that most of the methods used in lessons have a middle or big influence on the development of research skills. Students consider that laboratory work has the greatest impact on the development of research skills. Students evaluate the teacher's activity in the learning process and consider that different activities used in Biology lessons promote the development of research skills. The surveyed biology teachers rate the students' research skills as good. Teachers are convinced that one of the most important preconditions for the development of research skills is the formation of interest in the relevant topic. Successful cooperation between teachers and students plays a crucial role in the development of students' scientific skills.
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Jiang, Yinjian, and Jianhua Zhao. "Examining Chinese Vocational Language Teachers' Beliefs: A Survey Study." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.304.

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Du, Weihua, Jiahao Wang, and Zhongli Hu. "Career Satisfaction Survey of Young German Teachers in China." In 2021 International Conference on Modern Management and Education Research (MMER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210915.033.

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Reports on the topic "Survey of teachers"

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Malone, Lauren D., and Jennifer R. Atkin. A Survey of ChalleNGe Program Teachers: Their Characteristics and Pedagogical Approaches. Fort Belvoir, VA: Defense Technical Information Center, August 2015. http://dx.doi.org/10.21236/ada621640.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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Oketch, Moses, Caine Rolleston, and Jack Rossiter. Teacher Value-Added Using Young Lives Ethiopia School Survey Data. Research on Improving Systems of Education (RISE), January 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/014.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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