scholarly journals Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools

2021 ◽  
Vol 11 (7) ◽  
pp. 358
Author(s):  
Nadia Siddiqui ◽  
Sadia Shaukat
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Teaching Experience ◽  
Early Career ◽  
Experienced Teachers ◽  
Teacher Mobility ◽  
Fair Allocation ◽  
Transfer Policy ◽  
Teacher Transfer ◽  
Years Of Teaching Experience

Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.

Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers

2020 ◽  
pp. 000494412093496
Author(s):  
Vaughan Cruickshank ◽  
Brendon Hyndman ◽  
Kira Patterson ◽  
Paul Kebble
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Survey Methods ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Physical Education Teachers ◽  
Students With Special Needs ◽  
Health And Physical Education ◽  
Years Of Teaching Experience ◽  
Primary Mission

Subjects such as Health and Physical Education (HPE) can be marginalised in schools because they are construed as less academically rigorous and less important to the primary mission of education. Teachers of all subjects face challenges, yet, teaching a marginalised subject can result in additional challenges for HPE teachers. Previous research has noted these challenges; however, less is known about how these challenges vary according to student age and teacher experience. This study used quantitative survey methods to ascertain which challenges are the most difficult for Australian HPE teachers, and whether this difficulty varies according to their teaching experience and the ages of their students. Findings indicated that the year level of students taught by HPE teachers was significantly associated with student engagement and isolation within their schools. Years of teaching experience was significantly associated with challenges in teaching students with special needs, with more experienced teachers rating this area as less of a challenge than less experienced teachers.

Teachers’ efficacy for inclusive practices in the Sultanate of Oman: Effect of gender and teaching experience

2019 ◽  
Vol 41 (2) ◽  
pp. 170-192
Author(s):  
Mahmoud Mohamed Emam ◽  
Yasser F. Hendawy Al-Mahdy
Keyword(s):  
Gender Differences ◽  
Public Schools ◽  
Factor Model ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Three Dimensions ◽  
General Factor ◽  
Sultanate Of Oman ◽  
Inclusive Practices ◽  
Study Results

The current study investigated teachers’ efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman.

scholarly journals A Comparative Study of Teachers' Academic & Professional Qualifications in Public and Private Secondary Schools in Malakand Division

2021 ◽  
Vol VI (I) ◽  
pp. 175-183
Author(s):  
Miraj Ahmad ◽  
Manzoor Hussain Shah ◽  
Muhammad Ilyas Khan
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Private Schools ◽  
Private School ◽  
Teaching Experience ◽  
Public And Private ◽  
National Education ◽  
National Education Policy ◽  
Academic Qualifications

Quality education comprises of so many factors, such as teachers' professional and academic qualifications. This study deals with the quantitative part of a larger study that looks at factors that influence the quality of education in private schools as well as in public schools in the Malakand Division. The study's sample consisted of four hundred and eighty teachers from forty-eight randomly selected schools (fifty percent public and fifty percent private sector) in Malakand. A survey questionnaire technique was used for the collection of data, which was then analyzed using inferential statistics and descriptive statistics. Results indicate that teachers at public secondary schools had higher academic qualifications, more teaching experience and were on average older in comparison to private school teachers. In light of the recruitment guidelines of the National Education Policy (2017), the paper recommended that teachers in both public and private schools improve their professional qualifications as well as academic qualifications.

scholarly journals EXPERIENCED TEACHERS’ PERCEPTIONS: MATH-FOCUSED STEAM LEARNING

Abjadia ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 118
Author(s):  
Dewi Rosikhoh ◽  
Liny Mardhiyatirrahmah ◽  
Abdussakir Abdussakir ◽  
Ahmad Abtokhi ◽  
Imam Rofiki
Keyword(s):  
Teaching Experience ◽  
Experienced Teachers ◽  
Vocational High School ◽  
High School Mathematics ◽  
Teachers Perceptions ◽  
The Third ◽  
Science Technology ◽  
Years Of Teaching Experience ◽  
Primary Focus ◽  
And Mathematics

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

Emotional Intelligence and Self-efficacy of Iranian Teachers: A Research Study on University Degree and Teaching Experience

2016 ◽  
Vol 7 (3) ◽  
pp. 548 ◽  
Author(s):  
Seyed Mohammad Reza Amirian ◽  
Azam Behshad
Keyword(s):  
Emotional Intelligence ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Sense Of Efficacy ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
University Degree

This study evaluates the level of emotional intelligence, self-efficacy to investigate whether a relationship exists between these two attributes or not, also, the role of years of teaching experience and teachers’ university degrees in their emotional intelligence. To this end, 70 teachers were asked to complete The Assessing Emotions Scale Questionnaire (Salovey and Mayer, 1990) and Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), regardless of their English teaching experience. The aim of this study was to represent the importance of emotional intelligence, self-efficacy and in teachers for having an effective teaching. The results indicated a significant relationship between teachers’ EI and their self-efficacy. Moreover, the findings showed that there was a significant relationship between teachers’ EI with their years of teaching experience, in a way that more experienced teachers can benefit their low experienced colleagues with their emotional experiences. Meanwhile, no significant difference was found between teachers’ EI in terms of different university degrees. The research results also proved a positive relationship between EI and self-efficacy.

scholarly journals Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

2021 ◽  
Author(s):  
Anton Bastian ◽  
Gabriele Kaiser ◽  
Dennis Meyer ◽  
Björn Schwarz ◽  
Johannes König
Keyword(s):  
Mathematics Teachers ◽  
Teaching Experience ◽  
Early Career ◽  
Experienced Teachers ◽  
Early Career Teachers ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Theoretical Approaches ◽  
Career Teachers ◽  
Education And Development

AbstractAlthough strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.

Major Career Changes from the Perspective of Experienced Teachers

2019 ◽  
Vol 11 (2) ◽  
pp. 119-129
Author(s):  
Jana Zerzová ◽  
Kateřina Maňasová
Keyword(s):  
Czech Republic ◽  
Research Study ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Structured Interviews ◽  
Career Changes ◽  
The Czech Republic ◽  
Practicing Teachers ◽  
Years Of Teaching Experience ◽  
Late Stages

The research study concerns the lives and careers of teachers in the late stages of their careers. The aim of the study is to describe the teacher’s careers, identify the major changes that occurred throughout and in their careers, and investigate how they perceive these changes. The research is based on unstructured and semi-structured interviews conducted with six practicing teachers ages fifty and older with at least twenty years of teaching experience. The research sample included teachers who teach different subjects at both lower secondary and secondary schools in the Czech Republic. It shows that the teachers often perceive changes that occurred throughout their careers negatively. However, in spite of their dissatisfaction in many areas, they are mostly very motivated and perceive their self-efficacy positively.

scholarly journals Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences

ZDM ◽  
2021 ◽  
Author(s):  
Xinrong Yang ◽  
Johannes König ◽  
Gabriele Kaiser
Keyword(s):  
Mathematics Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Early Career ◽  
Experienced Teachers ◽  
Influential Factor ◽  
Initial Teacher Education ◽  
Early Career Teachers ◽  
Teacher Noticing ◽  
Career Teachers

AbstractThe last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers’ noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 early career teachers with one to five years’ teaching experience, and 123 experienced mathematics teachers with more than 15 years’ teaching experience, who participated in a video-based assessment of their noticing competency conceptualized by the sub-facets of perception, interpretation, and decision-making. Our findings indicate a nearly linear growth in teacher noticing among Chinese mathematics teachers, with significant differences identified between pre-service and experienced teachers and only small differences between pre-service and early career teachers. Analyses using the method of Differential Item Functioning (DIF) further suggest that pre-service and early career teachers demonstrated strengths in aspects more related to reform-oriented or Westernized approaches to mathematics teaching, such as working with open-ended tasks, identifying characteristics of cooperative learning, and mathematical modeling tasks. By contrast, experienced teachers demonstrated strengths in perceiving students’ thinking, evaluating teachers’ behavior, and analyzing students’ mathematical thinking. Our findings further highlight that the three sub-facets of teacher noticing develop differently within the three participating groups of teachers. These findings suggest that teaching experience acts as one influential factor in the development of teacher noticing in the Chinese context.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools

2020 ◽  
Author(s):  
Alshaima Saleh Alyafei
Keyword(s):  
Science Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Teaching Experience ◽  
Web Based ◽  
Years Of Teaching Experience ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Voluntary Basis

The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.

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