Social Sciences › Education

Teacher Professional Development and Motivation

Works Count: 32625

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Description

This cluster of papers explores the motivational factors influencing individuals' choice to pursue a career in teaching, focusing on the motivations, perceptions, and aspirations of student and pre-service teachers. It delves into the dynamics of teacher motivation, career choice satisfaction, and the impact of various factors on the decision to become a teacher.

Keywords

Motivation; Teaching Career; Teacher Education; Career Choice; Student Teachers; Professional Engagement; Pre-service Teachers; Motivation Change; Teacher Recruitment; Job Satisfaction

The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism

2005-01-01

Lester B. Pearson , William Moomaw

Abstract The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum … Abstract The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was little association between curriculum autonomy and job satisfaction. It was also demonstrated that as general teacher autonomy increased so did empowerment and professionalism. Also, as job satisfaction, perceived empowerment, and professionalism increased on-the-job stress decreased, and greater job satisfaction was associated with a high degree of professionalism and empowerment. The results of this study also indicate that autonomy does not differ across teaching level (elementary, middle, high school). A common link that appears when examining teacher motivation, job satisfection, stress (burnout), professionalism, and empowerment is teacher autonomy (Brunetti, 2001; Kim & Loadman, 1994; Klecker & Loadman, 1996; Ulriksen, 1996). Much of the research that has examined these constructs and their relationships has revealed one thing in common: the need for teachers to have autonomy (Erpelding, 1999; Jones, 2000; Wilson, 1993). Autonomy seems to be emerging as a key variable when examining educational reform initiatives, with some arguing that granting autonomy and empowering teachers is an appropriate place to begin in solving the problems of today's schools (Melenyzer, 1990; Short, 1994). Recognizing teaching as a profession and developing professional teachers has also been set forth as a possible solution. If teachers are to be empowered and exalted as professionals, then like other professionals, teachers must have the freedom to prescribe the best treatment for their students as doctors/lawyers do for their patients/clients; and the freedom to do such has been defined by some as teacher autonomy Although the link to the aforementioned constructs has been repeatedly demonstrated, identifying the underlying theoretical dimensions of teacher autonomy itself has met with varied results as studies directly pertaining to teacher autonomy are few in number, particularly when developing appropriate measures since autonomy is difficult to operationalize (e.g., Pearson & Hall. 1993). Constructs Related to Teacher Autonomy There is a plethora of research that has examined the intrinsic and extrinsic motivation of teachers. factors for teachers include the desire to help students achieve, the desire to make a difference in society, and the sense of accomplishment felt when they see a student learn; extrinsic factors for teachers include pay. non-monetary fringe benefits, and recognition of performance (Ashbaugh, 1982; DeJesus, 1991; Dinham & Scott, 1996; Farrar. 1981; Firestone & Pennell, 1993, Picard, 1986; Porter. 1993; Swanson & Koonce, 1986) Overall, Intrinsic rewards are much more powerful for motivating teachers than are extrinsic rewards, such as merit pay (NIE. 1981, p.2i and the body of research tend to support this notion. Brown ( 1996) found three major reasons (all intrinsic) why teachers leave the profession: the need for personal growth, the desire for a philosophy of education, and a lack of respect and recognition for their efforts In contrast, Sarafoglu ( 1997) also found intrinsic reasons why teachers stay in the profession: a love of learning, a love of children, resilience, collegiality, and reflectivity While the majority of research supports the use of intrinsic rewards to motivate teachers, both teachers and principals fell that their greatest need deficiencies were security and autonomy (Nero, 1995) Autonomy is one facet of teacher motivation (Khmelkov, 2000, Losos, 2000, White, 1992), therefore, a presentation of the related motivational factor of teacher job satisfaction is essential. …

The Professional Life Cycle of Teachers

1989-09-01

Michael Huberman

Parameters of Content Analysis

2014-08-06

Muammer Çalık , Mustafa Sözbilir

This study defines the content-analysis under three sub-headings "meta-analysis, meta-synthesis and descriptive content analysis" and illuminates the parameters of the content analysis expected to be published in the special issue. … This study defines the content-analysis under three sub-headings "meta-analysis, meta-synthesis and descriptive content analysis" and illuminates the parameters of the content analysis expected to be published in the special issue. It is aimed to outline the guidelines for the researchers concerning how to do a systematic content analysis instead of simple descriptive one. Overall, it is thought that the meta-analysis and descriptive content analysis, which take the criteria into account, will get the educational researchers, practitioners, policy makers and institutions to grasp the outcomes demanded.

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The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children

1984-12-01

Susan Harter , Robin C. Pike

A new pictorial scale of perceived competence and social acceptance for young children, a downward extension of the Perceived Competence Scale for Children, is described. There are 2 versions of … A new pictorial scale of perceived competence and social acceptance for young children, a downward extension of the Perceived Competence Scale for Children, is described. There are 2 versions of this instrument, 1 for preschoolers and kindergartners and a second for first and second graders, each tapping 4 domains: cognitive competence, physical competence, peer acceptance, and maternal acceptance. Factor analyses reveal a 2-factor solution. The first factor, general competence, is defined by the cognitive and physical competence subscales. The second factor, social acceptance, comprises the peer and maternal acceptance subscales. The psychometric properties were found to be acceptable. Weak correlations between children's and teachers' judgments are discussed in terms of the young child's tendency to confuse the wish to be competent or accepted with reality. It is urged that this instrument not be viewed as a general self-concept scale but be treated as a measure of 2 separate constructs, perceived competence and social acceptance.

Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale

2007-04-01

Helen M. G. Watt , Paul Richardson

The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning … The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates' motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions—especially when many.

Professional competence of teachers: Effects on instructional quality and student development.

2013-04-29

Mareike Kunter , Uta Klusmann , Jürgen Baumert +3 more

This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, … This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality.

Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities

2006-02-14

Paul Richardson , Helen M. G. Watt

In this large‐scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States … In this large‐scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated "FIT‐Choice" (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals choosing teaching as a career. Findings build upon and extend previous literature relating to reasons for teaching as a career choice, which have not systematically applied current motivational models to developing explanations. Participants were the entire cohorts (N = 1,653) of first‐year pre‐service teacher education candidates at three universities in Sydney and Melbourne. Results provide a profile of a large sample of pre‐service teachers whose decision to enrol in a teacher education program has been made at a time when the mass media and the general public have increasingly looked upon teaching as a poor career choice. Our new theoretical approach allows us to recommend strategies for teacher recruitment campaigns, based on a comprehensive understanding of individuals' motivations for choosing teaching.

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A Theory of Achievement Motivation

1967-07-01

Monte J. Meldman

Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession

2010-06-24

Ji Hong

Motivation and Achievement

1975-03-01

William Revelle , John W. Atkinson , Joel O. Raynor

TEACHER STRESS: PREVALENCE, SOURCES, AND SYMPTOMS

1978-06-01

Chris Kyriacou , John B. Sutcliffe

S ummary . A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among 257 schoolteachers in 16 medium‐sized, mixed comprehensive schools in England. About one‐fifth … S ummary . A questionnaire survey was used to investigate the prevalence, sources, and symptoms of stress among 257 schoolteachers in 16 medium‐sized, mixed comprehensive schools in England. About one‐fifth of the teachers rated being a teacher as either very stressful or extremely stressful. There appeared to be little association between self‐reported teacher stress and the biographical characteristics of the teachers. Sources of stress with relatively high mean stress ratings included ‘pupils’ poor attitudes to work', ‘trying to uphold/maintain values and standards’, and ‘covering lessons for absent teachers’. A principal components analysis of the sources of stress revealed four factors labelled' pupil misbehaviour', ‘poor working conditions’, ‘time pressures’, and ‘poor school ethos’. The most frequent symptoms of stress reported were ‘exhaustion’ and feeling ‘frustrated’. A principal components analysis of the symptoms of stress revealed one factor labelled ‘awareness of stress symptoms' which appeared to be largely defined by reported frequency of feeling ‘very tense’.

Measurement and Evaluation in Psychology and Education.

1961-12-01

R. S. , Robert L. Thorndike , Elizabeth P. Hagen

1. Fundamental Issues in Measurement. 2. Measurement and Numbers. 3. Giving Meaning to Scores. 4. Qualities Desired in Any Measurement Procedure: Reliability. 5. Qualities Desired in Any Measurement Procedure: Validity. … 1. Fundamental Issues in Measurement. 2. Measurement and Numbers. 3. Giving Meaning to Scores. 4. Qualities Desired in Any Measurement Procedure: Reliability. 5. Qualities Desired in Any Measurement Procedure: Validity. 6. Practical Issues Related to Testing. 7. Assessment and Educational Decisions. 8. Aptitude Tests. 9. Standardized Achievement Tests. 10. Performance and Product Evaluation. 11. Interests, Personality, and Adjustment. 12. Attitudes and Rating Scales. 13. Assessment and Exceptional Children. 14. Ethics and Issues in Assessment. 15. Principles of Objective Test Development. 16. Special Topics in Test Development and Use. References. Appendix 1: Calculating the Mean, Standard Deviation, and Correlation Coefficient. Appendix 2: Percent of Cases Falling Below Selected Values on the Normal Curve. Appendix 3: Sources for Educational Appendix 4: Commercially Available Psychological and Educational Tests and Inventories. Name Index. Subject Index.

Self-Concept of Ability and School Achievement

1964-01-01

Wilbur B. Brookover , Shailer Thomas , Ann Paterson

Three hypotheses concerning self-concept were tested using a sample of 1,050 seventh grade students and a selected subsample of 110 overand under-aohieving students. A significant positive relationship was found between … Three hypotheses concerning self-concept were tested using a sample of 1,050 seventh grade students and a selected subsample of 110 overand under-aohieving students. A significant positive relationship was found between 8elf-concept of ability and grade point average; this relatio?nship persisted even when measured intelltgence was controlled. Specifio self-concept8 of ability related to specific areas of academio achievement were found; in some areas these were better predictors of achievement in the subject than general self-concept of ability. Self-concept was sgniftcantly and positively related to the perceived evaluation of significant others. A direction for further re8earoh is indioated.

The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

2011-01-14

Robert M. Klassen , Ming Ming Chiu

Anxiety in academic achievement situations.

1960-09-01

Richard Alpert , Ralph Norman Haber

Human Characteristics and School Learning

1979-06-01

Neville Bennett , Benjamin S. Bloom

International Handbook on the Continuing Professional Development of Teachers

2004-06-01

Bill Goddard

Normative data on Revised Conners Parent and Teacher Rating Scales

1978-06-01

Charles H. Goyette , C. Keith Conners , Richard F. Ulrich

A structural model of the dimensions of teacher stress

1995-03-01

Gregory J. Boyle , Mark G. Borg , Joseph Falzon +1 more

A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full-time primary school teachers was undertaken by Borg, Riding & Falzon (1991) in the Mediterranean islands of … A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full-time primary school teachers was undertaken by Borg, Riding & Falzon (1991) in the Mediterranean islands of Malta and Gozo. A principal components analysis of a 20-item sources of teacher stress inventory had suggested four distinct dimensions which were labelled: Pupil Misbehaviour, Time/Resource Difficulties, Professional Recognition Needs, and Poor Relationships, respectively. To check on the validity of the Borg et al. factor solution, the group of 710 teachers was randomly split into two separate samples. Exploratory factor analysis was carried out on the data from Sample 1 (N = 335), while Sample 2 (N = 375) provided the cross-validational data for a LISREL confirmatory factor analysis. Results supported the proposed dimensionality of the sources of teacher stress (measurement model), along with evidence of an additional teacher stress factor (Workload). Consequently, structural modelling of the 'causal relationships' between the various latent variables and self-reported stress was undertaken on the combined samples (N = 710). Although both non-recursive and recursive models incorporating Poor Colleague Relations as a mediating variable were tested for their goodness-of-fit, a simple regression model provided the most parsimonious fit to the empirical data, wherein Workload and Student Misbehaviour accounted for most of the variance in predicting teaching stress.

Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion

2011-05-20

Einar M. Skaalvik , Sidsel Skaalvik

Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

2008-08-06

Helen M. G. Watt , Paul Richardson

Initial and changing student teacher motivation and commitment to teaching

2008-05-01

Catherine Sinclair

In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from … In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi‐motivated to be teachers. The most common reasons for choosing teaching reflected a positive self‐evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages.

Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

2010-08-01

Robert M. Klassen , Ming Ming Chiu

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and … The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers with greater workload stress had greater classroom management self-efficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. Those teaching young children (in elementary grades and kindergarten) had higher levels of self-efficacy for classroom management and student engagement. Lastly, teachers with greater classroom management self-efficacy or greater instructional strategies self-efficacy had greater job satisfaction.

Characteristics of Entering Teacher Candidates

1992-03-01

Susan M. Brookhart , Donald Freeman

Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables … Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables have been studied: (a) demographics and high-school background; (b) motivation to teach and career expectations; (c) confidence and optimism or anxiety and concerns about teaching; and (d) perceptions of the roles and responsibilities of teachers. Most of the research employed a survey methodology. This article presents a descriptive synthesis of findings from these studies. The principle of thematic consistency with empirical variability—that is, that the general conclusions of the studies have been similar even though the data have shown differences from study to study—is advanced to organize a discussion of what is known about entering teacher candidates and suggestions for future research in this field.

Burnout and self‐efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands

2002-06-01

Will J. G. Evers , André Brouwers , Welko Tomic

In the Netherlands, secondary education has seen radical changes that originated with the national authorities, including the Study-home system, a pupil-centred approach in which teachers help develop pupils' independent working … In the Netherlands, secondary education has seen radical changes that originated with the national authorities, including the Study-home system, a pupil-centred approach in which teachers help develop pupils' independent working and creative thinking in order to get them to take responsibility for their own academic achievements. As educational innovations are more often than not accompanied by stress, the present study focuses on the onset of burnout among teachers who recently implemented this innovative system in the Netherlands.To test hypotheses that the extent to which teachers have a negative attitude towards the new instructional practices relates positively to their level of burnout, and that their self-efficacy beliefs regarding implementation of the practices and coping with stress involved in this relate negatively to their burnout levels.A random sample of 490 teachers employed in the Study-home system participated in this study.Three questionnaires were used. The Dutch version of the Maslach Burnout Inventory for teachers (Schaufeli & Van Horn, 1995) was used to assess the teachers' burnout level. Second, a specially developed self-efficacy questionnaire relating to the domains of: (1) guiding groups of students using the principle of differentiation, (2) involving pupils with tasks and (3) use of innovative educational practices. Last, a questionnaire on the teachers' attitudes concerning the usefulness and effectiveness of the Study-home as an educational innovation.Regression analyses showed that the self-efficacy beliefs for each of the three domains were significantly and negatively related to the depersonalisation and emotional exhaustion dimensions of burnout, and significantly positively related to the personal accomplishment dimension. Furthermore, the more negative the teachers' attitudes towards the Study-home appeared to be, the more they appeared to suffer from depersonalisation and emotional exhaustion, and the lower they scored on the personal accomplishment dimension of burnout.The study's results indicate that teachers' self-efficacy beliefs are related to their burnout level. Teachers with strong self-efficacy beliefs seem to be more prepared to experiment with, and later also to implement new educational practices.

Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity

2011-07-13

Esther T. Canrinus , Michelle Helms‐Lorenz , Douwe Beijaard +2 more

This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, … This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary education. Classroom self-efficacy and relationship satisfaction play a key influencing role in the relationships between the indicators. Using multiple-group SEM, the parameters of the overall model are similar for the novice, experienced and senior teachers in a constrained model. This aspect of similarity across experience groups is in line with findings of previous research on teachers' professional identity. The present study contributes to the further development of a solid theory on teachers' professional identity, which has been lacking.

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Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale

2012-04-04

Helen M. G. Watt , Paul Richardson , Uta Klusmann +4 more

EFFECTS OF TEACHER ATTENTION ON STUDY BEHAVIOR<sup>1</sup>

1968-03-01

R. Vance Hall , Diane Lund , Deloris Jackson

The effects of contingent teacher attention on study behavior were investigated. Individual rates of study were recorded for one first-grade and five third-grade pupils who had high rates of disruptive … The effects of contingent teacher attention on study behavior were investigated. Individual rates of study were recorded for one first-grade and five third-grade pupils who had high rates of disruptive or dawdling behavior. A reinforcement period (in which teacher attention followed study behavior and non-study behaviors were ignored) resulted in sharply increased study rates. A brief reversal of the contingency (attention occurred only after periods of non-study behavior) again produced low rates of study. Reinstatement of teacher attention as reinforcement for study once again markedly increased study behavior. Follow-up observations indicated that the higher study rates were maintained after the formal program terminated.

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Human Characteristics and School Learning

1977-01-01

Richard Cabezas

Teacher motivation: Definition, research development and implications for teachers

2016-08-05

Jiying Han , Hongbiao Yin

The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as … The past decade has witnessed an increase in research on teacher motivation which has been proved a crucial factor closely related to a number of variables in education such as student motivation, educational reform, teaching practice and teachers’ psychological fulfilment and well-being. To address the constant calls for teacher motivation research, this paper attempts to pose a comprehensive review of teacher motivation studies conducted from diversified theoretical perspectives. Five research areas related to teacher motivation research have been identified: influencing factors of teacher motivation; teacher motivation and teaching effectiveness; teacher motivation and student motivation; teacher motivation research across different disciplines; and the instruments for assessing teacher motivation. Based on a critique of existing literature in terms of theoretical perspectives, research methodology, research content and concerns about contextual issues, potential directions for future research are finally proposed.

Motivational Interventions

2014-11-14

Part of a series that reflects research and theory concerned with motivation and achievement in work, school and play, this title focuses on a particular issue or theme. Part of a series that reflects research and theory concerned with motivation and achievement in work, school and play, this title focuses on a particular issue or theme.

Becoming a Teacher

1975-10-01

Frances Fuller , Oliver H. Bown

Human Characteristics and School Learning

1977-01-01

Penelope L. Peterson , Benjamin S. Bloom

Handbook of Motivation at School

2016-02-19

The Professional Life Cycle of Teachers

1989-10-01

Michael Huberman

Issues in Teacher Education

2016-09-16

Issues In Teacher Education

1968-06-30

Clarence E. Bundy

Handbook of research on teacher education

1990-11-01

W. Robert Houston , Martin Haberman , John Sikula

Öğretmenlerin İş Doyumu ile Cinsiyeti Arasındaki İlişki: Bir Meta Analiz Çalışması / The Relationship Between Teachers' Job Satisfaction and Gender: A Meta-Analysis Study

2025-06-25

Erdal Toprakçı , Yusuf Oğuz Karabulut | e-International Journal of Educational Research

Bu çalışmada, öğretmenlerin iş doyumu düzeylerinin cinsiyete bağlı etki büyüklüğünün belirlenmesi amaçlanmıştır. Araştırmada meta-analiz yöntemi kullanılmıştır. Meta analiz çalışmasında Ulusal tez merkezinde yer alan öğretmenlerin iş doyumu ve cinsiyet ilişkisini … Bu çalışmada, öğretmenlerin iş doyumu düzeylerinin cinsiyete bağlı etki büyüklüğünün belirlenmesi amaçlanmıştır. Araştırmada meta-analiz yöntemi kullanılmıştır. Meta analiz çalışmasında Ulusal tez merkezinde yer alan öğretmenlerin iş doyumu ve cinsiyet ilişkisini ele alan yerli 190 adet yüksek lisans ve doktora tezinden yararlanılmıştır. Meta analiz çalışmasında; yayım yanlılığının bulunup bulunmadığı, cinsiyet değişkeninin öğretmenlerin iş doyumu üzerindeki etki büyüklüğünün ne düzeyde olduğu, etki büyüklüklerini düzenleyici değişkenler olan; çalışmanın türü, çalışmanın yapıldığı okul türü ve çalışmanın yapıldığı coğrafi bölgenin etkileyip etkilemediği sorularına yanıtlar aranmıştır. Araştırmanın birinci bulgusunda öğretmenlerin iş doyumu düzeylerinin cinsiyete göre etki büyüklüğünün çok düşük ve önemsiz düzeyde farklılaştığı tespit edilmiştir. Araştırmanın ikinci bulgusunda ise öğretmenlerin iş doyumu ile cinsiyet ilişkisine dair düzenleyici analizler incelendiğinde; çalışmanın türü (Yüksek lisans ve Doktora tezi), çalışmanın yapıldığı okul türü (Okul Öncesi, İlkokul, Ortaokul, Lise, Özel Eğitim Okulu) ve çalışmanın yapıldığı coğrafi bölgeye göre iş doyumu düzeylerinin farklılaşmadığı görülmüştür. Sonuç olarak Türkiye’de öğretmenlerin iş doyumu düzeylerinin cinsiyetten etkilenmediği ortaya çıkmıştır. Araştırma sonucunda uygulayıcılara; okul yönetimlerinde genel olarak iş doyumuna cinsiyetin etkide bulunmadığı bilinciyle hareket etmeleri önerilir. Ayrıca iş doyumunu artırmak amacıyla yöneticilerin öğretmenlerin gelişimini destekleyici bir anlayış benimsemeleri, öğretmenlerin çalışma koşullarını iyileştirerek iş-yaşam dengelerini gözetmeleri, demokratik bir okul iklimi oluşturmaları önerilir. Araştırmacılar farklı ülkelerde karşılaştırmalı meta analiz çalışmaları gerçekleştirebilir, araştırmalarda düzenleyici değişkenlerde fark çıkan durumlar nedensel ve betimsel olarak açıklayabilecek çalışmalara yer verilebilirler. İş doyumunun okul başarısı, okul iklimi, örgütsel bağlılık vb ilişkisini inceleyen meta analiz çalışmaları gerçekleştirilebilir. Bunun yanı sıra Türkiye’deki yüksek lisans ve doktora tezleriyle sınırlı tutulan bu araştırmanın verileri geliştirilerek yurt içi ve yurt dışı çalışmalar eklenebilir.

Öğretmen adaylarının kaynaştırmaya yönelik öz yeterlikleri ve tutumları: Karma yöntemler araştırması

2025-06-25

Gülşah Avcı‐Doğan , Nagihan Baş , Nilüfer ALTUN | Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

Kaynaştırma/bütünleştirme yoluyla eğitim, farklı branşlardaki öğretmenlerin özel gereksinimli öğrencilerin eğitimi hakkında mesleki yeterliklerine ve tutumlarına dikkati çekmektedir. Eğitim fakültelerinde yer alan dersler ile de özel eğitime dair çeşitli beceri ve … Kaynaştırma/bütünleştirme yoluyla eğitim, farklı branşlardaki öğretmenlerin özel gereksinimli öğrencilerin eğitimi hakkında mesleki yeterliklerine ve tutumlarına dikkati çekmektedir. Eğitim fakültelerinde yer alan dersler ile de özel eğitime dair çeşitli beceri ve yeterlikler kazandırılmaya çalışılmaktadır. Bu araştırmanın amacı Özel Eğitim ve Kaynaştırma dersini alan farklı branşlardaki öğretmen adaylarının kaynaştırma uygulamalarına ilişkin öz yeterlikleri ile özel eğitim öğretmenliğine yönelik tutumları arasındaki ilişkiyi belirlemek, öz yeterliklerini ve tutumlarını nasıl açıkladıklarını ortaya koymaktır. Çalışma, karma yöntemler araştırmasının açıklayıcı sıralı deseni ile yürütülmüştür. Araştırmada amaçlı örnekleme yönteminden yararlanılmıştır. Nicel aşamada 204 katılımcıya iki ölçek uygulanmıştır. Nitel aşama için belirlenen sekiz katılımcı ile yarı yapılandırılmış görüşmeler yapılmıştır. Nicel bulgular, öğretmen adaylarının kaynaştırma uygulamalarına ilişkin kendilerini yeterli algıladıklarını ve özel eğitim öğretmenliğine yönelik olumlu tutuma sahip olduklarını göstermektedir. Nitel bulgularda, özel gereksinimli öğrenci ile çalışmanın zorluklarının farkında olduklarını, ihtiyaç duyduklarında özel eğitim öğretmeni ile iş birliği kurabileceklerini ancak bu alana karşı mesafeli olduklarını dile getirmişlerdir. Lisans programlarında özel eğitim alan uzmanlarından farklı dersler almış olsalar da programların özel eğitim alanında teorik ve uygulama bakımından güçlendirilmesi gerekliğine vurgu yapılmıştır.

Beden Eğitimi ve Spor Yüksekokulu Öğrencilerinin Mesleki Kariyer Farkındalıkları ile Gelecek Kaygıları Arasındaki İlişkisinin İncelenmesi

2025-06-25

Taner Atasoy , Baki Yılmaz , Bilgehan PEPE +1 more | Akdeniz Spor Bilimleri Dergisi

Araştırmada Beden Eğitimi ve Spor Yüksekokulu öğrencilerinin mesleki kariyer farkındalıkları ile gelecek kaygıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Evreni, 2023-2024 eğitim-öğretim döneminde İstanbul’daki devlet ve vakıf üniversitelerinin spor bilimleri fakülteleri ve … Araştırmada Beden Eğitimi ve Spor Yüksekokulu öğrencilerinin mesleki kariyer farkındalıkları ile gelecek kaygıları arasındaki ilişkinin incelenmesi amaçlanmıştır. Evreni, 2023-2024 eğitim-öğretim döneminde İstanbul’daki devlet ve vakıf üniversitelerinin spor bilimleri fakülteleri ve Beden Eğitimi ve Spor Yüksekokulu bölümlerinde öğrenim gören öğrenciler oluşturmaktadır. Örneklem, İstanbul Gelişim Üniversitesi öğrencilerinden seçilmiştir. Örnekleme yöntemi olarak, katılımcıların eşit ve tesadüfi şekilde örneğe dahil edilmesini sağlayan basit tesadüfi örnekleme yöntemi kullanılmıştır.Araştırma, nicel bir çalışma olup, ilişkisel tarama modeline dayalı betimsel bir araştırma olarak tasarlanmıştır. Veriler, SPSS 25 programında analiz edilmiştir ve Repeated Measures Anova yöntemi kullanılmıştır.Elde edilen bulgulara göre, kadınlar kariyer farkındalığında erkeklerden daha yüksek puan alırken, erkekler umutsuzluk ölçeğinde kadınlardan daha yüksek puan almıştır. Yaş değişkeninde, daha büyük yaş gruplarının kariyer farkındalığında daha yüksek puan aldığı, ancak yaş ile geleceğe yönelik umutsuzluk arasında anlamlı bir ilişki olmadığı tespit edilmiştir. Bölüm değişkenine göre, kariyer farkındalığında anlamlı bir fark bulunmazken, umutsuzluk ölçeğinde anlamlı farklılıklar olduğu belirlenmiştir. Spor yapma sıklığının kariyer farkındalığını etkilediği, ancak umutsuzluk düzeylerinde etkili olmadığı görülmüştür.Sonuç olarak, mesleki farkındalık düzeyi ile umutsuzluk düzeyi arasında zıt yönlü bir ilişki bulunmuştur; farkındalık arttıkça umutsuzluk azalmaktadır.

Okul Öncesi Öğretmenlerinin Program Okuryazarlıkları, Öz Yeterlik İnançları ve Sınıf Yönetimi Becerileri Arasındaki İlişki / The Relationship between Preschool Teachers' Curriculum Literacy, Self-Efficacy Beliefs and Classroom Management Skills

2025-06-25

Şule Yüksel Güler , Veda Yar Yıldırım | e-International Journal of Educational Research

Bu araştırmada amaç, okul öncesinde görev yapan öğretmenlerin program okuryazarlıkları, öz yeterlik inançları ve sınıf yönetimi becerileri arasındaki ilişkinin incelenmesidir. Nicel bir çalışma olan araştırma için üç alt problem belirlenmiştir. … Bu araştırmada amaç, okul öncesinde görev yapan öğretmenlerin program okuryazarlıkları, öz yeterlik inançları ve sınıf yönetimi becerileri arasındaki ilişkinin incelenmesidir. Nicel bir çalışma olan araştırma için üç alt problem belirlenmiştir. Araştırmanın cevap aradığı birinci alt problemi için betimsel tarama deseni; ikinci ve üçüncü alt problemleri için ise ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu Millî Eğitim Bakanlığı ve Aile Sosyal Politikalar Bakanlığı’nda görev yapan okul öncesi öğretmenlerinden uygun örnekleme yöntemiyle seçilen 487 öğretmen oluşturmaktadır. Araştırmanın verilerini toplamak için, Yar Yıldırım’ın (2020) geliştirdiği “Öğretmenlerin Program Okuryazarlıkları”, Tepe ve Kandemir’in (2012) geliştirdiği “Okul Öncesi Öğretmenlerinin Öz yeterlik İnançları”, Kaplan’ın (2018) geliştirdiği “Okul Öncesi Öğretmenleri Sınıf Yönetimi Becerileri” ölçekleri ve araştırmanın amaçlarına yönelik hazırlanan ve araştırmacı tarafından geliştirilen “Kişisel Bilgi Formu” kullanılmıştır. Araştırmanın birinci alt problem için betimsel analizler yapılmıştır. İkinci alt problemde ölçekler arasındaki ilişki Pearson Korelâsyon analizi ile incelenmiştir. Üçüncü alt problem için okul öncesi öğretmenlerin sınıf yönetimi becerileri, öz yeterlik inançları ve program okuryazarlıkları açısından anlamlı bir şekilde yordanıp yordanmaması ise Çoklu Doğrusal Regresyon analizi ile test edilmiştir. Araştırma sonucunda okul öncesinde görev yapan öğretmenlerin program okuryazarlık, öz yeterlik inancı ve sınıf yönetimi beceri düzeylerinin yüksek düzeyde olduğu, öz yeterlik inancı ile sınıf yönetimi becerileri arasında güçlü pozitif ilişki gözlenirken, program okuryazarlığı ile öz yeterlik inancı ve sınıf yönetimi becerileri arasında pozitif yönde orta düzeyde ilişki olduğu sonucuna varılmıştır. Okul öncesi öğretmenlerinin sınıf yönetimi ile öz yeterlik inançları arasında yüksek ilişkinin olması ve program okuryazarlık boyutuyla daha düşük bir ilişkinin olması sonucuna dayalı olarak mesleki gelişim çalışmalarında sınıf yönetimi seminerleri program okuryazarlık seminerleriyle desteklenebilir.

Türkiye’de Almanca Öğretmenlerinin Eğitim Öğretim Sürecinde Karşılaştığı Sorunlar

2025-06-23

Gürcan Çağan , Hakan Sarıçam | Alman Dili ve Kültürü Araştırmaları Dergisi

Bu çalışmanın amacı Türkiye’de Almanca öğretmenlerinin eğitim öğretim sürecinde karşılaştığı sorunları ve çözüm önerilerini Almanca öğretmenlerinin görüşlerine göre incelemektir. Araştırma nitel bir çalışma olup durum çalışması desenine göre yapılandırılmıştır. Araştırmanın … Bu çalışmanın amacı Türkiye’de Almanca öğretmenlerinin eğitim öğretim sürecinde karşılaştığı sorunları ve çözüm önerilerini Almanca öğretmenlerinin görüşlerine göre incelemektir. Araştırma nitel bir çalışma olup durum çalışması desenine göre yapılandırılmıştır. Araştırmanın çalışma grubu kolay ulaşılabilir örnekleme yöntemine göre belirlenmiş olup, çalışma grubunu Sivas il merkezinde MEB orta öğretim okullarında görev 15 Almanca öğretmeni oluşturmaktadır. Veriler araştırmacı ve uzmanlar tarafından geliştirilen 10 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Elde edilen veriler tema, alt tema, kod ve frekanslarıyla bulgular kısmında sunulmuştur. Araştırmadan elde edilen bulgulara göre Almanca öğretmenlerinin eğitim öğretim sürecinde başta öğrencilerden kaynaklı sorunlar olmak üzere ders kitapları ve kaynak kullanımı yetersizliği, diğer branş öğretmenlerinin ve okul idaresinin olumsuz bakış açısından kaynaklı sorunlar, dersin seçmeli oluşunun dezavantajları ve mesleki gelişim konusunda yaşanan sorunlar ve kısıtlamalar ifade edilmiştir. Ayrıca yaşanan sorunlara karşı öğretmenlerin bir takım strateji ve yöntemler kullandığı belirtilmiştir. Araştırma bulgularına dayanılarak Almanca öğretmenlerinin eğitim öğretim sürecinde karşılaştığı sorunların giderilmesi ve Almanca öğretiminin etkili ve verimli sürdürülebilmesi amacıyla öneriler sunulmuştur.

The Interpersonal Challenges and Effective Strategies of Trainee Teachers During Practicum

2025-06-23

Siti Aisyah Shamsuddin , Siti Khatijah Deraman , Ku Siti Syahidah Ku Mohd Noh +1 more | International Journal of Academic Research in Business and Social Sciences

The Role of Motivation and Teachers’ Performance in Private Secondary Schools in Masheruka Town Council Sheema North, Sheema District

2025-06-23

Aringanyira Rosette , Silaji Turyamureeba | Research Invention Journal of Research in Education

The study was about motivational practices and teachers’ performance in private secondary schools in Isingiro District, Uganda. The study was aimed at; assessing the influence of adequate fringe benefits on … The study was about motivational practices and teachers’ performance in private secondary schools in Isingiro District, Uganda. The study was aimed at; assessing the influence of adequate fringe benefits on teachers’ performance in private secondary schools, establishing the influence of administrative support on teachers’ performance in private secondary schools and examining the influence of physical work environment on teachers’ performance in private secondary schools. A cross-sectional and a descriptive survey design were adopted. The target population included school administrators like, Board of governors, PTA heads, head teachers, teachers and students from selected private secondary schools in Isingiro district. Six private secondary schools were selected a sample size of 214 was obtained using simple random and purposive sampling techniques. Questionnaire and interview guide were used as data collection instruments. Data analysis was in form of descriptive statistics in addition to use of Pearson correlation coefficient to determine the relationship between motivational practices and teachers’ performance. From the study findings, it was learnt that there was no statistically significant relationship between fringe benefits and teachers’ performance in private secondary schools in Isingiro district while descriptive results also indicated poor level of fringe benefits. The study further established a statistically significant relationship between administrative support and teachers’ performance in private secondary schools. It was revealed that physical work environment statistically had an influence on teachers’ performance in private secondary schools in Isingiro district. In most private secondary schools, fringe benefits were not given a priority as one way of motivating teachers in their work. Administrative support was being provided to teachers in their respective secondary schools as it is recognized as key in promoting success. It is evident that this factor is being respected and promoted in most of the private secondary schools. There is need to sensitize teachers about the relevance of attending meetings and other school functions as part of providing solutions to their teaching challenges in their respective schools. There is need for the school management committee to handle teachers’ welfare issues. Keywords: Motivation, Teachers’ Performance, Private Secondary Schools, Administrative Support, Work Environment

Intention to Leave, Burnout, and Job Satisfaction of Austrian Early-Career Preschool Teachers

2025-06-20

Tina Eckstein‐Madry , Eva-Maria Embacher , Wilfried Smidt | Frühe Bildung

Abstract: Early-career preschool teachers are a crucial human resource pool in early childhood education and care (ECEC). However, 25% leave the profession within the first 5 years because of high … Abstract: Early-career preschool teachers are a crucial human resource pool in early childhood education and care (ECEC). However, 25% leave the profession within the first 5 years because of high job demands, minimal experience, insufficient collegial support, and a high turnover rate among colleagues ( Müller et al., 2018 ). Burnout and job satisfaction may influence the decision to switch careers at such an early stage. We quantified the risk of burnout and job satisfaction in a sample of N = 99 Austrian early-career preschool teachers. Binary logistic regression analyses showed that a higher risk of burnout and lower job satisfaction significantly increased the intention to leave, even when we considered job-related and personal characteristics. This emphasizes the pressing need for coaching, reflection, and mentoring programs tailored for early-career preschool teachers.

The Effect of Working Environment on Teachers’ Motivation in Primary Schools in Kinondoni Municipal, Tanzania

2025-06-20

William Shemkai , Coletha Ngirwa | Journal of Education Society and Behavioural Science

The study examined how the work environment influences teachers' motivation within the Kinondoni Municipal Council. It was conducted across twenty-one primary schools in the municipality. A specific objective guiding the … The study examined how the work environment influences teachers' motivation within the Kinondoni Municipal Council. It was conducted across twenty-one primary schools in the municipality. A specific objective guiding the research was to assess the impact of the work environment on teachers’ motivation in Kinondoni. The study involved 83 respondents from various levels, including primary school teachers, school heads, ward education officers, and district education officers. The research employed a mixed-methods approach and adopted a descriptive research design. Purposive and simple random sampling strategies were used to select participants. Data collection methods included questionnaires and semi-structured interviews. As a mixed-methods study, quantitative data were analyzed using descriptive statistics, while qualitative data were subjected to content analysis. Findings indicated a positive and significant relationship between the work environment and teachers’ motivation. Specifically, three variables—teaching and learning materials, school infrastructure (including classrooms, desks and chairs for pupils, toilets for both pupils and teachers, and teachers’ houses), and pupil-teacher ratios—each had a positive influence on teachers' motivation. Based on these results, it is recommended that the government construct additional classrooms to accommodate the growing number of pupils. The number of toilets should also be increased to match student and teacher populations. Additionally, providing textbooks and reference materials for both pupils and teachers would enhance the effectiveness of teaching and learning activities. To improve convenience and morale, the government should consider building teachers' houses near school premises to reduce long commutes which can negatively impact teaching quality and teachers' motivation.

Middle School Students’ Motivation to Pursue a Career in Teaching: Psychometric Validation of the Becoming-A-Teacher Expectancy-Value-Cost Scale

2025-06-19

Marissa R. Bamberger , Benjamin Creed | Journal of Career Assessment

Students are more likely to pursue teaching careers when their expectancies for success and task values for that profession are high. Middle school students make their initial career choices, but … Students are more likely to pursue teaching careers when their expectancies for success and task values for that profession are high. Middle school students make their initial career choices, but little, if any, research to date has examined middle school students’ expectancies, values, and costs in relation to becoming teachers. This is, in part, due to only a few instruments measuring middle school students’ expectancies, values, and costs, necessitating the development and validation of instruments that measure these motivational factors. We modified the Expectancy-Value-Cost (EVC) Scale, originally published by Kosovich and colleagues in 2015, to pertain to middle school students’ beliefs about becoming teachers. To validate this becoming-a-teacher EVC Scale, we tested it with 1,609 middle school students. There is evidence of internal-consistency reliability overall and across grade, race, and gender. We found evidence of internal (factor) structure, concurrent, convergent, and discriminant validity, indicating that the instrument measures expectancy, value, and cost as intended. Additionally, there is evidence of measurement invariance by grade, race, and gender, suggesting that the instrument’s measurements are fair and unbiased. Based on these analyses, the becoming-a-teacher EVC Scale represents a practical instrument for providing a quick snapshot of middle school students’ motivational profiles pertaining to their teaching career choices.

Strategies and motivations of high school students in career choice

2025-06-19

Assel Sarsenova , Muborak Sadyrova , Анна Васильевна Мальцева | The Journal of Psychology and Sociology

Career choice refers to the process of self-determination among high school students regarding their future professional direction. The issue of professional self-identification and career choice among high school students remains … Career choice refers to the process of self-determination among high school students regarding their future professional direction. The issue of professional self-identification and career choice among high school students remains relevant, as effective career guidance is crucial for ensuring youth employment and their competitive positioning in the labor market. Various factors influence students' selection of specific career paths, highlighting the need for sociological research to identify the primary challenges in this process. The objective of our study is to determine the strategies and motivations of high school students in choosing their future careers. According to sociological research, the most important characteristics of future careers and jobs for high school students include a high salary, opportunities for self-realization, career growth prospects, and the availability of numerous job opportunities in the chosen profession. When choosing a future profession “high wages” is one of the most important motives for students studying in Kazakh and Russian. While the number of government scholarships is less important for students in specialized schools, it is crucial for those in general education schools. The majority of high school students have already made their career choices, indicating that their selection strategies are well-structured. Compared to general education students, specialized school students are more aware of labor market trends and the demand for specific professions. Identifying strategies and motivations for career choice can help educational institutions and administrators develop effective approaches to assist students in making informed decisions. However, these motivations may change based on socio-economic conditions. Keywords: high school students, youth, profession, future career choice, motivation, strategy.

Socio-demographic Characteristics and Level of Pedagogical Competence of Teachers in Alabel National Science High School

2025-06-19

JANE CLAIRE FORROSUELO | International Journal For Multidisciplinary Research

This study investigates the relationship between socio-demographic characteristics and pedagogical competence among teachers at Alabel National Science High School (ANSHS). Drawing on a descriptive-correlational research design, data was gathered through … This study investigates the relationship between socio-demographic characteristics and pedagogical competence among teachers at Alabel National Science High School (ANSHS). Drawing on a descriptive-correlational research design, data was gathered through an adapted questionnaire focusing on teachers' demographics and pedagogical competence. Statistical analyses included frequency and percentage for socio-demographics, weighted mean for pedagogical competence and correlation coefficients to examine relationships. Findings indicate a mature, predominantly female workforce with high educational attainment but limited doctoral degrees and top leadership positions. Teachers demonstrate excellent pedagogical competence overall. While correlations between socio-demographic factors and pedagogical competence exist, many are not statistically significant. Notably, gender disparities affect subject matter knowledge, and age influences classroom management skills to varying degrees. These findings underscore the need for continued support and development initiatives tailored to ANSHS teachers to enhance pedagogical practices and address potential disparities.

Anxiety in Primary Teachers

2025-06-18

Тодор Тодоров | Diogenes

Preventing Teacher's Professional Deformations: a Need-Based Motivational Approach

2025-06-15

Anna V. Kandaurova , Natalia G. Milovanova | Bulletin of Nizhnevartovsk State University

The problem of preventing teachers' professional deformations has become very relevant in today's socio-cultural context. Continuous changes in the world and society are affecting all levels of education. Socio-cultural transformations … The problem of preventing teachers' professional deformations has become very relevant in today's socio-cultural context. Continuous changes in the world and society are affecting all levels of education. Socio-cultural transformations are changing the usual forms of social interaction between educational stakeholders, and the processes of digitalization and informatization are imposing new demands on teachers' professional competence. The aim of this study was to identify and justify a needs-based approach for preventing professional deformation in teachers in modern educational environments. Research methods included content analysis and theoretical analysis of psychological and educational literature. The study of the possibilities of need-motivational approaches presupposes solving several tasks, such as considering the essence of concepts like “professional deformation” and “professional destruction”, their relationship to professional development, and concepts of needs, motivation, subjectivity, and defining the role of subjective development in preventing professional deformation. The results confirm the need for teachers to develop skills in recognizing difficulties, understanding and distinguishing between professional deformations, identifying and meeting needs in an ever-changing socio-cultural environment, including continuity of professional development, increased social responsibility, and increasing complexity of tasks. It has been proved that the need-based motivational approach to preventing professional deformation contributes to the formation and development of the teacher's subjectivity, orienting them towards continuous development, promoting an understanding of their own activities and awareness of their needs for professional development, as well as forming motivation to identify personal resources and develop a professional development strategy. This position was confirmed by L.M. Mitina says that the model of adaptive behavior contributes to a teacher's ability to adapt to the conditions of the professional environment and activity, including mastering and adopting the experience of others, solving professional problems using learned algorithms, and “canonicalizing” one's own experiences according to stereotypes. However, it does not contribute to the identification of needs for professional development, which is associated with the risk of developing professional deformities. This is because the presence of a teacher in a model of adaptation limits his professional and personal resources.

TEACHERS' OPINIONS ON THE FACTORS AFFECTING THEIR PROFESSIONAL MOTIVATION

2025-06-14

Esra Yüceer , Songül Tümkaya | Scientific Educational Studies

This research is a phenomenological study conducted to examine the factors affecting the professional motivation of 10 teachers working at different levels and in different branches. The participants were selected … This research is a phenomenological study conducted to examine the factors affecting the professional motivation of 10 teachers working at different levels and in different branches. The participants were selected using maximum diversity sampling method, one of the purposeful sampling methods. The data were obtained through a semi-structured interview form prepared by the researcher. The data obtained were analyzed by content analysis. According to the results obtained from the study, while teachers have higher intrinsic motivation in a positive direction, they are more affected by external and negative factors.

The Development of Brief Measures of Teacher Well-Being: Emotional Exhaustion, Workload, Administrative Support, and Colleague Support

2025-06-13

Tim Pressley , David T. Marshall , Heather L. Walter | The Teacher Educator

A Study on Teaching Career Choice Motivation and Turnover Intention among Rural Teachers in Henan Province, China

2025-06-13

Eegyeong Kim , Young Seok Bang , Shang Gao | The Jounal of Cultural Exchange

Study Behavior of Intermediate Pupils

2025-06-13

Winnerose C. Madalo , Honey Mae D. Olig , Glenford C. Franca | Asian Journal of Education and Social Studies

This study was conducted to determine the study behavior of intermediate pupils in William Joyce Sr. Elementary School during the school year 2023-2024. The study also aimed to determine the … This study was conducted to determine the study behavior of intermediate pupils in William Joyce Sr. Elementary School during the school year 2023-2024. The study also aimed to determine the significant difference between study behavior when grouped according to gender. The study used a descriptive-comparative correlational research design and utilized purposive random sampling technique corresponding to the percentage of the total population. There were 80 intermediate pupils’ respondents who were chosen using complete enumeration. The data gathered was tabulated, analyzed, and interpreted using descriptive tools namely; percentage, mean, and ANOVA. Results revealed that in terms of gender of the intermediate pupils, show that the gender were at the same percentage of 48.75 or 39 of them for both male and female respondents. Also, in terms of age, majority of the respondents were at the age range of 11-12 years old. Furthermore, the study behavior in terms of strategies, behavior and achievements discovered that behavior got the highest mean score of 3.29 this means that this behavior is likely the most effective among the three domains. Followed by achievements with a mean score of 2.78, this means that there is potential to enhance these achievements further. Moreover, strategies were the lowest and got a mean score of 2.76, this suggest that the strategies domain is performing less effectively than other domains. The overall pupils’ study behavior was on moderate level this means that the study behavior is sometimes experienced by the pupils. Study behavior of intermediate pupils when grouped according to gender revealed that among the respondents’, females had the slightly higher mean of 3.03, the word “slightly” indicates that the difference in mean scores between genders is small. A part from this, the p-value was 0.47 suggested that this difference was not statistically significant. Therefore, there was no significant difference between study behavior when grouped according to gender of the intermediate pupils in William Joyce Sr. Elementary School. Hence, the null hypothesis was accepted.

Choosing to care: examining the role of motivation, practicum experiences, and working conditions on aspiring childcare professionals in Flanders

2025-06-12

Lisa Grielens , Veerle Buffel , Koen Ponnet +3 more | European Early Childhood Education Research Journal

Who Is the Teacher?

2025-06-11

Pam Oken-Wright | Routledge eBooks

Prompts or Protocol: Helping Teacher Candidates See Students’ Strengths

2025-06-10

Ashlyn Pierson , Heather Johnson , Andrea Henrie +3 more | Proceedings.

Teacher SEL Matters: How Interventions Shape Teachers’ Well-Being and Professional Growth

2025-06-10

Yanbei Chen , Jing Lei , Shiqin Wu | Proceedings.

THE TEACHER'S ROLE AS A PEDAGOGICAL COORDINATOR AND ITS OBSTACLES

2025-06-02

Davisson Charles Cangussu de Souza , Roberto Dischinger Miranda , José Costa +6 more | Revista Gênero e Interdisciplinaridade

Since society is changeable, fluid and tangible, social reality must be constantly observed. Thus, if we consider that the school is a space of socialization, a space where one of … Since society is changeable, fluid and tangible, social reality must be constantly observed. Thus, if we consider that the school is a space of socialization, a space where one of the first contacts and interactions of the child in society occurs. It is within this framework that the coordination becomes practical for solving problems and seeking results in the teaching-learning process. The article aims to discuss the difficulties faced by the pedagogical coordinator. And in this line of research it was in the interest of the researcher to discuss the social function of the school, the attributions of the pedagogical coordinator and its consequent need for adaptation. The methodology adopted was the bibliographic review of the digital material of the academic databases.

What is it to become a teacher?

2025-06-02

Heather Sharp | Cambridge University Press eBooks

B.Ed. Student Teachers' Attitudes toward the Teaching Profession in relation to their Academic Achievement

2025-06-01

Neha Kumari , Phalachandra | International Journal of Research Publication and Reviews

Teacher Burnout and Well-Being: Challenges, Causes, and Solutions

2025-05-31

Indu Jain , Chandra Yadav , M. Tiwari +1 more | International Journal For Multidisciplinary Research

Teacher burnout is a matter of great concern in the education sector worldwide. It affects teachers' mental, emotional, and physical health, and, consequently, the quality of education students receive. It … Teacher burnout is a matter of great concern in the education sector worldwide. It affects teachers' mental, emotional, and physical health, and, consequently, the quality of education students receive. It can be defined as a state of chronic stress that leads to emotional exhaustion, disengagement, and a feeling of ineffectiveness.Teacher burnout has widespread implications not just for educators but also for the school community. In this paper, we will explore the causes of teacher burnout, its impact on teacher well-being, and potential solutions that can alleviate stress and foster a healthy teaching environment. By understanding these dynamics, policymakers, educators, and administrators can work together to create a more supportive and sustainable educational system.

Akademide Çelişik Duygulu Cinsiyetçilik Ölçeğinin Analizi ve Değerlendirilmesi

2025-05-30

Nilüfer YÖRÜK KARAKILIÇ | Akdeniz Kadın Çalışmaları ve Toplumsal Cinsiyet Dergisi

Cinsiyetçilik her toplumsal düzende karşılaşılan ve olması istenmeyen bir olgu olarak tanımlanır. Tarihsel süreç içinde her toplumda örneklerine rastlanan cinsiyetçilik olgusunun ölçümü çelişik duygulu cinsiyetçilik ölçeği kapsamında düşmanca ve korumacı … Cinsiyetçilik her toplumsal düzende karşılaşılan ve olması istenmeyen bir olgu olarak tanımlanır. Tarihsel süreç içinde her toplumda örneklerine rastlanan cinsiyetçilik olgusunun ölçümü çelişik duygulu cinsiyetçilik ölçeği kapsamında düşmanca ve korumacı olarak iki alt boyutu içermektedir. Korumacı cinsiyetçiliğin ise korumacı paternalizm, cinsiyetler arası tamamlayıcı farklılaştırma ve heteroseksüel yakınlıktan oluşan ikinci sıra alt boyutları mevcuttur. Cinsiyet ayrımcılık, cinsiyetçilik özellikle sosyal bilimler alanında yapılan çalışmalarda sıklıkla kullanılan değişkenler arasında önemli bir yer tutmaktadır. Cinsiyetçilik kültürel etkileri de içinde barındırması ve toplumsal düzeyde yapıya ilişkin bilgi vermesi açısından cinsiyet ayrımcılık düzeyinin belirlenmesinin gerekliliği çerçevesinde birçok çalışmada öncül değişkenler arasında yer almaktadır. Sosyal bilimler alanında yapılan çalışmalar kapsamında taşıdığı önem doğrultusunda literatürde kullanılan çelişik duygulu cinsiyetçilik ölçeğinin akademik ortamda test edilmesi ve boyutlarının tespit edilerek örgütte yansımalarını ortaya çıkarmak çalışmanın amacını oluşturmaktadır. Alanyazında mevcutta yapılan çalışmaların bazılarında ölçeğin ikincil alt boyutlarının göz ardı edilerek, korumacı ve düşmanca cinsiyetçilik boyutları kapsamında ele alınması dolayısıyla çalışmada ölçeğin alt boyutlarıyla akademik ortamda değerlendirilmesi gerçekleştirilmiştir.

The Relationship between Teachers’ Participation in Professional Development Programs and Their Teaching Effectiveness and Job Satisfaction

2025-05-30

Uzma Rashid , Fahad Maqbool | Social science review archives.

Effective professional development and training of teacher is essential for teaching effectiveness, teachers’ pedagogical development and their job satisfaction. Accordingly, the purpose of this study was to investigate the relationship … Effective professional development and training of teacher is essential for teaching effectiveness, teachers’ pedagogical development and their job satisfaction. Accordingly, the purpose of this study was to investigate the relationship between teachers’ professional development, teaching effectiveness and job satisfaction. The nature of this study was quantitative and co-relational design was applied. The respondents of this study were 220 public school teachers from district Okara. The data were collected through teachers’ professional development scale, teaching effectiveness scale and teachers’ job satisfaction scale. The collected data were analyzed using SPSS and different statistics techniques like mean, SD and relationship analysis (Pearson correlation) were applied. The results of this study indicated the strong positive and significant relationship between teachers' professional development, teaching effectiveness and teachers’ job satisfaction. Further, it is recommended on the basis of findings of study that management authorities of school education department must provide such resources and incentives for professional development, ensure promoting a culture of collaboration and continuous learning and recognizing and rewarding teacher excellence.

Güç Temelli Etik Tercihler: Okul Öncesi Öğretmenleri Üzerine Bir Araştırma

2025-05-30

Gökçe Bostancı , Mustafa Yaşar | Yaşadıkça Eğitim

Okul öncesi öğretmenlerinin farklı güç temelleri bağlamında normatif etik pozisyonlarını incelemek amacıyla yapılan bu araştırmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın katılımcılarını uygun örnekleme yöntemiyle seçilen 21 okul öncesi öğretmeni oluşturmaktadır. … Okul öncesi öğretmenlerinin farklı güç temelleri bağlamında normatif etik pozisyonlarını incelemek amacıyla yapılan bu araştırmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın katılımcılarını uygun örnekleme yöntemiyle seçilen 21 okul öncesi öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Okul Öncesi Öğretmenleri İçin Senaryo Tabanlı Etik İkilemler" formu kullanılmıştır. Görüşme sürecinde, katılımcılara bu senaryolar bir bilgisayar ekranında sunulmuş, senaryoları yüksek sesle okumaları ve yorum yapmaları istenmiştir. On üç görüşme yüz yüze, sekiz görüşme ise çevrimiçi olarak yapılmıştır. Verilerin analizinde tematik analiz yöntemi kullanılmıştır. Bu süreçte alan yazın taranarak normatif etik ve güç temellerine yönelik ön kategoriler belirlenmiş ve görüşme sonuçları bu ön kategoriler kullanılarak analiz edilmiştir. Araştırma bulguları, katılımcıların tüm güç durumlarında tek bir normatif etik pozisyona bağlı kalmadıklarını ortaya koymuştur. Etik kararlarının, çeşitli etik yaklaşımların ve güç ilişkilerinin etkileşimiyle şekillendiği görülmüştür. Bu karar süreçlerinde, bireysel değerler, mesleki sorumluluklar ve sınıf içindeki yarar arasında dengeli bir tutum geliştirme çabası ön plana çıkmaktadır.

Becoming a Teacher Educator

2025-05-30

Judy Williams | BRILL eBooks

Teacher wellbeing?

2025-05-29

Angela Milliken-Tull | Routledge eBooks

Türkiye’de Okul Öncesi Öğretmenlerin Kültürel Duyarlılık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

2025-05-28

Ayşe Duran Yılmaz | Anadolu Kültürel Araştırmalar Dergisi

Öz Okul öncesi öğretmenler toplumsal barış ve uyum kapsamında çocukların farklı kültürlerle tanışmalarını sağlayan ve destekleyen role sahiptirler. Bu nedenle okul öncesi öğretmenlerin kültürel duyarlılık düzeylerinin belirlenmesi önemlidir. Bu çalışmanın … Öz Okul öncesi öğretmenler toplumsal barış ve uyum kapsamında çocukların farklı kültürlerle tanışmalarını sağlayan ve destekleyen role sahiptirler. Bu nedenle okul öncesi öğretmenlerin kültürel duyarlılık düzeylerinin belirlenmesi önemlidir. Bu çalışmanın amacı okul öncesi öğretmenlerin kültürel duyarlılık düzeyleri çeşitli değişkenler açısından incelenmesi olarak belirlenmiştir. Araştırma betimsel tarama modeli ile gerçekleştirilmiştir. Bu araştırmaya Adıyaman- Gaziantep ve Kilis merkez ilçelerinden olmak üzere toplam 356 okul öncesi öğretmeni katılmıştır. Araştırmada veri toplama aracı olarak Duran Yılmaz ve Ömeroğlu (2023) tarafından geliştirilen ‘Okul Öncesi Öğretmenlerine Yönelik Kültürel Duyarlılık Ölçeği’ kullanılmıştır. Araştırmada elde edilen verilerin analizinde, veriler normal dağılım göstermediği için non-parametrik testler kullanılmıştır. Okul öncesi öğretmenlerin kültürel duyarlılık düzeylerini desteklemeye yönelik eğitimler verilebilinir. Ayrıca, Öğretmen eğitimi kapsamında farklık kültürlerdeki çocuklarla çalışmayı desteklemeye yönelik kültürel duyarlılığa duyarlı eğitim veya pedagojiyi destekleyen lisans dersleri eklenebilir.