This study sets out to examine the language teaching situation of 100 secondary (high) school teachers who are teaching English as the second language (EL2) in the vernacular schools in Singapore. The data was collected by means of questionnaires. Questions asked included the teachers' personal particulars, classroom deviations, methodology, and preference to teach English as the first language instead of as the second language. Also considered were their suggestions and recommendations. Based on the data and the notions of language learning and teaching strategies, various proposals relating to these areas are discussed. Chapter One contains a short outline of the study and its significance with an overall view of Singapore's education system emphasizing the bilingual policy. The terminology of English as the first language (EL1) and English as the second language (EL2) is clarified for Singapore's local context. This is followed in Chapter Two by a review of the relevant literature, for example, in the various aspects of second language learning, the approaches to language teaching and language learning in relation bo the school curriculum. A discussion on the advantages and limitations of mail questionnaire and the principles involved in questionnaire design is also included in Chapter Two, The design of the study (Chapter Three) involves a discussion on the format of the study and the protypical procedure. Chapter Four can be said to be the culmination of the study. It gives an analysis and interpretation of the data collected from the 100 questionnaire returns. The discussion of Chapter Five is based on what was discovered in the data, for example, teachers' training, their size of classes and workload, their methodology and their attitude and suggestions. An evaluation of the study and the problems involved in the study are also mentioned in Chapter Five. From the data available, it can be concluded that the EL2 teaching situation is far from satisfactory. Therefore various changes are necessary. In Chapter Six, proposals and suggestions for research are recommended.

This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 147-153). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 138-146) Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 132-139). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1988. / Includes bibliographical references (leaf 136-140). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 82-87) Also available in print.

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

The purpose of this qualitative research study was to describe the experiences of secondary teachers who were actively involved in positions of teacher leadership in their schools and to discover the meaning that leadership activities had for them in their work. The informal teacher leaders performed their leadership functions in an environment of educational reform and change, voluntarily, and on their own time. The study was framed and described by data gathered primarily through a series of in-depth interviewing and based on a structure for phenomenological methodology. The individual interviews were audio taped and transcribed in full text. Other forms of data collection included a survey and e-mail reflections from the participants, and researcher reflections. Data was coded by topics and organized into themes based on an inductive analysis of the transcribed data. Results of this study indicated that teacher leaders found great satisfaction, both affectively and cognitively, in their involvement. They found meaning in their work because of a positive school environment, through collaboration with colleagues, participation in curriculum writing and committee work, and involvement with innovative activities. They indicated the biggest rewards came from their work with students. In addition, the teacher leaders frequently made reference to something inside themselves, their personality, and their drives. They found they needed the stimulation and the challenges that teacher leadership activities presented. The findings of this study contribute to the knowledge base on teacher leadership. They have implications for teacher educators who prepare future teachers for leadership roles, particularly at the secondary level and in an educational reform environment. Knowing the experiences that teacher leaders find most meaningful in their work, particularly curriculum work and collaboration with colleagues, will inform teacher educators as they prepare pre-service teachers to be knowledgeable and confident in these activities. In addition, administrators who want to encourage teacher leadership activities in their school may benefit from understanding what motivates teachers to become leaders and will be more knowledgeable about the needs of their staff when planning staff development opportunities. The study concluded with recommendations for further research on teacher leadership. / Graduation date: 2002

Oregon educational reform efforts are moving ahead with the support of legislation, business and industry, and education. There has been little apparent consideration given to the readiness of tenth graders to make career choices even though the research in the area of career maturity indicates that students at this period in their career development are not prepared to make mature career choices. This study examined the perceptions of selected eleventh graders, parents, and teachers of the factors that influenced the students' readiness to make their career choices. The perceived factors found by each participant included: experience and information, interest in the career area, and personal values. Students and parents identified the need for personal satisfaction. Students and teachers identified skills and abilities. Students, solely, identified the importance of parental support as a factor in their readiness. The factors were comparable to those found in current literature on career maturity and career choice. However, the emphasis placed on certain factors was in contrast to the literature. Participants emphasized the importance of work experience in the area of career choice. Students did not find value in career education classes. They wanted career experiences to provide individualized career information. Each student discussed television as a means of obtaining career-related information. Students stressed the essential nature of positive parental support. This study showed a strong connection between the self-described self-concept of the student, perception of parental support, and career choice readiness. The participants believed that the students were ready to make individual career choices. However, this readiness was presented within the boundaries that students be allowed the flexibility to change their minds at any point in the process, without penalty. Further research was indicated in relation to: the importance of television as a means of obtaining career-related information; the link between self-concept, perception of parental support, and career choice; and the need to examine current approaches to career development and guidance practices in light of educational reform mandates. / Graduation date: 1997