scholarly journals Teacher Collegiality and Teacher Professional Commitment in Public Secondary Schools in Islamabad, Pakistan

2012 ◽  
Vol 46 ◽  
pp. 950-954 ◽  
Author(s):  
Madiha Shah ◽  
Marwan M.A. Abualrob
Keyword(s):  
Secondary Schools ◽  
Professional Commitment ◽  
Teacher Professional ◽  
Teacher Collegiality

scholarly journals THE ROLE OF ELECTRONIC LIBRARIES IN TEACHER PROFESSIONAL ACTIVITY

1970 ◽  
Vol 10 (2) ◽  
Author(s):  
Svitlana M. Ivanova
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Professional Activity ◽  
School Teachers ◽  
Teacher Professional

The article is devoted to the problem of the development of electronic libraries and their role in teachers’ professional activity in secondary schools. There are considered the problems of using the electronic libraries by secondary school teachers.

scholarly journals Reflexiones en torno a la Investigación-Acción educativa

2014 ◽  
pp. 58-86 ◽  
Author(s):  
Dra. María Cecilia Martínez
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary Schools ◽  
Working Conditions ◽  
Efficient Method ◽  
Professional Communities ◽  
School Interventions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Research Demands

En la mayoría de los estudios publicados en el área de educación, la IA (Investigación-Acción) con docentes aparece romantizada presentándose como un método eficaz para que estos cambien sus prácticas de enseñanza. Desde una mirada crítica, el propósito de este artículo es realizar una reflexión metodológica, un análisis sobre cómo se ha construido el conocimiento en una experiencia de IA en donde se desarrollaron comunidades de aprendizaje docente en escuelas secundarias de Córdoba, Argentina. Esta reflexión metodológica analiza las tensiones que se generan entre las demandas de la investigación y las condiciones de trabajo, prácticas y creencias que atraviesan los docentes de las escuelas secundarias. El análisis de las tensiones nos permite comprender el potencial de la IA tanto para estudiar las intervenciones en las escuelas con la colaboración de los docentes, como para crear un modelo de formación de los docentes. Asimismo, los hallazgos de esta reflexión generan implicancias metodológicas para desarrollar IA en las escuelas. AbstractIn most papers published in the educational area, action research (AR) with teachers is romanticized as an efficient method to change teachers practices. From a critical stand point the purpose of this article is to conduct a methodological reflexion, an analysis on how teachers and researcher have constructed knowledge in an AR experience involving teacher professional communities in secondary schools located in Córdoba, Argentina. This methodological reflexion examines tensions that emerged among research demands and teachers believes, practices and working conditions in secondary schools. The tension’s analysis allowed us to understand the potential of AR to both, study school interventions in collaboration with teachers and as a model to teachers’ professional development. The findings of these reflexion generate methodological implicantions for the development of AR in schools. Recibido: 19 de diciembre de 2012Aceptado: 07 de agosto de 2013

THE TOTAL QUALITY MANAGEMENT ON TEACHER PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS IN GHARBIA GOVERNORATE OF EGYPT

2018 ◽  
Vol 05 (09) ◽  
pp. 01-14
Author(s):  
Shorouk Mohamed Farag Mohamed Aboudahr
Keyword(s):  
Professional Development ◽  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Total Quality Management ◽  
Teacher Professional Development ◽  
Pearson Correlation ◽  
Total Quality ◽  
School Teachers ◽  
Teacher Professional

The purpose of this study is to determine the total quality management on teacher professional development in secondary schools in Gharbia Governorate in Egypt. The study involved 66 respondents (47.4 % male & 52.6 % female) secondary school teachers’. The questionnaire consists of both Arabic language as well as English language. It consists of 28 items which includes Create Constancy of Purpose for Improvement (3 items), Adopt the New Philosophy (4 items), Improve constantly (4 items), Institute Training on The Job (9 items), Institute leadership (4 items) and Drive out Fear (4 items) subscales. This instrument was developed to assess the relationship between total quality management on teacher professional development in secondary schools. Data were analysed using frequency, percentage, independent t-test, ANOVA and Pearson Correlation test. The study found that no difference between gender and experiences on professional development. In additional, it was found that out of six dimension of Create Constancy of Purpose for Improvement, Adopt the New Philosophy, improve constantly, Institute Training on The Job, Institute leadership and Drive out Fear have positive relationship on teachers’ professional development. Finally, based on the finding of this study, I wish to suggest that for an improvement future researcher should carry out similar study not only in Gharbia state but also generally in Egypt. Besides, it recommended that should be encourage teachers of secondary school to attend training course and learn recent research and educational studies by providing financial and moral incentives. On the other hand, seminars could be held for high school teachers in order to improve their attitudes and perspectives towards professional development.

Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model

2020 ◽  
pp. 174114322097128
Author(s):  
Joo-Ho Park ◽  
North Cooc ◽  
Kang-Ho Lee
Keyword(s):  
Job Satisfaction ◽  
Decision Making ◽  
Empirical Studies ◽  
Teacher Job Satisfaction ◽  
Policy Implications ◽  
Professional Commitment ◽  
Teacher Influence ◽  
Schools And Staffing Survey ◽  
Teacher Professional ◽  
Multivariate Multilevel Model

Research shows teacher influence in school decision-making is related to improving individual job satisfaction and professional commitment. However, few empirical studies investigate how different domains of school decision-making may have a distinct relationship with both individual teacher job satisfaction and professional commitment. Using the Schools and Staffing Survey 2011–2012 and the National Teacher and Principal Survey 2015–2016 which are national samples of U.S. primary and secondary schools, this study examines teacher influence in managerial and instruction domains of school decision-making and whether both are associated with job satisfaction and professional commitment. Results showed that teacher influence in the instruction domain has a statistically stronger relationship with teacher professional commitment than job satisfaction. In contrast, teacher influence in the managerial domain of school decision-making has a statistically stronger relationship with teacher job satisfaction than professional commitment. The results have policy implications for involving teachers in school decision-making and improving their overall job satisfaction.

Affordances of teacher professional learning in secondary schools

2015 ◽  
Vol 38 (3) ◽  
pp. 281-298 ◽  
Author(s):  
Wilfried Admiraal ◽  
Joke Kruiter ◽  
Ditte Lockhorst ◽  
Wouter Schenke ◽  
Henk Sligte ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Professional Learning ◽  
Teacher Professional Learning ◽  
Teacher Professional

scholarly journals Professional Commitment and Professional Marginalism in Teachers

2017 ◽  
Vol 22 (5) ◽  
pp. 5-13 ◽  
Author(s):  
A.I. Kalashnikov ◽  
S.A. Minyurova
Keyword(s):  
Secondary Schools ◽  
Work Experience ◽  
Teaching Profession ◽  
Professional Commitment ◽  
Factor Loadings ◽  
Separate Factor ◽  
Teachers Attitudes

The article reviews teachers' attitudes towards the teaching profession which can be expressed both in professional commitment and in professional marginalism. The dominance of professional marginalism could affect destructively the students as well as the teacher’s personality, hence the issues related to the content of personal position of a marginal and the rate of marginalism among teachers. It was suggested that marginalism could be revealed in the study of professional commitment. The study involved 81 teachers of Sverdlovsk secondary schools aged 21—60 years with work experience ranging from 1 month to 39 years. The Professional Commitment Questionnaire was used as the study technique. The results showed that negative emotional attitude towards the profession and reluctance to leave the profession were grouped as a separate factor. The dispersion factor was 12,5%. The factor loadings ranged from 0.42 to 0.84. The study proved that professional marginalism in teachers includes dissatisfaction with work, feelings of resentment against profession and an unwillingness to leave the profession.

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