This document summarizes a study that used surveys and the Experience Sampling Method to examine factors that influence teacher motivation and job satisfaction. A conventional survey of 50 teachers found that job satisfaction correlated with responsibility levels, gender, subject taught, age, experience, and activity. The ESM involved randomly surveying 12 teachers 5 times a day for 5 days, collecting 190 reports on mood and activity. The ESM data corresponded to the survey data and found motivation highest when teachers' abilities were fully engaged in activities.
This document discusses the need for teacher performance-based accountability systems to better evaluate and improve teacher quality. It reviews previous research that found proxies like teacher test scores, degrees, and experience were poor indicators of student achievement and effective teaching. The research showed teacher quality is the strongest school-related factor in student outcomes but past methods did not capture what defines quality teaching. The author argues performance-based accountability can focus on actual classroom teaching practices, provide a knowledge base to develop teachers, and ultimately help raise student achievement.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This study investigated the relationship between teacher-student interaction and student performance. A survey was conducted of bachelor students to collect data on interaction levels (measured by teacher availability, student-teacher meetings, and class participation) and performance levels (measured by grades and attendance). Statistical analysis found a positive correlation between interaction and performance, supporting the hypothesis that increased interaction leads to higher student performance. The study concludes greater teacher-student interaction is important for student achievement and makes recommendations to encourage more interaction through classroom discussions, informal contact, and notifying students of interaction benefits.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Relationshipbetween study involvement and affect intensity of b.ed. college t...Arul Sekar J.M.
This study aimed to explore the relationship between affect intensity and study involvement of 150 B.Ed. college teacher trainees in Tamil Nadu, India. Two questionnaires were used to measure affect intensity and study involvement. The findings showed that (1) there was no significant difference in study involvement or affect intensity between male and female trainees, and (2) there was a significant positive relationship between affect intensity and study involvement. The study suggests emotions play a role in how involved students are in their studies.
Effect_of_Sports_Participation_on_Youth_Academic_PerformanceMadeleine Organ
This paper investigates the effect of youth sports participation on fifth grade math test scores using data from the Early Childhood Longitudinal Survey. Regression analyses found that sports participation had a positive and statistically significant effect on math scores. However, this effect was reduced when controlling for student demographics, family background, and school characteristics. The positive effect of sports was further reduced when controlling for potential mediating factors like physical fitness, TV watching, and participation in other activities. Certain demographic characteristics like region and participation in other activities also moderated the effect of sports on math scores. When students participated in all measured activities, sports participation had a negative effect on math scores.
2006 job satisfaction of secondary school teachers-educational management adm...Henry Sumampau
This document summarizes a study that examined job satisfaction among secondary school teachers in the UK. The study found that teachers in independent and privately-managed schools reported the highest levels of job satisfaction, while those in foundation schools reported the lowest. No significant differences in satisfaction were found when analyzing the data by age, gender or length of service of the teachers.
This document discusses the need for teacher performance-based accountability systems to better evaluate and improve teacher quality. It reviews previous research that found proxies like teacher test scores, degrees, and experience were poor indicators of student achievement and effective teaching. The research showed teacher quality is the strongest school-related factor in student outcomes but past methods did not capture what defines quality teaching. The author argues performance-based accountability can focus on actual classroom teaching practices, provide a knowledge base to develop teachers, and ultimately help raise student achievement.
Analysis of teachers motivation on the overall performance ofAlexander Decker
This document summarizes a study analyzing the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study found that while teachers believed motivation affected student achievement, student performance fluctuated over the past five years despite teacher motivation efforts. The study used surveys and interviews with 100 teachers and education officials to understand how teacher motivation and needs satisfaction related to student performance. Key findings were that teacher motivation plays a role in student achievement but has not consistently improved performance in Wa Municipality schools.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This study investigated the relationship between teacher-student interaction and student performance. A survey was conducted of bachelor students to collect data on interaction levels (measured by teacher availability, student-teacher meetings, and class participation) and performance levels (measured by grades and attendance). Statistical analysis found a positive correlation between interaction and performance, supporting the hypothesis that increased interaction leads to higher student performance. The study concludes greater teacher-student interaction is important for student achievement and makes recommendations to encourage more interaction through classroom discussions, informal contact, and notifying students of interaction benefits.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Relationshipbetween study involvement and affect intensity of b.ed. college t...Arul Sekar J.M.
This study aimed to explore the relationship between affect intensity and study involvement of 150 B.Ed. college teacher trainees in Tamil Nadu, India. Two questionnaires were used to measure affect intensity and study involvement. The findings showed that (1) there was no significant difference in study involvement or affect intensity between male and female trainees, and (2) there was a significant positive relationship between affect intensity and study involvement. The study suggests emotions play a role in how involved students are in their studies.
Effect_of_Sports_Participation_on_Youth_Academic_PerformanceMadeleine Organ
This paper investigates the effect of youth sports participation on fifth grade math test scores using data from the Early Childhood Longitudinal Survey. Regression analyses found that sports participation had a positive and statistically significant effect on math scores. However, this effect was reduced when controlling for student demographics, family background, and school characteristics. The positive effect of sports was further reduced when controlling for potential mediating factors like physical fitness, TV watching, and participation in other activities. Certain demographic characteristics like region and participation in other activities also moderated the effect of sports on math scores. When students participated in all measured activities, sports participation had a negative effect on math scores.
2006 job satisfaction of secondary school teachers-educational management adm...Henry Sumampau
This document summarizes a study that examined job satisfaction among secondary school teachers in the UK. The study found that teachers in independent and privately-managed schools reported the highest levels of job satisfaction, while those in foundation schools reported the lowest. No significant differences in satisfaction were found when analyzing the data by age, gender or length of service of the teachers.
BPHS Seniors: The Relationship Between Extracurricular Activities and Academicsjasminebui
This document summarizes the results of a survey given to 31 Baldwin Park High School seniors. The survey included questions about demographics, academics, extracurricular activities, relationships, and drug/alcohol use. Statistical analyses were performed on the survey responses to test various hypotheses. Key findings included that the mean number of AP classes taken differed between boys and girls, opinions on relationships/procrastination did not differ by gender, and involvement in extracurricular activities matched national statistics.
This document discusses a study on the effects of class size on student performance among Form Four students in Malaysia. It provides background on the traditional assumptions that smaller class sizes are better for learning outcomes than larger class sizes. There is conflicting research on the relationship between class size and achievement. The study aims to investigate teacher perceptions of class size, the relationship between class size and student attitudes, and the relationship between class size and academic results. It identifies limitations such as the lack of perspectives from experienced teachers and the need for a comparative study using controlled experiments. The operational definitions provided define small class size as 13-17 students and large class size as 22-25 students, and define student performance as scores on multiple assessments.
Measurement and evaluation are essential in education to determine if students are learning and progressing. Without assessing students' knowledge and abilities through tests, assignments, and evaluations, teachers do not know what students understand, where they struggle, and what their needs are. Evaluation identifies students' strengths and weaknesses so teachers can enhance their skills or provide remediation where needed. It also motivates students by showing them their progress and encourages them to work harder. Overall, measurement and evaluation are critical tools for teachers, schools, parents, and administrators to effectively guide teaching and learning.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
This document discusses research on relationships between teacher beliefs, characteristics, and school context. It explores connections between teacher efficacy, expectations, goal orientation, gender, experience, and school socioeconomic level. The study found that mastery-oriented beliefs predicted teacher efficacy, and gender and school socioeconomic level predicted aspects of efficacy and goal orientation. Being male predicted a performance goal orientation. The research suggests teacher beliefs are interrelated and influenced by personal and school factors, with implications for instructional practices and student outcomes.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
This document discusses differences between student and teacher perceptions of effective student motivation techniques. It finds that students are more likely to attribute their own motivation to intrinsic desires to learn or goals they adopt, while teachers believe students are more motivated by teachers' actions. The document examines factors that may contribute to these differing perceptions, such as adolescents experiencing changes in self-esteem and social influences during high school that impact their motivation differently than adults. It concludes teachers should understand these developmental differences to effectively motivate students.
A study of job satisfaction among female teachers at college levelAlexander Decker
This document summarizes a study on job satisfaction among female college teachers in Lahore, Pakistan. The study aims to understand factors contributing to teacher dissatisfaction, satisfaction with promotion criteria, working conditions, and pay structure. A questionnaire was administered to 93 female teachers from 4 colleges to understand their job satisfaction levels. Results showed that teachers were satisfied with many aspects of their work but dissatisfied with some factors as well. The study recommends measures to improve teacher motivation and incentives to increase overall job satisfaction.
This study examined the level and desired level of contribution of school-family cooperation to effective classroom management in early childhood education, according to teachers and parents. Data was collected through interviews with 28 preschool teachers and 23 parents from 5 schools in Gaziantep, Turkey. The findings showed that most teachers felt supported by parents in classroom management, except for dealing with misbehavior. However, some teachers and parents felt there were still areas needing improvement in school-family cooperation. The study aimed to provide a comprehensive perspective on teacher and parent views regarding cooperation between school and family.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study examined predictors of student achievement success related to principal leadership. It analyzed dispositional characteristics like a principal's experience, education level, and self-efficacy. It also considered environmental predictors like gender, school location, and student population. The results showed that a principal's self-efficacy has a moderate influence on student achievement. Gender and student population also demonstrated some predictive influence. The study aimed to determine which principal characteristics most influence student achievement success and to what degree a principal's self-efficacy impacts achievement.
Attitude of teachers and school variables in secondary schools in ondo state,...Alexander Decker
This study examined teachers' attitudes and how they impact effective teaching in secondary schools in Ondo State, Nigeria. The researchers administered a survey to 216 randomly selected teachers across 90 schools. The results showed that teachers' attitudes varied significantly based on subject taught, with science teachers having the most positive attitudes on average and art teachers the least positive. Additionally, teachers' attitudes were found to correlate significantly with their age, sex, and teaching subject. The researchers concluded that overall, teachers' attitudes were not conducive to effective teaching and were influenced by their demographic characteristics like age and sex.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
Uruguayan EFL Secondary School Teachers' Perceptions about SELSheilaColi1
This document summarizes a study on Uruguayan EFL secondary school teachers' perceptions of social emotional learning (SEL). The study found that teachers believe SEL is important for student achievement and behavior but feel they need more training and support to effectively integrate it. A survey of 65 teachers found they agree SEL skills can be taught and are open to training, though some lack experience implementing SEL. The study aims to provide professional development to help teachers integrate SEL. While teachers see benefits, they note limitations like lack of knowledge and support, implying more resources are needed for effective SEL integration.
This study examined factors that influence job satisfaction among secondary school teachers in Sindh, Pakistan. A survey was administered to 305 teachers to assess the impact of work-life balance, administrative support, salary, and teacher input in decision making on job performance and satisfaction. The findings showed strong correlations between work-life balance and administrative support with job satisfaction, but not salary or teacher input. No significant differences were found between male and female teachers. The study recommends improving work-life balance support and involving teachers more in decision making to boost job satisfaction.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
This study examined 12 classroom assessments across 3 social studies classes taught by one teacher to understand student perceptions, motivation, effort, goals, and achievement. The assessments varied and included tests, performances, individual and group work, and teacher-written and student-written rubrics. Surveys after each assessment measured student perceptions of the task, their self-efficacy, effort invested, goal orientations, and strategy use. Achievement levels also varied across assessments. The study aimed to describe these variables and how they differed for each assessment and between class levels and assessment types.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
The document summarizes several studies on the effects of various interventions on health-related outcomes. One study found that pranayama practice was effective in reducing anxiety among jail inmates. Another study found that patients were satisfied with nursing services but only partially satisfied with general hospital services. A third study found that most nurses were satisfied with supervision and salary at a particular hospital.
The Influence Of Individual Characteristics And Job Characteristics On Vocati...iosrjce
This study explores the relationship between individual characteristics, job characteristics with job
satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of
this study was obtained using the proportional random sampling which further resulting a total number of 166
teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses
tests based on the path analysis on the research model revealed that individual characteristics and job
characteristics. The results showed that : 1) Individual characteristics directly affect the job satisfaction of
vocational teachers in North Sumatra, and 2). Job characteristics directly affect the job satisfaction of teachers
of vocational schools in North Sumatra.
BPHS Seniors: The Relationship Between Extracurricular Activities and Academicsjasminebui
This document summarizes the results of a survey given to 31 Baldwin Park High School seniors. The survey included questions about demographics, academics, extracurricular activities, relationships, and drug/alcohol use. Statistical analyses were performed on the survey responses to test various hypotheses. Key findings included that the mean number of AP classes taken differed between boys and girls, opinions on relationships/procrastination did not differ by gender, and involvement in extracurricular activities matched national statistics.
This document discusses a study on the effects of class size on student performance among Form Four students in Malaysia. It provides background on the traditional assumptions that smaller class sizes are better for learning outcomes than larger class sizes. There is conflicting research on the relationship between class size and achievement. The study aims to investigate teacher perceptions of class size, the relationship between class size and student attitudes, and the relationship between class size and academic results. It identifies limitations such as the lack of perspectives from experienced teachers and the need for a comparative study using controlled experiments. The operational definitions provided define small class size as 13-17 students and large class size as 22-25 students, and define student performance as scores on multiple assessments.
Measurement and evaluation are essential in education to determine if students are learning and progressing. Without assessing students' knowledge and abilities through tests, assignments, and evaluations, teachers do not know what students understand, where they struggle, and what their needs are. Evaluation identifies students' strengths and weaknesses so teachers can enhance their skills or provide remediation where needed. It also motivates students by showing them their progress and encourages them to work harder. Overall, measurement and evaluation are critical tools for teachers, schools, parents, and administrators to effectively guide teaching and learning.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
This document discusses research on relationships between teacher beliefs, characteristics, and school context. It explores connections between teacher efficacy, expectations, goal orientation, gender, experience, and school socioeconomic level. The study found that mastery-oriented beliefs predicted teacher efficacy, and gender and school socioeconomic level predicted aspects of efficacy and goal orientation. Being male predicted a performance goal orientation. The research suggests teacher beliefs are interrelated and influenced by personal and school factors, with implications for instructional practices and student outcomes.
The study contributes to the on-going debate regarding the significance of early childhood teachers’ instructional decision-making that take into consideration their theoretical knowledge (explicit theories) and practical experiences (implicit theories) and how they impact their instructional decision-making processes in diverse socio-cultural contexts of children. To address this gap in the literature, a qualitative multi-case study into the perceptions and classroom practices of four kindergarten teachers in two Ghanaian schools, Tata and Kariba, was carried out over a six-month period. One research question that sought to explore factors and beliefs influencing teachers’ instructional decision-making in a kindergarten classroom guided the study. Data sources used were semi-structured individual interviews and pair-based interviews and fieldnotes of classroom observations. Both within and across case interpretative analysis, as outlined. The study’s findings revealed that these teachers’ explicit theories and implicit theories of teaching influenced their instructional decision-making processes in kinder garten classrooms.
This document discusses differences between student and teacher perceptions of effective student motivation techniques. It finds that students are more likely to attribute their own motivation to intrinsic desires to learn or goals they adopt, while teachers believe students are more motivated by teachers' actions. The document examines factors that may contribute to these differing perceptions, such as adolescents experiencing changes in self-esteem and social influences during high school that impact their motivation differently than adults. It concludes teachers should understand these developmental differences to effectively motivate students.
A study of job satisfaction among female teachers at college levelAlexander Decker
This document summarizes a study on job satisfaction among female college teachers in Lahore, Pakistan. The study aims to understand factors contributing to teacher dissatisfaction, satisfaction with promotion criteria, working conditions, and pay structure. A questionnaire was administered to 93 female teachers from 4 colleges to understand their job satisfaction levels. Results showed that teachers were satisfied with many aspects of their work but dissatisfied with some factors as well. The study recommends measures to improve teacher motivation and incentives to increase overall job satisfaction.
This study examined the level and desired level of contribution of school-family cooperation to effective classroom management in early childhood education, according to teachers and parents. Data was collected through interviews with 28 preschool teachers and 23 parents from 5 schools in Gaziantep, Turkey. The findings showed that most teachers felt supported by parents in classroom management, except for dealing with misbehavior. However, some teachers and parents felt there were still areas needing improvement in school-family cooperation. The study aimed to provide a comprehensive perspective on teacher and parent views regarding cooperation between school and family.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study examined predictors of student achievement success related to principal leadership. It analyzed dispositional characteristics like a principal's experience, education level, and self-efficacy. It also considered environmental predictors like gender, school location, and student population. The results showed that a principal's self-efficacy has a moderate influence on student achievement. Gender and student population also demonstrated some predictive influence. The study aimed to determine which principal characteristics most influence student achievement success and to what degree a principal's self-efficacy impacts achievement.
Attitude of teachers and school variables in secondary schools in ondo state,...Alexander Decker
This study examined teachers' attitudes and how they impact effective teaching in secondary schools in Ondo State, Nigeria. The researchers administered a survey to 216 randomly selected teachers across 90 schools. The results showed that teachers' attitudes varied significantly based on subject taught, with science teachers having the most positive attitudes on average and art teachers the least positive. Additionally, teachers' attitudes were found to correlate significantly with their age, sex, and teaching subject. The researchers concluded that overall, teachers' attitudes were not conducive to effective teaching and were influenced by their demographic characteristics like age and sex.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
Uruguayan EFL Secondary School Teachers' Perceptions about SELSheilaColi1
This document summarizes a study on Uruguayan EFL secondary school teachers' perceptions of social emotional learning (SEL). The study found that teachers believe SEL is important for student achievement and behavior but feel they need more training and support to effectively integrate it. A survey of 65 teachers found they agree SEL skills can be taught and are open to training, though some lack experience implementing SEL. The study aims to provide professional development to help teachers integrate SEL. While teachers see benefits, they note limitations like lack of knowledge and support, implying more resources are needed for effective SEL integration.
This study examined factors that influence job satisfaction among secondary school teachers in Sindh, Pakistan. A survey was administered to 305 teachers to assess the impact of work-life balance, administrative support, salary, and teacher input in decision making on job performance and satisfaction. The findings showed strong correlations between work-life balance and administrative support with job satisfaction, but not salary or teacher input. No significant differences were found between male and female teachers. The study recommends improving work-life balance support and involving teachers more in decision making to boost job satisfaction.
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
This study examined 12 classroom assessments across 3 social studies classes taught by one teacher to understand student perceptions, motivation, effort, goals, and achievement. The assessments varied and included tests, performances, individual and group work, and teacher-written and student-written rubrics. Surveys after each assessment measured student perceptions of the task, their self-efficacy, effort invested, goal orientations, and strategy use. Achievement levels also varied across assessments. The study aimed to describe these variables and how they differed for each assessment and between class levels and assessment types.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
The document summarizes several studies on the effects of various interventions on health-related outcomes. One study found that pranayama practice was effective in reducing anxiety among jail inmates. Another study found that patients were satisfied with nursing services but only partially satisfied with general hospital services. A third study found that most nurses were satisfied with supervision and salary at a particular hospital.
The Influence Of Individual Characteristics And Job Characteristics On Vocati...iosrjce
This study explores the relationship between individual characteristics, job characteristics with job
satisfaction of teachers in vocational schools at the Province of North Sumatera, Indonesia. The sample size of
this study was obtained using the proportional random sampling which further resulting a total number of 166
teachers who were found having the expected qualification in Mechanical Engineering subject. The hypotheses
tests based on the path analysis on the research model revealed that individual characteristics and job
characteristics. The results showed that : 1) Individual characteristics directly affect the job satisfaction of
vocational teachers in North Sumatra, and 2). Job characteristics directly affect the job satisfaction of teachers
of vocational schools in North Sumatra.
Job satisfaction among teachers towards school managementSMTA
This document summarizes a study on job satisfaction among teachers in relation to school management. It examines the relationship between teachers' demographic profiles (age, gender, years of teaching experience, marital status) and their levels of job satisfaction. The study found that teachers' demographic profiles did not significantly affect their levels of job satisfaction. Most teachers reported moderate job satisfaction levels across all demographic groups. Therefore, the study concludes that teachers' demographic profiles have no relationship with their job satisfaction levels as teachers in this school.
This document summarizes a study that examined job satisfaction among teachers at Abra State Institute of Sciences and Technology in the Philippines. The study aimed to determine the level of job satisfaction among teachers and its relationship to student achievement and teacher performance. It found that job satisfaction was related to factors like job status, interpersonal relationships, and school resources. While most teachers were satisfied with their salary, salary alone did not have a major impact on satisfaction. The study also found that teachers were generally satisfied with their work responsibilities and achieved professional growth, but less satisfied with recognition and supervision. Most teachers reported satisfactory student achievement and their own teaching performance. The study concluded that job satisfaction was significantly related to teachers' work success in terms of student achievement and
1) The study examined job satisfaction and organizational commitment among 721 employees across 56 small businesses.
2) It found that older workers reported higher levels of overall job satisfaction, commitment to their organization, and satisfaction with management compared to younger workers.
3) Additionally, satisfaction with the work itself increased with age, but satisfaction with pay and promotions declined slightly for those aged 41-50 before rising again.
The document provides a frequency distribution of the number of miles run per week by individuals. It lists the class boundaries, frequencies, and calculates the midpoints of each class. To find the mean, it multiplies each frequency by its corresponding midpoint, sums the results, and divides by the total frequency.
An experimental brand of outdoor paint was tested on 6 cans to determine how long it lasts before fading, measured in months. The standard deviation was calculated by first finding the mean of all values (35 months). Then the difference between each value and the mean was determined and squared. These squared differences were summed and divided by the number of values minus one, resulting in a standard deviation of 1.17 months.
This document summarizes a research paper about job satisfaction among primary school teachers in rural northwest China. It examines factors that contribute to teacher satisfaction such as community resources, school environment, and teacher characteristics. The researchers hypothesize that teachers are more satisfied in communities with greater economic resources and less remote locations. They also hypothesize that teachers are more satisfied in schools with better resources, larger size, opportunities for advancement, lighter workloads, and experienced leadership. Younger, male, unmarried teachers and those with more education may be less satisfied, while teachers more similar to the local community may be more satisfied. The study uses survey data from rural Gansu province, one of China's poorest areas, to analyze teacher job satisfaction.
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.
The document describes a survey that was conducted on a new diet cola. The survey reported the percentage of people who liked the taste of the cola in three different areas and the number of people surveyed in each area. To calculate the weighted mean percentage who liked the taste, the document shows how to set up the calculation by identifying the variables and weights, calculating the weighted values for each area, summing the weighted values and weights, and dividing the sums to obtain the weighted mean of 22.9%.
The document describes how to calculate a student's class average based on weighted grades in different components. It provides the component percentages, the student's grades for each component, and shows the calculation of multiplying each grade by its component percentage to get a weighted grade. These weighted grades are summed and divided by the total percentage to get the class average of 84.7, equivalent to a B.
A student took 4 courses and received various grades. Their grade point average (GPA) was calculated by first assigning quality points to each letter grade, then multiplying the quality points by the number of credits for each course to get a weighted score. These weighted scores were summed and divided by the total credits to get the GPA of 2.67.
[32 37]a study of job satisfaction of secondary school teachersAlexander Decker
This study examined job satisfaction among 200 secondary school teachers in Sahiwal, Pakistan. The Minnesota Satisfaction Questionnaire was used to measure teachers' satisfaction across 20 dimensions. Teachers were slightly satisfied with ability utilization, advancement, education policies, independence, compensation, creativity, recognition and working conditions. Male teachers reported higher satisfaction than female teachers. However, there was no significant difference in satisfaction between urban and rural teachers. The study concluded with recommendations to improve satisfaction in the eight less satisfied dimensions.
ABSTRACT
PROJECT TITLE: - “AN ANALYTICAL STUDY ON WEIGHTED AVERAGE COST OF CAPITAL (WACC)”
COMPANY: - YAAR CONSTRUCTION COMPANY
The study is taken on the weighted average cost of capital of Yaar Construction Company. The company took the 40% loan out of total capital and the remaining 60% was its own contribution. In this study the various estimation other than the 40% loan for finding the WACC is undertaken. I took 20% of loan, then 60% and eventually, 80% loan.
The main objectives are
• To estimate the Weighted Average Cost of Capital of the Yaar Construction Company.
• To understand how capital structure affects owner’s value
• To study the changes in the weighted average cost of capital on the company’s financial status.
The thesis is conducted on the basis of both primary and secondary data. The primary data is the financial statement presentations of the Yaar Construction Company. Secondary data is taken by the researcher from secondary source internal and external the researcher must thoroughly search secondary data sources before commissioning any effort for collecting primary data.
The Profits in the year 2010 was 6,245,703/-, the most profitable year. The least was the year 2013 where only Rs. 1,807,115/- was the net profit. The company’s own 60% contribution and 40% loan was remarkable and the weighted average rate of return was 0.15024 (i.e. 15%). The internal rate of return was 0.645 (i.e. 64.5%) which is very much high and best for the company. NPV @15% was 9,739,653/-. In 20% loan the WACC was 16.5%, whereas, in 60% loan it was 13.5% and in 80% loan it was 12%.
The total equity is Rs. 9,800,000/-. We took 20%, 60% and 80% loan estimation.
No. of Share having face value 10 each:
784,000 = 9,800,000*(100%-20%)/10
392,000 = 9,800,000*(100%-60%)/10
WACC for 20%, 60% and 80% we found was 16.5%, 13.5% and 12%. We selected the minimum among them (i.e. 12%, which is for the 80% loan estimation).
IRR for the 20%, 60% and 80% we found by applying the formula was 65.5%, 63.5% and 62.50%. In that we selected the maximum percentage due to having the rule of internal rate of return. (I.e. the highest IRR is to be considered).
Now, the Value per share is derived by dividing the Net Present Value upon number of shares. The justification is that by taking 80% loan estimation the value per share for the owner increases more than taking the other estimations. In 20% it was 12.88 similarly, for 60% it was 25.29 and for 80% it was 48.85, which is the highest among them.
Therefore, the 80% loan proposal is better for the company to accept.
Job satisfaction of teachers in primary schoolsPRINTPOINT
This document is a project proposal submitted by Yasmina Akhter to IGNOU for her MAE degree. The proposal outlines her study on the adjustment level of primary school teachers in Anantnag, Jammu and Kashmir. The objectives of her study are to examine the social, home, rural, urban and overall dimensions of adjustment for male and female primary teachers. She will analyze factors impacting job satisfaction among primary teachers and how teacher adjustment may affect student learning. The literature review discusses previous research that found a relationship between teacher adjustment, attitude, personality and job satisfaction. The proposal outlines the need to study factors influencing primary teacher satisfaction and adjustment in the local context.
This document discusses different types of index numbers used in business statistics. It provides classifications of index numbers including unweighted index numbers, weighted index numbers, simple index numbers, Paasche's Price Index, Fisher Ideal Index, and Laspeyre's Price Index. Unweighted index numbers give equal weight to each stock, while weighted indexes weight stocks based on their market capitalizations. Fisher's Ideal Index Number is defined as the geometric mean of the Laspeyre's and Paasche's index numbers, and is considered ideal as it satisfies tests of time reversal and factor reversal.
This document provides an overview of key numerical measures used to describe data, including measures of central tendency (mean, median, mode) and measures of dispersion (range, variance, standard deviation). It defines each measure, provides examples of calculating them, and discusses their characteristics, uses, and advantages/disadvantages. The document also covers weighted means, geometric means, Chebyshev's theorem, and calculating measures for grouped data.
Measuring the service quality in banking industrydjvegad
This document presents research on measuring service quality in the banking industry in India. A survey was conducted of 60 customers of SBI and ICICI Bank. The findings show that for tangibility, customers perceive ICICI Bank more positively, while for reliability, responsiveness, and assurance, SBI scored higher. Both banks need improvement in meeting customer expectations. The study was limited by its small regional sample and being conducted at a single point in time.
- Index numbers measure relative changes in variables like prices, quantities, values over time from a base period. They are used to frame policies, reveal trends, and for deflating purposes.
- There are different methods for constructing index numbers, including simple aggregate methods, simple average of relatives methods, and weighted index numbers that assign weights.
- Common weighted indexes include the Laspeyres method which uses base period weights, the Paasche method which uses current period weights, and the Fisher Ideal Index which takes the geometric mean of the Laspeyres and Paasche.
Data Analysis, Presentation and Interpretation of DataRoqui Malijan
The document defines and describes various types of data analysis techniques:
- Descriptive statistics summarize and describe data through methods like frequency distributions and descriptive graphs.
- Bivariate analysis examines the relationship between two variables.
- Multivariate analysis studies more than two variables simultaneously.
- Comparative analysis examines similarities and differences between alternatives.
- Evaluation assesses subjects using defined criteria to aid decision making.
This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
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.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
A study on classroom environment and learning of the students at secondaryAlexander Decker
The study aimed to examine factors of the classroom environment that affect student learning, including motivation, the teacher's role, teaching strategies, and discipline. A questionnaire was administered to 150 students from 5 secondary schools in Lahore, Pakistan. The findings indicated that most students agreed that teacher motivation techniques, varied teaching strategies, and classroom discipline positively impacted learning. However, female students reported lower motivation and perceptions of the teacher's role than male students. Overall, the study concluded that the classroom environment influences student learning and that addressing motivational differences between genders could further enhance the learning process.
A study on classroom environment and learning of the students at secondaryAlexander Decker
This study examined factors that affect student learning in secondary school classrooms in Lahore, Pakistan. The researchers surveyed 150 students from 5 schools about motivational factors, the teacher's role, discipline, and teaching strategies. The results showed that most students felt teachers used motivational techniques and diverse teaching strategies that enhanced learning. Over half agreed the teacher's role and discipline were important for creating a healthy learning environment. However, some gender differences existed, as male students reported higher motivation and perceptions of teaching than females. Overall, the study found classroom factors like motivation, teaching quality, and discipline impacted student learning but that responses varied slightly between male and female students.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
Analysis of teachers motivation on the overall performance ofAlexander Decker
- The document analyzes how teacher motivation affects student performance in public basic schools in Wa Municipality, Ghana over the past 5 years.
- It reports that 100 teachers from 20 randomly selected schools were interviewed about how factors like job satisfaction, needs fulfillment, and motivation theories impact student achievement.
- While teachers felt motivation affected students, there were fluctuations in student performance over 5 years despite motivation, showing a need for more research on this topic in Wa Municipality.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Motivation, Satisfaction and Performance of College Teachers and Administrato...QUESTJOURNAL
This document summarizes a research study that examined the motivation, satisfaction, and performance of college teachers and administrators at Western Leyte College in the Philippines. The study found that both teachers and administrators had moderate levels of motivation and satisfaction. There was a significant relationship found between teacher motivation and performance, and between teacher satisfaction and performance. Based on the findings, the researcher proposed a development plan to improve motivation, satisfaction and performance at the college.
This document discusses barriers to the promotion of women teachers and the impact on their job satisfaction and attitudes towards work. It begins by introducing the topic and noting traditional beliefs that have prevented women from being seen as leaders. It then discusses intrinsic and extrinsic barriers that can hinder women's professional advancement. The objective and significance of studying this issue is presented. The research problem, hypotheses, scope, conceptual framework and literature review are also summarized. The methodology section outlines the research design, subjects, instruments, data collection procedures and statistical analysis that will be used in the study.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
Author One
Author Two
Author Three
Author Four
Author Five
Type and purpose
of study
Type means qualitative, quantitative, or mixed methods research.
Hypothesis or Research Questions
Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.
Population
and
Sample
Methodology
Examples are case study, grounded theory, ethnography, quasi-experimental design etc.
Findings
We call it findings in qualitative research and results in quantitative research.
Evaluation
notes
Look for the limitations to the study. Small sample size, not generalizable, bias of researcher etc.
How will the study help your research or why are you rejecting it?
Stern’s (2015) Note Taking Table
Article One
Enabling school structures, collegial trust and academic emphasis: Antecedents of professionals learning
Article Two
Enhancing self-efficacy in elementary science teaching with Professional Learning Communities
Article Three
Teacher's perceptions and implementation of professional learning communities in a large Suburban School
Type and purpose
of study
Type means qualitative, quantitative, or mixed methods research.
The study examines the roles of ESS, trust and academic significance in the enlargement of PLC
The main aim of the study was to find out if there existed a relationship between the application of CL by elementary schools and the implementation of PLCs and other blocks that prevented the use of CL.
The main aim of this article was to understand the teachers’ take before and after the implementation of PLCs in the school. It was to provide more information on majorly three areas that is retention and success of students, retaining of teachers and lastly, teachers’ perception on leadership.
Hypothesis or Research Questions
Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.
How is enabling structure of importance in the development of PLCs?
What is the role of collegial trust ?
How did self-efficacy of the teachers change during the period when the professional program was developed?
How did teacher instructional practice altered over time?
How did the results of expectancy change during that time?
What was the teachers’ perception before the implementation of PLCs?
How did the teachers react to the implementation of PLCs?
How teachers perceived leadership?
Population
and
Sample
General group being studied, size of sample or number of participants, age(s), gender, etc.
A survey was collected from 67 schools.
The concerned group was elementary school teacher. Different schools were picked and the research carried out in the sample of the concerned teams.
The study conducted with a population of 190 teachers from a district school and three more schools were included. The sample contained at least two teachers in each subject except in mathematics which had t.
A Study Of Science Teachers Homework PracticesAmy Isleb
This study investigated Turkish middle school science teachers' homework practices by surveying 168 teachers. The teachers reported frequently assigning homework, with the most common types being problem solving and research assignments. Teachers valued homework for knowledge acquisition and skill development. The study found that teachers who placed more value on homework were more likely to communicate with parents about homework, and this communication facilitated student homework completion. Class size was also found to influence the value teachers placed on homework.
Running head SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIE.docxjeanettehully
Running head: SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES 1
SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIES 10
Self-Efficacy and Teaching Students with Disabilities: An Annotated Bibliography
Student Name
EDUC 850
Liberty University
Abstract
The field of special education is consistently plagued with staffing shortages due to high attrition. Identifiably, burnout leads to many teachers’ decisions to seek career opportunities outside of special education. Research indicates that teacher burnout is derived from low levels of self-efficacy. In efforts to increase job-satisfaction and competency within the many specializations which make up special education, research supports that teacher education programs should be all-inclusive of the various disabilities and settings which teacher candidates may service following graduation. Additionally, continual and applicable professional development opportunities, for both special education teachers and general education teachers, can support greater perceived self-efficacy in teaching students with disabilities.
Keywords: self-efficacy, special education, burnout
Preparation of Teachers of Students with Autism
Busby, Ingram, Bowron, Oliver, and Lyons (2012) indicated that the ineffective teaching of children with autism stems from a lack of motivation and low self-efficacy. Based upon this, the authors sought participation from graduate education students who reported no experience with teaching students with autism. Using a Nominal Group Technique, participants were shown video clips of instruction of a child with autism. Following the video viewing, participants were then asked what challenges they perceived would be experienced as a teacher of a student with autism. From this, the following five challenges were identified: highly individualized instruction, time-consuming parent-teacher collaboration, disruption in the general education setting, extensive data collection for students’ IEPs, and general education teachers’ lack of knowledge for inclusion. From these challenges, perceived needs were derived. Overall, the findings from this study represent that there are barriers to the effective inclusion of students with autism. In order to enhance the self-efficacy of teachers providing inclusion to students with autism in the inclusion setting, the authors offered curriculum recommendations for pre-service teaching curriculums. As the authors indicate, a limitation of this study is the population being comprised of only Troy University students. Special education preparation programs could utilize the design of this study to determine whether or not their students feel equipped for serving students with autism following graduation.
Self-Efficacy and Special Education Referrals
Identifying the referral for assessment as the first step in providing students with special education services, Egyed and Short (2006) investigated ...
Running head SELF-EFFICACY AND TEACHING STUDENTS WITH DISABILITIEMalikPinckney86
This document provides a Requirements Management Plan (RMP) for a project. The RMP outlines how requirements will be elicited, analyzed, documented, and managed throughout the project's lifecycle. It includes sections on the project overview, requirements gathering process, key roles and responsibilities, and a requirements collection timetable. For requirements gathering, at least four techniques will be used, such as interviews and workshops, and their efficiency is discussed. Key stakeholders and their responsibilities in requirements management are also identified. Finally, a timetable is provided for collecting requirements over the project's duration using three specified techniques.
The document describes the methodology used to answer the research question "To what extent and how do selected art teachers and students perceive and define caring behaviors in the art classroom?". The researcher used both quantitative and qualitative methods, including administering surveys to art teachers and students as well as conducting a phenomenological study. The surveys were designed to gather perspectives on caring behaviors from both teachers and students. Questions addressed both professional and personal caring behaviors in order to compare teacher and student views on what constitutes caring.
Influence of gender, types of school and occupational stress on pupil control...Alexander Decker
This document summarizes a study that examined the influence of gender, school type, and occupational stress on teachers' pupil control ideology in India. The study found:
1) Occupational stress had the greatest influence on pupil control ideology, accounting for 51% of the variability. Gender accounted for 9% and school type 4%.
2) Male and female teachers did not differ significantly in their pupil control ideology.
3) Teachers in government schools were found to be more custodial in their approach than teachers in other types of schools such as private or religious schools.
4) A significant positive correlation was found between occupational stress and pupil control ideology, with higher stress associated with a more custodial approach.
1. The document discusses a study that examined the levels, causes, and coping strategies for stress experienced by student teachers during their teaching practicum.
2. The study found that most student teachers experienced moderate stress from factors like heavy workloads, evaluations, classroom management difficulties, and lesson planning.
3. Common coping strategies included communicating with supervisors, talking with friends and family, and using self-management skills like planning lessons in advance.
W. Sean Kearney and Scott Peters - Published in NFEAS JOURNAL, 31(1) 2013-201...William Kritsonis
W. Sean Kearney and Scott Peters - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982) - www.nationalforum.com
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/
Etnography and Historical research(RM EDU702)Min Besh
The document provides information on ethnography and historical research methods. It discusses key aspects of ethnography including conducting research in natural contexts, observing and interviewing participants, and collecting qualitative data through fieldwork. It also outlines steps in historical research such as defining the problem, locating sources, summarizing information, and evaluating sources. Some challenges of these methods include the time-intensive nature of ethnography and limitations of historical research in controlling for threats to validity.
This document discusses classroom management strategies and issues related to student discipline. It begins by highlighting the importance of organization, creating a positive learning environment, and developing a sense of community in the classroom. It then provides tips for maintaining good order and discussing communication approaches like empathetic listening. Specific challenges with secondary students and scenarios involving conflicts are presented, along with reflection questions. The document emphasizes the need for multiple perspectives and backup plans when addressing discipline situations. Overall, it focuses on establishing effective environments and responsive techniques for managing all students.
This study investigated factors that determine teacher job satisfaction in secondary schools in ABA Education Zone, South-East Nigeria. The researchers surveyed 512 teachers to identify factors related to school facilities, teacher characteristics, and human relations that influence job satisfaction. They found that teachers were less satisfied with advancement opportunities, compensation, supervision, human relations, and working conditions. Specifically, inadequate classroom environments and school facilities negatively impacted job satisfaction. The researchers recommended equipping school laboratories to improve science teaching and promote effective teacher job satisfaction.
This document discusses a study examining factors that influence teacher job satisfaction and secondary school effectiveness in Nigeria. The study aimed to determine what factors of school facilities, teacher characteristics, and human relations influence teacher job satisfaction. A sample of 512 teachers was surveyed using a 15-item questionnaire to answer 3 research questions on factors of school facilities, teacher characteristics, and human relations that determine teacher job satisfaction. The findings indicated that inadequate classroom environment and school facilities produced negative teacher job satisfaction. It was recommended that school laboratories be better equipped to promote effective teaching.
This document summarizes a study that investigated differences in job satisfaction between male and female secondary school teachers, and between teachers in urban versus rural schools. The study used a questionnaire to collect data from 785 teachers across 192 public high schools in one district. It found that female teachers reported higher job satisfaction than male teachers. It also found no significant difference in job satisfaction between urban and rural teachers. The document provides background on factors that can influence job satisfaction, such as gender, age, education level, and work environment. It reviews other research that has found both differences and no differences in job satisfaction based on these factors.
This document discusses a study examining factors that determine teacher job satisfaction for secondary school effectiveness in Nigeria. It begins with background information on the important role of teachers and issues affecting the profession. The study aimed to identify factors of school facilities, teacher characteristics, and human relations that influence job satisfaction. Results found that well-ventilated classrooms positively impacted satisfaction, while inadequate facilities, resources, and professional development opportunities negatively impacted it. Satisfied teachers were found to be qualified, experienced, and engaged in continuous learning and professional meetings. Positive relationships with principals and involvement in school affairs also increased satisfaction. The discussion concluded that improving classroom environments, resources, and teacher-principal relationships could promote more effective schools through higher job satisfaction.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Job satisfaction for teacher
1. ANDRE BISHAY
Levels of job satisfaction and motivation were measured
by survey in a sample of 50 teachers. A sample of 12
teachers was then studied using the Experience Sam-
pling Method (ESM). Teachers were randomly beeped
by special pagers 5 times a day for 5 days and com-
pleted surveys on mood and activity for each beep, re-
sulting in 190 reports of teachers’ daily experiences.
Conventional survey data corresponded with ESM data.
Job satisfaction and motivation correlated significantly
with responsibility levels, gender, subject, age, years of
teaching experience, and activity. For this group of
teachers who work in a school with a selective student
body, overall motivation and job satisfaction levels were
high. Based upon the findings, it appears that gratifica-
tion of higher-order needs is most important for job
satisfaction.
Introduction
Teachers are arguably the most important group of pro-
fessionals for our nation’s future. Therefore, it is disturbing
to find that many of today’s teachers are dissatisfied with
their jobs. “The mean CES-D (depression scale) score of a
sample of 75 Los Angeles teachers was 15.6, a value about
twice the mean score obtained in community surveys” (Beer
& Beer, 1992). A CES-D score of 16 or greater is consid-
ered significant because it is associated with increased risk
of depression (Schonfeld, 1989). It is crucial that we deter-
mine what increases teacher motivation.
Many factors have been examined in an attempt to find
which ones promote teacher motivation. Pay incentives have
been found to be unsuccessful in increasing motivation. In
their study of 167 teachers, Sylvia & Hutchinson (1985) con-
cluded: “Teacher motivation is based in the freedom to try
new ideas, achievement of appropriate responsibility lev-
els, and intrinsic work elements…. Based upon our find-
ings, schemes such as merit pay were predicted to be coun-
terproductive.” They explain that true job satisfaction is de-
rived from the gratification of higher-order needs, “social re-
lations, esteem, and actualization” rather than lower-order
needs. Indeed, Rothman (1981) contrasts the security and
financial motives for entering teaching during the depres-
sion years with present-day idealistic and intellectual con-
victions, especially because other professions pay equally
well or better. The conclusion of Greenwood & Soars (1973)
that less lecturing by teachers and more classroom discus-
sions relates positively to teacher morale further supports
the importance of higher-order needs.
Studies show that improvement in teacher motivation
has benefits for students as well as teachers; however, there
is no consensus about the precise benefits. For example,
researchers have had varying results when examining
whether teacher motivation leads to increased levels of
Teacher Motivation and Job Satisfaction: A Study Employing
the Experience Sampling Method
PsychologyJ. Undergrad. Sci. 3: 147-154 (Fall 1996)
ANDRE BISHAY is a first-year student attending Dartmouth College. He completed the research described in this article under the supervision of faculty advisor Dr. Carol Nash at the The
Bronx High School of Science in New York City. Mr. Bishay was honored as a Westinghouse Science Talent Search finalist for this work, and he was a finalist in the St. John’s Junior
Science Symposium. He aspires to a career in education.
academic achievement. Stevens & White (1987) studied the
records of students in 15 school districts, with 191 teachers
as subjects. The standardized test scores from the Califor-
nia Achievement Test were used as the best estimate of the
learned behavior in each teacher’s classroom. There was
no direct relationship between teacher morale and student
achievement. However, Stevens & White surmised that fur-
ther research on this topic requires an examination of the
achievement levels of students prior to their involvement
with the teachers participating in the study. “If pretest-posttest
scores could be obtained for the time students spent in a
teacher’s classroom, the achievement of those students
while in that teacher’s classroom might be more adequately
measured.” The results of another study involving teachers
in small independent school districts demonstrated that high
levels of interaction within the faculty group, as determined
by responses to questions on the Halpin & Croft Observa-
tion Climate Description Questionnaire, correlated signifi-
cantly with higher pupil reading scores on the California
Achievement Test (Jordan, 1986). It is likely that high levels
of teacher social interaction on the job are linked to high
motivation levels; thus, the possibility that enhanced levels
of teacher motivation will lead to superior student achieve-
ment cannot be dismissed.
While the relationship between teacher motivation and
student achievement has not yet been established, the cor-
relation between teacher motivation and student self-esteem
has been shown by Peck, Fox, and Morston (1977). “Teach-
ers with strong positive attitudes about teaching had stu-
dents whose self-esteem was high. Students seem to rec-
ognize the effectiveness of teachers who are satisfied with
their teaching performance.” Rothman (1981) suggests that
this association exists because teachers serve as more than
just educators; they are role models. The benefits of teacher
satisfaction for both teachers and pupils points to the im-
portance of studying how teachers feel about work. This
study undertakes an examination of how teachers feel while
doing their daily tasks. The Experience Sampling Method is
used to determine which daily work related activities lead to
the highest levels of motivation and job satisfaction.
The Experience Sampling Method (ESM) makes use of
an electronic device to page the subject several times a
day. When beeped, the subject completes a short survey
about what they are doing, who they are with, and how they
are feeling. ESM thus provides a more richly detailed pic-
ture of the day-to-day lives and emotions of participants than
conventional surveys. ESM has been used to study how
people feel doing different activities and to determine which
daily activities are most psychologically rewarding (Kubey
& Csikszentmihalyi, 1981). Csikszentmihalyi (1990) has pro-
posed that individuals reach a state of happiness and satis-
faction when they are involved in an activity and are func-
tioning at the peak of their abilities. In this situation the indi-
vidual experiences “high levels of concentration, immersion,
strength, and control.” He terms this experience “flow.” In
the present study, the concept of flow will be used to help
determine which activities are the most “psychologically
2. Journal of Undergraduate Sciences148 Psychology
rewarding,” which are more conducive to teacher motiva-
tion, and which contribute to the fulfillment of higher-order
needs. Flow may also be applied to measure job satisfac-
tion. And job satisfaction, in turn, is an index of morale and
motivation (Schonfeld, 1989).
There have been no studies of teacher motivation which
have employed the Experience Sampling Method (or any
other research method which attempts to examine every-
day life). ESM allows for a more precise determination of
which activities motivate teachers and lead to their job sat-
isfaction. Conventional survey data, in conjunction with ESM
data, was used to increase the sample size, provide demo-
graphic data and examine teacher attitudes. Findings may
prove useful in determining what increases motivation and
job satisfaction levels.
Methods
Subjects. The study made use of two types of surveys. In
the first, conventional surveys consisting of fifty questions
were distributed to teachers in order to find out whether cer-
tain personal characteristics or activities would affect opin-
ions about teaching. The conventional surveys were distrib-
uted and completed during the faculty meetings of the Sci-
ence, Mathematics, English, Social Studies, Foreign Lan-
guage, and Technology Departments. Faculty meetings oc-
curred at the end of the school day, during the ninth and
tenth periods. However, each survey could only be distrib-
uted during one of these meetings. Unfortunately, the pro-
portion of teachers within each department attending the
ninth and tenth period meetings varied. The Foreign Lan-
guage Department permitted the distribution, but not the
collection, of surveys during the faculty meeting. This ex-
plains the low response rate for foreign language teachers.
Aside from foreign language teachers, all teachers who at-
tended the meetings designated for distribution and collec-
tion completed their surveys. Though the randomness of
the sample was not affected by reluctance to participate, it
was constrained by the fact that the sample consisted of
teachers at a science magnet school where teachers may
not confront many of the problems that teachers at other
urban high schools often face.
Of the roughly 120 teachers in the school, 51 completed
surveys. The teachers in the sample represent a moder-
ately accurate cross-section of the school. Of the respon-
dents, 56.9% were male; 43.1% were female; 19.6% were
physical science teachers; 21.6% were English teachers;
11.8% were social studies teachers, 25.5% were teachers
of mathematics; and 11.8% were teachers of technology-
related subjects. The remaining 9.7% were music, foreign
language, and art teachers. Twenty-one point six percent
have taught 1 to 10 years; 17.6% have taught for 11 to 20
years; 45.1% have taught for 21 to 30 years; and 15.7%
have taught for over 30 years. Forty point eight percent of
the teachers held compensatory time jobs (where class load
is reduced in exchange for clerical or administrative work),
and 32.0% were faculty advisors to a team or club.
In the second part of the study, Experience Sampling
Method surveys were given to twelve teachers who volun-
teered to participate. Each participant was given a watch
that was randomly programmed to page the wearer five times
throughout the school day. Teachers were given five book-
lets. Each booklet corresponded to one of the five days in
the school week, and each contained six short surveys.
Surveys were completed as soon as possible after each
beep. The ESM surveys provide multiple snapshots of the
lives of teachers by discovering what they felt and thought
at the instant they were beeped.
Of the ESM respondents, 25% were science teachers,
25% were mathematics teachers, 25% were English teach-
ers, and 25% were social studies teachers. Fifty-eight point
three percent were female and 41.6% were male.
Measures. The conventional survey consisted of forty-five
questions. The survey was divided into three sections. The
first section included six demographic questions that estab-
lished subject taught, gender, age, advisorship for a club,
length of service, and compensatory time jobs. The second
section included thirty-four statements which determined
levels of job satisfaction, satisfaction with income, attitude
toward paperwork, pride in job, and views on various teach-
ing-related subjects. Likert scales were used as responses
with one indicating strong agreement, two indicating agree-
ment, three neutrality, four disagreement, and five strong
disagreement.
The last section of the survey was designed to deter-
mine how the respondents felt during various activities.
These five questions asked the respondent to select from a
group of fourteen words, the three words that best described
their mood in the following situations: socializing with fac-
ulty members, classroom discussions which seem success-
ful, faculty meetings, classroom discussions which seem un-
successful, and paperwork. The section was adapted from
the moods section in the ESM booklet and was first designed
for a study of hobby participants (Nash, 1993). The list of
moods contains the same words found in the ESM moods
section along with other words.
The ESM booklet was adapted from the University of
Chicago Sloan Study of Adolescents ESM booklet. The book-
let in its original form was piloted by one teacher familiar
with the ESM technique. The pilot demonstrated that cer-
tain questions were not applicable to teachers. The Univer-
sity of Chicago booklet was then modified to suit teachers
and to make them more user friendly. The modified ESM
booklets were used by the twelve teachers. The ESM sur-
veys first determined the situation of the respondent by ask-
ing the date, time, and location. They were asked whom
they were with, what they were thinking, the main thing they
were doing, what else they were doing, and how they were
feeling at the time of the beep. The sixteen questions that
followed were designed to determine such things as the
mood of the respondent, their interest in the activity, their
enjoyment of the activity, their assessment of its importance,
their assessment of their own skill and success in the activ-
ity, and their assessment of how much they wanted to be
doing the activity. The last question of each ESM survey
asked whether something had occurred which could have
affected the way the respondent felt, and, if so, to explain.
All responses were one-to-five Likert scales. In the ques-
tions “How well were you concentrating?” “Did you feel good
about yourself?” “Did you enjoy what you were doing?” “Did
you feel in control of the situation?” “Was this activity impor-
tant to you?” “Were you succeeding?” “Was this activity in-
teresting to you?” and “Do you wish you had been doing
something else?”, one indicated a response of not at all and
five indicated a response of very much. The next questions
asked the respondents to rate “the challenges of the main
activity” and their “skills in the main activity,” with one mean-
ing low and five meaning high. The questions which asked
participants to rate their moods used a semantic differential
3. Statement Group 1 Mean Group 2 Mean T-Score
I am satisifed with 1.6875 2.1212 -2.02*
my occupation
I am satisfied with 3.6875 4.2059 -2.08*
my income
I would be pleased 2.3750 3.0588 -2.18*
if my child became
a teacher
I place top priority 1.9375 2.4545 -1.99*
on student academic
performance
Educating the young 1.3750 1.7353 -2.04*
is important to me
* = (p<.05)
Scale: 1=Strongly agree, 2=Agree, 3=Neutral, 4=Disagree,
5=Strongly disagree
Statement Group 1 Mean Group 2 Mean T-Score
I am satisifed with 1.6100 2.2071 -2.07*
my occupation
I perform a vital 1.3500 1.6552 -2.18*
function in society
I dislike giving tests 3.3000 2.7586 2.14*
I teach too many 2.5500 2.0169 1.03
classes
What I like most 1.6500 2.0090 -1.55
about teaching are
the classroom
discussions
* = (p<.05)
Scale: 1=Strongly agree, 2=Agree, 3=Neutral, 4=Disagree,
5=Strongly disagree
Journal of Undergraduate Sciences149 Psychology
scale which placed two antithetical moods at opposite ends.
A one indicated that the respondent was very much in the
mood located to the left of the scale; three indicated that
neither word described the mood; and a five indicated that
the respondent was very much in the mood located to the
right of the scale.
Two databases were then created using the software
program QuickData—one for the traditional 51 conventional
surveys and one for 190 ESM surveys. Both databases were
analyzed using SPSS/PC to run the following programs: fre-
quencies, t-tests, crosstabulations, and ANOVAs. All differ-
ences described as significant are significant at the p<0.05
level unless otherwise indicated.
Results
Results from both the ESM and the conventional sur-
veys show that teachers, above all, loved to teach. The re-
sults of the conventional survey also indicated that teach-
ers enjoyed teaching. Ninety-six percent of the respondents
answered that they either agreed or strongly agreed with
the statement, “I enjoy teaching.”
Conventional Survey. Teachers who held an in-school job
other than teaching, or who were advisors to a team or club,
consistently reported higher levels of job satisfaction. T-tests
comparing the responses of teachers who held in-school
compensatory jobs with those who did not (see Table 1)
revealed that there was a significant difference in their mean
scores for the statement, “I am satisfied with my occupa-
tion.” The mean for those who did not hold such positions
was 2.11 which was significantly higher (p<.05) than the
mean of 1.65 for those who did, indicating higher levels of
satisfaction by those who held such jobs. However, both
means show that these teachers were satisfied with their
occupation. Those who performed compensatory time jobs
had significantly higher levels of agreement (M=1.35) than
those who did not (M=1.66) to the statement, “I perform a
vital function in society.” Although both groups disagreed
with the statement, “I dislike giving tests,” those who held
jobs disagreed at a significantly greater level. Although the
results were not determined to be significant (p=.073), the
responses to the statement, “I teach too many classes,”
yielded lower means for those who did not have such jobs,
indicating lower levels of concern about teaching load. Simi-
larly those who had such jobs agreed more strongly with the
statement, “What I like most about teaching are classroom
discussions.” Both suggest a trend toward higher levels of
satisfaction, concern and involvement for those who held
jobs.
The results for t-tests comparing responses for those
who were advisors to a school club or team to those who
were not (see Table 2) revealed a significant difference in
responses to the statement, “I am satisfied with my occupa-
tion.” Advisors (M=1.69) agreed more strongly than those
who were not advisors (M=2.12). Crosstabulations confirmed
this conclusion. The 93.3% of advisors who were very satis-
fied with their occupations was significantly higher than the
62.5% of non-advisors who agreed with this statement. Fur-
ther t-tests show a significant difference in satisfaction with
income. While both samples disagreed with the statement,
“I am satisfied with my income,” advisors did not disagree
as strongly (M=3.69) as those who were not advisors
(M=4.21). The response to the question, “I would be pleased
if my child became a teacher” yielded a significantly higher
level of agreement from advisors than from those who were
not advisors. The level of agreement by advisors was also
significantly higher than the level of agreement by those who
were not advisors in response to, “I place top priority on
student academic performance.” Regarding “Educating the
young is important to me,” the 1.38 mean for advisors
showed significantly stronger agreement than the mean of
Table 1. T-test comparisons between conventional survey
responses of teachers with (Group 1) and without (Group 2)
in-school compensatory jobs.
Table 2. T-test comparisons between conventional survey
responses of club and team advisors (Group 1) and non-
advisors (Group 2).
4. Journal of Undergraduate Sciences150 Psychology
Statement Group 1 Mean Group 2 Mean T-Score
I am satisifed with 3.7931 4.3636 -2.04*
my income
I would be more 1.7931 1.3636 -2.05*
satisfied with less
paperwork
I have enough 1.9643 2.5000 -1.80
freedom to teach
I find marking 2.2759 1.9091 1.58
papers a burden
Pay incentives 1.9310 1.5455 1.66
would improve
teacher morale
* = (p<.05)
Scale: 1=Strongly agree, 2=Agree, 3=Neutral, 4=Disagree,
5=Strongly disagree
Table 3. T-test comparisons between conventional survey
responses of male (Group 1) and female (Group 2) teachers.
Statement Group 1 Mean Group 2 Mean T-Score
I have good 2.7778 2.0000 2.30*
relations with most
of the faculty
I perform a vital 1.8889 1.2762 2.00*
function in society
I find marking 2.5556 2.0238 1.54
papers a burden
* = (p<.05)
Scale: 1=Strongly agree, 2=Agree, 3=Neutral, 4=Disagree,
5=Strongly disagree
Table 4. T-test comparisons between conventional survey
responses of teachers under (Group 1) and over (Group 2) forty-
five years of age.
1.74 for those who were not advisors. Although not quite
reaching statistical significance (p=.070), the responses to
the statement, “If I could choose a career all over again, I
would become a teacher,” confirmed the trend: advisors
agreed more strongly (M=2.20) than those who were not
advisors (M=2.82).
There were also differences between the responses of
men and women (see Table 3). Mean responses of men
and women indicated that women were significantly less sat-
isfied with their incomes than men. Although both males
and females agreed that marking papers was a burden and
that they would be more satisfied with less paperwork,
women agreed more strongly. The difference in means was
even greater for marking papers. The difference in means
between gender to the statement, ”I have enough freedom
to teach,” was nearly significant (p=.078). Women (M=2.50)
expressed greater disagreement with the statement than did
men (M=1.96). Although both male (M=1.93) and female
(M=1.55) teachers agreed with the statement, “Pay incen-
tives would improve teacher morale,” women agreed more
strongly than did males; however, the differences were not
statistically significant (p=.107). All these figures indicate
lower overall levels of job satisfaction for women.
The subject that teachers taught also influenced their re-
sponses. There was a tendency for teachers of the humanities
to respond differently than teachers of mathematics and physi-
cal sciences. In response to the statement, “If I could choose a
career all over again, I would choose teaching,” 61.5% and
60%, of the mathematics and science teachers, respectively,
agreed, while only 54.5% and 33.3 %, of the English and so-
cial studies teachers, respectively, agreed. In response to the
statement, “A teacher really can’t do much because most of a
student’s performance depends on his or her home environ-
ment,” 70% and 92.3%, of science and mathematics teachers,
respectively, disagreed, while 54.5% and 33.3%, of English and
social studies teachers, respectively, disagreed.
Job satisfaction seems to increase with age and years
of service (see Table 4). T-tests comparing responses of
teachers below the age of 45 with those above the age of
45 showed that the responses to the statements, “I have
good relations with most of the faculty” and “I perform a vital
function in society,” yielded significantly lower means for
those teachers over the age of 45, indicating greater levels
of agreement by the older teachers.
Increased length of service correlated with higher re-
ported job satisfaction. Crosstabulations which divided the
sample into teachers who have taught for 1 to 10 years, 11
to 20 years, and 21 or more years, revealed that in response
to the statement, “Pay incentives would improve teacher mo-
rale,” there was a nearly significant (p=.073) difference be-
tween groups. One hundred percent of those who taught for
1 to 10 years, 95.2% of those who taught for 11 to 20 years,
and 68.4% of those who taught for 21 or more years agreed
with this statement. A similar pattern occurs in the responses
to, “I am satisfied with my income.” Eighty-one point eight
percent of those who taught for 1 to 10 years, 76.2% of
those who taught for 11 to 20 years, and 70.7% of those
who taught for 21 or more years disagreed with this state-
ment. These results indicate that increased length of ser-
vice correlated with increased satisfaction (or decreased
dissatisfaction) with income. Differences between the re-
sponses of the groups to the statement, “I do not have
enough opportunities to socialize with my colleagues,” were
nearly significant (p=.083), with 54.5% of those who taught
1 to 10 years, 50% of those who taught from 11 to 20 years,
and only 21.1% of those who taught 21 or more years agree-
ing with the statement. Younger teachers were more hesi-
tant to assert that they perform a vital function.
Crosstabulations indicated that 81.8% of those who taught
for 1 to 10 years, 90.5% of those who taught for 11 to 20
years, and 94.7% of those who taught for more than 21 years
agreed with the statement, “I perform a vital function in soci-
ety.” In response to the statement, “If I could choose a ca-
reer all over again, I would become a teacher,” 36.4% of
those who taught for 1 to 10 years, 52.4% of those who
taught for 10 to 20 years, and 65.1% of those who taught for
more than 21 years, agreed. To the statement, “I find teach-
ing stressful,” 72.7% of those who taught for 1 to 10 years,
5. Moods Mean Mean Mean Mean Overall
during during during during mean
paperwork teaching socializing preparation
Happy-Sad 2.44 2.21 2.40 2.33 2.33
Lonely- 3.19*** 3.52*** 4.05*** 3.00*** 3.54***
Sociable
Helpful- 2.36*** 2.07*** 3.29*** 2.63*** 2.42***
Useless
Involved- 2.46** 1.95** 2.60** 2.00** 2.13**
Detached
Stimulated- 2.97*** 2.21*** 2.45*** 2.53*** 2.39***
Bored
Worried- 3.24* 3.43* 4.00* 3.67* 3.51*
Relaxed
* = (p<.05), ** = (p<.01), *** = (p<.001)
Scale: Semantic Differential Scale (1-5)
Journal of Undergraduate Sciences151 Psychology
Table 5. Analysis of variance of ESM responses by “What was
the main thing you were doing?” (Questions).
Question Mean Mean Mean Mean Mean
during during during during during
paperwork teaching socializing travel preparation
enjoy 3.28*** 4.13*** 3.95*** 2.71*** 3.58***
feel good 3.75* 4.24* 4.03* 3.71* 4.00*
concentration 3.83*** 4.33*** 3.55*** 3.29*** 4.00***
* = (p<.05), *** = (p<.001)
Scale: 1=low, 5=high
Table 6. Analysis of variance of ESM responses by “What was
the main thing you were doing?” (Moods).
66.7% of those who taught for 11 to 20 years, and 42.1% of
those who taught for more than 21 years agreed.
The last section of the conventional survey asked re-
spondents to select the three words that best described
the moods they would be in when involved in four common
workday activities. Happy, involved, and excited were cho-
sen most frequently for “Classroom discussions which
seemed successful.” “Happy” was one of the words cho-
sen by 70.0% of the teachers, “involved” by 80.0%, and
“excited” by 76.0%. The word “happy” was used by 42.0%
of the teachers as one of the words to describe their mood
when “Socializing with faculty members.” For socializing,
“relaxed” was used 54.0% of the time, and “sociable” was
used 66.0% of the time; however, “involved” and “excited”
were chosen by only 10.0% and 28.0% respectively. The
word “bored” was chosen by an overwhelming 81.8% to
describe their mood during “Faculty meetings.” During
“Classroom discussions which seemed unsuccessful,”
36.0% of the teachers chose the word “weak”; 46.0% of
the teachers chose the word “sad”; and 56.0% of the teach-
ers chose the word “worried.” While “Doing paperwork,”
18.8% of teachers chose the word “sad,” and 66.7% chose
the word “bored.”
Experience Sampling Method. Analysis Of Variance
(ANOVA) performed on ESM data demonstrated that, as
indicated by the conventional survey, teachers felt best when
teaching (see Table 5). The five most common activities
teachers reported were, in order of descending frequency,
teaching, paperwork, socializing, preparing tests or assign-
ments, and traveling. Responses to the question, “Did you
enjoy what you were doing?” varied significantly for differ-
ent activities. Teaching received the highest score (M=4.13)
when compared to the mean scores for all other activities
combined (M=3.64). Socializing was also fairly high
(M=3.95). The mean response while doing paperwork was
3.28 indicating that, while it was not their favorite activity,
teachers did not express dislike either. Traveling (usually to
and from school) was the only activity with a mean of less
than 3.00. Crosstabulation of the same data showed that,
while teaching, responses of “enjoy much” or “enjoy very
much” occurred 80.3% of the time. The ANOVA and
crosstabulation results were significant at the .001 and .01
levels respectively. Comparisons of the 181 responses to
the questions, “Did you feel good about yourself?” and “How
well were you concentrating?” provide similar evidence of
the significantly greater satisfaction derived when teaching.
According to these ANOVAs, the differences between mean
responses were significant. Moreover it was demonstrated
by crosstabulations that, while teaching, 79.0% of teacher
responses to “did you feel good about yourself?” were 4 or
5, indicating strong answers in the affirmative.
ANOVAs and t-tests were performed for the mood rat-
ings in the ESM booklets (see Table 6). The main effects
variance using the five most frequent activities was found
to be significant for four of the five “rate your mood” ques-
tions: lonely to sociable, helpful to useless, involved to de-
tached, stimulated to bored, and worried to relaxed. Though
falling short of significance (p=.132) the responses to the
“rate your mood from happy to sad” question did echo pre-
vious findings in that responses given while teaching indi-
cated the greatest comparative level of happiness (M=2.21).
Participants rated their moods as most helpful, most in-
volved, and most stimulated while teaching. As we may
have assumed, they felt most sociable while socializing.
They also felt more relaxed when socializing than when
teaching.
The activity was not the only variable that affected re-
sponses. Responses were divided into those that were made
during A.M. and P.M. hours. T-tests indicated that the par-
ticipants felt that their skills were significantly greater in the
afternoon (M=4.29) than in the morning (M=3.76). T-tests
also showed that teachers rated the activity as being signifi-
cantly more important to them in the afternoon (M=4.23)
than in the morning (M=3.72). Participants also felt signifi-
cantly more involved in the afternoon than in the morning
(p=.015).
The subject that the teachers taught also affected re-
sponses. ANOVAs which compared the responses given by
mathematics, physical science, English, and social studies
teachers indicated that mathematics and science teachers
generally gave more positive responses than English and
6. Moods Mean of Mean of Mean of Mean of Overall
Math Science English Social mean
teachers teachers teachers Studies
teachers
Happy-Sad 1.96** 1.83** 2.39** 2.50** 2.33**
Involved- 1.57** 1.92** 2.24** 2.28** 2.13**
Detached
Stimulated- 2.00** 2.00** 2.59** 2.40** 2.39**
Bored
Worried- 4.46*** 3.64*** 3.29*** 3.33*** 3.51***
Relaxed
Lonely- 4.14*** 3.50*** 3.45*** 3.38*** 3.54***
Sociable
** = (p<.01), *** = (p<.001)
Scale: Semantic Differential Scale (1-5)
Question Mean of Mean of Mean of Mean of Overall
Math Science English Social mean
teachers teachers teachers Studies
teachers
concentration 4.54*** 4.25*** 3.97*** 3.81*** 4.02***
feel good 4.75*** 4.58*** 4.00*** 3.68*** 4.04***
enjoy 4.21** 4.33** 3.68** 3.69** 3.81**
challenges 3.86** 3.45** 3.44** 3.12** 3.39**
skills 4.93*** 4.70*** 3.93*** 3.78*** 4.08***
important 4.82*** 4.36*** 3.88*** 3.85*** 4.05***
success 4.89*** 4.55*** 3.88*** 3.86*** 4.07***
interest 3.89*** 4.18*** 3.45*** 3.52*** 3.59***
desire to do 1.57** 2.35** 2.84** 2.44** 2.48**
something
else
** = (p<.01), *** = (p<.001)
Scale: 1=low, 5=high
Journal of Undergraduate Sciences152 Psychology
interesting, experienced higher levels of enjoyment, and had
less of a desire to be doing something else. Both groups had
positive attitudes towards socializing. Females also felt more
challenged (M=4.11) than males (M=2.83) during preparation.
Discussion
The conventional survey data provides much informa-
tion on characteristics that define teachers who had high
levels of job satisfaction and motivation. One factor that had
a significant impact on job satisfaction was job responsibil-
ity. Teachers who had higher levels of responsibility, usually
in the form of compensatory-time work, administrative posi-
tions (i.e., dean, department head), or advisorship of a club,
had significantly higher levels of satisfaction. The nature of
this link cannot be determined from this study. Does job
satisfaction increase as a result of responsibility and partici-
pation or are individuals with higher levels of motivation and
job satisfaction more inclined to assume roles of responsi-
bility? One explanation for the link is provided by the con-
cept of flow. Increased responsibility levels may lead to sat-
isfaction because of the greater involvement, challenge, and
control. Thus, those who have greater responsibility levels
have come closer to Csikszentmihalyi’s (1990) description
of how we attain flow: “this pleasurable state can, in fact be
controlled, and not just left to chance, by setting ourselves
challenges—tasks that are neither too difficult nor too simple
for our abilities.”
The differences between male and female responses
were evident in both the ESM and conventional survey re-
sults. Women reported lower overall levels of satisfaction.
This was unexpected. Paperwork could play a role, as
women rated the burden of this activity as being consider-
ably greater than men did. If the women have greater re-
sponsibility in the home, this may also contribute to de-
creased levels of job-satisfaction for women who bear the
dual pressure of home and work. However, because there
were fewer female science and mathematics teachers, the
Table 7. Analysis of variance of ESM responses by subject
taught (Questions).
Table 8. Analysis of variance of ESM responses by subject
taught (Moods).
social studies teachers (see Tables 7 and 8). Mathematics
and science teachers, with respective means of 4.54 and
4.25, had significantly (p<.001) higher scores in response
to, “How well were you concentrating?” than English and
social studies teachers, with respective means of 3.97 and
3.81. This trend towards mathematics and science teach-
ers answering more positively than English and social stud-
ies teachers continued. Mathematics and science teachers
gave responses which indicated significantly higher (p<.01)
levels for enjoyment, challenge, skill, happiness, involve-
ment, stimulation, and sociability than their humanities coun-
terparts. The same split occurred for how good they felt about
themselves, importance of the activity, success in activity,
interest in activity. Likewise, mathematics and science teach-
ers scored lower in their desire to be doing something else.
The influence of gender on ESM responses was similar to
its influence on conventional survey responses (see Table 9).
ANOVAs comparing ESM responses by gender and activity
display significant differences in overall means for males and
females and in the means for males and female during particu-
lar activities. Males generally felt higher levels of job satisfac-
tion and motivation. Mean scores indicated that males were
happier, enjoyed what they were doing more, were more inter-
ested in what they were doing, and had less of a desire to be
doing something else. On the other hand, women gave them-
selves higher scores for levels of success and skill. Signifi-
cantly different mean scores for males and females indicated
that, while teaching, males were happier, rated the importance
of the activity as higher, rated their interest in the activity as
higher, experienced higher levels of enjoyment, and had less
of a desire to be doing something else than women. Socializ-
ing results were nearly the opposite; women were happier, rated
the activity as more important, rated the activity as being more
7. Mood or Overall Overall Mean for Mean for Mean for Mean for
Question mean for mean for males: females: males: females:
males females teaching teaching socializing socializing
Happy-Sad 2.12* 2.56* 1.91* 2.38* 2.88* 2.08*
Lonely- 3.41 3.66 3.64 3.45 3.63 4.33
Sociable
important 3.97 4.01 4.42 4.05 3.57 4.27
interest 3.85* 3.38* 4.23* 3.83* 3.23* 3.83*
enjoy 4.10* 3.65* 4.41* 3.97* 3.57* 4.17*
skills 3.84** 4.23** 4.18** 4.39** 2.57** 3.92**
success 4.00 4.21 3.86 4.07 3.14 3.91
desire to do 2.22* 2.81* 1.95* 2.49* 2.57* 2.00*
something
else
* = (p<.05), ** = (p<.01)
Scale: Mood—Semantic Differential Scale (1-5); Others—1=low, 5=high
Journal of Undergraduate Sciences153 Psychology
reported higher levels of concentration and challenge than
teachers of English and social studies.
It can be inferred from the responses to the conven-
tional survey that increased length of service correlated with
greater satisfaction with salary, higher levels of self-esteem,
higher levels of respect for the teaching profession, and de-
creased levels of stress. These may be used as measures
of job satisfaction and motivation. The findings regarding
the high satisfaction levels of teachers who have been work-
ing for longer may be related to higher salaries. Entry-level
salaries are about half the maximum salary. The beginning
salaries had been raised in the mid 1980s to attract younger
people. However in the past years, the number of salary
steps needed to reach maximum was increased, and the
greatest percentage of increase occurred at the highest
salary step. In addition, younger teachers are under a dif-
ferent pension policy which provides much less security for
old-age (New York Teacher, 1995).
The data also supports the belief that stress levels de-
crease with years of teaching experience (Nagy & Davis,
1985). In many professions, increased length of service may
lead to boredom and dissatisfaction with an occupation;
however, this is not supported by this study. One possible
explanation is that teachers have enough freedom to vary
their work and alter the level of challenge. “New courses,
new curricula, adequate participation in decision making,
experimentation with teaching methods, and learning expe-
riences are but a few examples of possibilities for initial and
continuous involvement” (Knoop, 1986). This explanation,
which again can be linked to flow, may account for why lev-
els of motivation do not decrease in teaching, but not for
why they increase. The decrease in stress may arise from
the heightened ability to deal with various situations that
comes with experience. Since these results regarding age
were unanticipated and contradict common perceptions, this
is an area for more inquiry.
Results which indicated that teachers enjoyed teach-
ing more than any other activity were expected. The notion
that the levels of challenge, concentration, and control re-
quired for teaching are greater than those needed for other
activities was confirmed. Teaching seems to lend itself to
the attainment of flow. While in the conventional survey
slightly less than half of the teachers indicated that they would
like to have more opportunity to socialize with colleagues,
ESM results indicated that socializing generally did not lead
to motivation and satisfaction levels that were as high as
those found in teaching. Nevertheless, it is possible that more
relaxation with colleagues would refresh teachers so that
teaching time could be even more rewarding.
Data from both the ESM and the conventional survey
suggest that in general the teachers in the sample were very
satisfied with their occupations. These findings contrasted
sharply with the study of teachers in Los Angeles using the
CES-D depression scale. It must be restated, however, that
the sample was constrained by the fact that the teachers all
taught at a selective magnet school which would probably
result in increased levels of satisfaction when compared with
teachers in other urban schools. Furthermore, the ESM
sample was probably biased toward commitment and in-
volvement as evidenced by the teacher’s desire to help the
researcher by participating. This is a possible reason burn-
out was not manifested in any of the ESM respondents.
Since teachers reported that they were involved, ex-
cited, and happy during successful classroom discussions,
it would appear that reduction in class size would help
Table 9. Analysis of variance of ESM responses by gender and
“What were you doing?” (Moods and Questions).
subjects associated with higher satisfaction, we cannot rule
out the possibility that it was the subject and not the gender
that correlated with satisfaction levels.
The tendency for women to place a greater emphasis
on socializing than men may be shaped by societal norms.
Whatever the reasons, that the women in this study placed
greater value on socializing has several implications, espe-
cially when considered along with their lower satisfaction
levels. At first glance, this contradicts Nagy & Davis’s (1985)
notion that minimizing the value of social interaction weak-
ens the social support system and leads to higher levels of
burnout. However, it may confirm their conclusion. If the
women did not feel sufficiently satisfied with their opportuni-
ties to socialize, than their lower satisfaction level may be
associated with this social dissatisfaction. Gender differ-
ences regarding challenges of preparation, paperwork, and
marking papers may also be linked to the socializing differ-
ences. Perhaps women take these activities more seriously,
and that is why they find them more bothersome or chal-
lenging. Similarly if they take these aspects more seriously,
it may be that time spent on paperwork detracts from oppor-
tunity to socialize. This is an area for further research.
The results revealing the differences in satisfaction be-
tween teachers of varying subjects, found in both the tradi-
tional and ESM responses, may be due to the school’s fo-
cus on mathematics and science. Both inside and outside
of the school, the positive public perception may give these
teachers a better feeling about themselves. Furthermore, it
is likely that greater resources are assigned to these areas.
The lower levels of paperwork involved in teaching math-
ematics and science may have an effect on job motivation
and satisfaction. However, the mean scores for attitudes
towards paperwork, indicating that teachers did not express
dislike towards paperwork, show that if paperwork did in-
deed lower levels of motivation and satisfaction, its effect
was minimal. Flow provides another explanation for the dis-
crepancy, since teachers of mathematics and science
8. Journal of Undergraduate Sciences154 Psychology
promote job satisfaction by facilitating more participation.
Though respondents were asked to indicate whether they
were lecturing or discussing while teaching, they did not
make enough of a distinction to permit testing the compari-
sons proposed by Greenwood and Soars (1973). Subse-
quent ESM experiments should be designed in this area.
The importance of the classroom experience in teacher sat-
isfaction confirms the conclusion that the gratification of
higher-order needs is most important. Nonetheless, while
Sylvia and Hutchinson denigrated the advantages of pay
incentives, responses to the conventional survey suggest
that teachers felt that pay incentives would improve morale.
Teachers, especially younger ones, also reported that they
were not satisfied with their incomes. These results warrant
a reexamination of the merits of pay incentives as a means
for improving teacher motivation.
Although satisfaction seemed to be more associated
with personal factors, the influence of environmental fac-
tors cannot be ruled out. If the atmosphere provides greater
support for mathematics and science teachers, if financial
rewards favor older teachers, and if paperwork is more bur-
densome for women, these are important environmental
concerns. Though no single activity besides faculty meet-
ings was linked to particularly low levels of motivation and
satisfaction, when, in the conventional survey, teachers were
asked to select three words to describe their mood while
doing paperwork, many chose the words bored and sad.
Teaching must involve some paperwork. The teachers seem
to acknowledge this when they are involved in the activity,
even though they rated their mood negatively when asked
about the activity. This discrepancy may also relate to the
contrast between positive results of the study and reports
about low morale. It may be that teachers describe them-
selves and their work differently from the way they actually
feel on the job.
It may be necessary to look beyond the school’s walls,
particularly to questions of esteem and support networks, to
identify other higher-order needs. For example, research-
ers of teacher motivation and satisfaction should try to gauge
the effects of media reporting, outside perceptions, and fam-
ily and leisure involvement on teacher morale.
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