scholarly journals A Conceptual Framework: The Influence of School Culture Types and Personality Traits on Psychological Empowerment amongst Secondary School Teachers in Malaysia

2020 ◽  
Vol 15 (3) ◽  
pp. 1
Author(s):  
Leele Susana Jamian ◽  
Badjie Xbietaquauallah Ibadallah ◽  
Yuen Fook Chan
Keyword(s):  
School Culture ◽  
Secondary School ◽  
Personality Traits ◽  
Conceptual Framework ◽  
Secondary School Teachers ◽  
Psychological Empowerment ◽  
Teacher Empowerment ◽  
Multiple Perspectives ◽  
School Teachers ◽  
Research Issues

Educational reformers have considered teacher empowerment as one of the panaceas for school success. The concept of teacher empowerment has emerged as an important approach in promoting positive work behaviors with many researchers observing the link between the levels of teachers’ psychological empowerment and the extent to which they feel motivated, committed and satisfied with their job. Drawing from an ongoing doctoral research which looked at the relationships of school culture types and personality traits towards psychological empowerment amongst secondary school teachers in Malaysia, this article discusses the formulation of a conceptual framework. Although there have been numerous empirical researches on the structural and psychological constructs of teacher empowerment, previous studies mainly looked at these constructs in isolation. This current paper discusses the concept of empowerment and intends to model teacher empowerment as a holistic framework from multiple perspectives. The framework puts forward in this paper is based on both the literature and a study investigating the relationships of school culture types and personality traits towards psychological empowerment amongst teachers in the context of Malaysian secondary school. In addition, this paper also attempts to discuss the possible research issues that could justify the development of the conceptual framework of the topic.   KEYWORDS: Empowerment, Teacher Empowerment, Organizational Culture, School Culture Types, Personality Traits, Psychological Empowerment, Malaysian Secondary School Teachers.

scholarly journals Readiness for Administrative Positions in Preschool, Primary and Secondary School Teachers: Levels and Personality-Based Factors

2019 ◽  
Vol 24 (2) ◽  
pp. 72-81
Author(s):  
E.B. Filinkova
Keyword(s):  
High Risk ◽  
Secondary School ◽  
Personality Traits ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Administrative Positions ◽  
Administrative Position ◽  
Education Levels ◽  
Primary And Secondary School

The paper focuses on psychological readiness of teachers at different education levels for administrative activities. The study employed a questionnaire “Psychological Readiness for Administrative Position in Workers” and 11 techniques aimed at measuring different personality traits. The sample included 744 teachers and 284 workers of other professions. It was revealed that there is a difference in psychological readiness for administrative position between workers depending on the type of their occupation. Teachers are less prepared to carry out administrative duties than workers of other professions, and their overall level of readiness is average. High levels of psychological readiness are found in teachers with a pronounced desire to succeed, positive perceptions of their abilities to manage their own emotions and those of other people, high risk readiness, low anxiety and a strong attitude towards power.

scholarly journals Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya

2020 ◽  
Vol 1 (2) ◽  
pp. 65-73
Author(s):  
Nehemiah Kimutai Bett ◽  
Vencie B. Allida ◽  
Elizabeth Mendoza-Role
Keyword(s):  
School Culture ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Value Systems ◽  
Professional Commitment ◽  
School Teachers ◽  
Public Secondary School ◽  
Factors Influencing ◽  
In Trans

This study sought to established factors influencing the professional commitment of public secondary school teachers in Trans-Nzoia West sub-county, Kenya. It adopted a descriptive correlational research design. Stratified random sampling was used to obtain categories of schools that best represent the entire population being studied. Cluster sampling technique was employed where all the 109 teachers from 10 randomly selected county schools, 58 teachers from the extra-county school and 67 teachers from the national school participated in the study. A total of 192 questionnaires were returned, giving a response rate of 82%. Data were analyzed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regression analysis. It was found that there is a significant direct relationship between teachers’ professional commitment and their attitudes towards the teaching profession, beliefs about student learning, value systems and their evaluation of the school culture. These variables account for 83.6% of the variance in the professional commitment. It is therefore recommended that the schools should continue to find ways to enhance teachers’ attitudes towards the teaching profession, beliefs about students’ learning and value systems and the school culture in order to boost the teachers’ professional commitment.

scholarly journals Ontological beliefs and their impact on teaching elementary geometry

2011 ◽  
Vol 5 (2) ◽  
pp. 37-48
Author(s):  
Boris Girnat
Keyword(s):  
Secondary School ◽  
Conceptual Framework ◽  
Model Building ◽  
Secondary School Teachers ◽  
Elementary Geometry ◽  
School Teachers ◽  
Epistemological Status

This paper proposes a conceptual framework to classify ontological beliefs on elementary geometry. As a first application, this framework is used to interpret nine interviews taken from secondary school teachers. The interpretation leads to the following results: (a) the ontological beliefs vary in a broad range, denying the assumption that a similar education provokes analogue opinions; and (b) ontological beliefs have a remarkable influence on the standards of proofs and on the epistemological status of theorems, and also on the role of drawing, constructions and their descriptions, media, and model building processes. Creencias ontológicas y su impacto en la enseñanza de la Geometría elemental Este artículo propone un marco conceptual para clasificar las creencias ontológicas sobre la geometría elemental. Como primera aplicación, este marco se utiliza para interpretar nueve entrevistas realizadas a profesores de secundaria. La interpretación conduce a los siguientes resultados: (a) las creencias ontológicas varían en un amplio rango, negando la suposición de que una educación similar provoca opiniones análogas; y (b) las creencias ontológicas tienen una influencia notable en los estándares de las pruebas y en el estatus epistemológico de los teoremas, así como en la función del dibujo, las construcciones y sus descripciones, los medios y los procesos de construcción de modelos.Handle: http://hdl.handle.net/10481/6724

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