The purpose of this study was to identify the educational stressors that are the predominant sources of teacher distress and burnout, discover and classify the common and persistent distressful situations in the educational environment, and illustrate a variety of coping strategies that can be practically implemented at the secondary school level. The analyses of data were accomplished through the statistical use of t-tests, one-way analysis of variance tests, and qualitative exposition. The sample consisted of 446 secondary school instructors, selected senior high school and junior high school respondents from five high schools and five junior high schools in the Tucson area. The examination of 54 educational stressors was conducted under the auspices of six research hypotheses which identified the variables on which senior high school teachers and junior high school teachers differed. The independent variables that were investigated were: sex (male and female teachers), teaching experience (0 to 4 years of completed teaching experience, 5 to 9 years of completed teaching experience, 10 to 16 years of completed teaching experience, and 17 to 38 years of completed teaching experience), age (21 go 30 years of age, 31 to 40 years of age, 41 to 50 years of age, and 51 to 67 years of age), marital status (married, single, widowed, divorced, and separated), and types of college degrees (bachelor's, bachelor's plus, master's, and master's plus or doctorate). An additional 63 educational stressors were named by the secondary school participants and listed in the study. For the purpose of this study the researcher developed the Teacher Stress Survey which was given to the 10 Tucson secondary school teaching faculties. The survey consisted of five parts: (1)15 demographic items, (2)54 educational stressors and their degrees of discomfort, (3)common and persistent distressful educational situations in the secondary school environment, (4)the coping strategies used to reduce or dispel the stress in the distressful educational situations and their levels of effectiveness, and (5)more appropriate or better coping strategies that might have been used. Over 70% of the secondary school instructors responded. The immediate crises' situations involving teaching materials and personnel seemed to be more distreeful to junior high teachers than high school teachers whose primary concerns were centered on the school's misuse of power and authority and the teacher's struggle with inadequate salary and unrealistic educational expectations. The 20 educational stressors identified by female teachers involved all areas of the educational spectrum--from paperwork to the future of education--while male teachers evinced concern with the lack of adequate salary and inconsistent educational methods and philosophies. The teachers with the least experience showed the most distress, particularly in the areas of school policy and populace. The teachers with the most experience were concerned about teacher representation, salary, and materials. The oldest teachers had the greatest distress in their lack of control over assignment, salary, and subject matter as well as their feelings of lack of self-esteem through professional stagnation. The marital status of the teachers did have a significant effect derived from their dissatisfaction with salary, the power of the school board and the superintendent, lack of teaching materials, lack of job security, the derogatory public view of education, and the paperwork overload. The teachers with the least amounts of educational preparation had the greatest distress in school policy formulation and ineffective parental support while the secondary school teachers with the advanced degrees were most distressed about the assignment of school duties.

Study done on 15 teachers in 2 counties in North Florida--P. xvi. / Kimberly R. Burgess. / Typescript. / Thesis (Ph. D.)--Florida State University, 2003. / Includes bibliographical references (leaves 328-339).

This study examined allied health and nursing career and technical education (CTE) teacher beliefs and attitudes about reading. Since beliefs and attitudes influence the way teachers teach, it is important to understand what those beliefs and attitudes are, especially in relationship to reading in subject matter classrooms. One hundred twelve individuals responded to a written survey concerning their attitudes and beliefs about reading. A four-factor solution was achieved with a principal components factor analysis. A significant number of variables were associated with the factor labeled Reading Apathy, which appears to be indicative of the condition known as aliteracy among faculty who participated in the study. Professional development activities grounded in novice-to-expert theory are suggested as a way of overcoming the phenomenon. Recommendations for future research involve a more detailed study to further characterize the condition of aliteracy and its impact on student learning.

Fifty teachers and forty-five probation officers participated in this study which was designed to elicit their opinions on critical risk factors that lead youth to criminal behavior. Risk factors identified included: dropping out of school, participating in gang activity, poverty, using drugs (or just the availability of drugs), parental involvement in criminal activity, and the lack of parental supervision.

随着教师研究关注点从教师行为发展到教师认知，教师信念成为重要的研究议题。职前教师教育政策性文本也开始关注教师信念等问题，促进师范生信念的改变成为职前教育的目标。在教师信念研究中，基于中国大陆职前教育背景的师范生信念的动态研究相对比较少。 / 本研究采用质性研究取向、个案研究策略，选取了P师范大学英语专业和学前教育专业共8位师范生为研究对象。通过深度访谈、文件分析等方法搜集田野研究数据，探究在职前教育阶段师范生信念的发展变化，并分析影响师范生信念发展变化的因素。 / 研究发现，在专业课后，学前教育专业师范生都转向幼儿中心的信念取向；实习后，学前教育专业师范生信念出现回归倾向。英语专业师范生在专业课后信念发展变化有一些多样性。师范生信念的转变可以分为两组，专业课学习之后，EFL-X、EFL-Q这两位师范生信念呈现整合的特点，实习后，两位师范生信念转向以传统教师中心取向为主。而另外两个英语专业师范生则呈现另一类型。专业课后，EFL-Z、EFL-R两位师范生持有学生中心的信念取向，实习后，他们的信念呈现整合的特点。师范生信念的发展是一个动态的过程，师范生信念由基于个人经验的信念发展初期，发展到基于理论的信念发展阶段，再发展到基于情境的、经验的信念发展阶段，这一阶段师范生信念出现具体化，回归传统两种发展变化形态。 / 在不同的阶段中，影响师范生信念的因素具有差异性。在专业课学习阶段，学前教育教育专业师范生信念受职前教育课程影响比较明显。师范生接受专业理论课程时，师范生进行一致性检验，新习得的信息与原有的基于个人经历形成的信念不一致，出现认知冲突，认知冲突是信念改变的开始。专业课传递的理念处于比较强势的地位，同化了之前基于社会文化及个人因素形成的信念，基于专业课形成的信念还要反复地通过实践环节进行一致性的检验。学前教育专业主干课程的课程内容强调儿童中心，理论课程的学习阶段有见习环节，见习的重要作用在于及时强化师范生在专业课程中习得的信念。大学教师在教学中注重学生参与、注重实践性，课程组织以及大学教师的教学方式都符合情境学习理论所强调的通过即时的情境、注重学习材料的真实性，在参与实践的过程中学习的理念。结合真实的情境进行学习，容易引起师范生的认知冲突，因此，学前教育专业师范生信念改变比较明显。英语专业职前教育课程理论课程与实践课程相分离，在专业课形成理念得不到及时的强化，不利于师范生信念的改变。英语知识课程理念和教师职业教育类课程所强调的理念有一些不一致，是导致专业课后英语专业师范生信念出现差异性的原因之一。 / 实习过程中，师范生信念主要受情境性因素、基于实践的反思、社会性互动影响。师范生在实习过程中教学实践与信念的一致性强化专业课习得的信念，信念的发展形态为具体化。如果实践和师范生持有的信念不一致，出现认知冲突，伴随比较消极的情绪，师范信念开始动摇，出现回归的倾向，出现信念的重新整合或回归教师中心的信念取向。 / 个人、社会方面的因素对师范生信念有所影响，高中学习经历是影响大一英语专业师范生信念形成的因素。实习阶段，受考试文化因素的影响，师范生信念发生回归传统的倾向。另外，师范生的个人性格、个人性别、其他学习经历制约职前教育课程对个人信念影响的大小。 / With the shift of focus in teacher research from teachers’ behavior to teachers’ cognition, teachers’ beliefs have become an important research issue. Recently, pre-service teacher education policies have begun to pay attention to teachers’ beliefs. Promoting changes in the beliefs of pre-service teachers should be one of the central tasks of pre-service teacher education. However, few studies of pre-service teachers’ beliefs have been conducted in the context of mainland Chinese pre-service teacher training programs. / The present research followed a qualitative research approach and employed the case study method. Eight students of a normal university, four pre-service teachers majoring in English and four majoring in preschool education, participated in the study. The researcher collected data through in-depth interviews and document analysis to address the following questions. How do pre-service teachers’ beliefs develop during pre-service teacher education? What factors would effect changes in the beliefs of pre-service teachers? / The results show that before their teaching practicum the preschool education majors tended to hold child-centered beliefs, whereas after it their beliefs tended to reflect a traditional teacher-centered orientation. The changes in the beliefs of the English majors exhibited greater variety, although two general types of belief-changes were observed. Two of the English majors showed an integration of teacher-and student-centered beliefs before the teaching practicum, and reverted to teacher-centered beliefs after it. The other two originally held student-centered beliefs, and then moved toward an integration of teacher-and student-centered beliefs after the teaching practicum. / The influential factors in changing the participating pre-service teachers’ beliefs differed at different stages of the research. The preschool education majors were affected by the university curriculum in significant ways, and then tried to reconcile their experience in the teaching practicum with a theoretical perspective. Cognitive conflict arose when there was a discrepancy between teaching experience and earlier held beliefs, leading to a change in beliefs. Beliefs based on formal education tend to be influential and to assimilate pre-existing beliefs based on personal experience and the prevailing culture, but need to be consolidated by practice. The preschool education curriculum emphasizes child-centered beliefs, which are to be strengthened by internship experience. Normal universities emphasize the full participation of pre-service teachers, and preschool education majors have many opportunities to learn through practice. The organization of the curriculum and teaching methods are in line with situated learning theory, which emphasizes the situated nature of the learning process in the immediate context and the use of authentic learning materials. For English majors, in contrast, the curriculum and practice are separated. Beliefs shaped by the courses taken are not immediately strengthened by practice, and are thus more resistant to change. What is more, there are inconsistences between English subject courses and educational theory courses. That discrepancy appears to be the main reason for the diversity in pre-service teachers’ beliefs observed in this research. / During the teaching practicum, participants’ beliefs were affected by the context, reflection on practices, and social interaction. Consistency between practice and beliefs reinforced their beliefs, whereas discrepancies led to negative emotions and belief-regression. / Personal factors and the assessment-centered culture that prevails in mainland China also affected the participating pre-service teachers’ beliefs. The main influence on those beliefs was the participants’ own educational experience, which was largely characterized by an emphasis on assessment. During the teaching practicum, this assessment-centered culture prompted the English majors to resort to a traditional teacher-centered orientation. Also, personal factors such as personality, sex, and additional learning experiences, influenced the effectiveness of the teacher training program in shifting the beliefs of all participating pre-service teachers. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 李玲. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 238-261). / Abstracts also in English. / Li Ling.

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Based on the classification from quantitative studies, total six teachers, two in each category, were interviewed to construct six individual qualitative case studies. The results suggested that teacher professional knowledge about function and beliefs about mathematics had impacts on their teaching approaches. The teaching approaches can be classified into three categories, i.e, content-centered with performance focus, contentcentered with understanding focus and student-centered with cognitive focus, which constituted traditional content-centered and student-centered perspectives on teaching approaches. Emphasizing process or product is still dichotomy for teachers. / In conclusion, this study showed the significance of subject matter knowledge, pedagogical content knowledge and beliefs about mathematics to teaching approaches of mathematics teachers, which pave the way for future education researches in this field. This study has also provided some valuable experiences in applying hypothetical situations to education researches. In the future, further explorations can be conducted in finding the effect of contextual factors to teaching approaches and how teaching approaches influenced student learning. / In past 30 years, under the global trend of curriculum reform, new requirements on teacher professional knowledge and belief were put on teachers. Accordingly, the focus of research on teaching was shifted from finding effective teaching behavior to in search for teacher professional knowledge, beliefs and cognitions behinds their behaviors. Before, the literatures on teacher professional knowledge were mainly focused on what professional knowledge that teachers have and/or should have. Only few literatures were interested in the effect of teacher professional knowledge and beliefs to teaching approaches. / The main objective of this study is to fill in the missing pieces and investigate the effect of teacher professional knowledge and mathematics beliefs on teaching for inservices mathematics teachers. Mixed method was applied in this study in order to build up some comprehensive understandings to the effects. In quantitative part, this study has surveyed ninety one high school mathematics teachers in M city to find out the deepness of professional knowledge and mathematical beliefs that teachers held. For professional knowledge, the results showed that teachers had different levels of subject matter knowledge and pedagogical content knowledge. For beliefs about mathematics, the results echoed with Ernest's (1989) classification of teacher mathematical beliefs, i.e. instrumentalist, Platonist, and problem-solver. / 張侨平. / Adviser: Ngai-Ying Wong. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 184-209). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhang Qiaoping.

關明佳. / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 359-392). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Guan Mingjia.

The purpose of the project was to develop and implement a survey for the purpose of better understanding how teacher's attitude affect their ability to achieve success and overcome challenges associated with the implementation of a 1 on 1 Learning Program. This project was intended to increase awareness as to how teachers currently use technology, their attitudes about the technology they use, and their perceptions as to how students will use technology. Research in this study affirms this can improve teacher/student achievements; promote creativity and motivation through effective communication. The significance of this project was to identify teacher's attitudes about utilizing 21st century skills that had been newly acquired through effectual professional development.

published_or_final_version / Education / Master / Master of Education