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1
Franklin Thambi Jose, S., Samikkanu Jabamoney Ishak Samuel, Manonmani Devi Annamalai e Muniisvaran Kumar. "A Study on Evaluating the Pedagogical Knowledge of School Teachers". Journal of Educational and Social Research 9, n. 3 (1 settembre 2019): 194–202. http://dx.doi.org/10.2478/jesr-2019-0037.
Testo completoAbstract (sommario):
Abstract Education plays an important role in a society. Each and every country around the globe has its own education system to educate their own society. In this way, Malaysia has its own education system. Here, students undergo education in different stages such as, kindergarten (pre-school), primary school (elementary), secondary school (high), and college or university. Of these, kindergarten, primary and secondary educations are in schools. School education is basic for a child. Hence, teacher role is very essential in teaching and learning process. Sultan Idris Education University is No.1 Education University which produces a lot of teachers and are been posted as teachers in various parts of the country. Thus posted teachers teach in secondary schools in Malaysia. The main objective of this study is to evaluate the pedagogy knowledge of the secondary school teachers using testing and evaluation theory. The study is limited to the Perak state teachers of Malaysia. The researcher has used the descriptive research method for this study. Questionnaire is prepared according to the essential pedagogical knowledge for the teachers based on testing and evaluation theory. The data are collected through observing the classroom teaching of the teachers. The findings of the study are described in this article.
2
Chavan, Girish Manohar, e Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children". International Journal Of Community Medicine And Public Health 5, n. 4 (23 marzo 2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.
Testo completoAbstract (sommario):
Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.
3
Durrani, Muhammad Ismail, Irshad Hussain e Muhammad Ali Rasheed. "Studying the Operational Management Strategies for Promoting Quality of Secondary Education". Global Social Sciences Review III, n. IV (30 dicembre 2018): 427–40. http://dx.doi.org/10.31703/gssr.2018(iii-iv).29.
Testo completoAbstract (sommario):
This study examined the operational management strategies for promoting the quality of education at the secondary level in Punjab Province. The secondary school heads, teachers and students were subjects of the study. It used three questionnaires developed for them respectively. The findings suggest that the head teacher perceived his role as an operation manager. These role dimensions indicate that the head teacher acts as an educational manager by using operational management strategies deliver professional support to teachers by; solving the school-based problems of their teachers, promoting a culture of discipline in the school, conducting a performance evaluation of school staff and checking lesson plans regularly, consulting teachers in academic decisions, holding periodic meetings of teachers regarding coverage of syllabus and maintaining conducive to the working environment in their schools.
4
Asadullah, Sheikh. "Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh". International Journal of Innovation and Economic Development 2, n. 5 (2015): 40–55. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.25.2005.
Testo completoAbstract (sommario):
In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.
5
Ertem, Hasan Yücel. "EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES". Problems of Education in the 21st Century 79, n. 2 (10 aprile 2021): 194–206. http://dx.doi.org/10.33225/pec/21.79.194.
Testo completoAbstract (sommario):
Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school
6
Savovic, Branka. "Problems of discipline in primary and secondary school: Teachers' opinions". Zbornik Instituta za pedagoska istrazivanja, n. 34 (2002): 259–70. http://dx.doi.org/10.2298/zipi0204259s.
Testo completoAbstract (sommario):
Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Nis comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51%) estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.
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Peltzer, Karl, e Supa Promtussananon. "HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION". Social Behavior and Personality: an international journal 31, n. 4 (1 gennaio 2003): 349–56. http://dx.doi.org/10.2224/sbp.2003.31.4.349.
Testo completoAbstract (sommario):
The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.
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Lee, Valerie E., Julia B. Smith e Madalyn Cioci. "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools". Educational Evaluation and Policy Analysis 15, n. 2 (giugno 1993): 153–80. http://dx.doi.org/10.3102/01623737015002153.
Testo completoAbstract (sommario):
This study explores teachers’ perceptions of their own power at the personal, interpersonal, and organizational levels of their schools. It investigates how the interaction between principal and teacher gender affects high school teachers’ evaluations of the principal’s leadership, as well as how it influences subsequent evaluations of their own power. The study employs a sample of almost 9,000 teachers in over 300 public, Catholic, and private secondary schools from the Administrator and Teachers Survey of the High School and Beyond study. A strong pattern of results shows that while female teachers feel empowered when working in schools headed by female principals, male teachers consider themselves less powerful in those circumstances. The interaction between teachers’ and principals’ gender contributes to understanding the persistent underrepresentation of women in the high school principalship.
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Kongcharoen, Jinda, Nutthajit Onmek, Panaya Jandang e Sukanya Wangyisen. "Stress and work motivation of primary and secondary school teachers". Journal of Applied Research in Higher Education 12, n. 4 (2 dicembre 2019): 709–23. http://dx.doi.org/10.1108/jarhe-04-2019-0088.
Testo completoAbstract (sommario):
Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.
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Omoso, Elisha, Kim Schildkamp e Jules Pieters. "Data use in Kenyan secondary schools". Journal of Professional Capital and Community 4, n. 3 (8 luglio 2019): 216–31. http://dx.doi.org/10.1108/jpcc-11-2018-0027.
Testo completoAbstract (sommario):
Purpose The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers. Design/methodology/approach Using a qualitative case study design, this study utilised interviews and documentary evidence to explore the data available and their use within Kenyan schools. Findings The data available in Kenyan schools were similar except for context data which had slight variations between schools. Head teachers mainly used school-level data to monitor school functioning, plan and develop school-level policies which mainly focused on school and curriculum improvement but little on teacher improvement. Teacher improvement attempts were mostly via benchmarking. The results also show that Kenyan head teachers hide inspection reports from teachers and that some head teachers used data creatively than others. For example, one head teacher used data to start a feeding programme to support economically disadvantaged students. Teachers, however, mostly used classroom-level data to plan lessons and monitor students’ progress. Research limitations/implications The study results may be used for data use comparative studies between developing and developed countries. Practical implications Based on the findings, data use training is needed to help Kenyan schools use data to improve teachers and teaching. Originality/value Accountability and data use are at the centre of many school improvement efforts the world over. The last two decades, for example, show pressure on schools to account for the resources invested and for the education they provide to children mainly in the form of data. Regrettably, studies pay little attention to data use in schools within developing countries such as Kenya.
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Buabeng-Andoh, Charles. "ICT usage in Ghanaian secondary schools: teachers’ perspectives". International Journal of Information and Learning Technology 32, n. 5 (2 novembre 2015): 300–312. http://dx.doi.org/10.1108/ijilt-09-2015-0022.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.
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Cox, Gordon. "Secondary School Music Teachers Talking". Music Education Research 1, n. 1 (marzo 1999): 37–46. http://dx.doi.org/10.1080/1461380990010104.
Testo completo
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Ismailova, Gulnara, Alma Mamanova, Gulbarshyn Aypova, Nurgul Begaliyeva, Sarash Konyrbayeva e Malik Sultanbek. "Determining Professional Mobility Levels of Secondary School Teachers". International Journal of Cognitive Research in Science, Engineering and Education 8, n. 3 (20 dicembre 2020): 39–45. http://dx.doi.org/10.23947/2334-8496-2020-8-3-39-45.
Testo completoAbstract (sommario):
Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.
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Keng, Chia Soo, Diong Cheong Hoong e Toh Kok Aun. "Professional Characteristics and Teacher Professionalism of Secondary School Teachers". Singapore Journal of Education 14, n. 1 (gennaio 1994): 55–66. http://dx.doi.org/10.1080/02188799408547725.
Testo completo
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You, Sukkyung, Ann Y. Kim e Sun Ah Lim. "Job satisfaction among secondary teachers in Korea". Educational Management Administration & Leadership 45, n. 2 (9 luglio 2016): 284–97. http://dx.doi.org/10.1177/1741143215587311.
Testo completoAbstract (sommario):
This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.
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MAHMOOD, AZHAR CH, Irshad Hussain e Irshad Hussain. "Relationship between teacher empowerment and principal effectiveness at secondary schools level". International Journal of Learning and Teaching 9, n. 4 (8 novembre 2017): 418–24. http://dx.doi.org/10.18844/ijlt.v9i4.2105.
Testo completoAbstract (sommario):
The continual cycle of education reform movements suggests that there is a need for principals to evaluate and re-define their leadership roles on a continuous basis. The expanded expectations and responsibilities placed on schools have seemingly created a need for school leadership to be shared or distributed among teachers and principals. The purpose of this study was to find out the relationship between teacher empowerment and principal effectiveness in secondary schools of Islamabad. It was correlational study included the collection of quantitative data to obtain greater understanding and detail about the relationships between teacher empowerment and principal effectiveness as perceived by teachers. The population of the study was 458 Secondary School male teachers working in 45 secondary schools. The 229 Secondary School Teachers were taken as a sample by a random sampling technique which is 50% of the population. Two standardized instruments i.e. School Participant Empowerment Scale and Audit of Principal Effectiveness were used for collection of data on the study of two variables. Pearson r) Mean and Standard Deviation were used for data analysis. The findings of this study were showed significant relationships between Teacher Empowerment and Principal Effectiveness. It is concluded that the teacher’s empowerment in schools enhanced the effectiveness of the principals.
Keywords: Teacher Empowerment, professional growth, principal effectiveness, organizational development.
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Oyetunji, Christianah. "Reorienting Leadership Styles for Sustainable Education". Journal of Teacher Education for Sustainability 13, n. 2 (1 gennaio 2011): 59–69. http://dx.doi.org/10.2478/v10099-011-0014-0.
Testo completoAbstract (sommario):
Reorienting Leadership Styles for Sustainable Education This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.
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Monk, David H., e Jennifer King Rice. "The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools". Educational Policy 11, n. 4 (dicembre 1997): 479–98. http://dx.doi.org/10.1177/089590489701100404.
Testo completoAbstract (sommario):
Using data from the Longitudinal Study of American Youth, this study examines the allocation of mathematics and science teachers' subject area preparation levels across as well as within a national sample of American secondary schools. At the school level, the study assesses relationships between average teacher preparation levels and socioeconomic status of the clientele, size of the school, and measures of internal collegiality. The study also examines within-school allocations and estimates the degree to which individual student shares of teacher resources are related to pupil attributes, such as previous test scores, school work ethic, socioeconomic status, and level of previous course work in the subject area. Results suggest that teachers with differing levels of content preparation are systematically allocated across as well as within secondary schools, particularly in the mathematics area of the curriculum. Implications for policy are discussed.
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Mason-Williams, Loretta, e Joseph Calvin Gagnon. "An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools". Journal of Special Education 50, n. 4 (2 agosto 2016): 239–50. http://dx.doi.org/10.1177/0022466916656174.
Testo completoAbstract (sommario):
This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school types and many teacher inputs. However, a relationship between special education preparation and setting did exist among secondary content teachers. Moreover, results highlight the inadequate number of secondary teachers, both in content areas and in special education, who held a degree and/or certification in special education. Practical and policy implications of these findings are discussed, and limitations are addressed.
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De Beckker, Kenneth, Boukje Compen, Dirk De Bock e Wouter Schelfhout. "The capabilities of secondary school teachers to provide financial education". Citizenship, Social and Economics Education 18, n. 2 (20 maggio 2019): 66–81. http://dx.doi.org/10.1177/2047173419850152.
Testo completoAbstract (sommario):
This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy, which takes into account teachers’ financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here.
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Perehinets, Mykhailo, e Liudmyla Dolzhenko. "Expert Evaluation of the Organization of Physical Education in Educational Institutions with in the General Secondary Education System". Physical education, sports and health culture in modern society, n. 1(37) (31 marzo 2017): 30–34. http://dx.doi.org/10.29038/2220-7481-2017-01-30-34.
Testo completoAbstract (sommario):
The current relevance of the research is due to a decrease and sometimes lack of motivation in students, especially high school age, to exercise so as the time limit for extracurricular forms of organization of physical education. The goal of the study was to determine the opinions of teachers of physical culture, on the organization of physical education in educational institutions of secondary education. The results of the research paper present data obtained from the survey author Physical Education teachers working in various schools of secondary education in Ivano–Frankivsk, on the organization of physical education in school. The research found that 21,2 % of teachers still do not take into account the views of students in choosing the variant modules. Identified guidance to teachers introduced new variant modules of the program of physical education. Described list of diseases that are ill students and other features of the educational process with physical training. The findings obtained in the study provide an opportunity to «look through the eyes of teachers» in the process of physical education in schools of general secondary education, recommendations for improving curriculum. The material can serve as methodical teacher to develop planning documents for schoolboy of all ages. The actual survey allows luggage improve teacher of physical culture in school.
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Maxwell, Bruce, David I. Waddington e Kevin McDonough. "Academic freedom in primary and secondary school teaching". Theory and Research in Education 17, n. 2 (luglio 2019): 119–38. http://dx.doi.org/10.1177/1477878519862543.
Testo completoAbstract (sommario):
Why do society and the courts so readily recognize university and college teachers’ academic freedom but just as readily deny primary and secondary school teachers the same right? To investigate this question, this article considers teachers’ work in light of the standard justifications for granting academic freedom in higher education: that academic freedom is essential to promoting the capacity for critical reflection and the reliable transfer of disciplinary knowledge. Considering that society calls on teachers to play a key role in advancing both of these educational and social goods, the article argues that granting academic freedom in higher education, while denying it for primary and secondary teachers, appears to be a double standard. The claims to academic freedom typically reserved for university professors, we show, also apply to the work of primary and secondary teachers. There are significant differences between teaching in the higher education sector as opposed to the compulsory education sector. School teachers work with a conscripted clientele of minors and are therefore rightly subject to more stringent norms of public accountability. These differences notwithstanding, the concept of academic freedom, the article concludes, is a potentially powerful source of leverage for addressing concerns about the erosion of teachers’ professional autonomy and for increased teacher involvement in the elaboration and management of the regulatory frameworks that govern their work.
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Fuller, Kay. "Women secondary head teachers in England". Management in Education 31, n. 2 (aprile 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.
Testo completoAbstract (sommario):
The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.
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Oladepo, O., e T. Akintayo. "Secondary School Teachers' Viewpoint on Sex Education". Journal of the Royal Society of Health 111, n. 6 (dicembre 1991): 216–20. http://dx.doi.org/10.1177/146642409111100602.
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Wikan, Gerd, e Terje Molster. "Norwegian secondary school teachers and ICT". European Journal of Teacher Education 34, n. 2 (maggio 2011): 209–18. http://dx.doi.org/10.1080/02619768.2010.543671.
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Tuettemann, Elizabeth, e Keith F. Punch. "Stress Levels among Secondary School Teachers". Educational Review 42, n. 1 (gennaio 1990): 25–29. http://dx.doi.org/10.1080/0013191900420103.
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Wanchana, Yodsaphon, Pram Inprom, Wee Rawang e Art-ong Jumsai Na Ayudhya. "Environmental Education Competency: Enhancing the Work of Teachers". Journal of Teacher Education for Sustainability 22, n. 2 (1 dicembre 2020): 140–52. http://dx.doi.org/10.2478/jtes-2020-0021.
Testo completoAbstract (sommario):
Abstract The research into the environmental education competency of secondary school teachers was conducted using mixed research methods. The data were collected using the questionnaire and the structured interview. The teachers of eco-schools completed the questionnaire and teacher advisors as well as mentor teachers of the eco-school project participated in the structured interview. The research findings revealed that most respondents had a moderate level of environmental education competency that involved six aspects: knowledge of the environment, basic understanding of the environment, responsibility for the environmental education of professional teachers, planning and practice with regard to the environmental education, promoting learning about the environmental education and evaluation of the environmental education. The approaches to enhance the environmental education competency of secondary school teachers should involve multidisciplinary instruction learning, community-based learning, project-based learning, happy teaching and learning, and holistic learning management.
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Broadbent, Carolyn, e Jo Brady. "Leading Change in Teacher Education In Australia Through University-School Partnerships". European Journal of Social & Behavioural Sciences 4, n. 1 (1 gennaio 2013): 21–31. http://dx.doi.org/10.15405/ejsbs.2013.1.4.
Testo completoAbstract (sommario):
Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.
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Harrison, Louis, Russell L. Carson e Joe Burden. "Physical Education Teachers’ Cultural Competency". Journal of Teaching in Physical Education 29, n. 2 (aprile 2010): 184–98. http://dx.doi.org/10.1123/jtpe.29.2.184.
Testo completoAbstract (sommario):
The purpose of this study was to evaluate the common assumption that teachers of color (TOC) are more culturally competent than White teachers by assessing physical education teachers’ cultural competency. A secondary purpose was to ascertain the possible differences in cultural competence levels of White teachers in diverse school settings versus those in more racially homogenous schools. One hundred and ninety physical education teachers from two states in the southeastern U.S. completed a demographic questionnaire and the Multicultural Teaching Competency Scale (MTCS) (Spanierman et al., 2006). The MTCS consists of two subscales; multicultural teaching knowledge (MTK), and multicultural teaching skills (MTS). MANCOVA analyses indicated significant differences with TOC scoring higher in both MTK and MTS than White teachers. Results also indicated that White teachers in city school settings scored significantly higher in MTK than those from more rural school. Results and implications for teacher preparation and professional development are discussed.
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Kang, Jingoo, e Tuula Keinonen. "EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA". Problems of Education in the 21st Century 74, n. 1 (25 dicembre 2016): 31–48. http://dx.doi.org/10.33225/pec/16.74.34.
Testo completoAbstract (sommario):
Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science. Key words: inquiry-based learning, teacher collaboration, teacher confidence.
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Yilmaz, Nihal Yildiz. "Students and Teachers’ Metaphors about Classroom Teachers". Journal of Education and Learning 7, n. 1 (20 dicembre 2017): 245. http://dx.doi.org/10.5539/jel.v7n1p245.
Testo completoAbstract (sommario):
The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.
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Et.al, Ramlee Ismail. "Financial Cost For Protecting Instructional Time: A Pilot Study of Primary and Secondary Schools in Malaysia". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n. 3 (10 aprile 2021): 2873–82. http://dx.doi.org/10.17762/turcomat.v12i3.1317.
Testo completoAbstract (sommario):
The education sector is truly a labor-intensive industry. A large chunk of the financial cost for managing this industry is the workforce, that is, salaries for the teachers. The absenteeism of teachers, whether due to absence from the school or occupied with other duties, causes a disruption in the teaching and learning process. Classroom productivity is affected because instruction cannot take place and this will give rise to the students to experience an adverse economic impact. This financial loss to students can be estimated based on the salaries received by teachers. Two schools, a primary and a secondary school, are used for the pilot study. This case study involved 112 teachers from a primary school and 75 teachers from a high school in Kuala Lumpur. Data collected, over a period of one year, include attendance records, teacher movement records and medical appointment letters. On average, teachers who were absent from school or the classroom comprised10% of the school year. 50% of the teacher absenteeism was due to personal reasons, and 50% was due to work duties. The financiallossto students due to teacher absenteeism is estimated to be equal to that of the teacher’s average monthly salary. The total costs to both schools were calculated to be more than half a million Malaysian Ringgit for an academic year of schooling. This amount is enough to pay the annual salaries of almost seven teachers for each school. Instructional time lost needs to be prevented as this means high financial costs and an adverse impact on student learning. It also indicates the inefficient use and management of economic resources. However, the findings based on one case study alone are insufficient tojustify for an immediate change in the education policies. Further in-depth study involving more samples and more comprehensive research needs to be carried out to obtain a better picture.
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Chalikias, Miltiadis, Ioanna Raftopoulou, Georgios Sidiropoulos, Grigorios L. Kyriakopoulos e Vassilis Zakopoulos. "The school principal’s role as a leader in teachers’ professional development: the case of public secondary education in Athens". Problems and Perspectives in Management 18, n. 4 (25 dicembre 2020): 461–74. http://dx.doi.org/10.21511/ppm.18(4).2020.37.
Testo completoAbstract (sommario):
This research aimed to examine the role of leadership in the school environment and leadership’s contribution to the effectiveness of teachers’ professional development in the public secondary education of Athens to improve the learning process and school quality. More specifically, this study highlights the school principal's contribution as a leader in teachers’ professional development. The choice of leadership style (education, administrative, transformational, ethical, participatory, and contingent) positively impacts teachers’ professional development. Data were collected from 180 teachers of the public secondary education of Athens, involving lower secondary schools, upper secondary vocational and general schools, excluding private and other types of schools. SPSS software was used to perform quantitative analysis of the collected data. The results showed no statistically significant correlation between teachers’ gender, skills, characteristics, and abilities. However, it was observed that there is a statistically significant correlation between age, tolerance, and rejection of educational techniques on teaching practice. The evidence from this study confirmed a direct impact of the school principal’s training on teachers’ professional development. Finally, it was concluded that the school principal – the leader should work as a learning manager to lead teachers in professional development and as a learning manager and an inspiration for lifelong learning.
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Saka, Owodunni Adewale. "Can Teacher Collaboration Improve Students’ Academic Achievement in Junior Secondary Mathematics?" Asian Journal of University Education 17, n. 1 (8 marzo 2021): 33. http://dx.doi.org/10.24191/ajue.v17i1.8727.
Testo completoAbstract (sommario):
The unsatisfactory students’ performance in school subjects in Nigerian secondary schools has been blamed on teachers’ quality and professional development suggested as a remedy. Hence, this study examined the effects of teacher collaboration on students’ academic achievement in mathematics. The study adopted pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The sample for the study consisted of one hundred and thirty-five (135) students from two intact classes and five teachers of the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated significant difference in the effect of teachers’ group (collaboration and isolation) on students’ achievement in mathematics. Also, the study found no significant effect of students’ age on academic achievement in Mathematics. Additionally, the finding revealed no significant interaction effect of teachers’ group and students’ age on academic achievement in Mathematics. Based on the findings, the study recommended among other that government should restructure the school hours to cater for teacher collaboration activities and that workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.
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Nursyuhada Binti Mohamad Yusoff, Vivien How, Ezza Sabrina Binti Azmi e Khairuddin Bin Othman. "THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS". Malaysian Journal of Public Health Medicine 19, n. 1 (1 gennaio 2019): 184–90. http://dx.doi.org/10.37268/mjphm/vol.19/no.1/art.52.
Testo completoAbstract (sommario):
Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn.
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Odhiambo, George O. "Teacher appraisal: the experiences of Kenyan secondary school teachers". Journal of Educational Administration 43, n. 4 (agosto 2005): 402–16. http://dx.doi.org/10.1108/09578230510605441.
Testo completo
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Usman, Lantana Martha. "Terrorism and female teacher leadership in girls’ secondary school". International Journal of Educational Management 32, n. 4 (14 maggio 2018): 669–88. http://dx.doi.org/10.1108/ijem-04-2017-0084.
Testo completoAbstract (sommario):
PurposeThe purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools.Design/methodology/approachQualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting.FindingsMajor findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication.Practical implicationsEducational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement.Originality/valueBoko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.
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Gallego-Arrufat, María-Jesús, Elba Gutiérrez-Santiuste e Rafael Luis Campaña-Jiménez. "School technology leadership in a Spanish secondary school: The TEI model". Improving Schools 20, n. 3 (6 ottobre 2017): 247–63. http://dx.doi.org/10.1177/1365480217732232.
Testo completoAbstract (sommario):
This study analyzes the perception that teachers and management team members in secondary school education have of technology-based educational innovation (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders’ perspective of planning, development, and evaluation. The school leaders’ view diverges from that of the regional/national education policy makers and is closer to the view developed in pedagogy for leading the process of introducing technology in classrooms and influencing innovation in teachers’ practice. Based on reflection on the leadership–technology–innovation relationship, we derive a top-down model for use by teachers, schools, the community, and education authorities.
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Gathara, Peter M. "Continuing Professional Development (CPD) For Secondary School Teachers". Msingi Journal 1, n. 1 (2 agosto 2018): 205–40. http://dx.doi.org/10.33886/mj.v1i1.62.
Testo completoAbstract (sommario):
The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.
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Voit, Wolfgang, e Arne C. Bathke. "Statistics and Probability at Secondary Schools in the Federal State of Salzburg: An Empirical Study". Austrian Journal of Statistics 44, n. 1 (11 dicembre 2014): 17–24. http://dx.doi.org/10.17713/ajs.v44i1.12.
Testo completoAbstract (sommario):
Knowledge about the practical use of statistics and probability in today's mathematics instruction at secondary schools is vital in order to improve the academic education for future teachers. We have conducted an empirical study among school teachers to inform towards improved mathematics instruction and teacher preparation. The study provides a snapshot into the daily practice of instruction at school. Centered around the four following questions, the status of statistics and probability was examined. Where did the current mathematics teachers study? What relevance do statistics and probability have in school? Which contents are actually taught in class? What kind of continuing education would be desirable for teachers? The study population consisted of all teachers of mathematics at secondary schools in the federal state of Salzburg.
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Recepoğlu, Ergün. "INVESTIGATING MOTIVATION OF PRIMARY AND SECONDARY SCHOOL TEACHERS IN TERMS OF DEMOGRAFIC VARIABLES ACCORDING TO TEACHER OPINIONS: A CASE OF TURKEY". Problems of Education in the 21st Century 51, n. 1 (15 marzo 2013): 104–12. http://dx.doi.org/10.33225/pec/13.51.104.
Testo completoAbstract (sommario):
Motivation is of great importance for social and work life as motivation emerges in every aspect of life. The aim of this research is to analyze job motivation of primary and secondary school teachers. This is a descriptive research in the survey model. The sample of the study is 305 teachers employed in primary and secondary schools in Karabük in Turkey. As a data collection instrument “Job Motivation Scale” developed by Aksoy (2006) was used. The frequency, percentage, arithmetical mean and standard deviation of the answers were calculated. Independent t-Test and One-Way ANOVA were performed to analyze the data. According to research findings, Job motivation of teachers in primary and secondary schools shows a significant difference in terms of age, tenure of office while motivation of teachers do not show a significant difference in terms of teachers’ gender, education level and branch. Key words: motivation, primary and secondary school, teacher.
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Gladys, O., Ifeanyichukwu Ugwu e Israel Chijiuka Oparaji. "PRINCIPALS’ STRATEGIES FOR THE IMPROVEMENT OF STAFF PERSONNEL ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU NORTH EDUCATION ZONE, ENUGU STATE, NIGERIA". International Journal of Research -GRANTHAALAYAH 8, n. 5 (12 giugno 2020): 322–28. http://dx.doi.org/10.29121/granthaalayah.v8.i5.2020.116.
Testo completoAbstract (sommario):
This study investigated the principals’ strategies for the improvement of staff personnel administration of secondary schools in Enugu North Education Zone, Enugu state. The study has two purposes, and was guided by 2 research questions and two hypothesis. It adopted a descriptive research design. The population of the study consist 108 secondary school principals and 1,423 secondary school teachers in Enugu North Education Zone, Enugu state. Through multistage and simple random sampling, the sample size of 16 secondary school principals and 170 secondary school teachers were drawn. The instrument for data collection was a 20-item structured questionnaire. The questionnaire has two sections: section A for secondary school principals while section B is for secondary school teachers. The instrument were validated by three experts: two from Educational Management and Policy while the other one from Department of Measurement and Evaluation, all from faculty of education, Nnamdi Azikiwe University, after which they were subjected to test-retest on 15 secondary school principal and 15 secondary school teachers in Enugu West Education zone. Their scores were computed with Cronbach Alpha technique which yielded a reliability value of 0.75 which indicates that the instruments were valid. Data collected in this study were analyzed using arithmetic mean and standard deviation while the hypotheses were tested at 0.05 level of significance. Findings reveal that strategies adopted by secondary school principals in for the improvement of staff personnel administration include: involving teachers in decision making, teacher motivation, good leadership, assigning teachers with official responsibilities among others. It was also revealed that teachers were enhanced with s good leadership strategies from principals, motivation and engaging staff in re-training exercise.
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Baranauskienė, Ingrida, e Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (25 maggio 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.
Testo completoAbstract (sommario):
By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.
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Grišāne, Olga. "Designing Environment for Research and Learning in Secondary School". Journal of Teacher Education for Sustainability 10, n. 1 (1 gennaio 2008): 17–31. http://dx.doi.org/10.2478/v10099-009-0022-5.
Testo completoAbstract (sommario):
Designing Environment for Research and Learning in Secondary SchoolContemporary pedagogy searches for the ways to reorient teachers' and students' activity towards the aim of sustainable development. The teacher becomes involved both in teaching/learning activities and in researching the environment of his own activities in order to design the environment favourable for students' development. The article presents the analysis of research and learning environment and activities that promote the development of students' research skills in one of Latvia's secondary schools. It displays the research methods and means identified in students' research works, and evaluates the research environment in the school. Several types of environment were identified, which teachers can purposefully use to develop the research skills of their students. The results of analysis can be implemented by educational institutions, which organise students' research activities. The described methods and means can be used in learning environment with no supplementary material resources required and involving teachers in research of school environment therefore re-orientating their professional frames of reference to address sustainable development.
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Loikienė, Olga, e Margarita Pileckaitė - Markovienė. "The Styles of Coping with Stress at Work among High School Teachers and Secondary School Lecturers". Pedagogika 109, n. 1 (26 marzo 2013): 78–85. http://dx.doi.org/10.15823/p.2013.1836.
Testo completoAbstract (sommario):
Carried out investigations proved that teachers’ stress experience is more often noticeable than among other professionals [28] and threat of a professional burning out for the teachers is higher. This investigation is quite new because there is not much research, which would compare the styles of coping with stress at work by secondary school teachers and high schools lecturers. It could be important for further psychological investigations either in Lithuania as well as in other countries.
This article presents the results of investigation about the styles to coping with stress at work. There were paid attention to such factors as age, gender, place of work (secondary or higher school) and teaching experience. The study sample consisted of 245 teachers from Vilnius city and Vilnius area, 157 (64.1 percent) secondary school teachers and 88 (35.9 percent) high schools lecturers. The investigation revealed that a younger group of the teachers (21–39 years old) was more than the elder teachers’ group (40-67 years old) incline to use the avoidance style of coping with stress at work than the teachers belonging to an elder group (40–67 years old) (p = 0.0001). Female teachers were more than male teachers inclined to use an emotions oriented styles of coping with stress (p = 0.0001). The teachers with more teaching experience inclined to use the avoidance and emotions oriented styles of coping with stress (p < 0.05). It also appeared that the secondary school teachers were more than the higher school teachers inclined to use the emotional style of coping with stress (p = 0.028) and were less inclined to employ a problem solving oriented style of coping with stress (p = 0.017) at work. A separate examination of statistically material research results for the secondary school teachers and higher school teachers allows stating that the younger secondary school teachers more often that the older teachers use the avoidance style in stressful situations at work (p = 0.0001); higher school female teachers are more often inclined to use the emotional coping style in stressful situations (p = 0.001). Taking into consideration that there were identified a few important differences between the groups of teachers, the subsequent researches should be justified in order to determine causal relations of these differences.
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Auziņa, Ilze, e Zigmunds Buliņš. "Virtual Distance Lessons in Secondary School Teachers Continuous Education". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (9 maggio 2015): 339. http://dx.doi.org/10.17770/sie2012vol2.509.
Testo completoAbstract (sommario):
The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.
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Marucci, Eleonora, Beau Oldenburg e Davide Barrera. "Do teachers know their students? Examining teacher attunement in secondary schools". School Psychology International 39, n. 4 (agosto 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.
Testo completoAbstract (sommario):
Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.
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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria". Journal of Culture and Values in Education 2, n. 2 (24 giugno 2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.
Testo completoAbstract (sommario):
There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.
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Van der Zanden, Petrie, Eddie Denessen, Anthonius H. N. Cillessen e Paulien C. Meijer. "Relationships between teacher practices in secondary education and first-year students’ adjustment and academic achievement". Frontline Learning Research 9, n. 2 (12 marzo 2021): 9–27. http://dx.doi.org/10.14786/flr.v9i2.665.
Testo completoAbstract (sommario):
To ease the transition to university, preparation in secondary school is often seen as a first step. This study investigated longitudinal relationships between teacher practices in secondary education (i.e., emotional support, autonomy support, and student-centred teacher practices) and first-year students’ academic achievement and social and emotional adjustment at university. We focused on students’ perceptions of their teachers’ practices to, on the one hand, take individual differences into account and, on the other hand, to investigate differences in teacher practices between schools. In a three-wave longitudinal study, 235 students were followed from their final year of secondary school to the end of the first year at university. The results indicated that teacher practices related to students’ social and emotional adjustment across the transition to university, but not to their academic achievement. Specifically, we found that perceived teachers’ emotional support was related to students’ social adjustment at university whereas autonomy support was associated with emotional adjustment. Differences in teacher practices between schools were quite small. This study indicated that teachers in secondary education might play a pivotal role in preparing students for university. This role goes beyond preparing students for academic achievement, as teachers may have a long-term impact on first-year students’ social and emotional adjustment.
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Davulcu, Özgül, Hatice Kuluma e Selva Kaçmaz. "Examining the relationship between the school climate and motivation of teachers who work in primary and secondary schools". Global Journal of Guidance and Counseling in Schools: Current Perspectives 11, n. 1 (30 aprile 2021): 01–14. http://dx.doi.org/10.18844/gjgc.v11i1.5601.
Testo completoAbstract (sommario):
Since this study aims to examine the relationship between the motivation levels of teachers working in primary, secondary and high schools affiliated to the Ministry of National Education in TRNC and their views on school climate, a relational scanning model, one of the descriptive research methods, was used in this study. The universe of this study consists of 3868 teachers studying in the Turkish Republic of Northern Cyprus, Primary Education and General Secondary Education schools. A total of 208 teachers working in schools in Nicosia, Famagusta, Güzelyurt and Girne were included in the sample group. The data collected with the help of scales in the study were analysed by statistical methods of "Correlation", "Regression", "Kruskal-Wallis H", "Mann-Whitney U" and Spearman correlation techniques. The value of 0.371, calculated as a correlation coefficient between teachers' school climate and teacher motivation, indicates that the relationship between the variables is at a positive and medium level. Keywords: Organizational Climate, School Climate, Motivation, Teacher