We kunnen bijna allemaal wel koken. Voor de ene is het een ei bakken, de andere kookt moleculair. Maar er wordt weinig eten klaargemaakt als de kok ontbreekt. In mijn keynote stond in tijdens ResearchED Laren nuchter en genuanceerd stil bij de gevolgen van het lerarentekort, mogelijke oplossingen, mogelijke valkuilen.
36. A group's confidence in
its abilities seems to be
associated with greater
success!
Bandura, A. (1997). Self-efficacy: The exercise of control.
New York: W.H. Freeman and Company.
40. Sterke link
met SES van de populatie in school.
Belfi, B., Gielen, S., De Fraine, B., Verschueren, K., & Meredith, C. (2015). School-
based social capital: The missing link between schools' socioeconomic composition
and collective teacher efficacy. Teaching and Teacher education, 45, 33-44.
Regression analyses show that feelings of distress and perceived stress in teaching and classroom management show a negative relationship with job satisfaction. Moreover, social recognition of the teaching profession, a social value as motivation for the teaching profession and a safe learning and working climate in school are positively related to teachers’ job satisfaction.
Regression analyses show that feelings of distress and perceived stress in teaching and classroom management show a negative relationship with job satisfaction. Moreover, social recognition of the teaching profession, a social value as motivation for the teaching profession and a safe learning and working climate in school are positively related to teachers’ job satisfaction.
Regression analyses show that feelings of distress and perceived stress in teaching and classroom management show a negative relationship with job satisfaction. Moreover, social recognition of the teaching profession, a social value as motivation for the teaching profession and a safe learning and working climate in school are positively related to teachers’ job satisfaction.
Regression analyses show that feelings of distress and perceived stress in teaching and classroom management show a negative relationship with job satisfaction. Moreover, social recognition of the teaching profession, a social value as motivation for the teaching profession and a safe learning and working climate in school are positively related to teachers’ job satisfaction.
Mind
Mind
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her staffs' trust in students and parents can be advanced through interactions, both formal and informal, between parents and teachers. However, for these interactions to be trustful, Hoy and Tschannen-Moran (1999) indicate that teachers need to have contacts with parents on a regular basis and that both teachers and parents need to be willing to be vulnerable in the presence of the other party, based on confidence that the other party is benevolent, reliable, competent, honest and open. In addition, schools and policy makers may seek to increase the knowledge of good educational practices held by low-SES parents by boosting the educational opportunities and information resources available to parents. Sharing the same norms regarding the upbringing and education of children will enhance the relationships between parents and teachers (Coleman, 1990) and as the present study pointed out, will subsequently strengthen the CTE of a teacher staff. A