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1
Ahmadi, Asghar. "Use of automated coding methods to assess motivational behaviour in education." Phd thesis, Australian Catholic University, 2022. https://acuresearchbank.acu.edu.au/download/1e7e4b9795c29cb9803903305dfb4b5d328c7f44d4f2f8434867e975d18e6a77/8010556/Ahmadi_2022_Use_of_automated_coding_methods_to.pdf.
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Teachers’ motivational behaviour is related to important student outcomes. Assessing teachers’ motivational behaviour has been helpful to improve teaching quality and enhance student outcomes. However, researchers in educational psychology have relied on self-report or observer ratings. These methods face limitations on accurately and reliably assessing teachers’ motivational behaviour; thus restricting the pace and scale of conducting research. One potential method to overcome these restrictions is automated coding methods. These methods are capable of analysing behaviour at a large scale with less time and at low costs. In this thesis, I conducted three studies to examine the applications of an automated coding method to assess teacher motivational behaviours. First, I systematically reviewed the applications of automated coding methods used to analyse helping professionals’ interpersonal interactions using their verbal behaviour. The findings showed that automated coding methods were used in psychotherapy to predict the codes of a well-developed behavioural coding measure, in medical settings to predict conversation patterns or topics, and in education to predict simple concepts, such as the number of open/closed questions or class activity type (e.g., group work or teacher lecturing). In certain circumstances, these models achieved near human level performance. However, few studies adhered to best-practice machine learning guidelines. Second, I developed a dictionary of teachers’ motivational phrases and used it to automatically assess teachers’ motivating and de-motivating behaviours. Results showed that the dictionary ratings of teacher need support achieved a strong correlation with observer ratings of need support (rfull dictionary = .73). Third, I developed a classification of teachers’ motivational behaviour that would enable more advanced automated coding of teacher behaviours at each utterance level. In this study, I created a classification that includes 57 teacher motivating and de-motivating behaviours that are consistent with self-determination theory. Automatically assessing teachers’ motivational behaviour with automatic coding methods can provide accurate, fast pace, and large scale analysis of teacher motivational behaviour. This could allow for immediate feedback and also development of theoretical frameworks. The findings in this thesis can lead to the improvement of student motivation and other consequent student outcomes.
2
Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
3
Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.
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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.
4
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.
5
Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1486.
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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
6
Reid, Catherine. "Teacher interpersonal behaviour: Its influence on student motivation, self-efficacy and attitude towards science." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17524.
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The effect that teacher interpersonal behaviour has on motivating students to want tolearn and on nurturing student self-efficacy in the science classroom cannot beunderestimated. Teacher interpersonal behaviour can be perceived to be the catalystthat determines the level of student self-efficacy in classroom activities. An analysisof effective classroom teaching has been assessed in recent times in relation toteacher interpersonal behaviour. However, the effect that teacher interpersonalbehaviour has on student motivation has not been studied.The aim of this study was to identify the interpersonal skills of teachers that areperceived to encourage a motivating classroom environment. It also describedstudents' perceptions of teacher interpersonal behaviour and classroom environment,and assessed the significant impact teacher interpersonal behaviour had on studentself-efficacy and student attitude towards science. Student data were collected from313 year 8, 9 and 10 science students in 12 classrooms in a girls' secondary school inBrisbane, Australia. They were studying a general science course that coveredaspects of biology, chemistry and physics. Qualitative and quantitative data werecollected. The study confirmed the validity and reliability of the Questionnaire onTeacher Interaction (QTI) and the Students' Motivation, Attitude and Self-Efficacy inScience (SMASES) questionnaire. Thus, the study identified perceptions of teacherinterpersonal behaviour and classroom environment, and investigated associationsbetween the results obtained from the analysis and the other instruments that wereadministered in the study. The study identified that there was a significantrelationship between teacher interpersonal behaviour and its effect on studentmotivation, self-efficacy and attitude towards science.
7
Smart, Julie Brockman. "Teacher-student interactions and domain-specific motivation the relationship between students' perceptions of teacher interpersonal behavior and motivation in middle school science /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937632/.
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Reid, Catherine Anne. "Teacher interpersonal behaviour : its influence on student motivation, self efficacy and attitude towards science." Full text available, 2007. http://adt.curtin.edu.au/theses/available/adt-WCU20071218.155237.
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Hunter, Theresa Evans. "Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2263.
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Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district's elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently.
10
Olin, Bradley David. "The impact of mentoring and co-teaching on the motivation of experienced teachers." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124780.
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When researchers and policy makers look toward teacher issues, the focus is typically on novice teachers who are at considerable risk of leaving the profession prematurely. Without dismissing the importance of these teachers, a crucial population of educators is often overlooked: the experienced teacher. These teachers face many of the same challenges as beginning teachers, and must do so over a long and relatively flat career trajectory. As the state of California looks to recruit a new generation of teachers to meet the demands of a growing population, it would be wise to also look for ways to keep experienced teachers engaged, fresh, and motivated. Research has shown that mentoring and other professional development opportunities can help as a means of giving back to the teaching profession. Thus, policymakers and education leaders have an opportunity to utilize existing teacher training program infrastructure to address multiple challenges with singular programmatic solutions.
The purpose of this cross-sectional survey study was to examine the impact of mentoring and co-teaching within a specialized induction program on the motivation of experienced teachers who served as mentors to beginning teachers while also gaining a glimpse of their interest in participating in a program of this nature. A conceptual framework blending mentoring program assessment and motivation theories guided the development of a survey instrument designed to measure experienced teacher motivation as it relates to their perceptions of the quality of programmatic elements of the induction program. The sample population included 199 mentor-teachers within a large urban California school district, from whom 56 valid responses were recorded. (Abstract shortened by ProQuest.)
11
Oliver, Winona L. "The Influence of Principals on Teacher Retention: An Examination of the Relationship Between Principal Behavior and Teacher Retention." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212047043.
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Velez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.
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Caldwell, Carol Lewis. "Teachers' perceptions of motivating behaviors of elementary principals an empirical test of Herzberg's motivation-hygiene theory /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219887.
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Edwards, Holly G. "The effects of teacher knowledge and use of positive behavior support on student academic achievement." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/edwardsh/hollyedwards.pdf.
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Nurmi, Bo. "Supporting the voice and choice of students : Promoting self-determination in the classroom: an observational study of teacher motivational behavior." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4831.
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Motivation is an important factor when trying to understand human behavior and well-being (Ryan & Deci, 2002), especially for teachers since the occupation involves making students perform certain behaviors (Reeve, 2002). Building on the Self-Determination Theory perspective of motivation the aim of this observational study was to describe and analyze the relation between teacher motivational behavior and student behaviors. The study was conducted over a three week period of observing one class in junior high school and their teachers. The results suggest that when teachers make students aware of themselves, their inner resources and support their choice, self-determined forms of motivation is increased. These findings are discussed as well as structured in a theoretical didactical model which describes how different conditions create different psychological responses.
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伊田, 勝憲, and Katsunori IDA. "基本的学習観および学習行動と課題価値評定との関連 : 教職志望度に注目して." 名古屋大学大学院教育発達科学研究科心理発達科学専攻「心理発達科学論集」編集委員会, 2003. http://hdl.handle.net/2237/3258.
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Zhou, Ning, and 周宁. "Solving the Chinese classroom paradox: a cross-cultural comparison on teachers' controlling behaviors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45690625.
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Fishbaugh, Cherie A. "Effects of a clocklight motivation program on the off-task behavior and academic performance of first grade students during teacher-monitored boardwork." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406731132.
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Karaarslan, Guliz. "Fostering Pre-service Science Teachers Self Determined Motivation Toward Environment Through Satisfaction Of Three Basic Psychological Needs." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612976/index.pdf.
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The aim of this study was to examine pre-service science teachers&rsquoself-determined motivation toward environment and investigate how their basic psychological needs that support their self-determined motivation were fullfilled during the environmental course activities. The thesis includes two main parts: a quantitative part and a qualitative part. In the quantitative part of the study, PSTs&rsquo
motivation toward environment was measured before, after and five months later following the course activities. In the qualitative part of the study, how PSTs&rsquo
basic psychological needs were supported during the course activities was examined through multiple case study method. The study was implemented in an environmental science course. 33 pre-service science teachers who are taking the course participated in the study. Environmental problems which are Easter Island, Environment vs. Economy, Paper vs. Plastic, Ozone Depletion, Why Worry about Extinction?, Hasankeyf and Mamak Garbage Dump were discussed during the six course weeks. Five PSTs, who were chosen as a focus group, were interviewed each week after course discussions. The qualitative data were collected through interviews, discussion recordings, assignments and reflection papers. The results of the study illustrated that PSTs&rsquo
self determined motivation toward environment increased after the course activities and five months later following the course. PSTs&rsquo
negative capacity beliefs causing amotivation toward environment declined after the course activities and in follow up measurement. Finally, qualitative results of the study revealed that supporting cognitive and instructional features of PSTs during the course activities fullfilled their basic psychological needs and thus, fostered their self determined motivation toward environment.
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Rawley, Jo Ann K. "Factors perceived to contribute to mathematics avoidance or mathematics confidence in non-traditional age women attending a community college." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002047.
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Todd, Pamela. "An explanatory study of teachers' perceptions of motivation, behaviors, and academic performance among foster care students in elementary and middle schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/156.
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This study examined teachers’ perceptions of motivation, behaviors, and academic performance among foster care and non-foster care students in elementary and middle schools. Eighty-five (85) teachers were selected to participate in the study. The participants were composed of teachers in the Atlanta metropolitan area who teach foster care and non-foster care students in elementary and middle school. The survey questionnaire utilized was a four-point continuum Likert scale. The findings of the study indicated that among foster care and non-foster care students, there was a statistically significant difference between motivation and behaviors, there was not a statistically significant difference between academic performance and motivation, and there was not a statistically significant difference between academic performance and behaviors.
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Cho, Eunhye. "The Effects of School Mathematics Resources on Students' Intention to Study Mathematics Over Other Subjects: Multilevel Mediation Structural Equation Modeling." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109167.
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Thesis advisor: Lillie L. AlbertIncreasing students' intentions to pursue mathematics-intensive careers is an urgent priority in the United States. To foster these intentions among marginalized student groups, such as immigrant students, and achieve equity in their career options, a critical question is whether we should allocate a greater proportion of school resources to mathematics over other subjects. The aims of this dissertation study were, first, to conceptually model and statistically evaluate how a school environment that prioritizes mathematics over other subjects might influence students' intentions to pursue mathematics over other academic subjects in the long term, and second, how this relationship is mediated by students’ mathematics pursuit attitudes, subjective norms, and perceived behavior (Ajzen, 1991), and moderated by their immigrant standing. The data for this study stemmed from the U.S. 2012 Programme For International Student Assessment Academic & Science (PISA) Student Questionnaire and School Questionnaire. A predictive mean matching technique was used to impute missing data that would resemble observed data. A 2-1-1 multilevel mediation Structural Equation Modeling (SEM) was implemented to accurately measure a school-level effect and student-level effect of the relationship of the examined constructs and to test the hypothesized model for the total sample. In order to compare immigrant student group and non-immigrant student group in the path model, multiple group path analysis was conducted. The results of the multilevel SEM model for the total sample presented that, at the school level (level 2), the school’s mathematics resources had no statistically significant direct and indirect effects on aggregated students’ intentions to pursue mathematics over other subjects. However, at the student level (level 1), students’ experiential and instrumental attitudes toward the pursuit of mathematics were positively related to students’ intentions to pursue mathematics over other subjects. The results of the multiple group path analysis comparing immigrant and non-immigrant student groups also found that the school’s mathematics resources had no statistically significant direct and indirect effects on students’ intentions to pursue mathematics over other subjects. However, a statistical difference in the overall path model of these two groups was found. The implications of this study for researchers, educators, and policymakers were discussed
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
23
Terhoeven, Liezl. "The role of the teacher support team in preventing early school dropout in a high school." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/3051.
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Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: This study aims to establish whether the support of the Teacher Support Team (TST) might have an impact on High School learners to stay in school. My specific focus was on how the TST members experienced the support that was given to learners and how learners experienced the support given to them. I used a basic interpretive design. I used focus group discussions and semi-structured interviews. My study shows that the TST of a High School needs to have a proper structure to function in building resilience in learners. A proper structure will enable them to develop a healthy support system that could address the various barriers in learning that learners may encounter. All the role players, who were involved in the research, knew their rights and responsibilities towards this process. I conclude by acknowledging the limitations of this study and recommending further research.
AFRIKAANS OPSOMMING: Hierdie ondersoek is daarop gemik om vas te stel in watter mate die ondersteuning van die Onderwys Ondersteunings Span (OOS) ‘n invloed het op Hoërskool leerders om op skool te bly. My spesifieke fokus was op hoe die lede van die OOS die ondersteuning, wat hulle vir die leerders gebied het, ondervind het en hoe die leerders die ondersteuning, wat hulle by die OOS ontvang het, ondervind het. Ek het van fokusgroepe en semi-gestruktureerde onderhoude gebruik gemaak. My ondersoek toon dat die OOS van Hoërskole ‘n meer gestruktureerde stelsel nodig het waarbinne hulle kan funksioneer. ‘n Gestruktureerde stelsel sal verseker dat daar ‘n gesonde ondersteunings sisteem gebou word. Dit sal ook verseker dat leerders met leerstoornisse se behoeftes aangespreek kan word. Alle rolspelers was ten volle bewus van hul verantwoordelikheid in die navoringsproses. Ten slotte wil ek, in die lig van sekere tekortkominge wat by hierdie studie ervaar is, verdere navorsing op hierdie terrein aanbeveel.
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Kulakow, Stefan [Verfasser], Diana [Akademischer Betreuer] Raufelder, Diana [Gutachter] Raufelder, Ursula [Gutachter] Kessels, and Kathrin [Gutachter] Mahlau. "Learning Environments in Contrast: How Adolescent Students Differ in their Self, Emotions, Motivation, and Learning Behavior in Teacher-Directed Learning and Student-Centered Learning Classes / Stefan Kulakow ; Gutachter: Diana Raufelder, Ursula Kessels, Kathrin Mahlau ; Betreuer: Diana Raufelder." Greifswald : Universität Greifswald, 2021. http://d-nb.info/122853618X/34.
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Souls, Jacobus Abram. "A model for changing teachers' attitudes towards the value of teaching critical thinking skills : school management perspective / Jacobus A. Souls." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4788.
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The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes towards the value of teaching critical thinking skills to learners are negative. It also became evident that the school principal should manage the implementation of the teaching of critical thinking skills to learners. The focus of the proposed model is on how teachers' attitudes towards the value of teaching critical thinking skills can be changed to ensure quality educative teaching and learning in and outside of the classroom. The study therefore serves to present a useable model for the management of the implementation of teaching critical thinking skills to learners. The study is further based on a well balanced opinion as experiences of teachers in the senior phase (grades 7, 8, & 9) were investigated by means of structured questionnaires. Recommendations regarding research findings were made for stakeholders and education departmental officials to note.Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.
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Okereke, Beverly Ngozi. "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/404.
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Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns.
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Wiseley, Adelle Dyane. "Factors affecting the retention of adult students within an indigenous tertiary institution." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1161.
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This study sought to identify influences on the retention of Māori students, and adult students in general within Te Wānanga o Aotearoa. Te Wānanga o Aotearoa is a Māori-led tertiary institution in New Zealand. A mixed method research design was employed and data were collected by qualitative methods (focus group) and quantitative methods (72-item questionnaire). Inductive and deductive analytic techniques were employed including Rasch Rating Scale model estimations (Andrich, 1978). Seven retention variables were identified. These were student retention attitudes and behaviours, kaiako (teacher) characteristics, whānau (family) features, integration processes and institutional culture, employment and financial situation, student motivation, and pre-enrolment and induction processes. The variables were qualified and quantified by plotting item difficulty measures and person ability measures on the same scale. Additionally, associations between variables were examined by a multiple regression analysis and analysis of variance. Student retention attitudes and behaviours were shown to be positively associated with kaiako (teacher) characteristics and student motivation. Also the ethnicity of the student (Māori or non-Māori) was shown to weakly account for variance in integration processes and institutional culture.After highlighting the key factors affecting the retention of students at Te Wānanga o Aotearoa, four propositions were made regarding ways to improve their retention. These were: Kaiako (teachers) need retention related training; External motivation for kaiako (teachers) will improve student retention; Improved student retention requires a change in institutional culture; The measurement of retention attitudes and behaviours could provide data essential for increasing retention. The study has led the way for future research in the following areas: Using the student voice to provide a grounded view of retention; Researching the area of kaiako (teachers) and pedagogy with regards to their ability to positively affect retention; Researching the role of whānau (family) features to effectively configure support programmes to positively affect retention; Identifying significant factors that contribute to adult students feelings of pressure, negatively affecting their retention.
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Zheng, Yi-Ping, and 鄭伊萍. "Early Childhood Education Teachers， Motivation and Behavior of In-Service Education." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/05037117886135448541.
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碩士朝陽科技大學
幼兒保育系
104
In recent years, the number of newborns has declined from 260,354 in 2001 to 196,627 in 2011, making the preschool market increasingly serious due to oversupply. Preschool education is the foundation of all further education. In the setting of knowledge-based Economy, teachers should keep regular in-service training and increase professional knowledge, ability and professional attitude to deal with the steady pouring stream of new knowledge. In-service training is self-learning activities that teachers take to promote their professional knowledge and ability. It is also an educational process aimed to enhance the quality of teaching, promote individual growth, and establish a professional learning community and grow together. How to plan teachers’ learning activities in line with their needs and enhance their professional development is a vital issue. This study aimed to investigate the relationship between motivation and learning behaviors of kindergarten teachers. In this way, the study was able to learn about the actual situation of preschool teacher’s training motivation as well as their learning behaviors. Data was collected from questionnaire after 300 samples were issued in convenience sampling method among Miaoli County public and private kindergartens teachers in March 2016. The data was filed by SPSS 18.0 statistical package and analyzed through descriptive statistical analysis, reliability and validity analysis, statistical correlation analysis and regression analysis. Study findings were expected to offer help for academic and industry field. The main results are shown below: First, the young teachers to participate in in-service training with the highest motives of self-interest. Second, the young teachers to participate in training in order to participate in the number of school study arrangements better performance. Third, the motivation of young teachers to participate in training of young teachers in cities and counties, age, years of teaching experience and school size have significant differences. Fourth, the training of young teachers to participate in a significant difference in behavior county, level of education.
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Tsai, Shan-Fang, and 蔡善芳. "Oversea Travel Behavior and Motivation: Study of Taiwanese Teachers in Colleges and Universities." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/24110363796432869061.
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碩士國立臺中技術學院
事業經營研究所
94
The purpose of this study was to understand the real situation of the universities and colleges teachers’ oversea travel behavior and motivation, and the relationship of both them among teachers. And according to the “Mental Account”, set two mental accounts in this study—travel types, and the source of oversea travel expenditures. To understand chosen different mental account are there any changes in emotional responses. The study collected 314 usable samples via a structured questionnaire survey. Results of analysis are as follows: (1) Using factor analyses, this study identified six motivation factors were extracted and named as ‘self enhancement’, ‘relaxation’, ‘academic exchange’, ‘learning & experiencing’, ‘emotion exchange’, and ‘social expanding’. (2) There are significantly differences among the different variables of the demographics (gender, age, professional title, educational system, marital status, household member status, revenue stream, average monthly personal income) and travel behavior. (3) There are significantly differences among the different variables of the demographics (age, educational system, marital status, household member status, average monthly personal income) and travel motivation. (4) There are significantly differences among the different variables of the travel motivation and the travel behavior. (5) There are significantly differences among the different variables of the travel mental account and the travel behavior. (6) There are significantly differences in emotions among the travel mental account.
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Chen, Yueh-Hsia, and 陳月霞. "A Correlative Study of TV Series Viewer’s Motivation and Behavior on Married Female Teachers’ Pressure and Teaching Behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/98064953769689591263.
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碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
104
The domestic research showed that watching TV was one of the leisure activities teachers usually did or teachers liked to do most. However, there was no further study in other literatures on this topic, especially on the relationship between TV series viewers' motivation and married female teachers' teaching behavior. This study collected six married female teachers' data through problem-centred interview, and the data was sorted out and summed up. It aimed not only to analyze the relationship between TV series viewers' motivation as well as behaviors and married female teachers' pressure and teaching effectiveness but to discuss the relevance among them. The study found: 1.Five main motivations triggering married female teachers to watch TV series were as follows : (1) for interacting with people.(2) just for fun.(3)for the plots or the characters.(4) for the escape from the real life.(5) as an interest or a habit. 2.Of all the motivations, " just for fun" and " for the escape from the real life" help married female teachers relax from pressure most. 3.The two motivations " for the plots or the characters" and " for the escape from the real life" were related to teaching behavior. 4.For married female teachers, watching TV series was regarded as a prize for rewarding themselves. By enjoying the pleasant time, married female teachers were full of energy to go back to their work.
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PUN, I.-JAN, and 潘怡然. "THE STUDY OF THE RELATIONSHIP BETWEEN PRINCIPAL’S MOTIVATIONAL BEHAVIOR AND TEACHERS’ PROFESSIONAL COMMITMENT IN TAO-YUAN COUNTY." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50811021856875388377.
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碩士輔仁大學
教育領導與發展研究所
96
The purpose of the study was to explore the relationship between the elementary school teachers perceive the principal’s motivational behavior and the teachers’ professional commitment at elementary schools in Tao-yuan County. First of all, the goal was to search and collect literature about motivation and the teachers’ professional commitment. Second, based on the result of literature review, and to set up instructions of this study and take preparation test further and to establish a self-designed survey. The survey “Questionnaire of the Elementary School Teachers Perceive the Principal’s Motivational Behavior and the Teachers’ Professional Commitment” was used as the research tool. Then, the sample consists of 870 teachers in various elementary schools in Tao-yuan County. It is used by stratified random sampling selected from 62 public elementary schools. 765 copies were returned and among all the retrieved questionnaires, 756 of them were valid, the response rate was 88%, the response rate of useful questionnaires was 87%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple regression analysis. Finally, the analysis and discussion of the results will be presented. Based on the results of the study, the following conclusions are obtained: 1. Presently, the teachers felt medium-high degree of the principal’s motivational behavior at elementary schools in Tao-yuan County. The level of the “approving working achievements and performance” score the highest. The second highest score was “Building a good working environment”. Then came the “improving school fringe benefit”. The score of the “encouraging further education and professional growth” was the lowest. 2. Presently, the teachers felt good degree of the teachers’ professional commitment at elementary schools in Tao-yuan County. The performance of the “conform to the ethic” was the best, the performance of the “pursue in-service education” was the second, next in order is the “career devotion” and “professional investment”. The performance of the “professional recognizition” was the lowest. 3. The teachers with different background variables, including years of teaching, job titles, principal’s age, years of principal’s service, size of school, school district position had significant differences on perceive the principal’s motivational behavior. The teachers with different background variables, including “above 21 years of teaching”, “administrative teachers”, “ages below 45 of principal”, “1-4 years of principal’s service”. “below 12 classes”, “remote districts” had higher perception. The teachers with different background variables, including “gender”, “ages”, “academic degree” didn’t have significant differences on perceive the principal’s motivational behavior. 4. The teachers with different background variables, including gender, ages, academic degree, years of teaching, job titles, size of school, school district position had significant differences on the teachers’ professional commitment. The teachers with different background variables, including “male”, “ages of 41-50”, “above graduate school”, “above 21 years of teaching”, “administrative teachers”, “below 12 classes”, “remote districts” had higher perception on the teachers’ professional commitment. 5. There was a significant positive relationship between the principal’s motivational behavior and the teachers’ professional commitment. Teachers perceive the principal’s motivational behavior better who have the higher level of the teachers’ professional commitment. 6. Awareness of the principal’s motivational behavior had predictability on the teachers’ professional commitment, and the level of the “approving working achievements and performance” was the strongest predictor to the teachers’ professional commitment.
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Ortiz, Camilo. "Relationships between teacher behaviors and student academic engagement in an inner city preschool." 1997. https://scholarworks.umass.edu/theses/2318.
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Hayes, Susan Ansell. "Exploring the theoretical base for teacher performance pay a micropolitical perspective /." Diss., 2006. http://etd.library.vanderbilt.edu/ETD-db/available/etd-07132006-094139/.
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Huang, Shih-Jen, and 黃世仁. "The study on Digital Reading Motivation and Reading Behavior of Elementary School Teachers in Taichung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7c635t.
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碩士國立臺中教育大學
區域與社會發展學系碩士班
102
This research is aimed to investigate the current situations of digital reading motivation and digital reading behaviors of elementary school teachers in Taichung City. The study explores the differences of digital reading motivation and behaviors from teachers’ demographic variables, and then, to analyze the correlation between the two. The study adopts self-administered questionnaires. The subjects are Taichung City elementary school teachers. The stratified random sampling method is applied according to the school sizes. Data are collected from 57 Taichung City elementary schools. A total of 676 copies of the questionnaires are delivered to participants, and 668 completed ones are recollected, producing a response rate of 98.82%, and the availability rate of 71.30%. The research data are analyzed by such methods as descriptive statistics, t-test, one-way ANOVA, Pearson Product-moment correlation and stepwise multiple regression analysis. The scores of data are collected from “Scale for Elementary School Teachers on Digital Reading Situation.” The results are as follows: 1.The elementary school teachers are on the average or above-average level of overall digital reading motivation in Taichung City. 2.In Taichung City, over 70% elementary school teachers have digital reading behaviors at least every two or three days. The digital reading time span for the majority is within one hour. The main focuses of their reading are on “leisure and recreation,” followed by “education, professional teaching skills and knowledge.” 3.The differences of digital reading motivation and behaviors in Taichung city are caused by some demographic variables of the elementary school teachers. 4.According to statistics, the digital reading motivation and behaviors of elementary school teachers presents positive correlation in Taichung City. 5.The digital reading behaviors of elementary school teachers in Taichung City can be predicted from their digital reading motivation. In the end, some proposals, based on the research results, are offered to be reference for education authorities, schools, teachers, and future researchers.
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Wang, Tz-Cho, and 王姿喬. "A Study on the Motivation and Behavior in Group Buying of Elementary Teachers in Tainan City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/18972589057760162676.
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碩士康寧大學
資訊傳播研究所
103
The purposes of this study were to investigate how public primary school teachers were involved in group buying and to analyze the influence of group buying motivation on future group buying behavior. The investigation was based on the Theory of Reasoned Action (TRA), and data was collected by questionnaires distributed to 370 Tainan primary school teachers who had group buying experience. Statistical Package for Social Science (SPSS) was used for data analysis. The results were as follows. 1. Positive influence on behavioral intention was found in “colleagues’ recommendations,” “strengthen interpersonal relationships,” “advertisement,” “price” and “personal needs.” 2. Marked influence on behavioral intention was not available in “personalities of lead buyers,” “impulse buying,” “hedonic motivation,” “convenience,” “conformity behavior” and “interpersonal pressure.” 3. Positive influence on future buying was found in “behavioral intention.” 4. Notable difference was found in the influence of gender on “strengthen interpersonal relationships” and “future group buying.” 5. Notable difference was found in the influence of age on “hedonic motivation,” “strengthen interpersonal relationships,” “advertisement” and “behavioral intention.” 6. Notable difference was found in the influence of years of service on “impulse buying,” “hedonic motivation,” “strengthen interpersonal relationships,” “advertisement” and “behavioral intention.” 7. Notable difference was not found in “educational background” and “position at school.” 8. Notable difference was found in the influence of last six months buying frequency on “impulse buying,” “hedonic motivation,” “colleagues’ recommendations,” “strengthen interpersonal relationships,” “advertisement,” “conformity behavior,” “interpersonal pressure,” “behavioral intention” and “future group buying.” This author advanced two suggestions for group buying suppliers and teachers. Firstly, group buying suppliers should develop marketing strategies to increase primary school teachers’ interest in group buying as well as their satisfaction with the products. Secondly, to keep a wise shopping habit, teachers should identify their personal needs and decide whether the products are useful to them before group buying.
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Chua, Chee-Jen, and 蔡智仁. "The Relationships among Work Motivation, Self-Efficacy and Innovative Behavior of Malaysia's Chinese Independent School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/sebak5.
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碩士國立彰化師範大學
教育研究所
106
This study aimed to understand the situation of work motivation, self-efficacy and innovative behavior of Chinese high school teachers in Malaysia, and to compare the differences within diverse backgrounds, and lastly to discuss the relationships among the three parts. This study has given out 550 questionnaires to Chinese high school teachers in Malaysia. 396 of 469 returned questionaires were valid; the effective rate was 84%. After the questionnaires were collected, the datas were applied from respondents to the results, along with descriptive statistics, independent sample t test, one-way ANOVA, product-moment correlation, multiple regression analysis and other statistical methods to verify assumptions. The results of this study as follows: (1)The junior high school teachers with administrative positions whose intrinsic work motivation is high to moderate degree; and their extrinsic work motivation is low to moderate degree; while their self-efficacy and innovative behavior are high to moderate degree. (2)The significantly positive correlation exists among intrinsic work motivation, self-efficacy and innovative behavior of junior high school teachers with administrative positions. (3)The intrinsic work motivation and self-efficacy of Chinese high school teachers with administrative positions predict innovative behavior, but the predictive power of extrinsic work motivation only concerning forward ideas of innovative behavior. Finally, the results could be served as recommendations for education authorities, school administrative units, teachers with administrative positions, and future researchers.
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CHEN, SU-CHI, and 陳淑錡. "The study of teachers'''' knowledge-sharing behaviors and knowledge sharing motivations in Taoyuan country elementary school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/48326421146185040978.
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碩士國立新竹師範學院
國民教育研究所
91
The purpose of this study is to analyze teachers'''' knowledge-sharing behaviors and motivations for knowledge sharing in Taoyuan country elementary school and discuss the influences of motivations for knowledge sharing behaviors. Suggestions based by the conclusion of this study can be used for elementary school administration, teachers and future studies. To achieve above goal, the research methods are document analysis, questionnaire and interview. 601 copies of questionnaires were returned, 559 of them are valid and used in this study. Additional 11 copies of interview were issued for insufficient amount of sampling. The result of the questionnaire were analyzed by statistical methods such as Mean, Sd, Pearson correlation, one way ANOVA, and Simultaneous multiple regression. The conclusions of this study are as followings： 1.Teachers’ motivations for knowledge sharing are esteem needs, belongingness needs, self-actualization needs, trust, reciprocity, altruism. 2.Different sex, age, seniority ,school area are significantly affecting some of teachers'''' motivations for knowledge sharing. 3. Teachers'''' common knowledge-sharing behaviors include communication factor , teaching factor and market factor. 4. Different age, seniority ,duties are significantly affecting knowledge-sharing behaviors. 5.Teachers'''' motivations for knowledge sharing are related to knowledge-sharing behaviors . 6.Teachers'''' motivations for knowledge sharing show the ability to predict knowledge-sharing behaviors . Keywords：elementary school teacher, knowledge-sharing motivations , knowledge-sharing behaviors
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Chuang, Yin-Ting, and 莊殷婷. "Research on Relationships of Lifestyles, Travelling Motivations, and Overseas Souvenir-purchase Behavior Among Junior High School Female Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/30427889735102954256.
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碩士大葉大學
休閒事業管理學系碩士在職專班
94
The research is based on data from the female teachers in public junior high schools of Taipei, Taichung, and Kaohsiung who have travelled abroad. In order to realize the relationship of the female teachers， lifestyles, travelling motivations and souvenir- purchasing behavior, the research used questionnaires to investigate their travelling experiences, souvenir-purchasing behavior, travelling motivations, travelers life styles and their personal background The research indicates: Most of the female teachers who travel abroad are those who live in Taipei city. The average age is between 20 and 30 years old. Many of them are married and have children. Moreover, they have about 10,000 ~ 29,999 dollars to pay for entertaiment a month.The female teachers tend to travel abroad with their family. Many of them go with a tour group.Most of the female teachers spend 6.4 hours and 10,144 dollars on souvenirs during the trip. Their favorite souvenirs are local products. Social relationship, health care and sports, and self-assertiveness positively correlate with the nine travelling motivations. Family types positively correlate with the motivation to taste foreign cuisine and go souvenir shopping. Yet, family types negatively correlate with the motivation to make friends and to play sports. Social relationship, tastes of fashion trends, health care and sports, knowledge in literature and art, and self-assertiveness positively correlate with the amount of the souvenirs purchased. Tastes of fashion trends positively correlate with the time of shopping. Yet, there isn，t any obvious correlation between lifestyles and the expenses on souvenirs. The nine travelling motivations positively correlate with the amount of souvenirs purchased. The motivation to taste foreign cuisine and to go shopping positively correlate with the time of shopping. Yet, there isn，t any correlation between the nine motivations and the expenses on souvenirs. Different travelling mates have an obvious influence on to explore the self, to experience different lifestyles, to search consolation, the motivations to visit friends and to make friends and to play sports. Different travelling mates have an obvious influence on the expenses on the souvenirs.
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Chang, Ming-Hung, and 張明宏. "The Influence of Teacher Autonomy for Students’ sychological Need, Learning Behavior and Motivation in the Field of Science and Technology." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78022569179832411502.
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碩士國立屏東科技大學
技職教育研究所
104
This study aimed to explore the influence of teacher autonomy for students’ psychological need, learning behavior and motivation in the field of science and technology. Test samples were 46 seventh grade students in the two classes of anonymous Junior high school in Pingtung. In 6 weeks (24 lessons), the experimental group was exceeding teacher autonomy support teaching mode processing; the control group was non teacher autonomy support teaching mode processing. Both groups have pre-tests and pro-test including school examination papers, psychological need scale, learning motivation scale, and learning behavior scale as research tools. Based on studies conducted by researchers, pre-testing and post-testing can be implemented using ANCOVA analysis. The results of this study were as the following: 1.With teacher autonomy support, students have higher competence and psychological needs than non-teacher autonomy support student. 2.The teacher autonomy support students have higher level of introjected regulation, identified regulation and integrated regulation of learning motivation than non-teacher autonomy support students. 3.The teacher autonomy support students engaged in behavior and emotion of learning behavior performance with a positive effect and reducing disaffected emotion. 4.Teacher autonomy support teaching model has to enhance the effect of student learning outcomes in the field of science and technology. In this study, the results of the study offer suggestions for school, the school teacher and future researches.
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Chen, Shu-Ling, and 陳淑玲. "A Study on Knowledge-Sharing Motivation and Behavior of the Teacher Professional Learning Communities of Elementary Schools in Taichung City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/45205828394788564213.
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碩士東海大學
教育研究所在職專班
101
The purpose of this study was to discuss the relationship between the knowledge- sharing motivation and behaviors of elementary school teachers participating professional learning communities in Taichung City. The research was conducted by questionnaire survey. The researcher used 529 valid samples from 23 elementary schools in Taichung city. The instruments used in the study included the Elementary School Teachers’ Knowledge Sharing Motivation Scale, and the Elementary School Teachers’ Knowledge Sharing Behaviors Scale. The methods to analyze were descriptive statistics, Hotelling’s T² test, one-way MANOVA, one-way ANOVA, and canonical correlation by using SPSS. The findings were: 1.Elementary school teachers participating professional learning communities had better score of knowledge sharing motivation. 2.Elementary school teachers participating professional learning communities had medium-high score of knowledge sharing behaviors. 3.Task position, highest education, years of teaching and school size showed significant differences on part knowledge sharing motivation. 4.Gender, years of teaching and school size showed no significant differences on the knowledge sharing behaviors, but task position and highest education did had significant differences on the knowledge sharing behaviors. 5.The elementary school teachers’ knowledge sharing motivation and knowledge sharing behaviors between has two groups of canonical correlation. Finallly, the research proposed suggestions for education staff, administrators, and teachers. Further studies on professional learning communities also provided. Keywords: elementary school teacher, teacher professional learning community, knowledge-sharing motivation and behavior
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you-xin, Chen, and 陳友信. "A Study of the Correlation among Teachers' Life Style, Digital Reading Motivation and behavior in Kaohsiung Elementary School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/72716376943525528037.
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碩士大仁科技大學
文化創意產業研究所
102
Abstract The purposes of this study were to investigate the teachers'lifestyle, digital reading motivation and behavior in Kaohsiung Elementary School, and investigate the relationships.Investigation of this research is based on questionnaires; the methods are demographic background variables, lifestyles, digital reading motivations and behaviors variables to design questionnaires. Furthermore, it with descriptive statistics analysis, factor analysis, T test, one-way ANOVA, Chi-square test of independence, and Pearson product-moment correlation coefficient to analyze. As the results, different demographic background variables affect lifestyles, digital reading motivations and behaviors. Elementary school teachers in Kaohsiung with different reading behaviors have statistically significant differences in their digital reading motivations and lifestyle. Then, the result reveals that teachers' digital reading motivations are highly related to lifestyle. According to the result of research, it provides relative suggestions to the field researches and Elementary school teachers.
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YANG, YI JU, and 楊憶如. "A Study on the Motivation and Behavior of Internet Use, and Internet Addiction of Taiwan’s Elementary School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/84655661038166544762.
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碩士國立新竹教育大學
教育學系碩士班
101
The purpose of this study is to investigate current situation of motivation, behavior of internet use, and internet addiction of elementary school teachers in Taiwan and to explore the difference between each variable, correlation, and predictable effect. In the study, questionnaire survey method is used and 682 teachers from elementary schools from various counties in Taiwan are surveyed. Research tools used in this study includes “Scale for Motivations of Internet Use”, “Scale for Behaviors of Internet Use”, and “Scale for Internet Addiction.” The data acquired through questionnaire are subject to analysis with statistic methods such as descriptive statistics, chi-square test, independent sample t-test, ANOVA, and product-moment correlation, as well as stepwise regression. The research results are as follows: 1. Elementary school teachers in Taiwan with different genders, age, and school property are significantly different in motivations of internet usage. 2. Elementary school teachers in Taiwan with different genders, age, and posts are significantly different in behaviors of internet use. 3. Elementary school teachers in Taiwan with different genders, age, and posts are significantly different in addiction to internet use. 4. Elementary school teachers in Taiwan are significantly different in motivations and behaviors of internet use. 5. Elementary school teachers in Taiwan are significantly different in behaviors of and addiction to internet use. 6. Elementary school teachers in Taiwan are significantly different in motivations of and addiction to internet use. 7. Motivations and behaviors of internet use of elementary school teachers in Taiwan have significant predictable ability to internet use. Finally, this study proposes suggestions based on the findings for reference of practitioners, related departments, and future researchers.
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Lin, Yu-Chi, and 林佑吉. "A Study of the Relationship among Junior High School Teachers’ Leadership Behavior, Job Motivation, and Working Pressure Adaptation." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/75954751352411155023.
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碩士國立彰化師範大學
教育研究所
97
Abstract The purpose of this study was to explore the relationship among the junior high school teachers’ leadership behavior, job motivation and the working pressure adaptation. Five hundred and four junior high school teachers in Tai-chung city and county were selected randomly to respond a set of instruments. The related methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis. The results of the research indicated as follows：1).The teachers’ perception of the leadership behavior was relationship-oriented; 2).The teachers’ perception of the job motivation was achievement-oriented; 3).The teachers’ perception of the working pressure adatuion tended to be interpersonal relationship; 4).Teachers’ gender, volunteer for teacher position, educational background, teaching years, and school location had significant difference on teachers’ leadership behavior, job motivation and the working pressure adaption; 5).There was a significant correlation between teachers’ leadership behavior, job motivation and the working pressure adaption; 6).The teachers’ job motivation was a positive predicator for the variable of teachers’ working pressure adaption; and 7).The teachers’leadership behavior was a positive predicator for the variable of teachers’ working pressure adaption.
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Pan, Shu-Hua, and 潘淑華. "A Study Between Junior High School Students’ Perception on Physical Education (P.E.) Teachers’ Teaching Behavior and Students’ Motivation." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11241237769844856184.
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碩士國立體育大學
體育研究所
98
The purpose of the study was to investigate the relationship of Junior High School Students’ Perception on Physical Education (P.E.) Teachers’ Teaching and Students’ Motivation. This study consists of 1050 national eighth-grade students, The research collected and analyzed the data through the questionnaire, recruited from 30 junior high schools, and 937 valid questionnaires were retrieved and collected. They were tested by Students’ Perception on Physical Education Teachers’ Teaching Scale and PE Class Motivation Scale. The data was analyzed by statistic software of SPSS 17.0 of Chinese edition. The data collection from the surveys were treated and analyzed with descriptive statistic, t-test, and the stepwise linear regression analysis. Based on the data and discussion, the conclusions were acquired as follows: (1)Junior High School Students’ Perception on Physical Education Teachers’ Teaching were constructive. (2)t-test revealed that: The general performance of Students’ Perception on Physical Education Teachers’ Teaching were no significant differences. In terms of the differences of motivation in physical education, male students revealed higher intrinsic motivation, introjected regulation, and external regulation than female students. In addition, Amotivation was no significant differences. (3)According to stepwise multiple regression analysis, the results indicated that: amotivation was significantly predicted by Instructional strategies in presenting subject matter; introjected regulation and external regulation were significantly predicted by teaching strategic; intrinsic motivation was significantly predicted by teaching preparation and planning, Instructional strategies in presenting subject matter, and teaching strategic.
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Tsui, Chien-yun, and 崔倩筠. "Relations between Reading Motivations, Behaviors and Satisfaction of Apple Daily for Elementary School Teachers in Chiayi Area." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/31515238844394746042.
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碩士南華大學
文化創意事業管理學系
101
Though we are living in an era of information explosion in which informationcan be found everywhere, newspapers are still the major providers of information not only offering the most complete reports but also the source of TV and network news.Among the major newspapers in Taiwan, Apple Daily, though a late comer, is becoming the leader of agenda-setting and topicality. Reasons of its fast growing include taboo issues; photographs and words with sanguinary, sensation, and sexual explicit; and ways of issue operation. Despite its contradictory characteristics, the readership rate of Apple Daily is still among others according to different audience media use behavior surveys. Due to its controversial nature and high readership rate, how is the acceptance of such newspaper for relatively conservative elementary school teachers? This study is aimed to investigate the reading motivation, behavior, and satisfaction of elementary school teachers on Apple Daily. In this study, several statistical analysis methods were used including t-test, one-way ANOVA analysis, post hoc tests, and factor analysis method for hypothesis testing of reading motivation and reading satisfaction as well as the multiple linear regression analysis for the reading satisfaction predictable analysis between reading motivation and satisfaction. The descriptive statistical analysis was presented for the reading behavior. The research results show that different demographic variables are not sufficient to cause a significant impact on reading motivation of "recreation" and " information access"; while the reading satisfaction of “content features” and“information acquiring” is higher comparing to those who served as administrative positions and mentors. Also, the reading satisfaction of “information acquiring” is higher comparing to those whose years of teaching are “11-15 years”to“16-20 years”. On the predictable analysis, “recreation” on reading motivation has higher predictable effect on reading satisfaction of the newspaper.
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Chih-Wei, Chen, and 陳志偉. "A Study on the Vocational High Teachers’ Motivations of Recreational Sports and Participation Behaviors in Kaohsiung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13888432975868516987.
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碩士樹德科技大學
經營管理研究所
98
The purpose of this study is to investigate the participation and motivations of recreational sports among the vocational high school teachers in Kaohsiung. All together 348 questionnaires were issued and 276 were returned, among which 261, or 75%, were valid. Data were analyzed through descriptive statistics, t-test, single-factor variable analysis, scheffe-test, and chi-square. Results of analysis are as follows: 1. Among the vocational high school teachers in Kaohsiung, female teachers outnumber male teachers. On the other hand, professional subject teachers outnumber general-subject teachers. Most of the teachers are between the age of 31 and 40 and have children who are under 18. 2. The three most popular sports in order are—bicycling, walking, and jogging. Male teachers prefer to bicycle while female teachers enjoy walking. The male teachers’ participation rate of bicycling reaches to 42%. The rate indicates that most of the vocational high school teachers in Kaohsiung have stronger motivation toward bicycling. 3. Taking “regular exercise” is not common among teachers, and the participation rate is only 33.3%. The participants who are between the ages of 31 and 40, with at least one child and male teachers likely take regular exercise 4. The stronger motivations for participating in recreational sports are mental need and health pursuit. Compared with female, however, male professional subject teachers express stronger motivation toward fulfillment pursuit, social need and knowledge pursuit. According to the research finding, some practical suggestions for the teachers, school, and authority of education are provided. I hope the research will inspire more teachers to participate in the leisure time activity.
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Yi-Ling, Tsai, and 蔡依伶. "A study on the elementary school teachers’ motivations of recreational sports and participation behaviors in Yunlin County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62398192047709553055.
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碩士稻江科技暨管理學院
休閒遊憩與旅運管理學系碩士班
98
This study focused on the elementary school teachers’ motivations of recreational sports and participation behaviors in Yunlin County .This research used questionnaire surveys.The questionnaire consisted of three parts：personal information,participation motivations of recreational sports and participation behaviors of recreational sports. Using the strata random samples, a total of 400 copies of guestionnaires were mailed, 350 copies were validated, with a returned validity rate of 87.5%. The data were analyzed with descriptive statistics,one-way ANOVA and factor analysis.The results are summaried as follows：The elementary school teachers in Yunlin County are female, 31-40 years of age and teaching under 10 years at most.They are class teachers and married in large part.And they participate recreational sports once or two times weekly, and participating duration are between 31 to 60 minutes. Most participators start the sport activity from 16:30 p.m. in a day. They often participate recreational sports on Saturday . The major motivations of participating recreational sport are emotional relaxation , physical health ,interpersonal relationship and self-realization in accordance with the order. The elementary school teachers in Yunlin County have significant and partial differences on the participation motivations in the gender, age, seniority, job and family status.They also have significant and partial differences on the participation behaviors in the gender, age, seniority, job and family status. This research also found that the demographic variables have significant and partial differences on the participation behaviors and participation motivations. According to the above research finding, I provide some suggestions for the authority of education, school, and teachers. I hope the research will improve the condition that the elementary school teachers participate activity in the leisure time . Finally the findings carry on the integrated discussion, and puts forward the correlated suggestions.
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KUO, CHEN-JOU, and 郭晨柔. "A Study of Leisure Motivation and Leisure Satisfaction among Elementary School Teachers in Kaohsiung Cityof Type A Behavior Pattern and Type B Behavior Pattern." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/h75h6t.
Full textAbstract:
碩士國立屏東大學
生態休閒教育教學碩士學位學程
107
This study was aimed at probing into different statistical results in leisure motivation and leisure satisfaction due to Type A、Type B Behavior Pattern and different population backgrounds of elementary school teachers in Kaohsiung City, also, the purpose of this study was to find out relationships of leisure motivation and leisure satisfaction. Quantitative research method and quota sampling were adopted in this study. In total, 325 copies of questionnaires surveys were collected, and 300 valid questionnaires were returned with a rate of 92.3%. The data was collected and processed with the IBM SPSS 22.0 as the tool of statistical analysis to run the results of descriptive statistics, one-way MANOVA, Scheffé's method, and Pearson product-moment correlation coefficient. The results were as follows: 1.There were 26% of elementary school teachers in Kaohsiung City belong to Type A Behavior Pattern；and 49% of elementary school teachers in Kaohsiung City belong to Type B Behavior Pattern. 2.The situation of leisure motivation reached to medium-high level, and “Psychological Satisfaction” was the highest aspect. 3.Significant differences were found in the degree of leisure motivation of elementary school teachers in Kaohsiung City for Type A、Type B Behavior Pattern. Elementary school teachers in Kaohsiung City of Type B Behavior Pattern had stronger motivation than those of Type A Behavior Pattern. 4.The situation of leisure satisfaction reached to medium-high level, and “Society” was the highest aspect. 5.Significant differences were found in the degree of leisure satisfaction of elementary school teachers in Kaohsiung City for Type A、Type B Behavior Pattern. Elementary school teachers in Kaohsiung City of Type B Behavior Pattern felt more satisfied than those of Type A Behavior Pattern. 6.Positive correlation between leisure motivation and leisure satisfaction was observed among elementary school teachers in Kaohsiung City. In conclusion, based on the study results, specific recommendations for schools and related educational institutions for developing leisure activites were proposed. Hopefully, through doing suitable leisure activites, teachers could feel less stressed while working, and Type A Behavior could be decreased.
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Tsai, Ya-fang, and 蔡雅芳. "Relations with Reading Motivations, Behaviors and Satisfaction of Literary Magazine, as Chinese Teacher in Yunlin, Chiayi and Tainan for Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06199638984176546558.
Full textAbstract:
碩士南華大學
出版與文化事業管理研究所
98
Literary magazine in the eyes of publishing house or publisher represents a kind of persistence and dissemination derived from idealism. Notwithstanding, profit usually is not its main purpose and this is exactly the major distinction between literary and commercial magazine. In literatures and documentations, the majority had targeted to research on general magazine readership, rarely selecting readers of literary magazine as the research subjects. Thus, this research focuses on the characteristics of literary magazine readers, their views on literary magazines, reading motivations and levels of reading gratifications as well as what exactly are the most important portions in the literary magazines from the reader''s point of view prior to proceed to survey research. The intent is to not only serve as references for literary magazine publishing, but also prod magazines to meet reader demand, develop diversified themes and subjects, and pioneer into new market segments. In addition, this research expects the literary magazine publishers to raise publishing volume so as to spread out literary seeds, hopefully deep into the mind and soul of the vast majority. The scope of this research encompasses reading behaviors, the assessments and views on reading, reading motivations, imperatives on reading, reading gratification levels and personal information, a total of six segments. Statistical methodologies included descriptive statistics, t test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regressions to verify the variances observed between variables and the predictability for reading motivations, reading gratification levels as well as the imperativeness of reading. Since the reading population for literary magazines was rather confined; and the Chinese teachers were predisposed by their professional inclinations, therefore, they were more likely as one of the major groups who frequently stayed in touch with literary magazines. Hence, this research adopted the Chinese teachers as the parent group; nevertheless, under the constraints imposed by lack of adequate human and other resources, hence, the Chinese teachers in the junior and senior highs as well as vocational highs within these five counties and cities were selected as sampling subjects. Findings of this research revealed that, within various channels of providing readers with literary magazines, those who "borrowed" ranked as the highest. And within reading motivations, imperatives of reading and reading gratification levels, the dimension of "information learning" was rated as the highest. In addition, for readers with different educational backgrounds, the above mentioned three items exhibited significant differences. Therefore, the functionalities for literary magazines not only should provide and sustain aesthetics in life and the cultivation for literary atmosphere, but also literary information or information that other readers can learn from; hence, it would attract more readerships during the process. There were significant differences observed between views and opinions from readers and non-readers. Scoring in the non-reader segment was significantly higher than that from the reader, signifying that those who never have read literary magazines would acknowledge literary magazines reflecting more of the values in life than those have read the literary magazines. In the segment that predicts the reading imperatives, dimension like "reading gratification-content characteristics" could best predict reading imperatives in the total measurement chart and at each of the dimensional levels, followed by "Final measurement chart for reading motivation". Hence, literary magazine should focus on enhancements in content characteristics so as to attract more readerships in the future.
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Kao, Su-Yu, and 高素郁. "The Relationship between Tourist Motivation and Consumer Behavior: A Case Study of Elementary School Teachers in Ping-tung County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/44060013050354885739.
Full textAbstract:
碩士亞洲大學
休閒與遊憩管理學系碩士在職專班
101
Abstract The present thesis aims to examine the current status and the relationship between the tourist motivation and consumer behavior of international travel among elementary school teachers in Ping-tung County. The differences caused by background variables will also be included in the examination. As the study is based on the questionnaire survey, the “International Travel Motivation and Consumer Behavior Questionnaire” is developed to collect data. Also, the object of study is targeted on the full-time in-service elementary school teachers with international travel experience in Ping-tung County. In the end of the survey, a total 438 effective questionnaires are returned. To analyze the questionnaires, the study employs methodologies include descriptive statistics, independent samples T- test, One-way ANOVA, Scheffe's post hoc test and Pearson's product-moment correlation. According to the analysis, the study concludes as follows: 1. For elementary school teachers to travel abroad, cultural experience is the foremost motivation. 2. For elementary school teachers, the motivation for international travel differs significantly according to background variables such as age, length of service and marital status. 3. The consumer behavior of elementary school teachers occurred in international travel is majorly directed by situational inducements. 4. The consumer behavior of elementary school teachers occurred in international travel differs significantly according to background variables such as age, length of service, marital status and average monthly income. 5. Various aspects of motivations for international travel and consumer behavior among elementary school teachers are positively correlated. Based on the above conclusions, the thesis proposes suggestions as a reference for the educational administrations, elementary school teachers, tour operators and future researchers. Keywords: international travel, tourist motivation, consumer behavior。