What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools

2020 ◽  
pp. 000283122093019
Author(s):  
Samantha Viano ◽  
Lam D. Pham ◽  
Gary T. Henry ◽  
Adam Kho ◽  
Ron Zimmer
Keyword(s):  
Administrative Support ◽  
Survey Design ◽  
Structural Features ◽  
School Characteristics ◽  
Revealed Preferences ◽  
School Factors ◽  
Employment Decisions ◽  
Low Performing Schools ◽  
Prior Achievement ◽  
Adaptive Conjoint Analysis

Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.

scholarly journals INFLUENCE OF TEACHERS’ COMPETENCE ON SUCCESS OF SUNDAY-SCHOOL AS A MISSION FIELD AT AFRCAN INLAND CHURCH, BONDENI LOCAL CHURCH, KENYA

2021 ◽  
Vol 9 (9) ◽  
pp. 192-202
Author(s):  
Charles Rop ◽  
John Ngige ◽  
Julius Kithinji
Keyword(s):  
Local Church ◽  
Administrative Support ◽  
Survey Design ◽  
Sunday School ◽  
Validity And Reliability ◽  
School Teachers ◽  
Theological Understanding ◽  
Mission Field ◽  
The Church ◽  
Budgetary Allocation

Sunday-school is an important component of the church because it helps the church to produce healthy individuals that become active members. The objective of the study was to examine the influence on teachers’ competence on the success of Sunday-school as a mission field at A.I.C Bondeni in Nakuru County, Kenya. Specifically, the study examined how budgetary allocation, competence of Sunday-school teachers and also how administrative support influence Sunday-school as a mission field in the aforementioned church. The population of 548 Sunday-school instructors, youth, parents of Sunday-school children, pastors, and administrators at the AIC Bondeni Local Church was studied using a descriptive survey design. Stratified random sampling was used to select 85 respondents from the research population.  To obtain data, a detailed self-administered semi-structured questionnaire was used. The questionnaire was pilot tested before being used to collect data for the main study, in order to determine its validity and reliability. Prior to data collection, all necessary permits and consents were obtained. The collected data was analysed qualitatively and quantitatively with the aid of the Statistical Packages for Social Sciences software. Results revealed that teachers’ competence have a positive and statistically significant influence on the success of Sunday-school as a mission field. From the discoveries, the study recommends that AIC Bondeni and other churches should create budgetary allocation for teachers’ stipends, assess the theological understanding of Sunday-school teachers, and create continual teachers’ training and development programmes

School Factors and Equal Educational Opportunity

1968 ◽  
Vol 38 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Henry Dyer
Keyword(s):  
Cognitive Development ◽  
Educational Opportunity ◽  
School Characteristics ◽  
Equal Educational Opportunity ◽  
School Factors ◽  
Coleman Report

The author surveys three earlier studies of the effects of schooling on achievement and cognitive development in which the conclusions apparently differ from those of the Coleman Report. He suggests that the Report gives an "unfortunate" impression that schools can do little to improve achievement, and then examines certain school characteristics which do seem to influence achievement.

scholarly journals Teachers’ Perceptions About School Characteristics Supporting Professional Development: A Scale Development Study

2021 ◽  
Vol 9 (4) ◽  
pp. 325-337
Author(s):  
Mehmet Eroğlu ◽  
Ramazan Özbek
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Administrative Support ◽  
School Characteristics ◽  
Measurement Tool ◽  
Teachers Perceptions ◽  
Structural Support ◽  
Expert Opinions ◽  
Measurement Tools ◽  
Fit Index

The aim of the study is to develop a scale that measures teachers’ perceptions about school characteristics that support professional development (PD). The 40-item pool was created for the scale to be developed by examining similar measurement tools and literature. According to expert opinions, a 32-item trial form was created to conduct. The data were collected from 322 branch teachers. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was carried out using the collected data. A three-factor structure with 19 items, explaining 61.43% of the variance, was obtained in the EFA. The fit index values (χ2 /Df = 1.47, CFI = .96, TLI = .95, RMSEA = .056, RMR = .038, SRMR = .063) calculated in CFA to support the findings of the structure showed good fit. Cronbach Alpha coefficients were calculated as .91 for administrative support, .89 for collaborative structure, .74 for structural support, and .92 for the total scale. The results indicate that the scale is a valid and reliable measurement tool that can measure teachers’ perceptions of supportive school characteristics that are effective in their participation in professional development.

Leadership and administrative support for interprofessional collaboration in a cancer center

2020 ◽  
Vol 34 (7) ◽  
pp. 765-774
Author(s):  
Tanja Moilanen ◽  
Helena Leino-Kilpi ◽  
Hannele Kuusisto ◽  
Päivi Rautava ◽  
Laura Seppänen ◽  
...  
Keyword(s):  
Cancer Care ◽  
Administrative Support ◽  
Care Setting ◽  
Healthcare Professionals ◽  
Interprofessional Collaboration ◽  
Survey Design ◽  
Cancer Center ◽  
Work Unit ◽  
Content Type ◽  
Organization Strategy

PurposeThe interprofessional collaboration is a key practice for providing cancer care. However, the realization of collaboration requires effective leadership and administrative support. In this study, the aim was to analyze healthcare professionals' perceptions of leadership and administrative support (strategic and management) in interprofessional collaboration for developing practices in cancer care.Design/methodology/approachA descriptive survey design was used to collect data from healthcare professionals (n = 350, response rate 33.3%), including nurses, physicians and other professionals participating in patient care in one Finnish cancer center (out of five) in 05/2018–10/2018. The data were analyzed using descriptive and inferential statistics. The instrument focused on leadership in the work unit and administrative support including organization strategy and organizational management.FindingsHealthcare professionals perceived leadership in the work unit, organization strategy and management for the support of interprofessional collaboration as weak. However, the ratings of male respondents and those in leading positions were more positive. The findings indicate that healthcare professionals in the cancer care setting are dissatisfied with the leadership and administrative support.Research limitations/implicationsInterprofessional collaboration, including its leadership, requires systematic and constant evaluation and development.Originality/valueHealthcare leaders in the cancer care setting can use the results to identify factors that might be in need of attention and development in the field of interprofessional collaboration.

scholarly journals University Teachers’ Decisions on Post-retirement Employment: Do Demographic Variables Count?

2021 ◽  
Vol 7 ◽  
pp. 233372142110414
Author(s):  
Inusah Salifu ◽  
Ebenezer D. Odame ◽  
Jibreel U. Abubakar
Keyword(s):  
Role Theory ◽  
Survey Design ◽  
Binary Logistic Regression ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Binary Logistic Regression Analysis ◽  
Cross Sectional Survey ◽  
Employment Decisions ◽  
Cross Sectional ◽  
University Teachers

This research aimed to determine whether demographic characteristics of retiring university teachers were significantly associated with their post-retirement employment decisions, using three psychosocial theories–role theory, continuity theory and life course theory. The research used the cross-sectional survey design and relied on the simple random sampling technique to sample 235 participants who were left with 5 years or less to reach Ghana’s compulsory retirement age of 60 years. The participants were selected across 20 public universities in Ghana to complete a questionnaire. Based on a binary logistic regression analysis, the research found that, apart from the rank and health status of the participants, other variables such as gender, kind of university, family size, marital status and levels of involvement in university activities significantly determined the participants’ decisions regarding a working life after retirement. Against this backdrop, the research concluded that within the academic milieu, certain demographic factors were key determinants of post-retirement employment decisions.

On the Various Factors that Impact the Effectiveness of Physical Education in Universities

2011 ◽  
Vol 187 ◽  
pp. 820-825
Author(s):  
Ying Yang
Keyword(s):  
Physical Education ◽  
Value Orientation ◽  
School Characteristics ◽  
Physical Education Teachers ◽  
Personal Factors ◽  
School Factors ◽  
Exercise Habits ◽  
Education College ◽  
Curriculum Construction ◽  
And Behavior

Physical Education in universities is designed to teach during the school can accept multi-faceted physical education, to develop exercise habits to achieve the goal of lifetime sports. The effectiveness of the current University of Physical Education Teachers by personal factors: features and functions, including physical education teachers, expertise and interests, experience and age, and value orientation of teachers, curriculum, teacher attitudes, beliefs, habits and behavior styles, personality traits; and the enthusiasm of students, attitude, intention; there are school factors, school characteristics, facilities and other factors. These factors plaguing college sports curriculum construction and development, this study intended through the analysis of these factors to find enough of measures to promote Physical Education College further deepening of reform.

scholarly journals Transitioning to Teaching Online During the COVID-19 Pandemic

2021 ◽  
Vol 7 ◽  
pp. 237796082110261
Author(s):  
Jessica L. Wilson ◽  
Angie Hensley ◽  
Amanda Culp-Roche ◽  
Debra Hampton ◽  
Fran Hardin-Fanning ◽  
...  
Keyword(s):  
Nursing Faculty ◽  
Online Teaching ◽  
Administrative Support ◽  
Faculty Perceptions ◽  
Survey Design ◽  
Graduate Degree ◽  
Cross Sectional ◽  
Nursing Educators ◽  
Engagement Strategies ◽  
Online Format

Background During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format. Purpose The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic. Methods A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic. Results Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources. Conclusion Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online.

scholarly journals Administrative and infrastructural factors affecting library and information science educators’ actual use of educational support systems for teaching in Nigerian universities

2018 ◽  
Vol 51 (1) ◽  
pp. 180-195
Author(s):  
Taiwo Adetoun Akinde ◽  
Airen E. Adetimirin
Keyword(s):  
Administrative Support ◽  
Information Science ◽  
Support Systems ◽  
Survey Design ◽  
Sustainable Use ◽  
Library And Information Science ◽  
Educational Support ◽  
Actual Use ◽  
Two Factors ◽  
Infrastructural Support

This research assumes that administrative and infrastructural factors may explain the low use of educational support systems (ESS) for teaching by library and information science (LIS) educators in Nigerian universities. The literature has focused on the adoption of different types of educational technologies and their use by teachers and students with little consideration for the LIS educators’ actual use of ESS for teaching and the effect of institutional support on the use of these systems. Thus, the study seeks to determine the user percentage of ESS for teaching, how the educators actually use ESS for teaching, the nature of administrative and infrastructural support they receive while teaching with ESS and whether the two factors correlate with and predict the actual use of ESS for teaching. A descriptive survey design was adopted and data were collected through a questionnaire. The results indicate that many of the LIS educators did not use ESS for teaching and that their actual use of ESS for the instructional activities highlighted in the study was low and below average. Moreover, the educators were found to have received minimal administrative and infrastructural support. The two factors were also found to have significant positive correlations and a significant and positive joint influence on the actual use of ESS for teaching with a joint contribution of 14.7%. Analysis of their relative contributions to the prediction of actual use revealed that, although the two support factors contributed positively, only infrastructural support contributed significantly at 0.05 level of significance. It was therefore recommended that for administrative support to be meaningful, adequate infrastructural facilities should be provided for an appreciable and sustainable use of ESS for teaching.

Preservice Music Teachers’ Employment Preferences

2012 ◽  
Vol 60 (3) ◽  
pp. 294-309 ◽  
Author(s):  
Nicole R. Robinson
Keyword(s):  
Administrative Support ◽  
Music Teachers ◽  
Community Support ◽  
School Type ◽  
Program Sustainability ◽  
Personal Factors ◽  
Business Market ◽  
Student Socioeconomic Status ◽  
Race Ethnicity ◽  
Adaptive Conjoint Analysis

This study was designed to investigate preservice music teachers’ ( N = 187) perceptions of employment preferences when considering future teaching positions. Adaptive Conjoint Analysis, a business market–based research tool, was used to determine preferences for personal factors (e.g., salary, commute), school environmental factors (e.g., administrative support, school type, student race-ethnicity, student socioeconomic status [SES]), and music teaching factors (e.g., resources, facilities, program sustainability, parental and community support). Results indicated that preservice music teachers perceived administrative support, parental and community support, and program sustainability as most important factors and student SES and student race-ethnicity composition as least important factors when considering future employment.

scholarly journals Administrative Support in Teaching and Learning of Physical Education in Colleges of Education in the Western Region of Ghana

2018 ◽  
Vol 6 (06) ◽  
Author(s):  
Richmond Stephen Sorkpor ◽  
Emmanuel Armah Enninful ◽  
Charlotte Adomah Diabor
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Administrative Support ◽  
Survey Design ◽  
Sample Population ◽  
Western Region ◽  
Colleges Of Education ◽  
Design Data ◽  
College Life ◽  
The Western Region

The purpose of the study was to investigate administrative support in teaching and learning of Physical Education in the Colleges of Education in the Western Region using descriptive survey design. Data was collected from a sample population of 90 respondents of first year students from Holy Child, Wiawso and Enchi Colleges of Education. Purposive sampling was used to select principals and P.E. tutors and convenient sampling was used to select the students. Descriptive statistic was used to analyse the data. The instrument developed for the study was questionnaire. It was revealed that most colleges do not have adequate facilities such as showers. Playing Courts like volleyball and netball were not available in their colleges. It is recommended that more supportive systems such as equipment, materials and facilities be provided to promote holistic and healthy college life for all trainees.

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