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Добірка наукової літератури з теми "DETERMINANTS OF TEACHERS"

Автор: Grafiati
Опубліковано: 6 березня 2024

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "DETERMINANTS OF TEACHERS":

1

Tyumaseva, Zoya Ivanovna, Irina Leonidovna Orekhova, Elena Borisovna Bistray, Boris Alexandrovich Artemenko, and Elena Alexandrovna Chelnokova. "Determinants of students’ healthy lifestyle development." Samara Journal of Science 8, no. 1 (February 28, 2019): 307–13. http://dx.doi.org/10.17816/snv201981317.

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The paper focuses on the importance of a healthy lifestyle development among students, which is reflected in the Concept of Health System Development in the Russian Federation until 2020. The authors identify the determinants of a healthy lifestyle development, which include: spatial-environmental, motivational-reflexive, activity-methodical, tutor-project determinants. These determinants are interrelated; it provides an increase in the efficiency of a healthy lifestyle development among students. In the field of activity-methodical determinant the authors consider problems of practice-oriented training of teachers. The results of a survey among students and teachers show that students are not ready to accept the values of a healthy lifestyle while teachers are not ready to use health-saving technologies. In this regard, the authors have developed and tested a program for improving teachers qualifications in the field of health preservation, contributing to the development of skills to apply health saving technologies. The tutor-project determinant determines a functional field of the tutor in project activities of students aimed at health preservation.
2

Nasution, Sri Mulyani, Kristo Paulus, and Darin Brenda Iskarina. "TEACHERS AS DETERMINANTS OF SUCCESS IN EDUCATION REFORM." Al-Risalah 14, no. 2 (June 25, 2023): 584–603. http://dx.doi.org/10.34005/alrisalah.v14i2.2548.

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Modernity encourages students to have multidimensional and high-quality competencies to be able to face and overcome the consequences of developments and changes that are taking place globally in the context of modernization. To achieve this need, the teacher also becomes a determinant of educational success. Unfortunately, the ever-increasing need for the teacher's role is not followed by fulfilling the teacher's competence needs. The main task of the teacher to develop students’ talents and interests seems to be not optimally implemented. From these problems, it is concluded that: (1) Teachers have an important role in the success of education reform; (2) The teacher has a central task as a leader in the learning process in class; (3) Success in learning can be seen from the outcomes of students; (4) The learning that is carried out must be able to have an impact on change, especially for students. (5) For education reform to run optimally, teachers must function as contained in PP 19 of 2017 concerning Teachers.
3

A/l Din Pian, Tiang, Hock-Eam Lim, Hussin Abdullah, and Lip Sam Thi. "ESTIMATING THE DETERMINANTS OF HAPPINESS AMONG PRIMARY SCHOOL TEACHERS IN MALAYSIA." Journal of Economics and Sustainability 4, no. 2 (July 29, 2022): 55–68. http://dx.doi.org/10.32890/jes2022.4.2.5.

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Teachers play an important role in nurturing human resources. Old wisdom regards teachers as the “engineer of the human soul”. Teacher happiness is very important since a happy teacher is productive, allowing him/her to play his/her role effectively. We need to understand the determinants of teacher happiness to formulate better policies for teachers. The objectives of the study are to examine the level of happiness of primary school teachers in Malaysia and its determinants. Ordered logit models are estimated using data from a random sample of 1,510 primary school teachers in Perlis, Kedah, and Penang. The descriptive statistics analysis reveals that, on average, the teachers are happy with their life but with a substantial variance. Aspiration is found to be an important determinant of happiness. Other determinants of happiness include religiosity (strength in religion, all religions teach morality in schools), the interaction between aspiration and religiosity, targeted life goals, achievement of life goals, and school environment. To increase the happiness of primary school teachers, the government needs to focus on the teachers’ aspiration, their life goals, religiosity, and the school environment. Thus, tangible and non-tangible rewards are needed to improve teacher happiness.
4

ÖZKAN, Umut Birkan, and Ertan AKGENÇ. "Teachers' Job Satisfaction: Multilevel Analyses of Teacher, School, and Principal Effects." FIRE: Forum for International Research in Education 7, no. 3 (March 26, 2022): 1–23. http://dx.doi.org/10.32865/fire202273271.

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Teachers' job satisfaction (TJS) can be defined as the emotional reactions of teachers to their jobs or teaching roles. In this study, it is aimed to investigate the determinants of teachers, principal and school-based factors on job satisfaction of teachers. In this study, which is based on relational survey model, secondary data obtained from TALIS-2018 evaluation were analyzed with Multilevel Structural Equation Modeling. 196 principals and 3952 teachers from Turkey who participated in TALIS-2018 survey constitute the sample of the research. According to the results of the study, teachers' age, gender, career preferences and participation in professional development activities, the locations of the schools they work in and the type of school (state / private) and the gender of the school principals were found to be determinants of job satisfaction. Teachers' work experience, having foreign students in their classes, school principal's age and work experience did not affect teachers' job satisfaction.
5

Radović, Vera, Kristinka Ovesni, and Duška Mihajlović. "Determinants of minsunderstandings between students and teachers." Nastava i vaspitanje 67, no. 1 (2018): 23–38. http://dx.doi.org/10.5937/nasvas1801023r.

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6

Mijakoski, Dragan, Dumitru Cheptea, Sandy Carla Marca, Yara Shoman, Cigdem Caglayan, Merete Drevvatne Bugge, Marco Gnesi, et al. "Determinants of Burnout among Teachers: A Systematic Review of Longitudinal Studies." International Journal of Environmental Research and Public Health 19, no. 9 (May 9, 2022): 5776. http://dx.doi.org/10.3390/ijerph19095776.

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We aimed to review the determinants of burnout onset in teachers. The study was conducted according to the PROSPERO protocol CRD42018105901, with a focus on teachers. We performed a literature search from 1990 to 2021 in three databases: MEDLINE, PsycINFO, and Embase. We included longitudinal studies assessing burnout as a dependent variable, with a sample of at least 50 teachers. We summarized studies by the types of determinant and used the MEVORECH tool for a risk of bias assessment (RBA). The quantitative synthesis focused on emotional exhaustion. We standardized the reported regression coefficients and their standard errors and plotted them using R software to distinguish between detrimental and protective determinants. A qualitative analysis of the included studies (n = 33) identified 61 burnout determinants. The RBA showed that most studies had external and internal validity issues. Most studies implemented two waves (W) of data collection with 6–12 months between W1 and W2. Four types of determinants were summarized quantitatively, namely support, conflict, organizational context, and individual characteristics, based on six studies. This systematic review identified detrimental determinants of teacher exhaustion, including job satisfaction, work climate or pressure, teacher self-efficacy, neuroticism, perceived collective exhaustion, and classroom disruption. We recommend that authors consider using harmonized methods and protocols such as those developed in OMEGA-NET and other research consortia.
7

Janíková, Marcela, and Jiří Sliacky. "Determinanty expertního výkonu v tělesné výchově pohledem učitelů." Studia sportiva 12, no. 2 (January 3, 2019): 136–46. http://dx.doi.org/10.5817/sts2018-2-13.

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In the paper, we deal with determinants of expert teaching in Physical Education from the expert-teachers’point of view. Our research study aims at highlighting how expert-teachers perceive the importance of various determinants of expert teaching in Physical Education. The research sample includes five expert-teachers (three female and two male) from schools in Brno they sorted determinants of expert teaching in Physical Education using Q-methodology. It was shown, that the researched teachers perceived following determinants as most important for expert teaching in Physical Education: teachers’ organizational skills, teachers’ improvisational skills, teachers’ experiences, teachers’ skills to motivate pupils, and teachers’ commitment to the teaching profession. Contrary, following determinants was seen as not very important: teachers’ demonstrating of subject matter, the number of pupils, teachers’ “sport-history”, teachers’ subjectively perceived limits and teachers’ using of punishments.
8

McPherson, Michael A. "Determinants of How Students Evaluate Teachers." Journal of Economic Education 37, no. 1 (January 2006): 3–20. http://dx.doi.org/10.3200/jece.37.1.3-20.

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9

Mäkelä, Kasper, Mirja Hirvensalo, and Peter Whipp. "Determinants of PE Teachers Career Intentions." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 680–99. http://dx.doi.org/10.1123/jtpe.2014-0081.

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One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were more satisfied with the resources, work community, their own expertise, recognition of teaching, manageability of work, students, as well as the quality of work. It was also found that satisfaction and commitment to teaching were strong predictors for staying in the profession. For early career teachers, manageability and quality of work were the factors that were strongly related to their intention to stay in the profession.
10

Barbieri, Gianna, Claudio Rossetti, and Paolo Sestito. "The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications." Economics of Education Review 30, no. 6 (December 2011): 1430–44. http://dx.doi.org/10.1016/j.econedurev.2011.07.010.

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Статті в журналах Дисертації

Дисертації з теми "DETERMINANTS OF TEACHERS":

1

Simone, David S. "Determinants of burnout in special education teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0025/MQ30988.pdf.

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2

Hass, Julia Louise. "Role determinants of teachers of the visually impaired." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25420.

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The trend to mainstream visually impaired students in British Columbia over the last seven years has resulted in new teacher roles--those of itinerant or resource room teachers. Changing caseloads, teaching technology and philosophy have created a dynamic milieu in which such teachers operate. This study was undertaken to fill a gap in exploratory research data on some of the factors that determine the role of these teachers in this province. A questionnaire was designed and completed by the 44 teachers of the visually impaired in British Columbia. Results of the study gave information from 40 responding teachers regarding teaching training characteristics, work setting, details on the size and characteristics of caseloads and the orientation of services. A beginning was also made in determining some common concerns and issues in the field. The need for further research in many of these areas in addition to role definition was suggested to be of benefit to both specialist teachers and other professionals with whom they consult.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
3

Schmidt, Elena Stankova. "DETERMINANTS OF BEGINNING TEACHER CAREER OUTCOMES: WHO STAYS AND WHO LEAVES?" Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444779.

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Urban Education
Ph.D.
Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education. The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years. In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.
Temple University--Theses
4

Cognard-Black, Andrew James. "Nice work if you can get it determinants of academic employment and other workplace rewards among new doctorate recipients /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1071587436.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xvi, 230 p.; also includes graphics. Includes abstract and vita. Advisor: Robert L. Kaufman, Dept. of Sociology. Includes bibliographical references (p. 209-214).
5

Picard, Alexandre. "The influence of social and psychological determinants on physical education teachers' interpersonal style." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ58494.pdf.

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6

Peter, Joe Suresh, and Omer Mohamed. "Determinants of Technology Acceptance Among Preschools Teachers in Sweden : A mixed methodological approach." Thesis, Uppsala universitet, Industriell teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-454695.

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There is a lot of demand from society or the government to incorporate ICT into preschool and education in general. However, no research in this area has been found that specifically cites technology's capacity to address concerns connected to planning, and systematic quality work in the preschool context. Technology integration, on the other hand, has ramifications for teachers, who face first- and second-order barriers to technological acceptance. In this study, we identify the determinants of technology acceptance among preschool teachers in Sweden. This study follows a mixed-method approach that comprises 12 semi-structured interviews and a self-completion survey of 9 respondents. The qualitative results were analyzed by a thematic analysis process and the quantitative results with descriptive statistics. We identified that job relevance, external control,  result demonstrability, output quality and internal control are the main determinants that play a crucial role in technological acceptance. We also found the persistence of the first-order barrier to the acceptance of technology. This finding contradicts an earlier study where it was stated that the first-order barriers were decreasing in schools. It was, however, discovered that several first-order obstacles in the form of external control factors still exist. Furthermore, it was also found that social factors such as voluntariness, image and subjective norm did not play a crucial role in technology acceptance. Finally, our results show that the use of technology has helped teachers in the documentation and planning, as well as identify the benefits of systematic quality work.
7

Whitta, John A. "An investigation of the dimensions of environmental determinants of students' satisfaction with practice teaching." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36615/1/36615_Digitised%20Thesis.pdf.

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In this study, the dimensions of environmental determinants of students' satisfaction with their practice teaching were identified and examined. The study employed a non-experimental survey design and utilised a methodology suggested by Hays (1982) for data analysis. Aspects of the vitamin model of job satisfaction developed by Warr (1986, 1987) provided a theoretical base for the study. Two hundred and ninety-five primary teacher education students completed a fifty-five-item questionnaire developed for the study. A factor analysis of these students' responses identified five dimensions. These were named "professional autonomy experienced by student teacher", "social integration into the school environment", "management of the practice teaching program", "mentoring provided by supervising teacher" and "security for the student teacher". Cronbach alpha reliabilities for the dimensions ranged from .94 to .78. Aspects of these dimensions were examined using students' responses to the initial questionnaire items and short statements in which they had provided brief descriptions of events that had occurred during practice teaching and which had given them very high satisfaction or very low satisfaction. A multiple regression analysis was used to investigate the relationship between the five dimensions identified in the study and a measure of students' overall satisfaction with practice teaching. The five dimensions accounted for 72% of the variance in students' overall satisfaction with their practice teaching. Three of the five dimensions contributed significantly to the regression equation. These were "professional autonomy experienced by student teacher", "social integration into the school environment" and "mentoring provided by supervising teacher". Possible contributions of a range of demographic variables to students' overall satisfaction and their relationships to the five dimensions were also examined. The demographic variables did not contribute significantly to students' overall satisfaction with practice teaching and did not act as intervening variables for the dimensions. Only three demographic variables showed significant correlations with the dimensions. The study supported Warr's claims that his categories could be used in areas other than the industrial settings in which they were developed and also provided support for his claimed comprehensiveness of those categories. The dimensions appeared to provide a comprehensive coverage of the practice teaching environment and preserved the vitamin aspect of Warr's original model. Findings were related to previous studies and suggestions provided for further research and improvements for practice teaching.
8

Olsson, Elin. "Social Relations in Youth : Determinants and Consequences of Relations to Parents, Teachers, and Peers." Doctoral thesis, Stockholms universitet, Institutet för social forskning (SOFI), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56122.

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The thesis includes three empirical studies on Swedish children’s well-being. Central themes in these studies are how children’s social relations are influenced by and influence other dimensions of their well-being. The studies are framed in the introductory chapter, which includes an international comparison of children’s social relations. Study I analyses whether relations with parents and teachers are associated with the adolescent’s social background and whether the positive consequences of having strong relations are more important for disadvantaged adolescents. The results, based on nationally representa­tive survey data, confirm that strong social relations are conducive to adolescents’ school and psychological outcomes, and show that dis­advan­taged adolescents have weaker relations with parents and teachers. Furthermore, these results imply that relations with teachers are of particular importance for disadvantaged adolescents’ outcomes, while parental relations are equally important for both advantaged and dis­advantaged adolescents. Study II investigates the social side of consumption by studying the association between adolescents’ economic resources and their relations with peers. Analyses on nationally representative survey data; which include children’s own responses, as well as information from parents and register data, show that economic resources, in terms of both house­hold economy and adolescents’ own resources, are positively associated with peer relations. Study III analyses whether final grades in compulsory school are influenced by the sex composition in school classes. Analyses using register data show that boys’ grades are negatively affected by the share of girls in school classes in typical female school subjects. Girls’ grades are negatively affected by the share of boys with highly educated parents. The proposed explanation behind the results is that sex composition effects are due to negative social comparisons with the other sex.
At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Submitted.
9

Becker, Dominik Verfasser], Heiner [Akademischer Betreuer] [Meulemann, and Rolf [Akademischer Betreuer] Becker. "Pygmalion's Long Shadow - Determinants and Outcomes of Teachers' Evaluations / Dominik Becker. Gutachter: Heiner Meulemann ; Rolf Becker." Köln : Universitäts- und Stadtbibliothek Köln, 2012. http://d-nb.info/1043040897/34.

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10

Becker, Dominik [Verfasser], Heiner [Akademischer Betreuer] Meulemann, and Rolf [Akademischer Betreuer] Becker. "Pygmalion's Long Shadow - Determinants and Outcomes of Teachers' Evaluations / Dominik Becker. Gutachter: Heiner Meulemann ; Rolf Becker." Köln : Universitäts- und Stadtbibliothek Köln, 2012. http://d-nb.info/1043040897/34.

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Книги з теми "DETERMINANTS OF TEACHERS":

1

Sylvia G. M. van de Bunt-Kokhuis. Academic pilgrims: Determinants of international faculty mobility. Tilburg: Tilburg University Press, 1996.

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2

Reddy, P. Adinarayana. Determinants of adult education instructor effectiveness. New Delhi: Uppal Pub. House, 1992.

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3

Rebne, Douglas Sydney. Determinants of individual productivity: A study of academic researchers. Los Angeles: Institute of Industrial Relations, University of California, 1990.

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4

Oni, Bankole. Determinants of the structure of academic staff in selected Nigerian universities, 1980/81-1984/85. Ibadan: Nigerian Institute of Social and Economic Research, 1991.

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5

J, Boyd Donald, and National Bureau of Economic Research., eds. Analyzing the determinants of the matching of public school teachers to jobs: Estimating compensating differentials in imperfect labor markets. Cambridge, Mass: National Bureau of Economic Research, 2003.

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6

Suryadarma, Daniel. The determinants of student performance in Indonesian public primary schools: The role of teachers and schools. Jakarta: SMERU Research Institute, 2004.

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7

Walker, Hill M. Teacher social behavior standards and expectations as determinants of classroom ecology, teacher behavior, and child outcomes. Eugene, OR: Center for Educational Policy and Management, University of Oregon, 1985.

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8

Panteleev, Andrey, and Anastasija Inos. Advertising language: Graphics. Grammar. Pragmatics. Second edition. 2nd ed. ru: Publishing Center RIOR, 2024. http://dx.doi.org/10.29039/02126-2.

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The monograph is devoted to the study of the specifics of the functioning of multilevel elements of language in the texts of modern Russian advertising. The advertising discourse in this book is considered as a complex indirect speech act. The modern advertising text is characterized by the active use of circumstantial determinants — deverbatives, elliptical, definitely personal and nominative one-member sentences. A striking feature of the modern advertising text is the graphic and orthographic foreign language, the contamination of Cyrillic and Latin elements, which contributes to the realization of the expressive possibilities of the application. The book is addressed to students of philological faculties, faculties of management and marketing, undergraduates, graduate students, teachers of higher education, as well as all those who are interested in the Russian language.
9

Gorshkova, Natal'ya, Tat'yana Zezyulina, Sergey Pichugin, Il'ya Tarakanov, Aleksey Mihaylov, Ivan Pikin, and Gennadiy Gorshenkov. Criminology: General and Special parts. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1899602.

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In the textbook, within the framework of the General part of Criminology, the main modern scientific views on crime, the identity of the criminal, the determinants of crime in Russia, the crime prevention system are revealed. Within the framework of a Special part of criminology, the fundamental knowledge about crime, its causality and counteraction measures are differentiated and specified in priority areas corresponding to a particular type of crime. The organizational foundations of the prevention of certain types of crime are outlined, the features, forms, methods and means of preventive action are revealed. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students, postgraduates, teachers of law schools, practitioners of law enforcement agencies, as well as anyone interested in crime prevention issues.
10

Peace, Habomugisha. Organizational commitment of female lecturers in higher institutions of learning in Uganda: Its nature and determinant factors, 1975-1983. Addis Ababa, Ethiopia: Organization for Social Science Research in Eastern and Southern Africa, 1998.

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Частини книг з теми "DETERMINANTS OF TEACHERS":

1

Bratti, Massimiliano, Giovanni Barbato, Daniele Biancardi, Chiara Conti, and Matteo Turri. "Degree-Level Determinants of University Student Performance." In Teaching, Research and Academic Careers, 267–318. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_10.

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AbstractAlthough features of the higher education degree programmes in which students are enrolled are likely to have an impact on their academic careers, primarily because of data limitations, research has mainly focused on individual, household and higher education institution drivers of student performance. To fill this knowledge gap, this chapter presents a study using administrative data on the complete supply of higher education degrees in Italy during 2013–2018 to carry out an analysis of the degree-programme determinants of university student performance, as measured by the National Agency for the Evaluation of the University System and Research (ANVUR) ‘quality’ indicators. After controlling for detailed degree subject–geographic macro-area fixed effects, our analysis uncovers several significant degree-programme predictors of university student performance, including the degree’s type of access (i.e. selectivity), language of instruction, composition of the teaching body, percentage of teachers in ‘core’ subjects, teachers’ research performance (for master degrees) and university spatial competition.
2

Elatrachi, Mounir, and Samira Oukarfi. "Determinants of ICT Integration by Teachers in Higher Education in Morocco." In Strategic Innovative Marketing and Tourism, 289–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36126-6_32.

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Reynolds, Peggy, Susan Hurley, Julie Von Behren, and David O. Nelson. "Geospatial Approaches to Environmental Determinants of Breast Cancer in the California Teachers Study." In Energy Balance and Cancer, 119–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18408-7_6.

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Khan, Muhammad Asif. "An Empirical Study of Determinants of Teachers’ Effectiveness in Higher Education Institutions in Pakistan." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings, 295–310. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_27.

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5

Segun, Ojetunde, and Umesh Ramnarain. "Contextual and personal determinants of Nigerian science teachers' intention to use online platforms for inquiry-based learning." In Information and Communications Technology in STEM Education, 82–98. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003279310-6.

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6

See, Beng Huat, Stephen Gorard, Rebecca Morris, and Ourania Ventista. "Rethinking the Complex Determinants of Teacher Shortages." In The Palgrave Handbook of Teacher Education Research, 1–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-59533-3_2-1.

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See, Beng Huat, Stephen Gorard, Rebecca Morris, and Ourania Ventista. "Rethinking the Complex Determinants of Teacher Shortages." In The Palgrave Handbook of Teacher Education Research, 75–102. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16193-3_2.

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Granić, Andrina. "Technology Acceptance and Adoption in Education." In Handbook of Open, Distance and Digital Education, 1–15. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_11-1.

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AbstractThe chapter provides a comprehensive and up-to-date insight into main research findings in the area of educational technology acceptance, adoption, and usage. Over the past decades, a variety of theoretical perspectives have been advanced to provide an understanding of the determinants of adoption of various technologies used to support the process of knowledge transfer and acquisition. Although some prominent theoretical approaches in educational contexts include Innovation Diffusion Theory (IDT), Unified Theory of Acceptance and Use of Technology (UTAUT), as well as Motivational Model (MM), research reveals the Technology Acceptance Model (TAM) as the most influential model and leading scientific paradigm in investigating acceptance of educational technology by students, teachers, and other stakeholders. Aiming to increase their predictive validity, in numerous empirical studies, models have been extended with different predictive factors, like the most often validated self-efficacy, subjective norm, perceived enjoyment, perceived playfulness, anxiety, social influence, system quality, and facilitating conditions. Research revealed electronic learning (e-learning) as the most common validated mode of delivery, followed by mobile learning (m-learning), learning management system (LMS), personal learning environment (PLE), and massive open online course (MOOC), along with different supportive facilitating technologies used in education such as social media platforms, teaching assistant robots, simulators, as well as virtual reality (VR) and augmented reality (AR) technologies. To enhance explanatory power, new developments in educational technology acceptance and adoption have suggested the need of integration of TAM and UTAUT with other contributing adoption and post-adoption theories and models, together with several established approaches from other fields.
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Granić, Andrina. "Technology Acceptance and Adoption in Education." In Handbook of Open, Distance and Digital Education, 183–97. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_11.

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AbstractThe chapter provides a comprehensive and up-to-date insight into main research findings in the area of educational technology acceptance, adoption, and usage. Over the past decades, a variety of theoretical perspectives have been advanced to provide an understanding of the determinants of adoption of various technologies used to support the process of knowledge transfer and acquisition. Although some prominent theoretical approaches in educational contexts include Innovation Diffusion Theory (IDT), Unified Theory of Acceptance and Use of Technology (UTAUT), as well as Motivational Model (MM), research reveals the Technology Acceptance Model (TAM) as the most influential model and leading scientific paradigm in investigating acceptance of educational technology by students, teachers, and other stakeholders. Aiming to increase their predictive validity, in numerous empirical studies, models have been extended with different predictive factors, like the most often validated self-efficacy, subjective norm, perceived enjoyment, perceived playfulness, anxiety, social influence, system quality, and facilitating conditions. Research revealed electronic learning (e-learning) as the most common validated mode of delivery, followed by mobile learning (m-learning), learning management system (LMS), personal learning environment (PLE), and massive open online course (MOOC), along with different supportive facilitating technologies used in education such as social media platforms, teaching assistant robots, simulators, as well as virtual reality (VR) and augmented reality (AR) technologies. To enhance explanatory power, new developments in educational technology acceptance and adoption have suggested the need of integration of TAM and UTAUT with other contributing adoption and post-adoption theories and models, together with several established approaches from other fields.
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Sharma, Rashmi. "Examining the Determinants, Issues and Policy Implications of Indian Teacher Migration for the Indian Education System." In International Handbook of Teacher Quality and Policy, 403–13. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-26.

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Тези доповідей конференцій з теми "DETERMINANTS OF TEACHERS":

1

Lubina, Ewa. "Teachers’ Internet Educational Activity Personality Determinants." In The 4th Global Virtual Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/gv.2016.4.1.797.

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2

Kirchmer, Kendra, and Marin Gillis. "A Seat at the Table: Examining the Designer’s Role in Health Equity Through the Social Determinants of Health." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.1.

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The global pandemic reveals the imperative for designers to collaborate with health professionals. Designers can and must understand the role the built environment plays in health outcomes for individuals and populations; and design educators can and must develop the knowledge and skills needed to position nascent design professionals to become leaders who advance systemic change towards health equity, which is helping all people have a fair and just opportunity to be as healthy as possible. Designers already contribute to health outcomes through the design of hospitals and medical devices, however, if we consider that health is influenced by the places that one lives, works, and plays, the role of the designer in health is much more expansive. Health is not just about treatment of disease and illness. A range of factors, like access to education, employment, and healthy food, housing, and social cohesion, collectively known as the Social Determinants of Health (SDoH), play a significant role. Housing, workplaces, bus stops and corner stores, for example, are therefore parts of healthcare design. If equity is the goal of the designer and design professions broadly, then the necessary role of the designer in advancing health equity becomes obvious. Transdisciplinary collaborations between health and design professionals and educators in each domain must not only be advanced but prioritized to effectively address the complexities of health equity, the built environment, and the SDoH. For designers, this means that the territory of design in health must be broadened to include spaces and places not commonly thought of as healthcare design; and design educators must teach students to articulate the ethical ramifications of their designs and understand their agency as designers. Design decisions shape health. Consequently, design educators must prepare their students to marshal the power of design to advocate and realize systemic change, by improving health outcomes and ultimately creating an equitable and just 21st century built environment. Educational pilots between 2017-2020 beginning at the Florida International University College of Medicine in Miami, and later at the College of Architecture Planning and Design at KSU, Manhattan, KS serve as trasferable models for a transdisciplinary approach to teaching the SDoH in design and medical education, with the goal of promoting broader public health, empowering design and medical professionals to work collaboratively towards a just and equitable built environment.
3

Murnaka, Nerru Pranuta, Rusdarti, Samsul Arifin, Mohd Khairul Bazli Mohd Aziz, and Suwarno. "Teachers’ performance determinants (quantitative approach to the middle school teacher performance in Salatiga)." In 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099567.

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4

Karapetyan, Larisa, and Galina Glotova. "PSYCHOLOGICAL DETERMINANTS OF TEACHERS' EMOTIONAL AND PERSONAL WELL-BEING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0968.

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5

Zabelina, E. "Determinants And Markers Of Formation Of Inclusive Competence Of Future Teachers." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.59.

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6

Koltunovych, Tetiana, Mariia Oliinyk, Inna Perepeliuk, and Yaryna Kvasetska. "Personal Determinants of Emotional Burnout in Students (Future Physical Training Teachers)." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/14.

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Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.
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Mijakoski, Dragan, Dumitru Cheptea, Sandy C. Marca, Pascal Wild, Merete Bugge, Cigdem Caglayan, Marco Gnesi, et al. "O-315 Determinants of burnout among teachers: a systematic review of longitudinal studies." In 28th International Symposium on Epidemiology in Occupational Health (EPICOH 2021). BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/oem-2021-epi.74.

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8

Dursun, Hakan. "Coursework, Fieldwork, and Multicultural Experiences: Analyzing the Determinants of Preservice Teachers' Ethnocultural Diversity Knowledge." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005734.

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Rusu, Ioan, Adrian Adascalitei, Elena simona Bacaita, and Oana Rusu. "IMPACT OF 132731 POSDRU PROJECT ON SCHOOL EDUCATION CURRICULA THAT USE ICT TECHNOLOGIES AND E-LEARNING: EXPERIENCE OF THE TECHNICAL UNIVERSITY "GHEORGHE ASACHI" OF IASI." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-223.

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Project "Improving the theoretical and practical education for teachers in the use of modern educational technologies in teaching physics and technical disciplines" POSDRU/157/1.3/S/132731 was designed as a national strategic partnership, involving six Teacher Training Centers from Moldavia Region of Romania, coordinated by the Technical University "Gheorghe Asachi" of Iași. The project aims to achieve the necessary framework to adapt technical teaching, in an environment marked by the digital revolution, by implementing modern educational tools and ICT technologies in teaching and learning activities. The paper analyses the consequences of the Project on school education curricula and on both teachers and students from schools around East region of Romania. Quality e-Learning applied to technical education activities have to improve: engagement of learners; acknowledgement of learning context; challenge for learners and the involvement of practice. Fundamentals of continuous training of teachers were put through: expansion of teaching and learning techniques using support offered by ICT and the educational platforms of "blended-learning" and/or e-Learning, used as integrated tools for managing teaching. Teachers benefit from using virtual environment, provided by Project platform, based on Moodle software. Thus, teachers obtained theoretical knowledge and practical skills needed for the use of ICT technologies, by integrating interactive teaching and learning techniques and computer-mediated communication. It is analyzed the opportunity and the possibility of implementing an e-Learning system in school education and its impact on both teachers and students. The paper examines a variety of determinants that influence technology acceptance and successful implementation of a Virtual Learning Environment in schools. It was obvious that teacher attitudes to the implementation of those technologies in school are tied to their attitudes and responses to national objectives in education and national strategies for reshaping learning.
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Barrós-Loscertales, Alfonso, Laura Marquez-Ramos, Oscar Climent, Elisenda Bueichekú, and Juan Carlos Bustamante. "Students’ surveys and involvement in educational activities within virtual environments are related to students’ satisfaction in e-learning graduate programs." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5427.

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This paper evaluates associations across the dimensions included in students’ surveys and virtual activities for applying educational models within e-learning graduate programs. Firstly, we focus on the outcomes derived from teachers’ and students’ participation in virtual classroom forums and, secondly, on the determinants of students’ satisfaction in the graduate program. Data analyses show that teachers’ and students’ participation in forums as dynamic educational activities are positively correlated with students’ general satisfaction. To study the determinants of students’ satisfaction, we perform a regression analysis that considers as explanatory variables educational planning, teaching qualifications and development of learning, as well as of a number of controls related to the virtual learning environment and participation in the academic program. According to the obtained results, teaching skills and learning environments are associated with higher students’ satisfaction in a virtual learning environment. This type of analysis is of great interest in a social environment characterized by increasing communication via electronic networking. We find that dynamic educational activities and dimensions taken on board on students’ surveys are related to students’ satisfaction in e-learning graduate programs.

Звіти організацій з теми "DETERMINANTS OF TEACHERS":

1

Lang, Kevin, and Maria Dolores Palacios. The Determinants of Teachers' Occupational Choice. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24883.

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2

Filmer, Deon, Ezequiel Molina, and Waly Wane. Identifying Effective Teachers: Highlights from Four Classroom Observation Tools. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/038.

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Teachers explain a significant share of variation across students’ achievement (Araujo et al., 2016; Bold et al., 2019; Dobbie and Fryer, 2013). But these achievements are poorly correlated with teachers’ observable characteristics including age, gender, education, experience, and hours in the school (Aaronson et al., 2007; Kane and Staiger, 2008; Rockoff et al., 2008). This suggests there could be other factors such as teachers’ content knowledge, pedagogical knowledge, classroom behaviour, and other practices that are potentially important determinants of students’ academic performance. There is growing interest in understanding these factors and exploring how they impact student learning. This has led to an increase in the development and use of structured classroom observation tools to observe, analyse, and measure teaching and learning practices within classrooms. These tools have provided information on current teaching practices and improvements over time.
3

Boyd, Donald, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Analyzing the Determinants of the Matching Public School Teachers to Jobs: Estimating Compensating Differentials in Imperfect Labor Markets. Cambridge, MA: National Bureau of Economic Research, August 2003. http://dx.doi.org/10.3386/w9878.

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4

Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
5

Ingersoll, Richard, and Henry May. The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover. Consortium for Policy Research in Education, October 2010. http://dx.doi.org/10.12698/cpre.2010.rr66.

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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
7

Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
8

Williams, Sarah. Silos and Systems. Auckland University of Technology, November 2023. http://dx.doi.org/10.24135/10292/16947.

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Executive Summary Education and health are interrelated. Education is positively associated with health behaviours, life expectancy, and morbidity and is an established social determinant of health. However, for learning to occur, children must be healthy, ready, and able. All too frequently, ill-health compromises learning and school attendance, leading to long-term negative consequences throughout life. Positioning health services alongside schools, and upholding collaborative intersectoral working, has positively impacted education and health outcomes for children and young people internationally. In New Zealand, however, the education and health sectors work in silo with no formal directive to do otherwise. Achieving and maintaining inter-sectoral collaboration is therefore challenging, piecemeal, and time-consuming. It is further complicated by system structure, competing priorities, and differing perspectives of the two sectors and those working within them. This multicase study of three urban primary schools explored the relationship between school staff and health services and the influences on this relationship. The study focused on the experiences and perspectives of participant principals, teachers, teacher aides, administrative staff, and Special Educational Needs Co-ordinators (SENCO) working with health services. Data were collected through semi-structured interviews, observations, and reviews of staff professional development and other related learning opportunities. The findings highlighted the uncoordinated working relationship between the health and education sectors in New Zealand and the current barriers to achieving workable, inter-sectoral collaboration. This study has confirmed the need for better inter-sector alignment while acknowledging the interdependence of both sectors. Collaborative inter-sectoral work between education and health is critical. The findings from this study recommend developing and implementing a national policy enabling these sectors to work together to achieve optimal education and health outcomes for children and young people in New Zealand.
9

Kaffenberger, Michelle, and Marla Spivack. System Coherence for Learning: Applications of the RISE Education Systems Framework. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/086.

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In recent decades, education systems in most low- and middle-income countries (LMICs) have rapidly expanded access to schooling, but learning has lagged behind. There are many reasons for low learning in LMICs. Proximate determinants (such as insufficient financing or poor school management) receive much attention, but focus on these often ignores underlying system drivers. In this chapter we use a systems approach to describe underlying system dynamics that drive learning outcomes. To do so, we first describe the RISE education systems framework and then apply it to two cases. In the case of Sobral, Brazil, the systems framework illustrates how a coherent package of reforms, improving upon multiple system components, produced positive outcomes. In the case of Indonesia, a reform that increased teacher pay, but did not change underlying system dynamics, had no impact on learning. The chapter shows how a systems approach can help to understand success, diagnose failure, and inform action to bring about improvements to children’s learning.

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