International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
Achievement level and school climate of primary schools teachersAlexander Decker
This document summarizes a study that examined the relationship between teacher achievement levels and school climate in primary schools. The study found:
1) High academic achieving teachers had statistically higher school climate scores than low achieving teachers, indicating teacher achievement impacts school climate.
2) Female high achieving teachers had significantly higher school climate scores than low achieving female teachers.
3) High achieving teachers scored higher on some school climate dimensions like teacher-student relationships and instructional management, while low and high achieving teachers did not differ on other dimensions.
Overall, the study concluded that teacher achievement influences school climate, with higher achieving teachers tending to have a richer school climate.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
Jordanian teachers' attitudes toward foreign language teaching and their rela...Alexander Decker
This document summarizes a study that explored Jordanian English as a foreign language (EFL) teachers' attitudes toward teaching English and the relationship between those attitudes and their classroom practices. The study involved surveying and observing 20 female EFL teachers. The results showed that the teachers had moderate attitudes toward teaching English as a foreign language. Their actual teaching competencies based on observations were also moderate. A negative correlation was found between the teachers' attitudes and their classroom teaching practices, though it was low. The document provides background on theories of teacher attitude and its relationship to teaching practices and student outcomes.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
Students perception toward teacher strategykylasamson1
This document summarizes a student research study on student perceptions of teacher strategies and the classroom environment. The study was conducted at Pedro Oloy N. Roa Sr. High School in Cagayan de Oro City. The researchers surveyed 180 randomly selected grade 10 and 11 students. The study aimed to determine if student perceptions were positive or negative, and if perceptions differed by gender or grade level. Results showed that student perceptions of teacher strategies and the classroom environment were overall positive. No significant differences were found between gender or grade level groups.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
This document summarizes a research study exploring whether the quality of teachers in Malaysia is improving or declining based on interviews with three parent-teachers. The interviews found strong perceptions that teacher passion and commitment is "dissolving", as teachers seem more focused on exams and tuition for extra income rather than student learning. Initiatives to enhance teacher quality through qualifications and salary increases were seen as failing to address the "soft skills" needed in teacher education. While government documents emphasize developing high-quality teachers, the experiences shared by interviewees suggest the teaching profession is not attracting the best candidates and has lost the prestige it once held.
Achievement level and school climate of primary schools teachersAlexander Decker
This document summarizes a study that examined the relationship between teacher achievement levels and school climate in primary schools. The study found:
1) High academic achieving teachers had statistically higher school climate scores than low achieving teachers, indicating teacher achievement impacts school climate.
2) Female high achieving teachers had significantly higher school climate scores than low achieving female teachers.
3) High achieving teachers scored higher on some school climate dimensions like teacher-student relationships and instructional management, while low and high achieving teachers did not differ on other dimensions.
Overall, the study concluded that teacher achievement influences school climate, with higher achieving teachers tending to have a richer school climate.
Assessment of attitude of education students towards teaching practice in na...Alexander Decker
This document summarizes a study that assessed the attitudes of education students towards teaching practice at Nasarawa State University Keffi in Nigeria. The study found that (1) students generally showed a positive attitude towards teaching practice, but (2) female students showed a more positive attitude than male students. It also identified several problems hindering effective teaching practice. The study concluded that adopting strategies to improve student attitudes could have a positive impact, and recommended establishing a micro-teaching laboratory to better prepare students for practical experience before sending them to schools.
Jordanian teachers' attitudes toward foreign language teaching and their rela...Alexander Decker
This document summarizes a study that explored Jordanian English as a foreign language (EFL) teachers' attitudes toward teaching English and the relationship between those attitudes and their classroom practices. The study involved surveying and observing 20 female EFL teachers. The results showed that the teachers had moderate attitudes toward teaching English as a foreign language. Their actual teaching competencies based on observations were also moderate. A negative correlation was found between the teachers' attitudes and their classroom teaching practices, though it was low. The document provides background on theories of teacher attitude and its relationship to teaching practices and student outcomes.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
Students perception toward teacher strategykylasamson1
This document summarizes a student research study on student perceptions of teacher strategies and the classroom environment. The study was conducted at Pedro Oloy N. Roa Sr. High School in Cagayan de Oro City. The researchers surveyed 180 randomly selected grade 10 and 11 students. The study aimed to determine if student perceptions were positive or negative, and if perceptions differed by gender or grade level. Results showed that student perceptions of teacher strategies and the classroom environment were overall positive. No significant differences were found between gender or grade level groups.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 1WENDELL TARAYA
This study aims to assess the effectiveness of differentiated instruction compared to conventional teaching in improving student achievement in an 8th grade Araling Panlipunan class with diverse learners. The study will divide students into an experimental group receiving differentiated instruction based on their multiple intelligences, and a control group receiving conventional whole-class instruction. Both groups will take a pre-test and post-test to measure the impact of each teaching method on student learning. The study hopes to determine the best approach to enhance instructional planning and address the different needs of students.
DESIGN HEARING ON DIFFERENTIATED INSTRUCTION CHAPTER 2WENDELL TARAYA
This document summarizes several studies on differentiated instruction. It finds that differentiated instruction improves student performance when implemented systematically. Teachers perceive it as effective but also time-consuming. Studies show differentiated instruction based on learning styles and using various strategies like flexible grouping and tiered lessons leads to higher academic achievement, especially in subjects like mathematics, science, and social studies. While teachers understand differentiated instruction, they need more training and resources to implement it effectively. Overall, the literature establishes that differentiated instruction promotes equity and quality in education when used appropriately in mixed-ability classrooms.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
THE EFFECT OF LEADERSHIP STYLE OF HEADMASTERS ON THE JOB SATISFACTIONBatola David
This research article examines the effect of leadership styles exhibited by headmasters on the job satisfaction of teachers in senior high schools in Ghana. The study reviewed literature on levels of job satisfaction and different leadership styles. It revealed that there is no single dominant leadership style among headmasters, and teachers have a moderate level of job satisfaction. Transformational leadership was found to have the highest positive effect on job satisfaction, while laissez-faire leadership had a negative effect. The study recommends training headmasters on different leadership styles and improving teacher compensation to enhance job satisfaction.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
Interpersonal relation and its effect on teaching and learning Alexander Decker
The document summarizes a study that investigated the effect of interpersonal relationships on the teaching and learning process. 100 students from two schools in Ranikhet, India were surveyed using a questionnaire measuring interpersonal relationships between students, teachers, and principals. Statistical analysis found a positive moderate correlation between various interpersonal relationships and teaching/learning, indicating interpersonal interactions can positively impact the educational process. The relationships found to most influence teaching/learning were student-teacher, student-student, and teacher-principal relationships.
This document summarizes a research study that examined teachers' training and capabilities in developing research-based instructional materials in the Philippines. The study found that teacher participants had attended various seminars and workshops on instructional material development. There was a significant positive correlation between teachers' in-service training and their capabilities in needs analysis and developing instructional materials. The quality of training from other institutions, especially in design and assessment, was also positively correlated with teachers' capabilities. The study recommends continuing professional development through additional training to enhance teachers' research and instructional material development skills for quality education.
This document provides information about a project report on job satisfaction among teachers conducted at Gayathri Central School in Kerala, India. It was submitted by Leejo Joseph John in partial fulfillment of an MBA degree. The report includes an introduction to Gayathri Central School, outlines its mission and vision, provides an overview of its academics and activities, and describes its admission process. It also includes certificates, acknowledgements, tables of contents, and references.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
1) The document discusses factors that influence student academic performance in KCSE examinations in Manga Sub County, Kenya. It examines the impact of pedagogy, teaching/learning resources, teacher motivation, and teacher experience.
2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
4) The document concludes that high teacher motivation, through better rewards and working conditions, increases teacher commitment and morale, leading to improved syllabus coverage and ultimately better student
Character Education Evaluation Model Based On School Culture for Elementary S...iosrjce
The purpose of this study to recognize the evaluation of character education and to improve it based
on character for elementary school. Using the R & D with qualitative methods paradigm as the research the
model will be improved. The elementary school as the first formal education has to plant the good and strong
character for the children. Every nation has a good culture as a base for character building. This research will
be executed two years, for the first years will recognize the pattern of character learning in elementary school
and to improve it based on school culture; The second years will evaluate the effective models which already
established in first years.
Teachers’ perception of female principal leadership role in secondary schools...Alexander Decker
This study examined teachers' perceptions of female principal leadership roles in secondary schools in Calabar, Nigeria. The researchers surveyed 200 teachers from 20 schools, with 10 teachers selected from each school. The results showed there was no significant difference between male and female teachers' perceptions of female principals' leadership styles, decision-making, financial management, and administrative roles. Both male and female teachers viewed female principals similarly in these areas. It was recommended that female principals should continue to be encouraged as they were found to promote more discipline in schools.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This dissertation examined factors related to teacher classroom management, including training, attitudes, and intervention practices of general and special education teachers. The study investigated the relationship between training, beliefs about behavior management, attitudes about classroom control, and the number of behavioral interventions teachers implement. Data was collected through a questionnaire measuring demographics, training, and beliefs, and the Attitudes and Beliefs about Classroom Control inventory. Results of the multiple regressions and MANOVA found no significant relationships between the predictor variables and number of interventions or differences based on teacher type. This dissertation provides information to help improve teacher training programs in behavior management.
This document discusses a study on the relationship between class size and student performance among Form Four students in Malaysia. The study aims to examine the perceptions of teachers on class size, the relationship between class size and student academic results, and the relationship between class size and student attitude. Previous research has shown mixed findings on the impact of class size, with some studies finding smaller class sizes improve student participation and motivation while others find it is not a major factor in student performance when effective teaching methods are used. The study seeks to provide additional insight into this issue through surveys of teachers and analysis of student academic data and attitudes.
This research aims to describe: First, the application of character education in SMP Negeri 16 Makassar. Second, the impact of the application of character education the school in SMP Negeri 16 Makassar. This was a qualitative research employing the naturalistic approach, carried out in SMP Negeri 16 Makassar. The data were collected through observations in debt interview, and document. The research finding, the following conclusions are drawn: (1). The development of school culture to build character in SMP Negeri 16 Makassar, consisting of planning, application, supervision, and evaluation, runs well. The application of character education in SMP Negeri 16 Makassar runs well, supported by the school personal and school committee. (2). The impacts of character, among others, manifested in: caring cleanliness; religious service obedience; conformity to the rules; mutual respect politeness, and family like relationship; honesty and responsibility; togetherness; and all personal school, including teacher and staff participation.
This document provides background information and context for a study on the teaching competencies of elementary English teachers and students' performance.
It begins by discussing the historical context of grammar instruction, moving from a prescriptive approach focused on memorization to a more integrated approach. It then presents the objectives and theoretical framework of teaching English at the elementary level.
The conceptual framework outlines the independent variable of teaching competencies and dependent variable of students' performance, as well as moderating variables like teacher and student profiles. The statement of the problem identifies the specific research questions the study aims to answer regarding teacher competencies and their relationship to student performance. Finally, it provides definitions of key terms and the scope and limitations of the study.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
The impact of innovation on travel and tourism industries (World Travel Marke...Brian Solis
From the impact of Pokemon Go on Silicon Valley to artificial intelligence, futurist Brian Solis talks to Mathew Parsons of World Travel Market about the future of travel, tourism and hospitality.
We’re all trying to find that idea or spark that will turn a good project into a great project. Creativity plays a huge role in the outcome of our work. Harnessing the power of collaboration and open source, we can make great strides towards excellence. Not just for designers, this talk can be applicable to many different roles – even development. In this talk, Seasoned Creative Director Sara Cannon is going to share some secrets about creative methodology, collaboration, and the strong role that open source can play in our work.
This document presents the background and introduction to a research proposal on examining the impact of school leadership on student academic performance in schools in Rwampala County, Mbarara District, Uganda. It discusses the importance of academic achievement and the government's priority of improving performance in science and mathematics. The study aims to explore the relationship between school leadership and student outcomes in Ugandan secondary schools using a mixed-methods approach. It will examine different leadership styles, their impact on academic performance, and measures to improve performance. The document provides context on leadership theory and the need to understand leadership practices in everyday school settings.
THE EFFECT OF LEADERSHIP STYLE OF HEADMASTERS ON THE JOB SATISFACTIONBatola David
This research article examines the effect of leadership styles exhibited by headmasters on the job satisfaction of teachers in senior high schools in Ghana. The study reviewed literature on levels of job satisfaction and different leadership styles. It revealed that there is no single dominant leadership style among headmasters, and teachers have a moderate level of job satisfaction. Transformational leadership was found to have the highest positive effect on job satisfaction, while laissez-faire leadership had a negative effect. The study recommends training headmasters on different leadership styles and improving teacher compensation to enhance job satisfaction.
This document summarizes a study that investigated factors contributing to stress among special education teachers in Penang, Malaysia. The study surveyed 92 special education teachers using a stress inventory questionnaire. The results found that the overall stress level among respondents was moderate. The strongest stressor was pupil misbehavior, followed by teacher workload, time/resource difficulties, lack of recognition, and interpersonal relationships. No significant differences in stress levels were found based on teacher demographics. The study provides background on teaching demands and expectations in Malaysia.
The document summarizes a study that examined the attitudes of secondary school teachers in Pakistan towards the teaching profession. Some key findings from the study include:
1. The majority of secondary school teachers did not have a positive attitude towards the teaching profession based on their scores on an attitude scale.
2. Female teachers had a more positive attitude than male teachers, and teachers in public schools had a more positive attitude than those in private schools.
3. Teachers working in rural areas had a more positive and committed attitude compared to those working in urban areas.
So in summary, the study found that several factors like gender, type of school, and location were related to the attitudes secondary school teachers held towards their profession
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
Interpersonal relation and its effect on teaching and learning Alexander Decker
The document summarizes a study that investigated the effect of interpersonal relationships on the teaching and learning process. 100 students from two schools in Ranikhet, India were surveyed using a questionnaire measuring interpersonal relationships between students, teachers, and principals. Statistical analysis found a positive moderate correlation between various interpersonal relationships and teaching/learning, indicating interpersonal interactions can positively impact the educational process. The relationships found to most influence teaching/learning were student-teacher, student-student, and teacher-principal relationships.
This document summarizes a research study that examined teachers' training and capabilities in developing research-based instructional materials in the Philippines. The study found that teacher participants had attended various seminars and workshops on instructional material development. There was a significant positive correlation between teachers' in-service training and their capabilities in needs analysis and developing instructional materials. The quality of training from other institutions, especially in design and assessment, was also positively correlated with teachers' capabilities. The study recommends continuing professional development through additional training to enhance teachers' research and instructional material development skills for quality education.
This document provides information about a project report on job satisfaction among teachers conducted at Gayathri Central School in Kerala, India. It was submitted by Leejo Joseph John in partial fulfillment of an MBA degree. The report includes an introduction to Gayathri Central School, outlines its mission and vision, provides an overview of its academics and activities, and describes its admission process. It also includes certificates, acknowledgements, tables of contents, and references.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
1) The document discusses factors that influence student academic performance in KCSE examinations in Manga Sub County, Kenya. It examines the impact of pedagogy, teaching/learning resources, teacher motivation, and teacher experience.
2) The study found that pedagogy influences performance, with student-centered methods like discussions and projects leading to better outcomes than lecture-based teaching.
3) It also found that availability of teaching/learning materials like textbooks positively impacts performance, while inadequate or ineffective use of facilities hinders curriculum delivery and performance.
4) The document concludes that high teacher motivation, through better rewards and working conditions, increases teacher commitment and morale, leading to improved syllabus coverage and ultimately better student
Character Education Evaluation Model Based On School Culture for Elementary S...iosrjce
The purpose of this study to recognize the evaluation of character education and to improve it based
on character for elementary school. Using the R & D with qualitative methods paradigm as the research the
model will be improved. The elementary school as the first formal education has to plant the good and strong
character for the children. Every nation has a good culture as a base for character building. This research will
be executed two years, for the first years will recognize the pattern of character learning in elementary school
and to improve it based on school culture; The second years will evaluate the effective models which already
established in first years.
Teachers’ perception of female principal leadership role in secondary schools...Alexander Decker
This study examined teachers' perceptions of female principal leadership roles in secondary schools in Calabar, Nigeria. The researchers surveyed 200 teachers from 20 schools, with 10 teachers selected from each school. The results showed there was no significant difference between male and female teachers' perceptions of female principals' leadership styles, decision-making, financial management, and administrative roles. Both male and female teachers viewed female principals similarly in these areas. It was recommended that female principals should continue to be encouraged as they were found to promote more discipline in schools.
The correlation among teachers’ expectations and students’ motivation, academ...Alexander Decker
The document discusses a study that investigated the relationships between teachers' expectations and students' motivation, academic self-concept, and academic achievement. It also examined differences between male and female students in their perceptions of teachers' expectations and in their motivation, academic self-concept, and achievement. The study found significant positive relationships between academic self-concept, motivation, and perceptions of teachers' expectations. It also found that female students perceived higher teacher expectations than males, while males had higher academic achievement than females. However, no significant gender differences were found in motivation or academic self-concept.
This dissertation examined factors related to teacher classroom management, including training, attitudes, and intervention practices of general and special education teachers. The study investigated the relationship between training, beliefs about behavior management, attitudes about classroom control, and the number of behavioral interventions teachers implement. Data was collected through a questionnaire measuring demographics, training, and beliefs, and the Attitudes and Beliefs about Classroom Control inventory. Results of the multiple regressions and MANOVA found no significant relationships between the predictor variables and number of interventions or differences based on teacher type. This dissertation provides information to help improve teacher training programs in behavior management.
This document discusses a study on the relationship between class size and student performance among Form Four students in Malaysia. The study aims to examine the perceptions of teachers on class size, the relationship between class size and student academic results, and the relationship between class size and student attitude. Previous research has shown mixed findings on the impact of class size, with some studies finding smaller class sizes improve student participation and motivation while others find it is not a major factor in student performance when effective teaching methods are used. The study seeks to provide additional insight into this issue through surveys of teachers and analysis of student academic data and attitudes.
This research aims to describe: First, the application of character education in SMP Negeri 16 Makassar. Second, the impact of the application of character education the school in SMP Negeri 16 Makassar. This was a qualitative research employing the naturalistic approach, carried out in SMP Negeri 16 Makassar. The data were collected through observations in debt interview, and document. The research finding, the following conclusions are drawn: (1). The development of school culture to build character in SMP Negeri 16 Makassar, consisting of planning, application, supervision, and evaluation, runs well. The application of character education in SMP Negeri 16 Makassar runs well, supported by the school personal and school committee. (2). The impacts of character, among others, manifested in: caring cleanliness; religious service obedience; conformity to the rules; mutual respect politeness, and family like relationship; honesty and responsibility; togetherness; and all personal school, including teacher and staff participation.
This document provides background information and context for a study on the teaching competencies of elementary English teachers and students' performance.
It begins by discussing the historical context of grammar instruction, moving from a prescriptive approach focused on memorization to a more integrated approach. It then presents the objectives and theoretical framework of teaching English at the elementary level.
The conceptual framework outlines the independent variable of teaching competencies and dependent variable of students' performance, as well as moderating variables like teacher and student profiles. The statement of the problem identifies the specific research questions the study aims to answer regarding teacher competencies and their relationship to student performance. Finally, it provides definitions of key terms and the scope and limitations of the study.
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system
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KEYWORDS -competence, creativity, primary school, professional, teacher
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
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An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
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employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
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An evaluation of teaching practice performance among regular and sandwich stu...Alexander Decker
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 6
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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International Journal of Humanities and Social Science Invention (IJHSSI)
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 2 Issue 9 ǁ September. 2013ǁ PP.50-54
www.ijhssi.org 50 | P a g e
The Relationship between High School Teachers'
Quality and Students Achievement
1,
Dr.Narvan Baraiya , 2,
Dr.N.C.Baraiya, Assistant Teacher
1,2,
The Relationship Between High School Teachers' Quality And Students Achievement
Key words:Teacher’s educational Qualification, educational experience, pedagogical knowledge, content, in-
service training, classroom behavior, teaching approach, gender, school area, kinds of schools, student’s result
and educational achievement
I. INTRODUCTION
Education is a continuous process. But the quest of the Quality has been the characteristic of the whole
history of human civilization. It has been the inspiring force for all human adventures. The quality based
education is become the need and necessity of this age. The search of the quality in education and its acquisition
has been the chief aim of the new century and millennium from the beginning. "The quality means the merit for
performance and objective" (Ocland, 1993).'The quality means to filfull the customers
expectation'(mukhopadhyay, 2002). In perspective of quality. There are three customers in education : Students,
parents, and society. The education means the quality. The quality is a life long journey (Navratnam,
1993). Teachers and students journey of progress means educational quality. The Gujarat Government and
Gujarat Secondary Education Board has arranged various plans and programmes to improve educational quality
for last some years. The entire programme has been implementing enthusiastically. The innovative ideas for
improve educational quality is 'Karmayogi Training' With reference to improve the quality of education,
minimum level of learning (M.L.L.) project has been succeeded in primary schools. With a view to establish
essential level of learning (E.L.L) in secondary school students, under Karmayogi Training teachers of various
subjects has been trained by subject experts. The objectives of education has been changed with society's
requirements. Through the Karmayogi Training, teachers of various subjects have got acquainted with the new
teaching techniques of their subjects. The aim of the Karmayogi Training is to implement the new teaching
techniques in the classroom by teachers. The chief objective of Karmayogi Training is to improve the
educational quality. In the programme of quality improvement of secondary education, the role of the teacher is
considered chief. Teachers performance and effective ness means educational quality. The teacher who has
proper professional qualification, pedagogy knowledge, content knowledge can play important role in the
education quality improvement. Qualified education can be provided by the qualified teacher only. According
the Aristotle, quality is ultimately peoples' performance. It means students performance is the education quality.
Student who gets adjust and expert in their works of education as well of life is considered as qualified
education (Bhogayata, 2006). Students who have got results and marks in examination that show their
educational achievement. Researchers say that various factors in different situations effect on students
educational achievement. For many years, educationalists and researchers have debated which school variables
influence. Students' achievement. As policy makers become more involved in school reforms, this questions
takes on new importance since their many initiatives rely on presumed relationship between various education
related factors and learning outcomes. Students' achievement has influenced by students' background, social
contect, class size and other school variables. But among these variables one of the most important variable is
'The qualified teachers".According to Harris Poll 90% of Americans believe that the most important factor in
improving student achievement is having a well qualified teachers in every classroom (Sparks, 2000), however,
"we as a nation, are far from having a trained and competent teacher in every classroom (Dozier and Bertotti,
2000). According to Dozier and Bertotti (2000) the conceptions of teaching effects have changed rapidly and
radically. In the 1970s, many argued that teacher did not make and difference in students' achievement, but this
perception changed in the 1980s. In the 1990s and into new millennium, new standards for student learning have
been introduced giving greater attention for teachers' quality as primary determinant of student success. Many
findings of research suggest that quality of teacher improves the quality of students' education level.
In her meta analysis of state policy evidence regarding teacher quality and student achievement (using
data from the 1993-1994 schools and staffing survey (SASS) and the National Assessment of Educational
Progress (NAEP) Linda Darling Hammond (2000) found that "policy investments in quality of teachers may be
related to improve in student performance."
2. The Relationship Between…
www.ijhssi.org 51 | P a g e
Therefore in this study the researcher tired to study the effects of governments' new policy, school
efforts, teacher knowledge, skills, pedagogy knowledge and other factors on students achievement. Researcher
himself is a secondary school assistant teacher, therefore he tried to know which qualities of the teacher and
other variables of the school effect students' achievement. He also tried to examine the content knowledge of the
teachers with others variables like in service training. teaching approach in service training attitude, classroom
behavior with reference to above discussion and background study about the relationship between teacher
quality and students achievement.
II. OBJECTIVE OF THE STUDY
[1] To develop the tool and check its validity for study the relationship between secondary school teachers'
quality and students' educational achievements.
[2] To study the relationship between secondary school kind and students' achievement.
[3] To study the relationship between secondary school area and students' achievement.
[4] To check the relationship between secondary school teachers' gender and the students' achievement.
[5] To check the relationship between secondary school teachers' educational qualification and students'
achievement.
[6] to check the relationship between secondary school teachers' educational experience and students'
achievement.
[7] To examine the relationship between secondary school teachers' subject knowledge and students'
achievement.
[8] To ascertain the relationship between secondary school teachers' in-service training attitude and students'
achievement.
[9] To ascertain the relationship between secondary school teachers' teaching approach and students'
achievement.
[10] To ascertain the relationship between secondary school teachers' class- room behavior and students'
achievement.
[11] To ascertain the relationship between secondary school teachers' in service training attitude responses and
their principals responses about their in service training.
[12] To ascertain the relationship between secondary school teachers' teaching approach and their school
principals responses about their teaching approach.
[13] To ascertain the relationship between secondary school teachers' class room behavior and their school
principals responses about their class room behavior.
2.1.Hypothesis of the study
1. There is no significant difference between secondary school kinds and their students' achievement.
2. There is no significant difference between secondary school area and their students' achievement.
3. There is no significant difference between secondary school teachers' gender and students' achievement.
4. There is no significant difference between secondary school teachers' educational qualification and
students' achievement.
5. There is no signification and between secondary school teachers' educational experience and students'
achievement.
6. There is no significant difference between secondary school teachers' subjects knowledge and students'
achievement.
7. There is no significant difference between secondary school teachers' in-service training and training
attitude and students' achievement.
8. There is no significant difference between secondary school teachers' teaching approach and students'
achievement.
9. There is no significant difference between secondary school teachers' classroom behavior and students'
achievement.
10. There is no significant difference between secondary school teachers' in-service training and their school
principal's responses students' achievement.
11. There is no significant difference between secondary school teachers' teaching approach and their school
principal's responses about their teaching approach.
12. There is no significant difference between secondary school teachers' classroom behavior and their school
principal's response about their classroom behavior.
3. The Relationship Between…
www.ijhssi.org 52 | P a g e
Sample
1. The present study was conducted on a sample of 237 Gujarati medium secondary school and their 279
teachers of Bhavangar district, Gujarat.
2. The present study was conducted on sample of 7969 students of Bhavnagar district who appeared in March-
2006 S.S.C. Board Examination with English subject (as second language.)
3. The present study was conducted on the sample 237 secondary school principal of Bhavnagar district,
Gujarat.
Variables
To investigate the relationship between teachers related variables like their gender, educational
qualification, educational experience, subject knowledge, in-service training and training attitude, teaching
approach, classroom behavior, school kinds and school areas with independent variables of student
achievement.
Tools
The following tools were used to collect the data :
1. The teachers questionnaire: The real questionnaire was developed by U.S. Department of
Education, National Centre for Education Statistics: Schools and staffing Survey, 1993-93 (SASS). The
investigator had made some necessary change in them. The final questionnaire consists 70 students and
questions.
2. English content test for teachers: The subject knowledge test was developed by the researcher. It
consists 50 marks.
3. Cross Validation Test: The cross validation test was developed by the researcher for school principals
to check the responses and performance of teachers. I consists 15 statements.
4. Students result: The S.S.C. Board result sheet of March-2006 of the Bhavangar district high schools
were received from Gujarat Secondary Education Board, Baroda.
Data Collection
1. Teachers school kind, school area, gender, educational qualification, educational experience, subject
knowledge, in-service training attitude, teaching approach and classroom behavior related data were
collected by applying the above tools to the 279 secondary school English teachers, during the
Karmayogi Training at Palitana, It was held by the Department of Education, Gujarat State.
2. The Secondary school principals' responses were collected at school complex meeting (S.V.S.) in the
Cross Validation Test.
3. The Secondary School Certificate Mark sheet of March-2006 of the Bhavangar district high school
were received from the Gujarat Secondary Education Board, Baroda. (Gujarat).
Statistical analysis:-
Received datas' were analysed in terms of means, S.D.S. t-values and F-values. The co-relationship
were counted by Pearson's way.
Findings of the study:-
1. There was a significant difference between the secondary school kinds and students achievement.
2. There was a significant difference between Grant in-aid school and Self-finance schools of Bhavnagar
district and their students achievement. The mean difference of the Grant in-aid school results were
greater. It means the result of Grant in-aid school were more effective.
3. There was a significant difference between Grant in-aid School and Government schools and their
students achievement. The mean difference of the Grant in-aid school results were greater. it means the
result of Grant in-aid schools were more effective.
4. There was a significant difference between Grant in-aid school and Uttar Buniyadi Secondary Schools
and their student's achievement. The results of Grant in-aid schools were more effective.
5. There was a significant and their students between Self-finance and Uttar Buniyadi Schools and their
students achievement. The Self - finance school students mean difference was higher. It means the
result of the Self-Finance schools were more effective.
6. There was a significant difference between Self-finance schools and Government Schools and their
students achievement. The Self-finance school students result mean difference was higher. It means the
result of the Self-finance schools were more effective.
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7. There was a significant difference between Uttar Buniyadi schools and Government Schools and their
student's achievement. It means the result of the Uttar Buniyadi Schools were more effective.
8. There was no major significant difference between secondary school area and students achievement.
But the result of the Urban Schools was more effective than the semi-urban area and the result of the
semi-urban area schools were more effective.
9. There was no significant difference between secondary school teachers gender and students'
achievement. Women teachers were more effective than men.
10. There was a significant difference between secondary school teacher's educational qualification and
students' achievement. It was towards the teacher of post-graduation qualification.
11. There was no significant difference between secondary school teachers experience and students'
achievement.
12. There was a significant difference between secondary school teacher's subject knowledge and students'
achievement. The difference was towards the secondary school teachers who got more marks in
English test.
13. There was no significant difference between secondary school teacher's in-service training attitude and
students' achievement.
14. There was a significant difference between secondary school teachers teaching approach and students'
achievement. The difference was towards the teachers who have positive approach towards teaching in
the classroom.
15. There was a significant difference between secondary school teachers classroom behavior and students'
achievement. The difference was towards the teachers who have positive classroom behaviours.
16. There was no significant difference between secondary school teacher's in-service training attitude and
the principals' responses about the teacher's in-service training.
17. There was a significant difference between secondary school teachers teaching approach and the
principals' responses about the teachers teaching approach. The difference was towards the teachers
positive teaching approach.
18. There was a significant difference between secondary school teachers classroom behavior and the
principals' responses about the teachers classroom behavior. The difference was towards the teachers
positive classroom behavior.
Recommendations.
Educational application.
The researcher derived the following educational recommendations:
1. There was no significant relationship between the Government School students' achievement. But if the
Government schools have enough subject teachers, then they can improve the English subject result of
their students.
2. There was no significant relationship between secondary school teacher's educational qualification and
students' achievement. But if the teachers get Master degree or any other supporting degree on their
major subject then they can improve their students' result.
3. The secondary school teachers who have more than 10 years teaching experience were negative
towards in-service training. But if there will be some new training techniques introduce or it will be
arrange at local level instead of residential training, then they may be positive towards the in-service
training.
4. The deep information about Bhavangar district secondary school teachers qualification, teaching
experience, subject knowledge, their attitude and approaches and their students' achievement (English
subject) are received. Therefore it will be useful for students and parents to select the good school for
admission and for teachers to become a successful teacher.
Recommendation for future research
At the end of this study the researcher derived the following problems for future research.
1. To study the relationship between the secondary school teachers' characteristics of each subject and
their students' achievement.
2. To study the relationship between the higher secondary school teachers' characteristics of each subject
and their students' achievement.
3. To study the relationship between the English medium school teachers' characteristics of each subject
and their students' achievement.
4. To study the relationship between the teachers' personality, their subject knowledge and their students'
achievement.
5. To examine the relationship between the teachers' teaching approach and students' result.
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6. To examine the relationship between teachers' classroom behavior and students' achievement.
7. To find out the relationship between school activities and students' achievement.
8. To examine the relationship between teachers' language skill, mastery over language and students'
achievement.
9. To find out the characteristics of effective teacher.
10. To study the various factors which effects the students' achievement?
11. To study the relationship between secondary school teachers' in-service training approach and students'
achievement.
12. To examine the relationship between teachers' teaching approach, teaching effectiveness and students'
achievement.
13. To examine the relationship between teachers' confidential report (C.R.) and students' achievement.
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