scholarly journals Determining Professional Mobility Levels of Secondary School Teachers

2020 ◽  
Vol 8 (3) ◽  
pp. 39-45
Author(s):  
Gulnara Ismailova ◽  
◽  
Alma Mamanova ◽  
Gulbarshyn Aypova ◽  
Nurgul Begaliyeva ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Relevant Literature ◽  
Control Group ◽  
School Teachers ◽  
Factors Affecting ◽  
Study Results ◽  
Professional Mobility ◽  
Great Share

Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Nilesh Kumar Patel
Keyword(s):  
Secondary School ◽  
Classroom Climate ◽  
Secondary School Teachers ◽  
Control Group ◽  
School Teachers ◽  
Control Group Design ◽  
Equivalent Control ◽  
Independent Variable ◽  
Secondary Classes ◽  
Level Of Significance

<p>This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.</p>

scholarly journals Strategies for Enhancing the Productivity of Secondary School Teachers in South West Region of Cameroon

2018 ◽  
Vol 8 (1) ◽  
pp. 109
Author(s):  
Sophie E. Etomes ◽  
Ernest L. Molua
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Conflict Management ◽  
Secondary School Teachers ◽  
School Teachers ◽  
West Region ◽  
South West ◽  
Study Results ◽  
Communication Conflict ◽  
South West Region

This study investigates strategies used by principals for enhancing the productivity of secondary school teachers in selected government secondary schools in Cameroon. Four major strategies were examined. These include motivation, conflict resolution, supervisory and communication strategies and the extent to which they influence teachers&rsquo; productivity. Four research questions and hypotheses guided the study. Questionnaire was used to collect data from 350 teachers selected from a population of 1400 teachers in government secondary schools in Fako Division of the South West Region of Cameroon. The multi-stage sampling technique was used to select teachers for the study. Results showed that, principals&rsquo; communication, conflict management, supervisory and motivation strategies influence the productivity of teachers in Government Secondary Schools. Of the four strategies examined, conflict management strategy was found to have more influence on the productivity of teachers. Principals&rsquo; strategies have a direct relationship with teachers&rsquo; productivity. Therefore, there is a possible correlation between principals&rsquo; leadership and management strategies, teachers&rsquo; productivity and school effectiveness. In addition, effective collaboration amongst teachers is necessary for teachers&rsquo; effectiveness. It is recommended that principals should put in strategies that will enhance effective communication, conflict management, motivation and supervision to improve on the productivity of teachers.

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Nilesh Kumar Patel
Keyword(s):  
Secondary School ◽  
Classroom Climate ◽  
Secondary School Teachers ◽  
Control Group ◽  
School Teachers ◽  
Control Group Design ◽  
Equivalent Control ◽  
Independent Variable ◽  
Secondary Classes ◽  
Level Of Significance

<p>This study aimed at finding out the effect of Integrated feedback on<br />Classroom climate of secondary school teachers. This research is<br />experimental in nature. Non-equivalent control group design suggested by<br />Stanley and Campbell (1963) was used for the experiment. Integrated<br />feedback was treatment and independent variable, Classroom climate was<br />dependent variable and pre- Classroom climate, and Intelligence were<br />considered as covariates. The sample of the study comprised of 77 secondary<br />school teachers and 220 students studying in secondary classes from<br />purposively selected four schools of Indore city. The data for Classroom<br />climate, Job satisfaction and Intelligence were collected through standardized<br />tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for<br />data analysis. Hypotheses were tasted at level of significance with α = 0.05.<br />It was found that the treatment has significant effect over Classroom climate<br />when pre- Classroom climate was taken as covariate. The results also shown<br />that Classroom climate was independent of the treatment when Intelligence<br />and pre- Classroom climate were separately considered as covariates. In<br />addition, classroom climate was also found independent of interaction<br />between feedback and intelligence when pre – Classroom climate was taken<br />as covariate.</p>

Job Satisfaction, Work Centrality, Job Recognition and Acceptance as Determinants of Quality of Work-Life and Aspiration

2014 ◽  
Vol 6 (1) ◽  
Author(s):  
NOREEN S. BUGADOR ◽  
MARY CRIS L. IPAN
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Human Resources Management ◽  
Work Life ◽  
Quality Of Work Life ◽  
Social Relevance ◽  
School Teachers ◽  
Quality Of Work ◽  
High Level

Changing societies and economies pose novel challenges to the lives and work of secondary school teachers. These challenges affect them in various levels which include their personal, professional and aspirations in life. In the literature, this is understood as the condition of their Quality of Work-Life (QWL). The objectiveof this study is to examine the essential relationship of QWL and aspirations of secondary school teachers through a descriptive-correlation research design. The study conducted a survey which involved 118 respondents which represent 92 percent response rate. As regards aspirations, the results show that although respondents oftentimes experienced from moderate to high level of aspirations, the overall rating was high. The highest is in self-acceptance, which indicates that the most important aspirations for the respondents are to accept one’s self, having a meaningful life and effectively handle one’s self amidst problems. As for QWL, the respondents oftentimes perceived and experienced a high level of QWL. The highest is in social relevance of work, which indicates that respondents find their job to be challenging, rewarding and meaningful. In conclusion, the correlation analysis shows that there exist a significant relationship between QWL and Aspirations,which results to the rejection of the null hypothesis of this study.Keywords: Human resources management, quality of work-life, level of aspiration, secondary school teachers, Davao del Sur, Philippines

scholarly journals A Comparative Study of Perception of Secondary School Teachers in Relation to Quality Assurance of Curricular Programme of Different Educational Boards

2016 ◽  
Vol 4 (2) ◽  
pp. 309
Author(s):  
Mitesh Gala
Keyword(s):  
Quality Assurance ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Human Potential ◽  
Quality Of Education ◽  
Academic Quality ◽  
School Teachers ◽  
School Students ◽  
International Perspectives

<p class="Body"><em>The quality assurance of secondary education helps secondary school students realize their full human potential and helps them take appropriate place in society as productive, responsible and democratic citizens. In the present day, in national and international perspectives, quality is the top of most agenda. Quality of education has significant impact and invaluable contribution to the area of development.</em></p><em>Education and academic quality can mean different things to different people, depending on their perspective, role and context and, in part because of this, quality is notoriously difficult to evaluate. The question of how to do this has been pursued for many years. Nevertheless, the goal of improving educational quality is agreed by all and stimulated further by educationist across the world.</em>

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

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