When Is a School Environment Perceived as Supportive by Beginning Mathematics Teachers? Effects of Leadership, Trust, Autonomy and Appraisal on Teaching Quality

Blömeke, Sigrid; Klein, Patricia Jacobs

doi:10.1007/s10763-013-9424-x

Cited by 50 publications

(42 citation statements)

References 21 publications

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“…Exploring the personal needs support function of principals for new teachers in the US context, found novice teachers positively viewed principals as key to establishing personal needs of respect, belonging, self-esteem, confidence and autonomy (Bickmore & Bickmore, 2010). Similarly, Blömeke and Klein (2013) examined the effects of school management and teacher support on teaching quality in Germany as perceived by middle school mathematics teachers in their third year in the profession and found beginning teachers positively rated the school principals' support and the quality of school management. All indicators of teaching quality improved if the teachers perceived more autonomy and more frequent appraisal.…”

Section: Impact and Outcomementioning

confidence: 99%

Untitled

2019

JGER

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Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.

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Section: Impact and Outcomementioning

confidence: 99%

Untitled

2019

JGER

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“…Dette gjelder også for laerere (Blömeke & Klein, 2013), og det er spesielt viktig fordi det har betydning for deres adferd i klasserommet, og laerernes adferd i klasserommet påvirker igjen elevenes laeringsutbytte (Baumert et al, 2010;Bogler, 2002;Seidel & Shavelson, 2007;Toh, Ho, Riley & Hoh, 2006;Watt & Richardson, 2008). Hos laerere som ikke er tilfredse med yrket sitt, viser dette seg ofte gjennom en negativ utvikling i laeringsutbyttet til elevene (Helmke, Hosenfeld & Schrader, 2002), og det bidrar også til at en del av laererne velger å forlate laereryrket (Ingersoll, 2001).…”

Section: Yrkestilfredshetunclassified

6 Lærerkompetanse

Kaarstein¹,

Nilsen²,

Blömeke³

2016

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SAMMENDRAG Elevene som deltar i TIMSS 2015, undervises av laerere med forholdsvis lang erfaring. Svaert få av disse laererne mangler formell laererutdanning. Det er omtrent like mange elever som undervises av laerere med fagspesialisering som uten fagspesialisering. Dette gjelder både i matematikk og naturfag. Laererne trives med å vaere laerere og føler seg forholdsvis trygge både faglig og fagdidaktisk sett. Analysene av sammenhenger i dette kapitlet er foretatt på data fra 9. trinn, naturfag. Her viser det seg at laerernes faglige og fagdidaktiske trygghet har en sterk sammenheng med deres undervisningskvalitet, som igjen henger sammen med elevenes prestasjoner i naturfag.

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“…In the student's case, several studies had found that school climate perception plays an important role on their academic, psychological and behavioral development (Dotterer & Lowe, 2011;Berger, Álamos, Milicic, & Alcalay, 2013;Iachini, Buettner, Anderson, & Reno, 2013;Burdick, 2013;Esselmont, 2014). For the staff, it affects topics such as work engagement and satisfaction, along with the perceived occupational health (Gregory, Cornell, & Fan, 2012;Blömeke & Klein, 2013;Song, Kim, Chai, & Bae, 2014). For the parents, the level of participation and satisfaction towards the school are aspects also influenced by this construct (Goldkind & Lawrence, 2013;Whitaker & Hoover, 2013).…”

Section: Introductionmentioning

confidence: 99%

Characterization of School Climate Perception in Mexican Middle School Students

Solis¹,

Colunga-Rodríguez²,

Vázquez-Colunga³

et al. 2016

PSYCH

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School climate is a construct that shapes the interactions between school members and influences its development in different aspects. For the students, school climate perceptions have been linked to their academic, psychological, and behavioral development. Despite its relevance, there are only few studies of Mexican students exploring issues related to school climate. A transversal and descriptive study was developed. The 2211 participants were students from four public middle schools. They completed an adapted Spanish version of the MDS3 School Climate Survey, which was composed by 56 items that loaded onto three scales: engagement and school perception (α = .93), rules and equity (α = .90) and risk behavior (α = .92). The parents' consent was obtained through a waiver of active consent process. Frequencies, averages, standard deviation and Z-scores were calculated. Mann-Whitney U test and one-way analysis of variance (ANOVA) were used to explore differences in the school climate perceptions based on select student, familial, and school characteristics. Survey results were categorized into a three-level scale using Z-scores (low, medium, high). More than 10% of the participants scored in the low level, corresponding to a negative perception, while for the high level, the student connectedness subscale obtained one of the highest percentages (21.2%), followed by the Risk behavior scale (20.3%) and the school rules subscale (20.3%). There were statistically significant differences found in the school climate perception for gender, age, mother school level and school shifts (i.e., AM vs. PM) variables. We can conclude that a high percentage of the participants have a negative perception of school climate and 1563consider that there are risk behaviors among the students in their schools. There were several significant differences in the school climate perceptions by sociodemographic, familial and school variables.

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When Is a School Environment Perceived as Supportive by Beginning Mathematics Teachers? Effects of Leadership, Trust, Autonomy and Appraisal on Teaching Quality

Cited by 50 publications

References 21 publications

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Characterization of School Climate Perception in Mexican Middle School Students

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