scholarly journals The effect of childcare teachers’ sense of happiness on empathy and teaching commitment

2021 ◽  
Vol 22 (10) ◽  
pp. 316-322
Author(s):  
SungYeon Park ◽  
Sung-je Cho
Keyword(s):  
Teaching Commitment

John MacCulloch, F. R. S., at Addiscombe: The lectureships in chemistry and geology

1980 ◽  
Vol 34 (2) ◽  
pp. 155-183 ◽  
Keyword(s):  
Natural History ◽  
Royal Society ◽  
Unpublished Manuscript ◽  
Scientific Competence ◽  
Geological Work ◽  
Teaching Commitment

The eminent Georgian scientist John MacCulloch (1773—1835) is remembered today chiefly as a practical geologist but his many publications show that he also made notable contributions in such fields as chemistry, medicine and natural history; indeed his wide scientific competence seems to have been a significant factor in his election to Fellowship of the Royal Society, for it is noted on his certificate of application that he was ‘very conversant with various branches of science’. Elsewhere it is recorded that MacCulloch ‘was as willing to impart information as he was eager to acquire it’ and in this context his activities as a teacher in the East India Company’s Military Seminary at Addiscombe deserve study: first, because the later part of his life, during which he taught geology, is poorly understood; and secondly, since his last two geological books were affected by his teaching commitment at Addiscombe. In this paper MacCulloch’s connexion with the college is investigated using hitherto unpublished manuscript records and some of his geological work is re-assessed in terms of the facts revealed.

Teaching Commitment to Accuracy in Research: Comment on Cronan-Hillix (1988)

1991 ◽  
Vol 18 (2) ◽  
pp. 100-101 ◽  
Author(s):  
Catherine S. McDonald ◽  
Keith A. Peterson
Keyword(s):  
Teaching Commitment

Comply, Embrace, Cope, Countercrusade, Subvert: Teach For America Corps Members Respond to (Internal) and External Mandates

2019 ◽  
Vol 52 (5) ◽  
pp. 675-703
Author(s):  
Barbara Torre Veltri ◽  
T. Jameson Brewer
Keyword(s):  
Qualitative Study ◽  
Professional Practice ◽  
Developmental Time ◽  
Teach For America ◽  
Time Line ◽  
External Mandates ◽  
Teaching Commitment ◽  
Insight Into ◽  
Training Institute

In this empirical, qualitative study, Teach For America (TFA) corps member teachers’ lives are examined through the lens of George Posner’s seven “frame factors,” namely, (a) temporal, (b) physical, (c) cultural, (d) economic, (e) organizational, (f) political-legal, and (g) personal, which offer insight into the contextualized TFA experience from induction at Corps Training Institute (CTI) through the 2-year TFA teaching commitment. Hundreds of corps member responses to these frame factors and external mandates were coded and analyzed, using unpublished categories developed by Barone, with particular attention to the developmental time line of one’s educational platform on TFAers’ professional practice.

scholarly journals The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction

2019 ◽  
Vol 6 (1) ◽  
pp. 1685353 ◽  
Author(s):  
Shima Abedi Ostad ◽  
Afsaneh Ghanizadeh ◽  
Maryam Ghanizadeh ◽  
Tzu-Bin Lin
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Efl Teachers ◽  
Teaching Commitment

Conservatoire student and instrumental professor: the student perspective on a complex relationship

2005 ◽  
Vol 22 (3) ◽  
pp. 237-248 ◽  
Author(s):  
Carole Presland
Keyword(s):  
Student Perspective ◽  
Professional Lives ◽  
Special Relationship ◽  
Personal Support ◽  
Piano Students ◽  
Part Time ◽  
The Uk ◽  
To Receive ◽  
The Relationship ◽  
Teaching Commitment

This article examines the special relationship between students and their instrumental teachers in UK conservatoires. Conservatoires in the UK provide a higher education for aspiring performers and composers and the students' choice of conservatoire will often be guided by their desire to study with a particular ‘professor’ who will teach them their major or ‘principal study’ instrument. Many such professors are visiting part-time staff whose teaching commitment represents only a small proportion of their wider professional lives. Here, the relationship between student and professor is revealed through the perceptions of piano students at a UK conservatoire and a picture emerges of partnerships which are remarkably productive, but vary widely in the degree and range of musical and personal support that students ideally hope to receive from them.

scholarly journals Pengaruh Karakter dan Kepribadian Terhadap Motivasi Berprestasi yang Dimediasi Komitmen Mengajar

2020 ◽  
Vol 4 (1) ◽  
pp. 19-40
Author(s):  
Syu'aib Nawawi
Keyword(s):  
Factor Analysis ◽  
Regression Analysis ◽  
Achievement Motivation ◽  
Indirect Effect ◽  
Exploratory Study ◽  
Sampling Method ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Reliability Test ◽  
Teaching Commitment

The objectives of this study were to: 1) Test and analyze the character of teaching commitment. 2) Testing and analyzing the influence of personality on teaching commitment. 3) Testing and analyzing the influence of character on achievement motivation. 4) Testing and analyzing the influence of personality on achievement motivation. 5) Testing and analyzing the effect of achievement motivation on teaching commitment. 6) Testing and analyzing the effect of character indirectly on achievement motivation through teaching commitment. 7) Testing and analyzing the indirect influence of personality on achievement motivation through teaching commitment. This research is a descriptive-exploratory study with an exploratory, descriptive and explanatory design. The sample in this study was 38 people. The population in this study were all employees of the Trawas District, Mojokerto Regency, as many as 33 people. The sampling method in this writing uses census technique. Data analysis used SPSS version 26 for validity test with factor analysis, reliability test with Cronbach alpha. Classic assumption test and multiple linear regression analysis, to verify and prove the research hypothesis. To prove the hypothesis the writer used path analysis with SPSS V. 26 facilities. The results of the discussion concluded: 1) character has a significant effect on teaching commitment; 2) personality has a significant effect on teaching commitment; 3) character has a significant effect on achievement motivation; 4) personality has a significant effect on achievement motivation; 5) commitment to teaching has no effect on achievement motivation; 6) character has an indirect effect on achievement motivation through teaching commitment; 7) personality has an indirect effect on achievement motivation through teaching commitment.

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