A Survey of Secondary Science Teachers' Needs

Baird, William E.; Rowsey, Robert E.

doi:10.1111/j.1949-8594.1989.tb11922.x

Cited by 18 publications

(20 citation statements)

References 7 publications

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“…Other researchers also point out that offering professional development programs without considering their needs might not affect their teaching qualities (Day & Sachs, 2004;Noh, Cha, Kang, & Scharmann, 2004). Baird and Rowsey (1989) also highlighted teachers' frustrations that much time spent during in-service professional development programs was wasted when such programs did not meet their classroom needs. Loughran and Invarson (1993) argued that it is important that as a profession, we are able to articulate what teachers need to know and are able to do.…”

Section: Perceived Needs For Professional Developmentmentioning

confidence: 99%

A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

et al. 2017

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The purpose of this study is to use statistical evidence to better understand professional development impact and its causal determinants. The study creates a plausible structural equation model (SEM) and tests it. This study uses Abu Dhabi teacher's data drawn from the Teaching and Learning International Survey (TALIS) 2013. A sample of 4,941 teachers from public and private schools participated in the study. The proposed model represented the hypothesis that the latent variable impact of professional development is causally related to other latent variables related to school climate (job/work, school, teacher/ student, and attitude), feedback (appraisal, emphasis, and effect), environment, teacher's variables (beliefs and general), student's behavior, and perceived needs for professional development. Results show that professional development impacts are most influenced by feedback effect, school climate (attitude and teacher/student), and student behavior. In addition, variables such as school climate (school), feedback emphasis, and school climate (job/work) have significant effects but indirectly. Teaching in general shows a direct path (effect) to effects; it also shows an indirect effect (through the mediation of feedback effects). The perceived impact is affected also by teacher's gender and age group, and type of school (public or private). Results show that perceived needs, feedback appraisal, and teacher's beliefs do not affect professional development's perceived impact significantly. Teacher categories (gender and age) and school categories (public or private) had significant effects on teachers' attitude with regard to most constructs of professional development.Keywords professional development, impact of professional development, perceived needs of professional development, TALIS, Abu Dhabi

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Section: Perceived Needs For Professional Developmentmentioning

confidence: 99%

A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

et al. 2017

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“…This is in line with Moore and Blakenship (1978) suggestion whereby a priority science teachers' need is defined as "…an area for in-service help when science teachers indicate more than a moderate need" (page 514). Similarly, the 40 percent cut-off point was also used in previous studies (Baird and Rowsey, 1989 Table 5 summarizes the level of needs for each of the eight dimensions as perceived by the 1,690 Malaysian secondary school science teachers who participated in this study. Overall, it could be inferred that Malaysian secondary school science teachers have demonstrated their need to improve knowledge and skills in all eight dimensions of science teachers' needs.…”

Section: Research Findingsmentioning

confidence: 99%

“…The STIN was widely used primarily in Jordan and in Malaysia. STIN was further used and contextually refined by Baird and Rowsey (1989) by comprehensively administering the instrument to 1,870 science teachers across Alabama. In 1993, once again STIN was used by Zurub and Rubba in identifying the needs of 1,507 rural science teachers in Arkansas, Illinois, Oklahoma, Kansas, Tennessee and Texas.…”

Section: Needs Assessment Model: a Retrospectivementioning

confidence: 99%

“…Craft (1996), Day (1999) and Parkinson (2004) concur by negotiating that the first step in designing a curriculum for continuous professional development is revelation and assessment of teachers' needs. In a similar vein, Baird and Rowsey (1989), based on their survey of secondary school science teachers needs conclude that without accurate data on teachers' needs, planning is not only difficult, but results generated are likely to be disappointing to both teachers and those who offer in-service courses. Baird and Rowsey (1989) also highlight teachers' complaints that much time spent during in-service programmes and activities had been wasted where such programmes were not applicable in meeting their respective classroom needs.…”

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confidence: 99%

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What Malaysian Science Teachers Need to Improve their Science Instruction. A Comparison across Gender, School Location and Area of Specialization

Osman

Halim

Meerah

2006

EURASIA J MATH SCI T

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ABSTRACT. This research looks specifically at the perceived needs of secondary school science teachers in Malaysia so that subsequent effective in-service programmes can be planned and implemented. The prime aim of this cross-sectional survey study is to ascertain the perceived needs of 1,690 practicing secondary school science teachers, characterized by gender, school location, and area of specialization. The main instrument used is a questionnaire. The validity and reliability of the instrument were systematically established through relevant test procedures. The questionnaire seeks feedback on the eight dimensions of science teachers' needs: generic pedagogical knowledge and skills, knowledge and skills in Science subjects, managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Data were descriptively analyzed, followed by a series of chi square analysis. Results of the descriptive analysis demonstrate that the most prevalent needs of the Malaysian secondary school science teachers are the integration of multimedia and the use of English in science instruction. When measures of association were gauged between the science teachers' needs and the independent variables, it was found that significant associations exist. The associations were apparent between most of the dimensions of science teachers' needs and school location.

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“…Weiss (1987) reported that less than 40% of secondary science teachers felt prepared to use computer applications in instruction. Furthermore, Baird and Rowsey (1989) reported that secondary science teachers were generally not satisfied with their training in computer applications, nor were recently certified teacher education graduates (Ost & Baird, 1989). During this period, microcomputer requirements and experiences in science teacher preparation programs at the college level continued to evolve.…”

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confidence: 99%

Secondary Science Teachers' Use of Microcomputers During Instruction

Lehman

1994

School Sci & Mathematics

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One hundred seventy‐nine secondary science department chairs answered a 20‐item questionnaire concerning the nature and extent of microcomputer use in science instruction in their respective schools. The national sample represented schools in rural, urban, and suburban settings, as well as all geographic regions of the country. Analyses of data revealed that 47% of the secondary science teachers did not use microcomputers during instruction, 40% used them occasionally, and 13% used them in one or more lessons each week. The most frequent applications were simulations (70%), graphing packages (63%), and probes for collecting laboratory data (56%). In addition, 76% of the respondents indicated that microcomputers have had an impact on science laboratory activities in their schools. The department chairs also listed their perceived reasons as to why teachers in their departments did or did not integrate microcomputer use into their science instruction.

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A Survey of Secondary Science Teachers' Needs

Cited by 18 publications

References 7 publications

A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application

What Malaysian Science Teachers Need to Improve their Science Instruction. A Comparison across Gender, School Location and Area of Specialization

Secondary Science Teachers' Use of Microcomputers During Instruction

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