scholarly journals Secondary School Teachers' Effective School Perception: The Role of School Culture and Teacher Empowerment

2021 ◽  
Vol 17 (5) ◽  
pp. 332-344
Author(s):  
Fatma Uslu Gülşen ◽  
◽  
Özge Çelik ◽  
Keyword(s):  
School Culture ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teacher Empowerment ◽  
School Teachers ◽  
Effective School

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 SCHOOL INDICATORS OF ENCOURAGING HUMANISTIC EDUCATION OF ADOLESCENTS

TEME ◽  
2017 ◽  
pp. 587
Author(s):  
Bisera Jevtić ◽  
Marija Jovanović
Keyword(s):  
Secondary School ◽  
Prosocial Behavior ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Modern World ◽  
Prosocial Behaviour ◽  
School Teachers ◽  
Humanistic Education ◽  
Positive Effect

Encouragement of humanistic education through the lens of prosocial behavior of adolescents is a complex and extensive issue of the modern world. Prosocial behaviour can indirectly affect the achievement of pupils at school through its connection with some academically relevant forms of behaviour which lead to success at school and work. Also, this connection can be explained by the teacher’s preferences of prosocial pupils, which is reflected in the teacher’s expectations and behaviour towards pupils, as well as the evaluation of their work. Besides, prosocial behaviour can also directly affect pupils since the prosocial interaction of peers can have a positive effect on the intellectual exchanges between pupils, which contributes to a more successful learning process. Taking into consideration the significance and role of the school and teachers, as representatives of the educational process, in encouraging prosocial behaviour in the young at secondary schools, we face a problem: Do secondary school teachers encourage prosocial humanistic behaviour of the young, by what actions and activities are they guided in the process and how does that reflect on the behaviour of pupils? This study tried to give some answers related to this problem in the field of education.

scholarly journals Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

2020 ◽  
Vol 17 (24) ◽  
pp. 9185
Author(s):  
Petr Hlaďo ◽  
Jaroslava Dosedlová ◽  
Klára Harvánková ◽  
Petr Novotný ◽  
Jaroslav Gottfried ◽  
...  
Keyword(s):  
Secondary School ◽  
Sense Of Coherence ◽  
Work Ability ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Upper Secondary School ◽  
School Teachers ◽  
Upper Secondary ◽  
The Impact

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

2019 ◽  
Vol 49 (3) ◽  
pp. 864-886
Author(s):  
Yuen Onn Choong ◽  
Lee Peng Ng ◽  
Seow Ai Na ◽  
Chun Eng Tan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
School Administrator ◽  
School Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Practical Implications

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

scholarly journals THE ROLE OF ELECTRONIC LIBRARIES IN TEACHER PROFESSIONAL ACTIVITY

1970 ◽  
Vol 10 (2) ◽  
Author(s):  
Svitlana M. Ivanova
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Professional Activity ◽  
School Teachers ◽  
Teacher Professional

The article is devoted to the problem of the development of electronic libraries and their role in teachers’ professional activity in secondary schools. There are considered the problems of using the electronic libraries by secondary school teachers.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

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