Teamwork and Motivation to Leave the Teaching Profession: An Exploratory Study

2018 ◽  
Vol 198 (3) ◽  
pp. 215-224 ◽  
Author(s):  
Roque do Carmo Amorim Neto ◽  
Amanda Bursey ◽  
Drew Janowiak ◽  
Cassandra Mccarty ◽  
Bart Demeter
Keyword(s):  
Public School ◽  
Exploratory Study ◽  
Grade Level ◽  
Teaching Profession ◽  
Public School Teachers ◽  
School Teachers ◽  
Motivation To Quit ◽  
Roles Of Principals

This study has two goals: (a) to assess the contributions of teamwork and demographics to teachers’ motivation to leave the profession and (b) to identify the actions teachers believe they and their principals should take to foster teamwork. A sample of 322 U.S. public school teachers participated. Grade level was found to predict teachers’ motivation to quit. The roles of principals and teachers in fostering teamwork were also discussed.

scholarly journals Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning

Revista CEFAC ◽  
2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Jéssica Katarina Olímpia de Melo ◽  
Cleide Fernandes Teixeira ◽  
Bianca Arruda Manchester de Queiroga
Keyword(s):  
Public School ◽  
Auditory Processing ◽  
Exploratory Study ◽  
Qualitative Approach ◽  
Educational Setting ◽  
Public School Teachers ◽  
School Teachers ◽  
Specific Knowledge ◽  
The Relationship ◽  
Source Of Information

ABSTRACT Purpose: to investigate the teachers’ knowledge on educational speech-language-hearing pathology and the importance of auditory and linguistic skills to learning, comparing the answers of public-school teachers with those of private ones. Methods: an exploratory study with a mixed quantitative and qualitative approach, conducted with 25 teachers working in kindergarten and elementary school. Data were collected with a questionnaire comprising 19 closed-ended questions (which dealt with the relationship between language, hearing, and learning) and one open-ended question (which approached their knowledge on educational speech-language-hearing pathology. The quantitative data were analyzed with descriptive and inferential statistical analyses, and the qualitative ones, with theme modality content analysis. Results: in general, the teachers recognize the importance of hearing and language to learning, although they do not feel prepared to deal with it at school, neither do they have more specific knowledge of auditory processing. The results obtained in the open-ended question revealed an also limited knowledge on educational speech-language-hearing pathology. In this sense, their greatest source of information was some teachers’ previous experience with the work of a speech-language-hearing pathologist within the educational setting. No important differences were observed between the answers given by public school teachers and those by private ones. Conclusion: the teachers’ knowledge on educational speech-language-hearing pathology and the importance of hearing and language to learning is still limited, which requires more investment in the training in this field.

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

2016 ◽  
Vol 3 (25311) ◽  
pp. 1-10 ◽  
Author(s):  
Algeless Milka Pereira Meireles Silva ◽  
Fauston Negreiros ◽  
Ronaldo Matos Albano
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
School Teachers

scholarly journals The hidden reasons of the Vietnamese parents for paying private tuition fees for public school teachers

2021 ◽  
Vol 3 (1) ◽  
pp. 100105
Author(s):  
The Cuong Nguyen ◽  
Abdul Hafeez-Baig ◽  
Raj Gururajan ◽  
Nam C. Nguyen
Keyword(s):  
Public School ◽  
Public School Teachers ◽  
Tuition Fees ◽  
School Teachers ◽  
Private Tuition
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