scholarly journals The Influence of Clinical Supervision on the Instructional Competence of Secondary School Teachers

2020 ◽  
pp. 42-50
Author(s):  
Amelie T. Bello ◽  
John H. Olaer
Keyword(s):  
High School ◽  
Secondary School ◽  
Clinical Supervision ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Department Heads ◽  
School Teachers ◽  
School Year ◽  
Teaching Learning ◽  
High Level

Aims: To determine the influence of clinical supervision of department heads on the instructional competence of secondary school teachers. Study Design: Descriptive-correlational research design. Place and Duration of Study: Digos City National High School during the School Year 2018-2019. Methodology: Respondents were the eight (8) school heads and one hundred seventy eight (178) teachers who were permanently employed at Digos City National High School during the School Year 2018-2019. Complete enumeration was used in the identification of department heads while simple random sampling for the teacher respondents. Mean, Pearson r and Multiple Regression were the statistical tools used to treat the gathered data. Results: The department heads had a high level of clinical supervision in terms of pre-observation, observation/analysis and strategy post-observation conference/analysis. Similarly, teachers a had high level of instructional competence of teachers. This result signified a very strong positive relationship between the two variables which indicated that about 75.80% on the variance of instructional competence can be attributed by the variation of the level of clinical observation. Regression analysis further entailed that clinical supervision significantly influenced the instructional competence of teachers. Conclusion: The significant influence of clinical supervision on teachers’ instructional competence implies that the more teachers are mentored, the better teachers they would become. Thus, it was recommended clinical supervision in schools shall be constantly monitored and implemented so as to improve competence of teachers in the teaching learning process.

scholarly journals The Professional Satisfaction of Tunisian Secondary School Teachers after the Deconfinement of the COVID-19 Epidemic

2020 ◽  
pp. 28-37
Author(s):  
Aymen Hawani ◽  
Anis Ben Chikha
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Ministry Of Education ◽  
Professional Satisfaction ◽  
School Teachers ◽  
School Year ◽  
Teaching Aids ◽  
Degree Of Satisfaction ◽  
High Degree

In Tunisia, as in the rest of the world, the Covid-19 crisis has forced the authorities to suspend classes. More than 2 million pupils and 90 thousand of teachers have been deprived of school. After three months of confinement, authorities say the school year is over except for baccalaureate candidates. Indeed, the resumption of courses for final classes (bac) is set for May 27, 2020. The question of the professional satisfaction of Tunisian secondary school teachers after the DE confinement of the COVID 19 epidemic for teachers during the period of DE confinement seems essential. The objective of this article is to highlight the degree of professional satisfaction perceived by secondary education teachers in the governorate of 'Nabeul' in different subjects (Mathematics, Physics, SVT, French, English ...) in the presence of the stress and anxiety caused by the current situation of the emergence of the COVID-19 epidemic and in the presence of the health protocol in schools. (1) Background: Personal satisfaction linked to the professional context was measured using the Austrian questionnaire "Qualität in Schulen", translated into French by the Luxembourg Ministry of Education. (2) Methods: after 3 weeks of resuming the course, during the period from 06/22/2020 to 06/27/2020 Three hundred and sixty (n = 360) questionnaires were sent and two hundred and forty-six (n = 246) questionnaires for processing, hence the return rate is 68.33%, which can be considered satisfactory. (3) Results : secondary teachers demonstrated a high degree of satisfaction at the relational level (students, administrative bodies, colleagues, etc.). Whereas, the teaching aids presented to schools during this period were not satisfactory despite the establishments' desire to remain operational during this period of the resumption of classes. (4) Conclusion: These preliminary results elucidate that the resumption of classes in Tunisia for the final classes (baccalaureate) after a period of confinement due to the emergence of the COVID-19; made it possible to create a specific climate in the high school. Consequently, the teachers showed a high degree of satisfaction at the relational level while they were not satisfied with the level of the didactic means presented to the breasts of the high school.

scholarly journals Investigation of Perceptions regarding Teacher Leadership among Secondary School Teachers in Turkey

2017 ◽  
Vol 5 (2) ◽  
pp. 111
Author(s):  
Bahadır Gülbahar
Keyword(s):  
Secondary School ◽  
Teacher Leadership ◽  
Secondary School Teachers ◽  
Institutional Development ◽  
Simple Random Sampling ◽  
Middle Level ◽  
School Teachers ◽  
Institutional Improvement ◽  
Significant Difference ◽  
High Level

Leadership is one of the most important roles expected from teachers today. Teacher leadership is a significant factor in the commitment of schools to their missions to guide societies, to develop a school’s positive aspects and to manage education in an effective way. If this is the case, it is necessary to measure and evaluate the perceptions of teachers with regard to this important role. As yet there is limited amount of research in the literature concerning the determination of teachers’ perceptions regarding teacher leadership. As the basic purpose of the present study is to determine the leadership perceptions of secondary school teachers, it is considered that the study will contribute to the literature. This qualitative research was conducted using the screening model. The study was conducted on 376 secondary school teachers who were selected by means of the simple random sampling method from among 564 teachers who were working at secondary schools in Kırşehir Central County (Turkey) during the 2014-2015 academic year. The “Teacher Leadership Scale” (TLS) was used as the data collection tool. Although the teachers’ “institutional development” sub-dimension perception regarding teacher leadership was found to be at the middle level, this was assessed to be a lacking notation. Teachers’ perception of teacher leadership for the “institutional improvement” sub-dimension was determined to be at the medium level; perceptions concerning “professional development” and “collaboration among colleagues” sub-dimensions were determined to be at a high level. Teachers’ understanding of teacher leadership in terms of the “institutional improvement” sub-dimension exhibited a significant difference in male teachers. Teachers’ perception of teacher leadership in terms of the “professional improvement” sub-dimension exhibited a significant difference according to age and occupational seniority.

scholarly journals Technological competencies required for the intermediate and high school female teachers to use the interactive whiteboard within the classroom

2019 ◽  
Vol 3 (22) ◽  
Author(s):  
Mashael Abdulrahman Al-Qaraawi ,  Abu Bakr Yousef Ghannam
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Interactive Whiteboard ◽  
Highly Qualified ◽  
School Teachers ◽  
Secondary Stage ◽  
Design Activities ◽  
Technological Competencies

    The current research aimed at identifying the technological competencies required for intermediate and secondary school teachers to activate the use of interactive whiteboards in the classroom. To achieve this goal, the question of technological competencies for middle and high school teachers was answered to activate the use of the interactive whiteboard in the classroom. Based on the objective of the research and its questions، the researcher used the descriptive method for its relevance to the research. The sample included (40) teachers of the intermediate and secondary stage in Al-Fursan Private Schools for Girls in Riyadh who used the Smartboard in teaching. The researcher used the questionnaire to collect the necessary data to answer the study questions. The responses were analyzed using the following statistical methods: frequencies، percentages, arithmetic mean، Pearson coefficient to measure the validity of the internal consistency of the study instrument، and Vacronbach coefficient in order to measure instrument stability. The most important results of the research are that the members of the research sample have three design competencies needed to activate the use of the interactive whiteboard in the classroom to a high degree: the ability to design a lesson، master the techniques of evaluation and the ability to design activities، all using interactive whiteboard. The study also concluded that incentives were given to the teacher who uses interactive whiteboard in teaching, and also to design modern buildings for educational institutions in accordance with the requirements of presentation and use of the interactive whiteboard in the classroom. The study recommended the educating middle and secondary school teachers about the importance of using interactive whiteboard in the educational process at all levels، and also working on attracting highly qualified human cadres for the success of the interactive whiteboard.    

scholarly journals The Reasons of the Reluctance of Secondary School Teachers in the Province of Houtat Bani Tamim Of Leadership Positions in The Schools of The Province

2019 ◽  
Vol 3 (15) ◽  
Author(s):  
Nourah Mohammed Al- Tamimi
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary Teachers ◽  
Analytical Approach ◽  
Secondary School Teachers ◽  
Leadership Positions ◽  
School Teachers ◽  
General Average ◽  
Academic Qualifications

This research aimed to recognize the reasons made the high school teachers (female) in Houtat Bani Tamim province abstains from the leadership's positions at the institutions that they are working in. And to achieve the goals of the research the descriptive analytical approach was used, while the study tool was an electronic questionnaire distributed among a random simple sample which consisted of (93) secondary teachers. The study revealed that the arithmetic averages of the responses of the study sample on the axis of reasons for abstention from leadership positions ranged between (2.62) and (3.94) with a general average of (3.46) (3.45) and (4.31) with a general average of (3.92). The results of the study on the analysis of mono- variance showed that there were no statistically significant differences due to differences in academic qualifications and years of experience. This reflects the agreement of the sample members of the secondary school teachers on the reasons of abstention of leadership positions.

Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor

2019 ◽  
pp. 219-240
Author(s):  
Yuen Fook Chan ◽  
Nusrah Ahmad Mukhtar ◽  
Norsidah Mohammed Noordin
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Secondary School ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Transformational Leadership Style ◽  
Teachers Attitudes ◽  
High Level

The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.

Predictive Model of the Influence of Leadership Styles on Attitudes Towards Organizational Change Among Secondary School Teachers in Selangor

2021 ◽  
pp. 130-151
Author(s):  
Yuen Fook Chan ◽  
Nusrah Ahmad Mukhtar ◽  
Norsidah Mohammed Noordin
Keyword(s):  
Transformational Leadership ◽  
Organizational Change ◽  
Secondary School ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Transformational Leadership Style ◽  
Teachers Attitudes ◽  
High Level

The chapter aimed to examine the relationship of leadership styles and attitude towards organizational change among 360 secondary school teachers in Selangor. Statistical analysis techniques, namely, mean and standard deviation, Pearson product moment correlation, and multiple regression analysis, were used. Findings indicated that although teachers perceived the leadership styles of their principals were only at the moderate level, teachers showed a high level of positive attitude towards organizational change. There were positive relationships between principals' leadership styles and teachers' attitudes towards organizational change. The results also revealed that 11.8% of the variance of attitude towards organizational change is explained by transformational leadership style. Hence, transformational leadership style has an influence on the teachers' attitudes towards organizational change. The practical implications of these findings were discussed to provide insights for the improvement on leadership practices towards organizational change in the secondary schools in Malaysia.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

Problems in presenting non-Euclidean geometries to high school teachers

1960 ◽  
Vol 53 (7) ◽  
pp. 559-563
Author(s):  
Louis O. Kattsoff
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Secondary School Curriculum

What is the place of non-Euclidean geometries and miniature systems in the secondary school curriculum, and in the curriculum for prospective secondary school teachers of mathematics?

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