This study utilises a phenomenographic approach to investigate teacher conceptions of student engagement in learning. The research question asks: “What are the qualitatively different conceptions of student engagement in learning held by secondary English teachers in Central Queensland?” The research aims to contribute to knowledge about student engagement by investigating the teacher perspectives generally ignored in the research literature. This thesis begins with a review of academic research, scholarship, and government documents where multiple and conflicting understandings of engagement are identified. Phenomenography has been chosen as the empirical research approach because it is designed to map variation in understandings. Standard phenomenographic analysis is used in conjunction with two frameworks congruent with phenomenography. The first framework is based on understandings of intentionality and the second on understandings of awareness. Together these frameworks allow for in-depth analysis of conceptions by identifying the parts and contexts of conceptions and differentiating between the participant’s understanding and his or her conception of how this understanding is facilitated. The empirical component of the research involves semi-structured interviews with 20 Central Queensland secondary English teachers about their classroom experiences with student engagement. These data are transcribed and analysed as per phenomenographic protocol. This study identifies six conceptions within the what aspect, teacher conceptions of student engagement. These correspond with three conceptions comprising the how aspect, teacher conceptions of how to facilitate student engagement. The findings of the empirical research and scholarly review of literature build conceptual knowledge about student engagement. This research indicates that educational stakeholders do not hold similar understandings of student engagement. If the concept of student engagement is to become educationally fruitful, the term must be more explicitly defined in educational research and government policy documents to promote shared understandings among stakeholder groups.

The purpose of this research was to examine teacher perspectives and attitudes on inclusive education for children with disabilities in Fiji. Teachers' perspectives and attitudes are crucial in providing insights that could help improve education and services for children with disabilities in regular schools in Fiji. A qualitative approach using semi structured interviews was selected as the methodology for this research. Nine teachers from nine different schools in Suva, the capital city of Fiji, participated in this research. The nine participants were selected from three different school settings. Three of the participants were from special schools, three were from primary schools and three were from secondary schools. Data collected showed that teachers support inclusive education, however, they had reservations on the inclusion of students with severe disabilities. Several factors were identified to influence teachers' attitudes towards inclusion. The most common factors were severity of disability that the students had, inadequate training of teachers on teaching students with disabilities, inadequate government funding, lack of specialised resource personnel and lack of appropriate equipment and resources to support students and teachers in the teaching learning process. Limited commitment from the Ministry of Education and limited participation and consultation of teachers on policy and curriculum design were also identified as contributing factors for non inclusion of students with disabilities in regular schools. Teachers need to change their perspectives and attitudes and schools need to be welcoming and prepared to accept all students with disabilities into the general education system in Fiji.

abstract: Educational Leadership is inherent of many qualities. Individuals who possess leadership stand apart from the mainstream population in general society and in any organization, thus they are change agents who influence others by their uniqueness and dynamism. The art of leadership is challenging, but meaningful, and purposeful as the focus is implementation of consistent affective and effective practices at all levels to assure achievable outcomes no matter the organization type. A leader's calling is rewarding and the journey is that of making and sustaining change through influence. The purpose of this study centered on the relationship factor of educational leadership especially the dynamics between the principal and the teacher and what constructs affect this relationship to affect principal effectiveness. The methodology employed a quantitative format and consisted of a 20 question survey sent to one school district's teachers (N=465) over a 3 month window. The summaries of results were presented in two formats: Raw (exactly how teachers answered) and a Cross-tabulation (Age & Licensure). The findings of the study yielded attitudes and perspectives of teachers regarding valuable information on leadership behaviors, styles, and practices that teachers believe were relevant to principal effectiveness. The most noteworthy aspect gleaned from this study was the people factor wherein relationships are a key factor to a leader's success in any realm that one leads. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. This study explored teachers' perceptions of their experience with online teaching. Because COVID-19 pandemic caused schools to close for the 2021-2022 school year, schools suddenly shifted from face to face to online learning. A qualitative research design was used to collect and analyze data. Nine teachers at four high schools who taught math, English and science during the 2021-2022 school year completed 1:1 virtual interviews. The interview protocol was consisted of nine interview questions and was used to collect qualitative data. A data analysis was conducted to analyze teachers' interview responses regarding teaching online during the pandemic. The data showed 100% of the participants had concerns about lack of participation and engagement of student when online. In addition, 100% of participants stated they felt teaching online was more stressful than teaching face to face. Findings suggested that teachers are concerned with the lack of student participation and engagement, increased stress of teaching online, and that in the future more professional development in the use of technology is needed for teachers. By examining high school teacher perceptions regarding their experiences teaching online, data can provide educational leaders with findings and implications which, can help improve online learning in the future. / Doctor of Education / The purpose of this study was to document the perceptions of high school teachers regarding their experiences, challenges, opportunities and needed skills related to instruction in an online learning environment during the 2021-2022 school year in one North Carolina school district. Nine teachers who taught online in the 2021-2022 school year were interviewed. From the interviews conducted, the researcher has provided three findings: teachers' concern for the lack of student participation and engagement, increased stress of teaching online, and the need for more professional development in the use of technology is needed for teachers.

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A breadth of research has revealed that English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers are positive towards technology integration in their classrooms (Sun & Mei, 2022) and are willing to develop their knowledge on ways to utilize technology (Nguyen, 2022). Nonetheless, there is limited information in terms of the impact of teachers’ past experiences and learning opportunities on how they implement technology in their teaching practices. Therefore, this research aims to expand on teachers’ perspectives, uses of technology, and their professional development with regard to technology. The research questions that guide this study are: 1) What are the perspectives of ESL/EFL teachers on technology integration in ESL/EFL classrooms? 2) How do ESL/EFL teachers utilize technology? 3) What factors influence ESL/EFL teachers’ past and ongoing development in technology enhanced language teaching? To address these research questions, this mixed-methods study employed online survey and interviews as the data collection instruments. Also, this research utilized thematic analysis to analyze the data from ten collegiate level ESL/EFL teachers. The participants of this study teach in two different countries: Turkey and the United States (U.S.), which increased the context-specific diversity of the data. Findings of this paper suggest that teachers have positive perspectives on technology integration in their classes and their practices of technology implementation vary depending on their teaching context and experiences. The findings also reveal that hands-on experiences and teacher collaboration have positive effects on teacher professional development with respect to technology. Along with the positive perspectives and various uses of technology, this study touches on drawbacks of technology such as student distraction, cheating/plagiarism, and other logistical difficulties. The research concludes with implications and recommendations for future research.

Advancements in media technologies have resulted in increased student usage causing teachers to struggle to be able to engage and hold student’s interest in a typical classroom. As students’ needs change, the field of education changes. One strategy that is gaining in popularity among teachers is the implementation of the “flipped classroom” also known as the “inverted classroom” or “reverse instruction” - a method incorporates technology to “flip” or “reverse” what is typically done in class with what is typically done as homework. Through teacher interviews of eight core teachers, this study attempts to discover teacher perceptions of the use of this method. Results of the study reveal that perceptions of the method are more positive among teachers who typically use lecture as a primary mode of information dissemination.

Student test scores related to mathematical word problems have been declining in a rural school district in western Louisiana. Word problems constitute a major component of the Algebra 1 End of Course examination, which students must be able to pass to graduate. Mathematics teachers have struggled to find appropriate strategies to teach students to answer constructed response questions (CRQs) effectively. The purpose of this study was to investigate the perceptions of math teachers about effective teaching strategies for improving student performance on CRQs. Guided by Piaget's constructivist theory, which is characterized by an emphasis on learner control of the learning process through active engagement and activation of prior knowledge, this study investigated teachers' perceptions and practices in relation to teaching the skills needed for CRQs. The research questions focused on math teachers' perceptions of current teaching practices, instructional effectiveness, and professional development needs. A case study design was used to capture the insights of 8 participants through semistructured interviews and observations. Emergent themes were identified from the data through a code-recode approach, and findings were developed and validated through triangulation and member checking. The key results were that math teachers expressed a need to collaborate with their colleagues to develop effective strategies that would incorporate literacy and hands-on learning. A project was designed to engage teachers in collaboration and planning to prepare students to think critically and problem solve. This study may promote positive social change by providing teachers with the tools necessary to improve students' thinking skills, problem-solving skills, and learning strategies.

Shawn Lennie, Ethical Complexities in the Virtual World: Teacher Perspectives of ICT Based Issues and Conflicts, Doctor of Philosophy, CTL, OISE, 2013. Using a qualitative research methodology, this study explores the perceptions that K-12 teachers have on the ethical issues they have experienced as a result of, or in relation to, ICT. Participants included 10 practicing teachers who had identified experience with ICT based issues in their teaching practice. Each participant engaged in two semi-structured interviews focused on the research topic. The first interview explored the perceptions and experiences that the participants had with ICT based issues in their practice, while the second involved an examination of eight vignettes involving ICT based issues that were ethical in nature. The use of this approach provides a descriptive account of the experiences and perceptions of the participants in the study. Results from the study highlight the impact that ethical issues involving technology have on the moral work of teachers and the challenges that emerge as teachers attempt to identify morally responsible ways to respond to the complex and dynamic challenges that they face. Participants demonstrate a heightened sensitivity to ethical issues involving technology that compromise the safety and well-being of children, such as cyber-bullying, as well as those that compromise professional and academic integrity, such as plagiarism. Results also reveal the predominant use of subjective moral judgment when evaluating the moral significance of ICT based issues and reluctance on the part of teachers to challenge the inappropriate use of technology by their colleagues. This contrasts with a strong belief that teachers play an important role as moral models for students who are developing an understanding of what constitutes responsible digital behaviour. These results are significant to scholarship on teacher professionalism, digital ethics and citizenship, and policy development relating to ICT based issues.

Shawn Lennie, Ethical Complexities in the Virtual World: Teacher Perspectives of ICT Based Issues and Conflicts, Doctor of Philosophy, CTL, OISE, 2013. Using a qualitative research methodology, this study explores the perceptions that K-12 teachers have on the ethical issues they have experienced as a result of, or in relation to, ICT. Participants included 10 practicing teachers who had identified experience with ICT based issues in their teaching practice. Each participant engaged in two semi-structured interviews focused on the research topic. The first interview explored the perceptions and experiences that the participants had with ICT based issues in their practice, while the second involved an examination of eight vignettes involving ICT based issues that were ethical in nature. The use of this approach provides a descriptive account of the experiences and perceptions of the participants in the study. Results from the study highlight the impact that ethical issues involving technology have on the moral work of teachers and the challenges that emerge as teachers attempt to identify morally responsible ways to respond to the complex and dynamic challenges that they face. Participants demonstrate a heightened sensitivity to ethical issues involving technology that compromise the safety and well-being of children, such as cyber-bullying, as well as those that compromise professional and academic integrity, such as plagiarism. Results also reveal the predominant use of subjective moral judgment when evaluating the moral significance of ICT based issues and reluctance on the part of teachers to challenge the inappropriate use of technology by their colleagues. This contrasts with a strong belief that teachers play an important role as moral models for students who are developing an understanding of what constitutes responsible digital behaviour. These results are significant to scholarship on teacher professionalism, digital ethics and citizenship, and policy development relating to ICT based issues.