Author: Heather Schrantz
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 0

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Book Description

Author: Cammesha Rana Sims
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
The purpose of this study was to explore the relationship between educators' perceptions of the quality of Professional Development to which they have been exposed and the three outcomes related to school productivity, specifically teacher retention, job satisfaction, and student proficiency in basic skills. For that purpose, secondary data extracted from the 2013 administration of the Teaching, Empowering, Leading, and Learning Questionairre (TELL) were merged with pertinent school demographic information archived on the Tennessee Department of Education (TDOE) website.The results of the Hierarchial Multiple Regression indicated that the teacher- perceived quality of Professional Development appeared to make a substantial contribution to a teacher "staying" on the job. A second Hierarchial Multiple Regression showed that the teacher-perceived quality of Professional Development was linked to teahers' finding their school was a "good place to work and learn".Finaly after controlling the student demographic characteristics, a statistically significant association between teacher-perceived quality of Professional Development and students' basic skills proficiency was also observed, but proved to only slight regardless of school level, albeit larger at elementary than secondary institutions. .

Author: Imelda R. Castaňeda
Publisher:
ISBN:
Category :
Languages : en
Pages : 266

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Book Description
This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.

Author: Lina Osseiran
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Increasingly, national and international initiatives are directed toward finding ways to improve the quality of the teaching profession for all teachers. One step in developing a high-quality staff would be in understanding the factors (work conditions, roles and responsibilities, and classroom practices) associated with teachers' perceptions regarding their teaching career (overall job satisfaction, work centrality, and occupational stress). The schools were randomly selected from a list of private schools in Beirut, Lebanon whose language of instruction is English. The list was available from the Center of Education Research and Development. Permission to involve the teachers was obtained from the principals of schools. 90 teachers out of one hundred-ten responded to the questionnaire that inquired about teacher's perceptions regarding the teaching career in terms of the factors that affect satisfaction on the job. The frequencies of the teachers' perceptions were measured through th ...

Author: Jan Löwstedt
Publisher: Peter Lang
ISBN: 9789052010632
Category : Business & Economics
Languages : en
Pages : 208

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Book Description
Teachers often feel that they have to mount enormous hills in their daily work. Teaching can be demanding, distressing and even painful, but it can also be very rewarding, just as the climber who reaches the top can feel intrinsically satisfied. These facets and consequences of teachers' work are apparent in the studies presented in this book. Some studies report that teachers experience a diversity of stresses, while others find that teachers in general report work satisfaction and only moderate levels of work-related stress. There are various reasons as to why this might be, and this book's objective is to explore some of these and their effects on teachers' working lives. Another objective is to explore what schools as organisations do (or can do) to facilitate teachers' professional development and well-being. The book gives a European perspective on issues relating to teachers' professional development and well-being in an age of reform-pressure and deregulation common to schools in most European countries.

Author: Yuhong Jiang
Publisher: Springer
ISBN: 3662536374
Category : Education
Languages : en
Pages : 430

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Book Description
This book offers a comprehensive, up-to-date review of the recent professional developments of teachers of English in the western region of China in the context of English language teaching reform and teacher education reform. It discusses a wealth of theories, frameworks, qualitative case studies and quantitative investigations, while also covering a range of key practices that are indispensable. It equips readers with an in-depth understanding of the impact of the current curriculum reform on the promotion of teachers’ cognition, emotions, attitudes and awareness of their self-development, as well as teachers’ corresponding efforts to update their educational concepts, reassess their teacher roles, enhance their teaching skills, and implement new approaches to their professional development. It is a valuable resource for anyone pursuing research in this field as well as in-service teachers, teacher educators and education administrators. And as it offers practical help for the potential difficulties and challenges they might encounter, it is also a must-read for the student teachers of English.

Author: Mohammed Atiqur Rahman
Publisher:
ISBN:
Category :
Languages : en
Pages : 522

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Book Description
An alternative structural equation model, as an offshoot of the main analyses, demonstrated the existence of a strong relationship of instructional skills and professional knowledge of teachers with program quality. Inclusion of the subjective dimensions of teachers in this analysis had also been an important contribution to the extension of the existing theory of job satisfaction.

Author: OECD
Publisher: OECD Publishing
ISBN: 9264248609
Category :
Languages : en
Pages : 228

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Book Description
This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world.

Author: Fhatuwani Ravhuhali
Publisher:
ISBN:
Category : Teacher effectiveness
Languages : en
Pages : 632

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Book Description

Author: Gwendolen Susanne Jacobs
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Professional development provides opportunities for teachers to acquire the knowledge needed to become experts in their classroom content and to improve their instructional skills to meet the needs of today's student learners. While districts and curriculum leaders work to improve professional development design, teachers' dissatisfaction with current professional development practices are still problematic. Teachers continue to find it ineffective, irrelevant, making them feel undervalued as professionals. This is evident in the rural educational setting. Rural educators need on-going, flexible, and job-embedded effective professional development to meet the specific needs of rural educators and their students. While few studies have examined teacher perception on professional development, even fewer studies focused on the rural place. This study provides educational leaders with a teacher's perspective on what effective professional development looks and feels like for rural educators. Using narrative analysis of five rural educators' interviews and drawing on Gruenewald's Critical Pedagogy of Place, this study sought to understand the experiences of five rural educators as they explored their personal histories, perceptions, and experiences in receiving effective professional development. The study is driven by three research questions to determine if teachers' perceptions of effective professional development is influenced by their own sense of place and how they identify within that place. These questions included the following: 1. How do teachers in a rural setting perceive building and district level professional development? 2. In what ways does sense of place inform teachers' perceptions of effective professional development? 3. In what ways do these perceptions inform teachers' decisions to act on their new learning? The key themes revealed participants acknowledged the challenges districts face when providing effective professional development and that it is most beneficial when connected to their specific needs. Most participants acknowledged the complexity of rural relationships and recognized how their personal histories and experiences helped make and enrich these relationships. The findings relative to the five participants' experiences and their stories also suggest rural teachers do not fully recognize the extent by which their own sense of place and place identity influenced their perceptions on their learning. This can have several implications for district leaders, professional development directors and for current and future rural educators. If district leaders and professional development directors want to see implementation of teacher learning in the classroom, providing purposeful professional development must not only address the specific needs of rural educators and their students but also consider what teachers bring to the rural context in relationship to their professional learning.