Factors Related to Teacher Morale in Three Junior High Schools PDF Download

Author: Marie Jean Brinkman
Publisher:
ISBN:
Category : Job satisfaction
Languages : en
Pages : 466

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Author: Anthony Abaidoo
Publisher: GRIN Verlag
ISBN: 3668841063
Category : Education
Languages : en
Pages : 99

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Bachelor Thesis from the year 2018 in the subject Pedagogy - School System, Educational and School Politics, grade: 5 (GHA-System), University of Education (Distance Learning), course: Post Graduate Diploma in Education, language: English, abstract: Students’ academic performance is a key feature in education. This study was therefore conducted primarily to assess the factors contributing to improvement in academic performance of Junior High Students (JHS) in a Basic School which is in the Gomo-East District in the Central Region of Ghana. The mixed and descriptive research design was used and a sample size of 87 respondents (79 students and 8 teachers) were selected through random sampling technique. The findings revealed that the average academic performance (47.0%) of the JHS students in the Basic School is weak and their performance in Mathematics (average score of 31.48%) and English Language (average score of 39.99%) is a fail. It was noticed that student factors that contribute to an improvement in academic performance include; regular studying, self-motivation, punctuality and regular class attendance, hard-work and interest in a subject. The teacher factors were completion of syllabus, use of TLM’s, frequent feedback to students and given students special attention. Per the findings, parent factors which was very key was parent showing concern in their children’s academics and providing them their academic needs. School factors that were significant included availability of text books and TLM’s. The study also found that parent level of education and gender has a positive relationship with academic performance but it’s insignificant. However, age has a positive significant (5% significance level) relationship with academic performance. Based on findings, the study recommends that there should be strict monitoring on teachers to vary their teaching methods to suit their needs of the students and also to provide the students with constant feedback on their academic performance. Again, the students should be motivated and orientated to take ownership of their studies by having regular studies and attending school during school days.

Author: David L. Ward
Publisher:
ISBN:
Category : Junior high school teachers
Languages : en
Pages : 108

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Author: John Frederick Bahnsen
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 320

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Author: Jerry Allan Pederson
Publisher:
ISBN:
Category :
Languages : en
Pages : 440

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Author: Gary D. Borich
Publisher: Addison Wesley Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 520

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 998

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Author: Eugene Emerson Eubanks
Publisher:
ISBN:
Category : Segregation in education
Languages : en
Pages : 272

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Author: John Davis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 153

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The purpose of this single instrumental, qualitative case study was to explore teachers' and administrators' perceptions about teacher morale status at Urban Middle School to understand how morale may be affecting retention within the school. This study explored the experiences of 12 middle school teachers and three administrators/facilitators at an urban middle school in southeastern Pennsylvania to understand their perceptions of the sources of low teacher morale, identifying strategies to improve morale, and how low morale affects teacher retention. Data was gathered using in-depth, semi-structured interviews, including individual interviews and focus group interviews. Key findings include four categories explaining factors resulting in low teacher morale. These categories are poor communication skills by administrators, problems with colleagues, high levels of stress, and the lack of appreciation by administration. In addition, these four categories unveiled potential strategies to improve low teacher morale. These strategies included administrators saying thank you, building strong relationships within the building, administrators assisting the staff, and teachers utilizing self-care. Three categories emerged for understanding and explaining teacher retention at Urban Middle School: professional loyalty and commitment, love for students and the belief that things will improve Four guiding principles were developed through analyzing 36 themes and 11 categories based on codes generated during data analysis, and by consulting the relevant literature: 1) building principals must make a conscious effort to create a positive, upbeat atmosphere where students and staff feel welcome, 2) building principals must not exceed a reasonable workload for staff, 3) teachers need to do their part by taking care of themselves (e.g. self-care strategies), and 4) teachers should remember their love for students, and draw on their reservoirs of hope for the future of education, as reasons to remain in the classroom. After synthesizing the literature review with the key findings, the following can be concluded for each research question. Poor communication skills - by both teachers and administrators - are a critical reason for low teacher morale. Along with improving communication, the top potential strategy for improving low teacher morale is showing authentic appreciation. Finally, the overwhelming reason why teachers stay at Urban Middle School is for the students. Recommendations from this research include that central office needs to ensure all teachers and administrators are trained in professionalism and building relationships and, for administrators, to provide encouragement and authentic appreciation.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1344

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