Search results
1 – 10 of over 39000This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion…
Abstract
Purpose
This research aims to find out teachers' perception about the behaviors of their school leaders with regard to knowledge management, and the changes in teachers' opinion considering their sex, age, educational level, experiment and tenure.
Design/methodology/approach
The sample of the research is primary schools teachers in Edirne, Turkey. A total of 430 questionnaires were evaluated. The scale developed to identify elementary school teachers' perception about knowledge management practices at their schools is based on four other different scales: “Know‐all 50: Knowledge Management Assessment”, “Knowledge Management Framework Assessment Exercise”, “Assessing Readiness for Managing Knowledge Assets”, and “Working with Knowledge”.
Findings
Findings of the research suggest that there are seven existing sub‐dimensions of knowledge management at schools in Turkey, namely: leadership, cultural structure, knowledge hubs and centers, tacit knowledge, explicit knowledge, knowledge vision, and learning culture. In addition to this, there is a significant relationship between the different sub‐dimensions of knowledge management and whether teachers have e‐mail addresses of their own, their schools have internet connection (for external knowledge), web site, computer network (for internal knowledge) and whether the school has a subscription to professional publications.
Originality/value
The researches in different countries show that knowledge management has nine sub‐dimensions but in Turkey there are seven. This scale needs to be applied to different organizational settings in order to be validated nationwide.
Details
Keywords
Miki Kuwabara, Koji Oba, Nao Takano, Noritoshi Nagamine, Yoko Maruyama, Nobuhiro Ito, Izumi Watanabe, Chikako Ikeda and Junichi Sakamoto
Occupational stress-relating overwork among teachers predispose to mental disorders and eventually lead to long leave from work. Although some studies have been conducted to…
Abstract
Purpose
Occupational stress-relating overwork among teachers predispose to mental disorders and eventually lead to long leave from work. Although some studies have been conducted to assess these problems among elementary and junior high school teachers, a quantitative investigation has been limited to date. In this study, the authors sought to explore the association between overwork and mental stress among Japanese elementary and junior high school teachers.
Design/methodology/approach
An exploratory cross-sectional questionnaire survey was carried out on 294 Japanese elementary and junior high school teachers. The respondents filled a questionnaire on personal data, and occupational stress reaction was evaluated by Japanese version of Brief Job Questionnaire. Multiple linear regression model was used to evaluate the association between overwork information and psychological and physical stress.
Findings
Working during holidays was significantly likely to increase psychological and physical stress reactions among elementary school teachers (adjusted mean difference = −1.67, 95% CI: −2.81 to −0.54) and junior high school teachers (adjusted mean difference = −5.24, 95% CI: −9.60 to −0.87). A weakly positive association was found between high risk of psychological and physical stress and marital status (p = 0.005), teacher in charge of class (p = 0.015) among elementary school teachers.
Originality/value
This study indicated an association between working during holidays and psychological and physical stress reactions among elementary and junior high school teachers after adjusting for sociodemographic and work-related status. Further study for the confirmation of this finding is warranted.
Details
Keywords
Yin Cheong Cheng and Allan Walker
Describes how the changing educational environment demands continuous school‐based teacher education (SBTE) for school development, teacher effectiveness and quality assurance…
Abstract
Describes how the changing educational environment demands continuous school‐based teacher education (SBTE) for school development, teacher effectiveness and quality assurance. Suggests that SBTE should help teachers and the school to perform technical, human, political, cultural and educational functions at five levels. Asserts that the functions of SBTE can contribute to the strategic management process, facilitate whole‐school development and enhance school effectiveness. Argues that a thorough understanding of the multi‐functions of SBTE is necessary for effective design and implementation of the content and activities of teacher education in school. Provides a comprehensive framework for practitioners and researchers to understand the complex nature and potential contribution of SBTE in both local and international contexts.
Details
Keywords
Chen Schechter and Megan Tschannen‐Moran
This study explores the notion of collective teacher efficacy, a characteristic of schools that has emerged as a significant factor in school productivity. More specifically, this…
Abstract
Purpose
This study explores the notion of collective teacher efficacy, a characteristic of schools that has emerged as a significant factor in school productivity. More specifically, this paper examines the construct validity and reliability of the Israeli Collective Teacher Efficacy Scale and explores variables that may influence teachers' sense of collective efficacy.
Design/methodology/approach
A sample of teacher respondents from 66 elementary schools (876 teachers) in Israel's central school district was used.
Findings
A comparison of the English (USA) version and the Hebrew (Israel) version of the Collective Teacher Sense of Efficacy Scale revealed marked similarities, supporting the constitutive meaning of this construct and the construct validity of its subscales. In the Israeli sample, urban school teachers tended to have a higher sense of collective efficacy than suburban school teachers. Teachers' collective sense of efficacy was unrelated to the demographic variables examined, including the workload of teachers, the longevity of teachers in that particular school setting, and the average number of years of teaching experience of a faculty.
Research limitations/implications
The focus of this study was elementary schools, and it may be that a larger study across school levels would have revealed difference across them that play a significant role in shaping teachers' sense of collective efficacy.
Originality/value
The study strengthens the construct validity of the teachers' sense of collective efficacy scale and adds an international perspective to the small but growing body of research on teachers' collective sense of efficacy, which has been found to be significantly related to student achievement.
Details
Keywords
Intan Azura Mokhtar and Shaheen Majid
This paper presents the findings of a study that explores the use of school libraries and their resources by teachers, their level of collaboration with their school librarian…
Abstract
Purpose
This paper presents the findings of a study that explores the use of school libraries and their resources by teachers, their level of collaboration with their school librarian, and the problems faced by them in using these libraries.
Design/methodology/approach
A questionnaire survey was conducted and 76 teachers from seven schools in Singapore participated in the study.
Findings
The results showed that teachers generally did not use their school libraries and various information resources effectively, mainly due to the inadequacy of their school libraries in terms of educational materials. In addition, teachers typically did not collaborate with their school librarian in planning their lessons or other academic activities.
Research limitations/implications
The study only managed to involve 76 teachers from seven schools. A larger number of respondents would have been more desirable. However, these 76 respondents represented teachers with teaching experiences that ranged from less than 3 years to more than 20 years. The study provided an insight into the situation of school library use by teachers in Singapore and their related factors. This insight could in turn yield initiatives on various aspects of school library research, such as the role of the school library in the school curriculum, and how school library usage by teachers or school librarian‐teacher collaboration can be improved.
Practical implications
The study proposes that teachers be familiarised with the role of school libraries and librarians through in‐service and pre‐service teacher training courses and through school library outreach programmes.
Originality/value
The paper highlights the importance of the school library in the school curriculum, presents the elements that can contribute to or work against the use of the school library by teachers, and most importantly, proposes strategies that can be implemented to improve the situation as revealed in the study.
Details
Keywords
D.R. Black, T.J. Harvey, M.C. Hayden and J.J. Thompson
Outlines the programme “Professional Development for Teachers inInternational Schools” which was developed from a modular programmealready in existence at the School of Education…
Abstract
Outlines the programme “Professional Development for Teachers in International Schools” which was developed from a modular programme already in existence at the School of Education, at the University of Bath. The Professional Development Programme is taught both in the UK Summer School and overseas. There are two types of module, taught and school‐based, for which there is no predetermined order of study. The programme leads to an Advanced Certificate, Advanced Diploma or Master′s Degree in Education. The pilot programme was held at the International School of Tanganyika during Easter 1992 and the programme has subsequently evolved and expanded and now includes not only teachers in international schools but also teachers in other English medium schools in countries in Europe, Africa, the Middle East and the Far East.
Details
Keywords
Richard D. Bingham, Paul A. Haubrich and Sammis B. White
Explores the question of why principals rate their schools morehighly than do their own teachers. Following the work of others, showingthat disagreements between teachers and…
Abstract
Explores the question of why principals rate their schools more highly than do their own teachers. Following the work of others, showing that disagreements between teachers and principals stem mainly from disagreements on discipline, reports on results which show that views on disciplinary policy are the only factor which is strong enough to overcome the somewhat biased grading by principals. Concludes that, if a principal wants higher teacher morale and higher grading of their school, efforts must be made to develop greater congruence between teacher and principal expectations and actions on discipline.
Details
Keywords
LOUIS J. SALERNO and DONALD J. WILLOWER
Pupil Control Ideology is expressed in terms of a custodial‐humanistic continuum. A cutodial orientation stresses the maintenance of order through strong discipline and punitive…
Abstract
Pupil Control Ideology is expressed in terms of a custodial‐humanistic continuum. A cutodial orientation stresses the maintenance of order through strong discipline and punitive sanctions; a humanistic orientation emphasizes trust and optimism concerning students' ability to be self‐disciplining. Pluralistic ignorance is defined as the shared misperception of an attitude, norm or belief held by members of a group. 296 faculty members from 17 elementary and two high schools in a single school district completed three versions of the PCI form and a sociometric scale. Findings mealed inter alia that there were positive relationships between the individual teacher's PCI and his perception of the PCI both of members of his informal group and teachers in the school district. Individual teachers also perceived the PCI of the typical teacher in the district to be more custodial than his actual PCI. Although perceptions of the PCI of members in the informal group were also more custodial than actual measurements indicated, such perceptions were more accurate.
Compares the views of pre‐service and in‐service elementary school teachers regarding the effectiveness of school leaders in Cyprus. Data were collected from 66 in‐service…
Abstract
Compares the views of pre‐service and in‐service elementary school teachers regarding the effectiveness of school leaders in Cyprus. Data were collected from 66 in‐service teachers, and 79 pre‐service teachers enrolled at the University of Cyprus. The findings indicate that in‐service teachers were significantly more positive than pre‐service teachers in their assessment of school principals. The former considered the weaknesses associated with principals to be mainly the result of the limitations of the educational system in Cyprus, whereas the latter expected their future superiors to be ineffective in their management of interpersonal relationships. The paper points to the need for better training and preparation of both school leaders and teachers before their appointments.
Details
Keywords
This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize…
Abstract
Purpose
This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.
Design/methodology/approach
Conceptual paper sharing experiences addressing anti-blackness in school-university partnerships.
Findings
National Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.
Originality/value
The author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.
Details