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Article
Publication date: 14 October 2004

Kay Whitehead

In February 1922 the editor of the SA Teachers’ Journal introduced a ‘Country Corner’ column that was to be contributed by a member of the Women Teachers Progressive League (WTPL…

Abstract

In February 1922 the editor of the SA Teachers’ Journal introduced a ‘Country Corner’ column that was to be contributed by a member of the Women Teachers Progressive League (WTPL) under the pen name ‘Tish’. Tish was Phebe Watson, the WTPL secretary (a position she had held since its inauguration in 1915), Women’s Warden at the Teachers College and Mistress of Method in charge of the short course of training for country teachers. This article focuses on representations of the country teacher in the Country Corner column in the interwar years. I argue that Phebe invoked contemporary discourses of youth and femininity to construct the rural teacher as a youthful, responsible, attractive and marriageable woman. Following on from recent research into ways in which city functioned both as a place and representation in education, I also begin to identify discourses of the country and the city in constructions of the teacher and teachers’ work.

Details

History of Education Review, vol. 33 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 22 May 2007

Adam E. Nir and Melly Naphcha

The purpose of research is to attempt to determine to what extent the salary level of teachers working in public educational systems is connected with the trend towards…

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Abstract

Purpose

The purpose of research is to attempt to determine to what extent the salary level of teachers working in public educational systems is connected with the trend towards privatization considering that privatization has become nowadays a prominent phenomenon in educational systems around the world.

Design/methodology/approach

A secondary analysis of the 2003 data coming from 29 OECD countries is conducted attempting to reveal what educational as well as economic antecedents other than the GDP per capita may account for the differences among various countries in the salary level of teachers working in public education.

Findings

When GDP per capita is controlled in the analysis, it is evident that teacher salary level is correlated with the degree of privatization characterizing a particular educational system. Specifically, the evidence suggests that if less than 15 percent of the students study in private schools in a given state, teachers' salaries are likely to be below the expected salary according to the state's GDP per capita.

Originality/value

These findings enable the conclusion that the existence of a private sector alongside the public one may indirectly contribute to an increase of the salary level of teachers working in the public education sector.

Details

International Journal of Educational Management, vol. 21 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 20 June 2008

George Odhiambo

The purpose of this paper is to examine issues of quality and quality assurance in Kenyan schools, identify reasons why Kenya government has difficulties in achieving its well…

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Abstract

Purpose

The purpose of this paper is to examine issues of quality and quality assurance in Kenyan schools, identify reasons why Kenya government has difficulties in achieving its well documented search for quality education and to trace the process for ensuring the accountability of teachers in Kenya. This focus is done under conditions of significant changes in government policies and educational restructuring.

Design/methodology/approach

The reflections are done through a review of variety of research and analytical sources.

Findings

The review shows that the government, whose approach has been ambivalent and paradoxical, has determined teacher accountability and that the underlying cause of poor quality education in Kenya's schools is not the performance of teachers per se but deeply rooted management practices and other government policies which will have to change if this dream is to be realized. The evaluation of teachers' work should not be separated from development since quality is dependent on professional development. There is no development without challenge and quality development depends on the participation of all persons involved in teaching and learning.

Practical implications

The most obvious practical implication of this paper is that education in Kenya needs complete overhaul and not piecemeal reforms. Above all, there is need to invest regularly in the development of teachers, as teachers need access to continuous and effective updating and updating systems.

Originality/value

This paper provides an opportunity for reflection and builds a foundation on some of the key challenges that face education and teachers in Kenya. The paper suggests directions for leading Kenyan schools into a successful future.

Details

International Journal of Educational Management, vol. 22 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 31 October 2023

Shintia Revina, Rezanti Putri Pramana, Christopher Bjork and Daniel Suryadarma

This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD…

Abstract

Purpose

This paper is among the first case studies in developing countries that comprehensively investigate the historical evolution of a country's teacher professional development (TPD) system, the outcomes of the current TPD and the factors underlying the stagnation of TPD quality.

Design/methodology/approach

The authors collected data from three types of sources—documents, observations and interviews. Documents examined included the handbooks of the TPD program, handouts for teachers, training modules from TPD workshop sessions and research publications or reports on TPD programs in Indonesia introduced from the 1970s to 2018. The authors conducted formal interviews with trainers, education stakeholders and teachers who participated in recent TPD.

Findings

The findings indicate that, on paper, TPD initiatives in Indonesia have included some of the positive features of TPD highlighted in the literature. However, these factors have not been consistently included in the reforms rolled out over the decades, and, indeed, many of the less desirable features of those reforms have endured. The analysis also reveals the absence of four key factors in multiple TPD reforms that led to teachers' and other stakeholders' dissatisfaction with the TPD implementation. These include consideration of teachers' skills, background and capacities; relevance of training; feedback provided to teachers; and workshop follow-up.

Originality/value

The research indicates that the long-term issues of ineffectiveness of TPD in Indonesia are driven by the incoherence of different elements of the education system. This extends beyond the technical and operational elements of the TPD itself. The absence of a clear vision of the purposes of teacher development has created confusion and uncertainty for teachers.

Details

Asian Education and Development Studies, vol. 12 no. 4/5
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 15 July 2020

Tiina Leino Lindell

The digitalization of society places new demands on education. It is apparent since most countries have introduced curricula requirements to digitalize teaching. This study…

Abstract

Purpose

The digitalization of society places new demands on education. It is apparent since most countries have introduced curricula requirements to digitalize teaching. This study examines the organizational support teachers need to digitalize teaching. The study is being conducted in Sweden because they have experienced challenges with the introduction of new national digitalization requirements. Thus, this study explores the following research question: What organizational support do Swedish teachers describe they need to meet the curriculum requirements for digitalization?

Design/methodology/approach

Cultural–historical activity theory and qualitative methods have been used to explore the research aim and answer the question.

Findings

The results show that teachers need organizational support to gain equal and easy access to digital tools. Moreover, digital tools in an organization must be relevantly related to the requirements. Teachers also need support to increase their knowledge as well as the knowledge of the students. Also, organizations must support teachers by distributing the work of digitalization clearly and reasonably. These results, thus, show that teachers cannot be solely responsible for meeting these curriculum requirements. They need organizational support in the process.

Originality/value

The study reveals teachers' recurring problems concerning digitalized education and their need for organizational support. Thereby, the knowledge can be used to avoid similar problems, in organizations on different society levels. This contribution is useful for organizations, politicians, school leaders, principals and teachers who are introducing 1:1 and new curriculum requirements for digitalization of education.

Details

The International Journal of Information and Learning Technology, vol. 37 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 6 February 2017

Ian E. Sutherland

The purpose of this paper is to explore the nature of trust in a school community related to the leadership response to crisis.

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Abstract

Purpose

The purpose of this paper is to explore the nature of trust in a school community related to the leadership response to crisis.

Design/methodology/approach

This study was a multiple-source qualitative study of a single case of a PreK-12 international school called The Learning School.

Findings

The findings revealed the nature of how leadership influences and is influenced by context and community. These led to a discussion about two shifts, the focus on self to focus on others and the collective community, and a shift from a focus on self-preservation and protection to learning and growing together as a community. Communication, decision making, and collaboration in the community played a significant role in the community learning and growing from the crisis.

Research limitations/implications

The study was limited by the nature of the topic, crisis in schools. The nature of crisis limits the ability to engage in inquiry before the crisis, and the inquiry was limited to the specific case that occurred in a unique context. The author proposes future cross-case research to develop an understanding of school and leader responses to crisis varies across individuals and contexts, and culture.

Originality/value

While there is a growing literature about trust, it is difficult to study schools in crisis due to the limitations of the topic and sensitivity of issues of crisis in schools. This study gives insight into the dynamics of leadership and trust in a school in crisis.

Details

Journal of Educational Administration, vol. 55 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 13 July 2015

Lenita Hietanen

This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The…

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Abstract

Purpose

This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The subject to learn was music, which did not include any entrepreneurial content. Accordingly, this study looks closely at the way learners behave when studying music. The purpose of this paper is to see whether entrepreneurial behaviour is appropriate in non-business education.

Design/methodology/approach

The study used the action research approach; in particular, it used the special teacher-as-researcher method. The analysis was based on content analysis.

Findings

In this study, the teacher-researcher looked at entrepreneurial learning as experimenting with alternative learning methods and different learning contents. To ensure that every learner received the support they needed in their self-chosen tasks, peer learning was encouraged. Learners got the support they needed both from each other and from the teacher-researcher.

Practical implications

Although this study was only carried once during some music lessons in one particular comprehensive school and once in one class-teacher education in Finland, the findings may prompt teachers in other subjects and other countries to add entrepreneurial activities to their learning environments.

Originality/value

There is a lack of research into entrepreneurship education practices at lower educational levels and where education is not business-oriented. Using the entrepreneurial approach in general education raises another question: is the approach suitable for every learner? Neither of these facets has been studied in depth.

Details

Education + Training, vol. 57 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 21 April 2023

Yassine Ismaili

The purpose of this study is to investigate the educational experiences of sub-Saharan African undocumented students in Moroccan public schools, as well as the perceptions of…

Abstract

Purpose

The purpose of this study is to investigate the educational experiences of sub-Saharan African undocumented students in Moroccan public schools, as well as the perceptions of instructors regarding the challenges and needs of sub-Saharan students in the capital city of Morocco, Rabat.

Design/methodology/approach

A qualitative interpretative case study approach was implemented to investigate this topic. This study involved seven respondents who had experience working with sub-Saharan students in their classrooms.

Findings

The findings of this study indicate that Moroccan public schools provide sub-Saharan African students with free education and a welcoming and secure learning environment. However, inadequate educational conditions, such as deficiencies in the designed programs, possibly limited competence of teachers, lack of professional instructors capable of teaching migrants and insufficient resources, can all hinder the learning process and educational integration of sub-Saharan African students.

Originality/value

This study contributes to the limited body of research on intercultural education in the Northern African region. The educational challenges and needs of hundreds or thousands of sub-Saharan African immigrants settling in Morocco are often overlooked or not given adequate consideration in scholarly works.

Details

Journal for Multicultural Education, vol. 17 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 1 September 2003

Christopher Orpen

It is argued that the teaching of cross‐cultural management is both possible and, in principle, no different from teaching any other aspect of management. However, given the…

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Abstract

It is argued that the teaching of cross‐cultural management is both possible and, in principle, no different from teaching any other aspect of management. However, given the difficulties involved, it cannot be effectively taught through lectures and formal examinations, but instead requires the simultaneous employment of a variety of student‐involving techniques, some of which are described in the article; such as injecting cultural material into lectures, getting students to interview foreign managers, providing students with a cross cultural experience, having students make presentations on selected countries, and examining a few cultures in depth. The aim is not so much to prepare students to be expatriate managers in a particular country, as it is to develop an awareness of how to adapt their managing to any different culture.

Details

Cross Cultural Management: An International Journal, vol. 10 no. 3
Type: Research Article
ISSN: 1352-7606

Keywords

Article
Publication date: 16 January 2009

Zhikui Niu

By reviewing the related literature on the Jiaoshi Pinren Zhi (JPZ) system, this paper seeks to indicate that the implementation of JPZ not only has led to domestic brain drain…

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Abstract

Purpose

By reviewing the related literature on the Jiaoshi Pinren Zhi (JPZ) system, this paper seeks to indicate that the implementation of JPZ not only has led to domestic brain drain and the imbalance of teachers' qualities between different areas and schools, but also has violated children's equal rights to education guaranteed by the Constitution and educational laws in PR China.

Design/methodology/approach

By analysing national policies and laws and some cases, the paper points out that the reforms on teachers' employment causes the imbalance of teachers' qualities between different areas and schools and it is against the principle of children's equal rights to education guaranteed by the Constitution and some educational laws in China.

Findings

Since the late 1980s, many reform initiatives have been launched in the context of the transition from planned economy to market economy in China.

Originality/value

The reforms on the teachers' employment system from “Tongyi Fenpei” (TF, a system of unified placement for all graduates) and the life‐time employment system to JPZ (a free contract employment system) is one of the important reform initiatives.

Details

International Journal of Educational Management, vol. 23 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

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