The Teacher

The study compared socialization and personal values of teachers in general education schools, special education schools, and music schools that offer extracurricular education. A total of 401 teachers in Estonia filled in the Portrait Values Questionnaire. The results showed that teachers’ socialization and personal values were similar across different schools, but teachers in special education schools differed from general education and music school teachers. Teachers in schools for students with emotional-behavioral difficulties ranked achievement much lower and considered hedonism more important to socialize in children. Teachers in schools for students with disabilities rated self-transcendence values less important to develop in children than general educators and music school teachers. Regarding personal values, teachers in schools for students with emotional-behavioral difficulties considered hedonism more important and security less important than teachers from other schools. Overall, the findings suggest that teachers adapt their values to the school’s context and children’s characteristics.

The background of this study is the low productivity of teachers in school. This is influenced by several things, one of which is the lack of teacher preparation in preparing the learning process in class, and there are still many school programs that have not been completed in accordance with the specified targets. The role of the principal as a leader is very important to increase teacher productivity in school. The purposes of this study are to determine the effect of; (1) leadership style on work productivity for teachers in all State Junior High Schools of Surakarta, (2) work motivation on work productivity for teachers in all State Junior High Schools of Surakarta. This study used a quantitative approach with a survey method. The sample of this study was 300 teachers throughout Surakarta gathered from 27 State Junior High schools which were randomly selected. The results of this study indicate that; (1) leadership style has a direct positive effect on teachers' productivity in all State Junior High Schools of Surakarta, (2) work motivation has a direct positive effect on teachers' productivity in all State Junior High Schools of Surakarta, and (3) leadership style has a direct positive effect on teachers' work motivation in all State Junior High Schools of Surakarta. If it is viewed from the results of the path analysis, the conclusion of this study is work motivation being the most influential variable on increasing teachers' productivity in State Junior High School of Surakarta. Thus, this research is important to be recommended to educational policy makers in Surakarta as a reference in increasing work motivation of teachers in school.

Background Oral health is dependent on the knowledge and awareness of the individuals. Teachers as individuals influence the children in every aspect including oral health maintenance. The objective of this study was to assess the oral health knowledge, attitude, practices, and oral health status among school teachers in Chitwan District, Nepal. Materials and Methods A cross-sectional study was conducted on 550 school teachers of private and government schools in Chitwan District, to assess the knowledge, attitude, practices, and oral health status. Descriptive analysis was done and data were analyzed using chi-square. A five-point Likert Scale was applied to compute knowledge, attitude, and practices of the school teachers. Results Most of the school teachers had good knowledge about periodontal diseases in comparison to dental caries. Private school (20.7% : 57) teachers had higher good oral health knowledge as compared to government school teachers (9.8% : 27). An almost equal percentage of private and government teachers (73.5% : 202 and 74.2% : 204, respectively) were found with fair knowledge about oral health. Males had a higher percentage for good oral health knowledge as compared to females. Conclusion There is an incredible need to improve oral health knowledge and attitude among school teachers concerning different problems of the oral cavity and the avoidance of dental diseases. These enhancements can be applied through regular training of teachers by oral health seminars, materials, and other such types of methods.

This research studies the relationship between elementary school teachers’ understanding of the principals’ leadership styles and the teachers’ organizational commitment. After studying of some documents, the researcher took survey samples from the elementary school teachers working in Hsinchu City and Hsinchu County. With approaches as Descriptive Statistic, Factor Analysis, Reliability Analysis, Independent-Samples T Test, One Way ANOVA Analysis, Pearson’s Product-Moment Correlation Analysis, and Multiple Regression Analysis, the researcher concludes: Ⅰ.The status quo of the elementary school principals’ leadership styles and the teachers’ organizational commitment: 1. Most principals’ main leadership styles are Harmonious Cooperation Type, Democratic Type and Humanitarian Type. 2. The leadership styles of principals from different schools differ, obviously according to the schools’ environment. 3. Gender, years of service and administrative experience caused significant differences in the principals’ leadership styles. 4. In the survey, the average score of elementary school teachers’ organizational commitment is high, and among them, effort commitment won the highest score. 5. The teachers from schools of different sizes differ in their value commitment. The teachers from schools that have different history differ in their value commitment and retention commitment. 6. Male teachers perform better than female teachers in their value commitment, effort commitment, and organizational commitment. 7. As a whole, directors perform better than chiefs and homeroom teachers in all the dimensions of organizational commitment. Gender and administrative experience caused obvious differences in their organizational commitment. Ⅱ.The relationship between the principals’ leadership styles and the teachers’ organizational commitment: 1. There are different types and dimensions between the principals’ leadership styles, and they correlate with each other positively or negatively. It shows that the nature of each leadership style will affect the principals’ leadership style practically. 2. The dimensions of teachers’ organizational commitment appear to be positively correlated with each other. 3. The leadership styles that are more “positive,” including harmonious, democratic, and humanitarian styles, are positively correlated with each dimension of the teachers’ organizational commitment. Meanwhile, the leadership styles that are more “negative,” including political, ivory tower like, hands-off, power-maintained, or mission-directed style, are the other way round. Ⅲ.The prediction on teachers’ organizational commitment from the principals’ leadership styles, teachers’ population variables and school environment variables. 1. For the school with a principal of harmonious, democratic, or humanitarian leadership-style type, we can predict the value commitment, effort commitment, and the teachers’ organizational commitment. 2. For the school with a principal of political, ivory tower like, hands-off, power-maintained, or mission-directed-style type, we can predict the retention commitment. 3. We can predict the value commitment and organizational commitment of a female teacher, or who has been a director, or who has worked for the school for 6 to 10 years. 4. We can predict the effort commitment of a female teacher, or who has been a chief of a department, or who has worked for the school for 6 to 10 years. 5. We can predict the teachers’ organizational commitment of the schools that were established less than eight years ago. We can predict the teachers’ effort commitment of the schools that were established less than twenty years ago. We can predict the teachers’ value commitment of the schools of less than 49 classes and that were established less than eight years ago. We can predict the retention commitment of a teacher who has been a chief of a department, or who has worked for the school for less than 5 years, or the teacher of a school that was established less than eight years ago. Finally, according to the discovery and conclusion of this research, the researcher will make some suggestions to the educational bureau, principals and the late researchers.

This research describes the innovation produced to help the effectiveness of teaching and learning related to the topic gear found in DJJ5133 Engineering Design course. Previously students only saw pictures and video of the gear system. Instructors unable to bring real gear to class because it is heavy and dirty. Despite, this innovation of teaching aids is developed to help students to clearly understand the spur gear system and also power train system. The spur gear in this innovation is designed using CATIA V5 R20 software and been produced using a 3D printer. As a portable teaching and learning aid, Polylactic Acid (PLA) plastic is chosen as the main materials and the frame uses an aluminum profile. Apart from being used as a teaching aids, it is also suitable to be used as a gear ratio laboratory apparatus. Questionnaires were conducted on students and it was found that after using this teaching aids, mostly 100% student support this innovation produced and agree with the statement these teaching aids can help student understand more clearly about the basics of gear system.

The 21st century has emerged as an era of accountability and standardisation for the teaching profession (Mikulec & Miller, 2012). The current research is comprised of 4 interrelated empirical studies which measure and explore individual differences in perceptions of teacher-student boundaries in the secondary school context from an ethical perspective. This research is timely given it has been 8 years since the Teacher Code of Conduct was introduced in Victoria (The Institute, 2008). While the relationship between teachers and their students has been recognised as a powerful contributor to learning, engagement, and development, the professional limitations of teacher-student interactions have been relatively unexplored. Further, technological advances in the last decade have created new environments that potentially expose teachers to new possibilities and vulnerabilities such as Social Networking Sites (SNS). Within a contingency framework for ethical decision-making (Ferrell & Gresham, 1985) the current research employs a mixed-methods approach and a cross-sectional design. Participants were preservice secondary teachers (N = 288) enrolled at a Victorian university and early career secondary teachers (N = 227) registered in Victoria. All participants completed a questionnaire during class time (preservice) or online (early career) which took approximately 40 minutes. In the absence of a measure of attitudes towards teacher-student interactions and behaviours, the Professional Interactions and Behaviours Scale (PIBS) was developed and validated in Study A. Based upon the Victorian Teacher Code of Conduct, (The Institute, 2008), 5 types of teacher-student interactions were educed from the items; emotional support, physical support, teacher disclosure, connectivity, and befriending. Although average endorsement was modest, early career teachers reported higher endorsement of teacher disclosure and preservice teachers provided greater approval of connectivity and befriending. An opportune international collaboration enabled further comparisons with preservice secondary teachers in Norway (N = 227), who demonstrated greater endorsement of the provision of physical support to students than Victorian preservice teachers. Differences in reported ethical training provided during teacher education are also noted and considered as a context for the development of attitudes toward professional behaviour. Utilising a person-centred approach, Study B explored profiles of trait-like characteristics among the Victorian preservice teachers through cluster analysis. This study proposed that individual differences in personality (Mc Crae & Costa, 2003) and attachment style as defined by Bartholomew (1990) may relate to other personal characteristics such as the need for popularity, domains of contingent self-worth and perceptions of professional behaviour as measured by the PIBS. Preservice teachers described as “responsive resilient” in personality were more likely than “curious & sensitive ambiverts” to endorse teacher provision of emotional support to students. Further, securely attached individuals were more likely to endorse the provision of physical support than dismissive individuals. Study C utilised a mixed-methods approach to explore profiles of teacher-student interactions styles in early career secondary teachers and their responses to ethical dilemmas relating to teacher-student boundaries. Four profiles emerged; “sparing investors”, “reserved professionals”, “relational enthusiasts”, and “supportive ambitious” and in terms of interpersonal goals, professional expectancies and values, burnout, career satisfaction and career aspirations. Few quantitative differences were observed between profiles in terms of ethical decision-making, yet thematic analysis highlighted contextual considerations and protective behaviours as key considerations of early career teachers. Study D explored current and prospective social networking behaviour and found both preservice and early career teachers were highly engaged with SNS, with preservice teachers reporting greater usage. Almost half of participants in both the preservice and early career samples reported negative experiences as a result of online social networking such as bullying or workplace issues. In relation to connecting with students, early career teachers were more likely to accept a friend request from a past student than preservice teachers. Taken together, these studies explore individual differences in teacher-student boundaries as they are perceived by preservice and early career teachers in Victoria. The PIBS is presented as a valid contemporary measure of perceptions towards teacher-student interactions, and differences of experience and culture considered. Implications of the findings are considered in relation to teacher selection processes, the ethics curriculum in teacher education, and regulation of the teaching profession in Australia.

The current study aimed to identify the role of in the performance of administrative work from teachers' perspectives.The study used the descriptive survey method. To collect data, a questionnaire that consisted in its initial form of (26) items was developed and it was distributed over three fields: technical requirements for electronic and social media, the school principal's personal skills, and the third field: the difficulties related to electronic and social media. The study population consisted of all (980) male and female teachers in the private schools in in Thiban Directorate of Education in Madaba Governorate. The sample was chosen by stratified random method, and it consisted of (145) male and female teachers in the private schools in Thiban Directorate of Education. the study results showed that technical requirements for electronic and social media were available to a high degree in private schools in Madaba, and that the level of principals' personal skills in private schools in Madaba from the perspective of teachers in these schools was high. the same is true for school principals. As for technical requirements for electronic and social media, they are available in schools. This indicated that private school principals' basic requirements and their personal skills to use electronic and social media in their administrative work were high. The results of the study showed that there were no significant differences in male and female teachers opinions - the study sample- about the personal skills of principals of their private schools in Thiban that ascribed to sex variable, Academic qualifications and professional experience that The results showed that there were significant differences in male and female teachers' opinions about the principals' personal skills of the private schools in which they work in Madaba in favor of teachers with higher degrees. The study had several recommendations, the most important of which was setting plans, programs and policies to activate the electronic communication process among all educational institutions by government agencies within a specific period of time to include all geographical areas, keeping pace with recent developments in the use of social media, as well as holding continuous courses for private school principals and teachers on modern technologies. Keywords : Electronic and social media, Administrative work. DOI : 10.7176/JEP/13-15-18 Publication date :May 31st 2022

This paper examined the extent and nature of safety for teachers in their different school settings and further underscored the importance of safety for teachers in the school context. The current school environment is violent owing to the increasing lack of teachers’ ability to maintain order in schools due to the uncertain alternatives to corporal punishment. This creates a hostile learning environment that weakens the teachers’ position of power and prohibits them from using their authority and fulfilling their duty to provide learners with compassionate monitoring. A qualitative interpretivist research paradigm was used in this study employing Critical Emancipatory Research (CER) as a research framework. A CER framework aims to strengthen the liberating, enlightening, emancipating, and empowering democratic values of equality and justice among the researcher and the participants in the research setting. A team of four teachers, a principal, and the School Governing Body (SGB) member from each school were purposively sampled to apply the principles of PAR in Lejweleputswa District in the Free State Province in South Africa. A focused group was employed to answer the following questions: What are the perceptions of secondary school teachers regarding their safety in the school setting? To what extent does learners’ violent behaviour threaten teachers’ safety at schools? And, how can teachers be assisted to change their minds regarding Human Rights Education as a tool for peaceful education? Data was analysed thematically. The findings of this research showed that teachers do not feel safe at their workplace, they fear both learners and parents who most of the time come to humiliate them physically and emotionally in front of their learners. The study contributes to a debate on the safety of teachers in schools for professional development. Keywords: Human Rights Education, Teacher-Learner Relationships, Teachers’ Safety, Parental Involvement.

A schools’ collective social assets (i.e., school culture, administrative support, and satisfied colleagues) are especially important for beginning teachers at higher risk of attrition, including special educators, teachers of color, teachers in high-poverty schools, and teachers in schools serving predominantly students of color. These teachers often report experiencing less social support than general educators, White teachers, teachers in low-poverty schools, and teachers serving predominantly White students, respectively; we labeled this inequitable access to schools’ collective social assets intersectional professional vulnerability. Using data from the Schools and Staffing Survey and structural equation modeling, we examined how beginning teachers’ race/ethnicity and their students’ race/ethnicity, socioeconomic status, and disability status related to perceptions of their U.S. schools’ collective social assets and how those perceptions shaped intent to continue teaching. We found significant differences in access to collective social assets based on their race/ethnicity, role as special versus general educators, and students served within their school.

This study is aimed to explore the interrelationship among teachers’ type of thinking style, emotional intelligence and positive discipline.An analysis of the relationship between teachers’ type of thinking style and emotional intelligence, next it analyzes the relationship between emotional intelligence and teachers’ positive discipline; finally it discusses the relationship between teachers’ type of thinking style through emotional intelligence and teachers’ positive discipline.By means of Questionnaire Survey, this study conducts an investigation on qualified public elementary teachers in Wugu Area of New Taipei City. With 311 valid samples whose availability rate is 88.1%, 353 teachers of 4 schools were selectively investigated.Constructing statistical methods for descriptive statistic analysis, reliability analysis, and appropriate validation of concept on the basis of the survey results. The results are achieved as follows:(1)Teachers' cognitive acknowledgement of teachers’ type of thinking style influences emotional intelligence deed positively and significantly.(2) Teachers' cognition of emotional intelligence deed has significant positive influence on positive discipline.(3)Cognition of teachers’ type of thinking style has a significant and positive influence on positive discipline.(4) Teachers’ type of thinking style through emotional intelligence is of significant and positive influence on teachers’ positive discipline.

This study aimed to understanding the talent development programs of Kaohsiung and Pingtung regional talent center area in 2009 academic year. To achieve the purpose of study, this study used document analysis and interviews. The mentor teacher certification information were be collect. Document analysis for 24 mentor teachers certification information, invited 19 teachers to interview. The study discovers as follows: The motivation for participating in the high school teachers and related factors: (1) The most mentor teacher was recommended by the school, also work as administrative duty; (2) The most partner teachers are female, work as a tutor, have college degree, and work less than three years. (3) The mentor teachers and partners are voluntary to pair. (4) The mentor teacher consult the partner is according to his need, and the number of observation is reaching certification requirements. (5) Teaching observation table is the main observation tool, the focus of observation is teaching skill and classroom management, the most courses complete in 3 days and have cyclical, and the prototype already shows the formation of peer coaching. (6) Before participating in study, the majority of teachers know the processes and the purpose of the mentor teacher Selection and implementation. (7) Before participating in study, the majority of teachers who work as administrative duty indicated they understand the content and the relevant provisions roughly; after the study, most teacher understand the content completely. The mentor teacher’s views of the training certification and difficulties:(1)The study courses help them improve the counseling knowledge and ability; (2) In the certification course, the lack of time and document management caused distress. (3) Most teachers’ family life and work were being affected during the certification. (4) The mentor teacher is satisfied with the support of administration dept. The Partner teachers’ view of the receiving counseling: (1) Counseling can improve the effectiveness of partner teachers; (2) In the counseling course, the lack of time and document management caused distress. (3) The most partner teachers’ family life and work were be unaffected during the counseling course; (4) The partner teacher is satisfy with the support of administration dept. The effectiveness of the mentor teachers' Training program: (1) The most mentor teacher will continue the work (2) The most mentor teacher remained the interaction with partner after the certification; (3) Mentor teacher all express the certification process is helpful for personal growth, (4) The most mentor teachers think that is effective to partner teachers, schools and students; (5) The most mentor teacher will participate the relevant study courses; (6) All of the mentor teacher express the school admission dept will be provide assistance after certification process. The effectiveness of counseling programs: (1) After the counseling programs, all of the partners teachers were connect with mentor teachers; (2) The most partner teachers think the counseling programs is helpful for personal growth; (3) Half of the partner teachers think that the school obtain the effectiveness, the most partner teacher express the student obtain effectiveness.

The Catholic Diocese of Lismore is situated in the north-east coastal area of New South Wales, Australia. Catholic education in this diocese is based on the premise that school and parish work together in partnership for the personal and spiritual development of students. This premise relies on the assumption that teachers and clergy share a common view of the mission of Catholic schools. However, some recent studies highlight a lack of shared vision and indicate that teachers and clergy frequently have different expectations of what Catholic schools should be. This study examines similarities and differences in perceptions of the religious dimension of the mission of Catholic schools among the teachers and clergy in the Lismore Diocese. It identifies areas in which there is a significant lack of congruence. The study also explores the relationships and the quality of partnerships between teachers and clergy and identifies issues that are potential sources of tension. Furthermore, it considers implications for change. Self-completion questionnaires were given to the target population which consisted of all the full time teachers in Catholic schools and all the clergy on active duties in the Lismore Diocese at the beginning of 1997. Subsequent semi-structured interviews were conducted with all the clergy in the group and with thirty two teachers chosen through random sampling. Data yielded little evidence of sustained dialogue between teachers and clergy on issues related to the religious orientation of Catholic schools. Although there were some similarities in the teachers' and priests' perceptions of the religious dimension of the mission of Catholic schools, there was a considerable variation in their perceptions of priorities for these schools. Some of these differences could be linked to teachers' individual relationships with the institutional Catholic Church.;Teachers and priests were found to differ significantly in their understanding of the effectiveness of Catholic secondary schools. The study also found that ecclesiastical language used to describe the mission of Catholic schools is not always understood by teachers who work principally out of an educational context. Moreover, the study found that relationships between teachers and clergy were often hindered by poor communication, lack of clarity with regard to roles and expectations and very different perceptions of the structures and practice of authority. Many teachers believed that clergy were 'out of touch' and unrealistic in their expectations of schools and teachers. Many priests, on the other hand, considered that teachers had generally lost a sense of 'vocation' and religious motivation for their involvement in Catholic schools. Priests were generally more interested in forming partnerships with schools than were teachers in forming partnerships with parish communities. The perception that secondary school communities did not relate to parishes as well as their primary counterparts was widespread among clergy. This study makes several recommendations for the improvement of communication and dialogue between teachers and priests. It also recommends that similar research be carried out in dioceses where the parish-school authority structure differs. As part of this study the initial findings were presented to a significant gathering of clergy and school principals. The resulting discussion led to the proposal of strategies for improvement in communication and partnership. In this way the applied research in the study became an agency of change itself, working in the direction of a better culture of communication and collaboration regarding the religious mission of Catholic schools.

From the viewpoint of empiricism and revisionism, relativism has practically changed the conception of English teaching from the late 19th century up to nowadays and the idea of teacher-centered instruction as well as student-centered instruction has become optional focus by teacher's thinking and for students' needs. Therefore not only empiricism and revisionism can be regarded as the reflection of relativism but also teacher-centered instruction and student-centered instruction can be regarded as the scheme from relativism.As a matter of fact, the orientation of teacher-centered instruction and student-centered instruction in English teaching mostly lies in teacher's teaching goals and students' competence indicators, in which some teaching respects are relatively considered including the selecting of teaching materials, the using of teaching methods, the deciding of teaching strategies, and the implementing of teaching assessment as well as evaluation. For the purposes of reaching instructional ideal of teacher's teaching goals and students' competence indicators, teacher-centered instruction and student-centered instruction must be not only practiced separately but also realized integratively. In the developing processes of English teaching, teaching-centered instruction has prevailed when the grammar-translation method went well since the late 19th century and then was challenged greatly by student-centered instruction when the communicative approach became popular since the early 1970s.The theory and practice of English teaching (such as teaching materials, teaching methods, teaching strategies, and teaching assessment & evaluation) have been experienced and revised successively from the 19th century up to the present, in which the ups and downs have been proved individually, the creations have been replaced one by one, or the influences have been developed step by step. For this reason, how to enhance the English teaching for teacher's teaching function and students' learning effect will be focused on making good using of teacher-centered instruction and student-centered instruction together so as to be wonderful and successful in English education developments.No matter how great the challenge on English teaching may be, the creating and replacing processes of English teaching will be developing continuously. As a matter of fact, the traditional teacher-centered instruction has practiced its path independently before the 1970s, and the current student-centered instruction has excelled the predecessor since the 1970s. Therefore, empiricism and revisionism will constantly influence the changing and the developing of English teaching by way of teacher's suitable consideration and decision for student's practical needs.

Objective To investigate the effect of teaching mode innovation based on the technology of digital orthopedic in orthopedic clinical teaching for eight-year program medical students. Methods 40 eight-year program medical students who took part in orthopedic clinical trainee in the 2015 school year were chosen and divided into two groups: traditional teaching group and digital technology teaching group. The digital technology teaching group adopted a digital model of orthopedic technology, printing aids, use of auxiliary aids and simulate actual cases operative teaching while another group used traditional teaching. After the novitiate, questionnaire investigations were used to evaluate the effect of the orthopedic clinical teaching in both groups. At the same time an examination after the course was used to examine the teaching effect of the two groups, and SPSS 19.0 software was used to do chisquare test and t test to the result of the examination of both groups. Results Compared with the traditional teaching group students, the digital technology teaching group students more agreed with the new teaching mode for their interest in learning and hands-on ability bring positive influence (P<0.05), overall satisfaction of teaching method was significantly higher (P=0.03). The operation examination result [(92.1±9.1) vs. (70.5±9.6)] and the comprehensive examination result (84.6±10.1) vs. (72.3± 10.6)were more outstanding, the t test showed that the difference was statistically significant (P<0.05). Conclusion Teaching mode innovation based on the technology of digital orthopedic in eight-year program medical students has showed obvious advantages in orthopedic clinical teaching, which can stimulate students' interest in learning, improve the teaching effect and have broad application prospects in orthopedic clinical teaching. Key words: Orthopedic teaching; Digital orthopedic technology; Teaching methods; Eight-year program medical education

In real foreign language teaching activities and practical teacher-students interaction both teaching methodology and teaching strategy in theory and practice refer teacher and students to different consideration and decision, in which teaching methodology based on ”Teacher-centered” instruction and ”student-centered” instruction are more popular as teaching strategy based on ”Bottom-up” model, ”Top-down” model, ”Interactive” model of student-centered instruction and ”I+1 Input” model of teacher-centered instruction. Teaching methodology based on ”teacher-centered” instruction is generally favored to the ideal or assigned teaching goals so as to implement teacher's or school's teaching purposes; on the contrary, teaching methodology based on ”student-centered” instruction is largely inclined to the flexible or eclectic teaching goals so as to gain access to students or accept public opinions. Teaching strategy based on ”Bottom-up” model, ”Top-down” model and ”Interactive” model is basically a pragmatical consideration of student-centered instruction so as to practice teacher's teaching scheme or instructional texts. On the other hand, teaching strategy based on ”I+1 Input” model is mostly a hypothetical expectation of teacher-centered instruction so as to achieve teacher’s idea and imagination. To combine teaching methodology with teaching strategy in theory and practice for teaching has delighted teacher and students for a long time because getting good teaching function and effectiveness in foreign language instruction has been really relative and related to the argumentation and application of teaching methodology and teaching strategy.