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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&." 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’
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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Smith, Jennifer Renee. "VIRGINIA TEACHERS' UTILIZATION OF VMFA RESOURCES: A SURVEY." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd_retro/62.
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The focus of this thesis was to gather data by survey on the utilization of VMFA resources by Virginia, K-12 public and private school teachers. Currently there is a lack of research on how teachers utilize art museum resources. I sent a Web-based survey to 800 teachers in the state of Virginia. One hundred seventy six teachers responded and the data was analyzed to determine their backgrounds and utilization of VMFA resources. All data was entered into tables in both numerical form and percentages. My analysis of the data showed that teachers utilize resources most frequently for art history discussion and studio project motivation. In their classrooms, teachers most frequently use poster kits and video/DVD from VMFA.
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Çapa, Yesim. "Factors influencing first-year teachers' sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1110229553.
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Wright, Telena. "A survey of mentor/mentee activities in beginning teacher induction programs in Region XI." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2486/.
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The recruitment and retention of teachers demand attention with estimates of two million new teachers needed in the next decade. Hiring under qualified teachers necessitates adequate induction programs. Development of a recommendation for a teacher induction program comprises the purpose of the study. The recommended induction and support program addresses the activities perceived as valuable by both mentors and mentees. The researcher describes the mentor programs currently in place in Region XI in northern Texas by surveying the mentors and mentees; of particular relevance is a determination and description of the program model in place. Data sources include the literature review and information obtained from Region XI mentors/mentees. Data shows the model in Region XI is primarily a colleague model. Mentors and mentees are matched for grade level, content area and physical proximity. Three of the most frequently occurring activities are in the category emotional support, three in logistical concerns, two in systems information, one in student management, and one in instructional support. Mentees believe those activities associated with classroom management and organization and developing confidence and self-esteem are most important. Mentors concur. Specific recommendations for structuring a comprehensive beginning teacher induction and support program include reexamining the program currently in use, prioritizing timing of implementation, articulating campus mentoring goals, adhering to logistical areas of concern, providing training for the mentors in a program of psychological support that focuses on the psychological needs of the beginning teacher, providing time within the day, and evaluating current programs at the end of each year using those beginning teachers involved.
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Langenbrunner, Mary R. "Kindergarten Teachers' Implementation of a Developmentally Appropriate Curriculum: A Survey." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3512.
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Mavropoulos, Yannis. "Paraprofessional supervision: A survey of special education teachers and paraprofessionals." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154128.
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Harris, Sadie DeRamus. "Teachers' Effective Behavior Support Survey Scores and Student Behavior Referrals." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6901.
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Urban middle school teachers have experienced the severe challenges of discipline problems, which have contributed to writing more principal's office discipline referrals. The effective behavior support (EBS) program has been found to promote positive behavior in the classroom and change students negative behavior into positive behavior. Guided by the Problem-Behavior Theory (PBT), the purpose of this quantitative nonexperimental study was to examine the relationship between the teachers' effective behavior support and office discipline referrals of urban middle school students. Years of teaching experience was the mediating variable. The researcher used archival data collected from teachers who used the effective behavior support program located at an urban middle school in the Southeast United States, the female and male teachers ranged between the ages of 23 to 66+. For the research question, a simple regression was employed as a means of analyzing the archival data. Results suggested that positive teachers' support was not associated with the frequency of office discipline referrals. However, years of teaching experience was associated with fewer discipline referrals. The results of this study can be used to promote educational professionals to utilize positive teacher support to decrease office referrals, leading to more student contributions in the classroom and more long term success for students.
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Zhang, Xiaohan, Jörg Neumann, and Thomas Köhler. "A Survey of Teachers’ Media Literacy in Chinese Vocational Schools." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181664.
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Media in the context of education, especially new media like Web 2.0, has attracted the public’s attention for more than a decade now. Trendsetting research and publications have been carried out and published in this field and so it remains a popular topic nowadays. This paper focusses on the descriptions of media-pedagogic activities and attitudes of Chinese teachers in vocational education schools. Therefore, the research methodology and main findings of the empirical study, which involved questionnaires at Chinese vocational schools, will be presented.
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Sterling, Stephanie A. "Preschool teaching experience and special education support systems a survey of western Pennsylvania /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=715.
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Thesis (M.A.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains iii, 30 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 29-30).
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Panske, Katie. "Perceptions of school psychologists a survey of teachers from two states /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008panskek.pdf.
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Blaker, Suzanne Leslie. "A Survey of Suzuki Violin Programs in Community Music Schools in The United States." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225905109.
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Davis, Duane L. "A Survey Study of Elementary Teachers' Perceptions of Student Classroom Behavior." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6988.
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In a midwest, rural, and high-poverty elementary school, teachers expressed concerns about difficult student behaviors in their classrooms. It was important to address the problem because student misbehavior disrupts the learning of all students in the classroom. To provide information to the school that could inform possible interventions, a survey was conducted that measured the perceptions of 24 classroom teachers about concerning student behaviors, their methods of dealing with such behaviors, their needs for further support, and their confidence in dealing with difficult student behaviors. The conceptual frameworks that guided this study were the behaviorist theories of Watson and Skinner. The survey responses were analyzed using descriptive statistics. A Mann-Whitney U test was conducted for each of the survey questions to determine whether any statistically significant differences between the survey responses of independent variable groups of grade level (Kindergarten-3 and 4-6) and teacher experience (novice and veteran teachers). Findings showed only 1 statistically significant difference between the Grades K-3 and 4-6 teachers' use of books and published materials to deal with concerning student behavior. A professional development initiative was created that will use professional learning community groupings already present in the school for teachers to research and implement changes to their professional practices in dealing with concerning student behaviors. This study may lead to an improved learning environment for teachers and students, an enhanced school reputation, and further parental and community support.
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Thomas, Chevese Renee. "Teacher Evaluation in a Virginia Urban School District: Perceptions of Elementary Teachers from a Quantitative Survey Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85415.
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Teacher evaluation is mandated by state law and practiced in every public school district. The evaluation of teachers is a vital part of the work of school administrators and the evidence that aligns teacher supervision and its direct or indirect impact on student achievement is scant (Ebmeier, 2003). The researcher examined perceptions of elementary teachers in a southeastern Virginia school division regarding the teacher evaluation process. The goal was to determine how the teacher evaluation process influences professional growth and instructional practices at the elementary school level. In addition to identifying the overall perception of the evaluative practices employed in the school division, the researcher gleaned additional understandings of teacher perceptions on how a particular evaluation tool's effectiveness, purposes, and reliability impact teacher behavior.
Perceptions of teachers from 20 elementary schools in an urban school division in Virginia were researched using a quantitative methodology. There were a total of 446 teachers in grades PreK through 5 in the 20 schools. Data were collected through an online teacher questionnaire. The revised Teacher Evaluation Profile (TEP), created by Stiggins and Duke (1988), was used as the survey tool. The TEP was designed to elicit responses on a Likert scale using five attributes of a particular teacher evaluation experience.
Data from the TEP indicate that teacher perceptions of the overall quality of the evaluation process vary. While there was a consistent perception of neutrality, less than 50% of the teachers perceived the evaluation as a meaningful process. Furthermore, teachers reported that the evaluation process had minimal impact on their professional growth and professional practice. The results of this study may impact the professional development opportunities linked to the evaluation process.Ed. D.
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Yidana, Issifu. "Faculty Perceptions of Technology Integration in the Teacher Education Curriculum: A Survey of Two Ghanaian Universities." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178570000.
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Philbert, Robert E. "A survey of selected teacher spokespersons regarding Indiana Public Law 217." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/516209.
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The purpose of this study was to determine the level of satisfaction of selected teacher spokespersons toward Indiana Public Law 217, the collective bargaining law for teachers.A survey instrument consisting of forty-six items in five Likert-response categories was mailed to 125 randomly selected teacher spokespersons in Indiana. Space was provided for respondents to write comments or rationale for their answers. Fifty-seven teacher spokespersons responded to the survey.The following rank order was utilized for each of the sections of Indiana Public j 217 ranging from (5) highly dissatisfied, (4) somewhat dissatisfied, (3) neutral, (2) somewhat satisfied to (1) highly satisfied based on the mean scores.Findings1. Selected teacher spokespersons rated four section items between 4.00 and 5.00.2. Of the forty-six section items that were surveyed, seventeen sections were rated between 3.00 and 3.99.3. Negotiators for the teachers ranked seventeen sections of Indiana Public L&7_ between 2.00 and 2.99.4. Eight section items were rated between 1.00 and 1.99 by the teacher spokesperson.Conclusions1. Teacher spokespersons were dissatisfied with the inability to strike and the penalities for unlawful strikes.2. Teacher spokespersons were dissatisfied with the procedures and restrictions governing bargaining and discussions.3. Teacher spokespersons were dissatisfied with the provisions and procedures of fact-finding, arbitration and maintaining a status quo contract.4. Teacher spokespersons were dissatisfied with the sections of the law dealing with the rights of the employer5. Teacher spokespersons were dissatisfied with the stated intent of the law.6. Teacher spokespersons were dissatisfied with the structure and powers of the Indiana Education Employment Relations Board.7. Teacher spokespersons were satisfied with the definitions of certificated employees and exclusive representative.8. Teacher spokespersons were satisfied with the procedures of unfair practices as stated in the law.9. Teacher spokesperson were satisfied with the procedures of dues deductions as stated in the law.
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Fullerton, Ryne Aaron. "DO TEACHERS TEACH STUDENTS IN THE METHODS THAT THEY LEARN BEST? A SURVEY OF ILLINOIS SECONDARY AGRICULTURE TEACHERS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1102.
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This proposal is based on the following question: Have agricultural education teachers implemented appropriate teaching styles since prior research has been conducted, or are they ignoring a real need? Employing a census survey of 396 secondary agricultural education teachers, this study sought to find whether agricultural teachers were actually using the best teaching styles so that students were better able to understand the learning material. And conversely, the study sought to determine whether teachers were merely using teaching styles with which they were most comfortable. In an effort to meet the educational needs of students in the agricultural education classroom, this study also evaluated student educational needs. We need to ask, do educators primarily instruct with the teaching style from which they themselves learned, or do they teach with newer methods they have learned through teacher training programs?
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Matson, Jill Lynn Wilhelm Ronald Wayne. "Perceptions of preparedness and practices a survey of teachers of English language learners /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5145.
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Greget, Joseph A. "Survey of junior high school teachers knowledge related to depression in children." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gregetj.pdf.
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Smith, Denise Marie. "Evaluation of language development specialist training: A survey of teachers and administrators." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2586.
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This study was completed following extensive Language Development Specialist (LDS) Training in Stockton Unified School District (SUSD) between 1992 and 1994. A post training survey designed by this researcher was mailed to all (303) teachers and administrators/elementary and secondary who participated in LDS training during this time. This survey asked participants to identify training information applicable to daily work tasks. One hundred seven teachers and twenty-four administrators completed this survey. The survey was divided into four sections. Sections I and II were based on the Nine LDS competencies. A 2 x 2 Chi Square Test of Association was completed for this data. Significant differences (p. $<$ 05) were obtained for teacher and administrator responses for changes made/observed in the classroom for planning lessons, teaching strategies, selecting materials, testing, and certifying limited/non-English (LEP/NEP) speaking students. Both groups noted some to significant understanding for background/culture/language of LEP/NEP students and differences between bilingual education and English as a second language. Section III was a sentence completion task. These items were: (a) most valuable information received from LDS training, (b) information of little or no value, (c) items to include/exclude in future LDS type training programs, and (d) additional comments. Improved understanding of second language acquisition was most valuable information, history and court cases was of little or/no value. Future LDS type training should include practical application to daily work tasks and exclude statistics and theory. Additional comments emphasized pressure from SUSD to complete LDS training and pass the state exam. Section IV asked participants to identify their grade level and date(s) of LDS training. Data beyond grade level was not tabulated since less than 2% identified date(s) of LDS training. Post-training feedback was the basis of this investigation. This promotes reflective thought and allows participants to more accurately identify information applicable to daily work tasks. Implications for future research include increased practical information and employee input in staff training design, content, and presentation.
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Egloff, Susan Margaret Muehl. "A Survey of Fifth Grade Writing Teachers on Their Instructional Writing Practices." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1042.
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Writing is an essential skill that students need in order to become successful in school and beyond. Within a school district in the southwestern United States, student writing scores were not at proficient levels, and students were not prepared for graduation or employment. The purpose of this quasi-experimental research study was to compare the distribution of student writing achievement scores for 5th grade teachers who used 7 or more of the 11 components of effective writing instruction outlined by Graham and Perin to those teachers who implemented 6 or fewer of these components. In this study, a survey was given to 35 teachers from the lowest and highest performing schools in each performance zone or geographic cluster of schools across the school district, to discover how many of the components from Graham and Perin's model were used. The results of this project study were insignificant and indicated that the number and frequency of strategies were not related to student proficiency as measured by the state's writing proficiency exam. Results from this study will be shared with district leaders in a white paper report. The report includes recommendations to create a district-based writing framework with research-based instructional strategies. Although the results from this study were insignificant, the results have added to the body of knowledge in writing instruction. The white paper report can be used as a foundation for teachers, principals, and curriculum developers to improve writing instruction and achievement in this and other school districts.
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Jaber, William E. "A Survey of Factors Which Influence Teachers' Use of Computer-based Technology." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30674.
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Current literature is plentiful on computer-based technology's influence on students. There are only a few studies which have looked at the influence that computer-based technology has on teachers. This is a study of factors which influence teachers' use of computer-based technology. It is based on inconsistencies in previous studies, areas not addressed in previous surveys and the dramatic changes in computer-based technology and Internet access using Web browsers since the previous surveys on computer-based technology were conducted.
A survey was conducted of K-12 teachers in two rural county school systems. One was in southern West Virginia and the other was in southwestern Virginia. This survey found that computer access in the classroom influenced the frequency of use for some instructional activities. Lack of Internet access and obsolete computer equipment resulted in a negative influence to the teachers use of computer-based technology in the classroom. Teachers also expressed a desire for a continuous type of training program for the use of computers.Ph. D.
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Clark, Kathleen M. "A survey of kindergarten teachers' perceptions of special needs preschool itinerant services." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406708949.
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Griffen, Ann Katherine. "SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/42.
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Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In recent years, there has been a greater effort to examine how to provide literacy instruction in a more complete and comprehensive manner for students with MSID. At the present time, there is limited research obtained directly from classroom teachers on their knowledge, beliefs, and practices about students with MSID and literacy. If we are to make effective and meaningful changes in literacy instruction for students with MSID, it is important to further investigate these variables as reported by teachers themselves. This research study examined, through the collection of survey data, teachers’ perceptions about literacy skills for students with MSID. The research questions were: (a) What do classroom teachers of students with MSID in Kentucky report as having learned in their university/college teacher preparation programs about literacy? (b) What do special education teachers in Kentucky believe about their students with MSID and literacy? and (c) In which literacy skill areas (phonemic awareness, phonics, vocabulary, fluency, and comprehension) do teachers of students with MSID in Kentucky report they are providing instruction?
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Scott, Anne, and a. scott@patrick acu edu au. "Preservice teachers� views of similarities and differences in teaching and learning literacy and numeracy." La Trobe University. School of Education, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201.
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This is a report of an investigation of aspects of preservice teachers� perceptions of teaching and learning English and mathematics and factors influencing them.
The participants of the investigation were primary preservice teachers from two tertiary institutions of Victoria, one located inner city, and the other in a regional centre. Of the 349 participants, 163 were commencing and 186 were graduating from their degrees.
Preservice teachers completed questionnaires indicating their intentions to use particular practices in their literacy and numeracy lessons. Thirty-one of the 349 surveyed voluntarily discussed key issues arising from the survey during semi-structured audiotaped sessions. Five lecturers responsible for the planning of the compulsory English and mathematics education units at both institutions were interviewed about the survey data and provided written documentation for their units as evidence of their coursework.
Data analyses indicated that preservice teachers often considered practices equally appropriate for literacy and numeracy teaching and intended to use them in similar ways. It seemed that preservice teachers enter their degrees with strong opinions about teaching and learning based not only on their recollections of experiences as learners but also from more recent relevant experiences such as their dealings with children as babysitters, tutors, and classroom helpers. They also gained knowledge about teaching contexts from their informal but regular conversations with friends and family who teach.
From the examination of the documentation for coursework and discussions with lecturers, it seemed that the content of the literacy and numeracy education units at the two institutions were similar. Overall, the data indicated that many of the preservice teachers� intentions were consistent with the intent of coursework especially when they described general teaching practices. However, in cases where practices were discipline-specific there were limited changes in preservice teachers� intentions even after completing their courses. The prospective teachers reported that they considered their recent salient experiences of teaching and their observations of teachers� practices in schools more influential than coursework.
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Griffin, Robert Alvin Halpin Glennelle. "A survey of Alabama school principals' perceptions of the effectiveness of the National Board certification process." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/GRIFFIN_ROBERT_20.pdf.
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Chiu, Shiu-kwan, and 招紹琨. "Teacher competency in the field of children with learningdifficulties: a Hong Kong survey." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626020.
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Ames, Roland Tyler. "A Survey of Utah's Public Secondary Education Science Teachers to Determine Their Preparedness to Teach Engineering Design." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3559.
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Education is always changing and science education is no exception, with many influential publications passing through science education over the years. The latest wave in science standards is called the Next Generation Science Standards. The Next Generation Science Standards are anticipated to have a significant effect on state science standards around the entire country. One thing about these new standards is very different from all previous science standards—they include the principle of engineering design in them.
Asking science teachers to teach engineering design is asking them to teach a principle for which their teaching licensure would not have formally prepared them. Consequently, the hypothesis of this study was that the feeling of preparedness to teach engineering design would be low among public secondary education Utah science teachers. This study shows that hypothesis to be correct: Utah science teachers do not feel prepared to teach engineering design. The feelings of teacher preparedness can be improved through professional development and inclusion of engineering design into science teacher education programs. It should be infused into these arenas now that teachers have indicated their low feelings of preparedness. More teacher preparation should be sought because an unprepared teacher will not prepare students as well as a prepared teacher. And, creating prepared students is the goal of the education system.
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Martinez, Sylvia Ann. "A survey research of reading methods used by New Mexico middle school teachers." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/329.
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Cline, Beverly Vineyard. "Teachers' and supervisors' perceptions of secondary learning disabilities programs : a multi-state survey /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115017/.
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Kim, Hwang-Gee. "A survey of Chung-Nam primary teachers' beliefs about discipline-based art education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060112.
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Siewierski, Cherly Leigh-Anne. "What teachers think about teacher unions: a stratified probability survey of central Gauteng teachers." Thesis, 2015. http://hdl.handle.net/10539/18227.
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A research report
For The School of Education, University of Witwatersrand, in partial fulfilment of the requirements of the degree of
Master of Education
13 February 2015Historically, qualitative literature and media reporting reflect the notion that teacher unionism in South Africa is an exercise in polarities: with one larger form of militant teacher unionism represented by SADTU focusing on teacher benefits and employing any means necessary to obtain its goals, and another, more ‘restrained’ form of teacher unionism represented by the NUE and SAOU which demonstrates a greater concern with professionalism and teacher development. There is, however, little reliable, generalisable evidence that this ‘either/or,’ militant vs. professional unionism is, in fact, the experienced reality of those most directly affected: South African teachers themselves. As a result, the seemingly patent unionist vs. professional union ‘archetypes’ that pervade media reports and qualitative literature are difficult to confirm or reject. In an attempt to contribute to the quantitative literature on teacher unionism in South Africa, this report describes the perceptions and opinions of 288 central-Gauteng teachers, who represent three of the largest South African teacher unions. A quantitative methodology using a stratified probability sample and survey questionnaire was employed to engage in this topic as objectively as possible. Explored themes relating to union fees, membership, benefits, teaching and learning, performance, and strike action revealed some notable incongruities with existing literature. Firstly, despite some accounts suggesting otherwise, respondents in this study report a general satisfaction with their unions. Secondly, although the majority reject the principle of forced union-membership, most respondents indicate that they would, nevertheless, remain voluntarily unionised. Thirdly and perhaps more significantly, in contrast with the historical ‘militant vs. professional’ conceptions of teacher unions, this study found more similarities in the attitudes of apparently polar-opposed union members than differences. As more recent local and international literature has argued then, this report’s findings support the argument that polarised union ‘types’ no longer appear to be as distinct as they once may have been. Perhaps the finding of most import of this study though, is that despite the glut of media reports which suggest an-almost innate desire of SADTU teachers to strike, a massive 76% of sampled teachers in this study - including those reporting SADTU-affiliation - rejected outright the use of unprotected strikes to achieve union goals. This finding calls into question the use of illegal strikes as a negotiation tool of more ‘militant’ teacher unions in South Africa, and should encourage teacher unions to explore alternative negotiation tools for future union practice.
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"Teachers Taking Action with Student Perception Survey Data." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.43987.
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abstract: As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and provide feedback. Situated in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University, this action research study used Attribution Theory, Sensemaking Theory, and research on teacher emotion to 1) document the experiences of pre-service teachers as they related to the administration and subsequent results from a student perception survey (SPS), and 2) examine the influence of two online professional development modules created to prepare teachers for the SPS process and make sense of the results. Teacher candidates participated in the SPS process in their final, year-long residency. Results from the mixed-methods study provided evidence that pre-service teachers had both positive and negative experiences that were influenced by the SPS results they received from their students. Also, depending on the results they received, teacher candidates either attributed the cause of the results to themselves or to characteristics of their students. Results from the study also indicate that teacher candidates use few strategies to make sense of the results and used those strategies to varying degrees. Pre-service teachers indicated that they regarded the modules as helpful in the sense-making process. Furthermore, evidence indicates that pre-service teachers value their students’ feedback.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2017
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許育榮. "The Survey of the Elementary School Teachers Culture." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/41303637534360075084.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
91
The purpose of this study was to understand current status of elementary school teachers culture, compare different teachers’ backgrounds , and discuss the reconstruction strategies of teachers culture. Researcher inquired teachers culture from literature review , including isolation of teaching , collaboration of teaching , empiricism , norms of mediocrity and conformity , anti-intellectualism . “ The Teachers School Life Style Scale ” was the main instrument to use . The subjects included 1200 elementary teachers of Taiwan Province through questionnaire in stratified random sampling . Collected data was analyzed by descriptive statistics , t-test and one way ANOVA . The major findings are as follows : 1. Elementary school teachers had a tendency towards teaching isolation . 2. Elementary school teachers were willing to collaborate with other teachers in teaching . 3. Elementary school teachers tended to make use of their past teaching experience to solve the teaching problems they were encountering . 4. Elementary school teachers followed the norms of mediocrity and conformity . 5. Elementary school teachers did not have a trait of anti-intellectualism . 6. Teachers culture would be affected by different personal background . Finally , based on the finding , researcher made suggestions to teachers colleges , educational administration , elementary schools , and the future researchers .
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Wen-Hui, Liu, and 劉文輝. "A STUDY ON THE SURVEY OF TEACHER’S APPRAISAL ATTITUDE FOR TEACHERS IN VOCATIONAL SCHOOLS." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/89128024648405299204.
Full textAbstract:
碩士國立高雄師範大學
教育學系
90
A STUDY ON THE SURVEY OF TEACHER’S APPRAISAL ATTITUDE FOR TEACHERS IN VOCATIONAL SCHOOLS Abstract The purpose for this research as follows: 1.To understand the opinion on items of the teacher appraisal for teachers in vocational schools. 2.To understand the opinion on purpose of the teacher appraisal for teachers in vocational schools. 3.To understand the opinion on application of the teacher appraisal for teachers in vocational schools. 4.To understand the difficulty of teacher appraisal of vocational school. 5.To understand the ways of the data gathering for teacher appraisal. 6.To regulate and synthesize these opinions for reference and study. To fulfill the stated purpose, text analysis and questionnaire are applied in this research. The research tool is a survey chart written by the author “Opinion Poll for Teacher Appraisal in Vocational School. The information collected from the interview with 411 vocational teachers from Kaohsiung County and Pingtung County, and loaded into the computer and analyzed with Statistical Package for the Social Sciences for Windows .80 and statistic approaches as followed: percentile rank, t-test, analysis of variance. Based on the reference literature and the outcome of the survey, the conclusions in the research are as follows: (1)It is a shared comment of the surveyed teachers that the 3 most important items of the 8 of the appraisal are teaching expertise, teacher’s attitude and ethics. (2)Diversified backgrounds of vocational school teachers demonstrate difference in items of teacher appraisal. (3)It is a shared comment of the surveyed teachers that purposes of the 3 most important items are Upgrading teaching quality, appreciation of teacher’s performance, Development of expertise with incentives on teacher’s growth and Protection of student’s right of learning. (4)Diversified backgrounds of vocational school teachers demonstrate difference in purpose of teacher appraisal. (5)It is a shared comment of the surveyed teachers that the teacher appraisal is mostly applicable on Upgrading of teaching expertise and quality, Basis for priority of advanced studies for teachers and Basis for teacher license. (6)Diversified backgrounds of vocational school teachers demonstrate difference in Application of teacher appraisal . (7)Regarding Difficulties in teacher appraisal, it is a shared comment of the surveyed teachers that Chinese sentimentalism, Selection of appraiser and Fairness remain to be the 3 leading ones. (8)Diversified assignments of vocational school teachers demonstrate difference in Difficulties in teacher appraisal . (9)When it comes to data gathering, teachers agree that Observation of Teacher’s behavior; Inquiry and Self- evaluation are the 3 mostly accepted patterns. (10)Diversified backgrounds of vocational school teachers demonstrate difference in Data Gathering. The following suggestions are made based on the conclusions: (1)The 8 considerations are acceptable as key objectives to prepare teachers with basic expertise and competitiveness before they become full professionals. (2)Vocational school teachers are provided with on-duty studies, in-school studies and seminars such as Student Guidance, Administrative Cooperation, and Class management, Ethics, Application of Technology & Information (Computer). (3)Regular appraisal shall be conducted on vocational school teachers to upgrade teaching quality, develop teaching expertise while protecting student’s right to learn. (4)Outcome of the teaching appraisal may serve as basis for Upgrading Teacher’s Expertise and Teaching Quality, Priority in Advanced Studies and Teacher License. (5)Appraiser shall be duly screened for fair appraisal. (6)Diversified data gathering is suggested for fair, just and objective appraisal. (7)The vocational school teacher appraisal shall be conducted with adaptive measures such as advanced studies and assistance.
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Hu, Wen-Chung, and 胡文仲. "A Survey of Preservice Elementary School Teacher’s Opinions On the Current Teachers Screening System." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/30971905175345891350.
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碩士國立嘉義大學
國民教育研究所
93
Abstract The major purpose of this study was to investigate the preservice elementary school teacher’s opinions toward the current teachers screening system. The study adopted the survey method. The subjects were 276 preservice teachers randomly selected from the elementary schools in Yunlin County, and they all took the self-designed “Questionnaire for the elementary school teachers screening system “. Their major opinions are classified into four facets: screening examiners, screening qualifications, screening procedures and screening methods. The data were then analyzed using chi-square statistic, and several major conclusions from their opinions are summarized as follows： 1. The Ministry of Education should sponsor the screening examination, but the recruitment can be conducted by be the local educational administrators. 2. It’s unnecessary to add any restrictions on the preservice elementary school teacher’s virtue, age, and required military service for males; yet, it deems justified to give extra scores for the handicapped applicants. 3. With regard to the teacher’s screening procedures, it is best to post a notice and accept an enrollment on the educational website; the application fees shall be separately charged for the preliminary test and the second-run examination; and the final outcomes shall be posted as soon as possible. In addition, there should be a reasonable rule to decide who should be recruited when more than one person receives the same score. 4. As to the teacher’s screening methods, written tests, oral examination, and real teaching presentation should be all included. To strengthen the objectivity for the screening examination, the scores from teacher’s qualifying examination should be excluded from the screening examination. In addition, there is no need to request the newly recruited teachers for one-year’s probation.
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Greer, Christopher John. "Technology proficiency among K-12 award-nominated teachers in Tennessee a survey of teachers /." 2006. http://etd.utk.edu/2006/GreerChristopher.pdf.
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Shen, Hung Jo, and 洪若審. "A Survey Study of Views of Primary School Teachers and Parents on Incompetent Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/38939552288666521090.
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碩士國立嘉義大學
國民教育研究所
94
According to the new school reform regulations of MOE, Taiwan, the problems of incompetent teachers are taken care of by the local school Teacher Evaluation Committee（TEC）. Yet, it is still unknown whether the TEC is effective in handling the issues of incompetent teachers. Therefore, this survey study intended to investigate school teacher’s and parent’s view-point toward incompetent teacher’s treatment. The major findings of the study are summarized as follows: (1) Both teachers and parents thought it is easy to identify incompetent teachers. (2) Teacher’s and parent’s views on causes of incompetent teachers are similar. (3) Compared with teacher’s points of view, parents regarded the outcomes of incompetent teachers more serious. (4) Teachers and parents had different opinions on mechanism of how to deal with incompetent teacher. They thought that the mechanism was not sufficient. Yet, parents had stronger feelings toward the inadequate mechanism of TEC to handle incompetent teachers. (5) Parents are more concerned about the dilemma of dealing with the incompetent teachers than school teachers. Several suggestions based on results of the previous findings are provided below: (1) To establish a special institute for guidance and counseling of those incompetent teachers, (2) To conduct teacher’s evaluation and re-issue teacher’s certification. (3) To execute teaching supervision or inspection regualrly, (4) To strengthen teacher’s and student’s human rights, law education and sex equality education on campus, (5) To increase the percentage of parent’s involvement in the Teacher Evaluation Committee and the Commission of Petition and Evaluation, (6) To detail the regulations for Educational Fundamental Act Article 6 as soon as possible, (7) To pass the regulations of corporal punishment at school as soon as possible, (8) To implement the after-school-child-care program and increase teacher’s salary, (9) To promote the high-standard ethics of the Teacher Association, (10) To improve related measures or regulations regarding to the current treatment mechanism of incompetent teachers.
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WENG, Chia-Chi, and 翁家琦. "The survey of junior high school PE teachers as mentor teachers in Taipei city." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/15268802258516848997.
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碩士國立臺灣師範大學
體育學系在職進修碩士班
98
This study aimed to (1) understand the current situation of middle school PE teachers in Taipei City as mentor teachers, (2) analyze the factors that affect PE teachers to be willing to become mentor teachers, (3) explore whether PE teachers’ background influences their willingness to become mentor teachers. The study used questionnaire as method. Furthermore, it used stratified sampling from 209 Junior high school PE teachers in 31 schools, and in 12 administration were as in Taipei City. The results of this study were as follows: 1. The current situation (1) In general, PE mentor teachers promote student teachers’ professional abilities through sharing and discussing their past experiences. Therefore, they have above average confidence in their student teachers. However, more research should be done about whether the mentor teachers’ self-consciousness matches with their abilities of supervising. (2) There were no real rewarding methods to award mentor teachers nowadays, only by oral praises or certificates of appreciation. Nevertheless, PE mentor teachers would anticipate to be awarded by “reducing classes”, which can also compensate the time they spend on interacting with student teachers. 2. Factors (1) In the process of supervising, it not only promoted professional development but also increased the sense of achievement. In addition, mentor teachers recognize the importance of student teaching. These are invisible rewards to mentor teachers. (2) The reasons that PE teachers didnot like to be mentor teachers were: (1) no real rewards as incentives (2) playing many roles at school. They had their hands full with work, so they did not have time and energy to be mentor teachers. Furthermore, student teachers’ motivations to learn are not high, which affects PE teachers’ willingness to become mentor teachers. 3. PE teachers who had experiences of being mentor teachers could apply the past supervising experiences to new student teachers. Therefore, there was a low correlation between experiences of being mentor teacher and the willingness to be mentor teachers.
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Su, Hsin-Chi, and 蘇新其. "Survey on Senior High School Teachers and Tutorial systems." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/62546550863450086066.
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碩士國立中山大學
教育研究所
91
Abstract This study aims to investigate the attitude of senior high school teachers toward the present tutoring system. It includes attitudes toward system-related regulations, the importance of the system, satisfaction in tasks included in the system, and possibility of exercising multiple tutors. The study is based on the survey on public and private senior high school teachers by the use of questionnaires. Some major findings, which are concluded from 541 out of 800 teachers, are listed below. The suggestions based on this finding are also provided, as a reference to future planning of tutoring systems. Major findings are as follows. 1. From the perspective of related regulations of the present system Most teachers understand the responsibilities of being a tutor. But the details included vary, due to teachers’ different backgrounds. Most senior high schools exercise traditional “class-based tutoring system”; few exercise “dual-tutor system”. “Guidelines of Tutoring Systems in Middle Schools”, set by Ministry of Education cannot be fully carried out in senior high schools. 2. From the perspective of importance of the system in teachers of different backgrounds Teachers’ viewpoints toward the importance of the system are similar, regardless of school locations, school characteristics, teachers’ genders, and years of service. Teachers of different titles show different viewpoints toward a tutor’s tasks. Dean-teachers show higher expectation in administrative cooperation as well as life and academic counseling, and classroom management. Those who have never been a tutor put more emphasis on enriching teachers’ professionals, and meeting the needs of students and parents. 3. From the perspective of satisfaction in exercising the system in teachers of different backgrounds Different school characteristics and school types don’t affect teachers’ degrees of satisfaction in being a tutor. Teachers from senior high schools of different locations and of different titles both show significant differences, in terms of satisfaction in administrative cooperation as well as life, academic and career counseling. Dean-teachers show higher satisfaction. Teachers of different years of service and different years of being a tutor show significant differences in the respect of satisfaction in life, academic performances, and classroom management. 4. From the perspective of the possibility in exercising multiple-tutor system in teachers of different backgrounds Teachers’ viewpoints are similar. “Dual-tutor system” is widely preferred; others like “group-based tutoring system”, “family-based tutoring system”, “mix tutoring system” and “teamwork tutoring system” are also preferred in some degree. As to the traditional “class-based tutoring system”, teachers value less on “responsibilities clarification” and “ease of administrative management”. 5. From the perspective of difficulties encountered in the present program and suggestions a. Possible reasons for teachers’ unwillingness to be a tutor are too many problems from students, heavy workload, demanding from school, low stipend and reward. Shortcomings in the system are too many students, heavy workload, tutors’ passive attitude. b. To improve the program, teachers think that measures such as encouraging teamwork among tutors, sharing and exchanging experiences, examining administrative process can all be taken. c. As to the evaluation, teachers prefer self-evaluation, multi-dimensional feedback evaluation, and in-campus administrative staff evaluation. d. Teachers suggest lowering the number of students in each class. The number of 21 to 30 students in each class is widely preferred. e. Teachers’ suggestions for future planning are: (1) Offer counseling teachers, to help guide and counsel students. (2) Set up counseling centers for tutors, and build internet resources. (3) Promote in-campus seminars to enrich teachers’ professionals. Based on this study, some suggestions are as follows. 1. To education-related administrative institutions a. Revise “Guidelines of Tutoring Systems in Middle Schools”. b. Enhance educational visiting and supervising. Trace and examine the tutoring system in each school. c. Set up fair evaluation guidelines, and encourage good tutors from time to time. d. Lower the number of students in each class, and increase the number of professional counseling teachers. e. Set up internet resources and counseling centers for tutors. f. Allow good tutors to take turns for a break and encourage them to attend off-campus seminars. 2. To administrative staff in schools a. Based on educational regulations and school characteristics, set up guidelines and goals for tutors. b. Collect teachers’ opinions and set up guidelines for appointing tutors. c. Offer tutors necessary academic resources and administrative support. d. Promote “dual-tutor system”. e. Enforce fair evaluation for tutors. f. Plan and develop a culture of quality in schools. 3. To tutors a. Keep on further studies and enrich professional skills. b. Be close to students actively and offer what the students need. c. Help students develop good study habits, to increase their learning efficiency. d. Enforce emotional education, and help develop students’ dealing with frustration. This study from questionnaires is limited. Future studies may widen sampling, add in qualitative analysis, and include subjects from administrative staff, parents, and people in the community. As to exercising multiple-tutor system, a small scale of exercise is suggested in the very beginning. Further examination and evaluation is necessary before a wide scale of exercise.
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Khumalo, Jabulisiwe Clarah. "Teachers' perceptions and experiences of teacher leadership : a survey in the Umlazi schools, KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10413/844.
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Juan, Shih-En, and 阮士恩. "Survey on Teachers’ Engagement in Musical Clubs Training—Six Teachers in Taitung County as Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/62373450045148519848.
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碩士國立臺東大學
教育學系(所)
102
The study was discussed in the elementary and junior high schools teachers’ engagement in music clubs in Taitung county, and issues related. Teachers’ competency, administrator team’s providing help, and the abilities on task-solution were concerned. Through interview, teachers’ experiments and training conditions of related could be dsicovered. This survey would help teachers engaging in helping the musical clubs to enhance teaching efficiency, to promote school administration to provide necessary helps, and teachers would cooperate with school administrators and fulfill the tasks with body mind balancing. The conclusions and findings could be summed up with interview analysis as followed: 1. Taitung county, a comparing remote area of Taiwan, yet, the teachers were with music-related degree therefore their proficiencies were allowed of no doubt. 2. Club training and operation worked more smoothly and better while teachers could take a breathe with school administrators’ providing help. 3. Training process and related issues were compounded and complex. The school administration system should re-enhance teachers’ proficiencies; students and parents should act in concert with the association training; had the music associations in the Taitung county had positive development, with education bureau’s support.