To see the other types of publications on this topic, follow the link: Teachers’ teaching effectiveness.
Dissertations / Theses on the topic 'Teachers’ teaching effectiveness'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teachers’ teaching effectiveness.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Moxness, Katherine. "Individual instructor's perceptions of teaching context : identifying facilitators and barriers to completion of teaching projects." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38248.
Full textAbstract:
Frameworks seeking to explain teaching competency and development in higher education indicate that context and personal perspectives, as well as knowledge and action are crucial components in the understanding of how and why faculty teach as they do and how development may be encouraged and may be supported. This study sought to contribute to a deeper understanding of individual instructors' perceptions of context of higher education as it related to their teaching projects. This study investigated the daily pursuits and pre-occupations (teaching goals/projects) of an individual instructor, specifically, the instructional demands, departmental demands, the personal and professional pursuits of knowledge and the pursuits of pedagogical knowledge. More specifically, this study investigated perceived facilitators and barriers to the realization of individual teaching and other work projects.Nineteen full-time faculty members in the Departments of Physiotherapy, Occupational therapy, Nursing, Social Work, Educational Psychology and Education at a large research and teaching university in Montreal, Quebec participated in this study. The instructors were asked to complete an adapted version of Little's (1983) Personal Project Analysis (P.P.A.) instrument, which is designed to elicit an instructor's current pre-occupations or projects in his or her current context. The instructors were asked to rate these projects (seven teaching projects and seven other work projects) using a Likert scale (0 to 10) on twenty-one empirically supported dimensions. These dimensions included the following: enjoyment, difficulty, control, initiative, stress, time pressure, outcome, self-identity, others' view, value congruency, challenge, commitment, competence, support, self-worth, fun, others' benefit, self-benefit, supportiveness of culture (departmental level), hindrance of culture (departmental level), and overall current satisfaction. Instructors were asked to assess their perceived conflicts between two of their teaching projects and two of their other work projects in addition to completing a demographic questionnaire.
The findings indicate that instructors identified five different types of daily pursuits that formed and defined their teaching context, as they perceived it. These five types of daily pursuits (projects) included: course planning and preparation projects; student investment, support and delegation of tasks to student projects; knowledge building and knowledge sharing projects; committees, faculty support and faculty teaching projects; and finally, teaching strategy projects. The instructors also identified five different types of daily pursuits that formed and defined their other work context. These included: publishing, conference presentation and research projects; grant proposals and funding projects; office organization projects; correspondence, university committees, outside mandates, departmental expectations and management of student and faculty projects; and finally, personal objectives and technical skill building projects.
P.P.A. enabled the researcher to identify on an individual instructor level the instructor's perceived facilitators and barriers to the successful completion of teaching and other work projects. Furthermore, P.P.A. as a faculty development instrument or as an alternative to semi-structured interview methods is supported by the findings.
2
Halladay, Patrick. "Mid-career changers an investigation of non-traditional entrants into teaching /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full textAbstract:
Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008.Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.
3
Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.
Full text
4
Whynacht, Leah Alison. "Preschool teacher's sense of teaching efficacy : scale development and correlates /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147806.
Full text
5
Passos, Ana Filipe José. "A comparative analysis of teacher competence and its effect on pupil performance in upper primary schools in Mozambique and other Sacmeq countries." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09242009-235334.
Full text
6
King, Jeffrey M. "Learner-Centered Teacher Beliefs and Student-Perceived Teaching Effectiveness." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2520/.
Full textAbstract:
Following Barr and Tagg's formalization of the concept of learner-centered educational practice at the postsecondary level as described in their seminal article in Change in 1995, survey instruments have been developed to assess teachers' beliefs about their own learner-centeredness.. The research reported in this dissertation examined the connection between college students' perceptions of teacher effectiveness on each of four dimensions appearing as questions on the IDEA Survey of student reaction to instruction and courses (developed at the IDEA Center, Kansas State University, in the early 1970s) and the Assessment of Learner-Centered Practices (ALCP): Beliefs Portion of the Postsecondary Level Instructor Survey, College Level (developed in early 1999 by B. L. McCombs, University of Denver Research Institute; alpha reliabilities reported).
Using scoring rubrics accompanying the ALCP instrument, instructors were identified as learner-centered or non-learner-centered based on their responses. Independent t-tests were performed to determine whether learner-centered instructors were perceived differently by students in terms of teaching effectiveness than non-learner-centered instructors on each of four dimensions: overall excellence of course, overall excellence of instructor, effectiveness of instructor in helping students achieve relevant objectives in the course, and effectiveness of course and instructor in improving students' attitude toward the field of study. Students rated learner-centered instructors higher in all dimensions, but results were not statistically significant.
Instructors were also identified as possessing learner- or non-learner-centered beliefs to a greater degree than that necessary for an overall designation. Independent t-tests were performed to determine any differences in student perceptions of effectiveness between these two groups. Again, students rated learner-centered instructors higher in all dimensions, but results were not statistically significant.
Recommendations for further research with the ALCP instrument are made, including research to determine whether specific factors and/or questions prove to be statistically significant in predicting student evaluations of effectiveness. Also recommended are replications of the study to investigate moderating variables influencing accurate faculty self-identification of beliefs about teaching and learning.
7
Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.
Full text
8
Salomon, Yves P. "Novice Teachers' Mathematics practices: Do School Demographics and Teaching Pathway Matter?" Thesis, Boston College, 2010. http://hdl.handle.net/2345/3897.
Full textAbstract:
Thesis advisor: Joseph J. PedullaThere is no question that teachers play an important role in student learning. In the last decade, researchers have shown evidence pointing to the prominence of teachers compared to other factors that are known to influence student achievement (Wright, Horn, and Sanders, 1997). They have empirically demonstrated that teacher effects are large and persist for up to four years (Kain, 1998; Mendor, Jordan, Gomez, Anderson, and Bembry, 1998; Rivers, 1999). Multiple variables are known to influence teacher quality, including teacher preparation. This dissertation explored the relationship between the teacher education pathway and teaching effectiveness. Although multiple measures of teacher effectiveness exist, this study focused on reformed instructional practices as its measure of teaching effectiveness. In teaching mathematics, in particular, constructivist-based, inquiry-oriented approaches have been shown to be more effective than traditional methods (Abbott and Fouts, 2003; Klein, Hamilton, McCaffrey, Stecher, Robyn, and Burroughs, 2000). Using two groups of novice teachers (N=22) from two preparation pathways, this observational comparative study also investigated the relationship between school composition and teaching practices. There is a large body of literature showing that urban schools serving high proportions of non-white, poor, and low performing students (Darling-Hammond, 1995; Kain and Singleton, 1996; Presley White, and Gong, 2005) tend to have higher percentages of less qualified teachers compared to their suburban counterparts. In light of this, the current study also explored the relationship between school composition and teachers' use of reformed teaching practices. The findings of this investigation indicate that the instructional practices of teachers working in the urban school district where this study was conducted were generally reformed, and did not vary based on the student demographics of the schools in which they taught. In addition, no statistically significant relationship was found between teaching pathway and teachers' instructional practices. Many similarities were found in the instructional practices of teachers from the two preparation pathways. The similarities in the teachers' instructional practices were attributed to the significant congruence in the teacher preparation programs' curriculum, requirement of clinical experience, selectivity, and the programs' explicit social justice missions
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
9
Rahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.
Full text
10
Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2004.Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
11
Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.
Full text
12
Preis, Stacey Placier Peggy. "Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6857.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Peggy Placier. Vita. Includes bibliographical references.
13
Balam, Esenc Meric Shannon David M. "Professors' teaching effectiveness in relation to self-efficacy beliefs and perceptions of student rating myths." Auburn, Ala., 2006. http://hdl.handle.net/10415/1320.
Full text
14
Kreider, Valerie Ann Lamberton. "Counseling graduate students' preference for qualities pertaining to teaching effectiveness." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239841620.
Full textAbstract:
Thesis (Ph.D.)--Kent State University, 2009.Title from PDF t.p. (viewed Feb. 17, 2010). Advisor: Martin Jencius. Keywords: graduate counseling student ratings of teachers; generational; Q methodology; student preferences. Includes bibliographical references (p. 218-232).
15
McKenzie, Andrew. "Measuring Teaching Effectiveness Using Value-Added and Observation Rubric Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699912/.
Full textAbstract:
This mixed-methods study examined the extent to which teacher performance and student performance measures correlated, and to understand which specific practices of mathematics teachers in Grades 3-5 related to student performance. Research was conducted at five elementary schools in a large, urban north Texas school district. Data sources included component scores and recorded evidence from observation rubrics, interviews with campus administrators, and value-added modeling (VAM) student growth scores. Findings indicated a modest relationship between teacher performance levels and student performance levels. Lack of access to individual teacher VAM data, per district policy, might have impacted the strength of the relationship. Interviews with administrators and an examination of the evidence cited in the observation rubrics identified specific practices associated with highly rated mathematics teaching. Differences in administrators’ experience levels with both mathematics instruction and the observation instrument might have influenced rubric scores and the level of specificity shown in evidence statements.
16
Bryant, Mitchell E. "The association of selected personality traits with perceived teaching program effectiveness." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2293.
Full textAbstract:
Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains vii, 25 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 21-22).
17
Alhwiti, Awad Hamad. "Teacher perceptions of the effectiveness of the social studies teacher training program at Tabouk Teachers' College in Saudi Arabia." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5308.
Full textAbstract:
Thesis (Ed. D.)--West Virginia University, 2007.Title from document title page. Document formatted into pages; contains viii, 84 p. Vita. Includes abstract. Includes bibliographical references (p. 71-77).
18
Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.
Full textAbstract:
Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs from their induction/mentoring programs and the ACTs' perception of their effectiveness in relation to student achievement. The primary data sources consisted of journal data and semistructured interviews from 2 ACTs. Open, axial, and selective coding strategies were used as one component of the data analysis. Conventional content analysis was used to explore the perceptions of the 2 ACTs interviewed. Analysis revealed that ability to manage a classroom and the support provided by induction/mentoring programs may influence the ACTs' perceptions of effectiveness in terms of student achievement. Results also suggested that ACTs' induction/mentoring programs did not successfully facilitate a transition into the teaching profession. The results from this study can be used by mentoring/induction program directors, and school administrators to inform policy and curricular modifications to induction/mentoring programs that would optimize ACTs' perceptions of their effectiveness as teachers and student achievement. The use of these data may contribute to social change by providing the ACT with an improved support system during the ACTs' first year in the classroom.
19
Agamuddin. "Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.
Full text
20
Ivey, Hannah Worth. "An evaluation of a job embedded professional development program at Lincoln Academy." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.
Full text
21
Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.
Full text
22
Kanyane, C. M. B. "The politics of resistance in the implementation of integrated quality management system." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-154900.
Full text
23
Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.
Full textAbstract:
This research seeks to develop further understandings of effectiveness of the Japan Exchange and Teaching (JET) Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
24
Butler, Abigail. "The relationship among preservice music education teachers' conceptions of teaching effectiveness, microteaching experiences, and teaching performance." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289016.
Full textAbstract:
Fifteen undergraduate music education majors enrolled in an introductory music education course at a major university in the Southwestern United States participated in this study. Students constructed concept maps on the topic teacher effectiveness as a measure of their cognitive schemata. They completed two microteaching lessons in two different settings which were videotaped and subsequently analyzed using the Survey of Teaching Effectiveness and a time sampling procedure using criteria from teacher intensity research. Following their microteachings students constructed a second concept map on the same topic. Students were interviewed to explore the nature of their thinking about effective teaching. Quantitative analyses were conducted using data from the concept maps and both measures of teacher effectiveness. Results of a dependent t-test showed no significance difference between map scores either for total score or component scores of extensiveness and coherence. Spearman Rank Correlations were calculated between map scores and subjects' scores on both the STE and TI measures. No significant correlations were found to exist. Qualitative analyses were completed based on data from concept maps, self-evaluations, and interviews. Frequency responses by categories and data source indicated subjects' responses fell into two main areas: teacher effectiveness and skills and strategies. Within these two areas four sub-categories were targeted for further analysis: knowledge, teacher traits, delivery and instructional skills. Frequency responses for all but delivery skills were quite high. The following conclusions were drawn: (1) Preservice teachers have a clear picture of what it means to be an effective teacher. They describe an effective teacher as knowledgeable, possessing a variety of personal characteristics, and engaging in specific teacher actions. (2) Preservice teachers' cognitive structure does not change after the completion of two microteaching experiences. There is some indication that changes in the content of their thinking arise following their microteachings. (3) There is no relationship between preservice teachers' cognitive structure and their ability to demonstrate effective teaching behaviors. However, qualitative analyses suggest a possible connection between the content of their thinking and their ability to teach effectively. Implications for education and future research are discussed.
25
Barnes, Gail L. VanAernum. "A comparison of self-efficacy and teaching effectiveness in preservice string teachers." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250267731.
Full text
26
RODRIGUES, SUELY DA SILVA. "TEACHING EFFECTIVENESS: A STUDY OF MATHEMATICS TEACHERS FROM STATE OF SÃO PAULO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23582@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Esta pesquisa buscou traçar o perfil de bons professores de Matemática nas escolas estaduais de São Paulo e identificar as associações entre os diferentes perfis dos professores e diferentes características de gestão de sala de aula e práticas específicas do ensino da Matemática com o desempenho dos alunos. Para tanto, este estudo apresenta e analisa o perfil e as características relacionadas à linguagem, estruturação, gestão da aula e interação com os alunos dos 53 professores considerados eficazes pelo Projeto Boas Práticas Docentes no Ensino da Matemática e que responderam ao Questionário do Professor desenvolvido exclusivamente para esta pesquisa, além das características socioeconômicas dos alunos, as médias de proficiência em matemática no SARESP 2011 das turmas de sétimo e nono ano do EF e terceira série do EM desses professores e sua comparação com as médias das outras turmas da escola onde eles lecionam e, também, com as médias gerais do estado na mesma edição dessa avaliação. O estudo ainda apresenta a comparação de algumas características dos professores do projeto com as de seus pares na rede estadual e, também, o delineamento de modelos estatísticos que visaram verificar quais fatores foram significativos para a aprendizagem dos alunos da terceira série do EM desses professores. Analisando os dados obtidos, observou-se nas três séries que muitos professores apresentaram uma ou duas turmas com média mais alta e outras turmas com resultados não tão destacados e até mesmo abaixo da média geral do SARESP 2011, ou seja, o fato de um professor ser eficaz em uma série ou turma não garante que ele o seja em outra. Mesmo assim, poucos foram os casos em que as médias das turmas dos professores desse estudo foram superadas pelas alcançadas pelas turmas dos outros professores da mesma escola. Dentre os resultados dessa pesquisa destaca-se que o nível socioeconômico pouco influenciou no desempenho dos alunos e que os aspectos relacionados à gestão de classe são importantes a ponto de ter forte impacto no desempenho desses alunos. A estrutura da aula dos professores estudados não se diferenciou muito do ensino tradicional, basicamente apoiada pelo uso da voz e do quadro negro/branco do professor e com os alunos copiando do quadro na maior parte do tempo. Mesmo assim, por mais que esses professores tenham sido os protagonistas da ação educativa em boa parte das aulas, na maioria das vezes em que a participação dos alunos ocorreu o professor esteve atento e interessado ao que o aluno dizia e, também, utilizou as ideias dos alunos para promover discussões com toda a classe. Mesmo em um grupo pequeno e selecionado de turmas, o nível socioeconômico do professor e a gestão de classe quanto ao clima disciplinar da sala de aula fizeram diferença no desempenho dos alunos. A formação, experiência, tempo de trabalho na escola ou satisfação com a carreira docente não se mostraram significativos para explicar o desempenho dos alunos nesse grupo restrito, mas uma relação de respeito entre professor e aluno e o apoio dos pais na aprendizagem dos alunos sim.
This study aimed to profile good mathematics teachers in state schools in São Paulo and identify associations between different profiles of teachers and different management features and specific classroom practices of mathematics teaching with student performance. Therefore, this study presents and analyzes the profile and characteristics related to language, structure, manage the classroom and interact with students of 53 teachers considered effective by Good Teaching Practices in Mathematics Project and who responded to the Teacher Questionnaire developed exclusively for this research, in addition to the socioeconomic characteristics of the students, the average math proficiency in SARESP 2011 the classes of 7th and 9th grade of Elementary School and 3rd grade of High School these teachers and their comparison with the average of the other classes of the school where they teach and also with general averages of the state in the same issue of this review. The study also presents a comparison of some characteristics of teachers of the project with those of their peers in the state system and also the design of statistical models that aimed to determine which factors were significant for student learning in High School of these teachers. Analyzing the data obtained, it was observed in the three series that many teachers had one or two classes with higher average and other classes with not so outstanding results and even below the overall average of SARESP 2011, ie, the fact that a teacher be effective in a series or class does not guarantee it to be so in another. Even so, there were few cases in which the averages of the classes of the teachers in this study were superior achieved by the students of other teachers in the same school. Among the results of this research is emphasized that socioeconomic status had little influence on student performance and those aspects related to the management class are important as to have a strong impact on the performance of these students. The structure of classroom teachers studied did not differ much from the traditional teaching, primarily supported by the use of the voice and the blackboard and the students copying the table most of the time. Still, as much as these teachers have been the protagonists of educational action in most of classes, most of the time in which student participation was the teacher was attentive and interested to what the student said, and also used the ideas students to promote discussions with the whole class. Even in a small selected group of classes, the socioeconomic status of the teacher and class management as the disciplinary climate of the classroom made a difference in student performance. The training, experience, length of work at school or satisfaction with the teaching profession were not significant in explaining student performance in this restricted group, but a relationship of respect between teacher and student and parental support on student learning rather.
27
Moore-McKinley, Pamela. "Attitudes and Effectiveness of Teachers in Diverse Inclusive Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4805.
Full textAbstract:
Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.
28
Kadakia, Geeta Gupta. "Elementary Teachers' Perceptions of the Effectiveness of Coteaching." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4068.
Full textAbstract:
In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship on collaboration efforts and of the effectiveness of coteaching in meeting the needs of students with disabilities were examined. Emergent themes were identified from the data through open coding and verified through NVivo and a peer reviewer. The findings showed that participants perceived coteaching to be an effective teaching strategy for working with students with disabilities. They suggested the following areas for improvement in their school's current coteaching program: parity among teachers, administrative support, shared planning time, relevancy of training, collaboration, and follow through regarding the roles and responsibilities of teachers. Based on the results, a professional development workshop was developed to improve the overall effectiveness of the coteaching program and better meet the needs of students with various disabilities in general education classrooms. The provision of training through the workshop may positively affect teachers' perceptions and implementation of coteaching. An improved academic environment in cotaught classrooms may benefit students with disabilities.
29
Harwell, Dana Rolison. "Can holistic wellness predict teacher effectiveness?" Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-06302006-111940.
Full text
30
Hulela, Kebatenne. "Iowa teachers' perceptions regarding the effectiveness of agriculture teacher education programs in addressing teaching standards and criteria." [Ames, Iowa : Iowa State University], 2007.
Find full text
31
Kashima, Andreas Akwenye. "Teaching for conceptual understanding : an analysis of selected teachers' practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017348.
Full textAbstract:
The purpose of this study was to explore how teachers’ practice either supports or constrains learners’ conceptual understanding. The study is structured within an interpretive paradigm. The research takes the form of a case study and focused on the teaching practice of two purposefully selected teachers who had been identified as being effective/successful practitioners. The data was collected in two stages. In the first stage, qualitative data was collected by video recording six classroom lessons, three for each of the two participating teachers. In stage 2, participating teachers were individually interviewed. In these interviews the two participating teachers were asked to reflect on their classroom practice, through a process of stimulated recall, where their actions seemed to either support or constrain the development of learners’ conceptual understanding. The study identified a number of elements of the two teachers’ practice that related to the development of learners’ conceptual understanding in the classroom. These include building on learners’ prior knowledge, the use of concrete manipulatives, questioning that promotes critical thinking, and the use of multiple representations and connections. The study also identified elements of the two teachers’ practice that had the potential to constrain the development of learners’ conceptual understanding. These include the lack of opportunities for co-operative or peer-oriented learning, the absence of questioning that leads to discussion, and a scarcity of activities that build mathematical concepts through hands-on engagement. The study highlights the need for supporting teachers and helping them strengthen their practice with regard to those activities that support the development of conceptual understanding in their learners.
32
O'Meara, Kevin T. "Characteristics of effective teachers in the Air Force's Squadron Officer College." Auburn, Ala., 2007. http://handle.dtic.mil/100.2/ADA470317.
Full text
33
Johns, Lynne Andrea. "The implementation of continuing professional teacher development policy in the Western Cape : constraints and opportunities." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2817.
Full textAbstract:
Thesis (MEd)--Cape Peninsula University of Technology, 2018.Continuing Professional Teacher Development (CPTD) policy is an initiative intended to up-skill teachers, and in so doing improve schooling and learner achievement. CPTD involves the participation of teachers in various developmental activities for which they earn CPTD points. The professional development of teachers in South Africa has been erratic and, as a consequence, there has been a decline in the quality of teachers. Despite there being formal structures in place, policy implementation continues to be a problem. The purpose of this study was to identify constraints and opportunities regarding CPTD policy implementation in the Western Cape. The research tradition of interpretivism was chosen, allowing for a qualitative case study design to be employed. The non-probability sampling method was used to select a purposive sample of three WCED officials and four school principals. Convenience sampling was applied in identifying 24 teachers. Other data were drawn from policy documents. The study was conducted in an urban and rural district within the Western Cape. This study is significant in that it informs policy makers and implementers, and other stakeholders about the constraints and opportunities with regard to CPTD implementation and in so doing, paves the way for more effective implementation. Findings revealed that constraints outweighed opportunities. In spite of time constraints, principals and teachers reported that they are in support of professional development, but are not in support of the CPTD management system implemented by SACE. They do not agree with the one-size-fits-all approach to implementation, nor the focus of development being the collection of CPTD points. It is thus deemed that a review of the CPTD policy is necessary in order to clear the misconception that accumulation of PD points is the primary focus of CPTD. Granted, teachers would still need to collect points to monitor their growth. A recommendation is made in this study to improve the system and ensure that it is functional and accessible to all teachers at all times, including those in rural districts.
34
Chen, Guohai Porter. "University teachers' humor production in the classroom and student ratings of teaching effectiveness." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38294679.
Full text
35
HU, YA-CHUAN, and 胡雅娟. "The Correlation Between Preschool Teachers’ Team-teaching and Teaching Effectiveness." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86170000924909979449.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
104
The purpose of this study was to examine the correlation between team-teaching and teaching effectiveness of public preschool teachers. 161 public preschool teachers in Kinmen County participated in this study. Analysis methods for this data included descriptive statistics, t-tests, one-way ANOVA, and Pearson correlation and simple regression.The results showed that the team-teaching of public preschool teachers in Kinmen County was at high level and significant differences were found in “education level” Furthermore, the teaching effectiveness of public preschool teachers in Kinmen County was at high level and significant differences were found in “age”, “education level”, “current job position”, “administrative duties” and “the length of teaching” Additionally, preschool teachers’ perceptions of team teaching were positively correlated with their teaching effectiveness, and preschool teachers’ perception of team-teaching can predict their teaching effectiveness. Based on the research results, the suggestions are provided for educational administrative organizations, preschool administration, preschool teachers and further research.
36
Newton, Aaron D. Gallard Alejandro J. "One teacher's journey toward effective teaching." 2004. http://etd.lib.fsu.edu/theses/available/etd-10312004-213544.
Full textAbstract:
Thesis (M.S.)--Florida State University, 2004.Advisor: Dr. Alejandro Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Jan. 13, 2005). Includes bibliographical references.
37
Wu, Yu-Syuan, and 吳郁萱. "A Study of Cram School Teachers’ Teaching Effectiveness." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/55045170252325886569.
Full textAbstract:
碩士國立臺中技術學院
事業經營研究所
96
In recent years, the education reforms and increasing global competitions have propelled almost every parent to enhance their children’s competitiveness, and cram schools have thus become their best assistant. As most cram schools seek to provide diversified courses, outstanding teachers have become the core figures in cram schools, whose teaching effectiveness may affect the sustainable management of cram schools. This study aimed to explore the organizational commitment and teaching effectiveness of teachers in cram schools and the relationship between the two. Further, it also attempted to understand the impact of teachers’ background variables on their organizational commitment and teaching effectiveness and compare teachers’ and parents’ sensitivity to teaching effectiveness evaluation. The questionnaire survey method was adopted. A total of 241 teachers from 21 cram schools offering courses to mainly junior high school students and elementary school students in Taichung City were surveyed using stratified random sampling. 191 responses were collected, and 189 of them were valid. Besides, 876 parents were also surveyed. 545 copies of the questionnaire were collected, and 502 copies were valid. The research tool was “Survey on Cram School Teachers’ Organizational Commitment and Teaching Effectiveness”. The survey results were statistically processed on SPSS 12.0 to conduct descriptive statistics, one-way ANOVA, product-moment correlation, multiple force-entry regression, and t-test. From this empirical research, the following results were obtained: 1.Most of the cram school teachers’ perception of organizational commitment and teaching effectiveness was above the intermediate level. 2.Cram school teachers’ organizational commitment was significantly affected by marital status, position, and organizational scale. 3.Cram school teachers’ teaching effectiveness would be significantly affected by their age, marital status, service duration, position, advance training, and organizational scale. 4.Cram school teachers’ organizational commitment was positively correlated with their teaching effectiveness. 5.Cram school teachers’ organizational commitment had a significant predicting power for their teaching effectiveness. 6.No significant difference between cram school teachers’ self evaluation and parents’ evaluation of teachers’ teaching effectiveness was observed.
38
CHOU, LI-HUA, and 周麗華. "A Study of Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54403792263004619992.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
95
The objective of this study is to understand the current status of elementary school beginning teachers’ teaching belief and teaching effectiveness in Pingtung area, and to analyze the relationship between them. This study has six main purposes: 1.To understand the current status of elementary school beginning teachers’ teaching belief. 2. To understand the current status of elementary school beginning teachers’ teaching effectiveness. 3. To explore the differences on teachers’ teaching belief among elementary school beginning teachers with different background variables. 4. To explore the differences on teachers’ teaching effectiveness among elementary school beginning teachers with different background variables. 5. To explore the relationship between beginning teachers’ teaching belief and teaching effectiveness. 6. To explore the possibility of predicting beginning teachers’ teaching effectiveness based on beginning teachers’ teaching belief. The instrument is a self-designed “Elementary School Beginning Teachers’ Teaching Belief and Teaching Effectiveness Questionnaire.” The subjects were 147 public elementary school beginning teachers in Pingtung county. The data were collected and analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation and multiple stepwise regression analysis. According to the results, the researcher presented the conclusions and specific suggestions to provide references for educational administrative institutions, the institutions for foster teacher of elementary school, elementary schools, elementary school beginning teachers and further studies. The major findings of this study were as follows: 1.The condition of elementary school beginning teachers’ teaching belief was good. 2.The condition of elementary school beginning teachers’ teaching belief was good. 3.Elementary school beginning teachers’ teaching belief existed differences among the different sex, educational background and functions. 4.Elementary school beginning teachers’ teaching effectiveness existed differences among the different functions, school location and school size. 5.Elementary school beginning teachers’ teaching effectiveness existed differences among the high and low degree of teaching belief. 6.Elementary school beginning teachers’ teaching effectiveness was influenced by beginning teachers’ teaching belief. 7.There were close relationship among “The Role of Teacher” with “The Relationship between Teacher and Student” aspects of teaching belief and “Teaching Self-Efficacy” aspect of teaching effectiveness. 8.“The Role of Teacher” and “Community Participation” aspects of teaching belief could provide important references to forecast teaching effectiveness, “Teaching Skill” especially.
39
Stickney, Jeff A. "Judging teachers : a philosophical investigation of Teacher Performance Appraisal /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370881&T=F.
Full text
40
Huang, Ching Tung, and 黃慶統. "Teacher Efficacy and Teaching Effectiveness of Elementary School Physical Education Teachers in Miaoli." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/78963445612374704279.
Full textAbstract:
碩士臺北巿立體育學院
運動教育研究所
97
Abstract The purpose of this study was; to investigate the efficacy and the current status of the effectiveness of physical education teachers of elementary school in Miaoli County. and to make the questionnaire survey of the physical education teachers from demographic variables in Miaoli county. In the present study, questionnaires originally developed by Mr. Lin, Kuo-Jui have been adapted and utilized for data collection including; (a) a demographic information sheet, (b) An elementary school physical education teacher efficacy scale which includes performance efficacy and organizational efficacy, and (c) An elementary school physical education teaching behaviour scale which includes: teaching readiness, systems for teaching, strategies for teaching, teaching assessments and class management. The sample was 440 physical education teachers randomly selected from 44 elementary schools in Miaoli county. Of the surveys returned, 374 were coded. descriptive statistics, independent sample t-test, a one-way ANOVA, and Pearson Product-Moment correlation, Confirmatory factor analysis and a structural equation model were computed for data analysis. The results indicated that; (a) The elementary school physical education teachers of Miaoli county were moderate on teacher efficacy, (b) The elementary school physical education teachers were excellent on teaching effectiveness, (c) the significant correlation was found between teacher efficacy and school scale, (d) significant correlations were found between teaching effectiveness, teaching positions and school scale, (e) significant differences were found in the teaching effectiveness of groups of teacher efficacy with lower, moderate, and the highest of scores, (f) teacher efficacy and teaching effectiveness were positively and significantly correlated and several recommendations further study were made by the author.
41
CHIEN, ZI-LING, and 簡紫玲. "A Study on the Influences Teachers' Participation in Teachers' Professional Development for Teacher Teaching Effectiveness and Teacher Professional Identity." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/dr2nf3.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
107
The purpose of this study is to explore the impact of teachers' participation in teacher professional development on teacher teaching effectiveness and teacher professional identity. The Central Research Institute released the professor Liu Shixiong in 2017. The analysis of the questionnaires on the factors affecting teachers' preparation, public observation and willingness to discuss collectively in the middle of the country shows that: Teachers' participation in teacher professional development had a direct and positive impact on teachers' teaching effectiveness. In addition, teachers' participation in teacher professional development can enhance teachers' professional identity through the intermediary of teachers' teaching effectiveness. This is the most valuable discovery in this study. Finally, based on the research results, provide advice to the competent educational authorities, school teachers, and future research.
42
RuiZhang, Hou, and 侯睿章. "A Study of Life Educational Teaching Belief and Teaching Effectiveness of Elementary Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/31313150966334229591.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
93
Abstract This research aims at understanding teaching belief and difference of teaching effectiveness that the teaching belief and teaching effectiveness and elementary teachers of different backgrounds life that elementary teacher's life education different situation. To analyze whether teaching belief and teaching effectiveness that the life education are relevant, analyze whether the teaching belief that elementary teacher's life education has function of predicting on the teaching effectiveness of life education. This research adopts the investigation method of the questionnaire, regard elementary teachers of Changhua county as the research object, utilize teaching belief and teaching effectiveness questionnaire which elementary teacher's life education made up by oneself, to the schools of 43 elementary schools of Changhua county, 630 elementary teachers carry on the investigation , retrieve 509 effective questionnaires altogether, materials that collect assay with independent sample t-test, one-way ANOVA, Pearson correlation analysis, stepwise multi-regression etc. progressively to count to make a variation, carry on analysis. According to the result of analysis, this research is found as follows mainly: 1. The teaching belief that elementary teacher's life of Changhua county education presents the progressive orientation, 2. Except implementing the background that the life education and changing one, it do not all have apparent difference that other backgrounds change one. 3. The teaching effectiveness that elementary teacher's life of Changhua county education presents the progressive orientation. 4. In teaching age and service seniority, classification of teaching, take on post and implement background that life educate become item have apparent difference, it does not have apparent difference that other backgrounds change one. 5. Teaching belief and teaching effectiveness which the life educate that the life education have apparent positive correlation. 6. Teaching ability and teacher's attitude is the main factor of predicting teaching effectiveness that elementary teacher's life education. Keywords: Life education , teaching belief , teaching effectiveness
43
林炯炘. "he study of Organizational Commitment and Teaching Effectiveness for special education teachers teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/34410604886718088617.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
93
The study of Organizational Commitment and Teaching Effectiveness for special education teachers teaching in the elementary schools Abstract This thesis investigates the relations between Organizational Commitment and Teaching Effectiveness for teachers teaching in the elementary schools with mental retardation by means of literature review and questionnaire survey . Based on questionnaires from 159 teachers, we outline main results as follow: a. At present, teachers’ feelings in Organizational Commitment are at the upper middle level and in Teaching Effectiveness are at the upper middle level, too. b. The background factors such as the teacher’s age, the educational background, and teaching years show significant distinction on Organizational Commitment. c. The background factors such as the teacher’s age, the educational background, and teaching years show significant distinction on Teaching Effectiveness. d. Teachers’ Teaching Effectiveness is positively related to Organizational Commitment. ------------------------------------------------------------------------------------------ Keywords: Elementary Schools, Teachers Teaching Students with Mental Retardation,Organizational Commitment, Teaching Effectiveness
44
CHANG, YU-TING, and 張郁婷. "A Study on Self - Teaching Effectiveness and Teaching Result of Elementary English Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/u38rd7.
Full textAbstract:
碩士國立屏東大學
教育學系碩士班
106
The purpose of this study is to understand the current situation of teaching self-efficacy and English teaching effectiveness of English teachers in urban and rural areas, to analyze whether there are differences between teachers' self-teaching effectiveness and English teaching effectiveness in different background variables, and to explore the relationship between teaching self-efficacy and English teaching effectiveness. A questionnaire developed on the basis of the result of literature review was used to survey on the participants of this study. With the intention of sampling, about 100 teachers from the public elementary schools in Pingtung County were selected as research subjects. According to the result of data analysis, the conclusions of this study were derived as: 1. The situation of self-teaching effectiveness of elementary English teachers is still good. 2. The situation of English teaching result in elementary schools is still good. 3. Teachers with different background variables, had no significant differences in self-teaching effectiveness. 4. There are no significant differences in the teaching effectiveness among the teachers of elementary English with different background variables. 5. The higher the self-teaching effectiveness of the elementary English teachers, the better teaching effectiveness. 6. Self-teaching effectiveness can predict the results of teaching. According to the study results, to make conclusions and suggestions for bureau of education, elementary school principals, teachers in primary schools and future studies. 1. Education Bureau (EDB) should provide continuing education activities that meet the needs of English teachers for self-improvement. 2. Education Bureau (EDB) should provide an online learning community of STEF to assist English teachers to learn and enhance self-teaching effectiveness. 3. National primary schools should consider the different background variables of primary school English teachers in order to design an appropriate refresher course. 4. National Primary Schools should set up effective interactive English teaching network, which will help students, parents and English teachers to learn and interact with each other. 5. English teachers should use a variety of learning channels, and actively study to enhance self-teaching effectiveness.
45
Chen, Yi-Cheng, and 陳宜呈. "The Study of Oversea Chinese Language Teachers betweenTeachers’ Teaching Belief and Teaching Effectiveness." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/31294155778054060824.
Full textAbstract:
碩士國立屏東大學
華語文教學碩士學位學程
104
This study aims to understand overseas Chinese language teachers’ teaching effectiveness of status and do not with the background of overseas Chinese language teachers in teaching belief and teaching efficacy difference situation. to explore the relationship between teaching beliefs and teaching efficacy and then analyzes the teaching belief of teaching effectiveness have predictive power. In this study, the overseas Chinese language teachers as the research object, through the provision of "Chinese as a foreign language teacher learning to believe the idea and Teaching Effectiveness Questionnaire" as a research tool. Recycling effective questionnaire is 152. Information obtained from the survey to the SPSS statistical analysis, t test, single factor variable selection algorithm analysis, Pearson product moment correlation analysis, stepwise multiple regression analysis of statistical methods for processing, according to the data analysis results. According to the results of data analysis, get the conclusion as follows: 1. Chinese teachers' teaching beliefs show progress orientation,” the role of teachers belief” in the highest. 2. The teaching efficiency of overseas Chinese language teachers in the present level, the performance of "teaching strategy" is the best. 3. The male overseas Chinese teachers' teaching beliefs in the "teaching evaluation" level than the female overseas Chinese teaching division has significant differences. 4.The education degree is normal university, the overseas Chinese teachers of the University of Education,” the role of teachers "and" teacher-student relationship "and" teaching evaluation method "was significantly higher than the general level of university and college of overseas Chinese teachers. 5. The teaching effectiveness of the overseas Chinese teachers in the growing area in China is higher than that of the overseas Chinese teachers in Taiwan. 6.The overseas Chinese language teachers teaching belief is higher, the better the teaching effectiveness of level. 7.The overseas Chinese language teachers teaching belief can effectively predict the effectiveness of teaching. Finally, according to the research findings suggest : for the education administrative authorities, school administrative units, overseas Chinese teachers and further research in the future test.
46
Chen, Hsien-Chih, and 陳顯智. "The Study of Teaching Concern and Teaching Effectiveness forBeginning Teachers in Elementary Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/02438731928921417162.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
93
The purposes of this study are to discuss the relationships between teaching concern and teaching effectiveness for beginning teachers; fur- thermore,to compare beginning teachers’ teaching concern and teaching effectiveness by using background variables; and finally,to analyze the predictability of the teaching concern and teaching effectiveness. Questionnaire survey was conducted in this study. The subjects included 348 beginning teachers randomly selected from Hsinchu County and Hsinchu City. Two survey instruments were developed in the research including “Teaching Concern for Beginning Teacher Scale” and“Teaching Effectiveness for Beginning Teacher Scale”. The data obtained by questionnaire was analyzed by frequencies, mean, standard, t-test, one-way ANOVA,Pearson’s product-moment correlation and multiple regression analysis.The major finding was following： 1. Beginning teachers in elementary school possess highly perception of teaching concern. 2. Beginning teachers in elementary school possess highly perception of teaching effectiveness. 3. In terms of teachers’ background variables , there were significant difference existed among gender, working jobs, school size, the grade they teach on beginning teachers’ teaching concern. 4. In terms of teachers’ background variables, there were no significant difference existed among educational background, teacher education institutes and teacher’s seniority on beginning teachers’ teaching concern. 5. In terms of teachers’ background variables, there were significant difference existed among educational background, working jobs, school size, the grade they taught on beginning teachers’ teaching effectiveness. 6. In terms of teachers’ background variables, there were no significant difference existed among gender, teacher education institutes and teacher’s seniority on beginning teachers’ teaching effectiveness. 7. There was positive correlation between beginning teachers’ teaching concern and teaching effectiveness. 8. Teaching concern predicts teaching effectiveness . Based on the study results, suggestions were proposed for beginning teachers, elementary schools, administrative organizations, teacher educa- tion institutes and further research plans. Keywords：teaching concern,teaching effectiveness,beginning teachers
47
Huang, Hui-Tzu, and 黃慧慈. "A Study on Teacher’s Positive Psychology and Teaching Effectiveness of Junior High School Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/jctjjh.
Full textAbstract:
碩士中原大學
特殊教育研究所
105
The purposes of the study are: (1) to discoverthe statusofboth junior high school teachers’ positive psychology and teaching effectiveness; (2) to analyze the effects of teachers’ background variables on teachers’ positive psychology and teachingeffectiveness;(3) to investigate the relationship between teachers’ positive psychology and teaching effectiveness.The questionnaire investigation was conducted in 264 junior high school teachersincluding general education teachers and special education teachers.The collected data were analyzed by Descriptive Statistics, t-test, One-way ANOVA, and Pearson product-moment correlation. The study results are as followed:(1) junior high school teachers achieved high level of positive psychology that “positive trait” is the highest among all the qualities.(2) junior high school teachers achieved high level of teaching effectiveness that “classmanagement” is the highest among all the qualities.(3)in terms of the personal background variables, positive psychology on junior high school teachers has significant differences in “type of class”.(4)in terms of the personal background variables, teaching effectiveness on junior high school teachers has significant differences in “duration of teaching”.(5)junior high school teachers’ positive psychological qualities and teaching effectivenessare positively correlated. Based on the findings of the study,suggestions are made forjunior high school teachers and school administration, and ideas are proposed for future researches.
48
Jia-Wei, Lin, and 林嘉尉. "The Study of Mentor Teacher Mentoring and Student Teachers'' Teaching Effectiveness in Living Technology." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/13708175063096783795.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
92
The purpose of this study was to investigate the relationship between mentor teachers’ teaching mentoring styles and student teachers’ teaching effectiveness. The study would provide useful information for mentor teachers to play a good role of teaching mentoring effectively and to use appropriate way for promoting the student teachers’ teaching effectiveness. This study adopted literature analysis in discussing teaching mentoring styles, teaching effectiveness and empirical studies results about teaching practice. To conduct this study, a questionnaire of “Mentor Teachers’ Teaching Mentoring and Student Teachers’ Teaching Effectiveness Questionnaire” was developed to investigate the situation of student teachers in secondary schools. Data were collected through the questionnaire and results of the study were based on responses received from 90 student teachers, with a return rate of 78.9%. The statistic methods of t-test, one-way ANOVA, and Pearson’s correlation were used to analyze data obtained from the questionnaire, and the important findings were as follows: (1)The teaching mentoring styles which the technology mentor teachers adopt mostly to the student teachers are active and positive mentoring styles. (2)The whole teaching effectiveness of the technology student teachers belong to middle-high levels in teaching process. (3)There were significant differences in mentor teachers’ teaching mentoring styles in terms of the mentor teachers’ level of education, but no significant differences in terms of the mentor teachers’ gender, seniority, position, and school scale, location. (4)Teaching effectiveness of student teachers was influenced because of the school scales. However, the student teachers’ gender, school location, mentor teachers’ gender, position, level of education and seniority had no influence on it. (5)There were significant positive correlations between the mentor teachers’ directive mentoring, cooperative mentoring and the entirety teaching effectiveness of student teachers’. The sequence was the teaching methods, teaching evaluation, teaching process, the relationship between teachers and students, teaching content, teaching plans, and the management of the classroom. Based upon these findings to bring up the references and specific suggestions for the mentors, the student-teachers, the educational agency and future studies.
49
Mien, Tou Li, and 竇麗滿. "The Study on Teacher Evaluation and Teaching Effectiveness of the Special Education School Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/04045110093703300460.
Full textAbstract:
碩士國立彰化師範大學
特殊教育學系所
94
The purpose of this study was to investigate the relationship between teacher evaluation and teaching effectiveness of the teachers in special education schools . For approaching the above purpose, reading and analyzing relevant references are the most essential step. This study was taken special education schools as population, and surveyed through questionnaire investigation for understanding the current situation of teacher evaluation and teaching effectiveness, as well as the correlation between them. The questionnaires developed by researcher were distributed to 400 teachers in special education schools, and 321 copies were returned. Various statistics methods, including frequency distribution mean, standard deviation, percentage, Pearson’s product-moment correlation, t-test, one-way ANOVA, and Scheffe’ method were employed to analyze the data and differences among the participants’ background variables. The results of this study were as follows: 1. The importance of teachers’ perception toward teacher evaluation standard is in the highest level. 2. The degree of Teachers’ perception toward teacher evaluation and teaching effectiveness is in high level. 3. The importance of Teacher evaluation that teachers perceive is differed from present position. 4. Teacher evaluation that teachers perceive is differed from ages, working year, educational background , special education background and present position. 5. Teaching effectiveness that teachers perceive is differed from school’s size and educational background 6. Accepting and agreeing with teacher evaluation will raise teacher teaching effectiveness
50
Hsu, Chiung-Wen, and 許瓊文. "Parents’ Perceived Teaching Effectiveness of Teachers Influences Parent-Teacher Communication in the Elementary Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/49080274214223014908.
Full textAbstract:
碩士國立臺南大學
教育學系教育經營與管理碩博士班
103
This study aims at understanding the circumstances of teaching effectiveness and the communication between parents and teachers in elementary schools. It explores that whether different kinds of teaching effectiveness are beneficial for the good quality of communication and widely explores the related reasons. The main studied objects are parents of primary school students in Tainan City, with 12 field interviews in accordance with five major dimensions: "systematic teaching", "teaching technology and order management", "effective use of time", "teacher-student relationship" and "class climate ", gathering the views of parents on the effectiveness of teaching performance, and then we analyze factors affecting the effectiveness of parents and teachers communication by using qualitative research analysis. We use the content of twelve interviews with parents and implementation status of teaching effectiveness to identify the specific instances of the teaching effectiveness performance affecting communication results. Parents indicate effective communication strategies are:" to grasp prompt two-way communication," "to provide diverse channels," " to improve parental involvement," "professional and confident management "and" communication attitude of thinking about others." The study finds that different teaching effectiveness have great differences in communication process and result .Teachers with better teaching effectiveness can perform not only smooth communication but also obtain numerous assistance from parents, helping teacher-parent cooperation. On the contrary, teachers with poor teaching effectiveness performance are not able to obtain mutual trust and lead to disagreements and therefore it comes to poor or even incapable communication. The study finds fourteen evidences that teaching effectiveness having high impact on the communication between parents and teachers: “Parents perceive the teacher's intention," "Parents perceive teachers active and initiative," "Parents perceive teachers’ stringency," "Parents perceive teachers humble, "" Parents perceive teachers with integrity and fairness, "" Parents perceive teachers’ expectation and persistence, "" Parents perceive teachers with insight, "" Parents perceive teachers with rich professional knowledge and self-confidence ,"" Parents perceive respected teacher, "" Parents perceive teachers’ encouragement, ""Parents perceive teachers’ innovation, "" Parents perceive teachers’ executive power, "" Parents perceive the good will of teachers " and " Parents perceive children are excited and praised by teachers.” The findings suggest that teachers in teaching field should pay attention to their teaching effectiveness performance and master the five master effective communication strategies mentioned to complete high-quality cooperation and communication with parents.