scholarly journals The Relationship between Technology Literacies and Proactive Personalities of Secondary School Mathematics Teachers

2021 ◽  
Vol 5 (4) ◽  
pp. 648-672
Author(s):  
Yeliz Ozkan Hidiroglu ◽  
Caglar Naci Hidiroglu ◽  
Abdurrahman Tanriogen
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Quantitative Research ◽  
Simple Random Sampling ◽  
Proactive Personality ◽  
School Mathematics ◽  
Technology Literacy ◽  
Secondary School Mathematics ◽  
Teachers Perceptions ◽  
The Relationship

The aim of this study is to determine the level of technology literacy and proactive personality of secondary school mathematics teachers, the relationship between technology literacy and proactive personalities, and how much of the proactive personality is explained by the technology literacy, according to the perceptions of secondary school mathematics teachers. The study was designed around a relational survey model, which is a quantitative research technique. The population of the study consisted of mathematics teachers working in secondary schools in Turkey and the sample was 380 secondary school mathematics teachers selected by simple random sampling method.  Technology Literacy Scale and Proactive Personality Scale were used as data collection instruments. Descriptive statistics, correlation and regression analyses were used to analyse the data. The secondary school mathematics teachers' perceptions about technology literacy and proactive personality were found to be high. In addition, there was a moderate level positive and significant correlation between technology literacy and proactive personality of the secondary school mathematics teachers. Finally, the proactive personality of secondary school mathematics teachers explained their technology literacy at 30.7% level.

scholarly journals A Study on the Relationship between Mobbing and Professional Burn out Perceptions of Secondary School Mathematics Teachers

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 88-104
Author(s):  
Aziz İlhan ◽  
Tayfun Tutak ◽  
Nurefşan Ekinci
Keyword(s):  
Secondary School ◽  
Marital Status ◽  
Mathematics Teachers ◽  
Educational Background ◽  
School Mathematics ◽  
City Centre ◽  
Professional Experience ◽  
School Type ◽  
Secondary School Mathematics ◽  
The Relationship

This study aims to evaluate the relationship between mobbing perception and job burnout of secondary school mathematics teachers. Another subject of the study is to find out whether mobbing and burnout perception differs according togender, marital status, teachers’ professional experience, educational background, staff position, and school type variables. The demographical information form developed by the researchers, Maslach Burnout Inventory-Educators Survey, developed by Maslach and Jackson (1981),and Mobbing Scale developed by Cemaloğlu and Ertürk (2007) were used as data collection tools. The study was conducted using the survey method. The study participants included 243 mathematics teachers working in public and private secondary schools in a city centre of a province in the Eastern Anatolia Region of Turkey. Although the study findings of burnout perceptions of mathematics teachers do not differ significantly according to the variables of gender, and educational background, they differ according to the variables of marital status, professional experience, staff position, and school type. Mobbing perceptions of mathematics teachers differ according to sub-levels of all variables but the variable of gender and staff position. In addition, a significant relationship has been identified between the mobbing and burnout perceptions of secondary school mathematics teachers. In addition, it has been determined that mathematics teachers’ mobbing perceptions are significant predictors of burnout perceptions.

scholarly journals A investigating on pre-service secondary school mathematics teachers’ perceptions of the concept of problemOrtaokul matematik öğretmen adaylarının problem kavramına ilişkin algıları üzerine bir inceleme

2016 ◽  
Vol 13 (1) ◽  
pp. 1367 ◽  
Author(s):  
Fatih Baş ◽  
Meryem Özturan Sağırlı
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Fourth Graders ◽  
Descriptive Analysis ◽  
Second Graders ◽  
School Mathematics ◽  
Secondary School Mathematics ◽  
Teachers Perceptions ◽  
Definition Of ◽  
The University

In this study, it is aimed to define the perception of problem concept formed in pre-service secondary school mathematics teachers’ mind on account of their own definitions and the qualification problems posed by them. The research was designed on the basis of the case study method. Participants consist of 51 pre-service secondary school mathematics teachers; 23 of them were second graders at the university, other 28 were fourth graders. Data, collected with an open-ended questionairre prepared as data collection tool, were analysed with descriptive analysis and contents analysis. From the results, it was determined that the shape problem concept in pre-service mathematics teachers’ mind is mainly a situation that creating problem. Yet, during the definition of problem concept, the situation of solving procedure firstly not being ready, were not emphasized by most of the pre-service teachers. In accordance with those perceptions, even the problems posed by the participants were realized to be solved easily in the process of mathematical operations.  In order to crate a more correct problem perception in pre service teachers’ minds, it is suggested to provide comparing them with the situations- examples consisting all the specialities contained in the concept. ÖzetBu araştırmada ortaokul matematik öğretmen adaylarının zihinlerinde oluşan problem kavramı algısının kendi tanımlamaları ve kurdukları problemlerin nitelikleri üzerinden ortaya konması amaçlanmıştır. Araştırma durum çalışması yöntemi temel alınarak dizayn edilmiştir. Çalışma grubu 23’ü ikinci 28’si ise dördüncü sınıfta öğrenim görmekte olan 51 ortaokul matematik öğretmen adayından oluşmaktadır. Hazırlanan açık uçlu anket formu ile toplanan veriler betimsel analize ve içerik analizine tabi tutulmuştur. Ulaşılan bulgulardan hareketle öğretmen adaylarının zihnindeki problem kavramının daha çok sorun teşkil eden durum şeklinde olduğu belirlenmiştir. Fakat problem kavramını ifade ederken problemin ilk bakışta çözüm prosedürünün hali hazırda olmaması durumu öğretmen adaylarının çok büyük bir bölümü tarafından vurgulanmamıştır. Bu algılara paralel olarak katılımcıların kurdukları problemlerin de çoğunlukla matematiksel işlemlerin uygulanmasıyla rahatlıkla çözülebilen nitelikte olduğu görülmüştür. Öğretmen adaylarının zihninde daha doğru bir problem algısı oluşturabilmek için kavramın sahip olduğu tüm özellikleri içinde barındıran durumlarla-örneklerle karşılaşmalarının sağlanması önerilmektedir.

scholarly journals VALIDATION OF MATHEMATICS TEACHING PRACTICE INSTRUMENTS AMONG SECONDARY SCHOOL MATHEMATICS TEACHERS: EXPLORATORY FACTOR ANALYSIS (EFA)

2020 ◽  
Vol 5 (36) ◽  
pp. 56-69
Author(s):  
Norkumalasari Othman ◽  
Nor Hasnida Che Md Ghazali ◽  
Mohd Nazir Md Zabit
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching Practice ◽  
School Mathematics ◽  
Chi Square ◽  
Secondary School Mathematics ◽  
Bartlett Test ◽  
Value Measure

This study aims to review the instruments of mathematics teaching practice among secondary school mathematics teachers. A total of 100 mathematics teachers were involved as respondents in this study. The data were analyzed descriptively by access to Alpha Cronbach's reliability and EFA analysis using SPSS software. The results of the analysis show that the Alpha Cronbach value is 0.934 which is more than 0.60. Results from the exploration factor analysis show four factors with Eigenvalues greater than 1.0. The KMO value (Kaiser-Meyer-Olkin) 0.867 > 0.6 indicates the items in the variable of attitude towards math are sufficient for inter-correlation. While the Bartlett Test was significant (Chi-Square 1521.621, p <0.05), an anti-image value (Measure of Sampling Adequacy, MSA) for items correlation exceeded 0.6. However, there are three items that need to be removed because the values obtained are less than 0.60, which were the items G11, G14, and G18. The value of the total variance explained by these three factors was 62.76 percent. Therefore, the overall findings indicate that the items for mathematics teaching practice instruments can measure and answer the study objectives.

Examining the Recruitment, Placement, and Career Trajectories of Secondary Mathematics Teachers Prepared for High-Need Schools

2019 ◽  
Vol 121 (2) ◽  
pp. 1-36
Author(s):  
William Zahner ◽  
Suzanne Chapin ◽  
Rich Levine ◽  
Lingjun A. He ◽  
Robert Afonso
Keyword(s):  
Secondary School ◽  
Mathematics Teachers ◽  
Early Career ◽  
School Mathematics ◽  
The Other ◽  
Attrition Rate ◽  
Secondary School Mathematics ◽  
Stem Majors ◽  
Career Trajectories ◽  
High Need Schools

Background School leaders are challenged by the relatively limited supply and high turnover of qualified secondary school mathematics teachers. In response, policy makers and teacher educators have developed various pathways and incentives to recruit, train, place, and support highly qualified mathematics teachers to work in hard-to-staff schools. Focus of Study In this study, we investigate the recruitment, placement, and early career trajectories of 158 Grades 6–12 mathematics teachers from two preparation programs focused on staffing “high-need” schools in the same region. Setting The contrasting programs were both supported by the same university in the Northeast United States. Participants & Programs The participants were 158 secondary school (Grades 6–12) mathematics teachers. Of these, 48 were recruited and prepared through a teacher education program with financial support from the National Science Foundation-funded Robert Noyce Teacher Scholarship Program. The other 110 school mathematics teachers were recruited and trained through the Greater Boston office of Teach For America. Both programs required two years of service in high-need schools. Research Design In this study, we used a comparative design. Descriptive profiles of teachers from each program were created. Then, participants’ early career trajectories were compared using logistic regression and survival analysis. Data Collection and Analysis We administered a longitudinal survey and created a database combining survey data and each program's administrative data. Conclusions Our data illustrate that the Noyce scholarship-supported pathway was generally successful in recruiting individuals with STEM majors, training them to be mathematics teachers, and placing those individuals as secondary school mathematics teachers in high-need schools. The comparison of the scholarship-pathway teachers with the secondary school mathematics teachers in the alternative-certification pathway provides a useful contrast. On the one hand, the alternatively certified secondary school mathematics teachers were less likely than the scholarship-pathway teachers to have STEM majors, and the attrition rate for the alternatively prepared teachers was higher than the attrition rate for the scholarship-supported teachers, particularly after they had completed the two-year service requirement. On the other hand, the alternative-certification program recruited a more diverse pool of potential teachers and placed these teachers in schools serving a higher proportion of low-SES students.

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