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楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.
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Yeung, Chi-keung. "Factors affecting teacher's attitude and integration of ICT in education /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700708.
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SHIVERDECKER, TERESA A. "OHIO SCIENCE TEACHER'S PERCEPTIONS OF FACTORS RELATED TO IMPLEMENTING COMPUTERS FOR INSTRUCTIONAL USE." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029356497.
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西野, 泰代, та Yasuyo NISHINO. "教師の態度が青年期の内向性の問題行動と自己価値におよぼす影響". 名古屋大学大学院教育発達科学研究科, 2006. http://hdl.handle.net/2237/9464.
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Ketabdar, Zohreh. "A program for reducing teacher's resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80350.
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Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\'s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers
tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula.
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BAE, YOULMI. "Attitudes of Preschool Teachers in South Korea toward Inclusion: Using the Rasch Model to Construct a Teacher Attitude Measure." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341633294.
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Brown, Diane Peacock. "Occupational Therapy Academic Program Faculty Attitudes Toward Tenure as Measured by the Tenure Attitude Scale." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3265/.
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This study explored attitudes of occupational therapy faculty toward tenure and selected alternatives to tenure. A survey method was employed, and the Tenure Attitude Survey Instrument, (TASI), was created for use in the study. Additionally, a questionnaire sought information regarding respondents' rank, tenure and administrative status, institutional type, and years in academia. Participants were accredited occupational therapy professional program faculty who identified their primary work setting as "Academic" on the 2000-2001 American Occupational Therapy Association membership survey. Factor analysis of 577 surveys examined the structure of scores on the TASI, and the instrument consisted of 4 scales, and 18 items, as follows: Scale One: Attitude toward academic freedom and job security protection, 7 items; Scale Two: Attitude toward tenure in general, 6 items; Scale Three: Attitude toward stop-the-tenure clock provisions, 2 items; and Scale Four: Attitude toward post-tenure review, 3 items. Cronbach's alpha was conducted, as follows: TASI overall alpha = .7915; Scale 1 alpha = .7884; Scale 2 alpha = .8420; Scale 3 alpha = .7020; Scale 4 alpha = .4229. Proportional analysis showed that most respondents were full time faculty (88.1%); taught full time at public institutions (52.8%); were tenured or tenure-track (55.5%); had no administrative duties (70.5%); with a rank of instructor or lecturer (17.5%), or assistant professor (45.7%). Time in academia ranged from 1-40 years, with a mean of 11.27 years, median of 9.25 years, and mode of 4 years. Attitudes toward, and support for, the continuation of tenure and for selected proposed alternatives to tenure were analyzed according to the following: faculty rank, administrative status, and tenure status. Respondents held generally favorable attitudes toward tenure as measured by Scales 1 and 2 of the TASI, and the best predictors of faculty attitude toward tenure were tenure status and rank. Due to low reliability scores on Scales 3 and 4, no conclusions can be drawn regarding respondents' attitudes toward alternatives to tenure.
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Rodriguez, Caroline M. "Attitudes of teachers and teacher trainees towards faculty unionization /." View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.
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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.
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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.
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Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.
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The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of principal members). Survey data was collected using the LPI-Online. Principals responded to the 30 item LPI-Online Self. Teachers responded to the LPI-Online Observer. Principals distinguished teachers hired from teachers who were already at the institution when the principal was hired.A statistically significant difference (p < .05) was found between the perceptions of the hired and inherited groups on three of the five leadership practices: Challenging the process, enabling others to act and encouraging the heart. There was no statistically significant difference in principal and hired teachers' perceptions, or between principal and inherited teachers on subscales inspiring a shared vision and modeling the way.Based on the findings from this study, the researcher suggested there are important dynamics involved in the changing of team members, especially the principal during times of school change initiatives. Based on the findings from this study the researcher concluded principals and hired teachers tend to exhibit a more positive interpersonal relationship than the principal and inherited teachers.<br>Department of Educational Leadership
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Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.
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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.
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Raulston, Catherine Gurley. "Analyses of teachers' perceptions and attitudes of a teacher laptop initiative." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/72.
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Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.
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Abhilak, Vishnu. "The Indian teacher's perception of the Black teacher's occupational world." Thesis, University of Zululand, 1994. http://hdl.handle.net/10530/787.
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Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology, University of Zululand, 1994.<br>The aims of this study were threefold :
* Firstly, by means of a literature study, it examined the possible misconceptions that Indian teachers have of the black teachers' occupational world and the circumstances which have led to these misconceptions.
* Secondly, an empirical survey consisting of structural questionnaires were constructed in order to ascertain the Indian teachers' perception of the black teachers' occupational world.
* Thirdly, certain recommendations were made which could possibly eliminate the Indian teachers' misconceptions of the black teachers' occupational world.
Education in South Africa is marked by severely discriminatory inequalities of provision. These inequalities coincide with ethnically fragmented structures of control centred on "own affairs" departments of education answerable to the white, Indian and coloured chambers of the tricameral parliament, while black education falls under the Department of Education and Training. The Department of National Education plays an overall co¬ordinating role. In all, the South African education system comprises eighteen separate departments of education, linked through weak co-operative arrangements and separated by marked resource imbalances.
Indian teacher training in the RSA has reached such a significant stage in its administrative and curricular development that one is apt to overlook the vicissitudes through which it has passed. Inadequate communication, fostered by the policy of separate development (apartheid), has resulted in Indian teachers having little understanding of the black teachers' occupational world. In view of the limited and misleading information, perceptions of each other's professions are often misconstrued and consequently, a large degree of misunderstanding and mistrust exists between the two groups. Perception in this context is identified as the understanding or view that educators have of their occupational world as life-world.
The education system that has evolved in South Africa this century is one of extraordinary complexity. The objectives of the National Party were segregated, differentiated, and unequal education for different racial groups, and political control over all education in the interests of whites. In short, its policy was to divide and control. Black education has always served the needs of those who provided it. Since its inception, black education has never addressed the needs and aspirations of the blacks in South Africa. Decades of apartheid education and rising pupil numbers have resulted in gross inequalities and huge backlogs in provision, especially in black education. The conditions under which black teachers work are poor and demoralising. Quality in education is in the first place dependent upon the quality of the teacher, his qualifications, experience, competence in the classroom, professional confidence and commitment. In all these areas the black teacher is under siege and fighting for survival.
In order to establish the Indian teachers' perception of the black teachers' occupational world, teachers from Indian secondary schools were approached with the request to complete a questionnaire. Prior to the submission of the mailed questionnaire a simple random sample, within the target population, of teachers riving in and around Durban, were interviewed. On the basis of these informal unstructured interviews, the questionnaire was refined before submission to the effective population.
Statistical analyses were conducted to fulfil the aims of the investigation and to test the research hypotheses stated. On the basis of the aims of this study certain recommendations were also formulated :
* That the South African Teachers Council must be established.
* That educational institutions be established and/or expanded where black teachers can improve their qualifications through attendance and/or distance education.
That the training of adequately qualified teacher educators should become a top priority in black education systems.
That the sensitivities of each community be respected.
The present research is an exploratory study in determining the Indian teachers' perception of the black teachers' occupational world. It is the hope of the researcher that the present study will serve as a catalyst for further research.
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Östman, Kornefalk Ellen. "Läraren Vs. Tekniken : en undersökning om lärares förhållningssätt till tekniken i undervisningen." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5294.
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The use of technology in today's society is frequent and often necessary, but how, when and where are we supposed to learn how to use it? And if it is such a big and important part of our society, then why don’t teachers get more training in how to use the technology? The purpose of this paper is to examine whether teachers attitudes to technology affects their use of technology in their teaching. In school technology can be a complementary to other material, if teachers have the necessary skills to use technology in a pedagogical way. I have chosen to do a qualitative study in form of interviews and observations at a school outside of Stockholm. The results show that both school and teachers must want to work with technology if anyone will be getting something out of it. If schools invest a lot of money on technology that teachers can’t use, it is as bad as if the teachers would be in possession of all knowledge in the world but not be able to convey it. Schools must do more than just buy technology, they must give the classrooms enough computers so that several students can work at the same time, and they must have a functioning support and give the teachers necessary training in how to use it with their students. The teachers in this study said that there are several advantages and disadvantages of the use of technology in teaching. The advantages are that access to technology are fun for students and can often help them in different ways, the disadvantages are poor quality computers and the time it takes for the teachers to work with technology. During observations I could see that students who work together through technology enlisted help of each other, while students who work with books, completely forget the student who sits next to them and go directly to the teacher to get answers to their questions. Technology is here to stay and we must therefore adapt to it accordingly.
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Conroy, Barbara J. Case. "Teachers' moral reasoning and their attitudes and behaviors regarding discipline /." Access abstract and link to full text, 1986. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8703912.
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Groves, Katherine A. (Katherine Alice). "A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278702/.
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The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.
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Fritz, Linus, and Anna Fridström. "Lärarkulturer : 6 lärares attityder till och beskrivningar av interaktionen i arbetslag." Thesis, University of Kalmar, School of Human Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1113.
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<p><p>Denna studie syftar till att undersöka sex lärares attityder till och beskrivningar av arbete inom arbetslag. Den teoretiska utgångspunkten för detta är delvis Andy Hargreaves forskning om olika lärarkulturer, dels varierande litteratur som behandlar skolkulturer, skolkoder, lärares arbete, arbetslagsarbete och arbetslagsorganisation. I studiens syfte ingår också begagnandet av en enkätundersökning. Denna undersökning genomfördes bland undervisande lärare på en 7-9 skola i Sverige. Sex lärare deltog i enkätundersökningen och delgav oss där sina erfarenheter av och attityder till arbete inom arbetslag. Undersökningen pekade i viss grad på att lärarna tyckte sig vara del av en påtvingad kollegialitet. Detta är inte enbart negativt eftersom påtvingad kollegialitet kan ses som en övergång till lärarkulturen samarbete.</p></p>
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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.
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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.
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Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.
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The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Curriculum and Instruction EdD
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Ghoula, Alexandra. "A study of Greek teachers' perceptions of, and attitudes towards, teacher self-evaluation." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019820/.
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Whittemore, Jon Frederick. "Changes in Attitudes and Anxieties toward Teaching of Interns and Traditional Student Teachers." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278295/.
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The problem of this study was to determine the difference in attitude and anxieties toward the teaching profession of beginning teachers entering public education in Texas who have been through a semester-long intern program as opposed to those who have gone through a traditional eight-week student teaching program. Purposes of the study were to provide assessment data for planning and delivering preservice training experiences to prospective teachers, to compare similarities and differences in the attitudes of prospective teachers who have been through the intern program with those who have been in traditional student teaching, and to provide useful information to colleges and universities concerning the effectiveness of their teacher education programs. The targeted study groups were 22 fall semester interns and a comparison group of 27 fall semester traditional student teachers. All participants were seeking secondary certification. The study was conducted in the fall of 1994. The groups were matched according to gender, chronological age, race designation, grade-point-average, and level of family income. In summary, the findings of this study indicate that only two of the six research questions proved to be statistically significant. It is interesting to note, however, that individually a significant percentage of both of the groups showed a reduction in anxiety and a significant percentage of both groups showed a reduced positive attitude toward teaching as a profession. It is only for the student teachers, however, that the results were statistically significant for both tests.
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Smith, Janet Stuckey, and n/a. "Male primary teachers: the experience of crossing-over into pink-collar work." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20060427.111729.
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Over the past decade, the lament that 'we need more male primary school teachers' has
flourished in media and populist discourse, within education systems and in government
inquiries in both Australia and the rest of the Western world. Whilst this discourse commonly
assumes that more male primary teachers will benefit both boys in schools and society in
general, other important considerations are silenced and overlooked and attention is seldom
paid to the experience of male primary school teachers.
This study explores the experience of male primary school teachers and the prevailing societal
discourses about them. It focuses on their experience of crossing over into a career that is
commonly regarded by society as 'women's work', and charts the advantages and
disadvantages they face as a result of their maleness. The understandings that are found
within this study are informed by relevant literature and by data emanating from media
discourse analysis, statistical analysis and life history interviews.
As a result of examining the relevant literature and data, this study has found that the
experience of male primary teachers is likely to be complex, contradictory and problematic.
Whilst some of their experiences are similar to those of female primary teachers, this study
only focuses on the part of their experience that differs from female teachers and is the direct
result of their maleness. Their choice to cross-over into women's work such as primary
teaching appears to yield a unique and complex mixture of experiences that are poorly
understood by both themselves and others. In particular, it is apparent that they experience a
vexing combination of advantages and disadvantages as a result of being a male in women's
work. This study has identified eight categories of disadvantage and four categories of
advantage that the males experience. The various sources of literature and data have differing
constructions as to whether the males are advantaged and / or disadvantaged. Most
commonly, the sources privilege either the disadvantages or the advantages and silence the
other. More rarely, they acknowledge and accommodate both. On the whole, the
disadvantages are better articulated, understood and documented than the advantages, which
are often silenced and ignored.
In order to fully explore the experience of male primary teachers, this study has also sought to
identify the prevailing societal discourses and debates about them and to examine whether
they are affecting the experience of the males. Information about societal discourses was
found in the literature, media and life history interviews, with media discourse providing the
most significant and comprehensive data. After examining these prevailing discourses about
male primary teachers, this study has found that they have an enormous impact on the
experience of male primary school teachers. However, in contrast, the study has shown that
the experience of male primary school teachers is not contributing to, informing or shaping
either societal or media discourses. As a result, these discourses can be seen to be largely
inaccurate, unreflective and unproductive because they do not reflect the experience of male
primary teachers.
This examination into the experience of male primary teachers makes an important
contribution to knowledge because there are so few Australian studies of males who cross
over into women's work or on the sexual division of labour in contemporary Australian
society. Whilst the study produces many more questions than it supplies answers, it
nevertheless results in extremely important understandings about the experience of male
primary school teachers and crossing-over into non-traditional work. In particular, the study
reveals the problematic nature of their experience and the complex experiences, advantages
and disadvantages that they face as a result of their maleness. It also charts the unhelpful
ways that prevailing societal debates and discourses about them have been constructed. It
points to the need for new and more sophisticated societal debates and discourses about male
primary teachers that will accommodate the complexity of their experience. It is therefore
anticipated that these findings will make an important contribution to understandings about
the experience of male primary teachers and to the development of more informed societal
discourses about them. Most importantly, the study will provide a language and framework to
enable the issues that have been identified about the experience of male primary teachers to be
adequately addressed within education policy, teaching practice and teacher education
strategies.
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Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.
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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.
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Andersson, Emelie. "Teachers' Attitudes Affect Students : A Study of Swedish Primary School Teachers' Attitudes towards CLIL." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29832.
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Teachers play an important role in teaching English as a second language. Since many studies of students’ attitudes towards leaning English already exist this study aims to compensate the lack of studies examining teachers’ attitudes towards methods of teaching English as a foreign language. The main focus of the study is on Content and Language Integrated Learning (CLIL). The definition and effects of CLIL are presented and discussed as well as pedagogical implications about teaching English as a foreign language. Via an online survey questionnaire, this study examines the attitude towards CLIL of ninety-seven teachers in the Swedish primary school’s preschool class to grade three. Findings of this study implicate that teachers in general have a positive attitude towards a content integrated approach to teaching English as a foreign language. Finally, suggestions for future research are presented.
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de, Grandpré Sylvie, and University of Lethbridge Faculty of Education. "Purposeful educational relationships : grade 7 students' perceptions of authentic engagement." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010, 2010. http://hdl.handle.net/10133/2589.
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This study explores how developing purposeful relationships with students fosters
engagement. Grade seven students were surveyed, interviewed, and given the opportunity
to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI),
the students took a closer look at attitudes, teaching skills and the relationship with an
enjoyable teacher and added their own personal experiences to research-based examples
of factors contributing to engagement. The results confirm that developing purposeful
relationships contribute to raising student engagement and yield numerous examples of
what students value. These examples were compiled and highlight that there is an
undeniable human aspect to teaching. Building purposeful relationships does not solve all
school related issues but provides students with a more positive outlook on schooling.<br>xiv, 168 leaves : ill. (chiefly col.) ; 29 cm
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Irwin, Bartholomew. "Teacher Attitudes Toward Teacher Evaluation." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85527.
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Teacher evaluations have always been a part of school leaders' jobs (Horng, Klasik, and Loeb, 2010). Teacher evaluation is used as a factor in determining whether or not a teacher receives a continuing contract in Virginia, and it has also been a part of the process in determining if a teacher is labeled as highly effective. In some school divisions, the rating a teacher receives may be tied to their merit-based compensation. In 2012, the Virginia Department of Education released the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals, which provides school divisions a structure for their teacher evaluation instrument (Virginia Department of Education [VDOE], 2012). This document requires that Virginia school divisions include a quantifiable measure of student performance as a component of their teacher evaluation instrument. When teachers transfer from one school to another within the same school division many aspects of their job change. For example, the school leader who performs the teacher's evaluation changes and the student population changes as well. The presence of these variables may have an effect on a teacher's evaluation, but they are not controlled by the teacher being evaluated. The purpose of this basic qualitative study is to determine teachers' attitudes toward teacher evaluation when the teacher has transferred schools within the same school division. Eight teachers were interviewed regarding their attitude toward teacher evaluation. The data indicate that the change in evaluator when a teacher transfers work sites has a stronger impact than any other variable in the transfer process. The data also indicate that a change in the context for the teacher being evaluated does not affect their attitude towards evaluation.<br>Ed. D.
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Cheung, Chan Mei-ann Anna, and 陳美顔. "Evaluation of teacher competence as perceived by principals and teachers of Hong Kong special schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627590.
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Taylor, Tina. "Teachers attitudes' toward multicultural education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999taylort.pdf.
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Greene, Brenda Lyons. "Teachers' Attitudes toward Inclusive Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3445.
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Abstract
Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through a MANOVA and MANCOVA. The results indicated that teachers had positive attitudes toward inclusionary teaching practices; however, the teachers also conveyed negative attitudes toward the philosophical aspects of inclusionary teaching practices, and these attitudes differed significantly per level of education and teacher training. The results of this study were used to develop a teacher training curriculum to improve co-teaching strategies, classroom management tips, emergency procedures, and information about learning disabilities. This study will contribute toward positive social change as these attitudes impact the teaching practices and student learning.
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Yim, Sau-wan, and 嚴秀雲. "Perceptions of teacher mentors on mentoring pre-service kindergarten teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27673212.
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Lai, Wai-chi Regine, and 黎慧芝. "Perceptions of "a good teacher" by teachers and students in Hong Kong: their cultural implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961691.
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Dorwin, Nicole. "Teacher's opinions and attitudes toward block scheduling." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dorwinn.pdf.
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Almotairi, Mishal. "Investigating Kuwaiti teachers' and head teachers' attitudes towards inclusion." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4327/.
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The purpose of this study is to investigate the attitude of Kuwaiti primary teachers and head teachers toward including pupils with disabilities in mainstream schools and classrooms in the State of Kuwait. The two-part study utilises a ‘two methods approach’ to reveal the attitudes of teachers and head teachers in primary mainstream and special schools toward pupils with disabilities and including them in mainstream classrooms. The first study was a questionnaire-based survey of 560 teachers and head teachers currently working in the 209 mainstream and special primary schools in Kuwait. The questionnaire used was the Mainstream Attitude Survey (MAS) developed by Alghazo (2000). Results showed a mixed attitude towards inclusion of pupils with disabilities, and that, overall, teachers were quite negative about the concept. Teachers from mainstream schools were more supportive of inclusion than special school teachers and, male teachers were more supportive than female teachers. The second study involved interviews with 30 teachers, head teachers and 4 decision makers. These revealed nuances of opinion with respondents from both school types supporting inclusion from two main positions. The first emphasised that inclusion was an ethically sound movement; the second emphasised inclusion would be socially beneficial to society and the development of all pupils. Of those who were negative towards inclusion, criticisms were mostly based on the idea that while there were likely to be social benefits of inclusion, these benefits were not significant enough to justify placing the academic achievement of mainstream pupils at risk.
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Alsaleh, Adel Ahmed A. "Attitudes of teachers at the Institute of Public Administration in Saudi Arabia toward teacher evaluation /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488190595941208.
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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
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In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.
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Fok, Oi-yiu Eleanor, and 霍藹姚. "Beginning teachers' opinions of induction practices in Hong Kong aidedschools: implications for schoolmanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955654.
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Rong, Xiaoyan, and 戎晓燕. "Teacher identity reconstruction in response to China's curriculum reform : a case study of six English language teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206483.
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Educational reforms have been widely discussed across the world in the 21st century, and recent research suggests that teachers are the mediating agents in implementing educational reforms, particularly curriculum reforms. The eighth curriculum reform in China, which requires a paradigm shift from the teacher-dominated, knowledge-based transmission mode of teaching to the student-centered, experience-based inquiry mode of teaching, has greatly challenged teachers. Notwithstanding the great importance of teachers’ responses to China’s new curriculum reform, there is a little qualitative research that examines teachers’ responses to the new curriculum reform.
The present study sets out to examine teachers’ responses to the new curriculum within the particular social, cultural and institutional context, and to explore the factors that might influence teachers’ responses through a qualitative multiple case study. Three dyads of mentor-mentee senior secondary English teachers in three schools at different levels in Beijing, China were selected as the main research participants. Data were collected over a period of time in each school through interviews, observations and analysis of documents such as teaching logs and students’ homework. Data were analyzed following a grounded approach in an iterative process to provide insights into the process of teachers’ implementation of the new curriculum and to ascertain the mediating factors impacting teachers’ responses.
Findings from case studies reveal that secondary English teachers in China responded to the new curriculum reform at both cognitive and behavioral levels. These responses altogether triggered changes in teachers’ professional world, which constituted teachers’ professional growth. Grounded in Wenger’s theory of identity formation, this study suggests that the changes in teachers’ professional world mediated teachers’ professional identity reconstruction through the participative and reificative dual process of identification and negotiation of meanings, in which teachers’ competences, trajectories, and participation in the new curriculum implementation were negotiated. During this process, secondary English teachers reappropriated the meaning of secondary EFL teaching in China as a student-centered, individually selective, pedagogically integrating communicative and traditional methods, Chinese context-adapted, but still exam-oriented teaching process in relation to the curriculum reform, and also reclaimed that secondary EFL teachers need to be equipped with updated knowledge pool, be aware of individual needs, make compromises to seek a balance between the prescribed curriculum and teaching reality, and allow an interactive teacher-student relationship in response to the curriculum reform. Findings suggest that the process of teacher identity reconstruction was mediated through three-level factors, socially and culturally: national policies, institutional powers, and teachers’ personal factors.
This study contributes to an understanding of teachers’ cognitive and behavioral actions and the interplay between the two in response to a paradigm-shift curriculum reform from a sociocultural perspective. It provides a theoretical lens, namely teacher identity formation to interpret teachers’ responses to the curriculum reform. Situated in a Chinese context where Confucius largely impacted the culture of teaching and learning, this study provides a fresh perspective on Chinese culture of teaching and learning, and raises positive voices from frontline teachers, suggesting that teachers’ responses to the curriculum are not simply mass resistant, but rather complex and dynamic.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Ayuwathana, Wanida. "The Differences in Perceived Needs Between Practicing Teachers and College Instructors Concerning Inservice Education Programs in Teachers Colleges in Thailand." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331348/.
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The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.
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Rosen, Perri I. "Teachers' Perceptions of Factors Used in Placement Decisions." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/292096.
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School Psychology<br>Ph.D.<br>Children with autism spectrum disorders (ASD) are spending greater amounts of time in inclusive classroom settings. The perceptions of teachers regarding the educational placement of children with ASD are a critical topic of study, since teachers are primarily responsible for the implementation of inclusion (Soodak, Podell, & Lehman, 1998). While there is a substantial research base that has examined the attitudes of teachers about inclusion, less research has focused on ASD that compared the attitudes of general and special education teachers. As reported in the literature, there are multiple barriers that prevent successful inclusion, particularly in high-poverty, urban districts. Since teachers are key stakeholders in decision-making processes for students' educational placement, their attitudes are important to assess as they may act as either barriers or facilitators of inclusion. These high-stakes decisions inevitably alter students' trajectories in terms of developmental outcomes, and therefore warrant further examination. Identifying teachers' specific resource needs is also crucial in determining how to make inclusion more successful for this population of students. Two similar surveys were developed and administered to 27 Autism Support (AS) and 28 general education (GE) teachers who presently had students with ASD in their classrooms. The surveys included quantitative items presented through a Likert-type scale, as well as open-ended items. They were designed to gather information on teacher demographics, students' current and recommended placement, teachers' perceptions of child and context-related variables found in the literature to impact inclusion, and resource needs. Overall, both AS and GE teachers felt their current students' placement was appropriate, though AS teachers' ratings of appropriateness were significantly lower. AS teachers reported they were likely to recommend more time in the general education setting for a majority (70%) of their students with ASD. While GE teachers believed a majority of their students (86%) should be included for most or all of the school day, they recommended less time in general education for 27% of students. GE teachers also expressed more concerns about the functioning of their students with ASD than they did about their own ability to teach those students or aspects related to the classroom context. AS teachers, on the other hand, felt less confident in the supportiveness and prior experience of the general education teachers at their school, whereas they felt their students were prepared to meet general education classroom demands. For both groups of teachers, their beliefs about child-related factors were associated with their recommendations for more time in an inclusive classroom. Identified barriers at the classroom and school-wide levels differed significantly for AS and GE teachers, with AS teachers focused more on skill development among general educators, and GE teachers indicating a greater need for external supports (e.g., classroom assistants, paraprofessionals). AS teachers also indicated a need for a more inclusive climate and greater acceptance than did GE teachers. Findings provide insight into the unique perspectives of AS and GE teachers, in terms of their perceptions of inclusion and their identified resource needs. Results indicate that the survey measures had good internal consistency α = 0.86) and a factor structure that clustered roughly as intended, despite the small sample size. Thus, this measure may be a valuable tool for use in future research on this topic.<br>Temple University--Theses
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Madzo, Daniela. "Teachers’ Attitudes Towards Teaching English Pronunciation." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-51748.
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This paper examines three English teachers’ attitudes towards teaching pronunciation. The teachers involved are teachers at upper-secondary level in Sweden. The study is based on a qualitative method, since the research involves collecting data to understand opinions and experiences. The data in this study are collected through semi-structured interviews to analyze teachers’ attitudes. All of the three teachers agreed on their students having good pronunciation and mentioned different sounds as pronunciation difficulties that are problematic for their students. Furthermore, the three teachers expressed that they avoid correcting their students most of the time, however, when the teachers correct their students, they usually use a corrective method that can be interpreted as implicit feedback. Earlier research has shown that explicit feedback is the most effective method to use in a teaching environment to make it possible for students to improve their pronunciation.
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Gyimah, Emmanuel Kofi. "Teachers' attitudes to inclusion in Ghana." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/222/.
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The purpose of this study was to survey the attitudes of teachers in Ghana towards children with special educational needs (SEN) and disabilities in relation to the UNESCO (1994) Salamanca Statement on inclusion. Using random sampling techniques, five. hundred and forty trained and un~rained mainstream Primary School teachers were selected from three of the ten regions of Ghana to respond to questionnaire items composed of educational placement options and bi-polar emotional reactions. Sixteen. of the participants were interviewed using a semi-structured interview guide consisfing of scenarios on the assessment results ofchildren with SEN and disabilities. The results, including chi-square analysis, showed that teachers in Ghana were generally positive towards the inclusion of children with SEN and disabilities. Their greatest 'concern, however, was with children with sensory disabilities (that is the deaf and blind) and severe to profound intellectual difficulties. In some of the SEN categories, statistically significant diffe~ences were found between teachers in terms of gender, level of teaching experience, knowledge ofhow to teach children with SEN and disabilities and the location of school in terms region or level of urbanisation. However, no differences were found between teachers in attitudes to inclusion in terms of age, qualification or length of teaching experience. Further, the results showed that irrespective of a teacher's gender, level of experience and/or knowleage of SEN and disabilities, teachers generally experienced anxiety, dissatisfaction and worry in teaching children with SEN and disabilities. On the basis of the fmdings, conclusions were drawn that global agendas are subject to national and local interpretation. It therefore sounds logical' for research and . policies to be context specific. This way, attitudes could be better understood and policies and regulations on SEN fashioned to meet local situations and standards.
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Diem, Chuzaimah Dahlan. "The relationships among teacher self-concept, multicultural education, and effectiveness in teaching reading as perceived by American and Indonesian teachers." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558377.
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The main purpose of the study was to investigate relationships between teacher Self-Concept and Self Effectiveness and to test whether Multicultural Education variables add significantly to a prediction model for teacher effectiveness.A factor analysis for a pilot study indicated four factors for Self-Effectiveness and seven for Multicultural Education. Samples of 146 American and 195 Indonesian teachers of reading responded to three instruments. The data were analyzed using multiple regression analysis, and eight null hypotheses were tested by applying associated F-statistics using an alpha level of .05.Findings1. Self-Concept was significantly related to all four factors of Self-Effectiveness for both samples.2. Subsets of the seven factors of Multicultural Education were found to significantly increase the explained variation for three factors of Self-Effectiveness for both samples.The combination of Self-Concept and Multicultural Education: Expectations and Responses increased the variation for three factors for Self-Effectiveness: Teacher as Person, Teacher-Learner Relationship, and Instructional Methods/Materials for the American sample. For the Indonesian sample, the addition of two factors for Multicultural Education: Awareness and Curriculum Instruction to Self-Concept increased the variation for two factors for Self-Effectiveness: Teacher as Person and Teacher-Learner Relationship. In the same sample, the combination of Self Concept and Multicultural Education: Awareness alone increased the variation for Self-Effectiveness: Teacher as a Classroom Manager. Because differences existed between the two samples with regard to variables that added significantly to the prediction model, possible explanations are provided.Conclusions and RecommendationsTeacher effectiveness can be partially explained by either Self-Concept alone or the combination of Self Concept and Multicultural Education dimensions. Findings suggest that attempts within teacher education programs for both countries should be made toimprove the teacher Self-Concept and to develop a better understanding of Multicultural Education.<br>Department of Elementary Education
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Wanzung, Karen Lynn. "An investigation of the effects of teachers' sense of efficacy on teacher motivation for predicting student participation: Do teacher behaviors mediate this relationship?" CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1834.
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This study tested the hypothesis that the combination of teachers' sense of efficacy, and teacher motivation predicts student participatory behavior, and that teacher behaviors mediate this relationship. This study consists of two parts: surveying community college instructors and observing instructors' lectures and student participation.
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Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.
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Gargaro, Danielle. "Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009gargarod.pdf.
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Schlauch, Diane L. "A cross-sectional study of preservice and beginning teachers' attitudes and feelings of preparedness to work with students with disabilities." [Johnson City, Tenn. : East Tennessee State University], 2003. https://dc.etsu.edu/etd/753.
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Thesis (Ed. D.)--East Tennessee State University, 2003.<br>Title from electronic submission form. ETSU ETD database URN: etd-0326103-213146. Includes bibliographical references. Also available via Internet at the UMI web site.