scholarly journals SUSTAINABLE DEVELOPMENT FROM HIGH SCHOOL TEACHERS’ PERSPECTIVE

2020 ◽  
pp. 131
Author(s):  
Tamara Vukić
Keyword(s):  
High School ◽  
Sustainable Development ◽  
High School Teachers ◽  
Role Models ◽  
Education For Sustainable Development ◽  
School Teachers ◽  
The Sustainable Development ◽  
Modern School ◽  
Daily Behavior ◽  
And Behavior

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education “about” sustainable development – there is a need for the education “for” sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers’ perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.

scholarly journals Does Servant Leadership Moderate the Relationship between Job Stress and Physical Health?

2020 ◽  
Vol 12 (16) ◽  
pp. 6591
Author(s):  
Larry M. Dooley ◽  
Amin Alizadeh ◽  
Shaoping Qiu ◽  
Hongchao Wu
Keyword(s):  
High School ◽  
Servant Leadership ◽  
Physical Health ◽  
Job Stress ◽  
High School Teachers ◽  
Southern China ◽  
School Teachers ◽  
Cross Sectional ◽  
The Sustainable Development ◽  
The Relationship

High school teachers experience high levels of job stress, which could lead to serious health problems. This study focused on Chinese high school teachers, as they have to manage negative stress and health issues. The research aimed to: (1) investigate the relationship between hindrance job stress, depersonalization, and physical health; (2) investigate if servant leadership, in fact moderates the relationship between hindrance job stress and depersonalization, as well as physical health. The study desisgn was cross-sectional and data analyses were conducted by using SPSS 21 and Mplus 7. The sample consisted of 857 high school teachers across Southern China. The results showed that hindrance stress is related to depersonalization among high school teachers (β = 0.63, p < 0.01). Both hindrance job stress (β = 0.32, p < 0.01) and depersonalization (β = 0.16, p < 0.01) are positively related to physical health. In addition, servant leadership moderates the relationship between hindrance job stress and physical health among the Chinese high school teachers (β = −0.09, p < 0.01). However, the results did not find that the effect of hindrance job stress on depersonalization is moderated by servant leadership (β = 0.02, p = 0.53). It is suggested that Chinese high schools recruit and train leaders in servant leadership, relieve teachers’ stress, and promote their health to ensure the sustainable development of schools.

scholarly journals Revisiting high school teachers’ education: Solution to sustainable development in rural Africa

2019 ◽  
Vol 5 (1) ◽  
pp. 1653545 ◽  
Author(s):  
Chinaza Uleanya ◽  
Mofoluwake Oluwadamilola Uleanya ◽  
Stephens Oluyemi
Keyword(s):  
High School ◽  
Sustainable Development ◽  
High School Teachers ◽  
School Teachers ◽  
Rural Africa

scholarly journals What Teachers Know and Do about Assessing Students’ Self-Regulated Learning

2017 ◽  
Vol 119 (13) ◽  
pp. 1-16
Author(s):  
Tova Michalsky
Keyword(s):  
High School ◽  
Teacher Education ◽  
High School Teachers ◽  
Self Report ◽  
Empirical Literature ◽  
School Teachers ◽  
Curriculum And Pedagogy ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Behavior

To foster their students’ self-regulated learning (SRL), teachers’ lesson goals should include not only SRL teaching but also assessment of students’ SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers’ knowledge about SRL assessment, actual assessment of SRL in their classrooms, and the predictive value of teachers’ knowledge on their behavior. High school teachers in Israel (N = 236) completed self-report questionnaires on knowledge and behavior for implementing SRL assessment in their classrooms. Results indicated that teachers knew more about offline assessment of SRL aptitude than about online or offline assessments of SRL events. Not all SRL assessment methods were well known to all teachers. Furthermore, teachers’ knowledge differed from their self-reported behavior in assessing their students’ SRL. Findings indicated how teacher education could support teachers to learn how to assess SRL effectively, in line with clear recommendations in the empirical literature regarding the value of assessment alongside curriculum and pedagogy.

What Modern School Administration Expects of High School Teachers of Mathematics

1932 ◽  
Vol 25 (2) ◽  
pp. 66-70
Author(s):  
Jackson L. Lambert
Keyword(s):  
High School ◽  
High School Teachers ◽  
Elementary Mathematics ◽  
School Administration ◽  
School Mathematics ◽  
School Staff ◽  
High School Mathematics ◽  
School Teachers ◽  
Modern School

Accepting the modern dictum that all school teachers, high or elementary, are teachers of children rather than teachers of subjects, there is the added responsibility of teaching children something. Hence, there exists some 25 per cent of the total high school staff whose efforts are devoted to assisting pupils to a degree of mastery of elementary mathematics. To be able to perform this function the teacher of high school mathematics must make an appropriate preparation.

Sign in / Sign up

Export Citation Format

Share Document