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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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Husnutdinova, M. R. "Social Status of the Teaching Profession: Self-Determination in Russian Teachers." Психологическая наука и образование 22, no. 4 (2017): 38–48. http://dx.doi.org/10.17759/pse.2017220406.
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There is a sharp contradiction between the high importance of work performed for society and a low professional status of general education teachers in the Russian society.The article presents outcomes of a sociological survey “Professional Identity of Modern Teacher” carried out by the Monitoring Research Department of the Moscow State University of Psychology & Education in the spring of 2016.This survey reflects the teachers’ self-assessment of the status of their profession.A total of 1,024 teachers of general education organizations were surveyed in 9 federal districts of the Russian Federation, except the Crimea.The survey was conducted on a three-stage stratified probabilistic sample.The research model of the teacher's social status includes the analysis of the three leading components: prestige, respect and satisfaction with work process.According to the results of the survey, despite the teachers' low assessment of the social prestige of their professional group, they perceive their activities as respected by students and their parents, and also feel satisfied with the results of their work.
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Sextou, Persephone. "Drama Teacher Training in Greece: A survey of attitudes of teachers towards drama teachers." Journal of Education for Teaching 28, no. 2 (July 2002): 123–33. http://dx.doi.org/10.1080/0260747021000005565.
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Lakshmi, G. Sorna, and M. Leonard Ashok. "A STUDY ON TEACHERS’ ATTITUDE TOWARDS TEACHING PROGRAM." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 63–68. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1968.
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Teacher attitude is simply defined as the views, opinions, ideas, feelings, fears, etc. of a teacher. The study aimed to examine the teachers’ attitude towards teaching programme. The investigator adopted survey method to study the teachers’ attitude towards teaching programme for this study a sample of 100 school teachers from five Govt and Private schools which are situated in and around Coimbatore district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that is inferred that there is no significant relationship between teacher’s attitude towards teaching program and the academic achievement of their students.
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Chindemi, Gregory Paul. "Untrained Foreign English Educators in Japan: A Discourse on Government Education Initiative and Perceptions from Japanese Teacher's on Efficacy in the Classroom." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 118–34. http://dx.doi.org/10.26803/ijlter.20.7.7.
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Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of working in conjunction with untrained foreign instructors during their career, were used to gauge teacher's attitudes and opinions. Results would suggest that teacher's with longer time in the field of education have stronger opinions towards untrained foreign educators in the classroom, while less experienced teachers are more apt to working with untrained foreign educators without expressing dissatisfaction.
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Khadka, Jiban. "Teachers' Questioning: A Survey of Nepali Schools." International Journal of Social Sciences and Management 8, no. 1 (January 25, 2021): 333–40. http://dx.doi.org/10.3126/ijssm.v8i1.34115.
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This study intends to investigate the present situation of teachers' questioning in Nepali school, test the use of questions types, and analyze across the characteristics of the teachers. The data were collected from a survey of 92 teachers of 81 schools including both community and institutional schools. The questionnaire was prepared largely based on Introduction of Core Skills for Teachers (British Council, 2016). The Cronbach's alpha was in the range of 0.7 that ensured the reliability of the questionnaire. The descriptive statistics and inferential statistics were employed to find out the results. The results show that in overall study, as the effective teachers, Nepali school teachers use lower-order questions, higher-order and follow-up questions in a continuum of frequency from lower to higher order irrespective of teachers' selected characteristics. However, the teachers with a few years of experience use lower-order questions, and trained teachers use more frequently follow-up questions to a significant extent. Based on the findings of this study, Nepali school policy makers and leaders can adapt the existing teacher development programs and policies to make effective teaching and learning. Moreover, teachers can also get insights actually at what level they are in questioning techniques, and further, improve their questioning techniques.
Int. J. Soc. Sc. Manage. Vol. 8, Issue-1: 333-340
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Ballard, Susan D., Gail March, and Jean K. Sand. "Creation of a Research Community in a K-12 School System Using Action Research and Evidence Based Practice." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 8. http://dx.doi.org/10.18438/b8702p.
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Objective - The purpose of this study was to apply skills developed from an Action Research Training Model (Gordon) in the design of two action research projects to ensure that students are ethical users of ideas and information. It was deemed necessary to assess prior knowledge and attitudes of students and teachers in order to identify issues to be addressed.
Methods - Both projects employed the use of survey instruments, which presented students with scenarios involving aspects of information use, and asked whether or not the actions in the scenarios were examples of ethical use. The high school survey was administered to 381 students in tenth grade English classes. The elementary survey was administered to 87 students in fifth grade.
A more comprehensive survey was administered at the high school level. For each student behavior addressed by the survey, there were two questions: one eliciting the teacher’s perception of how often students engaged in that behavior, and the second how often the teacher had to confront a student about the same behavior. Participation was voluntary, and 36 teachers took the survey.
Results - Surveys administered at the high school level showed that most students have a good understanding of the ethical use of information regarding clear instances of plagiarism. Students’ understanding was less clear in two major areas: creating a bibliography that accurately reflects the sources used to create the work, and the level of collaboration or assistance that is appropriate in completing a research assignment.
The teacher surveys showed some discrepancy between perception of the frequency of certain types of unethical student behavior and how often teachers challenged students on that behavior. The surveys showed that teachers found plagiarism to be the most prevalent behavior, while obtaining copies of exams and buying papers were the least frequently occurring behaviors.
At the elementary level, results indicated that understanding how to properly cite sources was a major area of concern. Students were also confused about whom to ask for help during the research process. Instructional intervention was developed and applied. The survey was re-administered with the addition of items that were based on the interventions. Responses showed a marked improvement in understanding by at least 20%. Some responses improved by as much as 60%.
Conclusion - The study validated the Action Research Training Model as the first dimension and conceptual framework that informs and guides instructional practices of school library media specialists and teachers in a K-12 school district. After using the model to examine student-teacher knowledge and understanding of ethical use of information (second dimension), there was recognition of the need to clarify the school’s position on the ethical use of information for teachers and students and provide intentional instruction and interventions for students beginning at an earlier grade level. After being made aware of the results, teachers were anxious to work with library media specialists to address issues and to look for opportunities within research units to collaborate.
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Chistolini, Sandra. "International Survey in Eight Countries about Teachers and Teaching Profession." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (January 1, 2010): 67–86. http://dx.doi.org/10.2478/v10159-010-0010-9.
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International Survey in Eight Countries about Teachers and Teaching Profession An international team of experts from Belgium, Italy, Poland, Slovakia, Turkey and the USA employed a questionnaire to identify the deontology of teachers from infant to secondary school in eight countries. The survey was implemented between 2004 and 2007. The socio-cultural concept of Verstehen (understanding) as described in the work of Max Weber, points to the clear significance of being a teacher at this time in history. Qualitative and quantitative analysis allow for an understanding that the teacher is exactly that, in any context. The ideal typology of the teacher is the result of training at a university level and working in the school system. Phenomenal differentiations characterise the various situations and broaden the perspective of the study, including an identification of the shared features of the profession. The strong, common core is the responsibility towards fellow teachers balanced out by a weak, yet common note of regret regarding the scant social prestige of being a teacher. There seems to be a lack of communication between the personal and social aspects involved in shaping the professional identity. The social image of teachers weighs heavily on their professional status due to the inevitable political implications it results in and the considerable effect on institutional behaviour. Teachers listen, but they are not heard; teachers are committed, but remain unrecognised; teachers evaluate, but are evaluated in turn. The issue of the social importance of the profession of teachers in our societies emerges as a crucial point in the perspective of educating young generations.
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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.
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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.
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Geske, Andrejs, and Liene Zizlāne. "CREATING A POSITIVE WORKING ENVIRONMENT FOR TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 137–47. http://dx.doi.org/10.17770/sie2018vol1.3154.
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The purpose of the research paper is to study a positive working environment importance for teachers work satisfaction and the role of principal in improving working conditions. Whereas teacher profession is subject to different changes and reforms it makes the whole profession and teacher well-being an important subject to discuss.The research paper includes analysis of the theoretical material about physical environment as well as psychological (also called microclimate). Empirical part is based on teacher’s survey – 97 teachers from different schools in Riga were involved. The statements of survey have partially adopted from Teaching and Learning International Study TALIS 2013. The main research task is to study how work environment and the impact of principal correlate with teacher work satisfaction.During research scales of teacher work satisfaction, work environment and impact of principal were created. The results of linear regression show that both the work environment and direct impact of principal is important factor which influences as well educational work as work satisfaction. The situation is various in different schools in Riga, so it verifies, that the problematics of positive working environment exists.
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Epstein, Ann. "Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors." Journal of Montessori Research 1, no. 1 (November 14, 2015): 1. http://dx.doi.org/10.17161/jomr.v1i1.4939.
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<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey. Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p> <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>
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Khizar, Asma Khizar, Muhammad Nadeem Anwar, and Mushtaq Ahmad Malik. "Reflection of Teacher Educator’s Professionalism on Prospective Teachers." Global Social Sciences Review IV, no. II (June 30, 2019): 298–306. http://dx.doi.org/10.31703/gssr.2019(iv-ii).39.
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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitude, professional practice and professional confidence while less professional commitment, professional ethics, and professional knowledge and competence. Teacher educators showed high level of professional commitment, professional leadership and supportive culture whereas less professional practice, professional ethics and professional knowledge and competence. Nevertheless, the prospective teachers were not properly acquiring teacher educator’s professionalism. Findings may be used in teacher education programs to enhance professionalism through organization of continuous professional development practices
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Koswara, Koswara, and Rasto Rasto. "KOMPETENSI DAN KINERJA GURU BERDASARKAN SERTIFIKASI PROFESI." Jurnal Pendidikan Manajemen Perkantoran 1, no. 1 (August 18, 2016): 61. http://dx.doi.org/10.17509/jpm.v1i1.3269.
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Penelitian ini bertujuan untuk menganalisis pengaruh kompetensi terhadap kinerja guru baik yang sudah mengikuti sertifikasi profesi maupun yang belum mengikuti sertifikasi profesi. Metode penelitian menggunakan explanatory survey. Teknik pengumpulan data menggunakan angket skala 5 model rating scale. Responden adalah 88 guru Sekolah Menengah Kejuruan (SMK) di Kota Bandung. Teknik analisis data menggunakan regresi sederhana. Hasil penelitian menunjukkan: (1) kompetensi dan kinerja guru berada pada kategori tinggi; (2) kompetensi berpengaruh positif terhadap tingkat kinerja guru baik guru yang belum mengikuti sertifikasi profesi maupun yang sudah mengikuti sertifikasi profesi; dan (3) terdapat perbedaan kompetensi dan kinerja guru yang belum mengikuti sertifikasi profesi dengan yang sudah mengikuti sertifikasi profesi.Kata Kunci: kompetensi guru, kinerja guru, sertifikasi profesi, sekolah menengah kejuruan COMPETENCE AND TEACHERS PERFORMANCE WITH PROFESSIONAL CERTIFICATIONResearch aimed to analyze the influence of teacher’s competence on teacher job performance either already certified or not certified profession. The research method used explanatory survey method. Data collection technique used questionnaire rating scale 5 scale models. Respondents are 88 teachers of vocational high school in Bandung. Data were analyzed using simple regression. The results showed: (1) the teacher’s competence and teacher job performance at the high category; (2) teacher’s competence positive effect on the level of teacher job performance of both teachers who have not been certified profession and those already certified professions; and (3) there are differences in teacher’s competence and teacher job performance are not yet certified, profession with already certified profession.Keywords: teacher competence, teacher performance, certification profession, vocational high school
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Dwi Rahmani, Bita, and Fitri Alyani. "Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers." Journal of Education Research and Evaluation 4, no. 2 (March 29, 2020): 103. http://dx.doi.org/10.23887/jere.v4i2.17515.
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The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.
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Harisman, Yulyanti, Yaya Sukjaya Kusumah, Kusnandi Kusnandi, and Muchamad Subali Noto. "THE TEACHERS’ EXPERIENCE BACKGROUND AND THEIR PROFESIONALISM." Infinity Journal 8, no. 2 (September 30, 2019): 129. http://dx.doi.org/10.22460/infinity.v8i2.p129-142.
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Based on literature review Three categories of teachers are: good, very good, and excellent which are viewed from aspects of beliefs, attitude, depth of pedagogical and didactic aspects, and teacher reflection in the learning process has been obtained in previous studies. Various external aspects are considered to affect teacher professionalism in learning about mathematical problem solving. These aspects need to be studied to maximize the teacher professionalism. This study will examine these external aspects, ranging from teaching experience, educational background, and experience in participating in training to improve teacher competencies. This type of qualitative research with survey methods was chosen as a research method. Three teachers from three junior high schools with different clusters were selected as research subjects. Each teacher is given short questions related to this. The results obtained are the experiences of the trainings that teachers follow in increasing their competence and teacher's educational background have more significant influence on teacher professionalism compared to the experience or length of teacher teaching.
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Pala, Ismail, and G. K. Vankar. "Epilepsy and teachers: A survey." Indian Journal of Pediatrics 64, no. 2 (March 1997): 211–14. http://dx.doi.org/10.1007/bf02752448.
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Callie Grant, Callie '., Karen Gardner, Farhana Kajee, Ronnie Moodley, and Sharila Somaroo. "Teacher leadership: a survey analysis of KwaZulu-Natal teachers’ perceptions." South African Journal of Education 30, no. 3 (August 27, 2010): 401–19. http://dx.doi.org/10.15700/saje.v30n3a362.
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Liang, Guodong, and Motoko Akiba. "Characteristics of teacher incentive pay programs: a statewide district survey." Journal of Educational Administration 53, no. 6 (September 7, 2015): 702–17. http://dx.doi.org/10.1108/jea-09-2013-0106.
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Purpose – The purpose of this paper is to examine the characteristics of teacher incentive pay programs used by midsize to large school districts in Missouri. Design/methodology/approach – This study primarily used the Teacher Compensation Programs (TCP) survey data. The TCP survey was developed by the authors to understand the nature and characteristics of financial incentives that Missouri districts used to recruit, reward, and retain quality teachers. Findings – The data showed that, during the 2009-2010 academic year, 32 percent of the districts offered at least one financial incentive to recruit or retain teachers. Districts were more likely to reward teachers for obtaining National Board certification and for assuming extra duties than for teaching in the subject areas of shortage or in hard-to-staff schools. Larger districts with higher teacher salary were more likely than small districts to offer a larger number of incentive pay programs. Originality/value – The findings of this study advance our knowledge of local incentive pay policies. It also contributes to the global discourse of teacher compensation and incentives and can be informative to policymakers in the USA and around the world when designing and implementing incentive pay programs to teachers. Further, it sheds light on the important policy question of whether disadvantaged local educational agencies are more likely to use incentive pay programs to recruit and retain teachers and promote an equitable distribution of the teacher workforce. This informs the decision making of providing targeted support to those in need.
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Makarova, Tatiana S., Eugenia E. Matveeva, Maria A. Molchanova, Elena A. Morozova, and Natalia V. Burenina. "Teaching Foreign Languages Inclusively: Standards for Teacher Competence." Integration of Education 25, no. 1 (March 30, 2021): 144–58. http://dx.doi.org/10.15507/1991-9468.102.025.202101.144-158.
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Introduction. The adequate professional and psychological-methodology training of teachers is of major importance in teaching a foreign language to learners who have health impairment. In spite of the numeral works published in Russia and abroad which cover various aspects of this problem the given article is the first to do the detailed analysis of teachers’ survey in order to reveal the knowledge, competences and skills necessary for their effective work in inclusive classes. The aim of the article is to develop a teacher training/retraining programme, which is based on the state professional educator standard and able to make teachers ready to work with learners who have health impairment. Materials and Methods. Methodology of the research represented is a combination of critical overview of works by Russian and foreign authors, other relative materials and detailed analysis of the results obtained through query of university and school teachers which was necessary for working out a relative teacher training programme that will make them ready to work in inclusive classes. 30 teachers took part in the survey. Results. As a final product of the research done on the basis of accurate analysis of theoretical resources and results of the survey a conceptual framework of teacher’s knowledge and skills necessary for effective work in inclusive class was developed by the authors. They also produced a teacher training programme, criteria and forms for assessing teacher’s acquisition of the programme being included. Discussion and Conclusion. The teacher training course developed by the authors is the relative contribution to the development of Psychology and Pedagogy of teaching foreign languages. It is essential that the programme is a model that can be adapted according to the interests of a potential target audience of educators. The course should help reshape the general competences as defined by the existing standard of teacher training so as to build up specific skills pertaining to teaching SEN learners inclusively. It should be an integral part of contemporary teacher pre-service preparation.
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Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (May 1, 2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.
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Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.
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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (June 24, 2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.
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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.
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Akiba, Motoko. "Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers." education policy analysis archives 20 (May 21, 2012): 14. http://dx.doi.org/10.14507/epaa.v20n14.2012.
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Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.
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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.
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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
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Bhandari, Laxmi Prasad Bhandari. "Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.
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Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected community school teachers. The percentages, Chi-Square test, and binomial logistic regression model were used for univariate, bivariate, and multivariate analysis using SPSS. The yearly income, age of teachers, and nature of job were found significantly associated with teachers' satisfaction under bivariate analysis whereas the binomial logistic regression justified the association of teachers' satisfaction to income of teachers and nature of their job only. The association of teacher's satisfaction to the sex of respondent, religion, educational status, and birthplace were found not significant using both bivariate and multivariate analysis. It is the conclusion that the permanency of job and reasonable salary must be managed mainly to make teacher's satisfied. In the present Nepalese context, the adjustment of teacher's salary as per the changing cost of living figure is necessary for teacher's job satisfaction. Likewise, the formulation of the teacher service commission as constitutional body, and regular operation of examination for teacher's permanent recruitment can enhance teacher's job satisfaction.
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Kožuh, Anna, Jelena Maksimović, and Lazar Stošić. "Working with problem methods – possibilities for pupils and teachers." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1215–27. http://dx.doi.org/10.18844/cjes.v15i5.5164.
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Development of self-assurance, improvement of interpersonal communication, development of the sense of security, an opportunity to share one’s experiences and ideas, as well as cooperation and interaction, which supplant rivalry and competition are just a few benefits resulting from working with the problem methods for the pupils. We have discussed the issue of benefits for both pupils and teachers resulting from working with the problem methods and the diagnosis of skills of the teachers of early education in the field of applying problem methods in their work with the pupils. The basic method applied during the study was diagnostic survey. The main technique of collecting data was the questionnaire survey, which was used to collect opinions of teachers from selected schools in Poland. In the second part of the analysis of research we present the profits for teachers working with problem methods. Remarks provided by teacher-respondents reveal very conscious attitude of the teachers, who understand the principles of permanent education and challenges they have to face in their work. The questionnaire of the survey was drawn up specifically for the conducted study.
Key words: teacher’s didactic workshop, theory and practice, teaching strategy, didactic competence
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Liu, Yan-Ping, Lei Sun, Xiao-Fen Wu, Yi Yang, Cun-Tai Zhang, Hong-Lian Zhou, and Xiao-Qing Quan. "Use of humour in medical education: a survey of students and teachers at a medical school in China." BMJ Open 7, no. 11 (November 2017): e018853. http://dx.doi.org/10.1136/bmjopen-2017-018853.
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ObjectiveHumour is a powerful resource in medical education. The purpose of this study is to investigate what students and teachers think about the use of humour. What challenges do teachers face in using humour and how they address them are also the subject of the present study.DesignSeparate cross-sectional questionnaire surveys.SettingTongji Medical College and Tongji Hospital in China.Participants327 students at Tongji Medical College and 165 physician teachers at Tongji Hospital in China.Main outcome measuresThe primary study outcome was assessed by proportion.Results87% of student and teacher respondents agreed with using humour in the didactic setting. They felt humour fostered a positive didactic atmosphere. Interesting clinical case was the most frequently used humour type by teachers and considered the most effective by students. Lack of humorous materials related to the lecture subject was the main challenge to humour use cited by teachers. Collecting humorous materials in teacher’s daily work and life, observing teachers with a reputation for successfully using humour, and efficiently using the internet-enhanced humour use ability.ConclusionThe present study confirms that most medical students and physician teachers support the use of humour in medical didactics, with particular strategies aiding its use and positive impact.
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Sohn, Kitae. "Teacher turnover: An issue of workgroup racial diversity." education policy analysis archives 17 (June 10, 2009): 11. http://dx.doi.org/10.14507/epaa.v17n11.2009.
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One neglected aspect of the teacher labor supply is a recent increase in the proportion of minority teachers. Using the Schools and Staffing Survey and the Teacher Follow-up Survey, one can estimate the relationship between workgroup racial diversity and the turnover of White teachers. This approach finds that young White teachers are more likely to stay in their original schools when the proportion of minority teachers is smaller. However, the opposite pattern emerges for older teachers. This poses a policy dilemma for recruiting and retaining teachers on the one hand and diversifying teaching staff on the other hand.
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G. Varela, Daniella, Lori Kupczynski, and Marie-Anne Mundy. "A Multidimensional Analysis of Teacher Preparation in Texas." Research Journal of Education, no. 56 (June 15, 2019): 106–13. http://dx.doi.org/10.32861/rje.56.106.113.
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Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.
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Kiymaz, Mustafa Said, and İbrahim Doyumğaç. "The Views of Turkish Language Teachers and Primary School Teachers on Teacher Guidebooks." Journal of Curriculum and Teaching 9, no. 3 (August 20, 2020): 88. http://dx.doi.org/10.5430/jct.v9n3p88.
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The present study aims to determine the views of primary school teachers and Turkish language teachers on teacher guidebooks in Turkey. The mixed research method and “convergent parallel design” were used in the study. The quantitative study group of the study included 163 primary school teachers (1st-4th grades) and 163 Turkish language teachers (5th-8th grades) in Turkey, while the qualitative study group included 6 primary school teachers (1st-4th grades) and 6 Turkish language teachers (5th-8th grades). The study population included primary school and Turkish language teachers in Turkey. The 23-item survey included the measures of main trands (such as mode, median, average), while the qualitative data were based on the transcripts of teacher feedback audio recordings. Determination Validity Ratio was calculated based on the validity and reliability tests conducted on the survey tool. During the analysis, the SPSS 21.0 software was used. The qualitative data were analyzed with content analysis. Furthermore, averages, percentages, and frequencies were calculated for a section of qualitative data. In the validity and reliability tests for the qualitative data, the views expressed in audio recordings were analyzed several times by 3 field experts using content analysis, and they were categorized as sub-topics.
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Graciano, Andrea Monteiro de Castro, Natalia Mendes Matos Cardoso, Suélen Alves Teixeira, Flavio de Freitas Mattos, Viviane Elisângela Gomes, and Ana Cristina Borges-Oliveira. "Health promotion in Brazil: qualitative survey with primary school teachers." Health Promotion International 34, no. 5 (August 14, 2018): e28-e35. http://dx.doi.org/10.1093/heapro/day061.
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Summary School health promotion programs can reduce common health problems like obesity, diabetes and respiratory complications. This qualitative study aimed to investigate the perceptions of a group of teachers regarding issues related to the promotion of health in school. The 15 teachers sampled were from public primary schools in a city in southeastern Brazil. Interviews with teachers were conducted and data was analyzed employing content. Teacher practices regarding the promotion of health appeared to be aimed at their students and their daily habits and their practices. Teachers described approaching health promotion through their lesson content and suggested that the school should seek help from other institutions in their health promotion activities like prevention activities, monitoring of improvements in student and teacher health. Teachers mentioned a strong relationship between knowledge and the pursuit of good health. The need to identify major determinants of the disease/health process was highlighted and the connection between lifestyle, socio-economic status and the disease/health process was described. Awareness of the influence concerning both the environment and the school surroundings was demonstrated. It is important that the teachers are aware of the environment that surrounds them as well as the reality of the lives of all those involved with the school.
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Prizovskaya, Victoria. "Identifying New Jersey Teachers’ Assessment Literacy as Precondition for Implementing Student Growth Objectives." Journal of Education and Learning 7, no. 1 (November 1, 2017): 184. http://dx.doi.org/10.5539/jel.v7n1p184.
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The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The high amplitude of the requirements in teacher evaluation raised a concern of whether New Jersey public school teachers were competent in assessment theory to effectively utilize the state mandated tests. The purpose of this quantitative study was to identify New Jersey teachers’ competence in student educational assessments. The researcher measured teachers’ assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers’ overall scores of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods. The lowest overall score of 39% was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades.
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Dahlan, Dadang, Leni Permana, and Mutiya Oktariani. "TEACHER COMPETENCE AND DIFFICULTIES IN CONSTRUCTING HOTS INSTRUMENTS IN ECONOMICS SUBJECT." Jurnal Cakrawala Pendidikan 39, no. 1 (February 10, 2020): 111–19. http://dx.doi.org/10.21831/cp.v39i1.28869.
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This research was motivated by the students’ low high order thinking skill which was related to teachers’ low competence in constructing high order thinking skills instrument. This study was intended to describe economics teachers’ competence and difficulties in developing instruments to measure higher order thinking skills. The subjects of this study were 45 economics teachers and 270 students from 27 public high schools in Bandung. The study employed quantitative survey method with questionnaire and focus group discussion (FGD) as the instruments. The survey method was carried out to describe the teachers’ competences and difficulties in constructing instruments. The results of the study indicated that the teacher's competence in constructing high order thinking skills instruments was low. The research findings showed that only 12% of the teacher-made questions can be categorized at the analyzing level to creating level, and 88% were categorized in remembering to applying level. This resulted in the teachers’ obstacles in constructing higher order thinking skills instruments. The research findings signified that 80% of the teachers faced difficulties in constructing essay and multiple choices instruments.
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Pratiwi, Cindy Eka, Rislianta Alsabila, Vilda Eka Febrianti, Evia Anita Sari, Moch Fery Abdillah, and Dimas Abdul Rozaq. "The Teachers’ Responses to Curriculum Changes in Indonesia." Basic and Applied Education Research Journal 1, no. 2 (December 31, 2020): 41–46. http://dx.doi.org/10.11594/baerj.01.02.01.
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Curriculum changes in Indonesia are made to adapt to the times. In the 21st century, the quality of learning must be related to students' analytical skills. This study aimed to analyze teacher responses to curriculum changes in Indonesia. The method used was a survey. Research subjects or respondents consisted of school principals, two students in each school, and teachers. Interviews were conducted with principals, vice-principals, teachers, and students, while the teacher also fills in a closed questionnaire prepared previously. The analysis used is descriptive, which is assisted by a percentage. The results show that the teacher's response does not match the characteristics of the new curriculum. The characteristics of the new curriculum consist of aspects of learning methods. In this aspect the majority of teachers use the lecture method, while the new curriculum recommends the discovery method. In the media aspect, the majority of teachers do not use learning media optimally. In learning outcomes, students' abilities can only be measured in aspects of remembering and understanding. The teacher cannot respond directly to curriculum changes. The teacher's methods and media must follow the new curriculum's character so that students' analytical skills in the curriculum can be measured optimally.
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Akkan, Yasar, Mesut Ozturk, Pinar Akkan, and Zafer Cakir. "Models and Mathematical Modelling: What Do Teachers and Preservice Teachers Know?" Journal of Curriculum and Teaching 7, no. 2 (August 6, 2018): 33. http://dx.doi.org/10.5430/jct.v7n2p33.
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The aim of the research is to examine the perspectives of teachers and preservice teachers in regard with models,mathematical models and mathematical modelling process in different variables terms and to compare them. In thisresearch that is having quantitative research design survey method, which is one of the descriptive research technic,survey method is used. Research is performed with 127 teacher and preservice teachers. It is benefitted from adifferent survey in the stage of data collection and open ended questions that is developed by the researcher. In theanalysis of the data, descriptive and inferential statistical methods and content analysis method were used. As a result,views of the teachers and preservice teachers regarding (mathematical) models and mathematical modelling showsdifferences according to some variables, however, it is not found out most significant differences in the views of theteachers and preservice teachers in regard with these subjects.
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Sporea, Dan, and Adelina Sporea. "Results of Romanian Teachers Survey on Assessment in Early Education." International Journal of Information and Education Technology 4, no. 6 (2014): 495–501. http://dx.doi.org/10.7763/ijiet.2014.v4.458.
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Marucci, Eleonora, Beau Oldenburg, and Davide Barrera. "Do teachers know their students? Examining teacher attunement in secondary schools." School Psychology International 39, no. 4 (August 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.
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Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.
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Frankenberg, Erica. "The Segregation of American Teachers." education policy analysis archives 17 (January 9, 2009): 1. http://dx.doi.org/10.14507/epaa.v17n1.2009.
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Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.
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Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
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Park, Crystal, Kristen Riley, Elena Besedin, and V. Michelle Stewart. "Discrepancies Between Perceptions of Real and Ideal Yoga Teachers and Their Relationship to Emotional Well-Being." International Journal of Yoga Therapy 23, no. 2 (January 1, 2013): 53–57. http://dx.doi.org/10.17761/ijyt.23.2.g550755p703j64m2.
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Objectives: Although more individuals are adopting yoga into their lives, little research has examined practitioners’ expectations and experiences of their yoga instructor's behavior. Discrepancies between real and ideal behaviors of yoga instructors may lead to unsatisfactory experiences and decrease the potential impact of yoga practice. This study investigated differences between yoga practitioners' real and ideal perceptions of their yoga teacher's behavior and the relationship between discrepant beliefs and students’ symptoms of depression, anxiety, and stress. Methods: The Perceptions of Yoga Teacher Questionnaire (PYTQ), a recently developed survey of student attitudes regarding yoga teachers’ behavior, was administered in a national online survey of yoga students and teachers. Greater discrepancy between real and idea yoga teacher behavior was anticipated to be positively associated with practitioners’ symptoms of depression, anxiety, and stress.
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.
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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.
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Roseth, Nicholas E. "A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana." Journal of Research in Music Education 68, no. 3 (September 1, 2020): 305–27. http://dx.doi.org/10.1177/0022429420944227.
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The purpose of this study was to survey secondary band and orchestra teachers ( N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.