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Factors that motivate teachers in government secondary schools /Lau, Hon-wah. January 1992 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 126-129).
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Factors that motivate teachers in government secondary schoolsLau, Hon-wah. January 1992 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 126-129). Also available in print.
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PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMSKlein, Sarah V 06 January 2017 (has links)
In this qualitative study of middle school English teachers, I investigated the phenomenon of why teachers stay, year in and year out, despite challenges brought on by educational reforms and negative depictions from the general public. The teachers’ experiences illustrate the dedication and perseverance of professionals committed to working with students year in and year out. I framed this case study (Merriam, 1988) in theories of sensemaking (Maitliss & Christianson, 2014; Wieck, 1995) and critical pedagogy (Freire, 1970; Giroux, 2011). The participants were three teachers who taught middle school English for over ten years. Within this time frame, they were exposed to multiple, ongoing reforms: No Child Left Behind, Race to the Top, and Common Core State Standards. I used sensemaking and critical pedagogy lenses to explore how these teachers experienced issues of power and interpreted educational reforms. I also examined the reasons why they persisted in the profession. I employed grounded theory (Charmaz, 2006; Glaser & Strauss, 1967) and Gee’s (2011) Seven Building Tasks for analysis to identify four categories to illuminate the teachers’ stories: 1) Public Perception of the Profession, 2) Pedagogy and Curriculum, 3) Relationships, and 4) Being a Teacher. The teachers’ experienced ongoing struggles and yet had longevity in the profession. Implications of the study point to the perils and promises of long-term teaching. The perils were challenges of the profession: demands from administrators, new and limiting curriculum, a negative public perception, and long hours. The promises these teachers kept were commitments to decision makers and the public, middle school students and their families, and to the profession. It is these promises that they kept each year that motivated the teachers and sustained them over time.
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The Relationships between Teacher Morale and the Ability to Establish Rapport with Pupils and Other Selected VariablesHill, Thomas Barlow 05 1900 (has links)
The problem of this study was to determine and analyze the relationships between teacher morale as determined by the Group Dimensions Descriptions Questionnaire and the ability to establish rapport with pupils as determined by the Minnesota Teacher Attitude Inventory. The purpose of this study was to discover possible implications from the relationships between teacher morale and the ability to establish rapport with pupils and other selected personal and professional characteristics.
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Teacher morale in A.C.T. primary schoolsWilks, Patricia A., n/a January 1993 (has links)
This study investigates morale as perceived by primary
school teachers. A survey was administered to level 1
teachers in A.C.T. government schools. Of the 280
surveys distributed 165 returns were able to be
processed, a 59% response rate.
Teacher morale has an effect on the quality of teaching
and hence student outcomes and is currently an
important aspect of the education debate. Teacher
stress, a product of low morale, has been of concern to
teacher unions and to education departments across
Australia.
Morale, for the purpose of this study, is defined as
a confident and forward looking state of mind relevant
to a shared and vital purpose.
The survey used in this study was a modified version of
Smith's Staff Morale Questionnaire. This instrument
identifies three factors of morale : "Cohesive Pride",
"Leadership Synergy", "Personal Challenge". Responses
relating to these factors were analysed with respect
to age, gender, years of experience, school in which
the teacher is employed and type of teaching duties.
Results indicated that school attended has an influence
on the level of "leadership synergy" and gender has an
influence on the level of "personal challenge".
This research may have implications for school
leadership and professional development programs and
policy.
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Organizational health in a sample of Hong Kong secondary schools implications for school administration /Go, Cheung-ngai, Alfred. January 1987 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 93-98). Also available in print.
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Factors associated with the motivation of primary school educators in Isipingo, Phumelela circuit, Ethekwini region.Naidoo, Renuka. January 2005 (has links)
In ensuring a sound culture of teaching and learning various stakeholders in education
have emphasised school effectiveness. Schools in achieving and maintaining
effectiveness, require optimum levels of commitment and performance from the
educators. Therefore, it is an essential task of the school managers to ensure that
educators are performing at their optimum levels. "Underpinning this notion of affecting
and improving the performance capability of individuals is the concept of motivation"
(Middlewood and Lumby, 1998:21). It is with this in mind that the researcher, conducting
a case study, aimed at identifying factors associated with the motivation of primary
school educators in Isipingo, Phumelela Circuit, EThekwini Region.
Through the process of random sampling 5 schools, in Isipingo, were selected. All the
principals and Level One educators employed by the Department of Education were
targeted for this study. Questionnaires directed at the principals and educators as well as
focus group interviews with the educators, formed the research instruments for this study.
The study revealed that 60.2% of the educator sample was motivated. These educators
claimed that they were generally motivated by the team spirit and the 'togetherness'
amongst staff members at their schools. These educators placed a high premium on
positive human relations as well as their interaction and love for children and teaching.
Other factors associated with the motivation of these educators included being recognised
and appreciated for their efforts, increased responsibilities, professional autonomy and
the open door policy that some school managers employed. Educators felt strongly that
school managers should play fundamental roles in motivating them in their work. The
study also revealed that although the school managers were employing some motivation
strategies based on the general needs of their educators, emphasis should be on analysing
the educators' individual work related needs. / Theses (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.
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Leadership behaviors that contribute to teacher moraleRandolph-Robinson, Vickie Tantee. January 2007 (has links) (PDF)
Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 92-98) and appendices.
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Factors affecting faculty morale in Seventh-day Adventist tertiary institutions /Tagai, Kuresa. January 1999 (has links)
Thesis (Ed. D.)--University of New South Wales, 1999. / Also available online.
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The effects of policy and curriculum change on the morale of educators in the North West ProvinceBremner, Leonard Peter. January 2008 (has links)
Thesis (M.Ed.(Education Management and Policy Studies))-University of Pretoria, 2008. / Includes bibliographical references.
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