Teachers

The main purpose of the study was to investigate the relationship of transformational leadership style and job satisfaction of secondary school teachers of district Haripur. The major objective of this study was to examine the styles of leadership adopted by the heads of secondary schools which effect the job satisfaction of secondary school teachers. The design of the study was quantitative correlational research. Population includes the secondary school teachers both from public and private sector. Through Stratified random sampling technique, four hundred (400) teachers were selected as sample. The data was collected with the help of two questionnaires one developed by researcher for leadership style while other was adopted for job satisfaction. Data was analyzed by using correlation coefficient, mean and standard deviation. The results showed that Transformational Leadership was mostly practiced by the principals of secondary school teachers and the study further revealed that Transformational leadership style have the positive and significant relation with the job satisfaction of secondary school teachers of district Haripur. The study revealed that the teachers were mostly satisfied with the job satisfaction facets of Fringe benefits, Operating procedures and nature of work. While in Coworker and Communication dissatisfied, rest of the facets remained ambivalent. Research study recommended efforts on the part of principals and provision of teacher’s friendly policies from competent authorities in order to have satisfied and productive teachers

Among the key players in any effective integration of technology in teaching and learning is the teacher. Despite the research that has been conducted to examine the factors that explain teachers’ intention to use technology, few have developed a model to statistically explain the interactions among these factors and how they influence teachers’ intention to use technology. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards use) and behavioural intention to use technology were used to build a research model in this study and structural equation modelling was used for parameter estimation and model testing. Self-reported data were gathered from 592 teachers from schools in Singapore. Results revealed a good model fit and of the nine hypotheses formulated in this study, eight were supported. Subjective norm was not found to be a significant influence on teachers’ intention to use technology while the other four variables were.► A model was developed to explain teachers’ intention to use technology. ► Variables from the TAM, TPB, and UTAUT were combined in the research model. ► Structural equation modelling was used for model testing.

Physical and Athletic Education (PAE) provide students with knowledge and skills and contributes to their Health Education (HE). Its effects are to be invested outside the school in daily or professional activities and in the practice of physical activities. Health Education is part of a variety of health intervention strategies such as disease prevention and health promotion. In schools, it is presented in several forms and is articulated with several school disciplines. This research focuses on the inclusion of Health Education in Physical and Athletic Education in schools, particularly in secondary schools. It focuses on studying the representations that the teachers of the Physical and Athletic Education in this cycle convey about Health Education and Physical and Athletic Education. It aims to: (1) identify and describe those representations; (2) identify the objectives of the Physical and Athletic Education according to those teachers, and (3) identify the pedagogical approach...

El artículo describe las prácticas educativas de profesores chilenos en clases de comprensión de textos en educación primaria, seleccionadas del sistema de evaluación docente. Utilizando un sistema de análisis del discurso en el aula, se segmentó cada una de las tareas que fueron desplegadas en ellas. Esto permitió describir la organización de la enseñanza, identificando patrones asociados a cada fase de la lectura. Se observaron algunas diferencias de acuerdo a la calificación otorgada a los profesores, siendo los profesores calificados como “competentes” quienes organizaron de manera más coherente las actividades, incluyendo mayores acciones de cierre. No obstante, se desempeñaron de manera similar al resto de los profesores en la fase during-reading, no logrando desplegar acciones tendientes a supervisar la comprensión.

AbstractSchooL readiness is an important concern for parents and teachers because it is a muLtifaceted process which encompasses aLL the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggest...

School Food Politics: The Complex Ecology of Hunger and Feeding in Schools Around the World (P. Lang, 2011) compares struggles over what at first glance appears to be benign programming to feed children. The essays in School Food Politics explore the intersections of food and politics on all six of the inhabited continents of the world. Including electoral fights over universally free school meals in Korea, nutritional reforms to school dinners in England and canteens in Australia, teachers’ and doctors’ work on school feeding in Argentina, and more, the volume provides key illustrations of the many contexts that have witnessed intense struggles defining which children will eat; why; what and how they are served; and who will pay for and prepare the food. Contributors include reformers writing from their own perspectives, from the farm-to-school program in Burlington, Vermont, to efforts to apply principles of critical pedagogy in cooking programs for urban teens, to animal rights curriculum. Later chapters shift their focus to possibilities and hope for a different future for school food, one that is friendlier to students, 'lunch ladies,' society, other creatures, and the planet.

School Food Politics won the 2012 Critics’ Choice Book Award of the American Educational Studies Association for making an outstanding contribution to scholarship in the Social Foundations of Education. See reviews in Teachers College Record and Food, Culture, & Society in the Papers section.

Clashes between Catholic canonical law and Canadian common law regarding gender and sexual minorities continue to be played out in Canadian Catholic schools. Although Section 15 of the Canadian Charter of Rights and Freedoms ensures equality on the basis of sexual orientation, teachers in Alberta Catholic schools are being fired for contravening Catholic doctrine about non-heterosexuality and Ontario students’ requests to establish Gay/Straight Alliances are repeatedly denied. Homophobia in the Hallways uncovers the causes and effects of the long-standing disconnect between Canadian Catholic schools and the Charter by comparing the treatment of and attitudes towards lesbian, gay, bisexual, transgender and queer (lgbtq) teachers and students in publicly-funded Catholic school systems in the provinces of Alberta and Ontario.

Homophobia in the Hallways is structured around a series of 20 interviews with 7 current and former teachers and 13 former students in the Catholic school system who have been affected by homophobic attitudes and practices within the system. It draws upon media accounts that illustrate the Catholic schools’ homophobic environment and considers this information with reference to key Alberta and Ontario Catholic policy and curriculum documents.

The central question driving this study is: How does power operate in Canadian Catholic schools?  Is it exercised from the top down solely, or are there instances of power rising up from the bottom as well? To answer this question, the book draws upon the critical theories of Gramsci (1971), Althusser (1970/2008), Foucault (1975/1995), and Giroux (2001) in order to explain the phenomenon of religiously-inspired homophobia and transphobia in Canadian Catholic schools.

Educator or teacher should be have expert communication skills, superior listening skills, deep knowledge and passion for their subject matter, the ability to build caring relationships with students, friendliness and approachability, excellent preparation and organisation skills, strong work ethic, community-building skills and of course provide high expectations for all.

Learning history as well as literature is of multiple importance especially for lower secondary school students. Learning these subjects has educational significance. That is why the teaching of these subjects requires a serious commitment of teachers themselves to achieve learning outcomes. Students to be successful in learning are required classroom management and motivation to play an important role since they are considered key factors to effective teaching. In this context, the study of teachers' perceptions is very important because teachers are key factors in classroom management. So, the main purpose of this study is to highlight teachers' perceptions regarding classroom management in terms of motivation to incite learning. Qualitative methods were used to conduct this study. Research instruments have been semi-structured interviews. A total of 13 teachers were involved in this research, of which 7 participants were history teachers and 6 of them were literature teachers. These teachers work in Kosovo's lower secondary schools, in urban and rural areas. Of the total number of participants in the research, 8 of them were males and 5 females. Their age and work experience are dif erent. By researching the theoretical and practical aspects to conduct this study, an attempt has been made to understand various issues related to classroom management for students’ motivation to learn the subjects of history and literature. The results generated by this research show that classroom management can motivate students to learn history and literature.

This study focused on determining the impact of school head’s use of power in empowering teachers in the Division of Northern Samar. It aimed further in determining the level of empowerment in terms of sense of respect, decision-making, professional growth, self-efficacy, impact, autonomy in scheduling and the school heads’ use of power.
The mixed method combining quantitative research through descriptive-correlational design aided by a qualitative-analytical approach was utilized. The questionnaire together with observations and unstructured interviews were used in collecting data among 358 public school teachers through stratified proportional sampling. T-test (2 tailed) was used.
School heads’ use of power is significantly related to the level of empowerment of teachers. It was found out that those school heads with high level of special managerial and leadership knowledge have teachers who are effective and efficient decision-maker regarding curriculum, important programs of children and work scheduling. Furthermore, school heads who have impressive ability to recommend merit for recognition, promotion for an outstanding performances and opportunities for advancement have teachers who are high esteemed decision-maker regarding their own schedule, the curriculum and other-related programs which would help learners become independent, and those school heads who have high level of influencing compliancy among teachers have teachers who collaboratively work with other school personnel and excellent planner of learning task schedules.

This research study aims to explore the social representations that kindergarten and first elementary class teachers have regarding the inclusion of children with Autism Spectrum Disorder (ASD) in the regular classroom. The data collection tool was a questionnaire based on previous research. The results indicate that the teachers of the present study are willing to include students with Autism Spectrum Disorders in their regular class and try to address the related difficulties. The age of the educators and their educational level do not affect their views on the inclusion of children with autism into the regular class. However, their views are influenced by their years of experience, as well as by their previous experience of working with children with autism.
- Keywords: Autism Spectrum Disorders, teachers, social representations, inclusion, regular class.

The significant social stratification of society in modern Russia affects all spheres of society, including education. The secondary school setting is taking various measures to address this problem, but not always successfully. In this situation, the phenomenon of bullying has become widespread. The purpose of this study is to identify the teacher’s ability to prevent school bullying caused by social inequality. The main research methods were the questionnaire conducted among schoolchildren of Smolensk (n=89) by using a modified version of the questionnaire by D. Olweus, and an interview with school teachers (n=28) which revealed that most of them did not react to bullying among students and the measures taken were a formal character. The article shows the connection between school bullying and social inequality, as well as the role of the teacher in its prevention. The study found that students from low-income families are much more likely to suffer from school bullying than their...

Der Beitrag bietet einen Überblick über die Position der Schulen der deutschen Minderheit in der 1. Slowakischen Republik. Auf Grund des Archivmaterials weist der Autor auf das Funktionieren der Schulen in ausgewählten Gemeinden der Slowakischen Republik, sowie auch auf die Probleme zwischen der deutschen und slowakischen Bevölkerung hin.
Nach der Entstehung der Slowakischen Republik (SR) wurden auch Schulen mit einer anderen Unterrichtssprache als Slowakisch ins Schulsystem aufgenommen (z. B. Deutsch, Ungarisch, Ukrainisch). Das Schulwesen der deutschen Minderheit erlebte in der Zeit der Slowakischen Republik einen enormen Aufschwung, was sich in seiner Ausdehnung, Organisation und finanziellen Sicherung manifestiert hat. Es wurde das Ministerium für Schulwesen und Volkskultur gegründet, innerhalb dessen die "Deutsche Abteilung" unabhängig war. Ihre Aktivitäten begannen am 1. März 1939 und ihre Amtssprache war Deutsch. Sie erledigte die Organisations-, Wirtschafts-, Haushalts- und Finanzagenda des deutschen Bildungssystems in der Slowakei.
In diesem Artikel widmen wir die Aufmerksamkeit der zunehmenden Spannungen nach 1938 und dem Einfluss des Dritten Reiches auf das Gebiet der Slowakischen Republik, die auch das Schulsystem betraf. Es kam zu mehreren Änderungen zwischen 1939 und 1944. Deutsche Schulen entstanden nicht nur in den Gemeinden mit der deutschen Bevölkerung, sondern auch in slowakischen Gemeinden (in 1943 waren deutsche Schulen in 161 Gemeinden in der Slowakei). Bis dahin wurden die gemeinsamen Schulen mit der Unterrichtssprache Deutsch und Slowakisch organisatorisch immer mehr unabhängig, während die Deutschklassen zu Gemeindevolksschulen umgestaltet wurden. In dem Artikel beschreiben wir die Probleme zwischen slowakischen und deutschen Volksschulen. Wir konzentrieren die Aufmerksamkeit auf die Streitigkeiten, die an mehreren Orten bei der Einschreibungen der Schüler an die deutsche oder slowakische Schule entstanden.
Während des Krieges wurden in vielen Gemeinden die Beziehungen zwischen der deutschen und slowakischen Bevölkerung gestört. Einige Personen deutscher Nationalität zwangen die Slowaken, ihre Kinder in eine deutsche Schule zu schicken. In einigen Dörfern kam es zu Streitigkeiten bei der Registrierung von Schülern an deutsche oder slowakische Schulen. Es passierte nicht selten, dass in die deutsche Klassen solche Schüler eingeschrieben wurden, die überhaupt nicht mehr schulpflichtig waren, oder sie nicht mehr im Dorf wohnten.
Der Status der deutschen Bevölkerung und die deutsch-slowakischen Beziehungen haben den Slowakischen Nationalaufstand dramatisch geprägt. Am Ende des Zweiten Weltkrieges im Jahre 1945 wurden die meisten Bürger deutscher und ungarischer Nationalität vertrieben und ihre Schulen waren verstaatlicht. Diesem ging in vielen Fällen die Evakuierung deutscher Schüler und Lehrer und das damit verbundene Untergang deutscher Schulen voran.

The purpose of this study is to understand the intersections
of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’
reports of their pedagogy? This study utilized a qualitative case study design and, in addition to traditional analytic methods used in case studies, drew on grounded theory methodology. Results indicate that: (1) Morale is influenced by a variety of contextual factors at multiple levels, and being in a “good” school or being labeled an “exceptional” educator is not enough to keep one from feeling the effects of disempowerment brought about
by top-down mandates, and (2) Teachers overwhelmingly reported that low morale impacted their view of their own pedagogy, contributing to a “vicious cycle” of low morale, disempowerment, and less effective pedagogy. The focal participants, even though they were hailed as
successful educators, felt discouraged and unable to maintain quality pedagogy because of restrictive educational policies. Thus, I argue that educational policies at the school, district, state, and national level significantly decrease teachers’ morale and have a negative influence
on their perception of their pedagogy. In a vicious cycle, low morale makes them feel like less effective teachers, and their belief that they are less effective lowers their morale.

educational research on male teachers of color.The contributors
examine the lived complexities subsumed under the umbrella of
‘male teachers of color,’ and place research on distinct groups of
male teachers of color in conversation with one another.The
manuscripts in this special issue reflect the diversity and possibility
of critical research in education, with an emphasis on the examination
of the intersections of social identities for male teachers of
color, and the relationship between social identity and struggles
for political and professional agency. The authors provide a strong
theoretical foundation for filling the empirical gap on male teachers
of color by engaging in questions such as: How do critical
considerations of the intersection of race, gender, and profession
inform the future of teacher education? What does it mean to be
‘male’ or ‘of color’ in the context of the teaching profession? What
are the aims of racial and ethnic diversity in the field of education?
The research included in this special issue explores topics including,
but not limited to, male teachers of color’s perceptions of and
partnerships with colleagues of other genders; their sexual and
gendered identities and performances; and how they embrace,
reject, or negotiate the expectation of performing as a role
model in the classroom. Moreover, the articles provide explicit
implications for teachers, teacher educators, university and PK-12
administrators, education activists and/or education policymakers.

Nomination process is the first stage of the identification process. The effectiveness and efficiency in nomination process of teachers trained and not trained on gifted students were examined in this study. Static group comparison or nonequivalent control group design was used. Teacher rating scale, information form and Raven's Standard Progressive Matrices Plus (RSPM+) were used as the data collection tools. Teachers' effectiveness and efficiency ratios in the identification process were calculated in the data analysis. In identification , efficiency is ratio of number of gifted students identified by teachers to number of students nominated. Effectiveness in identification is the ratio of the number of gifted students identified by teacher to number of students are really gifted. The result showed that the effectiveness and efficacy of teachers attaining training are higher than those not trained.

This study investigates how teachers interact with immigrant-origin youth in particular school-based “contexts of reception” that mediate youth’s educational opportunities. One under-studied context is “sheltered instruction” where English learners (ELs) are placed into separate content-area courses to target their linguistic needs. This qualitative study highlights the unintended consequences of ELs’ placements by examining three in-depth teacher cases. Teachers’ accounts reveal how EL content-courses designed to increase access were in fact stigmatizing spaces where students made social distinctions and engaged in impression management to mitigate perceptions that they lacked intelligence because of their programmatic placements. Teachers also managed stigma in distinct ways, representing different orientations and communication strategies in response to students’ experiences of stigma. This investigation raises questions about the tensions embedded in how language status, race, and classification intersect with the very solutions intended to ameliorate inequalities, as well as teachers’ roles in the education of immigrant-origin EL youth.

The aim of this study is to investigate teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analysed by a comparative analysis. According to their view, values education is (a) most often reactive and unplanned, (b) embedded in everyday school life with a focus on students’ everyday behaviour in school, and (c) partly or mostly unconsciously performed. Furthermore, professional knowledge appears to be missing in the domain of values education among these teachers.

Organizadores: Manoel Augusto Polastreli Barbosa, Michele de Oliveira Sampaio

A obra coloca em evidência a necessidade de se refletir sobre o ensino e a educação básica neste período de instabilidade política. Os estudos aqui abordados trazem diferentes perspectivas teóricas e metodológicas sobre o currículo, a formação docente e as práticas escolares e não-escolares que emergem como caminhos para a reflexão diante das dificuldades e das possibilidades de desenvolvimento do processo educativo brasileiro.

Editora: Pimenta Cultural (2020)

ISBN:
978-65-86371-14-7 (eBook)
978-65-86371-15-4 (brochura)

DOI: 10.31560/pimentacultural/2020.147

É inegável que atualmente o país observou mudanças satisfatórias, que levam ao avanço das tecnologias. A partir do advento da modernização da sociedade surge um novo modelo de ensino, as metodologias ativas, todavia não se pode dizer que a educação esteja acompanhando tal ritmo. Assim é importante apresentar tal modelo de ensino e verificar a eficácia das metodologias ativas no desenvolvimento e aprendizado de crianças em fase de alfabetização sob a ótica dos docentes.

Currently, it is undeniable that the country has seen satisfactory changes, which lead to the advance of technologies. Since the society modernization advent, a new teaching model emerged, the active methodologies, but it cannot be said that education is keeping up with this success. Thus, it is important to present such a teaching model and verify the effectiveness of active methodologies in the development and learning of children in the literacy phase from the perspective of teachers.

The main purpose of the study is to determine the relationship between quality of life, stress, and mental health among teachers which will be used as a basis for a wellness program. Stratified random sampling was used as the sampling method among full-time private school teachers (n=181) in Malolos, Bulacan. The World Health Organization Quality of Life-BREF (WHOQOL-BREF), Teacher Stress Inventory (TSI)-Revised, and Mental Health Inventory (MHI) were employed as measures of the study. Results revealed that teachers have moderate satisfaction in terms of their physical health, psychological health, and environment. Moreover, high stress was observed with regards to their role and task area. Other findings showed that they have few occurrences of unfavorable symptoms in anxiety and general positive affect. In terms of relationships, significant negative correlations were observed between the domains of quality of life and mental health subscales ranging from r=-.173 to r=-.545. On the other hand, significant positive correlations were observed between the stress subscales and mental health subscales ranging from r=.147 to r=.405. It is concluded that there is a significant relationship between quality of life and mental health of the respondents. In addition, there is a significant relationship between stress and mental health of the respondents. Based on the results, a proposed wellness program for the respondents was developed.

This item was written in response to the following editorial call-for-papers: Using social media and email, we [the editors] reached out to our field, asking for words of inspiration, for a charge to lead us into this upcoming school year, and for words that might serve as “rocket
fuel” to launch us into our work.

The fact that satisfied and happy workers are likely to be more productive is not an exemption of teachers. This paper, thus, examined, compared and tests, if there is any statistical significant difference between male and female teachers, married and unmarried teachers and College and Higher Secondary School teachers in Senapati, Manipur with respect to job satisfaction. A sample size of 140 including 70 College teachers and 70 Higher Secondary School teachers was collected using stratified sampling method. IBM SPSS Statistics version 23 was used for analyzing the collected data through which factor analysis, reliability test, descriptive statistics and independent sample t-test are applied. The study found that male teachers have higher level of job satisfaction than female teachers and married teachers are more satisfied with their job as compared to unmarried teachers while there is no significant difference between colleges and higher secondary schools teachers. The study also found that 86.43 percent of the teachers are moderately satisfied with their job.

This study explores the predictive utility of an emotional intelligence measurement that is based on the Role-Based Performance Scale (RBPS) measure of job performance. This inquiry aims to investigate whether the level of emotional intelligence score of each academic staff in the selected private higher educational institutions affects job performance. This research applied a quantitative method approach to cast the researchers’ net wider to include selected higher educational institutions to obtain as much data as possible. The results demonstrate a significant relationship between emotional intelligence and job performance of academic workers in private higher educational institutions. Therefore, these significant findings shed further light on the theoretical and practical utility of the construct of emotional intelligence and job performance, and have proven the fact that emotional intelligence is accountable for and could predict job performance.