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1
Ding, Peng. "The nature and impact of teacher enthusiasm in second language acquisition." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.495058.
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'Enthusiasm' is claimed to be one of the most important ingredients of effective teaching. It is assumed in the studies that enthusiasm is a well-defined behavioural state which can be recognized and reproduced. However, at closer inspection the term becomes elusive and several ions arise: Is enthusiasm a universally valid category or does it bear cultural and individual differentiation? And does it always lead to good teaching? If not, which aspects are central? This study was designed using a hybrid qualitative method which consisted of a mixture of three different methods: multiple-case studies, in-depth interviews and classroom observations.
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Keller, Melanie [Verfasser], Hans E. [Akademischer Betreuer] Fischer, and Knut [Akademischer Betreuer] Neumann. "Teacher Enthusiasm in Physics Instruction / Melanie Keller. Gutachter: Hans E. Fischer ; Knut Neumann." Duisburg, 2011. http://d-nb.info/101542791X/34.
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Wood, Andrea M. "The effects of teacher enthusiasm on student motivation, selective attention, and text memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq31111.pdf.
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Turner, Sarah. "An investigation of teacher well-being as a key component of creativity in science classroom contexts in England." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/21744.
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This thesis considers pupils attitudes, teachers (and pupils ) creativity and teacher well-being. These three terms represent factors that are closely linked and have a synergistic relationship in determining learning outcomes. Research concerning these factors, and in particular the findings of action research concerning teachers well-being, are presented through eleven publications. This thesis, when viewed as a single piece of work, provides an insight into teachers everyday experiences, professional lives and their responsibilities. It utilises several research methods including questionnaires (approx. 200 teachers; 150 pupils), interviews (approx. 50 trainee teachers), and diaries (N = 2). The key findings suggest that more clarity is required concerning the meaning of creativity for all primary and secondary teachers and how it should be embedded in teachers practice. A safe classroom, one where a child can make mistakes, take risks and share their thoughts and feelings, is necessary for this to occur; teachers understanding of this concept is considerable and broadly based; however, results suggest that teachers approach this in different ways. Trainee teachers well-being is affected by their school placements and therefore time for them to learn and share with their peers was found to be both necessary and important. It was also found that the trainee teachers benefited from being taught about time-management as this skill was beneficial for their role. An intervention of a 90 minute lecture addressing stress, time-management, psychology models such as Maslow s hierarchy of needs and Rogers core conditions, was researched and proven helpful for trainee teachers (primary and secondary science). However, more discussion of the topics and models was required and therefore three workshops per academic year were trialled with the aim of creating a community of practice to normalise experiences. Questionnaire and interview data were highly positive about this intervention and evaluation of the content showed it was beneficial during school placements. The conclusion of this work is that creative pedagogy and a teacher s well-being are related: if we want our teachers to be creative practitioners in the classroom, we need to ensure that they are well in themselves. Although this conclusion is from a small case study, it could be generalizable to other teacher training courses and a crucial area for those working in teacher education to consider. Supporting and training trainee teachers in how to manage their professional lives so they are equipped personally and emotionally is reported in the findings as necessary for the profession.
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Albelushi, Auhoud Said. "A study of Omani teachers' careers : a journey from enthusiasm." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2501/.
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Social relationships within the school and recognition of teachers' efforts are two main elements respondents say are crucial for their sense of career satisfaction. However, "satisfaction" is found to be a complex concept, and one which allows a deeper and more comprehensive conceptualizing of respondents' lives. While teachers may display a sense of "job comfort", in which they are generally comfortable with "satisfactory" work conditions, this proves to be a superficial expression of contentment. "Job fulfilment", on the other hand, describes a deeply satisfying relationship with the tasks they do, and the school environment generally: "job fulfilment" suggests an experience of a profound sense of comfort with the intrinsic rewards of their job. The research suggests there are important implications in terms of how intrinsic and extrinsic satisfiers work both in relation to the wider social structure, as well as within the school itself. My research recognized that respondents moved through four main career stages: the academic stage, the novitiate stage, the maturation stage and the mid-career stage. Each stage was marked with specific characteristics; teachers in each stage expressed different, though clearly related concerns. This research presents a clear linkage between the initial decision to teach, subsequent development of a commitment to teaching, and the concomitant desire to quit. The research examines the applicability to Oman of extant models of teacher career stages, developed in the Western literature, and considers where an Omani developmental model may agree with and where depart from these models. The overall findings illustrate the powerful role of socio-cultural forces on teachers' professional and personal development and, considering these, facilitate the discussion of issues of gender and job satisfaction within the teaching profession. Wider extrapolations from the data analysis may help generate further research on teachers, giving them the voices they need for their future development and empowerment.
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Wickman, Emelie, and Emma Näslund. ""Ett fundamentalt jätteviktigt ämne" : En kvalitativ studie om de professionellas bild av den ämnesövergripande sex- och samlevnadsundervisningen på högstadiet." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-53447.
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Syftet med studien var att undersöka professionellas syn på den ämnesövergripande sexualundervisningen samt vilka förutsättningar professionella har att skapa en jämställd och normkritisk sexualundervisning för unga på högstadiet. Studien önskade besvara följande frågeställningar; Vad anser professionella om att sex- och samlevnadsundervisningen ska ske ämnesövergripande? Vilka brister och styrkor ser professionella med dagens sex- och samlevnadsundervisning? Anser professionella att skolan arbetar normkritiskt i sex- och samlevnadsundervisningen för att motverka att normativa könsroller begränsar unga? Utifrån en kvalitativ metod utgår studien från sex semistrukturerade intervjuer med professionella i Mellansverige som undervisar i sex och samlevnad. Studien grundar sig i ett konstruktionistiskt ramverk med inspiration från Paulo Freires kritiska teori, begreppet genus och normkritiskt perspektiv. En tematisk analys genomfördes för att utläsa likheter och skillnader i materialet vilket sedan analyserades utifrån valda begrepp. Resultatet visade att skolor inte arbetar ämnesövergripande trots att det är ett krav samt att tidsbristen påverkar undervisningens kvalitet. Dock kunde vi se att det fanns ett tydligt engagemang och en vilja hos de som undervisade att skapa en god sex- och samlevnadsundervisning utifrån ett normkritiskt och jämställt perspektiv.The purpose of the study was to explore professionals' views on interdisciplinary sex education and what preconditions professionals have to create a gender-equal and norm-critical sex education for young people in upper secondary school. The study wanted to answer the following questions; What do professionals think about sex education taking place across subjects? What strengths and shortcomings do professionals see with today's sex education? Do professionals believe that the school works norm critically in sex education to counteract that normative gender roles limit young people? Using a qualitative method, the study is based on six semi-structured interviews with professionals in the middle of Sweden who teach sex education. The study is based on a constructionist framework with inspiration from Paulo Freire's critical theory, the concepts of gender and norm-critical perspective. A thematic analysis was carried out to read similarities and differences in the material, which was then analyzed based on selected concepts. The results showed that schools do not work interdisciplinary even though it is a requirement and that the lack of time affects the quality of teaching. However, we could see that there was a clear commitment and a will on the part of those who taught to create a good quality sex education from a norm-critical and equal perspective.
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Chen, Wen-Chang, and 陳文長. "A Study of Teacher Enthusiasm, Development Trend,and Influential Factors of Teacher Enthusiasm ofPhysical Education Teachers in the Elementary School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/86826911341241092855.
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博士國立體育學院
體育研究所
93
The main purpose of this paper was to understand teacher enthusiasm, influential factors of teacher enthusiasm, and development trend of teacher enthusiasm of physical education teachers in the elementary school. This study chose gender, professional background, the highest educational degree, teaching grade, the hours of participating conference, further education, and participating sport teams training as the background variables to understand the differences betweens those teacher’s background variables in these three sides, and the canonical correlation betweens teacher enthusiasm and influential factors. The participants of this paper included teachers of the elementary schools in these districts of Taiwan, Penghu, Kinmen and Matsu. It adopted self-developed questionnaire as the measure tool. Both stratified random sampling and cluster sampling were used to sample 1000 teachers in the above four districts. Finally, the 877 questionnaires (87.7%) were validly returned. The data was analyzed by statistic methods of ANOVA, canonical correlation, and trend analysis. The results of this paper were as follows: 1. In terms of teacher enthusiasm, it was above moderate degree and teachers’ background variables resulted in significant difference except for variables of teaching grade. 2. In terms of influential factors of teacher enthusiasm, it was above moderate degree and teachers’ background variables resulted in significant difference except for variables of teaching grade. 3. In terms of the correlation betweens teacher enthusiasm and influential factors, the result indicated that there were positive correlation and three canonical factors existence betweens teacher enthusiasm and influential factors, and these three canonical factors can explain 43.70% total variance. 4. In terms of development trend of teacher enthusiasm, it showed slow down trend and all teachers’ background variables resulted in significant difference except for variables of gender. Finally, based on the results of this study, researcher provided some commendations in the physical education learning fields as the references for future study.
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Kim, Tae Hee. "Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2801.
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For teachers and educators, developing students’ interest in the classroom has been a primary concern. Relatedly, for decades educational researchers have explored the construct of interest and the factors that influence students’ interest. However, despite the importance given to context to interest development in these theoretical descriptions, less attention has been paid to understanding teacher and classmate characteristics as contextual factors that may influence, positively and negatively, students’ interest. Therefore, with the goal of exploring the role of the teacher and classmates in students’ interest in a course throughout a semester, this study explored mediator effects of students’ perceptions of teacher enthusiasm and of peer enthusiasm on the relation between their initial interest and their situational interest at the end of the semester. Also, students’ motivation for affiliation with their teacher and with peers was added to investigate associations between these student variables and their perceptions of teacher and peer enthusiasm.
Data were collected in 12 different classes with different instructors. In total, 455 students participated in the study, by filling out surveys at the beginning and end of the semester. For the main analysis, a path analysis was used in order to explore the relationships among initial interest, background knowledge, perceptions of teacher enthusiasm, perceptions of peer enthusiasm, motivation for affiliation with the teacher, motivation for affiliation with peers, and the situational interest variables of “hold interest” and “catch interest” at the end of the semester. Results indicated that the relationships between initial interest and “hold” as well as “catch” interest were mediated by perceptions of peer enthusiasm but not teacher enthusiasm. Also, perceptions of teacher enthusiasm and of peer enthusiasm had direct effects on “hold” interest as well as “catch” interest. Also, students’ affiliative motivation with the teacher and peers had direct effects on their perceptions of teacher and peer enthusiasm.
Overall, this study makes a contribution to an appreciation for the importance of contextual factors as well as students’ own individual variables to understanding the mechanisms by which students’ interest in a course develops and is maintained throughout the semester.text
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黃莞舒. "A Study on the Influential Factors of Teacher Enthusiasm in the Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/93643084973274205169.
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碩士國立彰化師範大學
財務金融技術學系
102
This study was aimed to understand the teacher enthusiasm and their influential factors for the elementary school in Changhua County. First of all, this study was implemented by reviewing related literatures and researches. The expert review investigate were constructed the connotation of questionnaires. Then, the research data was collected by questionnaires investigation, 400 samples were collected in Changhua County, and 390 valid copies were returned (response rate of 98 %). The acquired data was analyzed with statistical methods of descriptive statistics, independent sample t-test, One-way ANOVA, and Pearson Product-moment Correlation. According to the analytical result, I was concluded that as follow: 1. The teacher enthusiasm of elementary school in Changhua County was medium to high degree, whereas another variable, “Care for students” gets higher score. 2. The influential factors of teacher enthusiasm were medium degree, and the “Individual personality traits” was higher score. 3. The effects of position and school size for the teacher enthusiasm were statistically significant. 4. The effects of gender, educational background, and school size for the influential factors of teacher enthusiasm were statistically significant.. 5. The teacher enthusiasm and their influential factors were demonstrated to be negative correlation. From the above findings and conclusions, some suggestions can be made as reference for educational administrative institutions, school administration, elementary school tutorships, and further study in the future.
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Lin, Kai-yu, and 林凱瑜. "A Study on Teaching Enthusiasm Related to the Strategies for Elementary School Teachers Coping with Parent-teacher Conflicts." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/90587128279920448456.
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碩士世新大學
資訊傳播學研究所(含碩專班)
103
With the publishing of laws and changes to social atmosphere, parents’ participation in their children’s education is increasing day by day. Communication between parents and teachers has become more frequent. It is difficult to avoid conflicts from parent-teacher communication, and it is imperative to find resolutions to these conflicts and to improve teachers’ enthusiasm towards their profession. This study based on elementary school teachers in Sanxia and Yingge District used a survey as a method to collect data. According to the results of this study, teachers are used to using a cooperative posture as coping strategies for parent-teacher conflicts – resolving conflicts in a positive and gentle way. They seldom use an avoidance posture as coping strategies. There are obvious differences on coping strategies for teachers depending on variables such as age, marital status, teaching experience, and grade level. The teaching enthusiasm of elementary school teachers is above the average, and they received the highest score for the “Caring for Students” criteria. There are obvious differences on teaching enthusiasm for teachers depending on variables such as age, marital status, teaching experience, grade level, and educational background. Coping strategies for parent-teacher conflicts has obvious effects on teaching enthusiasm. Using a cooperative or compromising posture could improve teaching enthusiasm, but taking a dominant or avoiding posture could lead to a decrease.
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CHUNG, CHIEN WEN, and 簡文忠. "A Study Of The Relationship Between Self-Directed Learning Readiness And Teacher Enthusiasm For Elementary School Teachers In Nantou County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/91693963238684433797.
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碩士國立中正大學
教學專業發展數位學習碩士在職專班
104
The purpose of the study is to discuss the relationship between the self-directed learning readiness and teacher enthusiasm of elementary school teachers in Nantou County. The study aims to include understanding the present state in the self-directed learning readiness and teacher enthusiasm situation of elementary school teachers, exploring the differences in the self-directed learning readiness and teacher enthusiasm of elementary school teachers from different backgrounds, discussing the relationship between the self-directed learning readiness and teacher enthusiasm of elementary school teachers, and analyzing if the self-directed learning readiness of elementary school teachers could predict teacher enthusiasm. To achieve the objectives mentioned above, questionnaire survey method was adopted, we analyze relevant literature as the basis of the compilation questionnaire between the the self-directed learning readiness and teacher enthusiasm of elementary school teachers in Nantou County. We sample elementary school teachers in Nantou County by stratified sampling. Each of the 438 subjects was data was analyzed by the statistic methods of descriptive statistic, t-test, One-way Anova, Person’s product-moment correlation and regression analysis. There come out the following six conclusions: 1. Elementary school teachers’ self-directed learning readiness is ranked over average, especially in “preference in learning.” Comparison with this, “effectiveness in learning” is not very good. 2. Elementary school teachers’ teacher enthusiasm is ranked over average, especially in “Physical and mental state.” Comparison with this,“Job satisfaction” is not very good. 3. Elementary school teachers with higher educational background , have higher self-directed learning readiness. 4. Elementary school teachers who are older than the age of 51, have higher teacher enthusiasm. 5. Elementary school teachers’ self-directed learning readiness was correlated with their teacher enthusiasm. 6. Elementary school teachers’ self-directed learning readiness has a good prediction in their teacher enthusiasm. Especially for the “continuance in learning” has the best effect in the teacher enthusiasm. Finally, according to the conclusions of this study, some practical suggestions were also proposed not only to the elementary school teachers in Nantou County but also to the administration authority, and researchers in the future.
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Peng, Ying-Jie, and 彭盈婕. "A study on the Relationship Among of Self-Evaluation, Powerlessness and Teacher Enthusiasm of Hospitality Vocational's teacher: A case of Taichung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/nx7acy.
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碩士朝陽科技大學
休閒事業管理系
102
In this study we take the Taichung City of hospitality vocation’s teacher as the participants, to figure out what are the effect of self-evaluation, powerlessness and teacher enthusiasm of hospitality vocation’s teacher, and what are situations of each variable. In this study we used the purposive sampling, deliver 200 surveys and get 187 valid surveys back. We use the descriptive statistical analysis, ANOVA test, independent samples T test, and structural equation modeling to analyze the collected data, and come out with the following consequences: Taichung City of hospitality vocation’s teacher to teach more than 49 classes on school size, and teaching 6 years to 10 years, which age between 31 to 40 years of full-time teachers to a maximum of Women, most of his professional background as a hospitality graduate faculty group, the master's degree in education is the mostly; besides, teacher's marital status is married with children, and currently no job training accounted for the majority. Teachers with different backgrounds, like gender, age, marital status, position, educational background, professional background and school size, with significant differences in all facets. Overall, Taichung City of hospitality vocation’s teacher’s self-evaluation has significant positive impact on teaching enthusiasm, and powerlessness is significant negative impact on the teaching enthusiasm. This study suggests Taichung City of hospitality vocations school can held a wide range of hospitality and tourism training courses, provide opportunities for teachers to visit the foreign culinary school. And implement the substantive awards and recognition, after teacher training students to participate in the game hard, to enhance teachers' self-evaluation. In the teaching process, teachers should certainly self-build teaching responsibility, physical and mental health care for self, strengthening teaching enthusiasm. Key words: Hospitality professional teachers, self-evaluation, powerlessness, teacher enthusiasm.
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YU, HSUN-SHENG, and 余旭昇. "A Study of the Teacher Enthusiasm, Social Support and Teaching Effectiveness of High School Physical Education Teachers - Take Taoyuan Senior High School Physical Education Teachers as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/h693b3.
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碩士輔仁大學
體育學系碩士在職專班
107
The purpose of this study were to investigate teacher enthusiasm, social support and teaching effectiveness of high school physical education teachers in Taoyuan City, to analyze the relationship among the three specified variables, and to compare the differences on these variables among different subject groups. The researcher administered a questionnaire survey with both paper copies and an online Google form to collect data. One hundred and ninety-one responses were valid. Descriptive analyses, independent t-tests, one-way ANOVA, Pearson Product-Moment correlation and multiple regression techniques were used for data treatment. The results were as follows: (a) the scores of teacher enthusiasm, social support and teaching effectiveness of high school physical education teachers in Taoyuan City were between “Above Average” and “Good” status; (b) female subjects had a significantly higher perception level on “School Support” factor than their male counterpart; subjects with director positions had a significantly higher level on “Educational Ideal” than class advisers; there were significant differences on perception levels of “Student Support from the School” and “Social Values” among subjects with different number of children; (c) subjects from the 26-35, 36-45 and 46-55 age groups perceived significantly higher on the “Parents of Students” factor than those aged 56 or older; subjects with administrative positions had significantly higher perceptions on the “School Administration” support factor than class advisers; married subjects had a significantly higher perception level on the “Family and Friends” support factor than those who were unmarried; subjects from schools sized less than 24 classes perceived significantly higher on the “Parents of Students” support factor than those from “25-48-classes” schools; (d) subjects with director positions had a significantly higher level on the “Teaching Preparation and Student-Teacher Interaction” factor than class advisers; (e) there were significantly positive correlations among teacher enthusiasm, social support and teaching effectiveness of the subjects; and (f) subjects’ teacher enthusiasm and social support perceptions were significant predictors of their teaching effectiveness.
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Maning-Jau and 趙曼寧. "A study of the Teaching Enthusiasm of Special Education Teachers in Elementary Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/677fb6.
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碩士國立臺東大學
教育學系(所)
96
This study aimed to understand the definition, content and status of the teaching enthusiasm of special education teachers in elementary schools. For the research purposes, the study used Questionnaire Survey as research method. 250 special education teachers in Taiwan were used as pre-test samples and 348 special education teachers were collected as effective samples for an official measurement. The research tool was the self-edited questionnaire of “the teaching enthusiasm of special education teachers in elementary schools.” Data were analyzed through statistic methods of descriptive statistics, and independent t-test. The results showed that teaching enthusiasm of special education teachers was composed of the physical and mental state level, the interpersonal level, the teaching level, the level of caring for students and the level of working accomplished sense. Moreover, some background variables significantly affected teachers’ teaching enthusiasm as well. Overall, the teaching enthusiasm of special education teachers in elementary schools was at upper-intermediate level, and the overall teaching enthusiasm scale also has the explainable variance to 36.30 percent.
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Lin, Chia-Jung, and 林佳蓉. "A Qualitative Research of the Teaching Enthusiasm, Work Pressure, and Social Support of Childhood Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/13065770994132089219.
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碩士國立屏東師範學院
國民教育研究所
90
A Qualitative Research of the Teaching Enthusiasm, Work Pressure, and Social Support of Childhood Teachers Abstract This study aims to discuss the teaching enthusiasm, work pressure, and social support of childhood teachers from different teacher training backgrounds. By sharing experiences about childhood education, six selected childhood teachers in this study retrospected what they had done, understand what they were doing, and what they would do in the future. According to the teachers’ responses, the researcher generalized some notions for the improvement of childhood education. To achieve the study purpose, a qualitative study was conducted. In a semi-structured interview, one childhood teacher was interviewed in June, 2001. In a formal study, six childhood teachers were formally and informally interviewed from July, 2001 to March, 2002. From their experiences and viewpoints of the childhood education and the support from the society, some data were collected and were evaluated by means of an interview guideline. Then some study findings were conducted as follows: 1. Three factors affecting childhood teachers’ willingness to teach include the following: （1）self-awareness of being capable in the career of childhood education. （2）influence of the important person in choosing their own career. （3）influence of family and individual factors. 2. The good work atmosphere and the high sense of achievement enhance the childhood teachers’ teaching enthusiasm. 3. The shorter the period of teacher training is, the higher the pressure the childhood teachers might encounter in their self-development and classroom management is. 4. Gender, marital status and age affected work pressure of the childhood teachers. 5. There is no significant effect of the subjects’ teacher training backgrounds on their use of strategies in childhood education. 6. Good family relationship is the core of the social support for childhood teachers. 7. There are multiple sources of social supports in childhood teachers. 8. Childhood teachers in public school can have more emotional and teaching supports than those in private school, while childhood teachers in private school can have more administrative supports than those in public school. 9. There is a positive relationship between work pressure and social support for the childhood teachers. According to the study findings, four suggestions are made in four aspects as follows: 1. In the aspect of the government: （1）The government should make a clear definition of childhood education. （2） The government should hold many seminars for the promotion of correct concept of childhood education and should encourage principals of primary schools, leaders of the public independent kindergartens, and related administrators to attend these seminars. 2. In the aspect of teachers colleges: （1）The multiple-way curricula should be designed. （2）The importance of experience transferring should be emphasized. 3. In the aspect of kindergartens: （1）The salary, the welfare, and the promotion system for teachers should be improved. （2） To provide administrative support for childhood teachers, a strong and powerful team should be organized. （3）The teachers’ workload should be reduced. （4）The teachers’ right of important policy decision should be increased. 4. In the aspect of the childhood teachers: （1）The teachers are encouraged to make clear of their teaching motivation and ambition. （2）The teachers are encouraged to set up the goal of career development, and make sure of the direction of life plan. （3）The teachers are encouraged to cultivate positive attitudes toward work pressure. （4）The teachers are encouraged to search some support systems, increase strengths of anti-pressure, and reduce work pressure.
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Huang, Feng-Chuan, and 黃鳳娟. "Teacher’s Practical Knowledge of Educational Connoisseurship and Criticism—Waking up Students’ Enthusiasm for Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/xa457j.
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碩士國立臺北教育大學
課程與教學研究所
102
The case study investigates a teacher’s practical knowledge regarding contents and framework of educational connoisseurship and criticism. Connoisseurship is tacit, and criticism is explicit. The researcher observed a grade teacher at Taipei metropolitan area for two semesters: the second semester at fifth grade for fourteen weeks and the second semester at sixth grade for nine weeks respectively. Data collected includes field observation, documents (homework, contact books, and examination sheets), and interview. A framework was found in teacher’s practical knowledge of educational connoisseurship and criticism. The framework is constructed by two dimensions: Students' affective attitude ( X-axis ) and students’ potentiality ( Y-axis ). The two dimensions form four characteristic types of students: the first quadrant is high potentiality with positive attitude; the second quadrant is high potentiality with pessimistic attitude; the third quadrant is low potentiality with pessimistic attitude; and the fourth quadrant is low potentiality with positive attitude. Accordingly there are four parts in the teacher’s tacit connoisseurship corresponding to the four quadrants: Setting you as an examplar for peers, turning you into a beloved student, waiting for your change, always supportting you. As for explicit criticism, there are four categories: Eexploring talents, giving higher standards, waiting for right timing, and being adaptive. Finally, the researcher further discusses practical considerations of educational connoisseurship and criticism, directions of future studies, as well as professional growth of the researcher.
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CHEN, CHUN-YEN, and 陳俊延. "A Study of the Relationships among Time Perspective, Teaching Enthusiasm and Morale of Elementary School Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/c2g4n2.
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碩士大葉大學
教育專業發展研究所
107
The main purpose of this study was to investigate the statistical differences among time perspective, teaching enthusiasm and morale of elementary school teachers from different backgrounds. The second purpose of this study was to investigate the correlation among time perspective, teaching enthusiasm and morale. Finally, analyze the predictability of teacher morale on time perspective and teaching enthusiasm. The study was conducted through the questionnaire-survey method. Subjects were 589 elementary school teachers from northern region of Taiwan. The questionnaires were evaluated by the instruments, used Time Perspective Scale, Teaching enthusiasm Scale and Teacher morale Scale. The data was analyzed by descriptive statistical analysis, t-test, one-way ANOVA, Pearson’s Correlation, and Path analysis. The results of the study were as follows: 1.The time perspective of elementary school teachers was more “future”, and they have a positive attitude towards the enthusiasm of teaching and the morale of teachers. 2.There were significant differences among age and teaching seniority of elementary school teachers in time perspective; age was significant different for teachers' teaching enthusiasm; gender, age, marital status, teaching seniority, and position were significant different for teacher morale. 3.There were significant correlations among time perspective, teaching enthusiasm and teacher morale. 4.The time perspective could significantly predict teaching enthusiasm and teacher morale. Besides, teaching enthusiasm could significantly predict teacher morale. 5.Teaching enthusiasm had a significant mediation effect in relation to time perspective and teacher morale. The suggests for elementary school teachers, education related institutions, and future researchers were made according to the results in the study.
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CHUNG, HUI-YU, and 鐘惠瑀. "Using AHP and DEMATEL to Analyze the Key Factors on Junior High School Teachers’ Teaching Enthusiasm." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/57968791637334533586.
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碩士中華大學
運輸科技與物流管理學系碩士班
103
This study aims to analyze the key factors on teaching enthusiasm in junior high schools. After literature review and expert interviews, we sum up the factors as four dimensions: learning environment, peer interaction, stressor, and work achievements. Learning environment includes school location, school size, and parents’ participation in school activities criteria. Peer interaction includes relationship among colleagues, communication among colleagues, and support from the boss criteria. Stressor includes education policy, personal role, and parents' opinions criteria. Work achievement includes fun of teaching, interaction between teachers and students, and teachers’ personality criteria. Thirty teachers with more than five years teaching experience were interviewed. The expert questionnaires were analyzed by the AHP and the importance of the guidelines and DEMATEL, respectively. The results from AHP show that the first five important criteria are interaction between teachers and students, relationship among colleagues, teachers’ personality, fun of teaching and support from the boss. The results from the analysis of the importance of the guidelines show that the first three most important criteria are fun of teaching, interaction between teachers and students, and teachers’ personality. The results from the DEMATEL show that the key factor on teaching enthusiasm is teachers’ personality. Keywords: Junior High School Teacher, Teaching Enthusiasm, AHP, DEMATEL
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Ju-I and 蕭如怡. "The study of the relationship among empathy, resilience, and working enthusiasm of junior high school teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24808553508225400628.
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碩士國立臺北教育大學
生命教育與健康促進研究所
98
This study explores the relationship among empathy, resilience and enthusiasm at work of junior high school teachers. The research tools use for this study are the Interpersonal Reactivity Index (IRI), the Resilience Scale for Adults (RSA), and the Enthusiastic Teacher Scale. The questionnaire were use on junior high school teacher who work in Kaohsiung area. A total of 210 valid samples were collected. The results are as follows: (1)empathy and resilience has a positive impact on working enthusiasm；(2)the relationships between empathy, resilience and working enthusiasm are positive；(3) resilience has a mediation effect on the relationship between empathy and working enthusiasm.
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Montero, Carla Sílvia Rodrigues da Ponte. "Bases del coaching en la práctica docente: su posible aplicación en una clase de ELE de la Enseñanza Básica portuguesa." Master's thesis, 2014. http://hdl.handle.net/10362/14655.
Full textAbstract:
El presente informe tiene como propósito definir las bases esenciales del coaching y su posible adecuación al campo educativo, en una época en la que el alumnado parece un poco «desconectado» de la Escuela, no entendiendo a priori su importancia para su propio crecimiento personal y enriquecimiento profesional en el futuro. En el primer capítulo, empezaremos por la definición del concepto de coaching, su origen y principios fundamentales. En el segundo, el foco se centrará en la importancia de la aplicación de las bases del coaching en el proceso enseñanza-aprendizaje, el papel fundamental del profesor coach y sus competencias. En el tercero capítulo se dará cuenta de algunas herramientas internas (asociadas a la propia capacidad del profesor coach) y externas (aquellas que puede utilizar el docente al echar mano de recursos externos a él mismo) importantes en un proceso de coaching. En el cuarto capítulo, se procederá a la experiencia práctica de la metodología en clase, mencionando algunas limitaciones a su adaptación a la realidad, aún en este capítulo se pondrá en destaque la importancia de generar empatía desde las primeras clases; por último, se trazará la experiencia en una clase ELE (la que fue objeto de estudio en la Práctica de la Enseñanza Supervisionada) de acuerdo con el Modelo Grow, la técnica más frecuente en coaching, describiendo el perfil de la reality y el plan de acción a llevar a la práctica a lo largo del curso según los objetivos planteados, culminando en la análisis de los resultados obtenidos y su evaluación con respecto a la efectiva prosecución de la metodología aplicada. Al final, se procederá a una reflexión generalizada sobre el coaching en la educación y sus supuestos beneficios, no solo en el espacio restricto del aula, sino en el espacio más alargado del Colegio, en una perspectiva de crear alumnos más motivados y responsables, involucrados en «aprender a aprender», «aprender a hacer», «aprender a vivir» y «aprender a ser» - aspectos fundamentales en la creación de una Escuela de futuro.
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Dreyer, Johanna Alida Elizabeth. "`n Opleidingsprogram in alternatiewe interaksiemetodes vir onderwysers." Thesis, 2005. http://hdl.handle.net/10500/2095.
Full textAbstract:
Text in AfrikaansThe phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the problematic behaviour of learners in schools and to create a more positive attitude in learners. The question of a training program for teachers in this regard was also raised. The alternative interaction methods addressed in the literature was amongst others about addressing emotions that hinders the learners' learning process, addressing mild to serious misbehaviour and the positive encouragement of learners, as well as positive feedback given by teachers. The researcher herself used these methods on learners to see what their reaction was in this regard. Information was also gathered from teachers through questionnaires, focus groups and individual interviews. The conclusion was that the alternative interaction methods can be effective in addressing the problematic behaviour of learners and thus improve discipline. Learners' attitudes can also be influenced in a positive way when using these methods. Eventually it implies a higher level of job satisfaction for teachers. A training program was compiled for teachers to learn these alternative interaction methods and apply them in future as a contribution to Educational Psychology.
Educational Psychology
D.Ed. (Opvoedkundige Sielkunde)
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吳旭萍. "A study of the relationship among teaching enthusiasm, working stress, and teaching effectiveness for elementary school teachers in taoyu." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13147574444874148575.
Full textAbstract:
碩士臺北市立大學
心理與諮商教學碩士學位班
102
This study was aimed to investigate the relationship among teaching enthusiasm, working stress, and teaching effectiveness for elementary school teachers in TaoYuan County. The purposes of the study were as follows: 1、To understand teachers’ current situation about teaching enthusiasm, working stress, and teaching effectiveness. 2、To analyze the difference of teaching enthusiasm, working stress, and teaching effectiveness based on diverse background variables. 3、To compare the teaching effectiveness of teachers based on the different degree of the teaching enthusiasm and working stress. 4、To explore the relationship among teaching enthusiasm, working stress, and teaching effectiveness of teachers. 5、To analyze the forecast of teachers’ teaching enthusiasm and working stress toward teaching effectiveness. This study used the questionaire survey, and the subjects of the study were 8727 elementary teachers in Taoyuan County. Stratified random sampling was adopted to select 890 elementary teachers, and 752 valid pieces were collected. The effective returned rate was 84%. Descriptive statistics, t-test,one –way Anova, two-ways Anova, Pearson’s correlation, and Simultaneous Regression were conducted to analyze the data. The research finding s were as follows: 1、Teachers’ teaching enthusiasm was above avergae, and teachers tend to have highest scores in the dimension ‘’ recognition and promise‘’. Techers’ working stress was below average, and teachers tend to have highest scores in the dimension“workload”. Teachers’ teaching effectiveness was above average, and teachers tend to have highest scores in the dimension “classroom management”. 2、Teachers who teach in the school classes size from 25 to 48 or whose seniority between 16-20 years have higher teaching enthusiasm. Teachers who serve adminstrational work or teach in school classes size from 13 to 24 have higher working stress. Teachers who serve adminstrational work or teach in school classes size from 25 to 48 or whose seniority over 21 years have higher teaching effectiveness. 3、Generally speaking, regardless of working stress levels , teachers with higher degree of teaching enthusiasm had a higher degree of teaching effectiveness than teachers with lower degree of teaching enthusiasm. 4、Teaching enthusiasm and working stress were related to teaching effectiveness. 5、Teaching enthusiasm and working stress had the explanatory power over teaching effectiveness. The explanation from highest to lowest is “professional knowledge”、“working passion”、“concern students”、“workload”、“working achievement”. Based on the findings, the researcher provided some suggestions for elementary school teachers, official authorities and future studies.
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Chen, Ching-Wei, and 陳靜薇. "Enthusiasm for Reading – a study of the Progress of the Formation of Teachers’ Knowledge in the Reading Room of a High School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/60768121271968933750.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
98
This study aims to investigate the progress of the promotion of teachers’ reading room in a high school as well as the progress of the formation of teachers’ knowledge when teachers participate in the reading room. The subject of this study is the teachers’ reading room in Ming-yue Senior High School (a fabricated name). To explore and better understand the theme of this study, it is qualitatively investigated. That is, this study is a descriptive research method. Data analysis, interview, and participant observation are the research skills. The researcher analyzes the related data, the interview records, the observation records, and the heart-searching data and then concludes the following findings. 1. The teachers’ reading room in Ming-yue Senior High School is created because of the current of education. This reading room is a kind of growing group voluntarily set up for teachers’ self-examination on their teaching methods. 2. The teachers’ reading room in Ming-yue Senior High School has grown to be mature and can be trimmed for certain problems. 3. The teachers’ reading room in Ming-yue Senior High School still faces its problems when promoting its activities. 4. Owing to participating in teachers'' reading room, the teachers take grood consideration and introspection of their own teaching knowledge, for example, their subject knowledge, their educational and teaching professional knowledge, thier self-awareness knowledge, and so on. 5. The formation of teachers’ knowledge is achieved through studying, sharing, conversing, and introspecting when teachers take part in teachers’ reading room. According to the preceding findings, this study provides concrete suggestions for the teachers’ reading room in Ming-yue Senior High School, the school itself, and other schools intending to promote reading education to contribute to the elevation of the reading atmosphere.
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ZHENG, YONG-XIN, and 鄭詠馨. "The Study of the Work Stress,Self-directed Learning Readiness and Teaching Enthusiasm─ A Case of the Primary School Teachers of Kinmen." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/t8crzb.
Full textAbstract:
碩士國立金門大學
運動與休閒學系
106
The purpose of this study was to understand the present situation of the work stress, the self-directed learning readiness and the teaching enthusiasm of the primary school teachers in Kinmen County, then to analyze the differences of background variables of individual teachers’ work stress, self-directed learning readiness and teaching enthusiasm; Then, attend to explore the relationships among work stress, self-directed learning readiness and teaching enthusiasm, and finally discuss the influence of teachers ' work stress on self-directed learning readiness and teaching enthusiasm. In this study, the primary school teachers in Kinmen County were invited to be research sample, through the census conducted, a total of 414 copies were issued, and 375 copies were received. The effective recovery rate was 90.5%, and SPSS statistic tool was adopted for data analysis. The results of this research were revealed as follow: 1. The work stress aspect of a teacher varied significantly because of the difference in age and seniority. 2. The teacher's self-directed learning readiness aspect varied significantly because of the difference in age, level of education and seniority. 3. The teachers ' enthusiasm for teaching aspect varied significantly because of the difference in genders. 4. There was a significant negative correlation between teachers ' work stress aspect and self-directed learning aspect. 5. Self-identity and professional image of the teachers ' work stress aspect had a significant negative influence on learning efficiency and autonomous learning. 6. Self-identity and professional image of the teachers ' work stress aspect had a significant negative influence on the physical and mental state, teaching work and teacher-student relationship. Finally, according to the results of the study, the researcher put forward specific suggestions to the related education units and follow-up researchers for reference, hoping to reduce teachers’ work stress, improve the readiness of self-directed learning and teaching enthusiasm.
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LIN, CHAN-HSU, and 林展緒. "A Study on Teaching Enthusiasm and Instructional Innovation of Municipal Junior High School Teachers – A Case of the Shilin District in Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/bv6nf6.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
104
The purpose of this study is to explore the correlation between teaching enthusiasm and instructional innovation of municipal junior high school teachers at Shilin District in Taipei City. As for “Teaching enthusiasm”, it consists of “physical and mental status”, “teaching performance”, “teaching satisfaction”, and “teacher-student interaction”. In the same vein, “Innovative instruction”, it consists of “teaching ideas”, “course design”, “teaching strategy”, and “multiple assessment”. A questionnaire survey in this study was conducted. The methodology of this study adopts stratified random sampling. 6 junior high schools were delivered by 251 copies in this survey and the number of valid questionnaire samples is 236. Then, the statistics methods for data analysis includes descriptive statistics, independent sample t-test, One way ANOVA, and Pearson’s correlation. The major 4 resulted of this study are shown as follows, 1. The status of “Teaching enthusiasm and instructional innovation” for those teachers is quite good. 2. Teachers who are male and married have better awareness on teaching enthusiasm. 3. Teachers who are married, teach arts or humanities courses, or service in schools below 24 classes have better awareness on instructional innovation. 4. Those teachers with higher awareness on teaching enthusiasm are also with better awareness on instructional innovation. Finally, the implications of education and future study are also proposed.
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He, Shu-Hui, and 何淑慧. "A Study of the Relationship between Elementary Teachers' Perception about New Retirement Act and Teaching Enthusiasmin Taoyuan City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/22b525.
Full textAbstract:
碩士臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
106
The purpose of this study includes three parts：(1)to discuss the current status of the Elementary Teachers' Perception of New Retirement Act and Teaching Enthusiasm. (2)to analyze the differences of the Elementary Teachers' Perception of New Retirement Act and Teaching Enthusiasm from different backgrounds.(3)to further verify the relationship between Elementary Teachers' Perception of New Retirement Act and Teaching Enthusiasm. The Relationship between Elementary Teachers' Perception of New Retirement Act and Teaching Enthusiasm Questionnaire＂is developed as the research instrument for this study.The formal teachers from the 32 public elementary schools in Taoyuan City are chosen as the subjects of this study. The descriptive statistics, One-Way ANOVA，t-test and Person Product-moment Correlation methods are used to analyze those data from 548 effective questionnaires. The following conclusions are made according to the results elicited from this research: 一、The dimensions of the Elementary Teachers' Perception of New Retirement Act： 「Perception of The Internal Contents」,「Support of The Internal Contents」,and「Expectation of The Internal Contents」. (一) In current stage, the overall attitude of the Elementary Teachers' New Perception of Retirement Act is below average，and the 「Perception of The Internal Contents」shows the highest. (二) There is significant discrepancy between the Elementary Teachers' gender and the「Perception of The Internal Contents」. (三) There is significant discrepancy between the Elementary Teachers' jobtitle , education level and the「Expectation of The InternalContents」. (四) There is significant discrepancy between the Elementary Teachers' age ,old retirement seniority in correlation to the「Perception ofThe Internal Contents」 and the 「Expectation of The InternalContents」. (五) There is significant discrepancy between the Elementary Teachers' years of service , marital status in correlation to the「Perceptionof The Internal Contents」,the「Support of The Internal Contents」and the「Expectation of The Internal Contents」. 二、The dimensions of the Elementary Teachers'Enthusiasm：「Physical and Mental State」,「Educational Work」,「Caring for Students」, and「JobSatisfaction」. (一) In current stage，the overall attitude of the Elementary Teachers' Teaching Enthusiasm is above average，the perception of「Caring for Students」 shows the highest, and the perception of 「Physical and Mental State」 shows the lowest. (二) There is significant discrepancy between the Elementary Teachers' gender in correlation to the「Physical and Mental State」,「Educational Work」,「Caring for Students」, and the overall level. (三) There is significant discrepancy between the Elementary Teachers' age in correlation to the 「Educational Work」 and 「Caring for Students」. (四) There is significant discrepancy between the Elementary Teachers' marital status in correlation to the 「Educational Work」and the overalllevel. 三、There is significant positive relationship between the Elementary Teachers' Perception of New Retirement Act and TeachingEnthusiasm.
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Zeng, Zhen-hua, and 曾振華. "The teachers’ teaching enthusiasm, Emotions problem of students, Self education expectation of students, and study of the behavior deviation:Take the TEPS database as an example of senior high school students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4xgx98.
Full textAbstract:
碩士國立臺東大學
進修部暑期學校行政碩士班
107
With the rapid variation of the modern world, behavior deviation of senior high students appears in every aspect. The reason could be losing the function of the structure of family, school, and society, or could be losing the function of personal role. Thus, the age between around 15~18 is the critical period for students to be developed and affected. In the past, most of the researches took regional research. Hence, the present research further focuses on the behavior deviation of the senior high students all around Taiwan. The present research analyzes the teachers’ teaching enthusiasm, emotions problem of students, self education expectation of students, and the relation of the behavior deviation. Reference is made from “Taiwan Education Panel Survey (TEPS).” The data of reference was collected from 13553 students in 2007. The related information of students after being the third grade in senior high was discussed according to the aforementioned issues. The statistic shows the result findings found: Students perception the higher teaching enthusiasm, the higher self education expectation, the lower emotional disturbance, the lower deviation behaviors. Applying multi regression analysis can expect the relation of teaching enthusiasm, emotion problem of students, and self education expectation to the behavior deviation.