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Journal articles on the topic 'Survey of teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (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

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2

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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3

Sextou, Persephone. "Drama Teacher Training in Greece: A survey of attitudes of teachers towards drama teachers." Journal of Education for Teaching 28, no. 2 (2002): 123–33. http://dx.doi.org/10.1080/0260747021000005565.

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Nur’ainah, Nur’ainah, Muazza Muazza, and K. A. Rahman. "Persepsi Guru tentang Implementasi Asesmen Nasional sebagai Alat Evaluasi Sistem Pendidikan di MIN Batanghari." MANAZHIM 4, no. 2 (2022): 411–26. http://dx.doi.org/10.36088/manazhim.v4i2.1860.

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This study discusses teachers' perceptions of the implementation of the national assessment as an evaluation tool for the education system at MIN 1 Batanghari. This study aims to: analyze teacher perceptions of the implementation of the National Assessment at MIN 1 Batanghari, identify the obstacles faced by teachers in implementing the minimum competency assessment, character survey, and survey of the learning environment, identify the efforts made by teachers in the context of implementing the minimum competency assessment, character survey, and surveys of the learning environment. This type

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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 (2010): 401–19. http://dx.doi.org/10.15700/saje.v30n3a362.

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6

Hull, Michael M., and Haruko Uematsu. "survey to measure perceived agency of teachers." International Journal of Physics and Chemistry Education 12, no. 3 (2020): 49–59. http://dx.doi.org/10.51724/ijpce.v12i3.82.

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Dissemination of reformed curriculum requires teachers to feel that they have the freedom to actually implement the curriculum. Whereas greater learning gains are found with active learning, this generally requires more time than rote lecturing. National standards which call for wide content coverage make such approaches prohibitive. This and other pressures may lead teachers to feel that they have little control over what and how they teach. Here, we assess a survey we designed to measure a “teacher's perceived agency“, which we define as “a feeling of being in control over what is taught and

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Pala, Ismail, and G. K. Vankar. "Epilepsy and teachers: A survey." Indian Journal of Pediatrics 64, no. 2 (1997): 211–14. http://dx.doi.org/10.1007/bf02752448.

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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 (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. T

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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (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 a

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Prof., Rosamma Philip. "ADEQUACY OF TEACHER EDUCATION PROGRAMME IN ENHANCING TRANSVERSAL COMPETENCIES AMONG PROSPECTIVE TEACHERS." Scholarly Research Journal for Interdisciplinary Studies 10, no. 76 (2023): 18470–79. https://doi.org/10.5281/zenodo.7944989.

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<em>Competencies have vital role in 21<sup>st</sup> century for successful personal and professional life.</em><em> Certain good practices and educational experience of teachers serve as a basis for the design of procedures for the development of competencies in students. Teachers are the role models for the emerging student community. Transversal competencies are considered necessary for teachers to function within today’s complex and increasingly interconnected world. Present study is an attempt to evolve a teacher transversal competency grid which could be used in benchmarking teacher

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Cape, Robert W. "Teachers at the Helm or Teachers Adrift? Results of the APA Survey on T.A. Teacher Training." Transactions of the American Philological Association 132, no. 1 (2002): 179–82. http://dx.doi.org/10.1353/apa.2002.0002.

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Wylie, E. Caroline, and Richard J. Tannenbaum. "KNOWLEDGE AND SKILL INDICATORS IMPORTANT FOR BEGINNING TEACHERS: A SURVEY OF PENNSYLVANIA TEACHERS AND TEACHER EDUCATORS." ETS Research Report Series 2003, no. 1 (2003): i—51. http://dx.doi.org/10.1002/j.2333-8504.2003.tb01897.x.

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13

Li, Baoping, Jieya Huang, Qiaochu Yang, and Yuhan Feng. "Survey of Teachers’ Perception of Future School Learning Space." Journal of Education and Development 8, no. 2 (2024): 19. http://dx.doi.org/10.20849/jed.v8i2.1411.

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The cultivation of students’ core competencies is a worldwide issue. Transforming the learning environment to promote innovative pedagogy has become a trend. As a critical role in students’ cultivation, teachers’ perception of learning space has the direct effect on learning outcomes. This study aims to investigate the teachers’ perception of the new learning space. A teacher’s perception of future school learning space scale is developed to collect the data, which includes 8 subscales and 35 items, 355 teachers participated in the study. Result of Descriptive statistics and Independent-sample

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Hanafy, Ali Abdelnabbi Mohamed, and Hala Ahmed Suleiman Hassanein. "Implementing SexEd programs for persons with disabilities: A Survey of Teachers' Views." Revista Amazonia Investiga 11, no. 50 (2022): 299–304. http://dx.doi.org/10.34069/ai/2022.50.02.28.

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The aim was to investigate teachers' views regarding implementing SexEd programs for persons with IDs. Teachers' views regarding implementing SexEd programs for persons with IDs was studied. Teachers must be teaching in special education, both sexes (males and females). Participants were 180 teachers (females, n= 30, 16.6%, and males 150, 83.4%). No differences were found between the two sexes in their responses towards implementing SexEd programs for persons with IDs. Teacher's age had significant effect on respondents' responses towards implementing SexEd programs for persons with IDs. Old t

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Szabó L., Dávid. "Hungarian Teachers’ Opinions on Ideal Teacher Interaction." European Journal of Contemporary Education and E-Learning 3, no. 1 (2025): 14–31. https://doi.org/10.59324/ejceel.2025.3(1).02.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 237 teachers. In our survey, we searched for the answer to the question of what opinions teachers held about the ideal interpersonal behaviour. According to the teachers, the main characteristics of the ideal interpersonal behaviour are directive, decisive, helpful, and understanding; it is less characterised by doubt and dissatisfied. Opinions differ on strictness and l

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Akman, Ozkan, and Cemal Guven. "TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates." International Journal of Research in Education and Science 1, no. 1 (2014): 1. http://dx.doi.org/10.21890/ijres.97007.

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Ji, Zhaolin. "Teacher Conduct: A Survey on Professional Ethics among Chinese Kindergarten Teachers." International Journal of Learning, Teaching and Educational Research 16, no. 9 (2017): 88–113. http://dx.doi.org/10.26803/ijlter.16.9.8.

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18

Moser, Kelly M., Paul A. García, Patricia Davis‐Wiley, and Todd A. Hernández. "A survey of world language cooperating teachers: Implications for teacher development." Foreign Language Annals 52, no. 4 (2019): 873–90. http://dx.doi.org/10.1111/flan.12427.

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Taylor, Marilyn Jean, and Andrea Bartlett. "Secondary Student Teachers’ Perceptions of the Teacher Work Sample: A Survey." International Journal of Learning: Annual Review 15, no. 8 (2008): 213–22. http://dx.doi.org/10.18848/1447-9494/cgp/v15i08/45899.

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20

Tanaka, Masato, Takamichi Uesugi, and Yutaka Shiraishi. "Teacher training in the research university: A survey of teachers' opinions." Peabody Journal of Education 68, no. 3 (1993): 58–66. http://dx.doi.org/10.1080/01619569309538731.

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Szabó, L. Dávid. "Hungarian Teachers' Opinions on Ideal Teacher Interaction." European Journal of Contemporary Education and E-Learning 3, no. 1 (2025): 14–31. https://doi.org/10.59324/ejceel.2025.3(1).02.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 237 teachers. In our survey, we searched for the answer to the question of what opinions teachers held about the ideal interpersonal behaviour. According to the teachers, the main characteristics of the ideal interpersonal behaviour are directive, decisive, helpful, and understanding; it is less characterised by doubt and dissatisfied. Opinions differ on strictness

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Oh, Anna. "Early Childhood Teachers’ Perceptions and Demands about Teacher Personality Education." Korean Society of Culture and Convergence 44, no. 8 (2022): 485–500. http://dx.doi.org/10.33645/cnc.2022.8.44.8.485.

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The purpose of this study is to clarify early childhood teachers’ perceptions and demands of teacher personality education. A survey of 224 childhood teachers was conducted, and in-depth interviews were conducted with five other teachers. The collected data were frequency analysis and qualitative analysis. As a result of the survey on the status of personality education, the most common response was that both one’s personality level and teacher education opportunities were ‘normal’. The results of each question showed the most responses to ‘participate for self-regulation and positive self-ach

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Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-w

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24

Redding, Christopher, and Thomas M. Smith. "Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–32. http://dx.doi.org/10.1177/016146811912101107.

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Background Alternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students. Purpose Our goal is to better understand the early career professional learning opportunities of AC teachers. We consider the ways in which in-servi

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Lavidas, Konstantinos, Antonia Petropoulou, Stamatios Papadakis, et al. "Factors Affecting Response Rates of The Web Survey with Teachers." Computers 11, no. 9 (2022): 127. http://dx.doi.org/10.3390/computers11090127.

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Although web survey has been a popular method of data collection in the academic community, it presents meagre response rates, which primarily affect the validity of the results as well as the reliability of the outcomes. Surveys worldwide that study the response rate only of teachers have not been found in the relevant literature. In this survey, with a sample of 263 Greek teachers, we investigate possible factors that explain teachers’ intention to participate in web surveys that are conducted by online questionnaires indicating, therefore, the factors that probably influence the response ra

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Maru, Mister Gidion, Chris Ceasar Pikirang, and Ceisy N. Wuntu. "Teachers’ perspectives towards learning autonomy: a survey on English teachers." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 15, no. 2 (2021): 90. http://dx.doi.org/10.30595/lks.v15i2.10982.

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This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current era. As a mixed research method then analyzing the collected data, it exposed that teachers’ perceptions on learning autonomy is low due to many of whom believed that their learners are still reluctant to take control of their study. It further indicated that, during thisCovid-19 pandemic, a learning autonomy may not be applicable in all context particularly within which school’s facility such as computer library and book library are limited or even not provided.

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Prihatni, Rida, Ati Sumiati, Diah Armeliza, Hera Khairunnisa, and Hafifah Nasution. "SURVEY RESEARCH TRAINING FOR VOCATIONAL SCHOOL TEACHERS IN JAKARTA." International Journal of Engagement and Empowerment (IJE2) 4, no. 1 (2024): 1–7. https://doi.org/10.53067/ije2.v4i1.121.

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This activity is one of the efforts to encourage and empower educators to be more professional and competent. It is intended to make efforts to improve teacher competence in terms of educational and academic professionals and to be able to improve quality continuously. The target audience is teachers of SMKN 10 and SMKN 50. This training provides understanding and knowledge for teachers of SMKN 10 and SMKN 50 in East Jakarta when conducting survey research and writing scientific papers. The results of the training activities went well and smoothly. The teacher's positive appreciation is eviden

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Utami, I. G. A. Lokita Purnamika. "English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 1 (2019): 89. http://dx.doi.org/10.24167/celt.v19i1.768.

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This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group discussion (FGD). The survey was mainly about English teacher’s PIL preferences, and the aspects which influence their participation. The survey revealed some PIL preferences, namely: web-browsing, reading books, colleagues sharing, reflection from experience and doing research. Following the survey analysis, 2 times of 90 minutes FGD were conducted b

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Asma, Khizar Khizar. "Reflection of Teacher Educator's Professionalism on Prospective Teachers." Global Social Sciences Review 4, no. 2 (2019): 298–306. https://doi.org/10.5281/zenodo.4383431.

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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 attitu

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Sapir, Shimon, Anat Keidar, and Barbara Mathers—schmidt. "Vocal attrition in teachers: survey findings." International Journal of Language & Communication Disorders 28, no. 2 (1993): 177–85. http://dx.doi.org/10.3109/13682829309041465.

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Hibbert, Christopher. "A‐level law: The teachers' survey." Law Teacher 27, no. 2 (1993): 128–38. http://dx.doi.org/10.1080/03069400.1993.9992861.

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Zamkowska, Anna, and Piotr Nogaj. "Cooperation of Special Education Teachers with the General Teacher in Primary Schools: A Survey of Polish Teachers." Edukacyjna Analiza Transakcyjna 13 (2024): 397–417. https://doi.org/10.16926/eat.2024.13.24.

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The cooperation of the support teacher with the general teacher in an inclusive class is one of the determinants of successful inclusive education. The aim of the research is to analyze the scope and frequency of their cooperation in diagnostic, planning, organizational and educational tasks, as well as their satisfaction with this cooperation and the challenges experienced. The correlation of these variables with teachers’ qualifications, professional rank, availability of professional development, and participation in training were analyzed as well. A sample of 200 Polish primary school supp

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Utemov, Vyacheslav. "Professional Training and Professional Deficits of Teachers: a comparative study." ARPHA Proceedings 5 (February 10, 2022): 1763–76. https://doi.org/10.3897/ap.5.e1763.

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of th

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ÖZKAN, Umut Birkan, and Ertan AKGENÇ. "Teachers' Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects." FIRE: Forum for International Research in Education 7, no. 3 (2022): 1–23. http://dx.doi.org/10.32865/fire202273271.

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Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TALIS-2018 evaluation were analyzed with Multilevel Structural Equation Modeling. 196 principals and 3952 teachers from Turkey who participated in TALIS-2018 survey constitute the sample of the research. According to the results of the study, teachers'

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Ibrohim, Ahmad Kamal Sudrajat, and Muhammad Saefi. "Assessing Indonesian teacher's perspective on the ımplementation of distance learning due to COVID-19 based on online survey." Journal of Turkish Science Education 18, Covid-19 Special Issue (2021): 46–59. http://dx.doi.org/10.36681/tused.2021.71.

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On account of preventing transmission of COVID-19 measures, schools worldwide are a closure. This study aimed to assess the teacher's readiness and hardship on the implementation of distance learning due to COVID-19, using a questionnaire survey. The data were collected during school closure through an online survey. The participants of this research were 355 teachers. The results showed that the teacher's main difficulty was the inability to communicate intensively withstudents, and student participation in every learning session was difficult to monitor and control. Teachers also discussed t

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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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Hartono, Rudi, Bambang Purwanto, and Seful Bahri. "One Book One Teacher Program for Upgrading Teachers’ Writing Competence (A Descriptive Survey)." Language Circle: Journal of Language and Literature 14, no. 1 (2019): 59–66. http://dx.doi.org/10.15294/lc.v14i1.21473.

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Writing competence is one of significant and basic demands for teachers in delivering their profession as educators. Many teachers feel that writing a book is a pride but it is too difficult for them to do. Many factors influence them not to start to write, such as inner motivation, institution supports, ideas, materials, and opportunities. For examples, many of them are lack of motivation to be confident course book writers, their institutions do not support their efforts and facilitate them well, they have no idea what they are going to write, they are not accustomed to provide their own les

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Sojanah, Janah, Suwatno Suwatno, Kodri Kodri, and Amir Machmud. "FACTORS AFFECTING TEACHERS’ TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (A SURVEY ON ECONOMICS TEACHER KNOWLEDGE)." Jurnal Cakrawala Pendidikan 40, no. 1 (2021): 1–16. http://dx.doi.org/10.21831/cp.v40i1.31035.

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This study was conducted due to the lack of teachers’ Technological Pedagogical and Content Knowledge (TPACK). It examined the effects of teaching experience, training, facilities and infrastructure, self-efficacy, as well as motivation on teachers’ TPACK. The descriptive and explanatory methods with quantitative approaches were employed. The population of this study included 472 economics teachers in the Greater Bandung area, while the respondents were 217 economics teachers selected using the proportional probability sampling technique. The instrument used to collect the data was tried out t

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Kvenvold, Jane C. "Incompetence and Tenured Teachers: a Survey of Teacher Evaluation and Follow-Up." NASSP Bulletin 73, no. 516 (1989): 99–102. http://dx.doi.org/10.1177/019263658907351618.

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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 (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

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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 (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

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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, et al. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (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 certif

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Serry, Tanya, Christine Imms, Elspeth Froude, Beverly Joffe, Chyrisse Heine, and Celeste Merrigan. "Preparatory teachers’ perceptions of school readiness: a survey of Victorian teachers." Australian Educational Researcher 41, no. 1 (2013): 109–24. http://dx.doi.org/10.1007/s13384-013-0126-8.

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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (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

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Hasan, Amiruddin, Nurhasanah, Asmaul Husna, A. Razak, and Martahadi Mardhani. "Teachers' Performance in Indonesian Secondary Schools: Does Motivation Matter?" Jurnal EMT KITA 6, no. 2 (2022): 308–15. http://dx.doi.org/10.35870/emt.v6i2.652.

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A teacher's professional is greatly influenced by internal and external factors. Internal factors are influenced by the motivation that comes from within the teacher's own soul. This study aims to investigate the effect of teacher motivation on the teacher’s performance, especially public senior secondary schools (Sekolah Menengah Atas Negeri, or SMA Negeri) in Banda Aceh, Indonesia. This survey was conducted using a quantitative approach with a sample of 254 teachers. Questionnaires were used to collect data, and the data analysis technique employed was Structural Equation Modelling (SEM). Th

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Fechner, Rebecca, Melanie Noel, Arianne Verhagen, Erin Turbitt, and Joshua W. Pate. "Do Teachers Question the Reality of Pain in Their Students? A Survey Using the Concept of Pain Inventory-Proxy (COPI-Proxy)." Children 10, no. 2 (2023): 370. http://dx.doi.org/10.3390/children10020370.

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An assessment of a teacher’s concept of their student’s pain could be useful to guide preventative and targeted school-based pain science education. We aimed to assess a teacher’s own concept of pain against their concept of their student’s pain and examine the psychometric properties of the tool. Teachers of 10–12-year-old children were invited to participate in an online survey via social media. We modified the Concept of Pain Inventory (COPI) by inserting a vignette (COPI-Proxy), and we included questions to explore teacher stigma. Overall, a sample of 233 teachers participated in the surve

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Columna, Luis, John T. Foley, and Rebecca K. Lytle. "Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism." Journal of Teaching in Physical Education 29, no. 3 (2010): 295–311. http://dx.doi.org/10.1123/jtpe.29.3.295.

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The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However,

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Khadka, Jiban. "Teachers' Questioning: A Survey of Nepali Schools." International Journal of Social Sciences and Management 8, no. 1 (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

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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 &amp; 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 Russ

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Johari, Nor Syahrul Bariyah, Norazlinda Saad, and Marini Kasim. "Teacher collaboration: Significant influence on self-efficacy of secondary school teachers." International Journal of Evaluation and Research in Education (IJERE) 11, no. 4 (2022): 1873. http://dx.doi.org/10.11591/ijere.v11i4.22921.

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<span lang="EN-US">Teacher collaboration is an aspect that needs to be given due attention in the educational institutions in order to sustain the improvement of teachers’ learning. This study was conducted to examine the influence of secondary school teacher’s collaboration on their self-efficacy. Research design was based on quantitative approach by cross-sectional survey. Data collection via questionnaires was performed to obtain demographic information of respondents, as well as data on teacher collaboration and self-efficacy. <br /> A number of 410 secondary school teachers in

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