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Relevant bibliographies by topics / Teachers Attitude

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Academic literature on the topic 'Teachers Attitude'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teachers Attitude"

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Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (July 1, 2018): 1–3. http://dx.doi.org/10.29070/15/57422.

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Aprinda, Inne, Amilda Amilda, and Mardiah Astuti. "Strategi Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Spiritual Siswa Kelas VII SMP Negeri 6 Palembang." Muaddib: Islamic Education Journal 3, no. 1 (June 26, 2020): 33–38. http://dx.doi.org/10.19109/muaddib.v3i1.6296.

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The research aims to describe and analyze the PAI teacher's strategy in developing the spiritual attitude of Grade VII students of SMPN 6, and the factors that influence the PAI teacher's strategy in developing the spiritual attitude of VII students of SMPN 6 Palembang. The results of the study show that, (1) develop the spiritual attitude of VII grade students of SMP Negeri 6 Palembang, namely through the habit of praying after the 0th hour, habituation of the Duha and Dhuhr prayer in congregation, then through teacher guidance to students by giving advice or motivation, by teacher modeling, and approaching through methodsexemplary story (2) Factors supporting the PAI teacher's strategy in developing the spiritual attitude of VII grade students of SMP Negeri 6 Palembang are the existence of creative teachers, the hard work of teachers in motivating students to have good morals, the existence of school programs that support the development of spiritual attitudes of students, the existence of work the same is good between the principal d ith the teacher in the school, the existence of an adequate mosque to carry out worship, the collaboration between parents of students and teachers. While the inhibiting factors are lack of awareness and motivation in students, and lack of supervision from parents in matters of worship.

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Siswanto, Edi. "Implementation Of Character Education In Planting Student Nationalism In The Era Of Independent Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 308. http://dx.doi.org/10.20961/shes.v3i2.46252.

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<p><em>Seeing the existing problems with the character crisis in this country, as an effort for social studies teachers to implement character education in instilling the nationalism of students in the era of independent learning. The method used in this research is a qualitative descriptive method, where descriptive research in this case is a study that aims to describe the policy of independent learning as an effort to improve the quality of education and the attitude of nationalism. The results of this study indicate that the attitude of nationalism which is part of the character values really needs to be possessed by students, the role of the teacher is very important in shaping the character of students who have a nationalistic attitude. The teacher's role implementation can be reflected in the teacher's personality, because the teacher is the main factor and influences the learning process of students. The efforts of history teachers in forming students' nationalistic attitudes, namely linking with the scope, historical material and lesson plans for history subjects, the methods used by teachers in instilling the existing values of nationalism. Learning media used by teachers in an effort to form student nationalism attitudes.</em></p>

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Oh, Siew Pei, and Yan Piaw Chua. "Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (August 2022): 1–16. http://dx.doi.org/10.4018/ijwltt.20220501.oa2.

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This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.

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Lakshmi, G. Sorna, and M. Leonard Ashok. "A STUDY ON TEACHERS’ ATTITUDE TOWARDS TEACHING PROGRAM." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 63–68. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1968.

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Teacher attitude is simply defined as the views, opinions, ideas, feelings, fears, etc. of a teacher. The study aimed to examine the teachers’ attitude towards teaching programme. The investigator adopted survey method to study the teachers’ attitude towards teaching programme for this study a sample of 100 school teachers from five Govt and Private schools which are situated in and around Coimbatore district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that is inferred that there is no significant relationship between teacher’s attitude towards teaching program and the academic achievement of their students.

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Kustati, Martin, and Hidayat Al-Azmi. "Pre-Service Teachers' Attitude on ELT Research." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 1–13. http://dx.doi.org/10.46303/ressat.03.02.1.

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This paper reports on a research determining the attitudes of pre-service EFL teachersâ€™ attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.

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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.

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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.

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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well. Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.

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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.

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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.

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Faizan, Muhammad, Syed Afzal Shah, Shahzadi Seema, and Sadaf Naz. "KNOWLEDGE, ATTITUDES, AND PRACTICES OF PRIMARY SCHOOL TEACHERS TOWARDS ADHD STUDENTS." Humanities & Social Sciences Reviews 9, no. 3 (June 25, 2021): 1258–65. http://dx.doi.org/10.18510/hssr.2021.93124.

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Purpose of the study: This study was designed to explore the knowledge, attitude, and practices of teachers toward ADHD students. The objectives of the study were to document the knowledge, attitude, and practices of the teachers regarding ADHD, to find out the difference between knowledge attitude and practices among different strata of teachers, and to find out the effect of age, experience, and qualification on knowledge, attitude, and practices of teachers towards ADHD. Methodology: Stratified random sampling technique was used to select 600 primary school teachers from 2469 primary school teachers of district Haripur. This instrument contained 29 statements. This scale has three dimensions. Knowledge (statements 1-17), Attitude (statements18-35), and Practices (statements 36-52). The Cronbach Alpha reliability coefficient for the questionnaire was 0.76 which was got through the pilot study conducted on sixty teachers. Main findings: The results indicate that overall practices of teachers are the highest in comparison to Knowledge and Attitude. There was no significant difference between knowledge, practices, and attitudes about ADHD between different strata i-e Urban and Rural area primary teachers, Male and Female primary teachers, and public and Private primary teachers. Furthermore, experience, Age, and Qualification have a profound influence on primary teachers’ knowledge regarding ADHD. Teachers’ Qualification has a profound influence over primary teacher’s Attitude towards students with ADHD. Thus, qualification has a profound influence over primary teacher’s practices towards students with ADHD. Applications of the study: This study is applicable in the field of primary education where the teachers are assessed to find out their knowledge, attitude, and practices towards ADHD students. Novelty originality of this study: Much of the research is conducted in mainstream education but this research specifically explores the knowledge, attitude of teachers towards ADHD students. Therefore, this research is a torchbearer in this particular area of education.

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Dissertations / Theses on the topic "Teachers Attitude"

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Marole, Makgomo Victoria. "Teachers' perceptions of pupil behaviours: a study of high school teachers' attitude." Thesis, University of the Western Cape, 1994. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3172_1183471630.

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BAE, YOULMI. "Attitudes of Preschool Teachers in South Korea toward Inclusion: Using the Rasch Model to Construct a Teacher Attitude Measure." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341633294.

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Brown, Diane Peacock. "Occupational Therapy Academic Program Faculty Attitudes Toward Tenure as Measured by the Tenure Attitude Scale." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3265/.

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This study explored attitudes of occupational therapy faculty toward tenure and selected alternatives to tenure. A survey method was employed, and the Tenure Attitude Survey Instrument, (TASI), was created for use in the study. Additionally, a questionnaire sought information regarding respondents' rank, tenure and administrative status, institutional type, and years in academia. Participants were accredited occupational therapy professional program faculty who identified their primary work setting as "Academic" on the 2000-2001 American Occupational Therapy Association membership survey. Factor analysis of 577 surveys examined the structure of scores on the TASI, and the instrument consisted of 4 scales, and 18 items, as follows: Scale One: Attitude toward academic freedom and job security protection, 7 items; Scale Two: Attitude toward tenure in general, 6 items; Scale Three: Attitude toward stop-the-tenure clock provisions, 2 items; and Scale Four: Attitude toward post-tenure review, 3 items. Cronbach's alpha was conducted, as follows: TASI overall alpha = .7915; Scale 1 alpha = .7884; Scale 2 alpha = .8420; Scale 3 alpha = .7020; Scale 4 alpha = .4229. Proportional analysis showed that most respondents were full time faculty (88.1%); taught full time at public institutions (52.8%); were tenured or tenure-track (55.5%); had no administrative duties (70.5%); with a rank of instructor or lecturer (17.5%), or assistant professor (45.7%). Time in academia ranged from 1-40 years, with a mean of 11.27 years, median of 9.25 years, and mode of 4 years. Attitudes toward, and support for, the continuation of tenure and for selected proposed alternatives to tenure were analyzed according to the following: faculty rank, administrative status, and tenure status. Respondents held generally favorable attitudes toward tenure as measured by Scales 1 and 2 of the TASI, and the best predictors of faculty attitude toward tenure were tenure status and rank. Due to low reliability scores on Scales 3 and 4, no conclusions can be drawn regarding respondents' attitudes toward alternatives to tenure.

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Yeung, Chi-keung. "Factors affecting teacher's attitude and integration of ICT in education /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700708.

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Law, Sin-yee Angelina, and 羅羨儀. "Effects of training on attitude of student-teachers towards integration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3195568X.

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Weber, Tricia Anne. "Playfulness and Technology Attitude| Correlations among In-service Elementary Teachers." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974133.

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Despite growth in the elementary classroom, the level of technology adoption by some teachers falls short of levels sought by educational stakeholders. To address this disparity, the purpose of this correlational study was to identify if, and to what extent, a correlation exists between elementary teachers’ adult playfulness factor levels and their attitude toward technology in the teaching-learning process. The theoretical lenses of the technology acceptance model and the five-factor model of personality guided the research. A convenience sample of 106 teachers was drawn from California educational organizations who permitted their in-service kindergarten through fifth grade teachers to be invited to complete a web-based, self-reported survey. A significant, negative correlation was observed between the playfulness factor of creativity and teachers’ attitude toward technology in the teaching-learning process at the .05 error probability level (r_s = -.20, p = .040), but not significant at the Benjamini-Hochberg correction critical value of .01, nor significant at the Bonferroni corrected error probability level of .01. Although no significant relationships between the variables were found, administrators and staff developers may find the potential relationship between an aspect of personality and technology attitude helpful in encouraging increased levels of technology adoption by considering teachers’ personal characteristics. Opportunities for future research and practice are discussed.

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Rambuda, Awelani Melvin. "Geography teachers' attitude and practice in secondary schools in Venda." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/21510.

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Bibliography: pages 92-112.
Since the 1960s the discipline of geography has changed its emphasis from the descriptive and scientific approach to a holistic one. The subject now emphasizes the understanding of concepts, the development of skills, and the clarification of values and attitudes. These changes have necessitated a change in teaching methodologies. This study considers teaching methodologies and the mechanisms which underpin teaching/learning interactions as an important means of improving geography education in the classroom. The study describes how the Flanders' Interaction Analysis Categories model can be used as an action research tool. The research suggests that Flanders' Interaction Analysis can be used as a diagnostic tool to influence teaching styles to become more interactive in reality. The study establishes the perceived and actual teaching styles used by geography teachers in Venda. The results of the study reflect the disparities between perceived and the actual teaching styles. The study recommends that secondary school geography teachers should be encouraged to undertake action research as a way of reflecting on their teaching style. Teacher training institutions and inservice training centres should offer · courses on how to introduce and administer interactive teaching styles.

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Östman, Kornefalk Ellen. "Läraren Vs. Tekniken : en undersökning om lärares förhållningssätt till tekniken i undervisningen." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5294.

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The use of technology in today's society is frequent and often necessary, but how, when and where are we supposed to learn how to use it? And if it is such a big and important part of our society, then why don’t teachers get more training in how to use the technology? The purpose of this paper is to examine whether teachers attitudes to technology affects their use of technology in their teaching. In school technology can be a complementary to other material, if teachers have the necessary skills to use technology in a pedagogical way. I have chosen to do a qualitative study in form of interviews and observations at a school outside of Stockholm. The results show that both school and teachers must want to work with technology if anyone will be getting something out of it. If schools invest a lot of money on technology that teachers can’t use, it is as bad as if the teachers would be in possession of all knowledge in the world but not be able to convey it. Schools must do more than just buy technology, they must give the classrooms enough computers so that several students can work at the same time, and they must have a functioning support and give the teachers necessary training in how to use it with their students. The teachers in this study said that there are several advantages and disadvantages of the use of technology in teaching. The advantages are that access to technology are fun for students and can often help them in different ways, the disadvantages are poor quality computers and the time it takes for the teachers to work with technology. During observations I could see that students who work together through technology enlisted help of each other, while students who work with books, completely forget the student who sits next to them and go directly to the teacher to get answers to their questions. Technology is here to stay and we must therefore adapt to it accordingly.

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Speak, Lynda Overton. "A Study of Relationships Between Teachers' Knowledge of and Attitude Toward Selected Teaching Strategies and Their Implementation in the Elementary Classroom." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332248/.

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The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed. Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time. It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time. It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.

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Blankenship, Strader E. "Factors Related to Computer Use by Teachers in Classroom Instruction." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30432.

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The purpose of this study was to determine the extent to which the following factors predict computer use by teachers in classroom instruction: attitudes of teachers toward computers in the classroom, access by teachers and students to computers, training of teachers in computer use, support of teachers in their use of computers, age of the teacher, grade level in which the teacher teaches, curriculum area in which the teacher teaches, gender of the teacher, and number of years the teacher is from retirement. Computer use was measured in five ways: over-all computer use and use in drill and practice, whole class instruction, student-directed learning, and computer skills instruction. The design of the study was both quantitative and qualitative. The population of the study was the classroom teachers of Carroll County (Virginia) Public Schools. A survey instrument was designed to measure computer use and the factors related to use. The responses from the survey were analyzed with multiple regression techniques to determine which factors were predictors of computer use by teachers in classroom instruction. The qualitative portion of the study consisted of five focus groups (5-7 teachers from grades PreK-2, 3-5, 6-7, 8-9, 10-12). The nominal group technique was used to create a prioritized list of strategies to improve teacher use of computers by focusing on the factors determined to be predictors. Factors that predict computer use varied by grade level. Training was the most common predictor followed by attitude, support, access, and age of teacher. The prioritized lists of strategies from the focus groups included grade and curriculum specific computer training, technology "coaches" in every building, and computer labs in every building. A major implication of the study was that training must be specifically targeted to grade level and curriculum area to be effective.
Ed. D.

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Books on the topic "Teachers Attitude"

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A, Williams James. Science attitude analysis of Dayton Public School teachers in science. Washington, D.C: Educational Resources Information Center, 1991.

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M, Greenberg Marcia, and Peterson Sandra, eds. Heart of the matter: The role of attitude in teaching. [Albany, NY]: Publishers Solutions, 2007.

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Growing greatness: Six amazing attitudes of extraordinary teachers and parents. Tucson, Ariz: Zephyr Press, 1995.

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Are schools really like this?: Factors affecting teacher attitude toward school improvement. New York: Plenum Press, 1998.

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International, FoodSafe. Report on knowledge, attitude, and practices of teachers and students in relation to HIV/AIDS: Teacher Capacity Building Project. [Gaborone]: FoodSafe International, 2002.

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Moffat, Ian J. Assessing pupils in science: ability and attitude: An assessment framework for teachers in school. [s.l.]: typescript, 1985.

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Cortázar, José Miguel. Los docentes y la cultura del trabajo. Caracas: Secretaría, UCV, 1999.

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K, Kokula Krishna Hari, ed. Examining Teachers Attitude and Competence Towards Integration of Computer Technology in the Classroom: ICCCEG 2014. Vietnam: Association of Scientists, Developers and Faculties, 2014.

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Gray, Joanne. Key stage two teachers' knowledge of and attitude towards asthma in relation to physical education. (s.l: The Author), 1999.

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R, Pryor Caroline, ed. The school leader's guide to understanding attitude and influencing behavior: Working with teachers, parents, students, and the community. Thousand Oaks, Calif: Corwin Press, 2005.

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Book chapters on the topic "Teachers Attitude"

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Eminah, John K., Kojo Taale, and Kolawole Raheem. "Science Student Teachers’ Attitude Towards Improvisation." In Contemporary Issues in African Sciences and Science Education, 73–79. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-702-8_6.

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Anwar, Soofi, and K. Durga Prasad. "Factors Contributing to Teachers’ Attitude Towards Knowledge Sharing." In Driving the Economy through Innovation and Entrepreneurship, 573–83. India: Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-0746-7_47.

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Rouhani, Majid, and Victor Jørgensen. "In-Service Teachers’ Attitude Towards Programming for All." In Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, 149–62. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3930-2_12.

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Fang, Fan (Gabriel). "Revisiting teachers’ and students’ accent attitudes through a questionnaire." In Re-Positioning Accent Attitude in the Global Englishes Paradigm, 52–70. First. | New York : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351061308-5.

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Wilde, Johan P. de, Ellen Sjoer, and Marc J. de Vries. "Preservice Primary Teachers’ Image of and Attitude Towards Science and Technology." In Professional Development for Primary Teachers in Science and Technology, 145–55. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_11.

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Schmidt, Henk G., Peter A. J. Bouhuijs, Tymoor Khattab, and Fathi Makladi. "Attitude Change Among Medical Teachers: Effects of a Workshop on Tutorials." In New Directions for Medical Education, 243–47. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3472-2_17.

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Segers, Eliane, Marieke Peeters, Heleen Strating, Cindy Teunissen, and Ludo Verhoeven. "Effects of a Digital Learning Environment on Knowledge and Attitude of Student Teachers." In Professional Development for Primary Teachers in Science and Technology, 265–75. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_20.

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Christophel, Eva, and Christiane Baadte. "Supporting Students’ Self-Regulated Learning with Teachers’ Feedback: Professional Experience as a Moderator of Teachers’ Attitude—Behavior Contingency." In Multidisciplinary Research on Teaching and Learning, 86–105. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137467744_5.

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Ren, Dan, Liang Liao, Yuanhui Li, and Xia Liu. "Empirical Study of College Teachers’ Attitude Toward Introducing Mobile Learning to Classroom Teaching." In Communications in Computer and Information Science, 574–87. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7984-4_42.

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Celep, Cevat, and Tijen Tülübaş. "Effect of Principals’ Technological Leadership on Teachers’ Attitude towards the Use of Educational Technologies." In Key Competencies in ICT and Informatics. Implications and Issues for Educational Professionals and Management, 247–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45770-2_21.

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Conference papers on the topic "Teachers Attitude"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.

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Antlová, Adéla, Štefan Chudý, and Danping Peng. "Teachers´ Attitude Towards Errors." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.38.

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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

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Kremnický, Juraj. "Opinions Of Teachers On Teaching Gymnastics In Banská Bystrica." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-36.

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The aim of this article was to find out the views and attitudes of teachers of the fifth and sixth grades of elementary schools in Banská Bystrica on gymnastics. The research group consisted of total number of 25 physical and sport education teachers, 11 male and 14 females from eleven schools. We used our electronical questionnaire to find out the opinions of the teachers. We studied the opinions on teaching the gymnastics but also material equipment at elementary schools. In average we found out positive attitude of teachers toward gymnastics. The teachers consider the existing material equipment at elementary schools in Banská Bystrica to be suficient.

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Jegede, Philip. "ICT Attitudinal Characteristics and Use Level of Nigerian Teachers." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3226.

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The study investigates the nature of relationship between ICT attitudinal constructs and use level of Nigerian teachers. A total of 467 teachers randomly drawn from teacher-training institutions participated in the study. Two research instruments; Teachers ICT Attitudinal Scales and Teachers’ Use of ICT Checklist were employed in collecting relevant information. Data collected were analysed using Multiple Regression Analysis and Spearman Correlation. It was discussed that ICT Use Level of teachers is significantly related with each and the combination of attitude constructs. The findings also revealed that perceived control factor, behavioural factors and defense factors contributed mostly to the prediction of ICT Use Level of teachers.

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Pavitola, Linda. "Interconnections Between Teachers’ Attitude And Inclusive Education." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.62.

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Mura, Giulia, Mirella Ferrari, and Davide Diamantini. "Training school teachers to the use of ICT – a preliminary study on motivation and attitude to innovation." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2859.

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As part of a project introducing digital technologies in the daily practice of primary and secondary school teacher’s of an Italian municipality, the whole body of teachers was enrolled in a training course on the use of ICT in didactic. Before the beginning of the training , data on three main topics (attitude towards teaching, ICT expertise, attitude towards training on the use of ICT,) were collected via a pen and paper questionnaire. The aim of the questionnaire was to help identifing factos facilitating and preventing a successful exit of training, in order to better costumize it. A total of 456 questionnaire were analized, and main results higligthed an average level of ICT competence among the interviewed, with relevant gaps, however, on the tools more useful for teaching purposes. Teachers expressed a good inclination towards the more creative aspects of their profession,an element evaluated as positive in view of the adoption of more student-centered pedagocical practices. At the same time conflicting attitude were expressed on the whole idea of entering a training process. On the basis of the data and the literature review, suggestions for the definition of the teachers’ training are offered.

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Efendi, Ridwan, and Nuryani Y. Rustaman. "Attitude level of prospective science teachers towards assessment." In PROCEEDINGS OF INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2015). AIP Publishing LLC, 2016. http://dx.doi.org/10.1063/1.4941189.

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Soman, Malathi. "Attitude of Prospective Teachers towards Web-Supplemented Courseware." In ICDTE 2019: 2019 The 3rd International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369199.3370911.

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Kudarinova, Asel S., and Akbota N. Autaeva. "Professional and personal readiness of future teachers to implement inclusive education." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-347-354.

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This publication provides a detailed analysis of theoretical studies of professional and personal readiness of future teachers to implement inclusive education. Professional and personal readiness is understood as an integrative dynamic new formation of the future teacher, which ensures the development of the image of the Self and a professionally significant attitude to it, manifested in the pedagogical motivation to achieve success in professional positions in the implementation of inclusive education.

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Reports on the topic "Teachers Attitude"

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Braunger, Jane. Teacher attitude toward composition instruction at the postsecondary level: identification and formation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.828.

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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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McClain, Anita. A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshops. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.321.

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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1082.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.

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The Attitude Revelation of Physical Culture Teachers to the Pedagogical Work With Students. E.E. Funina, March 2015. http://dx.doi.org/10.14526/12_1111_12.

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