Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

2019 ◽  
Vol 23 (1) ◽  
pp. 33-46
Author(s):  
Lorna Hepburn ◽  
Wendi Beamish
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Secondary School Teachers ◽  
Student Learning Outcomes ◽  
Management Approach ◽  
Structured Interviews ◽  
School Teachers ◽  
Teacher Wellbeing ◽  
Research Findings ◽  
Disciplinary Procedures

Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.

scholarly journals Examining the school administrators’ servant leadership behaviors according to teachers perceptionÖğretmen görüşlerine göre okul yöneticilerinin hizmetkâr liderlik davranışlarının incelenmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 5515 ◽  
Author(s):  
İbrahim Gül ◽  
Fatma Türkmen
Keyword(s):  
Secondary School ◽  
Servant Leadership ◽  
Secondary School Teachers ◽  
Leadership Behaviors ◽  
School Administrators ◽  
Educational Organizations ◽  
School Teachers ◽  
Research Findings ◽  
Teacher Opinions ◽  
Primary And Secondary School

The concept of servant leadership, which was initiated by Greenleaf, has been developed by other people and reached to today. The concept of servant leadership, which emphasizes the mentality of service, seems to be applicable in educational organizations. In this study, it was examined whether the school administrators had the servant leadership behaviors and the teacher opinions had significant differences in terms of some variables according to the opinions of the teachers. The population of the study consists from primary and secondary school teachers in Sinop province center. There are 426 teachers in the research universe. Of these, 302 teachers participated in the survey by random sampling. In this research, likert type instrument which was developed by Van Dierendonck and Nuijten (2011) and consisted of 26 sub-items and 7 dimensions, which was translated and adapted by Duyan (2012), was used. According to research findings; Teachers view supervisor's servant leadership behaviors partially adequate in some dimensions (accountability and responsible management), while the majority of sub-dimensions (empowerment, restraint, forgiveness, courage and humility) were viewed as insufficient.  According to the results of the research, teachers view school administrators as a responsible and accountable manager rather than a servant leader. These results alsoare compatible with some previous research results conducted in Turkey. Based on the results of the research, Based on the results of the study, It is recommended that the school administrators organize educational activities in order to gain servant leadership behaviors. ÖzetGreenleaf tarafından ortaya atılan hizmetkâr liderlik kavramı, başka kişiler tarafından da geliştirilerek günümüze kadar ulaşmıştır. Hizmet etme anlayışını öne çıkaran hizmetkâr liderlik kavramı, eğitim örgütleri içinde uygun düşmektedir. Bu çalışmada öğretmen görüşlerine göre, okul yöneticilerinin hangi düzeyde hizmetkâr liderlik davranışlarına sahip olduğu ve öğretmen görüşlerinin bazı değişkenler açısından farklılık gösterip göstermediği incelenmiştir. Çalışmanın evreni, Sinop il merkezinde görev yapan öğretmenlerdir. Araştırma evreninde 426 öğretmen bulunmaktadır. Bunlardan tesadüfi örnekleme yoluyla seçilen 302 öğretmen araştırmaya katılmışlardır. Araştırmada, Van Dierendonck ve Nuijten (2011)  tarafından geliştirilen ve Duyan (2012) tarafından Türkçeye uyarlanan, 26 madde ve 7 alt boyuttan oluşan likert türü ölçme aracı kullanılmıştır. Araştırma bulgularına göre, öğretmenler yöneticilerinin hizmetkâr liderlik davranışlarını “güçlendirme, geri durma, affetme, cesaretlendirme ve tevazu” alt boyutlarda yeterli düzeyde görmezken;  “hesap verebilirlik ve sorumlu yöneticilik” alt boyutlarında kısmen yeterli görmüşlerdir. Araştırmanın sonuçlarına göre; öğretmenler, okul yöneticilerini hesap verebilirlik ve sorumlu yöneticilik boyutlarında yeterli görmüşlerdir. Diğer boyutlarda kısmen yeterli görmektedirler. Bu sonuçlar, Türkiye’de yapılmış bazı araştırma sonuçlarıyla da örtüşmektedir.  Araştırmanın sonuçlarına dayalı olarak, okul yöneticilerinin hizmetkâr liderlik davranışlarını kazanmaları yönünde eğitim etkinlikleri düzenlemesi önerilmektedir.

scholarly journals Evaluation Study Of Competencies Of Secondary School Teachers In Punjab In The Context Of Classroom Management

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Safia Saeed
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Classroom Management ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Management Skills ◽  
School Teachers ◽  
Teachers And Students ◽  
Training Institutions ◽  
Short Courses

There are so many characteristics and traits of personality and all the characteristics, qualities and competencies need training, grooming, improvement and development. The best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self-directive and therefore to create an atmosphere conducive to learning. Teachers are decision-makers as they manage the daily routines of their classrooms. Some teachers squeeze out every minute of learning possible. They are highly organized and well prepared, and they constantly think and plan ahead. This doesn’t mean that they create a cold classroom atmosphere where students feel unwelcome. Rather, they are warm and enthusiastic teachers who are simply well organized and equally well versed in teaching. The major objective of this study was as to investigate the problems of classroom management of the secondary school teachers in Punjab. The population of the study consisted of the heads of the teacher training institutions, teacher educators, heads of secondary schools, secondary school teachers, and students. The sample included randomly selected ten heads of teacher training institutions, 50 teacher trainers, 800 hundred heads of secondary schools, 4,000 secondary school teachers and 4,000 students. Four questionnaires (one each for heads, teacher trainers, teachers and students) were developed for collection of data. Data were collected, analyzed and interpreted in the light of objective by using the Chi- Square. It was concluded from the study that the majority of respondents agreed that secondary school teachers were aware of time management skills, kept the classroom environment conducive for learning, and improved the learning skills of the students by using different behavior modification techniques. The majority of respondents agreed that secondary school teachers were dealing with the students in a non-psychological way; it was the common areas in which secondary school teachers had weak competencies. For improving the classroom management skills, in-service short courses should be planned and attendance of secondary school teachers in such courses should be made obligatory. For maintaining the discipline in the class, teacher should be trained in such a way that they properly understand each and every method with its proper use in particular situations. Short courses, seminars and symposia should be organized on a regular basis to refresh the knowledge of working secondary teachers. Teachers should understand human, as well as educational, psychology and apply it in their teaching process in the classroom.

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

An exploration of teachers’ perceptions of Syrian students in Turkey and implications for school social work

2021 ◽  
pp. 002087282096978
Author(s):  
Tuba Yüceer Kardeş ◽  
Ezgi Arslan Özdemir ◽  
Münevver Eryalçin ◽  
Burcu Özdemir Ocaklı
Keyword(s):  
Social Work ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Social Work ◽  
Structured Interviews ◽  
School Teachers ◽  
Refugee Students ◽  
Teachers Perceptions ◽  
Social Work Interventions ◽  
Primary And Secondary School

Low rates of school enrolment emerge as a significant problem among Syrian students in Turkey; however, enrolment in the school brings about new challenges not only for the Syrian refugee students but also for Turkish students and their teachers. In order to address this issue, this study aims to depict the perceived problems experienced by Syrian and Turkish students and their teachers. In the scope of the study, semi-structured interviews were conducted with 13 primary and secondary school teachers to gather their perceived opinion on the issue. The findings are discussed within the context of school social work interventions.

scholarly journals Lärares mål med laborativt arbete: Utveckla förståelse och intresse

2012 ◽  
Vol 2 (3) ◽  
pp. 54-66 ◽  
Author(s):  
Per Högström ◽  
Christina Ottander ◽  
Sylvia Benckert
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Secondary School Teachers ◽  
Learning Outcome ◽  
Laboratory Work ◽  
Laboratory Instruction ◽  
Structured Interviews ◽  
School Teachers ◽  
General Goals

The purpose of this study was to analyse secondary school teachers’ goals for laboratory work. What general goals do teachers have for labwork and what goals appear when teachers describe real labwork used in their own teaching? What goals are expressed in the written laboratory instructions? Eleven science teachers in secondary school participated in individual semi-structured interviews. The teachers’ laboratory instruction sheets were analysed with respect to intended learning outcome. The analysis of teachers’ general goals showed five themes and that cognitive aspects were the most prominent. Furthermore, when teachers talked about specific labwork used in their own teaching affective aspects were more important and an additional theme appeared. It was also shown that laboratory instructions supported teachers’ goals to develop students understanding of concepts and phenomena. However, goals concerning to think and reflect upon labwork were not supported by the laboratory instructions.

scholarly journals Secondary school teachers’ experiences of supporting mental health

2019 ◽  
Vol 14 (5) ◽  
pp. 372-383
Author(s):  
Lucas Shelemy ◽  
Kate Harvey ◽  
Polly Waite
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Mental Health Problems ◽  
Secondary School Teachers ◽  
Qualitative Interviews ◽  
Mental Health Training ◽  
Structured Interviews ◽  
School Teachers ◽  
Content Type ◽  
Teachers Experiences

Purpose Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students. Design/methodology/approach Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes. Findings Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness. Research limitations/implications The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews. Practical implications This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities. Originality/value This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

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