Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 103-112).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 103-112). Also available in print.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2010. / Title from title page screen (viewed on July 13, 2010). Thesis advisor: Russell L. French. Vita. Includes bibliographical references.

The secondary teaching profession in Brazil is compared with the secondary teaching profession in the United States. The role of the secondary teaching profession is influenced by cultural values and beliefs, as well as by social and economic conditions. Similarities and differences in the role and preparation of secondary teachers in Brazil and the United States are identified and related to the historical and cultural contexts in which they have developed. The role of the secondary teaching professions in these two cultures is examined through the analysis of two types of data. Historical trends and cultural processes which have influenced the development of the secondary teaching professions are identified through a comparison of information obtained from the education literature. A second body of data consisted of information about professional status and job satisfaction collected through questionnaires distributed to secondary teachers in Petropolis, Rio de Janeiro and Tucson, Arizona. Qualitative as well as quantitative techniques were used to analyze these data, so that cultural values and beliefs could be identified along with statistically significant differences in the teachers' responses. When historical and cultural factors affecting secondary education were examined, five major patterns were identified. These patterns were related to the role of the Catholic church in education, the social function of education, centralization of the educational system, the social and political organizations shaping secondary education, and funding for education. Questionnaire responses indicated that low pay was the most important factor affecting job satisfaction for both Brazilian and American secondary teachers. There were significant differences, however, in the social rankings of education related professions in the two countries. Brazilian teachers ranked the professions of University professor and elementary teachers significantly lower than did the American teachers. American teachers ranked the profession of school principal significantly lower than did the Brazilian teachers. The two groups of teachers shared similar feelings about the effects of factors such as national politics and parental cooperation on their professions.

The purpose of this study was to develop a profile of the male primary teacher in Arizona. It was hoped that such research would provide practical information for Arizona's teacher education programs for the purpose of attracting qualified males into teaching as well as for school districts who wish to attract and maintain qualified male primary teachers. The study population consisted of 112 primary teachers (K-3) in the public school systems of Arizona. Data for this study was obtained by the questionnaire method. The questionnaire designed for this study was based on a review of the literature. Data was gathered that pertained to three areas: Personal Attributes, Professional Attributes, and Perceived Contributions. The typical male primary teacher in Arizona is Anglo, 36, and married to a working wife. He is likely to be a first born, born out of Arizona, and not the first in the family to go to college. Most were born into a middle- or working-class family and were reared in a traditional family in that the mother's main occupation was that of a housewife. The typical male primary teacher in Arizona is likely to have a master's degree, and over half have an undergraduate degree in primary education. The majority received their degree from an Arizona institution. He is likely to be teaching in the third grade and has previously taught at the primary level. Well over half reported professional membership and have attended a professional conference within the past six months to a year. Most, however, do not belong to a professional support group. Low salaries was the most reported career impediment, and less than half see opportunities for advancement. A majority plan to continue teaching at the primary level, while some plan to teach at the intermediate level. The typical male primary teacher feels accepted by students, parents, and female colleagues. They see the public as having a more positive attitude towards men who teach grades K-3. Over half see themselves as helpful with discipline problems and effective when conferring with parents. They also see themselves as effective motivators and offering their students a different learning experience. A little over half agree that they are a father substitute and that children should have a male primary teacher. Well over half do not think boys benefit more than girls do from having a male primary teacher. Most think the elementary schools should be defeminized. Most think their school administration values their teaching at the primary level.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (M.S. in Psychology)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

The purpose of the study was to provide for the improvement of instruction in the secondary schools of Saudi Arabia. To fulfill this goal, the study was designed to accomplish three tasks: 1) describe the nature, scope and effectiveness of the current system of teacher evaluation; 2) determine the attitude of the Saudi educators toward the existing system; 3) develop a new system and propose it for evaluating secondary school teachers in Saudi Arabia. Literature relating to the model of evaluation, criteria used in evaluating teachers, role of personnel involved in teacher evaluation, and processes and instruments used in evaluating teachers was reviewed.Letters to some of the Saudi educational authorities were sent in order to obtain information about the present system of teacher evaluation, and to acquire any studies that have been conducted in the area of teacher evaluation. A questionnaire was sent to Saudi administrators and teachers now studying at American universities. The purpose of the questionnaire was to obtain information relating to the procedure used in evaluating secondary school teachers in Saudi Arabia, to elicit their judgments of the effectiveness of the present system, and to obtain their recommendations for developing the present system of teacher evaluation.Most of the literature that was received from Saudi Arabia indicated a negative reaction toward the present teacher evaluation system. Also the answers and comments of most of the respondents to the questionnaire statements revealed a general dissatisfaction with the present evaluation system.The proposed design was based upon the review of literature, interviews with American school personnel, suggestions from respondents to the questionnaire, participation in part of the activities of the staff development program at Ball State University, consultation with some experts in the field of teacher evaluation, review of some evaluation instruments used in evaluating teachers at different school systems in Indiana, and the review of most of the material now used for evaluating secondary school teachers in Saudi Arabia.The evaluation model described the expected role of the supervisor, the building principal, the department chairman, the peer teachers, the students, and the teacher being evaluated in teacher evaluation. Also the model defined the criteria which should be used in the teacher evaluation program.The suggested procedure for evaluation was illustrated under the listed activites:1. An introductory conference. The main purpose of this conference, which is managed by the supervisor, is to explain the general outline and the procedure evaluation process.2. Departmental meetings. The chairman of the department is in charge of running these meetings. The common technique of conducting a departmental meeting in general and the technique followed at the first departmental meeting in specific are clarified.3. Field work or the cycle of evaluation. This section is concerned with the procedure to be followed in the teacher evaluation. The procedure of evaluation includes the following activities:a) Setting goals and objectives. The teacher with the help of the department chairman writes the behavioral or instructional objectives of the course in general and of each unit in specific.b) Data collection. The data about the teacher being evaluated is collected from various sources and by different techniques such as classroom observation, teacher self-evaluation and student and peer questionnaires.c) Analysis of data. The department chairman and the teacher analyze the information collected by classroom observation and questionnaires.The purpose of the data analysis was defined. After the data analysis the department chairman writes the evaluation report.The evaluation of the department chairman and the end-of-the year evaluation were included in the model. Recommendations related to the application of the model and to the betterment of the teaching-learning process were formulated.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 109-113).