scholarly journals More Than Shortages: The Unequal Distribution of Substitute Teaching

2020 ◽  
pp. 1-48
Author(s):  
Jing Liu ◽  
Susanna Loeb ◽  
Ying Shi
Keyword(s):  
Student Behavior ◽  
School Administrators ◽  
School Teacher ◽  
Substitute Teachers ◽  
Unequal Distribution ◽  
School Year ◽  
Teacher Absences ◽  
The Us ◽  
Substitute Teaching ◽  
Coverage Rates

Classroom teachers in the US are absent on average approximately six percent of a school year. Despite the prevalence of teacher absences, surprisingly little research has assessed the key source of replacement instruction: substitute teachers. Using detailed administrative and survey data from a large urban school district, we document the prevalence, predictors, and distribution of substitute coverage across schools. Less advantaged schools systematically exhibit lower rates of substitute coverage compared with peer institutions. Observed school, teacher, and absence characteristics account for only part of this school variation. In contrast, substitute teachers' preferences for specific schools, mainly driven by student behavior and support from teachers and school administrators, explain a sizable share of the unequal distribution of coverage rates above and beyond standard measures in administrative data.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Student Behavior ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
School Based ◽  
Cultural Research ◽  
Universal Screener ◽  
Confirmatory Factor ◽  
The Us ◽  
The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

scholarly journals I am smart, therefore I can: examining the relationship between IQ and self-efficacy across cultures

2011 ◽  
Vol 23 (3) ◽  
Author(s):  
Diomaris E.S. Jurecska ◽  
Chloe E. Lee ◽  
Kelly B.T. Chang ◽  
Elizabeth Sequeira
Keyword(s):  
United States ◽  
Central America ◽  
Self Efficacy ◽  
School Administrators ◽  
The United States ◽  
Female Students ◽  
Intellectual Abilities ◽  
The Us ◽  
Iq Scores ◽  
The Relationship

Abstract The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age=11.57 years, SD=3.0 years) referred by school administrators and faculty. United States (US) participants (n=27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities.

scholarly journals School Administrators’ Personality Traits: Its Relationship to Teachers’ Performance

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Harly Israel G. Bandojo ◽  
Keyword(s):  
Educational Attainment ◽  
Personality Traits ◽  
School Administrators ◽  
Length Of Service ◽  
Personal Traits ◽  
School Year ◽  
Social Traits ◽  
Public Elementary Schools ◽  
Civil Status ◽  
Physical Traits

This descriptive study ascertained the perceived personality traits of school administrators’ and its relationship to teachers’ performance in public elementary schools in the district of Estancia, Iloilo. The respondents of the study were the ninety (90) purposively selected public elementary teachers from the district of Estancia, Iloilo during the school year 2017-2018. A researcher-made questionnaire which was validated and reliability tested was used. The results revealed that the school administrators had strong personality traits as perceived by the respondents, when taken as a whole and when classified as to age (above 30 years old), sex, civil status, length of service and highest educational attainment. However, those who were 30 years old and below perceived that school administrators have very strong personality traits. In terms of school administrators’ physical traits, teachers perceived school administrators to have very strong physical traits except for those who aged above 30 years old and master’s degree holders who perceived school administrators to have strong physical traits. In terms of school administrators’ social traits, teachers perceived school administrators to have strong social traits except for those who aged 30 years old and below who perceived school administrators to have very strong social traits. In terms of emotional traits and moral traits, teachers perceived school administrators in both aspects to have strong emotional traits and strong moral traits in all categories. The teachers in the district of Estancia, Iloilo had a very satisfactory performance when taken as a whole and when classified as to age, sex, civil status, length of service and highest educational attainment. Results further revealed no significant differences in teachers’ performance in the district of Estancia, Iloilo. Moreover, no significant relationship between the school administrators’ personal traits and teachers’ performance was found.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

scholarly journals Professional Image, Anger Management and Instructional Leadership of Non-Sectarian School Administrators

10.17158/485 ◽  
2016 ◽  
Vol 19 (1) ◽  
Author(s):  
Nelia R. Pacaña
Keyword(s):  
Instructional Leadership ◽  
Anger Management ◽  
School Administrators ◽  
Correlation Method ◽  
College Faculty ◽  
School Year ◽  
Validated Questionnaire ◽  
Professional Image ◽  
Instruction Leadership ◽  
Gathering Data

<p>The goal of this study was to determine whether professional image and anger management significantly influence instructional leadership of nonsectarian school administrators. It used descriptive-correlation method employing a validated questionnaire in gathering data. It was conducted to 101 college faculty of non-sectarian selected colleges in Region XI School Year 2009-2010. Random sampling was utilized in this study. The statistical tools used, percentage, Pearson r, and multiple regression. The findings revealed that the level of professional image of school administrators is moderately positive. The level of anger management of school administrators is moderately managed. The level of instructional leadership of school administrators is sometimes manifested. Professional image is significantly related to instructional leadership. Anger management is significantly related to instructional leadership. Professional image and anger management have significant influence to instructional leadership of school administrators.</p><p><br /><strong>Keywords:</strong> Professional image, anger management, instruction, leadership, Region XI, Davao City, Philippines.</p>

Profiling the Canadian High School Teacher-Coach: A National Survey

2016 ◽  
Vol 3 (2) ◽  
pp. 145-155 ◽  
Author(s):  
Martin Camiré ◽  
Meredith Rocchi ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
School Administrators ◽  
School Teacher ◽  
High School Teacher ◽  
Work Conditions ◽  
National Sample ◽  
Small Samples ◽  
The Status ◽  
Canadian Provinces ◽  
Academic Year

Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.

scholarly journals Application of Concrete Pros in Improving Science Learning Results Simple Electricity Circuit Material at Elementary School

2020 ◽  
Vol 3 (4) ◽  
pp. 773
Author(s):  
Rudi Hartono
Keyword(s):  
Learning Outcomes ◽  
Student Behavior ◽  
Science Learning ◽  
Natural Sciences ◽  
Learning Science ◽  
Electrical Circuits ◽  
First Semester ◽  
School Year ◽  
Teaching Aids ◽  
Improve Student Achievement

<p><em>This study aims to motivate and improve student achievement in grade VI SD Negeri Malahayu 03 in learning science about simple electrical circuits. The low evaluation results are usually related to student behavior during learning. For example, students often go in and out of class alternately, talk to themselves, and do not dare to ask questions to the teacher when they have difficulties. To achieve success in learning in a class, it is necessary to use appropriate learning methods and use of teaching aids. Teaching aids that encourage students to be active in the learning process of Natural Sciences are concrete teaching aids. Based on the data of grade VI students of SD Negeri  Malahayu 03 who achieved the Minimum Completeness Criteria, from 44 students there were 19 students (43%) in the pre-cycle to 31 students (71%) in the first cycle and 40 students (100%) in the second cycle. The conclusion of this study shows that learning with concrete media can improve science learning outcomes for grade VI students of SD Negeri Malahayu 03, Banjarharjo District, Brebes Regency in the first semester of the 2019/2020 school year.</em></p>

scholarly journals B’laan Population Structure and School Indicators: Basis for School Planning

2020 ◽  
pp. 30-41
Author(s):  
Amelie T. Bello ◽  
Susan E. Bardos
Keyword(s):  
Population Structure ◽  
Elementary Schools ◽  
Elementary Education ◽  
Survey Design ◽  
School Administrators ◽  
Cellular Phone ◽  
Relevant Information ◽  
Cluster Sampling ◽  
School Planning ◽  
School Year

Aims: The aim of this study was to determine the B’laan population structure and school indicators of Matanao II District as basis for school planning. Study Design: Descriptive survey design. Place and Duration of Study: Matanao, Davao del Sur during the School Year 2017-2018. Methodology: The respondents of the study were the fifty (50) Grade Six B’laan pupils, twenty-one and (21) school administrators of Matanao II District. Universal sampling method using the complete enumeration technique was utilized where respondents of the survey were school administrators and barangay personnel. However, cluster sampling was used in selecting the Grade Six pupils among elementary schools in Matanao District.Three sets of survey instruments were used to gather the relevant information. Data gathered were treated using the frequency and relative frequency. Results: Majority of the Grade Six B’laan pupils were in the age of 12 years old and above, female, and believers of Christ to the Orient. Most of them did not have siblings studying in college. Their parents were in the elementary level, earning a monthly income of ₱1,001.00 to ₱3,000.00, and had 1 to 6 children. The common household appliances they had were television set, cellular phone, radio, electric fan, DVD player and motorcycle. The mode of transportation from home to school was mostly through walking. Majority of them did not spend any amount for their transportation, food and daily allowance. As to the profile and structure of the elementary schools, most schools in Matanao II District had a total land area of 2.0 to 2.9 hectares occupied by 4 to 6 buildings having 5 to 8 classrooms. Schools offered complete elementary education with 5 to 8 teachers handling the classes of 100 to 200 B’laan pupils. The number of B’laan pupils graduated from the schools per year was within the range of 10 to 60 pupils. Moreover, the National Achievement Test results showed that schools had an average MPS of 81-85. From the map generated, the researcher found that the average population density of B’laan were 2.07 with barangay Manga, Lagaan and Bangkal as that the top 3 barangays having the largest density of B’laan population.

Sign in / Sign up

Export Citation Format

Share Document