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1
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 (rs = -.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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Buka, Migena. "The Job Attitude Differences Among Public And Private School Teachers In Albania." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605998/index.pdf.
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In the present study, the attitudinal differences between the public and private school teachers in Albania were investigated. The attitudinal variables were: job satisfaction, job involvement, organizational commitment, and one behavioral intention: turnover intention. Data was gathered from totally 429 teachers working in public (N = 254) and private (N = 175) schools in Albania, in high and secondary schools. Of them, 73% were females (N = 315) and 27% were males (N = 114). The sample mean age was found to be 39 and it varied from 22 to 63 years. Results supported only the hypothesis that stated that the private school teachers are more satisfied with their jobs as compared to their colleagues working in the public sector. Although the hypothesis regarding job involvement and organizational commitment were not supported, it was found that there were significant differences between the teachers working in the public and private schools, with respect to these variables. In the last hypothesis, significant difference was expected for the turnover intention between the public and private sector teachers, however this hypothesis was not supported also. The results are discussed along with the limitations of the study and suggestions for future research.
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Kirby, Alicia. "Staff attitude change in a Response to Intervention Program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=673.
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楊志強 and Chi-keung Yeung. "Factors affecting teacher's attitude and integration of ICT in education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256545.
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Fisher, M. R. "Role distance, identity and self : a pilot study among white teachers in state schools." Master's thesis, University of Cape Town, 1986. http://hdl.handle.net/11427/17277.
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Text in Afrikaans and English.Includes bibliography.
In the face of negative criticism from the neo-Marxists' school of sociological analysis, Hargreaves (1981) suggested that the ethnographers should adopt what he termed a 'split-level' model. This approach entailed a close scrutiny of societal controls and structures in which education took place so as to give meaning to the 'situational structures' where teachers and pupils interacted in classrooms. He advocated that ethnographers locate their work within some context. This investigation will follow Hargreaves' advice but the model will be modified somewhat. There will be a focus upon the 'structural societal relations'; this focus will also encompass an investigation of the saturation of these relations by an ideology which permeates the provision of education. The proposed modification of Hargreaves' model happens where the shift from 'societal structures' to 'situational structures' occurs. The writer proposes that an intermediate stage needs to be inserted, at the level of the school, as a mediating agency of the structural relations.
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Luseno, Florah Kavulani. "An Assessment of the Perceptions of Secondary Special and General Education Teachers Working in Inclusive Settings in the Commonwealth of Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26181.
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One of the major challenges facing special and general classroom teachers stems from the current educational movement towards inclusion, a process that emphasizes providing special education services to students with disabilities within the regular classroom. Studies reviewed indicate that difficulties occur in instituting integrated programs within general classrooms because educators working in inclusive settings lack knowledge of strategies needed to implement such programs effectively.
The purposes of this study were to determine whether secondary special and general education teachers working in inclusive settings in Virginia had: (a) a positive attitude towards inclusion and students with disabilities; (b) perceived themselves capable of adapting instruction to students with disabilities; (c) had the resources and support needed; and (d) perceived themselves knowledgeable of pertinent information required for teaching students with disabilities in inclusive classrooms. Information collected was also designed to identify: (e) whether these special and general educators collaborated in their inclusive classrooms; (f) the type of support received in working with students with disabilities; and (g) areas of needs the two groups of teachers have in working with students with disabilities in inclusive classrooms.
A total of 400 questionnaires, consisting of 36 Likert-statements and 19 open-ended items, were mailed to a stratified random sample of 200 special and 200 general classroom teachers working in inclusive settings in Virginia. Out of this total, usable questionnaires were received from 84% (n = 167) of the general education and 62% (n = 124) of the special education teachers, for an overall response rate of 73%.
An analysis of data collected, using descriptive statistics, thematic analysis, and analysis of variance, indicated that special educators, compared to general educators: (1) had more positive attitudes towards inclusion and students with disabilities; (2) perceived themselves more capable of adapting instruction to students with disabilities; (3) felt resources and support needed to work with students with disabilities were available; 4) had a greater sense of efficacy when it comes to knowledge required for teaching students with disabilities; and (5) worked more collaboratively in providing assistance to each other regarding students with disabilities.
Both groups of special and general educators had a negative attitude towards educating: (6) most students with disabilities (regardless of the level of their disability) in the regular classroom; especially (7) students with behavioral disorders, mental retardation, and multi-disabling conditions. These teachers also felt: (8) students with disabilities lack skills needed to master the regular classroom course content; and that (9) the large teaching load in the regular classroom makes it hard to meet the needs of students educated in inclusive settings effectively. Furthermore, both groups of teachers indicated they: (9) predominantly received support from other teachers and guidance counselors in working with students educated in their inclusive classrooms.
Information focusing on areas of needs in working with students with disabilities indicated the two groups of teachers identified different areas of needs. The special educators noted they need: (10) more influence in the placement and decision making process, extra time for collaborating with others, reduced class loads, a clarification of the roles and responsibilities of special and general educators working in inclusive classrooms, and guidelines for meeting the new standards of learning. In contrast, the general educators indicated they require: (11) support from their administrators and parents, more resources and instructional material, assistance in dealing with school administrators who hold all students to equal standards, and training in special education and strategies for working with students with disabilities, behavior management, discipline, and anger management and conflict resolution. Implications this information has for school districts and teacher training institutions are discussed.Ed. D.
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Barr, Mark James. "Delivering physical education : the expectations and experiences of newly qualified teachers." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343066.
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Razera, De Azevedo Diana. "Awareness, attitude and perception of plagiarism among students and teachers at Stockholm University." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-37221.
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The department of Computer and Systems Sciences (DSV) at Stockholm University has experienced an increasing in the amount of international students that enrolled in the programs as well as an increasing in the worry about the issue of plagiarism in campus and online courses. The main purpose of this thesis was to investigate if the awareness, attitudes and perception of plagiarism among students and teachers were equivalent in writing and programming assignments as well as how online and classroom teaching impacted in the issue of plagiarism. The research consisted of paper and online surveys as well as semi-structured interviews. In total, there were 71 participants (47 students and 24 teachers) in the first phase of the research, text plagiarism and 101 participants (97 students and 4 teachers) in the second phase of the research, code plagiarism. The main results obtained show that the issue of plagiarism was not entirely clear both for students and teachers. Students and teachers from both groups (code and text plagiarism) had the same opinion in many topics such as the one regarding having clear information about what is allowed and not allowed, but in some other topics their opinion diverged greatly, for instance combining pieces of code taken from a book or internet was totally acceptable in programming while the same did not apply in writing assignments. These results were taken into account to consider the possibility that even though plagiarism was a common issue, there were some differences on what is allowed and not allowed in terms of code and text plagiarism. The thesis ends with a discussion about the results obtained from the research, presents some recommendations to how to deal with plagiarism and provides the reader with some future work suggestions.
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Sato, Mari Som-arch Wongkhomthong. "Teachers' attitude towards sex and aids education in public high schools in Bangkok /." Abstract, 1999. http://mulinet3.li.mahidol.ac.th/thesis/2542/42E-MariSato.pdf.
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Hsu, Hsin-Jung, and 徐新榮. "The Relationship between Teachers’ Attitude toward Teacher Professional Development Evaluation and their Professional Commitment in MiaoliElementary SchoolsThe Relationship between Teachers’ Attitude toward Teacher Professional Development Evaluation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48897148147955297672.
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碩士玄奘大學
成人教育與人力發展學系碩士班
99
The Relationship between Teachers’ Attitude toward Teacher Professional Development Evaluation and their Professional Commitment in Miaoli Elementary Schools Student：Hsin-Jung Hsu Advisors：Dr. Yu-Ching Liu Institute of Adult Education and Human Resource Development Hsuan Chuang University ABSTRACT The purposes of this study were to survey elementary school teachers’ attitude toward teacher professional development evaluation and their professional commitment as well as to analyze the effect of demographic variables on the two variables and the relationship between the attitude to teacher professional development evaluation and the teacher’s professional commitment. Questionnaire survey was conducted in this study. The subjects included 625 elementary school teachers randomly drawn in Miaoli County. There were 572 valid questionnaire retrieved , the return rate is 94.9%. Data was analyzed using Descriptive Statistics, Independent- Samples t-test, one-way ANOVA, and Pearson's product-moment correlation analysis. The following outlines the results of this study： 1） Teachers’ attitude of the teachers professional development evaluation was above average. 2） The elementary school teachers’ professional commitment was higher than intermediate level. 3）There are significant differences in the attitude about teacher professional development evaluation in terms of years of service, designated duty, participation in formative teacher evaluation, and school size . 4）Significant differences in the teacher’s professional commitment can be found among teacher’s education background, designated duty, and participation in formative teacher evaluation. 5） There was a moderate positive correlation between teachers’ attitude toward teacher professional development evaluation and their professional commitment. Based on the research results, the researcher provides suggestions for the education authorities, the elementary schools, teachers of elementary schools, and follow-up researchers for the further studies respectively. Key words: elementary school teachers, teacher professional development evaluation, professional commitment
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Rice, Janet Elizabeth. "The attitude of teachers towards corporal punishment." Thesis, 2015. http://hdl.handle.net/10539/19202.
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Various educationalists through the ages have expressed concern
over, and supported belief in the ineffectiveness of punishment
as a disciplinary strategy. Despite the paucity of appropriate
research support for its effectiveness and desirability, our
society still legalizes the educational use of punishment
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張以倫. "A Study of Teacher's Evaluation Attitude for Teachers in Technology University & Institute." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/98506383795467551983.
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碩士國立彰化師範大學
工業教育與技術學系
98
This study primarily focuses on the purpose of understanding cognition situation that teachers in Technology University and Institute teachers’ evaluation system, the implementation regarding the school to conform to the degree, and discusses between the two dropping variance degree difference situation, according to the research discovery proposed that the conclusion and the suggestion supply the school implementation reference. This research by the reference discussion, comments the Teacher Evaluation the manner to divide into evaluation the goal, to evaluation the project, to evaluation the material origin, to evaluation the result application, evaluation the control five big stratification planes, carries on the questionnaire survey to the domestic technique special campus's specially appointed teacher. The use descriptive statistics, sole sample methods and so on t examination, mean value variance analysis carry on the analysis, and does bundles theory: The Technology University and Institute Teachers’ Evaluation System cognition degree tendency to the teacher “importantly” the degree, but they are think that the school implementation the teacher evaluation system at information of sources, teacher evaluation the result application, with teacher evaluation the management has not achieved agree to the degree, and in important cognition and during actual feeling existence dropping variance. The teachers think the evaluation system cognition degree exists difference is because of the service period of service and between work in National schools and Private schools. The teacher think school implementation evaluation system at feels the conform degree exist differences, because between the gender, the service period of service or work at Technology university and the technical institutes. The Public school teacher thought that the implementation of teacher evaluation has outstrip itself cognition importance.; The private school teachers thought that teacher evaluation is very important, but carried out in school still had the improvement space. Keywords：The Technology University & Institute, Teacher Evaluation,Teacher’s Evaluation Attitude
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林雪美. "The Study of Teachers' Attitude Toward Teacher Evaluation in Pingtung Junior High School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/01851169231615502981.
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碩士國立高雄師範大學
教育學系
95
THE STUDY of TEACHERS’ATTITUDE TOWARD TEACHER EVALUATION in PINGTUNG JUNIOR HIGH SCHOOL Abstract The purposes of the study are as follows: 1.to analyze the teachers’ attitude toward teacher evaluation in Pingtung junior high school. 2. to explore the teachers’ attitude toward teacher evaluation according to the different background of the teachers in Pingtung junior high school. 3. to apply the results of the study to provide educational administrative organization, junior high school, and academic for researching. The investigation was based on the questionnaire surrey and semi-structured interview. The valid samples were 632 teachers selected from public junior high school in pingtung. Percent, Arithmetic, Mean, Standard Deviation , T-Test, Chi-square test, One-way ANOVA were applied in the examination. Finally, through the interviews of 10 junior high school teachers, analyzing the opinions was used to compensate the weakness of questionnaire method. Conclusions of the study are as follows: 1.It is the best way: the authority of teacher evaluation belongs to schools. 2.The teachers of different ages have different opinions about the authority of teacher evaluation. 3.The best appraiser of teacher evaluation is a group formed by the teachers themselves in the same school. 4.The teacher of different ages, years of experiences, and positions have different opinions about the appraiser of teacher evaluation. 5.The purpose of teacher evaluation is to provide the methods for teachers to improve their teaching. 6.The teachers of different educational degrees, ages, years of experiences, and positions have different opinions about the purpose of teacher evaluation. 7.The best method of teacher evaluation is to collect the data from observing the teachers’ teaching behavior. 8.The teachers of different sexs, ages, and positions have different opinions about the method of teacher evaluation. 9.The best criteria of teacher evaluation is teachers’ moral character. 10.The teachers of different background have different opinions about the criteria of teacher evaluation. 11.The results of teacher evaluation should encourage the excellent teacher. 12.The teachers of different positions have different opinions about the results of teacher evaluation. According to the above conclusions, the study provided suggestions for schools, educational administrative organization, and future educational researches. Keywords: junior high school; teacher evaluation; attitude
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Chiu, Tzu-yao, and 邱子耀. "Research on Teacher’s Attitude toward Teacher Evaluation and Teacher’s Professional Development: Taking Changhua County’s Vocational High School Teachers as an Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/53543646159585948339.
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碩士國立彰化師範大學
教育研究所
102
Research on Teacher’s Attitude toward Teacher Evaluation and Teacher’s Professional Development: Taking Changhua County’s Vocational High School Teachers as an Example Abstract This research aims to explore the relationship between the attitude toward teachers’ evaluation and the teachers’ professional development of vocational high school teachers in Changhua County. The study uses questionnaire to be filled out by current vocational high school teachers in Changhua County. The method of stratified random sampling is adopted. Quantitative analysis is employed after obtaining the responses. The study concludes that: 1. In terms of the attitude toward teachers’ evaluation, there is no significant relation in the dimensions of gender and whether the teacher has participated in evaluation. There is significant relation in the dimension of the teachers’ duties held in schools. 2. In terms of teachers’ professional development, there is no significant relation in the dimension of whether the teacher has participated in evaluation. There is significant relation in the dimension of the teachers’ duties held in schools. 3. There is no significant relation between the attitude toward teachers’ evaluation and teachers’ professional development. The study suggests that: 1. Educational administrations may design different evaluation systems for different duties. 2. Individual schools may balance the workload between teachers who holds school administrative duties and those without such duties, and encourage teachers to engage in further training. 3. Researchers may take the differences of areas and the teacher’s expertise into account. Key words: teachers’ evaluation, teachers’ professional development.
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"Attitude and Perspectives of Teachers Regarding Principal Effectiveness." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14806.
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abstract: Educational Leadership is inherent of many qualities. Individuals who possess leadership stand apart from the mainstream population in general society and in any organization, thus they are change agents who influence others by their uniqueness and dynamism. The art of leadership is challenging, but meaningful, and purposeful as the focus is implementation of consistent affective and effective practices at all levels to assure achievable outcomes no matter the organization type. A leader's calling is rewarding and the journey is that of making and sustaining change through influence. The purpose of this study centered on the relationship factor of educational leadership especially the dynamics between the principal and the teacher and what constructs affect this relationship to affect principal effectiveness. The methodology employed a quantitative format and consisted of a 20 question survey sent to one school district's teachers (N=465) over a 3 month window. The summaries of results were presented in two formats: Raw (exactly how teachers answered) and a Cross-tabulation (Age & Licensure). The findings of the study yielded attitudes and perspectives of teachers regarding valuable information on leadership behaviors, styles, and practices that teachers believe were relevant to principal effectiveness. The most noteworthy aspect gleaned from this study was the people factor wherein relationships are a key factor to a leader's success in any realm that one leads.Dissertation/Thesis
Ed.D. Educational Administration and Supervision 2012
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Ling-Yao, Chen, and 陳凌瑤. "A study of teachers' cyberbullying cognition and attitude." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/59380072850178764503.
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碩士國立臺東大學
教育學系(所)
101
Cyberbullying is a popular phenomenon in the school yard and many students are involved. This study wants to investigate the cyberbullying cognition, attitude and ability of the Taitung high school 579 teachers by questionnaire. It also wants to know that the differences among the cyberbullying cognition, the cyberbullying attitude and the cyberbullying ability from teachers’ conditions such as, gender, age, education background, teaching experience, position and parenting style. This study also investigates whether the cyberbullying cognition, attitudes and ability have positive correlation or not. The result shows that the Taitung high school teachers fully understand the cyberbullying cognition, having positive attitudes and with adequate ability. In teachers’ conditions, male teachers are better than female in the cyberbullying ability. 6-10 years of teaching experience teachers are better than others in the cyberbullying cognition. Caring parenting style teachers are better than others in the cyberbullying condition, combining the cyberbullying and teaching, and are more willing to take part in the seminars. The cyberbullying cognition, attitudes and ability of teachers have positive correlation. The cyberbullying cognition is higher, and the attitude is more positive. The cyberbullying attitude is more positive, and the ability is better. Then the cyberbullying ability is better, the cognition are higher.
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謝智昱. "The research of the teachers' professional growth attitude and teachers' professional growth practice." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/01570252906698004526.
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Wen-Hui, Liu, and 劉文輝. "A STUDY ON THE SURVEY OF TEACHER’S APPRAISAL ATTITUDE FOR TEACHERS IN VOCATIONAL SCHOOLS." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/89128024648405299204.
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碩士國立高雄師範大學
教育學系
90
A STUDY ON THE SURVEY OF TEACHER’S APPRAISAL ATTITUDE FOR TEACHERS IN VOCATIONAL SCHOOLS Abstract The purpose for this research as follows: 1.To understand the opinion on items of the teacher appraisal for teachers in vocational schools. 2.To understand the opinion on purpose of the teacher appraisal for teachers in vocational schools. 3.To understand the opinion on application of the teacher appraisal for teachers in vocational schools. 4.To understand the difficulty of teacher appraisal of vocational school. 5.To understand the ways of the data gathering for teacher appraisal. 6.To regulate and synthesize these opinions for reference and study. To fulfill the stated purpose, text analysis and questionnaire are applied in this research. The research tool is a survey chart written by the author “Opinion Poll for Teacher Appraisal in Vocational School. The information collected from the interview with 411 vocational teachers from Kaohsiung County and Pingtung County, and loaded into the computer and analyzed with Statistical Package for the Social Sciences for Windows .80 and statistic approaches as followed: percentile rank, t-test, analysis of variance. Based on the reference literature and the outcome of the survey, the conclusions in the research are as follows: (1)It is a shared comment of the surveyed teachers that the 3 most important items of the 8 of the appraisal are teaching expertise, teacher’s attitude and ethics. (2)Diversified backgrounds of vocational school teachers demonstrate difference in items of teacher appraisal. (3)It is a shared comment of the surveyed teachers that purposes of the 3 most important items are Upgrading teaching quality, appreciation of teacher’s performance, Development of expertise with incentives on teacher’s growth and Protection of student’s right of learning. (4)Diversified backgrounds of vocational school teachers demonstrate difference in purpose of teacher appraisal. (5)It is a shared comment of the surveyed teachers that the teacher appraisal is mostly applicable on Upgrading of teaching expertise and quality, Basis for priority of advanced studies for teachers and Basis for teacher license. (6)Diversified backgrounds of vocational school teachers demonstrate difference in Application of teacher appraisal . (7)Regarding Difficulties in teacher appraisal, it is a shared comment of the surveyed teachers that Chinese sentimentalism, Selection of appraiser and Fairness remain to be the 3 leading ones. (8)Diversified assignments of vocational school teachers demonstrate difference in Difficulties in teacher appraisal . (9)When it comes to data gathering, teachers agree that Observation of Teacher’s behavior; Inquiry and Self- evaluation are the 3 mostly accepted patterns. (10)Diversified backgrounds of vocational school teachers demonstrate difference in Data Gathering. The following suggestions are made based on the conclusions: (1)The 8 considerations are acceptable as key objectives to prepare teachers with basic expertise and competitiveness before they become full professionals. (2)Vocational school teachers are provided with on-duty studies, in-school studies and seminars such as Student Guidance, Administrative Cooperation, and Class management, Ethics, Application of Technology & Information (Computer). (3)Regular appraisal shall be conducted on vocational school teachers to upgrade teaching quality, develop teaching expertise while protecting student’s right to learn. (4)Outcome of the teaching appraisal may serve as basis for Upgrading Teacher’s Expertise and Teaching Quality, Priority in Advanced Studies and Teacher License. (5)Appraiser shall be duly screened for fair appraisal. (6)Diversified data gathering is suggested for fair, just and objective appraisal. (7)The vocational school teacher appraisal shall be conducted with adaptive measures such as advanced studies and assistance.
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Tsai, Yi-Lun, and 蔡宜侖. "The Effect of Teachers’ Demographic Characteristics on Teachers’ Disciplinary Team Attitude : A Meta-analysis." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/00014276793443718467.
Full textAbstract:
碩士國立臺中教育大學
特殊教育學系碩士在職專班
98
The aim of this research attempted to provide an objective analysis on 19 studies with theme of teachers’ disciplinary team attitude via Meta-analysis. This research was applied and conduted the software of comprehensive meta-analysis by Hedges and Olkin’s (1985) . The variables of teachers’ demographic characteristics was covered gender, age, service seniority, qualifications, teaching classification, educational stage of teaching and professional background. Otherwise, the teachers’ disciplinary team attitude was covered professional knowledge, participative attitude, participation, satisfaction and needs. The results of the research yielded positive evidence as follows: 1.There was significant difference between different genders in satisfaction and needs of disciplinary. 2.There was significant difference between different qualifications in professional knowledge, participative attitude and participation of disciplinary. 3.There was no significant difference between teachers with different ages and teaching classification and the whole ones in the attitude of teachers’ disciplinary team. 4.Teachers that had no background in special education had less participation than the whole ones. . 5.The teachers who had been teaching for 11~20 years had better professional knowledge and participation than the whole ones. The teachers who had been teaching for more than 20 years had lower ability in professional knowledge and participation than the whole ones. In conclusion, the researcher was conducted the results based on Meta-analysis scrutinize, and some suggestions to education administrational institutes, school administrational units, general teachers and future studies were proposed.
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Liao, Hsin-mei, and 廖欣楣. "Teachers and Students Attitude toward Student Ratings of Instruction at National Hualien Teachers College." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/17340150602286635777.
Full textAbstract:
碩士國立花蓮師範學院
國民教育研究所
88
Teachers and Students Attitude toward Student Ratings of Instruction at National Hualien Teachers College Hsin-mei Liao Abstract The purpose of this study was to investigate the teachers and students attitude toward student ratings of instruction at National Hualien Teachers College and to examine the effect of their background variables on the attitude. The teachers background variables included gender, age, rank, degree, teaching area, and years of teaching. The students background variables included gender, year in school, grade average point, and major field. The subjects of this study were 82 teachers and 574 students at National Hualien Teachers College. The research instrument was "Attitude Scale for Student Ratings of Instruction." The data were analyzed by using t-test, Chi-square test, and one-way ANOVA. The findings are as follows: 1. Teachers and students agree the current system of student ratings of instruction can be maintained without any revision except that the evaluation form should be revised. 2.Except teacher''s gender and teaching area, there are significant differences among teachers and students'' background variables on their attitude towards student ratings of instruction. 3.The teachers believe student ratings of instruction can provide the opportunity of self evaluation. 4.Teachers and students agree the grade average point of students should be removed from the evaluation form. 5.Teachers and students emphasize that they are concerned about the result of evaluation. Neither of them think the other is concerned about it. 6.Teachers and students think the result of student ratings of instruction can''t improve the quality of teaching. 7.Teachers prefer receiving the result of student ratings privately as opposed to publishing it in the school journal. 8.The students don''t take prudent attitude toward filling in the evaluation form. Keywords: Student Ratings of Instruction, Attitude, Teachers College
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shyan, su feng, and 蘇峰賢. "Research into Primary School Teachers’ Attitude Towards Life Education." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/qrr24h.
Full textAbstract:
碩士國立臺東大學
教育研究所
95
This research is set up with the aim of studying the teachers’ attitude toward the implementation and the status quo of life education at elementary schools. To understand the differences of the application of life education from teachers with different backgrounds, The research is mainly based on documentary analysis and questionnaires. Subjects of the study were the elementary school teachers in Kaohsiung City, Kaohsiung County and Pingtung County. Six hundred and sixty-nine stratified samples were analyzed through frequencies, percentages, mean, chi-square test, t-test, and one-way AMOVA. And that open questionnaires were viewed to further understand their opinions. The following conclusions were reached: 1. The status of practicing life education in elementary schools: Counseling offices are the leader to life education, schools usually hold speeches, Teachers like to use vedio-appreciation and discussion as teaching methods, and life education is carried out in different subjects. The chief factor for teachers is that there is not enough time to proceed life education. 2. In the scale of the whole literacy of life education: There are differences of significance for teachers in marriage status, involved hours on participating in life education Courses in recent five year, and religious beliefs. 3. In the scale of the teaching of life education: There are significant differences for teachers in varied genders, age , marriage status, life education receiving, teaching seniorities, religious beliefs, teaching regionalism. 4. In the scale of the administrative support of life education at schools: There are significant differences for teachers in marriage status, involved hours on participating in Life education Courses in recent five years, religious beliefs. 5. The life education goal of the student at school: There are differences of significance for teachers in marriage status, religious beliefs. Base on the study result, there are suggestions advanced in for dimensions: 1. Suggestions for administrative authorities: Holding relevant seminars; propagating life education global information net as complements; inspecting instruction of life education at schools; being part of the teachers’general knowledge courses. 2. Suggestions for school: Encouraging teachers to create teaching materials of life education; holding relevant speeches; integrating correlative resources; executing study activities and imbue parents with life education; establishing relevant websites. 3. Suggestions for teachers: participating in life education activities actively; marking use of the parent resources to teach by picture books; carrying out pedagogies in different subjects by diverse teaching methods. 4. Suggestions for parents: Actively participating in each parental education activity at school; supporting class activities. Some concrete suggestions were offered as references for the educational and school administration and correlated study in the future. Key words: life education attitude Teaching administrative support
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Yang, Yi-Hang, and 楊儀涵. "Attitude of Augmentative and Alternative Communication for Preschool Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/b344y9.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
107
The purpose of this study is to investigate the relationship between preschool teachers' attitudes toward the augmentative and alternative communication (AAC) systems and their performance. First, to understand the teachers' attitudes towards the AAC at current state, the metric is broken into three components: cognitive, affection and behavioral component. Moreover, we were interested to find out if teachers of different background show different level of attitude towards the system. By using surveys and questionnaires we were able to collect data for this research. The subjects of this study are composed of full-time preschool teachers located across Taipei City and New Taipei City. The researcher designed a questionnaire entitled “Attitude Questionnaire of Augmentative and Alternative Communication for Preschool Teachers”. By purposeful sampling, 227 surveys were sent out, with 84.6% response rate. The findings are as follows: 1) The teachers showed positive attitude and acceptance towards the AAC across the whole scale, regardless of the different components presented. 2) The subjects showed significant differences when it comes to attitudes toward the AAC system when we factor in the background variables of the teachers. 3) There is a high degree of positive correlation among the three attitudes components of the AAC.
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Chiang, Ching-Yi, and 江靜怡. "The Effect of Teacher Profession Development Evaluation at Elementary Schools on The Teachers’ Teaching Attitude." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35999742953473004711.
Full textAbstract:
碩士大葉大學
管理學院碩士在職專班
99
The purpose of this study is to discuss the effect of Teacher Profession Development Evaluation Cognition on Teachers’ Job Satisfaction , Teachers’ Organizational Commitment and Teachers’ Job Involvement. To achieve the targets, questionnaires were distributed to the elementary school teachers in Central Taiwan. A total of 470 questionnaires were dispatched and 460 returned (438 were applicable and 22 questionnaires were rejected). The recalling rate was 93%.Data were analyzed through independent t-test and further comparison and statistical analysis based on Scheffe’s method were performed, the conclusion of this study were: 1. Teacher profession development evaluation cognition are significantly impact on Teachers’ Job Satisfaction. 2. Teacher profession development evaluation cognition are significantly impact on Teachers’ Organizational Commitment. 3. Teacher profession development evaluation cognition are significantly impact on Teachers’ Job Involvement. 4. teacher profession development evaluation cognition are significantly impact on Teachers’ Job Satisfaction , Teachers’ Organizational Commitment and Teachers’ Job Involvement. 5. The remarkable difference in cognition of teacher profession development evaluation exists in age, size of school and seniority. 6. The remarkable difference in perceiving the situation of teachers’ teaching attitude exists in sex, age, ,position and seniority .
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Tang, Yun-Po, and 湯雲博. "Oral Health Related Knowledge, Attitude andPractice of Special School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38388250558591468648.
Full textAbstract:
碩士高雄醫學大學
口腔衛生科學研究所碩士在職專班
99
Background: Most children with disabilities, restricted to their own kinds of disabilities to some extentand the degree of it, were not able to take good care of themselves; as a result, their dental health conditions are relatively bad. Taking preventive measures of dental care at an earlier age enables them to lower the rate of decayed tooth among those children with disabilities effectively. Since a school is an formal institution to promote the awareness of dental care, teachers’ knowledge, attitude, and behaviour toward dental care have an impact on students’ dental health significantly. Therefore, this study was aimed to understand special educators’ knowledge, attitude, and behaviour toward dental care, and to be used as a further reference for promoting future dental care in special education schools. Objective: The reseacher probed into the current condition of dental caring knowledge, attitude, and behaviour in terms of special educators, and observed the interaction between the subjects and the physical facility. Material and methods: The method was adopted from random sampling. Those teachers who worked in 24 public or private special education schools in Taiwan and taught during the period of February 2010 and June 2010 were the targeted subjects. 932 questionaires were sent to those 24 special education school, and we retrived 777 ones, in which the percentage of retriving accounted for that of 83.37%. Results: The average dental caring knowledge grade of special eduacators’ was 63.23. The affecting factors included gender, a marriage status, a higher educational background, and a profession, and those related dental caring programs over the past three years, the length of each course and the last time of attending the course. The average grade of dental care attitude is 78.64, and affecting factors included gender, coresponding school grades, occupation, and those related dental caring courses over the past three years. In terms of behaviour, those who brushed their teeth more than 3 times a day (include 3 times) were the majority, which took up 56.94% of all collected data. The course of time for tooth brushing was mostly in the wake of a meal or sweets. With higher knowledge on the attitude-section test, the dental caring behaviour of those special educators were in a better stand. Conclusion: There is still spaceand room for improvement in light of the dental health knowledge of those special educators. They took a positive attitude toward the dental care and their dental caring behaviours were close to those of teachers in elementary schools.
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WU, HUI-WEN, and 吳惠雯. "Personality, Financial Attitude, and Investment Behavior among Elementary School Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/yt6tah.
Full textAbstract:
碩士長榮大學
管理學院經營管理碩士班
106
Personality, Financial Attitude, and Investment Behavior among Elementary School Teachers. Abstract The objects of study are elementary school teachers in Tainan. The study is to investigate the impacts of teachers’ personalities and attitudes of financial management on the investment behaviors. After questionnaire survey, the study uses descriptive statistic, one-way ANOVA, Chi-square test to examine the hypotheses. The results of the study demonstrate that the educational background and yearly personal income have significant impacts on the external- control character. Different personalities have significant differences in attitudes of financial management. Teachers with internal- control character are inclined to have conservative attitudes of financial management. On the contrary, internal- control teachers are inclined to be stable. There are no differences between teachers’ personalities and investment behaviors including investment motives, investment information and investment tools. Top three items for investment motives are disposable capital utilization, capital gain and the dignified life after retiring. Top three items for investment information are relatives and friends, newspapers and magazines, media and internet. Top three items for investment tools are deposit, insurance and funds. Teachers of different ages, martial status, yearly personal income and total amounts of capital investment have significant differences in attitudes of financial management. Teachers of yearly personal income under a half million are inclined to have conservative attituds of financial management. Teachers of under 30 years old and above 51 years old are inclined to have stable attitudes of financial management. And those of above 51 years old, having children, yearly personal income above one million and total amounts of capital investment between one million and three millions are inclined to have positive attitudes of financial management. There are significant differences between the attitudes of financial management and investment behaviors upon investment information and investment tools. In the aspect of investment information, teachers of stable and positive attitudes of financial management are inclined to get information by reading newspapers and magazines in person. Teachers of conservative attitudes of financial management have no confidence, so the investment information is from the relatives, friends and financial advisors. In the aspect of investment tools, teachers of positive attitudes of financial management are brave to try and invest, so they take a risk to invest in stocks. Teachers of stable and conservative attitudes of financial management have no inclination to take a risk, so they choose the deposit with lower risk as the investment tool. Key words: elementary school teacher, personality, attitude of financial management, investment behavior
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Walugembe, Josephine Vuyelwa. "The attitude of the teachers towards the practice of streaming." Thesis, 2018. https://hdl.handle.net/10539/27404.
Full textAbstract:
A research report submitted to the Wits School of Education, Faculty of Humanities, University of Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg 2018Differentiation, as a strategy within inclusive education, seeks to respond to the challenges and opportunities of diversity within classrooms. This is done by adapting and modifying the methods of instruction, curriculum and activities to address effectively the needs and the potential of diverse learners. In the light of this, many teachers believe streaming is a form of differentiation, and a way to respond to the diversity faced in the classroom. To investigate this situation, this study explored the extent to which the attitudes of teachers sustained the practice of streaming in secondary schools. It also assessed whether the practice of streaming was congruent with the principles of inclusive education. Streaming is the practice of separating learners based on their respective cognitive abilities and their placement in similar ability groups. By using a qualitative research approach, this study found that teachers believed that streaming enabled differentiation and effective classroom management strategies. The various attitudes of teachers showed that they assumed streaming helped to deal with the distinguishable differences in learners’ ability, their conduct and their perceived ability to cope with the curriculum demands. However, there was a misalignment between how streaming was practised and the principles of inclusive education. A fundamental issue was that those learners who were placed in the lower-ability groups were labelled negatively, and there was no differentiation that occurred within similar ability classes. In effect, streaming became a selffulfilling prophecy for those in the lower-ability groups.
XL2019
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Liu, Kuei-Chuan, and 劉桂娟. "Unmarried but Mature Elementary School Female Teachers’ Attitude Toward Marriage." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/10195588065505986218.
Full textAbstract:
碩士國立臺中教育大學
區域與社會發展學系碩士班
102
This thesis aims to explore the umarried but mature elementary school female teachers whose attitude toward marriage. This thesis demostrates how family and interpersonal relationship have an impact on the umarried but mature elementary school teachers’ attitude toward marriage, which displays in various aspects, such as affect,behaviour tendency and cognition. The study shows that family considerably influences the umarried but mature elementary female school teacher’s attitude toward marrige. These unmarried but mature elementary school female teachers’ parents influence them more than other relatives. The parents’ way of getting along with each other determines the unmarried but mature elementary school t female teachers’ attitude toward the marriage. Parents will effect how the teachers choose their career but not their mating references. As for interpersonal relationship, the environment of workplace greatly helps the unmarried but mature elementary school female teachers develop a sense of accomplishment and confidence; however, it limits their circle of friends. Their experience of falling in love also impacts on their marriage attitude. Amid the different experiences of mating marriage, the umarrried but mature elementary school female teacher prefer to being introduced to a mate by friends. Most of unmarried but mature elementary school female teachers are satisfied with their life, and they usually interact with their friends and relatives. The differences in personalities and values between the unmarried but mature elementary school female teachers affect their perspective on marriage. With the increasing of ages, they feel stressed while urging marry . With regard to the attitude toward marriage, in affect, they consider that marriage is not necessary.They expect to marry but worry about being hurt. In behaviour tendency, they didn’t make too much preparation for their marriage; nevertheless, when they get married, they will focus on the relationship with their spouses. In cognition,they realize that there will be trade-offs when they are in marriage life. Although they have to face the pressure of urging marry now, it does not make them stressed.
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高如瑩. "A study of the kindergarten teachers’ attitude of teaching art." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78223909849670357895.
Full textAbstract:
碩士國立政治大學
幼兒教育所
98
The purpose of research is to investigate the kindergarten teachers’ attitude of teaching art. Four aims of this research are: 1. To compile the “Kindergarten Teachers’ Attitude of Art Activity Questionnaire” as the research tool. 2. To inquire current kindergarten teachers’ attitude of teaching art. 3. To analysis differences among teachers’ attitudes of teaching art on four distinct dimensions: years of teaching, age, professional knowledge of individual teachers, and the types of kindergarten (public and private). 4. To make suggestions for a teacher teaching art in kindergarten, related associations or departments, and someone interesting this topic. Researcher designed the contents of “Kindergarten Teachers’ Attitude of Teaching Art Questionnaire” by following phrases: compile items of questionnaire from literature, evaluate items by five experts to build validity, and using statistical analysis to establish reliability (Cronbach’s α .886). Researcher randomly sampled 340 subjects from kindergartens in Taipei county and delivered the questionnaire and 208 samples were valid (61%). The data were analyzed using: descriptive statistics, χ2 test, one-way ANOVA, and LSD posterior comparisons. The result was: 1. The mainly approaches of teachers’ attitude of teaching art are children-oriented approach, art-oriented approach, teacher-oriented approach, and little-intervention-oriented approach. 2. Significant differences of teachers’ attitude were found between teachers in different years of teaching, age, professional knowledge of individual teachers, and the type of kindergarten. The researcher made recommendations to kindergarten teachers, education administrations, and further related research based on the conclusions.
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Oyewale, Tajudeen Oyeyemi. "HIV/AIDS knowledge and attitude among teachers in Abuja, Nigeria." Thesis, 2008. http://hdl.handle.net/10500/2125.
Full textAbstract:
The study sought to describe HIV/AIDS knowledge and attitude among teachers in Abuja, Nigeria. The study noted that teachers were knowledgeable about HIV/AIDS and poor HIV/AIDS attitude persist. Among the respondents, statistically significant relationship exist between education qualification and knowledge of MTCT of HIV during pregnancy; between geographic location and the knowledge to clarify misconception about HIV transmission; between gender and the knowledge of condom use; and between the receipt of HIV/AIDS information or training on FLHE curriculum and the procedural knowledge of discussing / teaching sexuality and HIV/AIDS issues with fellow teachers or students. However, there is no statistical significant relationship between the teachings of HIV/AIDS issues and the feeling that HIV/AIDS education promotes sexual promiscuity.Health Studies
MA (Public Health)
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Hsieh, Shu-Ling, and 謝淑鈴. "A Study of Teachers’ Attitude of Nine-year Compulsory Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66971235670607331214.
Full textAbstract:
碩士國立成功大學
教育研究所
91
The purpose of this study is to develop a Teachers’ Attitude of Nine-year Compulsory Curriculum Inventory, to analyze teachers’ Attitude of Nine-year Compulsory Curriculum, to explore whether teachers with different attribute variables have different Attitude, and to construct an attitude model of Nine-year Compulsory Curriculum. Sampling from teachers in junior-high schools and elementary schools in Taiwan, there were 1132 subjects in this study. Questionnaire data was analyzed by PRELIS 2.51, LISREL 8.51, and SPSS 11.0.And the statistic methods including SEM, descriptive statistic, t-test, one-way ANOVA, hotelling’s t2 and one-way MANOVA. The major findings were as follow: (1) when we used second-order confirmatory factor analysis to examine the Inventory, we found that it’s chi-square value was significant at .05 level. However, other overall model fit indices indicated that the Second-order Confirmatory Factor Analysis Model fitted the observed data well. (2) ‘’Teachers’ Attitude of Nine-year Compulsory Curriculum Inventory’’ had reasonable coefficient of internal consistency reliability and validity. (3) Teachers in junior-high and elementary schools are above medium level in「Whole Attitude」、「Cognition」、「Affect」and「Behavior」. (4) Junior-high and elementary school teachers’「 Cognition」is significantly higher than their 「Affect」and「Behavior」. Besides, their「Behavior」is also significantly higher than their「Affect」. (5) There is no differences in「Whole Attitude」、「Cognition」、「Affect」and「Behavior」between male and female teachers. (6) Elementary school teachers have higher 「Whole Attitude」、「Cognition」、「Affect」and「Behavior」 than Junior-high school teachers. (7)Teachers with over 21-year teaching experiences have higher 「Whole Attitude」than teachers with less than 5 year, with 6 to 10-year,and with 11 to 20-year teaching experiences. On the other hand, teachers with over 21-year teaching experiences have higher「Cognition」、「Affect」and「Behavior」than teachers with less than 5 year and with 6 to 10-year teaching experiences. (8) Teachers who teach in north-Taiwan have higher 「Whole Attitude」than teachers who teach in south-Taiwan. There is no differences in「Cognition」、「Affect」and「Behavior」among teachers who teach in different areas. (9) Teachers with master degree have higher「Whole Attitude」、「Cognition」、「Affect」and「Behavior」than teachers with bachelor degree. (10) There is no differences in「Whole Attitude」、「Cognition」、「Affect」and「Behavior」among teachers who teach in schools of different size. (11) The teachers’ attitude of Nine-year Compulsory Curriculum Model fitted the observed data well. According to these findings, some suggestions for educational administration and teachers were proposed. Moreover, recommendations for further studies were offered in this dissertation.
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Hsu, Shu-Ling, and 許淑玲. "The Effect of Teachers’ Teaching Attitude and Teacher-Student Interaction on Students’ Learning Motivation and Effectiveness." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/70687463939281688463.
Full textAbstract:
碩士華梵大學
工業工程與經營資訊學系碩士班
103
The purpose of the study is to explore the effect of teachers’ teaching attitude and teacher-student interaction on the high grades elementary school students’ learning motivation and effectiveness. The study conducted questionnaire surveys that took sampling from five public elementary schools in Yongho District. The sample size composed of 24 teachers and 551 students. Methods use for data analysis included factor analysis, Pearson’s correlation, multiple regression analysis. The main results are as follows: 1."Personal characteristics", "duties and responsibilities", "teaching preparation", "teaching skills", and "overall teaching attitude" of teachers’ teaching attitude have a significant positive correlation with "students’ learning motivation". 2."Teacher-student teaching interaction", "teachers’ counseling behavior", and "overall teacher-student interaction" of teacher-student interaction have a significant positive correlation with "students’ learning motivation ". 3.Teachers’ "educational degree" disturbed the influence of"teaching skills", "teacher-student teaching interaction" to "learning motivation". Under the same "teaching skills" and "teacher-student teaching interaction", the teachers’ who graduated from training school and college have higher impact than those graduated from the general universities on learning motivation. 4."Duties and responsibilities", "teacher-student teaching interaction" or "teachers’ counseling behavior" influence "learning motivation" are all disturbed by the teachers’ "seniority of teaching" and "number of children". Under the same "duties and responsibilities", "teacher-student teaching interaction", seniority of teaching in more than six years, or the number of children that is three or more of the teachers, influence of "learning motivation" are better than the other seniority of teaching, or other number of children of the teachers. 5.The influence of "teachers’ teaching attitude", "teacher-student teaching interaction, and "learning motivation" to "learning effectiveness" are not significant.
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LIN, HSIAO-YIN, and 林曉音. "A STUDY OF TEACHERS’ ATTITUDE TOWARD TEACHER EVALUATION IN ELEMENTARY SCHOOLS IN TAIPEI COUNTY AND CITY." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/37600715229464561483.
Full textAbstract:
碩士輔仁大學
教育領導與發展研究所碩士班
102
ABSTRACT This study focused on the opinions of the in-service teachers participating in "The program of grant pilot teacher professional development evaluation implementation, Ministry of Education" in Taipei County and City public elementary schools during 95 and 96 academic year. It collected the teachers’ views about teacher evaluation purposes, items, content planning staff, implementation, data collection methods, the implement timing, the opportunity to use the results, the establishment of the system, system promotion, staff training, the motivation of participating or non-participating in, the difficulties encountered, supporting measures, as well as the overall attitudes towards teacher evaluation. Questionnaire survey is mainly the research method in this study. The researcher gathered the empirical data via "The questionnaire about the evaluation attitude of the teachers in Taipei County and City elementary schools" as a tool, supplemented by semi-structured interviews, to explore the views of the teachers about the teacher evaluation. Also, quantitative and qualitative data were compared and analyzed. The questionnaire surveyed the in-service teachers participating in "The program of grant pilot teacher professional development evaluation implementation, Ministry of Education" in Taipei County and City public elementary schools during 95 and 96 academic year. With the method of stratified random sampling, samples were taken from 720 people, and 602 were recovered; the recovery ratio was about 83.6%. The valid sample was 592 copies, and the questionnaire with effective recovery was 82.2%. The valid questionnaires were analyzed via the statistical schemes including Means, Frequency, Percentages, T-test, one-way ANOVA, Spearman rank correlation, and Kendall's coefficient of concordance. The interviewees in this study were selected with purposive sampling approach; the teachers and administrative staffs (principals, directors, grade teachers, subject teachers) in Taipei County and City public elementary schools were the interviewing mother group. Then some of them were chosen as interviewees, and the information gathered were collated and summarized. The main conclusions of this study are summarized as follows: 1. Teachers agree more that the purposes of teacher evaluation are mainly formative and wrap-up is the minor part. 2. The items of teacher evaluation which gain more agreement from the teachers are teaching methods and skills, professional knowledge and ability, and the ability to operate a class. 3. The representatives of teacher association are the most popular planning and evaluation staff of teacher evaluation. 4. The most authentic approaches to the teacher evaluation are self assessment and peer assessment. 5. About the timing of the implementation of the teacher evaluation, for the new teachers, they will be given adequate time and will be evaluated during or at the end of the next semester. For other teachers who are not new to the school, two-year is the most appropriate time period for evaluating. 6. Teachers hope that the results of teacher evaluation are simply for improving their teaching, not for the assessment. 7. About the establishment and promotion of teacher evaluation, more teachers prefer that the Ministry of Education to build the principles, and they can decide whether to participate in or not by themselves. 8. About the implementation of teacher evaluation, the teachers considered that a sound implementation plan for teacher evaluation and the specific means of implementation is needed, also a fair and objective indicators with reliable matching measures should be set up. 9. Principals and administrators play a key role in the teacher evaluation system. 10. About the attitudes towards teacher evaluation of male and female teachers, the recognition of male teachers is significantly higher than that of female teachers. It appears that significant relation to the Spearman Rank Correlation. 11. About the attitudes towards teacher evaluation of teachers from different counties and cities, the recognition of the teachers from Taipei County is significantly higher than teachers from Taipei City. It appears that significant relation to the Spearman Rank Correlation. 12. About the attitudes towards teacher evaluation of teachers with different academic qualifications, the result is only distinguished in the way of teacher evaluation and the data collection methods. The remaining items do not have significant differences. Under the verification of Kendall's coefficient of concordance, it also shows significant relation. 13. About the attitudes towards teacher evaluation of teachers form different acquired background, most of the teachers are graduated from the Teachers University or College, or with the teaching qualification. The number is significantly higher than that the teachers with degree higher than BA (bachelor degree). Under the verification of Kendall's coefficient of concordance, it also shows significant relation. 14. About the attitudes towards teacher evaluation of teachers in different positions, the recognition of the manager is significantly higher than that of director, grade teachers and subject teachers. In some other items, t the recognition of the director is significantly higher than that of grade teachers and subject teachers. Under the verification of Kendall's coefficient of concordance, it also shows significant relation. 15. About the attitudes towards teacher evaluation of teachers with different seniority, the recognition of those who teaches six to ten years is the lowest, which is significantly lower than other teachers. Under the verification of Kendall's coefficient of concordance, it also shows significant relation. 16. About the attitudes towards teacher evaluation of teachers who participated in "The program of grant pilot teacher professional development evaluation implementation, Ministry of Education" in other years, their recognition is significantly higher than those who did not attend the implementation. Under the verification of Kendall's coefficient of concordance, it also shows significant relation. 17. About the attitudes towards teacher evaluation of teachers from different size of schools, the items with significant differences in total is not much. Yet the recognition of teachers from schools with seven to 24 classes is higher than those from schools with 25 to 60 classes. In addition, the recognition of teachers from schools with more than 61 classes is higher than those from schools with 25 to 60 classes. Under the verification of Kendall's coefficient of concordance, it also shows significant relation. 18. About the attitudes towards teacher evaluation of teachers from schools participating in "The program of grant pilot teacher professional development evaluation implementation, Ministry of Education" in other years, the recognition of the teachers from schools taking part in the pilot within a year is significantly higher than those within two years. Under the verification of Kendall's coefficient of concordance, it also shows significant relation. Based on the conclusions of this study, several feasible proposals for educational administrative institutions, schools, teachers, and future studies are addressed in this thesis.
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Tung, Shiue-Jen, and 童雪珍. "A Study of Junior High School Teachers’ Attitude toward Teachers’ Professional Development Evaluation in Keelung City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/90144944937061108457.
Full textAbstract:
碩士經國管理暨健康學院
健康產業管理研究所
100
This study aims at exploring junior high school teachers’ attitude toward teachers’ professional development evaluation in Keelung City. The purposes of this study include: (1) To understand the theoretical foundation and content of teachers’ professional development evaluation. (2) To understand the current implementation of teachers’ professional development evaluation and teachers’ attitude toward their evaluation system in other representative countries. (3) To review the existing literature of the current implementation of teachers’ professional development evaluation in Taiwan and teachers’ attitude toward the evaluation system. (4) To understanding the junior high school teachers in Keelung, who didn’t participate in academic year 100th teachers’ professional development evaluation. (5) To make recommendation for continuous development of teachers’ professional development evaluation. This study adopts combined research methods in which questionnaire survey and interview were both employed. The questionnaires were sent to teachers in the six junior high schools that have not taken part in the 100 school year teachers’ professional development evaluation. With a responding rate of 93.24%, independent Sample t-test, one way ANOVA and post hoc Scheffe’s method were conducted to analyze the collected data, which were followed by LSD method when the result does not reach significant level. In-depth interviews were employed for the purpose to a better understanding of the reasons behind teachers’ attitude formation. Conclusions of the study are summarized as follows: 1. With the focus on teachers’ attitude toward purpose of teachers’ evaluation, Committee of Teacher Evaluation, scope and content of teachers’ evaluation, grading criteria, evaluation formality and disposition of evaluation result, below are the key findings. (1) Teachers’ professional development evaluation benefits teacher in career development, improvement of teacher quality and enhancement of student’s learning. (2) The Committee of Teacher Evaluation should consist of representatives from teachers with management role, specialty teacher group, and teacher union. (3) The elements of evaluation should include learning material design, teaching methodology, class management and guidance, education related training, job integrity and professionalism development. (4) The implementation of teachers’ professional development evaluation should be self-driven and should respect each individual school’s decision. Government can encourage schools to participate but should not make it mandatory. (5) With respect to the means of conducting teacher self evaluation, filling out self evaluation form is a more favorable approach in which teacher can elaborate on their performance. (6) With respect to other sources of teachers’ evaluation, most teachers think observer and grading personnel should be assigned by the Committee of Evaluation. (7) In addition to teacher self evaluation, teacher evaluation should also include real time classroom observation, teaching archives, interview and student’s feedback. (8) In post evaluation stage, the committee of evaluation should deliver hard copy of result of teacher evaluation to each teacher and keep the result confidential. (9) School management should offer help and guidance to teachers who were evaluated as under achievement. 2. Teachers’ attitudes toward teachers’ professional development evaluation are further analyzed with the focus on diversity of teachers’ background and experience. Key finding are listed as follows. (1) Male teachers appear to agree with evaluation standard and rules more than female teachers do. Other than that, gender is not a factor that affects teachers' attitude toward teachers' professional development evaluation. (2) No significant difference of attitude toward teacher evaluation is seen in teachers of different age or education level. (3) Teachers with management position have higher recognition for teacher evaluation than other teachers. (4) Teachers of 16 to 20 years of teaching experience have lower degree of agreement to teacher evaluation than teachers with other teaching experience level. (5) Teachers that come from school size of 31 to 45 classes have higher degree of agreement to teacher evaluation than teachers in other schools.
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Hung, Wen-Fen, and 洪文芬. "A Study on Elementary School Teachers'' Attitude Towards Evaluation on Teachers'' Professional Development in Yunlin County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73912419133816498995.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
95
The aim of this study is to explore the attitude towards of the elementary school’ teachers on evaluation of teachers’ professional development. The purposes of this study are : (1)Understanding elementary school teachers’ attitude towards teachers’ professional development. (2)Comparing the diversification of attitudes based on different personal background of teachers. (3) Investigating teachers’ attitudes and the contents of evaluation and, their relationship. (4) Analyzing teachers’ attitudes towards the content of evaluation and the predictability emerging from approving /rejecting the evaluation of teachers’ professional development. (5)According to the findings, the researcher conducts to summarize a few concrete suggestions for educational administers and elementary schools to implement evaluation on teachers’ professional development. This study proceeded with document analysis and questionaire and focused on county public elementary school teachers of 95 academic year. The self-edited “Questionaire of Teachers’ Attitude towards evaluation on Teachers’ Professional Development in Yunlin county.” Respondents valid in replying the questions were 85.1%. the data was analyzed with the following approaches. Percentile proportion, mean, standard, Deviation, Independent Sample t-test, one way ANOVA, Test of homogeneity of proportions, Scheff’e posteriori Comparisons, Pearsons’ product-moment correlation and Logistic Regression. The findings of this study are in the following: 1.The attitudes of the elementary school teachers are middle and above towards these items: purpose of evaluation, criteria of evaluation, methods of evaluation, application of the evaluation results. Levels of approval ratings are high in the following aspects: ways of evaluation, for / against the implementation of evaluation on teachers’ professional develop, the coordinated strategies matched with evaluation, disagreement for reasons against evaluation. Attitudes towards “who are in charge of evaluation” mostly agree on “Co-evaluated by staff of the school and out-sourcing”. 2.There is partially significant distinction in teachers’ attitudes towards evaluation according to diverse personal background. 3.For elementary teachers, there’s positive correlation between the overall and individual aspects, in “purpose of evaluation”, “application of the evaluation results”, and “criteria of evaluation”. And the higher the approval rate of “purpose of evaluation” and “criteria of evaluation” are the higher approval level of “application of evaluation results” and “methods of evaluation” are. 4. Variables such as attitudes of the teachers towards “purpose of evaluation”, “criteria of evaluation”, “methods of evaluation”, “ application of evaluation results” are with partial predictability in predicting “approve or against evaluation on teachers’ professional development”. According to the findings, suggestions are provided for educational authorities, elementary schools in reference for implementing teachers’ evaluation on professional development and future study.
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Noncolela, N. S. "Attitudes of teachers and students towards vocational education." Thesis, 1999. http://hdl.handle.net/10413/3198.
Full textAbstract:
The purpose of the study is to determine the attitudes of teachers and students towards vocational
education in the Senior Secondary School phase.
The population for the study constituted senior secondary school teachers and standard eight
(Grade ten) learners of the Kokstad region in the Eastern Cape Province.
270 teachers and 540 students in the nine districts of the Kokstad region, made up the samples
for this research which was conducted in 27 schools. Three schools per district were purposively
drawn. The use of questionnaires and interviews provided findings on attitudes towards
vocational education.
The research was pilot tested in two schools.
The objectives of the pilot test were two fold:
- to test the appropriateness of the items in the questionnaire and clarity of the wording;
- to test the relevance of the open-ended questions, and whether their purpose in eliciting
from teachers and students the reasons for their attitudes towards vocational
education, was achieved.
After each pilot testing session, items in the questionnaire were discussed and rephrased to
enhance clarity.
Questionnaires were dispatched timeously to both teachers and students with a fair response.
Data analysis led to findings, implications and recommendations. One of the findings was that
both teachers and students had positive attitudes towards vocational education in secondary
schools. They recommended greater inclusion of vocational subjects in the curriculum.
Semi-structured interviews were conducted with key officials in the Department of Education
in the Kokstad Region.
Findings from the interviews indicate that the educationists that were interviewed favoured
more curricular inclusion of the vocational subjects. Career guidance was recommended as a
necessity by the head of the Psychological Services so as to help students in the choice of
subjects for their future careers.Thesis (M.Ed.) - University of Durban-Westville, 1999.
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Lin, Yi-chen, and 林宜蓁. "Relationship between Teacher Evaluation for Professional Development Attitude and Professional Growth for Elementary Teachers in Yunlin County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/12176344414889839350.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
101
The aim of this study is to investigate the situation between teacher professional development evaluation attitude and teachers'' professional growth in the elementary schools in Yunlin County. The purposes of this study were : (1)to realize the situation and difference of teacher professional development evaluation attitude. (2) to investigate the situation and difference of teacher professional growth among elementary school teachers. (3) to analyze the relationship between teacher professional development attitude and teacher professional growth. (4) to analyze the predictability of teacher professional development evaluation attitude on the teacher professional growth. (5) according to the findings, the researcher conducts to summarize a few concrete suggestions for educational administrative authorities , schools administrative units, school teachers, and future study. The research adopted literature review and questionnaire. The major instrument, “The Questionnaire of teacher professional development evaluation attitude and teachers’ professional growth” was designed to collect the data. Teachers from 154 public elementary schools in Yunlin County were served as samples. A total of 459 questionnaires were distributed to the elementary school teachers and 427 were retrieved with 423 valid copies, which made the valid return rate 92.2 percent. The collected data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson Correlation, Scheff’e posteriori Comparisons, and Stepwise Regression. The major findings were as follows: 1. The situation of elementary school teachers’ attitude toward professional development evaluation is good, and levels of approval ratings are high in the following aspects: evaluation result application, criteria of evaluation. 2. The situation of elementary school teachers professional growth is good, and levels of approval ratings are high in the following aspects: dedicative spirit and attitude, class management and counseling. 3. Male teacher and teacher served as director, whether to participate in professional development of teachers in the elementary school teacher evaluation Teacher professional development evaluation with better perception of attitude. 4. Different qualifications, professional development phase, position, school size, whether to participate in teachers'' professional Development Evaluation of teachers perceived better perception of teachers'' professional growth. 5. Elementary School Teacher Professional Development Evaluation Attitudes and teachers'' professional growth with low positive correlation, Higher degree of elementary school teachers development evaluation attitude, the better level of consciousness teacher professional development. 6. Elementary School Teacher Professional Development Evaluation attitudes toward teachers'' professional growth with significant predictive power, at all levels, with the "evaluation result application " on the" professionalism and attitude "has the best predictive power. Keywords：teacher professional development evaluation attitude、professional growth、elementary school
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Wu, Pi-yun, and 吳碧雲. "Relationship between Teacher Evaluation for Professional Development Attitude and Working Happiness for Elementary Teachers in Yunlin County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/85773377836975659025.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
101
The aim of this study is to investigate the situation between teacher professional development evaluation attitude and teachers'' working happiness in the elementary schools in Yunlin County. The purposes of this study were : (1) to realize the situation and difference of teacher professional development evaluation attitude. (2) to investigate the situation and difference of working happiness among elementary school teachers. (3) to analyze the relationship between teacher professional development attitude and teachers'' working happiness. (4) to analyze the predictability of teacher professional development evaluation attitude on the teachers'' working happiness. (5) according to the findings, the researcher conducts to summarize a few concrete suggestions for educational administrative authorities , schools administrative units, school teachers, and future study. The research adopted literature review and questionnaire. The major instrument, “The Questionnaire of teacher professional development evaluation attitude and teachers’ working happiness” was designed to collect the data. Teachers from 154 public elementary schools in Yunlin County were served as samples. A total of 520 questionnaires were distributed to the elementary school teachers and 453 were retrieved with 445 valid copies, which made the valid return rate 86 percent. The collected data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson Correlation, and Stepwise Regression. The major findings were as follows: 1.The situation of elementary school teachers’ attitude toward professional development evaluation is good and teachers held the same opinions. 2.Most of teachers have a good perceptin of working happiness, and are content with teaching. 3.Teachers served as director roles of administrative, section chiefs, and subjective teachers, the teachers who are under 5 years seniority, the teachers who participated in teacher professional development evaluation attitude perceive a higher degree of teacher professional development evaluation attitude. Teachers served as director roles of administrative perceive a higher degree of working happiness. 4.Elementary School Teacher Professional Development Evaluation attitude and work happiness is low positive correlation, the higher degree of recognition of teacher professional development evaluation, the higher degree of happiness at work they perceive. 5.Elementary School Teacher Professional Development Evaluation attitudes toward work happiness with significant predictive power, in order to "Evaluation Criteria" and "evaluation data sources" had the most predictive power.
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Yen, Hung-ju, and 顏宏如. "Understanding English Reading Instruction and EFL Teacher''s Attitude towards Community Joining through A Teachers'' Professional Group." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/45643765516329534642.
Full textAbstract:
碩士國立台北師範學院
兒童英語教育研究所
91
This study aims to explore on-job teachers’ attitude towards English reading, understand the difficulties and problems the teachers face in implementing reading instruction, and investigate the teachers’experiences in joining a teachers’ professional community. In this study, the researcher and eight elementary English teachers cooperatively run a professional community. Issues discussed in weekly meetings were chosen by participants. They are (1) the significance of reading instruction in elementary school (2) phonemic awareness (3) phonics (4) vocabulary learning (5) Whole Language Approach and Literature-based Instruction (6) story telling and (7) Collaborative Strategic Reading. The findings of present study are listed as follows: (1) Teachers all held positive attitude towards English reading and reading instruction in elementary school. The significance of sound teaching, vocabulary learning, and storytelling were thought to be essential in primary English education. (2) Regarding teaching problems, teachers worried about their own English pronunciation. Besides, inappropriate textbooks, the tight budget received from school and students’ diverse linguistic background were also their problems in implementing reading instruction. (3) With respect to community experience, participating teachers agreed that they were more aware of their teaching philosophy, and tended to identify the role of being a teacher after joining the community. Implications for classroom practice and suggestions for future study are also discussed in this study. Key word: EFL teaching, reading instruction, teacher’s development, professional community, qualitative research
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Hsiao-Wen, Huang, and 黃筱雯. "Adlerian Encouragement Program：The Change of Preschool Teachers Verbal Encouragement and Attitude." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20588238278549496713.
Full textAbstract:
碩士臺北市立教育大學
兒童發展碩士學位學程
93
The purposes of this study are to explore after kindergarten teachers accepting Adlerian encouragement program, the change of verbal encouragement and praise, and attitude of treating children. A pre-experimental study with equivalent group design was used. The encouragement training program designed according to the theory of Adlerian, and there are 6 courses in all. The participants of this research are 10 kindergarten teachers, and select 3 at random from them and make them accept observing and interview. In observation part, the researcher entered into the class and observed and recorded the times of encouragement and praise of kindergarten teachers, which in the period of class discussion. The collection of data was in three phases: first phase was before the encouragement program, second was in the end of the program, and final was to be procrastinated in 4 weeks. The analysis of experimental data was used the Paired sample T-test and Analysis of Variance. After collecting all the data , researcher interviewed teachers immediately. All the interview data were coded and analyzed, in order to understand the change of teachers attitude. The result of study reveal that after the teachers accepted the encouragement program, their verbal encouragement increased, and verbal praise reduced. And in the phase of following-up kept their performance standard, not dropped. In the change of teachers’ attitude, the following transitions took place to the teachers: (1)Refocus on the children’s positive behavior; (2) Get rid of the negative statement; (3) Neglect the children's shortcoming, (4) Develop alternate viewpoints to identify the specialities of children; (5) Producing the positive viewpoints; (6) Teachers appreciates children than they’re more close. (7) Accept the children's original character; (8)Aware of the children's behavior sensitive; (9)Improve teachers’ identification of encouragement; (10)The changes of teaching attitude prompt the positive cycle of encouragement . All above-mentioned made the interaction between teachers, children, and parents more efficient and more natural, and helped teachers continue encouraging children. Finally , based on the analysis of literatures, the finding of research , and the discussion, several suggestions are made regarding the application of education, designing the encouragement program, and the suggestions for further research.
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Chen, Shu-mei, and 陳淑美. "A Study of Money Attitude and Investment of Elementary School Teachers." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/05385984990371856856.
Full textAbstract:
碩士國立彰化師範大學
企業管理學系國際企業經營管理
96
A Study of Money Attitude and Investment of Elementary school teachers Student：Shu-mei Chen Advisor：Dr. Hsing-wen Wang International Master of Business Administration National Changhua University of Education ABSTRACT Lifestyle and social changes have influenced the motivations of financial investment vastly over past 10 years. With social values changes, money attitude and investment have inevitably caused a tremendous impact on modern people. Elementary school teachers are to be classified into stable income persons at home. How about their money attitude and financial investment? It is worthy to do discussion. This study selected the elementary school teachers as research subjects, the main purpose is to examine different elementary school teachers characteristic and money attitude have any impact on investment. A questionnaire survey was adopted to collect research data. The findings of the analysis are summarized as follows: (1) Significant differences in ages exist among common fund. (2) Significant differences in religion exist among common fund and other investment choices. (3) Significant differences in power/prestige exist among common fund and stock. (4) Significant differences in retention/preserve exist among stock and other investment choices. This research has lead to the following understandings: Elementary school teachers tend to be more conservative as far as money utilizing is concerned, emphasizing financial mapping, including future into their life planning. They are apt to be bothered by money issues. We hope that this result will help elementary school teachers get better understanding about their money utilizing attitudes and financial investment, and at the same time, they will include the finance course into their elementary curriculum, so that students will possess the correct financial management knowledge and attitude. Keywords : elementary school teachers, Money attitude, financial investment
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Chen, Li-Hsin, and 陳立心. "Elementary School Teachers’ Attitude Toward School-Aged Children with Voice Problem." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5q688w.
Full textAbstract:
碩士臺北市立大學
特殊教育學系
106
In school, teachers and students have an intimate relationship, thus makes teachers play an important role for a child’s whole person development. The purpose of the study was to figure out whether the attitude of elementary school teachers would differ between children with voice disorders and children with healthy voice. The objects of the study were 31 elementary school teachers from 3 different elementary schools of Taipei City. The participants were required to listen to 4 dysphonic and 4 healthy voice samples, followed by a questionnaire, including 22 semantic differential scale and 6 yes-no questions, for the aim of testing their attitude towards the voice samples of the children. The study used three statistic methods to analyze three aspects of the study: using paired-samples t test for questionnaire ratings to discover the difference between normal voice and voice-disordered groups; conducting nonparametric method to compare the disparity of gender, teaching seniority and teaching positions, using one-way ANOVA and Scheffé post hoc comparison for testing the attitude of elementary school teachers concerning different genders and diverse severity of voice disorder. Results were shown as follows: First, the attitude of elementary school techers were significantly negative toward dysphonic students. Second, teachers’ attitude had shown nonsignificance between different gender, teaching seniority and teaching positions. Third, using same-gender as control comparing children with different severity of voice disorders, elementary school teachers shown a significant negative attitude regarding a more severe dysphonic students. Using same-severity as control comparing children with different genders, elementary school teachers shown a significant negative attitude regarding a boy when compared to a girl. When considering both the aspects of different genders and different severity of voice disorder, voice severity turned out to be a more predominant concern affecting teachers’ attitude than gender. Findings of the study identified that elementary school teachers perceive a more negative attitude toward children with voice disorders, bringing out a lower expectation toward the dysphonic students, resulting in lower academic achievement, poorer social behavior and more negative personality, reinforcing the importance of voice intervention and the need of teacher’s awareness to their subtle biases toward dysphonic students, preventing underestimations and injustice evaluations.