M.Ed. (Psychology of Education) / This research study originated from the belief that teachers in general, and secondary school teachers in particular, are under an inordinate amount of stress brought about largely as a result of their work as teachers and educators. Moving from that basic premise the research unfolded towards exploring at both theoretical and empirical level, the major causes and management of stress in education within a South African educational context. The study starts with a carefully structured Statement of the Problem, which provides valid reasons why this research is needed (i.e. the motivation for this study), it lists the key areas of concern under 'specific statement of problem', the details regarding the purpose and plan are made clear and finally the method of research is stated. The point is made in this chapter that the basic motive of this research study is to help teachers understand and manage stress in a far more efficient we. The second chapter introduces the challenges of Defining Stress and attempts to appraise several current definitions and approaches to this problem. After a consideration of the now classical General Adaptation Syndrome (GAS), some pertinent reactions to stress are listed, the experience of stress is discussed and the three current approaches, or definitions of stress, namely: response-based, stimulus-based and interaction, are defined and debated.

The changing landscape of demographics, technology, and diversity in the learning environment is challenging schools around the world to rethink their approaches to the implementation of high-quality teaching practices. Classroom practices are becoming more complex because educators have to ensure that their students are well-equipped with 21st century skills (e.g., Darling-Hammond, 2010; Dede, 2010; Griffin, McGaw, & Care, 2012). Educators, curriculum developers, and school administrators need to be more than experts in pedagogy. They are now required to keep up with current ideas, innovative instructional practices, and the results of a variety of educational reform efforts. Believing that teachers’ beliefs are the most important psychological construct with regard to instructional practices (Pajares, 1992) and that teachers’ beliefs are related to their choice of classroom practices and, ultimately, the students’ performance (Bybee, Taylor, Gardner, Van Scotter, Powell, Westbrook, & Landes, 2006; Staub & Stern, 2002), the author of this study utilizes the international data set of the Teaching and Learning International Study (TALIS) 2013 to examine the associations between teachers’ constructivist beliefs, their self-efficacy beliefs, professional activities, and the school principals’ instructional leadership as related to lower secondary school teachers and principals in South Korea, Finland, and Mexico. These three countries represent the high and low performers in the global index of cognitive skills and educational attainment (Pearson, 2014). An account of their educational practices will provide some insights for stakeholders in school systems across nations. Nevertheless, it is important to understand that each country has unique teaching and learning conditions, and that conclusions reached in relation to such conditions do not apply across nations. A series of hierarchical linear modeling (HLM) studies were performed for the present work to provide evidence-based information with practical implications to school administrators and educational policymakers regarding the development and implementation of leadership programs and teacher professional development. Additionally, an understanding of how the constructivist beliefs associate with the level of self-efficacy and professional activities will assist curriculum developers in higher educational institutions in the development of quality teacher preparation programs for the future teaching workforce.

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This study was concerned with determining the awareness of secondary public school teachers, in the Lewisville Independent School District, regarding the laws which relate to their profession. Fifty-nine true or false statements, involving nine areas of public school law, were administered. The study compared teachers' knowledge in areas of school law based on their personal background. The thesis was divided into five chapters. These chapters included the Introduction, Review of Literature, Procedure, Analysis of Data, and Summary and Recommendations. The findings of this study indicated the majority of teachers and administrators had an average knowledge of school law. Areas with lower incorrect responses included students' rights and the copyright law. A recommendation was made to plan an inservice meeting with emphasis placed on the most frequently missed responses

To determine professional and educational backgrounds of photography teachers in Texas secondary schools, a questionnaire was sent to all eighty-seven. Sixty-five responded. The study found that the majority (a) were not certified to teach industrial arts as required by the state; (b) taught only three classes of photography; (c) did not handle publication photography; (d) had less than the required twelve hours of photography education; (e) had some professional experience; and (f) planned to continue their photography education although their school systems did not require it. The study (a) concluded that students receive a basic, technical education in photography, but the program suffers from lack of money and administrative support; (b) recommended that the state agency reevaluate its approach to and implementation of the program.

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.

by Ting-hong Wong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [103]-[109].

葉賜添. / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 60-64). / Ye Cidian. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 論文摘要 --- p.i / 誌謝 --- p.ii / 圖表目次 --- p.iii / Chapter 第一章 --- 引言 --- p.1 / 硏究動機 --- p.1 / 硏究目的 --- p.4 / 研究意義 --- p.4 / Chapter 第二章 --- 文献省覽及理論架構 / Chapter (一) --- 人力需求理論 --- p.5 / 人力需要假設 --- p.6 / 人力替代假設 --- p.10 / 雨種假設的論爭 --- p.12 / Chapter (二) --- 教育生產函數理論 --- p.15 / 教育產出變項 --- p.17 / 教育輸入變項 --- p.18 / 教師學歷與產出 --- p.19 / Chapter 第三章 --- 硏究方法 --- p.21 / Chapter (一) --- 硏究概念架構 --- p.22 / 硏究單位 --- p.30 / 硏究假設 --- p.31 / Chapter (二) --- 硏究設計 --- p.32 / 様本選取 --- p.32 / 硏究工具 --- p.33 / Chapter (三) --- 數據收集和分析 --- p.34 / Chapter (四) --- 硏究限制 --- p.35 / Chapter 第四章 --- 結果分析 / Chapter (一) --- 香港中學電腦教師人力狀況 --- p.37 / Chapter (二) --- 不同資歴教師之教學效果 --- p.41 / Chapter 第五章 --- 討論、建議及總結 --- p.52 / 註釋 --- p.59 / 參考文献 --- p.60 / 附錄：香港電腦教師人力資源調查問卷 --- p.65

by Tai Wai-sum. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 143-150). / acknowledgements --- p.ii / table of contents --- p.iii / list of major tables --- p.v / LIST OF FIGURES --- p.vii / abstract --- p.viii / Chapter CHAPTER 1. --- INTRODUCTION / Chapter A. --- Background --- p.1 / Chapter B. --- Research Questions --- p.1 / Chapter C. --- Significance of The Study --- p.9 / Chapter CHAPTER 2. --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK --- p.12 / Chapter A. --- Categories of Teachers' Work --- p.12 / Chapter B. --- The Job Characteristics Theory --- p.15 / Chapter C. --- Challenges from Other Approaches --- p.46 / Chapter D. --- The Integrated Approach - A Compromise --- p.48 / Chapter E. --- Implications for this Study --- p.50 / Chapter F. --- Conception of the study --- p.51 / Chapter CHAPTER 3. --- METHODOLOGY --- p.60 / Chapter A. --- Definitions of Important Terms Used in the Study --- p.60 / Chapter B. --- Nature of the Study --- p.64 / Chapter C. --- Variables and Measurements --- p.64 / Chapter D. --- Pilot Study --- p.71 / Chapter E. --- Sampling Design and Procedures --- p.74 / Chapter F. --- Design of Analysis --- p.75 / Chapter CHAPTER 4. --- RESULTS AND DISCUSSION --- p.77 / Chapter A. --- The Sample --- p.77 / Chapter B. --- Findings Related to Research Question 1 --- p.80 / Chapter C. --- Findings Related to Research Question 2 --- p.95 / Chapter D. --- Findings Related to Research Question 3 --- p.108 / Chapter CHAPTER 5. --- "CONCLUSION, IMPLICATION AND LIMITATION" --- p.131 / Chapter A. --- Work Categories of Teachers' Work --- p.131 / Chapter B. --- Job Dimensions and Motivating Potential of Teachers' Job --- p.134 / Chapter C. --- Antecedents of Job Characteristics of Teachers --- p.136 / Chapter D. --- Consequences of Job Characteristics of Teachers --- p.137 / Chapter E. --- Implication and Contribution to the job Characteristics Theory --- p.139 / Chapter F. --- Limitations and Suggestions --- p.141 / BIBLIOGRAPHY --- p.143 / Chapter APPENDIX A: --- Tables of Results of The Pilot Test --- p.151 / Chapter APPENDIX B: --- Instruments Used in The Major Study --- p.155

何明生. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 109-120). / He Mingsheng. / Thesis (M.A.)--Xianggang Zhong wen da xue.