scholarly journals SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF THE CHALLENGES AND SOLUTIONS TO ONLINE ASSESSMENT OF LEARNING

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Ezeugo Nneka Chinyere
Keyword(s):  
Secondary School ◽  
Digital Literacy ◽  
Professional Training ◽  
Secondary School Teachers ◽  
School Administrators ◽  
Online Assessment ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Anambra State ◽  
Assessment Of Learning

<p>The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

2016 ◽  
Vol 13 (3) ◽  
pp. 5901 ◽  
Author(s):  
Veysel Okçu ◽  
Adem Uçar
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Administrators ◽  
City Centre ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Low Level ◽  
Primary And Secondary School

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model.  The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

VERBAL JUSTIFICATION—IS IT A PROOF? SECONDARY SCHOOL TEACHERS’ PERCEPTIONS

2010 ◽  
Vol 8 (6) ◽  
pp. 1071-1090 ◽  
Author(s):  
Michal Tabach ◽  
Ruthi Barkai ◽  
Pessia Tsamir ◽  
Dina Tirosh ◽  
Tommy Dreyfus ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Perceptions

scholarly journals Examining the school administrators’ servant leadership behaviors according to teachers perceptionÖğretmen görüşlerine göre okul yöneticilerinin hizmetkâr liderlik davranışlarının incelenmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 5515 ◽  
Author(s):  
İbrahim Gül ◽  
Fatma Türkmen
Keyword(s):  
Secondary School ◽  
Servant Leadership ◽  
Secondary School Teachers ◽  
Leadership Behaviors ◽  
School Administrators ◽  
Educational Organizations ◽  
School Teachers ◽  
Research Findings ◽  
Teacher Opinions ◽  
Primary And Secondary School

The concept of servant leadership, which was initiated by Greenleaf, has been developed by other people and reached to today. The concept of servant leadership, which emphasizes the mentality of service, seems to be applicable in educational organizations. In this study, it was examined whether the school administrators had the servant leadership behaviors and the teacher opinions had significant differences in terms of some variables according to the opinions of the teachers. The population of the study consists from primary and secondary school teachers in Sinop province center. There are 426 teachers in the research universe. Of these, 302 teachers participated in the survey by random sampling. In this research, likert type instrument which was developed by Van Dierendonck and Nuijten (2011) and consisted of 26 sub-items and 7 dimensions, which was translated and adapted by Duyan (2012), was used. According to research findings; Teachers view supervisor's servant leadership behaviors partially adequate in some dimensions (accountability and responsible management), while the majority of sub-dimensions (empowerment, restraint, forgiveness, courage and humility) were viewed as insufficient.  According to the results of the research, teachers view school administrators as a responsible and accountable manager rather than a servant leader. These results alsoare compatible with some previous research results conducted in Turkey. Based on the results of the research, Based on the results of the study, It is recommended that the school administrators organize educational activities in order to gain servant leadership behaviors. ÖzetGreenleaf tarafından ortaya atılan hizmetkâr liderlik kavramı, başka kişiler tarafından da geliştirilerek günümüze kadar ulaşmıştır. Hizmet etme anlayışını öne çıkaran hizmetkâr liderlik kavramı, eğitim örgütleri içinde uygun düşmektedir. Bu çalışmada öğretmen görüşlerine göre, okul yöneticilerinin hangi düzeyde hizmetkâr liderlik davranışlarına sahip olduğu ve öğretmen görüşlerinin bazı değişkenler açısından farklılık gösterip göstermediği incelenmiştir. Çalışmanın evreni, Sinop il merkezinde görev yapan öğretmenlerdir. Araştırma evreninde 426 öğretmen bulunmaktadır. Bunlardan tesadüfi örnekleme yoluyla seçilen 302 öğretmen araştırmaya katılmışlardır. Araştırmada, Van Dierendonck ve Nuijten (2011)  tarafından geliştirilen ve Duyan (2012) tarafından Türkçeye uyarlanan, 26 madde ve 7 alt boyuttan oluşan likert türü ölçme aracı kullanılmıştır. Araştırma bulgularına göre, öğretmenler yöneticilerinin hizmetkâr liderlik davranışlarını “güçlendirme, geri durma, affetme, cesaretlendirme ve tevazu” alt boyutlarda yeterli düzeyde görmezken;  “hesap verebilirlik ve sorumlu yöneticilik” alt boyutlarında kısmen yeterli görmüşlerdir. Araştırmanın sonuçlarına göre; öğretmenler, okul yöneticilerini hesap verebilirlik ve sorumlu yöneticilik boyutlarında yeterli görmüşlerdir. Diğer boyutlarda kısmen yeterli görmektedirler. Bu sonuçlar, Türkiye’de yapılmış bazı araştırma sonuçlarıyla da örtüşmektedir.  Araştırmanın sonuçlarına dayalı olarak, okul yöneticilerinin hizmetkâr liderlik davranışlarını kazanmaları yönünde eğitim etkinlikleri düzenlemesi önerilmektedir.

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