The study investigated the predictors of collaborative behavior and on the job effectiveness among teachers. The population of the study involve teachers within Zaria metropolis. Hence, two hundred of them were purposively sampled for the purpose of the study. Three research questions were formulated to guide the study. The questionnaire was structured in a five point Liker scale system. Any item that achieve mean score of 3 point and above was taken to be accepted, while those that did not achieve that was taken as
rejected. All the items on interaction, relationship and motivation were found to be accepted by the respondents as critical variables for facilitating teachers’ collaboration and on the job effectiveness. It was found that constant interaction among teachers enhances collaboration and effectiveness. The study also revealed that the more teachers relate with one another, the more close they are and also influence each
other’s effectiveness. The study further showed that teachers motivation, influences effectiveness. It was therefore recommended that teachers themselves should establish mechanisms that would help them interact and relate more efficiently with one another on constant bases.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
The Importance Of Collective Leadership Aimed At Developing School Organizationnoblex1
Although teacher leadership is an established feature of educational reform, it was only 30 years ago that most literature on school improvement focused on principals and superintendents. Though the idea of teacher leadership is not new, the conception of this role has evolved considerably.
Source: https://ebookschoice.com/the-importance-of-collective-leadership-aimed-at-developing-school-organization/
This study examined how individual teachers responded differently to professional collaboration aimed at improving instruction for students with disabilities. The researchers found that some teachers readily adopted and implemented strategies learned in collaboration, while others did not. Teachers varied in their knowledge of curriculum, pedagogy, student management, and student-centered instruction. Those who were better able to reflect on and adapt their instruction profited more from collaboration. The study suggests teacher qualities like knowledge and beliefs influence how much they learn from collaborative opportunities. Understanding these differences could help improve collaborative professional development.
2 34-1364823381-2 the significant - fullimDCcabrera
This document summarizes a study that examined the relationship between work performance and job satisfaction among teachers in Cotabato City, Philippines. A survey was administered to 200 elementary school teachers. The study found that most teachers were female, married, had a college degree with some master's units, had 11-15 years of experience, and were aged 31-40. Teacher's work performance was rated as very satisfactory. The study concluded that age, education level, and years of experience were significantly related to job satisfaction, while sex and marital status showed a significant difference in relation to job satisfaction.
This document appears to be a thesis submitted for a PhD in Education. It discusses a study conducted on teacher competencies and teaching practices in Workers Welfare Model Schools in Pakistan. The study aimed to identify essential teacher competencies for school effectiveness and examine classroom practices. Data was collected through questionnaires, classroom observations, interviews and document analysis. The findings indicated that while teachers were aware of standards for effective teaching, they did not fully implement them in the classroom. The study also found issues with how teachers utilized evaluation techniques. The implications focus on shifting to more collaborative teaching styles and developing mentoring and monitoring for teacher education programs.
This document discusses a study that investigated the impact of school principals' distributed leadership behaviors on teachers' organizational commitment. The study found:
1) There was a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment.
2) School principals' distributed leadership behaviors significantly predicted teachers' organizational commitment.
3) Teachers' perceptions of their school principals' distributed leadership behaviors and their own organizational commitment were at moderate levels.
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.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
The Importance Of Collective Leadership Aimed At Developing School Organizationnoblex1
Although teacher leadership is an established feature of educational reform, it was only 30 years ago that most literature on school improvement focused on principals and superintendents. Though the idea of teacher leadership is not new, the conception of this role has evolved considerably.
Source: https://ebookschoice.com/the-importance-of-collective-leadership-aimed-at-developing-school-organization/
This study examined how individual teachers responded differently to professional collaboration aimed at improving instruction for students with disabilities. The researchers found that some teachers readily adopted and implemented strategies learned in collaboration, while others did not. Teachers varied in their knowledge of curriculum, pedagogy, student management, and student-centered instruction. Those who were better able to reflect on and adapt their instruction profited more from collaboration. The study suggests teacher qualities like knowledge and beliefs influence how much they learn from collaborative opportunities. Understanding these differences could help improve collaborative professional development.
2 34-1364823381-2 the significant - fullimDCcabrera
This document summarizes a study that examined the relationship between work performance and job satisfaction among teachers in Cotabato City, Philippines. A survey was administered to 200 elementary school teachers. The study found that most teachers were female, married, had a college degree with some master's units, had 11-15 years of experience, and were aged 31-40. Teacher's work performance was rated as very satisfactory. The study concluded that age, education level, and years of experience were significantly related to job satisfaction, while sex and marital status showed a significant difference in relation to job satisfaction.
This document appears to be a thesis submitted for a PhD in Education. It discusses a study conducted on teacher competencies and teaching practices in Workers Welfare Model Schools in Pakistan. The study aimed to identify essential teacher competencies for school effectiveness and examine classroom practices. Data was collected through questionnaires, classroom observations, interviews and document analysis. The findings indicated that while teachers were aware of standards for effective teaching, they did not fully implement them in the classroom. The study also found issues with how teachers utilized evaluation techniques. The implications focus on shifting to more collaborative teaching styles and developing mentoring and monitoring for teacher education programs.
This document discusses a study that investigated the impact of school principals' distributed leadership behaviors on teachers' organizational commitment. The study found:
1) There was a positive and significant relationship between school principals' distributed leadership behaviors and teachers' organizational commitment.
2) School principals' distributed leadership behaviors significantly predicted teachers' organizational commitment.
3) Teachers' perceptions of their school principals' distributed leadership behaviors and their own organizational commitment were at moderate levels.
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.
Teachers’ Organizational Commitment in Nazarbayev Intellectual School in Tara...Nagima Sarsenbayeva
This study concerned the personal- and environmental factors that affect the organizational commitment of teachers at Nazarbayev Intellectual School of Physics and Mathematics (NIS) in Taraz, Kazakhstan. Understanding the relations between these variables clarified their significance and effect on teachers’ organizational commitment (OC). The purpose of the study was to examine the level of OC at the study site and to analyze the personal and environmental factors influencing teacher organizational commitment. Relevant factors from the literature were synthesized into personal characteristics, personal- and environmental factors. An initial conceptual framework connecting the factors was developed. The three-component model consisting of affective-, normative- and continuance organizational commitment (Allen and Meyer, 1990) was adopted. Total sampling or census sampling was used in this study to select the participants. A total sampling of 135 teachers from the target school was used. The data was gathered using self-administered questionnaires in English, Russian and Kazakh languages with a response rate of 98 percent. This study adopted a causal-comparative quantitative methodology. Respondents rated the global organizational commitment above the midpoint of the scale. Average affective- and normative commitment were rated above the mid-point of the assessment scale while average continuous commitment was rated below it. All environmental- and 81 percent of the personal factors were rated as affecting global organizational commitment. None of the personal- or environmental factor showed a statistically significant correlation with OC. Overall, organizational commitment is fairly healthy at the study site. The study documented confirmed some of the findings from the literature reviewed.
This document summarizes a study that investigated how different digital reflection and feedback environments impacted pre-service teachers' beliefs and self-efficacy during a teaching practicum. The study compared three conditions: 1) face-to-face reflection and feedback only, 2) addition of text-based digital reflection and feedback, and 3) addition of video-based digital reflection and feedback. Results showed that traditional beliefs increased more in the text-based condition, while constructivist beliefs decreased less in the video-based condition compared to the other conditions. Self-efficacy increased in all conditions. Content analysis revealed that reflections and feedback were more positive and at a higher cognitive level in the video-based condition. The study provides insights into how
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Research methods for the self study of practice(chapter ivDaysi Pachacama
This document summarizes research conducted on preservice teacher education programs and beginning teachers. The research identified seven priorities for teacher education based on data analysis, including program planning, pupil assessment, classroom organization/management, inclusive education, subject knowledge, professional identity, and vision for teaching. Advice is provided for longitudinal research, such as being prepared for deep effects, allowing flexibility, working with a team, connecting with others, and starting to write and implement findings early.
This document summarizes research on how school leadership influences instructional quality. It reviews studies published since 2000 using various methodologies:
1) Quantitative studies using surveys found that principals perceive they have more influence over instruction and supervision when teachers are involved in decision-making, showing the benefits of shared leadership.
2) Qualitative case studies provided examples of conditions that support shared leadership patterns, such as principals fostering teacher engagement and innovation.
3) Network analysis examined how formal and informal interactions align, finding strong collaborative relationships oriented toward improvement are necessary for quality teaching.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Linking School Improvement to Teacher Motivation and Job Satisfaction: The Ch...ijtsrd
It is not undeniable that motivation and job satisfaction are important ingredients in elevating individual performance to tap success. It is the same in school setting, teachers who are well motivated are more likely satisfied in their teaching career. This paper attempts to share the motivational practices of some performing countries in terms of bringing education in the next level. Findings suggest that the principal motivators for teachers are promotion, working environment and leadership of the higher authority. It was also found out that increase of workloads affect the job satisfaction of the teachers. Roberto Suson | Sheila Pearl Mejica | Ji-an Catibig | Marciano Placencia Jr | Marilyn Miranda "Linking School Improvement to Teacher Motivation and Job Satisfaction: The Challenge of Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29616.pdf Paper URL: https://www.ijtsrd.com/management/hrm-and-retail-business/29616/linking-school-improvement-to-teacher-motivation-and-job-satisfaction-the-challenge-of-change/roberto-suson
This document discusses the appropriate role and activities of embedded tutors in college classrooms. It begins by exploring how the tutor role is not clearly defined, as they are not teaching assistants, observers, or instructors. The optimal role for tutors is described as being an "ally" of students, directing attention to students as individuals in a supportive rather than instructive manner.
The document then outlines a range of core and supplemental activities tutors can engage in, such as determining their role with the instructor and students, learning course content, building rapport, and collaborating with instructors. It also provides recommendations for tutor training and managing embedded tutoring programs effectively to benefit students.
Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.
The analysis of Influence of Supervision and organizational climate to Teache...IJAEMSJORNAL
The research objective to be achieved by the researcher is to discover whether there is a direct or indirect influence of supervision variables, organizational climate on teachers’ performance with work ethic as an intervening variable. The population in this research is the teachers at the Masjid Meranti Foundation. In this research all populations are taken as samples, while the implemented data analyzing method was that of path-analysis. The findings of the study indicated that all the hypotheses were accepted, the supervision variable has a significant direct influence on work ethic; the organizational climate variable has a significant direct influence on work ethic; the supervision variable has a significant direct influence on consumer teacher performance; the organizational climate variable has a significant direct influence on teacher performance; work ethic variable has a significant direct influence on teacher performance; And the supervision variable and organizational climate indirectly have a significant effect on teacher performance through work ethic.
This literature review examines ways to foster teacher resilience in order to reduce teacher attrition. It discusses that providing support to help new teachers develop resilience is key. While mentoring programs seem an obvious approach, there are differing opinions on the best methods. Additionally, relationships play a very significant role in teacher resilience, both within schools and through external support networks.
This paper discusses the relationship between issues faced by teachers in theimplementation ofSchool Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
This document discusses a study investigating the influence of occupational stress on the performance of teachers in public secondary schools in Nyeri County, Kenya. The study found that teachers experience stress from a high workload, including large class sizes, many lessons to teach per week, and time spent on administrative tasks like lesson planning and record keeping. Administrative factors like poor communication and interpersonal relationships were also found to contribute to teacher stress. The researchers concluded that occupational stress negatively impacts teacher performance and recommended that the government and schools take steps to reduce stress, such as decreasing workload and improving working conditions.
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.
Self-efficacy and Work Commitment of the private Senior High Teachers in Time...Medania Malagsic
The level of self-efficacy of private senior high school teachers during the pandemic was very high overall, with student engagement rated the highest and classroom management the lowest. Male teachers and those with bachelor's degrees reported higher self-efficacy than their counterparts. The findings indicate teachers felt exceptionally confident in their abilities despite challenges with the shift to online learning during the pandemic.
This document summarizes a study that investigated incorporating collaborative action research into an in-service teacher training program in Taiwan. Key findings include:
1) Teachers reported that conducting their own action research helped them learn how to better teach and understand their students' learning.
2) Participating in the training program helped teachers develop their knowledge of designing information gap activities, a communicative language teaching strategy.
3) Teachers perceived that using information gap activities in their own classrooms helped students improve their English vocabulary, sentence structure, speaking ability, and meaningful communication.
4) Teachers learned from collaborating with one another and sharing experiences in the action research group. This collaboration benefited their teaching practices.
Ubiquitous learning allows students to learn at any time and any place. This educational activity is possible to be performed by various types of students and to operate on various devices, networks and environments, where the system understands the study pattern and behaviour of the students. Adaptivity plays an important role in Ubiquitous learning, aiming at providing students with adaptive and
personalized learning material and information at the right place and the right time. Student's history logs
is automatically created and maintained by the student history database that maintains student's history of subject content requested. This offers information on student's hardware capabilities, students preferences,
knowledge level and student status. This information can be utilized to respond to new student's request with subject content created from previous similar request. A Ubiquitous learning student model aims to identify students needs, characteristics and situations. We use C-IOB (Context-Information, Observation
and Belief) model to process the context of the student, formulate the observation and use the observations
to generate beliefs. The belief generated by C-IOB model is based on adaptation decision and subject analysis from student history database, which are able to detect the real-world learning status of students.
Designed method has been illustrated for students with divergent knowledge levels, by considering complete course material of a subject, Communication Protocols offered at graduate level.
This document summarizes a study that investigated how different digital reflection and feedback environments impacted pre-service teachers' beliefs and self-efficacy during a teaching practicum. The study compared three conditions: 1) face-to-face reflection and feedback only, 2) addition of text-based digital reflection and feedback, and 3) addition of video-based digital reflection and feedback. Results showed that traditional beliefs increased more in the text-based condition, while constructivist beliefs decreased less in the video-based condition compared to the other conditions. Self-efficacy increased in all conditions. Content analysis revealed that reflections and feedback were more positive and at a higher cognitive level in the video-based condition. The study provides insights into how
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Research methods for the self study of practice(chapter ivDaysi Pachacama
This document summarizes research conducted on preservice teacher education programs and beginning teachers. The research identified seven priorities for teacher education based on data analysis, including program planning, pupil assessment, classroom organization/management, inclusive education, subject knowledge, professional identity, and vision for teaching. Advice is provided for longitudinal research, such as being prepared for deep effects, allowing flexibility, working with a team, connecting with others, and starting to write and implement findings early.
This document summarizes research on how school leadership influences instructional quality. It reviews studies published since 2000 using various methodologies:
1) Quantitative studies using surveys found that principals perceive they have more influence over instruction and supervision when teachers are involved in decision-making, showing the benefits of shared leadership.
2) Qualitative case studies provided examples of conditions that support shared leadership patterns, such as principals fostering teacher engagement and innovation.
3) Network analysis examined how formal and informal interactions align, finding strong collaborative relationships oriented toward improvement are necessary for quality teaching.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Linking School Improvement to Teacher Motivation and Job Satisfaction: The Ch...ijtsrd
It is not undeniable that motivation and job satisfaction are important ingredients in elevating individual performance to tap success. It is the same in school setting, teachers who are well motivated are more likely satisfied in their teaching career. This paper attempts to share the motivational practices of some performing countries in terms of bringing education in the next level. Findings suggest that the principal motivators for teachers are promotion, working environment and leadership of the higher authority. It was also found out that increase of workloads affect the job satisfaction of the teachers. Roberto Suson | Sheila Pearl Mejica | Ji-an Catibig | Marciano Placencia Jr | Marilyn Miranda "Linking School Improvement to Teacher Motivation and Job Satisfaction: The Challenge of Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29616.pdf Paper URL: https://www.ijtsrd.com/management/hrm-and-retail-business/29616/linking-school-improvement-to-teacher-motivation-and-job-satisfaction-the-challenge-of-change/roberto-suson
This document discusses the appropriate role and activities of embedded tutors in college classrooms. It begins by exploring how the tutor role is not clearly defined, as they are not teaching assistants, observers, or instructors. The optimal role for tutors is described as being an "ally" of students, directing attention to students as individuals in a supportive rather than instructive manner.
The document then outlines a range of core and supplemental activities tutors can engage in, such as determining their role with the instructor and students, learning course content, building rapport, and collaborating with instructors. It also provides recommendations for tutor training and managing embedded tutoring programs effectively to benefit students.
Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching journal writing causes positive effects on the promotion of teaching quality, responsibility and consciousness, (d) Positive reflection attitude, academic qualifications and the overseas study experience promote the efficiency of teacher’s CPD, and (e) Based on group reflective discussions, teachers have more enthusiasm to share their thinking and get some new and creative teaching methods. Whereas, this study also showed that lack of theoretical knowledge restricts the teacher’s autonomous reflection ability. In addition, the researcher pointed three implications are used for teaching in class. Firstly, the reflective consciousness should be cultivated. Secondly, teachers need to focus on the combination of reflection theory and teaching practice. Thirdly, school and society should supply training activities and relax the environment for English teachers to enhance the quality of their reflection.
The analysis of Influence of Supervision and organizational climate to Teache...IJAEMSJORNAL
The research objective to be achieved by the researcher is to discover whether there is a direct or indirect influence of supervision variables, organizational climate on teachers’ performance with work ethic as an intervening variable. The population in this research is the teachers at the Masjid Meranti Foundation. In this research all populations are taken as samples, while the implemented data analyzing method was that of path-analysis. The findings of the study indicated that all the hypotheses were accepted, the supervision variable has a significant direct influence on work ethic; the organizational climate variable has a significant direct influence on work ethic; the supervision variable has a significant direct influence on consumer teacher performance; the organizational climate variable has a significant direct influence on teacher performance; work ethic variable has a significant direct influence on teacher performance; And the supervision variable and organizational climate indirectly have a significant effect on teacher performance through work ethic.
This literature review examines ways to foster teacher resilience in order to reduce teacher attrition. It discusses that providing support to help new teachers develop resilience is key. While mentoring programs seem an obvious approach, there are differing opinions on the best methods. Additionally, relationships play a very significant role in teacher resilience, both within schools and through external support networks.
This paper discusses the relationship between issues faced by teachers in theimplementation ofSchool Based Assessment (SBA) and Teacher Silence among secondary school teachers in Kuala Langat District. It tries to link previous research on problems faced by teachers when implementing the SBA, and a concept which is prevalent among employees outside the Education field, known as Employee Silence. As Employee Silence is a concept that had been studied outside the Education field, this study hopes to observe if such a behaviour is also prevalent among teachers.
The effect of teacher involvement in management on academic performance of pu...inventionjournals
ABSTRACT The purpose of this study was to explore the relationship between teacher involvement in management and performance of public secondary schools in Kakamega County. The study was conducted in Kakamega County using descriptive design. Questionnaireswas used to collect data. A total of 75 principals and 375 teachers were selected as respondents. Data were analyzed using (SPSS) version 20 package. Both descriptive and inferential tools that include mean, standard deviation, correlation and regression were used in the study. The researcher found that teacher involvement in management of their institutions has a positive effect on the academic performance of such institutions and that there is need to develop and enhance trust between staff members and management. The study recommended that institutions establish and manage systems which vet entry behavior of new students in a bid to redeem their academic performance.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
This document discusses a study investigating the influence of occupational stress on the performance of teachers in public secondary schools in Nyeri County, Kenya. The study found that teachers experience stress from a high workload, including large class sizes, many lessons to teach per week, and time spent on administrative tasks like lesson planning and record keeping. Administrative factors like poor communication and interpersonal relationships were also found to contribute to teacher stress. The researchers concluded that occupational stress negatively impacts teacher performance and recommended that the government and schools take steps to reduce stress, such as decreasing workload and improving working conditions.
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.
Self-efficacy and Work Commitment of the private Senior High Teachers in Time...Medania Malagsic
The level of self-efficacy of private senior high school teachers during the pandemic was very high overall, with student engagement rated the highest and classroom management the lowest. Male teachers and those with bachelor's degrees reported higher self-efficacy than their counterparts. The findings indicate teachers felt exceptionally confident in their abilities despite challenges with the shift to online learning during the pandemic.
This document summarizes a study that investigated incorporating collaborative action research into an in-service teacher training program in Taiwan. Key findings include:
1) Teachers reported that conducting their own action research helped them learn how to better teach and understand their students' learning.
2) Participating in the training program helped teachers develop their knowledge of designing information gap activities, a communicative language teaching strategy.
3) Teachers perceived that using information gap activities in their own classrooms helped students improve their English vocabulary, sentence structure, speaking ability, and meaningful communication.
4) Teachers learned from collaborating with one another and sharing experiences in the action research group. This collaboration benefited their teaching practices.
Ubiquitous learning allows students to learn at any time and any place. This educational activity is possible to be performed by various types of students and to operate on various devices, networks and environments, where the system understands the study pattern and behaviour of the students. Adaptivity plays an important role in Ubiquitous learning, aiming at providing students with adaptive and
personalized learning material and information at the right place and the right time. Student's history logs
is automatically created and maintained by the student history database that maintains student's history of subject content requested. This offers information on student's hardware capabilities, students preferences,
knowledge level and student status. This information can be utilized to respond to new student's request with subject content created from previous similar request. A Ubiquitous learning student model aims to identify students needs, characteristics and situations. We use C-IOB (Context-Information, Observation
and Belief) model to process the context of the student, formulate the observation and use the observations
to generate beliefs. The belief generated by C-IOB model is based on adaptation decision and subject analysis from student history database, which are able to detect the real-world learning status of students.
Designed method has been illustrated for students with divergent knowledge levels, by considering complete course material of a subject, Communication Protocols offered at graduate level.
Religious education in uzbekistan under sovietijejournal
It is imperative to identify and analyze the educational policies, embarked in Soviet Central Asia. This paper investigates the seven decades Communist rule in Muslim oriented Central Asia with a special focus to Islamic education policies and approaches. The Communist party serves as a seedbed of power not only in economics and politics but also in the realm of ideology and education. The interrogation and persecution on Religious education institutions, its carriers and scholars, Ulamas and believers clearly depicts the atheistic religious policy of soviets. Atheistic propaganda was intensified in the early 1920’s and 1930’s arbitrary arrests and execution took place to eliminate Muslim leaders who refused to cooperate
with the authorities. All Islamic schools (Maktabas and Madrassas) were closed and religious literature was confiscated. Inspite the approach of “drying them out” Islamic education survived in hujra (monastic cell) system of education.
A UNIVERSITY-INDUSTRY COLLABORATION CASE STUDY:INTEL REAL-TIME MULTI-VIEW FAC...ijejournal
Since 2011, University of Michigan—Shanghai Jiao Tong University Joint Institute (JI) has established 122
corporate-sponsored Capstone Design Projects (CDPs) with world leading companies such as Covidien,
General Electric, Hewlett Packard, Intel, and Siemens. Of these corporations, Intel was the first sponsor,
having funded 21 projects and mentored 105 students over four consecutive years. This paper is a longitudinal case study following three Intel-sponsored multi-view real-time face detection CDP teams with 15 undergraduate students during 2013 and 2014. On the technical side, the system design of face detection is based on Intel High Definition (HD) 4000 graphics and OpenCL. With numerous techniques,including accelerated pipeline over CPU and GPU, image decomposition, two-dimensional (2D) task
allocation, and a combination of Viola-Jones algorithm and continuously adaptive mean-shift (Camshift)
algorithm, a speed of 32 fps was attained for real-time multi-view face detection. In addition, a frontal view
detection accuracy of 81% was achieved in Phase I and a multi-view detection accuracy of 95% in Phase
III. Furthermore, an innovative application called face-detection game controller (FDGC) was developed.
On the other side, this research also addresses benefitsof stakeholders. After graduation, a third(5) of these
students worked in multinational corporations (MNCs) and two thirds (10) of these students entered top
American graduate schools. At the time of this writing, five of them have finished their master’s degrees and are currently working for famous companies, such as Amazon, Facebook, and Google.
THE MAIN PROBLEMS OF THE STUDENTS AT PRIMARY LEVEL INRURAL AREA OFTEHSIL: FER...ijejournal
This paper investigates the main problems of the students at primary education level in rural area of
Tehsil: Ferozwala, District: Sheikhupura. “Education for all” is a global slogan of ‘TheGovernment of
Pakistan’ andis committed to achieve it. However in Pakistan one third population of the total is living in
the rural areas and among those very rare ration have knowledge about its importance. The present study
was conducted in rural area of Tehsile: Ferozwala, District: Sheikhupura-Pakistan. In this Tehsile, there
are 21 Union Councils, in which 06 urban and 15 rural. The total strength of the Primary Schools in the
area of rural is463 for the year of 2015and the total strength of the students are18957.Only 100 students
are interviewed, among those 50 are male &50 are female.The results founded that there are a lot of
reasons, who create hurdles to get education. In this regard mostly students are deprived from getting the
basic education.Finally, suggestions are given at the end of paper.
A UNIVERSITY-INDUSTRY COLLABORATION CASE STUDY:INTEL REAL-TIME MULTI-VIEW FAC...ijejournal
This document summarizes a study on the low enrollment of tribal girls in secondary schools in Odisha, India. It finds that while enrollment of tribal students has increased at primary and upper primary levels from 1995-2011, the dropout rate for tribal students completing class 8 and 12 remains high. Interviews with parents and teachers in Raibol village identify the main causes of low enrollment of tribal girls as lack of interest in education, need for girls' domestic and caretaking labor at home, perception that education is unnecessary for girls, and financial costs. The researcher concludes more efforts are needed to increase enrollment and reduce dropout of tribal girls in secondary schools.
“The Comments Were Clear But You Don’t Understand”: Supporting Written Feedba...ijejournal
This paper reports part of a dissertation research for the award of an MA degree at a UK University. The
dissertation research investigated how Nigerian students adapted to novel pedagogic practices in a UK
University. One of such novel pedagogic practices for some of the students was the receiving of feedback
comments on coursework drafts and on summative assessments. Several studies have found that students
may not always understand the feedback comments they receive, thereby undermining its learning and
achievement potential (Chanock, 2000; Weaver, 2006; Smith & Gorard, 2005; Nicol, 2010). Reasons for
this include comments that are too vague, general, ambiguous, abstract or in unfamiliar disciplinary
discourse (Nicol, 2010). In this paper, it is argued that for feedback comments to adequately support
learning and achievement, it should be followed up by dialogue that is proactive and effective, initiated by
any of the concerned parties in an environment of trust.
E-LEARNING TECHNOLOGIES AND HUMAN LEARNING PROCESSijejournal
E-learning technologies and their impact on human learning are discussed. Interactive technologies have changed the learning process by allowing virtual classrooms and distance education. While teachers can guide learning, self-learning is also effective and promotes creativity. Technology implementation requires paired learning modules and assessments to ensure competence. Online learning has benefits like flexibility but also risks like cheating. E-learning technologies now meet many educational standards and will continue transforming education by engaging learners.
‘A PERSISTENT SOURCE OF DISQUIET’28: AN INVESTIGATION OF THE CULTURAL CAPITAL...ijejournal
This paper discusses the findings of a cultural content analysis conducted on the reading component of
twenty IELTS exams. A total of sixty reading passages were examined for cultural capital. The study found
that, on average, one reading test contained fourteen cultural references in terms of a variety of cultural
elements including cultural objects and historical settings. Geographically speaking, the readings referred
to 139 places or regions around the world with only five references pertaining to the Middle East and none
to the United Arab Emirates where this study was conducted.
CULTIVATING STUDENTS'INNOVATIVE PRACTICE ABILITY IN HARDWARE EXPERIMENTijejournal
How to cultivate students' innovative practical ability effectively is the subject of Computer Science in Colleges and Universities, especially for the first-year or second-year undergraduate students. This paper introduces the experimental teaching reform trial of the Digital Logic Circuit courses, and sums up the experience of how to stimulate students' awareness of innovation in the hardware experiment teaching and how to improve the students' practical ability. This paper proposes that we should start the student
independent innovation experiment as soon as possible at the university stage. We design the independent innovation experiment in Digital Logic Circuit of the hardware experiment, that experiment is an openminded experiment. After years of experiments carried out, the students deepened understanding of the knowledge of theory course, improve the interest in the design of hardware, understand the basic processes of the design of electronic products, improve the ability of practical, and establish the consciousness of
innovation and practice. Our trial has proved that it is very meaningful and feasible to enhance the ability of innovation practice in the low grade students of computer major.
From the dawn of Iranian history, education and learning have been revered and preferred. In the 20th century the tradition of learning has been put forward by the enlightened rule of the Pahlavi’s father and son. Reza shah (1925-41) the founder of the Pahlavi dynasty believed that the expansion of modern
education was a pre-requisite for social and political progress. He wants to make education a corner stone in his nationalist program. He considered education a single most important factor in promoting both the well being of the individual and the progress of the country and is the cure for all that is wrong with the people and the country. During this period a large number of elementary and secondary schools were established in Tehran and other major cities. Education received attention from all social classes. The purpose of the present paper is to examine the role of Reza shah Pahlavi in the development of education based on the modern curricula.
THE MAIN PROBLEMS OF THE STUDENTS AT PRIMARY LEVEL INRURAL AREA OFTEHSIL: FER...ijejournal
This paper investigates the main problems of the students at primary education level in rural area of
Tehsil: Ferozwala, District: Sheikhupura. “Education for all” is a global slogan of ‘TheGovernment of
Pakistan’ andis committed to achieve it. However in Pakistan one third population of the total is living in
the rural areas and among those very rare ration have knowledge about its importance. The present study
was conducted in rural area of Tehsile: Ferozwala, District: Sheikhupura-Pakistan. In this Tehsile, there
are 21 Union Councils, in which 06 urban and 15 rural. The total strength of the Primary Schools in the
area of rural is463 for the year of 2015and the total strength of the students are18957.Only 100 students
are interviewed, among those 50 are male &50 are female.The results founded that there are a lot of
reasons, who create hurdles to get education. In this regard mostly students are deprived from getting the
basic education.Finally, suggestions are given at the end of paper.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
ENERGY HARVESTING METHOD IN WIRELESS SENSOR NETWORKijejournal
With the advent of modern micro mechanical system technology and wireless communication wireless
sensor networks are finding a lot of application in modern day life. The design of the sensor network
depends on the specific application. This paper gives a description of the components of the wireless
sensor nodes used. It also describes how the lifetime of a wireless sensor network can be increased by the
use of energy harvesting sensor nodes.
This document summarizes a study that assessed the psychological disposition of university students in Nigeria regarding functional education and national development. The study found:
1) There was a significant relationship between students' psychological disposition (perceptions and attitudes) and their views of functional education in Nigeria. Students had positive perceptions and attitudes toward functional education.
2) For Nigeria to develop, the educational system needs to be more practical and skills-focused to equip students to contribute to society and global trends in education.
3) Functional education empowers individuals and nations by providing skills for employment, self-reliance, and contributing to social and economic development. Developed countries achieved success through commitments to functional educational systems.
Background: As a result of enormous progress in the information technology and communications, several
organizations adopt business intelligence (BI) applications in order to cope with the development in
business mechanisms, staying at the marketplace, competition, customer possession and retention.
The rapid growing capabilities of both generating and gathering data has created an imperative
necessity for new techniques and tools can intelligently and automatically transform the processed data in
to a valuable information and knowledge. Knowledge management is a cornerstone in selecting accurate
information at the appropriate time from many relevant resources.
Objective: The major Objective of this research is to "examine the impact of business intelligence on
employee's knowledge sharing at the Jordanian telecommunications company (JTC)".
Design/methodology/approach: A review of the literature serves as the basis for measuring the impact of
business intelligence using knowledge sharing scale. The study sample consisted of administrators,
technical staff, and senior managers.75 questionnaires were distributed in the site of JTC. (70)
Questionnaires were collected. (63) Found statistically usable for this study representing a response rate
of (84 %).
Findings: Most important findings for this study demonstrate that business intelligence tools respectively
(OLAP, Data Warehousing, and Data Mining)are highly effect on employee knowledge sharing.
Originality/ Value: Business Intelligence play a significant role in obtaining the underlying knowledge in
the organization, through optimum utilization of data sources the internal and external alike. Several
researches addressed the importance of integrating business intelligence with knowledge management,
little of these researches addressing the impact of business intelligence on knowledge sharing. This study
has tried to address this need.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Research Proposal: Resolving Conflict Resolution among Co-TeachersJanet Van Heck
This document outlines a proposed research study on conflict resolution in co-teaching relationships. The purpose is to determine if providing in-service training on conflict resolution to co-teachers will help them have more positive attitudes and be better prepared to deal with conflicts. The training would cover co-teaching models, conflict resolution techniques, and creating shared responsibilities through a co-teaching contract. Surveys would be given before and after to measure the effectiveness of the training. The study aims to provide data on improving co-teaching relationships through conflict resolution skills.
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
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.
Collaborative Learning for Educational Achievementiosrjce
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Facilitating employee
socialization through
mentoring relationships
SuJin Son
The Institute for Asian Studies,
University of Ulsan, Ulsan, Republic of Korea
Abstract
Purpose – The purpose of this paper is to advance understanding of the mentor factors that promotes
mentoring outcomes. This was done by investigating the role of mentors’ learning goal orientation
(LGO), their learning activity such as reflection, the perceived relationship quality in relation to the
mentoring functions received by protégés, and the furtherance of their socialization in a formal
mentoring relationship.
Design/methodology/approach – In total, 131 matched mentor-protégé dyads were recruited from
three different organizations in Korea, for the final analysis. Structural equation modeling and Hayes's
PROCESS macro were used to test the proposed model and the moderating effect of perceived
relationship quality.
Findings – Results show that mentors’ LGO was positively related to their reflection. Additionally,
mentors’ reflection was positively associated with mentoring functions received by protégés. Further,
mentoring functions received by protégés were positively related to protégés’ socialization.
In particular, mentors’ reflection mediates the relationship between mentors’ LGO and mentoring
functions received by protégés. Moreover, perceived relationship quality moderates the relationship
between mentors’ LGO and their reflection.
Originality/value – Even though mentoring research is well advanced, not many researches have yet
investigated mentors’ LGO and their learning activity such as reflection, in relation to mentoring
functions received by protégés and their socialization.
Keywords Reflection, Mentor learning goal orientation, Mentoring functions received,
Perceived relationship quality, Protégé socialization
Paper type Research paper
Organizational socialization refers to a learning process through which newcomers
move from being outsiders, to becoming effective insiders, by acquiring the
organizational values, norms, knowledge, skills, attitudes, and behaviors required in a
new work role (Bauer et al., 1998). Since organizational socialization is positively
associated with important organizational outcomes, including job performance and
employee turnover, many organizations are interested in learning how to help
newcomers become insiders of the organization more quickly and easily (Bauer et al.,
2007; Saks et al., 2007). One widely known intervention for newcomers’ organizational
socialization is formal mentoring relationships, which facilitate interactions between
newcomers and others in workgroups (Chao, 2007; Slaughter and Zickar, 2006).
Since mentors serve as a guiding and learning resource to help protégés acquire the
skills, knowledge, attitudes, and behaviors required of their protégés, it is important to
investigate the factors that influence mentors to be more facilitative and effective in
relation to their protégés. Previous research has re ...
Teacher participation in organisational development efforts: the case of seco...Premier Publishers
The study examined the extent of teacher participation in different areas of decision-making in secondary schools in Bulawayo Province of Zimbabwe and the impact of this involvement on school improvement through organisational development. A survey using self-administered questionnaires with a Likert-type scale assessing teachers’ actual and preferred participation in decision-making was employed. The sample comprised 200 teachers and 20 school heads. Of the sample respondents, 78% were female and 22% were male. Data were collected through semi-structured questionnaires. Descriptive statistical analysis was used to interpret data. The study indicated that the actual teacher participation in decisions concerning learners was fairly high, but quite low in respect of managerial decisions. The difference between the actual and the preferred levels of participation showed high levels of deprivation. Greater involvement in issues concerning learners and the lower levels of participation in respect of managerial issues were attributable to such dimensions as failure to adopt new decisions, passive resistance by teachers, bureaucracy and lack of knowledge by heads. The significance of the results of this study lies on the implications for school improvement practice: heads of schools should enhance teacher participation not only in issues relating to pedagogy but managerial issues as well.
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
This document summarizes a study that examined teachers' perceptions of collaboration at two South African schools that received an award for being inviting schools. The study used Hord's model of professional learning communities to assess collaboration. Hord's model includes five dimensions: shared leadership, shared vision and values, individual and shared learning, shared practices, and supportive conditions. The results showed that teachers perceived collaboration was present at both schools based on the five dimensions being evident. The study validated that Hord's model is consistent with the assumptions of Invitational Education theory regarding collaboration being a cooperative activity.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
The Interconnection between Individually Guided Professional Development Acti...inventionjournals
The document summarizes a study that examines the relationship between individually-guided professional development activities and teacher autonomy. It finds that while teachers do not see themselves as autonomous in their professional development, they believe there is a strong connection between individual activities and developing autonomy. The study collected data through questionnaires and interviews with 60 English teachers in Turkey. It found that teachers are aware of their professional needs and engage in some individual activities like attending summer schools. However, they are less inclined to collaborative or research-based activities. Overall, teachers prefer internally-oriented learning like self-evaluation over externally-oriented activities.
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
The essential-guide-to-professional-learning---collaboration-2Rhiannon Mackenzie
This document discusses the importance of collaborative professional learning among teachers. It defines collaboration as joint planning, decision making, and problem solving with common goals and high levels of trust. The benefits of collaboration include improved teacher learning and whole-school improvement. Effective collaboration is data-driven, focused on improving teaching practice and student outcomes. The school leader plays a key role in developing a collaborative culture through building trust, supporting collaboration time, and distributed leadership. Common collaborative approaches used in schools include peer observation, instructional coaching, professional learning communities, and learning walks. A case study example demonstrates how a collaborative inquiry approach improved student spelling at one school.
This document summarizes a study that explored collaborative online learning among students. The study investigated the extent to which behaviors associated with collaborative learning could be identified in students' online interactions. 24 graduate students enrolled in an online education course were divided into small groups to complete collaborative assignments. The interactions among students in these groups were analyzed to determine if they exhibited behaviors typical of collaborative learning such as sharing information, providing feedback, and jointly problem-solving. While evidence of collaboration was found, the researchers noted differences between online and face-to-face collaboration due to limitations of the online environment such as a lack of non-verbal cues and asynchronous communication. The study aimed to better understand how the online medium can both support and inhibit collaborative learning behaviors among
This document summarizes a descriptive case study on how teachers understand and demonstrate caring. The study found that academic caring-competence, academic caring-instructional practices, and interpersonal caring-communication/connectedness were the most practiced characteristics of caring. Confirmation and modeling were the most common components of caring classrooms based on Noddings' framework. The study provides recommendations for future research on pedagogical caring and implications for teachers to improve demonstrating caring.
Teacher leadership plays a vital role in educational reforms and school improvement. It is defined in various ways, but generally involves collaboration, sharing best practices, taking action, and role modeling. Teacher leaders address issues affecting the school and classroom more directly. They also improve student achievement when given decision-making powers. Challenges include existing school norms, but teacher leadership can be promoted through distributed leadership models and principals who motivate and focus on instruction.
This document discusses the jigsaw classroom cooperative learning method. It explains that the jigsaw method assigns each student a specific task or piece of information that is essential to the group's final product, making each student feel important. It then discusses how Professor Aronson developed this method to reduce tensions between racial groups in a school by changing the classroom focus from competition to cooperation through mixed small groups. Each group member depends on others to complete the group task.
Building the culture of cooperation among uae university female studentsAlexander Decker
This document summarizes a study on implementing cooperative learning strategies with female students at UAE University. The researcher observed and interviewed students to understand the positive and negative impacts of cooperative learning. Key findings included: students developed strong friendships and were willing to help each other; but some faced challenges like uneven work distribution, dependency on others, and lack of communication. While cooperative learning helped share ideas and save time, it also led to delays for some groups. Overall, the study found cooperative learning had mostly positive effects on student attitudes and learning when implemented systematically.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
1) The document presents a literature review on educational leadership in an international context. It examines research on leadership styles, the impact of teacher qualification levels, and the effects of principal leadership styles.
2) Research has found that transactional and transformational leadership styles can impact school performance. Higher teacher qualification levels are also linked to better student achievement.
3) Effective principal leadership is important for instructional quality and attracting high-quality teachers. Principals that support teachers and focus on instructional goals can positively influence student learning.
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"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
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Predictors of teacher collaboration
1. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
DOI : 10.5121/ije.2015.3302 11
PREDICTORS OF TEACHER COLLABORATION
AND ON THE JOB EFFECTIVENESS
Dr. Ozoh, Michael. C. And Dr. A. A. Ladan
Department Of Educational Psychology,
Federal University Of Education Zaria.
Abstract:
The study investigated the predictors of collaborative behavior and on the job effectiveness among
teachers. The population of the study involve teachers within Zaria metropolis. Hence, two hundred of them
were purposively sampled for the purpose of the study. Three research questions were formulated to guide
the study. The questionnaire was structured in a five point Liker scale system. Any item that achieve mean
score of 3 point and above was taken to be accepted, while those that did not achieve that was taken as
rejected. All the items on interaction, relationship and motivation were found to be accepted by the
respondents as critical variables for facilitating teachers’ collaboration and on the job effectiveness. It was
found that constant interaction among teachers enhances collaboration and effectiveness. The study also
revealed that the more teachers relate with one another, the more close they are and also influence each
other’s effectiveness. The study further showed that teachers motivation, influences effectiveness. It was
therefore recommended that teachers themselves should establish mechanisms that would help them
interact and relate more efficiently with one another on constant bases.
Keywords:
Predictor, teacher Collaboration, On the Job Effectiveness.
1. Introduction:
Teacher interaction affects teacher performance in several ways which in essence enhance on the
job effectiveness. It involves the process of seating together and brain storming on their work as
well as assessing ways of enhancing their professional practice. Interaction is what enhances
teaching learning process and proactive approach to professional practice. Teacher interaction is a
relational process that brings teachers together to discuss their ideal professional engagements or
realistic professional practice as a way or means of enhancing their effectiveness in the practice.
It encompasses the procedure through which conversation transforms individualistic approach to
a more advanced approach through supportive process. The interaction process necessitates
continuous exchange of professional experience as well as effective integration into the main
stream of teaching practice. Wilson and Berne (1999), McLaughlin and Talbert (2001) found
teacher conversation and collaboration to be important component of professional development.
Horn (2006) sees teacher conversation as a forum through which abstract pedagogical ideals are
translated into complex realities. Nnachi (2009) points out the significance of group influence on
learning process. To him, for effective learning to occur, “the group one belongs to makes
2. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
12
significant contribution”. People always share significant influence of others which in essence
contributes to their behavior models or change in individual approach. This constitutes
immensely to the process that gives teachers the opportunity to involve themselves into collective
assessment strategies and team work. Horn further asserted that teachers consider disclosure and
discussion of the problems emanating from professional practice an important purpose for coming
together.
Their focus on other important professional issues makes their interaction process very mandatory
for the purpose of achieving effectiveness. Teacher interactive session serves as an effective tool
for fast tracking collaborative activities among themselves which gives credence to productive
activities with the intention of proactive approach being introduced into their work order or
ethics. The effectiveness of establishing interactive communities among teachers can be fast
tracked or effectively enhanced only when there is a progressive interactive session maintained
by teachers. This is where their experiences, new ideas and activities are exchanged for the
benefit of others in order to enhance their productivity or teaching and learning outcomes.
Literature Review:
1. Teacher’s Social Interaction as a Predictor for teacher collaboration and
professional effectiveness.
Onyekwere, (2013) looked at collaboration and its effect on job efficiency and asserted that
organizations rely on teamwork for their success, efficient inter- professional collaborative effort
becomes a crucial tool for achieving organizational goals. Orebiyi and Orebiyi (2011), observes
that interpersonal interactions involving the exchange of information between employees, peers
and top management staff can have significant effects on the employees' psychological job output
such as job satisfaction, organizational commitment, burnout and turnover intentions. They
further stated that interactions enable teachers gain insight and knowledge about the background,
experiences, attitudes and behaviours of others. To them, when the interaction establishes
friendship process, it affects the growth of the schools and the teachers positively. It is evident
therefore that teachers personal development on the job and the ability to maintain professional
effectiveness depends on the interaction process established within the work order. This shows
that the days of isolative work order is over if the teacher should develop a productive work
behavior. Horn (2006) reported teacher conversation as a factor that sustains professional
engagement in such a way that high quality professional development is maximized. When there
is effective interaction among teachers, it extends to establishing effective relationship with
students, their families, parents, the school and the society at large. It can lead to sustained
problem solving process in the profession. Raganee (2008) asserted that teacher participation in
whole school or team collaboration inquiry and problem solving remains a norm. When teachers
learn collaboratively, it also implies learning to improve individual professional practice which
eventually translates into wide consultative process as well as more effective student’s learning
process. The interaction process in the professional engagement widens the opportunities for
active participation of professionals in identification of individual needs and professional needs,
complementary planning, implementation, and evaluation process involved in the practice. This is
evidenced in shared identification, shared professional development needs, working together in
planning, implementation and evaluation of school initiatives, sharing research findings to guide
and enhance practice, as well as engaging in professional conversation about teaching and
3. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
13
learning. It has been observed that interaction among teachers can to a large extent stimulate
social facilitation and help to maintain closer relationship (Magnus. 2009). He further opined that
where interaction process is weak, it can also weaken productivity trust, respect and commitment.
Little (1990) asserts that teacher’s collaborative effort is a way of “talking about teaching” which
includes planning, sharing, preparation, classroom observation, corporative training and
individual training. By this practice teachers efficiently enrich themselves through rich
experiences and knowledge of their colleagues acquired theoretically and practical based
meaningful ideas through exchange programmes (Wallace, 2006). He further notes that the
establishment of discussion
communities among teachers is very important, hence it assist teachers to develop or acquire new
roles and changing ideas. Van Driel, Beijaard, and Verloop (2001) assert that teacher learning
network provides effective means of communication among peers. To them this has the potential
to reduce resistance to change and innovation. In the same vein, Wallace (2006) study revealed
several issues that boarder on teacher collaboration and communication. In the first instance,
teacher collaborative activities provide cognitive and effective support for teachers.
Communication also provides opportunity for teachers to share their similarities and experiences
which give better understanding of classroom practice. Teachers benefit from resources, divers
thinking process, increased reflection on their activities. It provides more eclectic approach for
classroom instruction as well as more confidence in their professional practice.
2. Teacher’s Relationship
Relationship among teachers is a strong unifying factor when it comes to work proficiency, on the
job effectiveness and professional efficiency. According to Inger (1993) some schools encourage
collegial relationships among teachers which in essence produce immense benefits for students,
teachers and the school. In essence, Oribiyi and Oribiyi (2011) observed that teacher's
relationship cooperation with colleagues would help to facilitate their success at work. These
relationships are summed up in a collaborative forum. When teaches collaborate, it facilitates the
reduction of the complexity of tasks being undertaken by individual teachers. New ideas and
thoughts of better ways of performing their professional tasks are acquired. In some cases they
are better empowered and equipped for effectiveness in the work experiences. It is obvious that
teaching as a very stressful task with it’s over bearing effect is often expressed on the individual
teachers. But collaborative effort based on mutual relationship reduces this stress effect hence
such situations are shared among the members of the team.
The study of Kizza (2009), on employee relationships as correlates job performance among
secondary school teachers revealed that there is a significant positive correlation between
teachers’ relationship with one another and their job performance. He further explained that
Teacher-to-
teacher relationships are the interrelationships between a teacher and fellow teachers. According
to
Inger (1993:1) “Teacher collaboration in urban schools breaks the isolation of the classroom, lead
to increased feeling of effectiveness and satisfaction”. Hence researchers’ view is that
collaboration should be carried out on equal relationship among members of the collaborative
4. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
14
team. It should be based on the premise of sharing knowledge and experiences from all parties
involved (Ferrara,
2000). Starr (2010:4) comments that “This process encourages risk taking and adds to knowledge
that directly benefits the collaborative process”. The immense advantages teachers derive from
such a relationship to a large extent transforms their dormant individual professional expertise
into more contemporary experiences. Such processes as shared planning, assessment
responsibility, understanding of individual student’s needs, clarification of learning outcomes and
experiences among others are derivatives of such engagements. King (2006) reported that the
active role teachers’ play in initiating change is due to collaborative relationship among them.
Anderson and Ward (2005) enumerated the benefit one gets in a collaborative relationship as the
ability to provide more direct instructional activities and differentiated content planning,
preparation, reduced student teacher ratio, professional learning opportunities, less disciplinary
cases for referrals. To them, this eventually leads to overall sense of support. According to Gable
and Manning (2009), professional collaboration affect education practice and approaches as
teachers share planning, goal settings, collective decision making and implementation of
programme for effectiveness. Audu and Oliha (2008) asserted that teacher morale can serve as an
essential factor in the successful implementation of educational programmes.
Moore (2005) opines that Teaching is one of the most stressful jobs .To justify this, a survey that
assess levels of stress as it affects various jobs by health and safety executive shows that teaching
came top. Subsequently, it is agreed that teaching workload is excessive. This is evidenced in the
sense that actual working hours may be shorter, but at home, teachers spend most of their time
preparing lessons, lesson pan, marking assignments, tests or examinations. Furthermore, an
analysis of calls to “Teacher Support Line” show that the most concern shown by teachers always
is stress and 27% of them are found to fall within this category” (Moore, 2005:2). But with a
relational process that provides opportunity for shared responsibility, the burden of the stress is
grossly and drastically reduced. New Teacher Center (NTC) (2007) comments that children
taught by effective teachers are found to perform better than those taught by ineffective teachers.
Onete, Udey, Ogbor (2011) asserted that Nigerian teachers are passing through great deal of
stress experience.
Armstrong (2009) reported that 87% percent of teachers suffered stress in last two years, while
42% suffered depression, 60% of the problems emanated from issues in the workplace, 82% had
sleeping problems and 53% lack concentration. He further notes that the scale and significance of
health and wellbeing problems in the teaching profession are clear. Problems are prevalence and
they are having costly impact on students, colleagues, and the individuals concerned. A number
of participants argued that teaching like other professions was inevitably stressful. Nevertheless,
all agreed that urgent attention is needed to be given to the way in which schools and government
treat the causes and occurrences of stress. It was pointed out that some of the best schemes for
minimizing stress were in the private sector where employers are open about the possibility of
stress and actively provide and promote support for it. Of vital importance to the success of such
support were the early identification of stress and other common health problems enabling people
to act quickly and prevent the rapid determination that can follow.
Teacher Support Network (2005) reported that 80% of respondents have suffered from work
related stress including panic attacks, work load and bulling at work. In essence, teacher’s
5. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
15
motivation could have tremendous effect on their work performance and effectiveness.
Nwachukwu (2011) opines that motivation is necessary or learning that strategies should be
evolved to organize a continuous interactive motivational dynamics for maximum effectiveness.
According to Bartell (1990) an effective educational environment has the capacity to provide
positive school climate where teachers and students feel comfortable about learning educational
process and hence foster caring attitude. The level of effectiveness of teachers to a large extent
could be determined by the motivational responses available to them. Hence, Audu and Oliha
(2008) also note that once there is high morale among teachers it will also affect students. Hence,
in essence motivation plays vital role in enhancing teacher effectiveness. Whatever happens to
teacher, also affects students learning outcomes. Once teachers are motivated, they are bound to
seek for the means of sustaining the longevity of their professional practice, effectiveness, and
higher productivity.
3. Teacher Motivation and Theatrical Bases
The fundamental way of sustaining teachers’ effectiveness in educational system is through
motivational process. Commitment to work remains a function of motivation. Motivational
process allows for increase in input and output. In line with the thought of Audu and Oliha (2008)
that high morale helps to create a more conducive, inviting and stable environment. It has been
noted that motivation has the capacity of compensating for the difficulties and challenges
experienced in the profession by teachers (Okoro, 2008). In accordance with Burton (2012), the
more motivated an employee is, the more likely they are to have organizational commitment and
identify themselves with the organization and this will meet some of the unmet needs, and
connect them with the organization.
Motivation of teachers seems to be more necessary now due to the pressure on the profession by
challenges of contemporary development and technological advancement. Loss of interest and
enthusiasm in the profession can be compensated through motivational ideals (Okoro, 2008). In
agreement with Adams equity theory of motivation of 1963 which emphasis the need to motivate
the employee in order to achieve greater output. The theory stated that fair treatment of the people
remains a factor of motivation, in the other way round, when they feel unjustly or unfairly treated,
the give in to feelings of disaffection and demotivation. Teachers’ comparison of their income
which they considered very critical to their motivation is in consonance with the equity theory
which stated that people make comparison with their reward and the reward of others who are in
a similar situation. Hence, he called for fairness in the reward system between input and output of
the employee. This as well applies to teachers considering the fact that they hold the key to the
development of the society. .Abraham Maslow’s theory of human need emphasized the need for
the satisfaction of basic needs as one climbs the ladder. The motivation of teachers will serve the
school and students well, because it based on their motivation that their commitment to teaching
becomes more effective and hence transcends into positive effect on students learning as well as
positive outcomes. The conception towards teachers willful engagement to effective work order is
based on their motivation by relevant authorities. According to Akpan (2013), the believe is that
once once teachers’ pay, working conditions and fringe benefits given to teachers are judged to be
good by the teachers, they will put in more effort at work.
Teachers can motivate each other through constant interaction. This serves as a forum where
issues concerning the profession can be discussed, and performance evaluation carried out. By
this action, individual challenges can be given a unified attention or approach and will eventually
6. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
16
be eliminated. This is necessary due to the important place the teacher occupies in the
developmental process of a nation. Gbenga (2010), opines that the teacher is the most important
of all the resources needed to actualize goals of achieving a viable economy. Hence motivating
them translates into creating a viable and stable economy. Akpan (2013) asserts that the success
or failure of any educational system depends mainly on the teachers. This is where effective
motivation of teachers’ comes to play. It is a well-known fact that a well-motivated teacher, who
is provided with working incentives, good working conditions and adequate remuneration is
bound to be dedicated to his/ her teaching so as to bring about the needed learning on the part of
students.
4. Statement of the problem:
It is well known fact that teachers work order is based on individualistic tendencies. This has
formed the opium of teaching profession over time. Teachers scarcely come together to share
their work ethics, professional practices, plan together, as well as design implementation
framework. The research tends to initiate a process of collaboration that will facilitate this
process.
5. Research questions:
1. What is the relationship between teacher interaction and professional effectiveness?
2. Does teachers’ relationship have any impact on their collaboration and effectiveness in
practice?
3. What is impact of motivation on teachers’ collaboration and effectiveness?
6. Methodology:
The research design used for the study was a survey. The population comprised of teachers in
Zaria. A sample of 200 was randomly selected, out of which 155 of them responded and returned
their questionnaire. The design is suitable for this study since the incidence of the study is an
observable fact which deals with teachers on the job experiences and professional practice.
7. Instrumentation:
The main instrument used for collecting data was a well-structuredquestionnaire. The instrument
which was designed by the researcher was validated by senior lectures in the department of
Educational Psychology Federal College of Education Zaria and others from Ahmadu Bello
University Zaria.
7.1 Results:
7.1.1 Research question one:
What is the relationship between teacher interaction and professional effectiveness?
7. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
17
Table 1. Mean and Standard Deviation of Respondents on the Impact of interaction on Teacher
Collaboration and Effectiveness.
S/N Social Interaction Response Categories
SA A UN
D
DA S
D
A
Me
an
S.
D
DE
C
1. By constant interaction with each other,
improvement on competence is facilitated
87
(56.1
%)
67
(43.
2%)
1
(.6
%)
- 4.55 .51 A
2. Discussion of weak areas with other teachers
helps to improve potentials
73
(47.3
%)
76
(49.
0%)
4
(2.6
%)
2
(1.
3%
)
- 4.42 .61 A
4. There is always exchange of ideas when
teachers discusses with one another
97
(62.6
%)
48
(31.
0%)
6
(3.9
%)
2
(1.
3%
2
(1
.3
4.52 .75 A
5. There is exchange of ideas when teachers
discuss with each other.
88
(56.8
%)
50
(32.
3%)
11
(7.1
%)
4
(2.
6%
2
(1
.3
4.40 .83 A
6. Teachers interaction with one another
facilitates high degree of professional inputs
59
(38.1
%)
75
(48.
4%)
13
8.4
%)
6
(3.
9%
2
(1
.3
4.18 .84 A
7. Interaction among teachers enhances
individual development
51
(32.9
%)
83
(53.
5%)
9
5.8
%)
6
(3.
9%
6
(3
.9
4.08 .94 A
In table 1 above, most of the responses of respondents to the items had mean of 4 and above,
showing that all items of interaction among teachers achieve its objectives of facilitating
collaboration and effectiveness on the job among professional teachers. In all, 56.1% of teachers
strongly agree that constant interaction among teachers enhances individual development. While
62.6% strongly agree that exchange of ideas among teacher also contributes effectively to
professional effectiveness.
7.1.2 Research questions two:
Does teacher relationship have any impact on professional effectiveness?
Table 2. Mean and Standard Deviation on the Impact of Relationship among teachers on Collaboration and
Effectiveness.
Relationship SA A UND DA SD
A
M
EA
N
SD DE
C
1. Cooperation among 69(44.5 72(46. 14(9.8 - - 4.3 64.2 A
8. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
18
teachers improve
profession
effectiveness
%) 5%) %) 6 1
2. Good working
relationship
facilitates
individual
effectiveness
71(45.8
%)
68(43.
9)
6(3.9
%)
8(5.
2%
2(1
.3
%
4.2
8
86.4
4
A
3. When teachers are
closely related it
increase the pride
of profession
50(32.3
%)
66(42.
6%)
13(8.4
%)
20(1
2.3
6(3
.9
%
3.8
6
012
283
A
4. Cordial
relationship among
teachers
69(44.5
%)
63(40.
6%)
19(12.
3%)
4(2.
6%
- 4.2
7
77.5
5
A
5. Good relationship
facilitate effective
interaction among
teachers
71(45.8
%)
67(43.
2%)
13(8.4
%)
4(2.
6%
- 4.3
2
73.7
9
A
Table 2 shows that most responses to the items also had mean of 4 and above, hence indicating
that when there is good relationship among teachers, collaboration and on the job effectiveness
receive more boast. The study shows that 44.5% strongly agree and 46.5%agree that cooperation
among teachers improves on the job effectiveness. Also 45.8% strongly agree as well as 43.9%
agree that good relationship facilitates individual effectiveness. In the same vein, 45.8% strongly
agree, 43.2% also agree that good relationship among teachers facilitate effective interaction
which in turn affects collaboration and on the job effectiveness.
7.1.3 Research questions three:
What is the impact of motivation on professional effectiveness?
Table 3. Mean and Standard Deviation of Respondent’s on the impact of motivation on Teachers’
Collaboration and Effectiveness.
S/
N
Motivation SA A UND DA SD
A
Me
an
S
D
D
E
C
1. We make more progress
when we are closely related.
57
(36
.8
%)
74
(47
.7
%)
19
(12.
3%)
5
(3.2
%)
- 4.1
8
76
.8
5
A
2. Performance of others spurs
me into action in the work
44
(28
93
(60
13
(8.4)
2 3
(1.
4.1
2
76
.0
A
9. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
19
Table 3shows the responses of respondents on the impact of motivation on teacher collaboration
and on the job effectiveness. Their responses to the items indicate that their mean score in all the
items are 4 point and above showing significant contribution of motivation on teachers’
collaboration and on the job effectiveness. The study shows that 54. 8% totaling 85 respondents,
and 60% representing 93 respondents agree when teachers are adequately motivated, it enhances
cooperation them and in turn facilitates on the job effectiveness among them.
8. Discussion:
The response of the respondents to research question one indicates that majority are in agreement
that collaboration and on the job effectiveness could be achieved through constant interaction,
team work, group discussion, cheering each other up, and exchange of ideas and this in turn
enhances high degree of professional input and individual development. McLaughlin and Talbert
(2001) found teachers conversation and collaboration to be important component of professional
development. Horn (2006) also sees teachers’ conversation as a correlate to the translation of
place .04
)
.0
%)
(1.3
%
9%
)
4
3. I am challenged by the
progress of others
56
36.
1
83
(53
.5
%
10
(6.5
%)
6
(3.9
%)
- 4.2
2
73
.2
1
A
4. Teachers support for one
another encourages
personal development
66
(42
.6
71
(45
.8
%
15
(9.7
%)
3
(1.9
%)
- 4.2
3
72
.0
5
A
5. With the support of
experience teachers, new
teachers gain more
effectiveness and become
more efficient
85
(54
.8
%)
63
(40
.6
%)
3
(1.9
%)
4
2.6
%)
- 4.4
8
66
.7
8
A
6. With the support of other
teachers there is increase in
output.
64
(41
.3
%)
68
(43
..9
%)
15
(9.7
%)
8
5.2
%)
- 4.2
1
82
.1
7
A
7. Teachers support for one
another increase student’s
performance.
59
(38
.1
67
(43
.2
15
9.7
%)
12(
7.7
%
2
(1.
3
4.0
9
94
.9
2
A
8. Adequate discipline is
maintained where teachers
support each other
64(
41.
3%
)
69(
44.
5%
)
14
(9.0
%)
8
(5.2
%
- 4.2
1
81
.6
0
A
10. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
20
abstract pedagogical ideas into complex realities as well as a factor that sustains professional
engagement in such a way that high quality professional development is maximized. Responses to
research question two also indicate that the respondents agree that cooperation, good working
relationship, closeness, and cordiality among teachers could enhance on the job effectiveness.
This agrees with the assertion of Anderson and Ward (2005) that collaborative relationship
provides more direct instructional activities and differentiated content planning, preparation,
reduced student teacher ratio, professional learning opportunities, and less disciplinary cases for
referrals. This shows that when there is strong relational process among teachers, individuals can
benefit from such relationship and as well improve in their professional practice. The result in
table 3 showsclear evidence that when teachers’ are motivated, their level of efficiency on the job
improves. The actions of others act as stimulus that stimulates others to effective performance.
The study also revealed that the motivation of teachers affects high productivity and also exerts
high influence on the academic outcome of students. Hence, schools that expect productivity and
good students’ performance should take cognizance of the outcome of this study, in the area of
teacher’s motivation. Audu and Oliha (2008) asserted that teacher morale can serve as an
essential factor in the successful implementation of educational programs. To them, teachers’
motivation affects students’ academic outcome.
9. Conclusion:
Teachers’ interaction process serves as a positive correlate to professional effectiveness. Hence
their constant interaction, cooperation, and closeness remain vital relational correlate to
maximizing effectiveness in the profession. Motivation remains a vital tool for teacher
effectiveness which in turn affects students’ academic outcome. Teacher can derive motivation
from each other if the relational variables are held constant. The insignificant level of variance
from the respondents’ responses may be attributed to other environmental variables. One fact
remains that teacher collaboration as well remain a strong factor for achieving professional
effectiveness.
10. Recommendations:
1. The study has revealed so much on the impact of relational correlates on teacher
collaboration and teacher effectiveness therefore it is recommended that teachers
should initiate at all levels the process of coming together to plan, organize, and share
experiences.
2. Teachers should also devise means of motivating themselves even when none is
coming from external sources by encouraging each other in times of challenges,
joining their experiences together in finding solution to professional challenges,
helping each other to improve on the practice.
3. Relationship has proved to be a strong and vital ingredient for facilitating teachers’
collaboration and effectiveness on the job and profession. Hence there is need for
teacher to develop strong relational framework in other to benefit from one another.
4. Generally, employers should take advantage of the outcome of this study in other to
help them achieve their objective and maximize the potentials of the teachers fully.
11. International Journal of Education (IJE), Vol. 3, No. 3, September 2015
21
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