Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Studen...Cesar Orsini
Presented at the 4th National Scottish Medical Education Conference, Edinburgh, U.K.
May 6, 2014
Orsini C, Evans P, Ledezma P, Fuentes F. (2014) How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review. In: 4th National Scottish Medical Education Conference, Edinburgh, U.K.
In this presentation, we will provide some insight into the lived experience of academic middle managers in the role of heads of departments. The narratives evolve from issues such as circumstances of the decision to become an academic manager, how that feeds into increased demands of the academic middle manager role, and finally, we provide a brief evaluation of the career impact at the moment of the interview. This presentation is built on the data collected in 2015-2016, and currently, we are collecting interviews in a follow-up study with the same set of respondents.
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
Inclusive Practices in Large Urban Inner-City Schools: School Principal Involvement in Positive Behavior Intervention Programs by Dr. Michael G. Richards, Dr. Evangeline Aguilera, Dr. Elizabeth T. Murakami, Dr. Christine A. Weiland - Published in NATIONAL FORUM JOURNALS (Founded 1982) Dr. William Allan Kritsonis, Editor-in-Chief
Article published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 32(4) 2014
What is good teaching? Who is a good teacher? The search for the answers to these questions has become for teacher education a search for an educational Holy Grail. While appearing to be deceptively simple and seductively straightforward, these questions have instigated an enduring and ever-multiplying research tradition as well as a many sided international conversation involving practitioners, theorists, social scientists, teacher educators and faculty developers at all levels, administrators, and students.
Source: https://ebookschoice.com/the-search-for-an-educational-holy-grail/
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Studen...Cesar Orsini
Presented at the 4th National Scottish Medical Education Conference, Edinburgh, U.K.
May 6, 2014
Orsini C, Evans P, Ledezma P, Fuentes F. (2014) How Do Clinical Tutors Encourage Intrinsic Motivation In Undergraduate Students? A Systematic Review. In: 4th National Scottish Medical Education Conference, Edinburgh, U.K.
In this presentation, we will provide some insight into the lived experience of academic middle managers in the role of heads of departments. The narratives evolve from issues such as circumstances of the decision to become an academic manager, how that feeds into increased demands of the academic middle manager role, and finally, we provide a brief evaluation of the career impact at the moment of the interview. This presentation is built on the data collected in 2015-2016, and currently, we are collecting interviews in a follow-up study with the same set of respondents.
This study was carried out in Anambra State. The main purpose of this study was to determine whether any significant relationship exists between principals’ instruction supervision practices and teachers’ job performance in secondary schools in Anambra State. One research question and one null hypothesis guided the study. It adopted the co-relational research design. The population of the study was made up of 6,342 public secondary school teachers in six education zones of the state. The sample for the study was 634 public secondary school teachers in Anambra state. Researchers-developed instrument titled: ‘Questionnaire on principals instructional supervision practices and teachers job performance Questionnaire’ (QPISPTJP) was used for data collection. The instrument was validated by three experts. The reliability of the instrument was established through a trial- test in public secondary schools in Enugu State. The reliability index of the instrument using cronbach alpha method was 0.92 and was deemed high for the study. The researchers administered the instrument directly on the respondents with the help of five research assistants and the Pearson’s Product Moment correlation coefficient was used in the data analysis. Findings indicated that a moderate positive relationship exists between principals instructional supervision practices and teachers job performance. Among others, it was recommended that principals should use instructional supervision as an opportunity to equip their teachers with professional skills and knowledge.
Inclusive Practices in Large Urban Inner-City Schools: School Principal Invol...William Kritsonis
Inclusive Practices in Large Urban Inner-City Schools: School Principal Involvement in Positive Behavior Intervention Programs by Dr. Michael G. Richards, Dr. Evangeline Aguilera, Dr. Elizabeth T. Murakami, Dr. Christine A. Weiland - Published in NATIONAL FORUM JOURNALS (Founded 1982) Dr. William Allan Kritsonis, Editor-in-Chief
Article published in the NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 32(4) 2014
What is good teaching? Who is a good teacher? The search for the answers to these questions has become for teacher education a search for an educational Holy Grail. While appearing to be deceptively simple and seductively straightforward, these questions have instigated an enduring and ever-multiplying research tradition as well as a many sided international conversation involving practitioners, theorists, social scientists, teacher educators and faculty developers at all levels, administrators, and students.
Source: https://ebookschoice.com/the-search-for-an-educational-holy-grail/
The Importance Of Collective Leadership Aimed At Developing School Organizationnoblex1
Although teacher leadership is an established feature of educational reform, it was only 30 years ago that most literature on school improvement focused on principals and superintendents. Though the idea of teacher leadership is not new, the conception of this role has evolved considerably.
Source: https://ebookschoice.com/the-importance-of-collective-leadership-aimed-at-developing-school-organization/
A qualitative study of differentiated teacher supervisions impact on classroom instruction and pedagogy
1. A QUALITATIVE STUDY OF DIFFERENTIATED TEACHER SUPERVISIONS IMPACT ON
CLASSROOM INSTRUCTION AND PEDAGOGY
PIRAINO, JR., GENNARO R. (2006)
Doctoral Dissertation, University of Pittsburgh. EdD
ABSTRACT
The purpose of this qualitative study was to investigate the influence that a differentiated
teacher supervision system has on improving classroom instruction. Qualitative research
methodology was used to collect data through personal interviews and document analysis. The
sample population consisted of high school administrators working in three southwestern
Pennsylvania school districts. The research questions investigated high school principal
perceptions on differentiated supervisions ability to improve classroom instruction based upon
Charlotte Danielsons Four Domains of Instruction. Principal perceptions regarding
differentiated supervisions influence on school culture and the most effective differentiated
supervision options were also explored. The analysis of the data was done through descriptive
narrative and the use of charts to depict common answers and themes. Key findings include a
strong principal preference for differentiated teacher supervision. Also, principals indicate that
differentiated supervision was effective in fostering a school culture characteristic of teacher
collaboration, professional inquiry, and a commitment to continuous improvement. Also,
principals felt that differentiated teacher supervision was very effective in improving the
planning and preparation, classroom instruction, and professionalism of teachers through
collegiality and professional inquiry. Principals perceived that cooperative professional
development was the most effective model for improving classroom instruction.
Official URL: http://etd.library.pitt.edu/ETD/available/etd-0407...
2. TOWARDS A FRAMEWORK FOR LEADERSHIP COACHING
(EJ880818)
Author(s) WISE, DONALD; JACOBO, AMBER
Source:School Leadership & Management, v30 n2 p159-169 Apr 2010
Pub Date: 2010-04-00
Pub Type(s): Journal Articles; Reports - Descriptive
Peer-Reviewed: Yes
Descriptors:
Learning Theories; Educational Change; Educational Policy; Leadership; Principals;
Coaching (Performance); Change Agents; Organizational Change; Educational
Practices; Stakeholders; Transformational Leadership; Leadership Styles;
Supervisory Methods
ABSTRACT
Today's school principals face unprecedented challenges. This article proposes a
school-based outline framework in which the principal is the primary agent of
change aided by an external coach. In this framework, the principal receives
coaching and guides the change process at the school through a variety of
coaching practices involving the stakeholders in the school, including teachers,
staff and students. Sociocultural and organisational learning theory provides the
theoretical basis for this framework. The model includes the development of a
shared vision of student learning, and the evolution from a management-based
organisation to one of leadership, and ultimately, to a sustained
schootransformation.http://eric.ed.gov/ERICWebPortal/search
3. PRESSURING TEACHERS TO LEAVE: HONEST TALK ABOUT HOW PRINCIPALS USE
HARASSING SUPERVISION (EJ908995)
Author(s):Stoelinga, Sara Ray
Source:Phi Delta Kappan, v92 n4 p57-61 Dec 2010-Jan 2011
Pub Date: 2011-01-00
Pub Type(s): Journal Articles; Reports - Descriptive
Descriptors:
Teacher Evaluation; Principals; Teacher Supervision; Supervisory Methods; Labor
Turnover; Administrative Change; Administrative Principles; Teacher
Administrator Relationship; Personnel Management; Quality of Working Life
ABSTRACT
Many principals use harassing supervision to encourage low-performing teachers
to leave. Principals are driven to this tactic because teacher evaluation systems
don't systematically identify low-performing teachers, principals don't understand
the teacher removal process, principal training programs don't build principal
expertise in hiring and teacher professional development, and high turnover rates
mean that principals often are new at their job.
http://eric.ed.gov/ERICWebPortal/search