The effect of working condition on math teacher effectiveness: value-added scores and student satisfaction in teaching

Ye, Yincheng; Singh, Kusum

doi:10.1007/s10671-016-9207-6

Cited by 13 publications

(10 citation statements)

References 19 publications

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“…Teachers are also helpful to students in making conceptual connections [77]. They are facilitators and motivators in teaching and learning; most student behaviour and performance are attributed to them because they tend to imitate them [51,52].…”

Section: Principals' Instructional Leadership Influence On Teachersmentioning

confidence: 99%

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Bada¹,

Ariffin²,

Nordin³

2020

ujer

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This study investigates teachers' perception of their school leaders, in particular, principals' instructional leadership practices, and tests whether teachers' perception varies across gender. A version of the Hallinger and Murphy [35] Principal Instructional Management Rating Scale (PIMRS) was employed and administered to 389 secondary school teachers in the North-Central geopolitical zone of Nigeria. The descriptive statistics show that there is a reasonable level of engagement of Nigerian school principals with the three dimensions of PIMRS. Specifically, "defining school mission" was rated highest, while "developing a positive school learning climate" has the lowest rating. This means that teachers perceive defining school mission as the greatest instructional leadership behaviour of the principals. Similarly, there appears to be significant differences between male and female teachers' perceptions of principal's instructional leadership behaviour among the principals. This difference occurs for "Managing the instructional program". This study adds to the understanding of instructional leadership practices in Nigeria, which have been rarely explored.

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Section: Principals' Instructional Leadership Influence On Teachersmentioning

confidence: 99%

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Bada¹,

Ariffin²,

Nordin³

2020

ujer

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“…Debreli (2016) reported that current teaching approaches used by most teachers are strongly influenced by their experience as students during their ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ schooling years. Other than being a major contributor to improved students' achievement (Shannag et al, 2013), teachers' educational background also has great influence on teachers' teaching practices as a result of various scholastic instructional models (Ye, 2016). Figure 1 depicts physics teachers' perceptions of SPE and factors utilized to categorize the participants.…”

Section: Educational Backgroundmentioning

confidence: 99%

Physics Teachers’ Perceptions on Sustainable Physics Education

Nasri

Talib

2020

JBSE

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The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers’ perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers’ perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers’ perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively. Keywords: physics education, education for sustainable development, physics teacher, teachers’ perception.

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“…The research exploring the working conditions of science teachers is quite fragmented. The studies are devoted, to a large extent, to the issue of teacher effectiveness, but they also deal with the effectiveness of science teachers in general (Ye & Singh, 2017). Marioni et al (2020) indicate that if teachers work in more than one school, it negatively affects the students' learning performance.…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Working Conditions of Science Teachers

Utemov¹

2020

ARPHA Proceedings

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Effectiveness of instruction in science education largely depends on whether the teachers are satisfied with their working conditions. Consequently, administrative measures aimed at improving working conditions for teachers will also improve the quality of science teaching. The students of teachers, who have the same experience, similar qualifications and some other characteristics, achieve different learning outcomes. We can specify a set of working conditions that influence the effectiveness of science training and the quality of educational programs. In this study, science teachers are teachers of Physics, Chemistry, Biology, Anatomy, Ecology, and other related subjects. Accordingly, the article is aimed at analyzing the indicators of teacher working conditions in science education and developing a system of organizational and managerial measures to support the work of science teachers on the basis of these indicators. The research methods are data collection by means of a questionnaire survey of teachers and other school staff, analysis of the characteristics of science teaching, modeling and statistical analysis of the research data. The study was conducted in 2019-2020; 1,146 employees of secondary schools of European Russia were involved in the study, including 310 science teachers. The author of the article has arrived at the following conclusion: the most significant motives in choosing the profession of a science teacher are the possibility to influence the child development and to participate in solving social problems; participation in seminars and meetings with the education authorities and collaboration with other young teachers are the most common measures for professional adaptation of novice science teachers; more than half of the school teachers, according to science teachers, are ready for change and innovation and, and they provide support in the process of implementing innovations. The teachers report that the most common sources of stress are a feeling of responsibility for students' learning achievements, administrative work, and classroom preparation. The theoretical significance of the study lies in its contribution to deeper scientific understanding of the current working conditions of teachers in science education that influence the effectiveness of instruction and the quality of educational programs. The findings of the research can help in developing a set of organizational and managerial measures for supporting science teachers in their work taking into account the specifics of science education.

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The effect of working condition on math teacher effectiveness: value-added scores and student satisfaction in teaching

Cited by 13 publications

References 19 publications

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Teachers' Perception of Principals' Instructional Leadership Practices in Nigeria

Physics Teachers’ Perceptions on Sustainable Physics Education

A Comparative Study of the Working Conditions of Science Teachers

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