Sample records for teacher working conditions

  1. Teacher Working Conditions that Matter

    ERIC Educational Resources Information Center

    Leithwood, Ken; McAdie, Pat

    2007-01-01

    To advance understanding of the issues concerning teachers' working conditions, the Elementary Teachers' Federation of Ontario commissioned one of the authors to do an analytical review of literature on teachers' working conditions. This resulted in the publication, "Teacher Working Conditions That Matter: Evidence for Change." The…

  2. Pay, working conditions, and teacher quality.

    PubMed

    Hanushek, Eric A; Rivkin, Steven G

    2007-01-01

    Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance.

  3. Teachers' Working Conditions. Findings from "The Condition of Education, 1996," No. 7.

    ERIC Educational Resources Information Center

    Choy, Susan P.

    Working conditions play an important role in a school's ability to attract, develop, and retain effective teachers. Data presented here describe a number of aspects of teachers' working conditions, including workload, compensation, school and district support for teachers' professional development, school decision making, school safety, student…

  4. Working conditions, work style, and job satisfaction among Albanian teachers

    NASA Astrophysics Data System (ADS)

    Kloep, Marion; Tarifa, Fatos

    1994-03-01

    For the first time in Albania, a large-scale study investigating teachers' working conditions was conducted. 349 teachers from many parts of the country and from all school levels answered an extensive questionnaire, providing a comprehensive description of their working situation. As data for parts of the study exist from the USA, Germany, Singapore, England, and Poland, results could be discussed in comparison to the conditions in these countries, showing that self-reported job satisfaction and engagement in effective classroom practices is relatively high among Albanian teachers, while the economic and physical conditions are bad. Stepwise regression analyses reveal that the items measuring professional autonomy account for a considerable part of the variance of the job satisfaction measure; while work efficiency is mainly predicted by items measuring social support and, again, professional autonomy.

  5. Teacher Working Conditions are Student Learning Conditions. A Report to Mike Easley on the 2004 North Carolina Teacher Working Conditions Survey

    ERIC Educational Resources Information Center

    Southeast Center for Teaching Quality (The), University of North Carolina, 2004

    2004-01-01

    For virtually any business or organization, the conditions in which employees work drive their satisfaction and productivity. Yet, while business often focuses on employee satisfaction, many schools often struggle to address critical working conditions -- isolating teachers in classrooms with closed doors, denying them basic materials to do their…

  6. Teacher Working Conditions: Perceptions of Novice and Experienced K-12 Virtual School Teachers

    ERIC Educational Resources Information Center

    Francis, Tiffany

    2017-01-01

    The purpose of this study was to examine if there is a difference between novice and experienced teachers' perceptions of the working conditions at the K-12 virtual school. This study examined the teachers' total years employed at the school to determine if a difference exists in the groups' perceptions of the teacher working conditions. Teacher…

  7. Teachers' Perceptions of Their Working Conditions: How Predictive of Planned and Actual Teacher Movement?

    ERIC Educational Resources Information Center

    Ladd, Helen F.

    2011-01-01

    This quantitative study examines the relationship between teachers' perceptions of their working conditions and their intended and actual departures from schools. Based on rich administrative data for North Carolina combined with a 2006 statewide survey administered to all teachers in the state, the study documents that working conditions are…

  8. Pay, Working Conditions, and Teacher Quality

    ERIC Educational Resources Information Center

    Hanushek, Eric A.; Rivkin, Steven G.

    2007-01-01

    Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban…

  9. School Locale and Teachers' Perceptions of School Leadership as a Working Condition

    ERIC Educational Resources Information Center

    Blackwell, Dara Hayes

    2015-01-01

    To improve teacher retention, many scholars have set out to identify which teacher working conditions influence teachers' decisions to remain in the profession or stay in a particular school or district. School leadership has been identified as one of the most important working conditions affecting teachers' decisions to remain in a school.…

  10. Working Conditions and Workplace Barriers to Vocal Health in Primary School Teachers.

    PubMed

    Munier, Caitriona; Farrell, Rory

    2016-01-01

    The purpose of this study was to identify the working conditions and workplace barriers to vocal health in primary school teachers. The relationship between working conditions and voice is analyzed. This is a survey study in 42 randomized schools from a restricted geographical area. An 85-item questionnaire was administered to 550 primary school teachers in 42 schools in Dublin. It was designed to obtain information on demographics, vocal use patterns, vocal health, work organization, working conditions, and teacher's perceptions of the conditions in teaching that might cause a voice problem. The relationship between voice and overstretched work demands, and voice and class size, was examined. A chi-squared test was run to test the null hypothesis that the variables overstretched work demands and voice and class size and voice are independent. Subjects were given the opportunity to give their opinion on their working conditions and on the availability of advice and support within the workplace. A final question sought their opinion on what should be included in a voice care program. A 55% response rate was obtained (n = 304). It was found with 96.52% confidence that the variables overstretched work demands and voice are related. Likewise, it was found that the variables class size and voice are related with 99.97% confidence. There are workplace barriers to vocal health. The working conditions of primary school teachers need to be fully adapted to promote vocal health. Changes by education and health policy makers are needed to achieve this goal. There is a need for future research which focuses on the working conditions of teachers. Copyright © 2016. Published by Elsevier Inc.

  11. Health Conditions and Factors Related to the Work Ability of Teachers

    PubMed Central

    VEDOVATO, Tatiana Giovanelli; MONTEIRO, Inês

    2014-01-01

    This is a cross-sectional study conducted with 258 teachers from nine state schools in two municipalities of São Paulo state with the purpose of assessing their work ability. A questionnaire with socio-demographic and health/work conditions data and the Work Ability Index (WAI) was performed. Most teachers were females, 41.9 yr old on average (SD 9.4), and with an undergraduate degree (95.7%). The work ability was considered good for 42.6% and moderate/low for 35.3%. In linear regressions models, which used the two domain model, the significant variables for a decrease in WAI were: individual perception of a worsening in the health situation (p<0001), having children (p=0.0003 / p=0.0001), difficulty in sleeping well at night (p=0.0009 / p=0.0014), history of physical pain in the previous six months (p<0.0001 / p<0.0001), being a teacher with a contract (p=0.0007) and working as a teacher for a longer time. (p=0.0183). Public investments on the work conditions of teachers are important to recover and to maintain their work ability. PMID:24429517

  12. Final Report on the Mississippi Project CLEAR Voice Teacher Working Conditions Survey

    ERIC Educational Resources Information Center

    Berry, Barnett; Fuller, Ed

    2008-01-01

    In 2007, the state of Mississippi conducted a web-based survey of all school-based licensed educators in which they were asked to share their perceptions of the state of teacher working conditions in Mississippi. This report of the Mississippi Teacher Working Conditions Survey, Project CLEAR Voice (Cultivate Learning Environments to Accelerate…

  13. Teacher Working Conditions: What Matters and Why. The Informed Educator Series

    ERIC Educational Resources Information Center

    Jones, Sherika; Protheroe, Nancy

    2011-01-01

    This "Informed Educator" looks at recent research on teacher opinions about their working conditions to address the question "what matters to teachers?" District and school leaders can use this information to strengthen their efforts to recruit and retain high-quality teachers and, in addition, better support teacher efforts to educate students.…

  14. Working Conditions of Foreign Language Teachers: Results from a Pilot Survey

    ERIC Educational Resources Information Center

    Lopez-Gomez, Coral; Albright, Jeremy J.

    2009-01-01

    Recent research has consistently shown that teacher working conditions are highly predictive of faculty turnover and student performance. However, very little work investigates specifically the experiences of foreign-language instructors. This paper reports results from a pilot survey of language teachers in public and private schools from across…

  15. How Much Do School Principals Matter When It Comes to Teacher Working Conditions?

    ERIC Educational Resources Information Center

    Burkhauser, Susan

    2017-01-01

    Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers' perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina…

  16. Teachers' Perceptions of Their Working Conditions: How Predictive of Policy-Relevant Outcomes? Working Paper 33

    ERIC Educational Resources Information Center

    Ladd, Helen F.

    2009-01-01

    This quantitative study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy-relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students. Working conditions emerge as highly predictive of teachers' stated…

  17. The Views of New Teachers at Private Teaching Institutions about Working Conditions

    ERIC Educational Resources Information Center

    Yilmaz, Kursad; Altinkurt, Yahya

    2011-01-01

    The main purpose of the research was to determine the views of teachers about working conditions working at private teaching institutions for 5 years or less. The research was designed as a phenomenology model. The data were collected by focus group interview technique of qualitative research method. 10 teachers from private teaching institutions…

  18. Psychological States and Working Conditions Buffer Beginning Teachers' Intention to Leave the Job

    ERIC Educational Resources Information Center

    De Neve, Debbie; Devos, Geert

    2017-01-01

    The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective…

  19. A Study of Leadership Strategies and Their Impact on Teacher Working Conditions

    ERIC Educational Resources Information Center

    Rosenbalm, Elizabeth M.

    2012-01-01

    Throughout this study, the researcher sought to find the key strategies needed to improve school culture and working conditions. These findings were measured by the 2010 and 2012 North Carolina Teacher Working Conditions Survey (NC TWCS) data, as well as staff focus-group dialogue at three selected schools. The participant groups consisted of an…

  20. Working conditions of female part-time and full-time teachers in relation to health status.

    PubMed

    Seibt, Reingard; Matz, Annerose; Hegewald, Janice; Spitzer, Silvia

    2012-08-01

    Teacher's volume of employment and health status are controversially discussed in the current literature. This study focused on female teachers with part-time versus full-time jobs in association with working conditions and health status depending on age. A sample of 263 part-time and 367 full-time female teachers (average age 46.7 ± 7.8 vs. 46.0 ± 6.3) participated in an occupational health screening. Specific work conditions, stressors (job history-questionnaire) and effort-reward-imbalance ratio (ERI-Q) were measured and their relationships to mental and physical health were analysed. Health status was quantified by complaints (BFB questionnaire), general mental health status (GHQ-12) and cardiovascular risk factors. On average, teachers in part-time positions reported 36 and in full-time positions 42 h per week. The effort-reward ratios were significantly associated with the volume of employment. Teachers in part-time jobs had only a slightly lower ERI-ratio. There were no differences between full-time and part-time teachers regarding health status. Eighteen percentage of both groups reported impaired mental health (GHQ ≥ 5), 48% of part-time teachers and 53% of full-time teachers suffered from high blood pressure. Low physical fitness was observed in 12% of part-time and 6% of full-time teachers. In this study, neither the volume of employment nor working conditions were found to be significantly correlated with health status. Part-time and full-time employment status did not appear to influence health in the teaching profession. Although there are differences in quantitative working demands, while the health status does not differ between both teacher groups.

  1. An Investigation of Elementary Teachers' and Principals' Perceptions of Teacher Working Conditions and Academic Achievement in North Carolina

    ERIC Educational Resources Information Center

    Applewhite, Michael Anthony

    2009-01-01

    The purpose of this study was to investigate elementary teachers' and principals' perceptions of working conditions and academic achievement in selected regions in North Carolina public schools. The participants in this study were North Carolina principals and elementary teachers from the north and south central school regions. These educators…

  2. Teacher Working Conditions in Charter Schools and Traditional Public Schools: A Comparative Study

    ERIC Educational Resources Information Center

    Ni, Yongmei

    2012-01-01

    Background/Context: Teachers affect student performance through their interaction with students in the context of the classrooms and schools where teaching and learning take place. Although it is widely assumed that supportive working conditions improve the quality of instruction and teachers' willingness to remain in a school, little is known…

  3. Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

    ERIC Educational Resources Information Center

    König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

    2015-01-01

    We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

  4. The Effect of Working Condition on Math Teacher Effectiveness: Value-Added Scores and Student Satisfaction in Teaching

    ERIC Educational Resources Information Center

    Ye, Yincheng; Singh, Kusum

    2017-01-01

    The purpose of this study is to better understand how math teachers' effectiveness as measured by value-added scores and student satisfaction with teaching is influenced by school's working conditions. The data for the study were derived from 2009 to 2010 Teacher Working Condition Survey and Student Perception Survey in Measures of Effective…

  5. Factors of working conditions and prolonged fatigue among teachers at public elementary and junior high schools.

    PubMed

    Shimizu, Midori; Wada, Koji; Wang, Guoqin; Kawashima, Masatoshi; Yoshino, Yae; Sakaguchi, Hiroko; Ohta, Hiroshi; Miyaoka, Hitoshi; Aizawa, Yoshiharu

    2011-01-01

    Prolonged fatigue among elementary and junior high school teachers not only damages their health but also affects the quality of education. The aim of this study was to determine the factors of working conditions associated with prolonged fatigue among teachers at public elementary and junior high schools. We distributed a self-reported, anonymous questionnaire to 3,154 teachers (1,983 in elementary schools, 1,171 in junior high schools) working in public schools in a city in Japan. They were asked to assess 18 aspects of their working conditions using a seven-point Likert scale. Prolonged fatigue was measured using the Japanese version of the checklist individual strength questionnaire. Multiple regression analysis was used to examine the association between working conditions and prolonged fatigue. Gender, age, and school type were introduced as confounders. In all, 2,167 teachers participated in this study. Results showed that qualitative and quantitative workload (time pressure due to heavy workload, interruptions, physically demanding job, extra work at home), communication with colleagues (poor communication, lack of support), and career factors (underestimation of performance by the board of education or supervisors, occupational position not reflecting training, lack of prospects for work, job insecurity) were associated with prolonged fatigue.

  6. School Working Conditions and Changes in Student Teachers' Planned Persistence in Teaching

    ERIC Educational Resources Information Center

    Shirrell, Matthew; Reininger, Michelle

    2017-01-01

    This study examines the relationship between the working conditions of student teaching schools and changes in student teachers' planned persistence in teaching. Planned persistence (and a related construct, initial commitment) is an important predictor of initial entry (Rots, Aelterman, Vlerick, & Vermeulen, 2007) and actual persistence in…

  7. Attracting and Retaining Teachers in Cambridgeshire: Working Conditions and Teachers Flows from a School Workforce Census Data Perspective

    ERIC Educational Resources Information Center

    Bélanger, Julie; Broeks, Miriam

    2016-01-01

    This report explores the working conditions and flows of state-funded secondary school teachers in Cambridgeshire compared to a select number of other local authorities and to the English national landscape as a whole between 2010 and 2015. It also presents findings for different subjects, highlighting the situation for science, technology,…

  8. The Relationship between Teachers' and Principals' Perceptions of the Working Conditions in North Carolina Elementary Schools and Student Achievement

    ERIC Educational Resources Information Center

    Mizzelle, Sylvia Jean

    2012-01-01

    The purpose of this study was to examine the relationship between teachers' and principals' perceptions on the North Carolina Teacher Working Conditions Survey (TWC) and the influence this relationship had on student achievement. A quantitative research design using a Multiple Linear Regression investigated the relationship between teachers' and…

  9. [Working and health conditions of preschool teachers of the public school network of Pelotas, State of Rio Grande do Sul, Brazil].

    PubMed

    da Silva, Luciane Goulart; da Silva, Marcelo Cozzensa

    2013-11-01

    This study describes the working and health conditions of preschool teachers from the public school network in Pelotas, State of Rio Grande do Sul. A descriptive census was conducted in schools of the city and the state that offered preschool classes. The questionnaire included social and demographic, behavioral, nutritional, health and work issues. All teachers were female, more than 55% were classified as being overweight, 12.6% were smokers and 73% were not sufficiently physically active during their leisure time. With respect to the working conditions, 66.7% reported working in an uncomfortable posture, 40.5% considered the desks and furniture inadequate, 50.5% replied that the intervals between classes and activities are insufficient for resting. The prevalence of back, thoracic, neck and shoulder pain was high, and 17.8% tested positive for minor psychiatric disorders. The prevalence rates for occupational exposure and poor health conditions of preschool teachers are significant and can interfere in the quality of life and work of these individuals.

  10. The Formation of Teacher Work Teams under Adverse Conditions: Towards a More Realistic Scenario for Schools in Distress

    ERIC Educational Resources Information Center

    Mintrop, Rick; Charles, Jessica

    2017-01-01

    Group formation studies are rare in the literature on teacher professional learning communities (PLCs). But they are needed to render realistic scenarios and design interventions for practitioners who work in schools where teachers encounter distress and social adversity. Under these conditions, we may need approaches to PLC development that are…

  11. Raising Teachers' Voices: An In-Depth Qualitative Inquiry into Teachers' Working Conditions and Professional Development Needs in Khyber Pakhtunkhwa, a Province of Pakistan

    ERIC Educational Resources Information Center

    Ali, Takbir

    2018-01-01

    This study documented in detail teachers' voices about their working conditions, professional development needs and opportunities to cater to these needs. The study reported in this paper was conducted as part of a large-scale study that used mixed methods to assess teachers' professional development needs. The qualitative data reported in this…

  12. Quality of Work Life: Rural Teachers' Perceptions.

    ERIC Educational Resources Information Center

    Haughey, Margaret L.; Murphy, Peter J.

    1983-01-01

    A questionnaire mailed to 528 teachers in rural British Columbia sought opinions on their conditions of work, professional autonomy, and interactions with students and administrators. Responses suggest policy changes to reduce high rate of teacher turnover. (JW)

  13. Teachers' Perceptions of Working Conditions: Problems Relating to Central Office Support [and] Section 2: Administrative Support.

    ERIC Educational Resources Information Center

    Gersten, Russell; And Others

    This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived…

  14. Mental Health of Elementary Schoolteachers in Southern Brazil: Working Conditions and Health Consequences.

    PubMed

    Cezar-Vaz, Marta Regina; Bonow, Clarice Alves; de Almeida, Marlise Capa Verde; Rocha, Laurelize Pereira; Borges, Anelise Miritz

    2015-01-01

    The mental health of educators is a growing problem in many countries. This study sought to identify self-reported stressful working conditions of elementary schoolteachers and the biopsychosocial consequences of those working conditions and then identify working conditions that promote well-being for teachers in the workplace. Exploratory study was done with 37 teachers. Data collection was performed using a structured interview with a questionnaire. Results show that stressful working conditions are related to inadequate salary, an excessive number of activities, and having to take work home. Biopsychosocial consequences include anxiety, stress, and sleep disorders. There was a statistically significant association between inadequate salary and anxiety (p = 0.01) and between an excessive number of activities and stress (p = 0.01). Teachers reported that a good relationship among colleagues is a working condition that promotes well-being in the workplace. The identification of stressful working conditions for teachers, the biopsychosocial consequences, and working conditions that promote well-being in the workplace are relevant to determining actions that improve the work environment and, consequently, the health of teachers.

  15. Mental Health of Elementary Schoolteachers in Southern Brazil: Working Conditions and Health Consequences

    PubMed Central

    Cezar-Vaz, Marta Regina; Bonow, Clarice Alves; de Almeida, Marlise Capa Verde; Rocha, Laurelize Pereira; Borges, Anelise Miritz

    2015-01-01

    The mental health of educators is a growing problem in many countries. This study sought to identify self-reported stressful working conditions of elementary schoolteachers and the biopsychosocial consequences of those working conditions and then identify working conditions that promote well-being for teachers in the workplace. Exploratory study was done with 37 teachers. Data collection was performed using a structured interview with a questionnaire. Results show that stressful working conditions are related to inadequate salary, an excessive number of activities, and having to take work home. Biopsychosocial consequences include anxiety, stress, and sleep disorders. There was a statistically significant association between inadequate salary and anxiety (p = 0.01) and between an excessive number of activities and stress (p = 0.01). Teachers reported that a good relationship among colleagues is a working condition that promotes well-being in the workplace. The identification of stressful working conditions for teachers, the biopsychosocial consequences, and working conditions that promote well-being in the workplace are relevant to determining actions that improve the work environment and, consequently, the health of teachers. PMID:26366433

  16. Working Conditions: Job Design. Working Paper #4.

    ERIC Educational Resources Information Center

    Gersten, Russell; And Others

    This summary report presents an integration of findings on teachers' perceptions of their working conditions, based on survey and interview data from special educators in six large urban school districts. Emphasis is on perceptions of problems related to job design, the highly interrelated set of structures, systems, and processes intended to…

  17. [Health and working conditions of high school and university teachers in Mendoza: between commitment and emotional distress].

    PubMed

    Collado, Patricia Alejandra; Soria, Cecilia Beatriz; Canafoglia, Eliana; Collado, Sandra Alicia

    2016-01-01

    With the objective of analyzing aspects related to the perception of working conditions and their impact on health in the teachers and professors who work for the Universidad Nacional de Cuyo (UNCuyo) in Mendoza, Argentina, this work analyzes the results of the Primer Censo de Condiciones y Salud Laboral [First Census on Health and Working Conditions]. The census was conducted in late 2013 in two academic units (one at the high school level and the other at the university level), including 193 educators. The exploration set out to characterize the teaching staff and the conditions affecting their health, primarily with respect to psycho-social health. In order to do, so a self-administered questionnaire was applied, the dimensions of which were discussed in sensitivity workshops with educators who helped to formulate the data collection instrument. Among the primary results emerge the physical and emotional burnout of these highly skilled workers, owing to the combined effect of their committed response to the demands of their work and the deterioration (both material and symbolic) of the conditions in which they carry out that work.

  18. Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers.

    PubMed

    Selekman, Janice

    2017-08-01

    School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.

  19. Working conditions, adverse events and mental health problems in a sample of 949 German teachers.

    PubMed

    Bauer, Joachim; Unterbrink, Thomas; Hack, Anna; Pfeifer, Ruth; Buhl-Griesshaber, Veronika; Müller, Udo; Wesche, Helmut; Frommhold, Markus; Seibt, Reingard; Scheuch, Klaus; Wirsching, Michael

    2007-04-01

    The aim of this study was (1) to explore in detail the working load of teachers, (2) to analyse the extent of negative or threatening school-related events teachers are confronted with, and (3) to evaluate mental health strain by applying the general health questionnaire (GHQ). A sample of 949 teachers in 10 grammar schools (German: Gymnasien) and 79 secondary modern schools (German: Hauptschulen) was investigated applying (1) a questionnaire covering different aspects of the occupational burden and threatening school-associated events and (2) the general health questionnaire (GHQ-12). Based on what teachers indicated in the questionnaire, full-time teachers work more than 51 h weekly. More than 42% of our sample indicated verbal insults, almost 7% deliberate damage of personal belongings, and 4.4% threat of violence by pupils during the past 12 months. When applying the GHQ-12, we found that 29.8% of the sample report significant mental health problems. With respect to school types, teachers in secondary modern schools indicated more of such problems, while no effects regarding age, gender, or full/part-time teaching were observed. To be a teacher is a hard work and requires coping of considerable amount of adverse events. Based on the GHQ, nearly 30% of teachers suffer from significant mental health problems.

  20. Teachers Communicating about Life-Limiting Conditions, Death and Bereavement

    ERIC Educational Resources Information Center

    Robinson, Sally; Ekins, Alison; Durrant, Ian; Summers, Kathryn

    2018-01-01

    The number of children with life-limiting or life-threatening conditions in England is double what it was at the millennium. These conditions include cystic fibrosis, cancer, organ failure and severe neurological injuries. The Teaching for Life project aimed to explore the needs of teachers working in English schools in relation to working with…

  1. Physical and postural aspects of teachers during work activity.

    PubMed

    da Silva, Nilson Rogério; Almeida, Maria Amélia

    2012-01-01

    Studies indicate that teachers constitute a professional segment, in which the work characteristics and the demands originating from the act of teaching, favor the emergence of sickness, concerning physical or emotional aspects. The present work aimed to describe physical and postural aspects during the working activity of teachers. A total of 120 elementary school teachers (1st to 8th grade) took part in the survey. For data collection, a questionnaire was applied: it included personal and occupational information, perception of discomfort and being off work; physical strength activities; posture at work and physical conditioning activities. The average age of teachers of the present sample corresponds to 35,8 years. In relation to activities which generate more physical strength, the answer none of the activities was predominant with 30 answers; followed by writing on the board, standing up during the period of classes, explanation of the subjects, class elaboration, correction of homework and others. The area of the body with higher amount of occurrences and prevalent discomfort referred to the lower limbs and spinal cord. These data inform the necessity of investing in prevention programs for the teachers, in order to develop strategies into the organizational context and interventions at the work environment.

  2. Conditions of Employment of Technical/Vocational Teachers.

    ERIC Educational Resources Information Center

    Abrillo, Harry

    A study examined the job requirements and working conditions of vocational and technical education teachers (VTETs) in India, Indonesia, Malaysia, Singapore, and Thailand. Data were gathered (1) from published materials and interviews with officers and staff of concerned agencies and (2) from a project-developed questionnaire that was administered…

  3. Development of a work environment rating scale for kindergarten teachers.

    PubMed

    Wong, Yau-ho P

    2015-08-01

    Kindergarten education in Hong Kong serves children aged 32-68 months. However, there is no extant scale that measures kindergarten teachers' perceived work environment, an important influence on their well-being. To develop a new instrument, the Teachers' Perceived Work Environment (TPWE) scale, and to assess whether kindergarten teachers with higher TPWE ratings had higher scores for job satisfaction, self-esteem and mental health. A 25-item rating scale was developed and used with a sample of in-service kindergarten teachers. Their perceived work environment was represented by five factors (ergonomics, staffing, teaching space, work hours and social space). These teachers also completed three well-being inventories: the Job Satisfaction Survey, the Rosenberg Self-Esteem Inventory and the General Health Questionnaire-12. In a second stage, a new sample of in-service kindergarten teachers was used to cross-validate the findings from the earlier assessment. In the first sample of 141 teachers and the second of 125, social space, staffing and work hours were associated with job satisfaction, while ergonomics was a significant negative predictor of mental health complaints. The TPWE exhibited satisfactory reliability and validity. Some factors were differentially associated with specific types of well-being. The results may inform future studies of the working conditions of kindergarten teachers. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  4. Work stress among university teachers: gender and position differences.

    PubMed

    Slišković, Ana; Maslić Seršić, Darja

    2011-12-01

    The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50%), assistant professors (18%), associate professors (17%), and full professors (15%). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.

  5. Teacher Stress and Guidance Work in Hong Kong Secondary School Teachers.

    ERIC Educational Resources Information Center

    Hui, Eadaoin, K. P.; Chan, David W.

    1996-01-01

    Sources of stress in Hong Kong teachers were investigated, with specific reference to guidance work as a potential source of stress. A survey of 415 secondary school teachers revealed guidance-related aspects of work constituted a major dimension of stress, with guidance teachers, female teachers, younger teachers and junior teachers perceiving…

  6. Work ability of aging teachers in Bulgaria.

    PubMed

    Vangelova, Katya; Dimitrova, Irina; Tzenova, Bistra

    2018-06-08

    The work ability of aging teachers is of special interest because of high risk of stress. The aim of the study was to follow the work ability of aging teachers and compare it with that of aging non-teacher professionals. The study included 424 teachers of age ≤ 44 years old (N = 140) and ≥ 45 years old (N = 284), with about 10% male teachers in both age groups, matched by sex and age with non-teacher professionals. Work ability was assessed by means of the Work Ability Index (WAI). Chi2 tests and regression analyses were used for studying WAI scales ratings, diagnosed by physician diseases and WAI ratings. Our data shows comparatively high work ability for both age groups of teachers but WAI of aging teachers was significantly lower in comparison to their younger colleagues as well as aging non-teacher professionals. About 80% of aging groups reported diseases diagnosed by physicians. Cardiovascular, musculoskeletal and respiratory diseases were the most frequently reported by aging teachers, while teachers ≤ 44 years old reported respiratory, cardiovascular, neurological and sensory diseases. With aging significantly higher rates of arterial hypertension, diabetes, injury to hearing and mental disorders were reported by teachers as compared to aging non-teacher professionals. The rates of reported repeated infections of respiratory tracts were high in both age groups of teachers, especially in the group of aging teachers. The estimated work ability impairment due to the disease showed the significant effect of aging for teachers as well as the significant difference when comparing aging teachers and non-teacher professionals. Our data shows high work ability for both age groups of teachers but significantly lower for aging teachers accompanied with higher rates of psychosomatic diseases, including hearing impairment and respiratory diseases. Preservation of teacher health could contribute to maintenance of their work ability and retention in the labor market

  7. Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan.

    ERIC Educational Resources Information Center

    LeTendre, Gerald K.; Baker, David P.; Akiba, Motoko; Goesling, Brian; Wiseman, Alex

    2001-01-01

    Used data from the Third International Math-Science Study to examine the working conditions and beliefs of Japanese, German, and United States teachers. Core teaching practices and teacher beliefs showed little national variation, but other aspects of teachers' work showed variation. Models of national cultures of learning may overemphasize…

  8. Transforming School Conditions: Building Bridges to the Education System that Students and Teachers Deserve

    ERIC Educational Resources Information Center

    Daughtrey, Alesha

    2010-01-01

    In this report the TeacherSolutions Teacher Working Conditions team--a group of 14 accomplished teachers who work in mostly high-needs schools and districts, both urban and rural, draw on current research and Center for Teaching Quality case studies to identify essential, research-based principles that must undergird sustainable and effective…

  9. Aging Work Force Brings New Look at Teacher Retirement.

    ERIC Educational Resources Information Center

    Auriemma, Frank V.; And Others

    1992-01-01

    Higher salaries and improved working conditions have combined to make teaching a more attractive profession and to reduce teacher turnover rates. At the same time, however, the teaching work force has aged and faces problems in retirement programs. All levels of government should work with interested groups to find solutions to six major problems…

  10. Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality

    ERIC Educational Resources Information Center

    Whitebook, Marcy; King, Elizabeth; Philipp, George; Sakai, Laura

    2016-01-01

    Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…

  11. Work-Family Conflict among Female Teachers

    ERIC Educational Resources Information Center

    Cinamon, R.G.; Rich, Y.

    2005-01-01

    Work-family conflict was investigated among 187 Israeli women teachers to better understand relationships between teachers' professional and family lives. The research examined perceived importance of work and family roles and effects of stress and support variables on W->F and F->W conflict. Additionally, effects of teachers' years of experience…

  12. Theorising Changes in Teachers' Work

    ERIC Educational Resources Information Center

    Hall, Christine

    2004-01-01

    This article discusses recurrent themes in the literature about teaching in developed countries: the intensification of work, increased central control, diminished professional autonomy, and fears about the deskilling of teachers. Labour Process theory is used to consider how we might understand the ways in which teachers' work and professionalism…

  13. Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

    ERIC Educational Resources Information Center

    González, Gloriana; DeJarnette, Anna F.

    2015-01-01

    Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…

  14. Teachers' Evaluations of Student Work.

    ERIC Educational Resources Information Center

    Mead, James V.

    This study was conducted to examine the criteria elementary and secondary mathematics teachers use when assigning grades, the visible mark of a teacher's evaluation, when shown individual pieces of mathematics work. Data come from the Teacher Education and Learning to Teach longitudinal study of preservice programs, various types of on-the-job…

  15. Work Ability of Finnish Physical Education Teachers

    ERIC Educational Resources Information Center

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  16. Teacher performance and work environment in the instructional process in vocational school

    NASA Astrophysics Data System (ADS)

    Kuncoro, Tri; Dardiri, Ahmad

    2017-09-01

    Teachers should have pedagogical, personality, social, and professional competency. stated that performance appraisal has several benefits, namely for the implementation of reward and punishment system, provision of feedback for teachers to develop their competencies, identification of training needs, and diagnosis of problems. According to performance is one's work result or success rate as a whole over a certain period of time in performing tasks compared to various possibilities, such as work standards, targets or criteria which have been predetermined and agreed. One's performance is based on daily tasks and responsibilities assigned to him/her. The racial differences in personality are largely due to different environmental influences, where people of different races have progressed for generations. Vocational high school teachers have a low pedagogic and professional performance. The factors that influence performance, according to the partner-lawyer model proposed, are expectations about rewards, encouragements, abilities, needs and traits, perceptions of tasks, internal and external rewards, perceptions of reward levels and job satisfaction. This study used a survey method to collect data or information about a large population using relatively small samples. The population of this research was vocational high school teachers. Data analysis techniques used the Regression Analysis with the assistance of SPSS. The results of teacher performance are as follows: 1) the pedagogic performance was relatively good; 2) professional performance was relatively good, and the overall performance of vocational high school teachers was still less effective and efficient; 3) the teachers' work environment was 42.5234%; and 4) there was no correlation between work environment and teacher performance, meaning that the work environment (conditions of physical work environment, psychological work environment, and non-physical work environment) does not positively support the

  17. Cultivating teacher mindfulness: Effects of a randomized controlled trial on work, home, and sleep outcomes.

    PubMed

    Crain, Tori L; Schonert-Reichl, Kimberly A; Roeser, Robert W

    2017-04-01

    The effects of randomization to a workplace mindfulness training (WMT) or a waitlist control condition on teachers' well-being (moods and satisfaction at work and home), quantity of sleep, quality of sleep, and sleepiness during the day were examined in 2 randomized, waitlist controlled trials (RCTs). The combined sample of the 2 RCTs, conducted in Canada and the United States, included 113 elementary and secondary school teachers (89% female). Measures were collected at baseline, postprogram, and 3-month follow-up; teachers were randomly assigned to condition after baseline assessment. Results showed that teachers randomized to WMT reported less frequent bad moods at work and home, greater satisfaction at work and home, more sleep on weekday nights, better quality sleep, and decreased insomnia symptoms and daytime sleepiness. Training-related group differences in mindfulness and rumination on work at home at postprogram partially mediated the reductions in negative moods at home and increases in sleep quality at follow-up. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  18. Teacher Attitudes about Classroom Conditions

    ERIC Educational Resources Information Center

    Earthman, Glen I.; Lemasters, Linda K.

    2009-01-01

    Purpose: This research was designed to investigate the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they…

  19. Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers

    PubMed Central

    Minghui, Lu; Lei, Hao; Xiaomeng, Chen; Potměšilc, Miloň

    2018-01-01

    This paper investigates the relationship between teacher efficacy and socio-demographic factors, work engagement, and social support among Chinese special education school teachers. The sample comprised 1,027 special education school teachers in mainland China. The Teachers’ Sense of Efficacy Scale, the Multi-Dimensional Scale of Perceived Social Support, and the Utrecht Work Engagement Scale were used for data collection. Correlation analysis revealed that social support, work engagement, and teacher efficacy were significantly correlated with each other. Additionally, gender, years of experience, and monthly salary were significant predictors of teacher efficacy. Furthermore, structural equation modeling analysis showed that social support exerted its indirect effect on teacher efficacy through the mediation of work engagement. The findings of this study provide a new perspective on the complex association between social support and teacher efficacy. The explanations and limitations of these findings are discussed. PMID:29867634

  20. Creating a Classroom Team: How Teachers and Paraprofessionals Can Make Working Together Work

    ERIC Educational Resources Information Center

    American Federation of Teachers (NJ), 2004

    2004-01-01

    Respect and communication. That's what teachers and paraprofessionals say makes an effective classroom team. In speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips include: (1) Creating a healthy, open relationship between teacher and…

  1. Monitoring psychosocial stress at work: development of the Psychosocial Working Conditions Questionnaire.

    PubMed

    Widerszal-Bazyl, M; Cieślak, R

    2000-01-01

    Many studies on the impact of psychosocial working conditions on health prove that psychosocial stress at work is an important risk factor endangering workers' health. Thus it should be constantly monitored like other work hazards. The paper presents a newly developed instrument for stress monitoring called the Psychosocial Working Conditions Questionnaire (PWC). Its structure is based on Robert Karasek's model of job stress (Karasek, 1979; Karasek & Theorell, 1990). It consists of 3 main scales Job Demands, Job Control, Social Support and 2 additional scales adapted from the Occupational Stress Questionnaire (Elo, Leppanen, Lindstrom, & Ropponen, 1992), Well-Being and Desired Changes. The study of 8 occupational groups (bank and insurance specialists, middle medical personnel, construction workers, shop assistants, government and self-government administration officers, computer scientists, public transport drivers, teachers, N = 3,669) indicates that PWC has satisfactory psychometrics parameters. Norms for the 8 groups were developed.

  2. Intensive Education: How It Affects Teachers' and Students' Work Conditions.

    ERIC Educational Resources Information Center

    Fallon, Karin

    This qualitative study of a high school using intensive education shows how teaching and learning were improved when teachers taught and students attended one class daily for 6 weeks. Intensive education is an alternative scheduling and organizational format that reduces class size and extends class length by having teachers and students in one…

  3. What Motivates High School Students to Want to Be Teachers? The Role of Salary, Working Conditions, and Societal Evaluations about Occupations in a Comparative Perspective

    ERIC Educational Resources Information Center

    Han, Seong Won; Borgonovi, Francesca; Guerriero, Sonia

    2018-01-01

    This study examines between-country differences in the degree to which teachers' working conditions, salaries, and societal evaluations about desirable job characteristics are associated with students' teaching career expectations. Three-level hierarchical generalized linear models are employed to analyze cross-national data from the Programme for…

  4. Making Teacher Work Samples Work at the University of Northern Colorado

    ERIC Educational Resources Information Center

    Parker, Melissa; Sinclair, Christina

    2010-01-01

    Teacher Work Samples (TWS) can be viewed in terms of a product and a process. As a product, the TWS measures a teacher candidate's (TC's) ability to promote student achievement, documents that TCs have met minimum national standards, and validates teacher education programs. Teacher candidates engage in observable, job-related behaviors that serve…

  5. Elementary Second-Stage Teachers: Exploring Career Decisions and the Conditions That Influence Those Decisions

    ERIC Educational Resources Information Center

    Nolan, Elizabeth A.

    2017-01-01

    The purpose of this study was to explore elementary second-stage teachers' (4-10 years experience) career decisions and the teaching and working conditions associated with those decisions. Retaining teachers is of extreme importance to public schools because chronic turnover is financially, organizationally, and instructionally costly. The study…

  6. What Makes Reform Work?--School-Based Conditions as Predictors of Teachers' Changing Practice after a National Curriculum Reform

    ERIC Educational Resources Information Center

    Ramberg, Magnus R.

    2014-01-01

    Educational change initiatives, whether they involve the implementation of new policies or curriculum reforms, often fail to reach the level of teachers' classroom practices. In the search for explanations, numerous studies have either characterized teachers as resistant to change or focused on how schools' workplace conditions have failed to…

  7. The Role of Teacher Work Samples in Developing Effective and Reflective Physical Education Teachers

    ERIC Educational Resources Information Center

    Sutherland, Sue; Goodway, Jackie

    2010-01-01

    For eight years, Ohio State University (OSU) has systematically infused teacher work samples (TWS) into their physical education teacher education (PETE) undergraduate curriculum in order to develop effective and reflective teachers. Teacher work samples are made up of five main parts: (1) community mapping, (2) unit planning, (3) data collection…

  8. Salutogenic resources in relation to teachers' work-life balance.

    PubMed

    Nilsson, Marie; Blomqvist, Kerstin; Andersson, Ingemar

    2017-01-01

    Experiencing work-life balance is considered a health promoting resource. To counter-balance the negative development of teachers' work situation, salutogenic resources need to be examined among teachers. To examine resources related to teachers' experience of their work-life balance. Using a cross-sectional design, a questionnaire was distributed to 455 teachers in compulsory schools in a Swedish community. A total of 338 teachers participated (74%). A multiple linear regression method was used for the analysis. Four variables in the regression model significantly explained work-life balance and were thereby possible resources: time experience at work; satisfaction with everyday life; self-rated health; and recovery. The strongest association with work-life balance was time experience at work. Except time experience at work, all were individual-related. This study highlights the importance of school management's support in reducing teachers' time pressure. It also emphasizes the need to address teachers' individual resources in relation to work-life balance. In order to support teachers' work-life balance, promote their well-being, and preventing teachers' attrition, we suggest that the school management would benefit from creating a work environment with strengthened resources.

  9. The "Bastardisation" of Teachers' Work

    ERIC Educational Resources Information Center

    Naidu, Sham

    2011-01-01

    Currently, there is a radical shift in the manner in which teachers are expected to perform their duties because of economic, social and political forces that are impacting on education. It is not uncommon to find teachers working within rigidly defined policies; being subject to accountability mechanisms; involved with processes associated with…

  10. The Professional Work of Teachers in Singapore: Findings from a Work-Shadowing Study

    ERIC Educational Resources Information Center

    Lee, Y.-J.; Poon, C. L.

    2014-01-01

    The professional activities that constitute the work of school teachers are known to be both numerous and varied. While managing teacher workloads is a major priority for governments around the world, valid and reliable figures are difficult to obtain. From a larger qualitative study of teachers' work culture in Singapore, we report data obtained…

  11. Levi-Strauss's "Bricolage" and Theorizing Teachers' Work.

    ERIC Educational Resources Information Center

    Hatton, Elizabeth

    1989-01-01

    A teacher's work is compared to Claude Levi-Strauss's concept of "bricolage." A "bricoleur" is a professional do-it-yourself person, falling somewhere between an odd-job person and a craftsperson. The concept helps to explain pedagogical inadequacy by linking inherent limiting features of teachers' work and some causal…

  12. Group Size and Organisational Conditions for Children's Learning in Preschool: A Teacher Perspective

    ERIC Educational Resources Information Center

    Sheridan, Sonja; Williams, Pia; Pramling Samuelsson, Ingrid

    2014-01-01

    Background: There is a limited amount of research about group size in preschool, and how it impacts on teachers' working conditions and their ability to support children's learning and knowledge development in line with curriculum intentions. Purpose: From a perspective on quality, this article examines the organisational conditions for children's…

  13. Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

    ERIC Educational Resources Information Center

    Wagner, Brigid Daly; French, Lucia

    2010-01-01

    This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

  14. Teachers' Perceptions of Classroom Behaviour and Working Memory

    ERIC Educational Resources Information Center

    Alloway, Tracy Packiam

    2012-01-01

    Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in…

  15. Work Adjustment of Vocational Education Teachers.

    ERIC Educational Resources Information Center

    Muncrief, Martha Crawford

    To investigate work adjustment of vocational education teachers, a nation-wide study was conducted focusing on vocational needs, job satisfaction, and job success. The study involved 180 secondary teachers from three vocational areas, business, home economics, and industrial education. A multistage sampling process was utilized to select…

  16. New Rules, New Roles? The Professional Work Lives of Charter School Teachers. A Preliminary Study.

    ERIC Educational Resources Information Center

    Koppich, Julia E.; Holmes, Patricia; Plecki, Margaret L.

    This study examines the teaching conditions of educators working in charter schools, exploring the involvement of teachers' unions and associations. Data came from a literature review, a teacher survey, and five case studies in various types of charter schools. Results from the literature review indicate that: state charter statutes are…

  17. The Work Tasks Motivation Scale for Teachers (WTMST)

    ERIC Educational Resources Information Center

    Fernet, Claude; Senecal, Caroline; Guay, Frederic; Marsh, Herbert; Dowson, Martin

    2008-01-01

    The authors developed and validated a measure of teachers' motivation toward specific work tasks: The Work Tasks Motivation Scale for Teachers (WTMST). The WTMST is designed to assess five motivational constructs toward six work tasks (e.g., class preparation, teaching). The authors conducted a preliminary (n = 42) and a main study among…

  18. Relationship between Quality of Work Life and Work Alienation: Research on Teachers

    ERIC Educational Resources Information Center

    Çetinkanat, Ayse Canan; Kösterelioglu, Meltem Akin

    2016-01-01

    The purpose of the study is examined primary school teachers' quality of work life and work alienation perceptions. The sample of the study was composed of teachers (N = 426) employed in Bolu province central and district state primary schools in 2010-2011 academic year. For data collection purposes, "Personal Information Form" was used…

  19. Optimal experience among teachers: new insights into the work paradox.

    PubMed

    Bassi, Marta; Delle Fave, Antonella

    2012-01-01

    Several studies highlighted that individuals perceive work as an opportunity for flow or optimal experience, but not as desirable and pleasant. This finding was defined as the work paradox. The present study addressed this issue among teachers from the perspective of self-determination theory, investigating work-related intrinsic and extrinsic motivation, as well as autonomous and controlled behavior regulation. In Study 1, 14 teachers were longitudinally monitored with Experience Sampling Method for one work week. In Study 2, 184 teachers were administered Flow Questionnaire and Work Preference Inventory, respectively investigating opportunities for optimal experience, and motivational orientations at work. Results showed that work-related optimal experiences were associated with both autonomous regulation and with controlled regulation. Moreover, teachers reported both intrinsic and extrinsic motivation at work, with a prevailing intrinsic orientation. Findings provide novel insights on the work paradox, and suggestions for teachers' well-being promotion.

  20. Operationally Defining Work, Individualized Teacher Preparation.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee. Dept. of Science Education.

    This publication is one of 14 modules prepared for training pre- and in-service teachers to teach Intermediate Science Curriculum Study (ISCS) materials. The organization of this publication is centered around the first unit at level I discussing the broad physics concept of "work." Various activities are suggested for teachers. This…

  1. Level of Work Related Stress among Teachers in Elementary Schools.

    PubMed

    Agai-Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-09-15

    Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers' stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working

  2. The Roles of Teachers' Work Motivation and Teachers' Job Satisfaction in the Organizational Commitment in Extraordinary Schools

    ERIC Educational Resources Information Center

    Tentama, Fatwa; Pranungsari, Dessy

    2016-01-01

    Teachers' work motivation and teachers' job satisfaction are the factors influencing the organizational commitment. This research is aimed to empirically examine the roles of teachers' work motivation and teachers' job satisfaction in the commitment of the organization in extraordinary schools. The subjects of the research are the teachers in…

  3. The Construction of Literate Cultures in Disadvantaged Schools: Teachers' Work, Children's Work.

    ERIC Educational Resources Information Center

    Comber, Barbara

    Recent debates focus on literacy curriculum as if it is separate from teachers' other work, almost at times as if teachers and their contexts are irrelevant to what is the most appropriate literacy pedagogy. Perhaps learning to read and write is not hard work, but teaching is, no matter which theoretical orientation about literacy is adhered to.…

  4. Teachers and Operant Conditioning.

    ERIC Educational Resources Information Center

    Frey, Sherman

    A survey was conducted of 406 elementary, middle, and secondary school teachers to determine their understanding, acceptance, and use of the principle of operant conditioning. The treatment of data was by percent and chi square analysis primarily according to sex, experience, degree, and position. Subjects reported that a) they believed that the…

  5. Why Teachers Choose To Work in Catholic Schools.

    ERIC Educational Resources Information Center

    Barber, David

    This study was conducted to determine the reasons why teachers choose to work in Catholic schools. The Catholic School Teachers Professional Choices Questionnaire was sent to 65 teachers and administrators in 4 Chicago Catholic elementary schools and 1 Catholic high school. Fifty-four completed questionnaires were returned by 49 teachers and 5…

  6. Dependence of the Teacher's Overall Work Capacity on the Professional Expertise

    ERIC Educational Resources Information Center

    Barmin, Nikolay; Petrov, Yuri; Petrov, Aleksey; Bulaeva, Marina

    2016-01-01

    The topicality of the research is conditioned by the social and pedagogic, scientific and theoretical, and scientific and methodical aspects. With regard to this, the paper is aimed at revealing the dependence of the teacher's overall work capacity on the development of his/her professional expertise. The leading methods in studying this problem…

  7. Teacher Identity Work in Mathematics Teacher Education

    ERIC Educational Resources Information Center

    Neumayer-Depiper, Jill

    2013-01-01

    Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

  8. Characteristics and Working Conditions of Moonlighting Teachers: Evidence from the 2011-2012 Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Fitchett, Paul G.; Heafner, Tina L.; Harden, Susan B.

    2016-01-01

    Moonlighting, an employment practice where individuals work outside of their primary job, is popular within the public education sector. Using data from the National Center for Education Statistics Schools and Staffing Survey, this study examined both the characteristics and motivations of public school teachers across moonlighting categories.…

  9. Level of Work Related Stress among Teachers in Elementary Schools

    PubMed Central

    Agai–Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-01-01

    BACKGROUND: Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. AIM: To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. MATERIAL AND METHODS: We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. RESULTS: We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. CONCLUSION: Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers’ stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high

  10. Individual Development Plans as Governance Tools--Changed Governance of Teachers' Work

    ERIC Educational Resources Information Center

    Parding, Karolina; Liljegren, Andreas

    2017-01-01

    Auditing, accountability, and transparency are concepts that greatly impact the working conditions of today's public sector professionals, including teachers. Documentation requirements have been on the increase for some time, which can be seen in the education sector's Individual Development Plans (IDPs), for example. These IDPs are pedagogical…

  11. Teachers' Occupation-Specific Work-Family Conflict

    ERIC Educational Resources Information Center

    Cinamon, Rachel Gali; Rich, Yisrael; Westman, Mina

    2007-01-01

    To expand work-family conflict (WFC) research to specific occupations, this study investigated how work and family generic and occupation-specific stressors and support variables related to family interfering with work (F [right arrow] W) and work interfering with family (W [right arrow] F) among 230 Israeli high school teachers. Further expanding…

  12. Teaching and Learning Conditions Are Critical to the Success of Students and the Retention of Teachers. Final Report on the 2006 Teaching and Learning Conditions Survey to the Clark County School District and Clark County Education Association

    ERIC Educational Resources Information Center

    Hirsch, Eric; Emerick, Scott

    2006-01-01

    Emerging research from across the nation demonstrates that school working conditions--time, teacher empowerment, school leadership, professional development, and facilities and resources--are critical to increasing student achievement and retaining teachers. The existing national data regarding working conditions impact on student achievement and…

  13. Linking School Facility Conditions to Teacher Satisfaction and Success.

    ERIC Educational Resources Information Center

    Schneider, Mark.

    School facilities directly affect teaching and learning. Poor conditions make it more difficult for teachers to deliver an adequate education to their students, adversely affect teachers' health, and increase the likelihood that teachers will leave their school. This study documented how teachers in Chicago and Washington, DC rated their working…

  14. Critiquing Teacher Professional Development: Teacher Learning within the Field of Teachers' Work

    ERIC Educational Resources Information Center

    Hardy, Ian

    2010-01-01

    This study is an empirical account of the professional development (PD) practices that constituted part of the work of a group of teachers and school-based administrators working together in a cluster of six schools in southeast Queensland, Australia, during a period of intense educational reform. The data comprise meeting transcripts and…

  15. A Phenomenological Study of Teacher Leaders Perceptions and the Motivating Factors That Contribute to the Decision to Work in the Underperforming Schools

    ERIC Educational Resources Information Center

    Fenton, Kate

    2013-01-01

    This research is a Phenomenological study of what motivates teacher leaders in the Springfield Public Schools, Massachusetts to want to work in an underperforming school and what elements and conditions the teacher leaders identify as essential for their success. This research identifies the necessary conditions for teacher leaders to be…

  16. Work Feature Values of Tomorrow's Teachers: Work Redesign as an Incentive and School Improvement Policy.

    ERIC Educational Resources Information Center

    Hart, Ann Weaver

    The potential impacts of teacher work reform efforts on attracting and retaining the best teachers are summarized in this paper, which draws on research conducted in Utah, Colorado, and Missouri between 1985 and 1991. Bluedorn's (1982) model of turnover is used to evaluate the effects of teacher work reform on turnover, which is composed of…

  17. Callings, Work Role Fit, Psychological Meaningfulness and Work Engagement among Teachers in Zambia

    ERIC Educational Resources Information Center

    Rothmann, Sebastiaan; Hamukang'andu, Lukondo

    2013-01-01

    Our aim in this study was to investigate the relationships among a calling orientation, work role fit, psychological meaningfulness and work engagement of teachers in Zambia. A quantitative approach was followed and a cross-sectional survey was used. The sample (n = 150) included 75 basic and 75 secondary school teachers in the Choma district of…

  18. Sickness, colleagues' harassment in teachers' work and emotional exhaustion.

    PubMed

    Astrauskaite, Milda; Perminas, Aidas; Kern, Roy M

    2010-01-01

    The aim of this study was to assess the relationship among colleagues' harassment, emotional exhaustion, and sickness absence with a sample of teachers. The sample consisted of 351 teachers from 8 secondary schools in Kaunas. Instruments used in the study included the Work Harassment Scale (WHS) developed by Björkqvist and Osterman (1992), the Emotional Exhaustion Scale (the MBI-ES) by Maslach et al. (1996), and a questionnaire of demographic information. Data analysis indicated that a higher level of work harassment was related to higher emotional exhaustion. Regression analysis findings indicated that a higher level of emotional exhaustion was related to higher levels of disruption, humiliation, alienation, and indignity. Teachers who observed harassment reported higher levels of emotional exhaustion. Respondents who missed work due to illness reported higher levels of disruption on the WHS. The study indicated that work harassment could be an important aspect in teacher's health. The seriousness of the work harassment phenomenon may be supported by the results showing that teachers who witnessed others being harassed experienced a higher level of emotional exhaustion. The phenomenon appears to be an area that requires additional research.

  19. Classroom Observation: Desirable Conditions Established by Teachers

    ERIC Educational Resources Information Center

    Lasagabaster, David; Sierra, Juan Manuel

    2011-01-01

    Teacher observation is regarded as an essential procedure in the teacher training process. However, the vast majority of observation experiences have a top-down approach, as they are usually established by experts such as university teaching staff or school inspectors working for the administration. With a bottom-up approach in mind, this paper…

  20. Workplace Conditions That Matter to Teachers. Principal's Research Review: Supporting the Principal's Data-Informed Decisions. Vol. 6, No. 1

    ERIC Educational Resources Information Center

    Protheroe, Nancy

    2011-01-01

    Much of the conversation in recent years about how to attract and retain high-quality teachers has focused on salaries--how much teachers are paid, the possibilities of differentiated pay scales, and pay for performance. But it has become increasingly clear that teachers take much more than salary into account when tallying up working conditions.…

  1. The Teacher as Inventor--Making Small High Schools Work.

    ERIC Educational Resources Information Center

    Kleinfeld, Judith; And Others

    Designed to celebrate rural teachers' inventiveness and stimulate teacher thinking about opportunities that small schools offer, this booklet is a collection of ideas and resources that have worked in specific Alaska school settings. An introductory chapter challenges teachers to use small size to advantage. Chapter 2 shows what rural teachers are…

  2. Cognitive Individualism: An Impediment to Teachers' Collaborative Intellectual Work.

    ERIC Educational Resources Information Center

    Torres, Myriam N.

    The study described here studied perspectives of mid-career teachers from minority and Anglo backgrounds on collaborative intellectual work and examined the ideologies underlying these perspectives. Analysis focused on the teachers' dialogical interaction in a small group (4 teachers) and a large group (28 teachers) in relation to immediate and…

  3. Teacher Curriculum Work Center: A Descriptive Study.

    ERIC Educational Resources Information Center

    Feiman, Sharon

    This monograph is one of a continuing series initiated to provide materials for teachers, parents, school administrators, and governmental decision-makers that might encourage reexamination of a range of evaluation issues and perspectives about schools and schooling. This monograph is a descriptive study of the Teacher Curriculum Work Center,…

  4. Educational Reforms and Implications on Teachers' World of Work: Perspectives of Fijian Primary Teachers

    ERIC Educational Resources Information Center

    Lingam, Govinda; Lingam, Narsamma; Sharma, Lalesh

    2017-01-01

    This preliminary study reports on educational changes and its impact on primary teachers' world of work in Fiji. Data were gathered from 38 primary teachers, using a questionnaire of Likert scale items and open-ended questions aiming to identify the intensity of the changes that have occurred in their work. The data analysis reveals the…

  5. [Health conditions, lifestyles and occupational characteristics of teachers in a city in southern Brazil].

    PubMed

    dos Santos, Marcio Neres; Marques, Alexandre Carriconde

    2013-03-01

    Various health complications have been identified among teachers and there is little information available about their lifestyle habits. The scope of this study was to investigate health conditions, lifestyles and occupational characteristics of municipal teachers in Bagé in the south of Brazil. A cross-sectional study involving 414 teachers was conducted by asking the teachers to fill out a standardized questionnaire. Descriptive and bivariate analysis techniques were employed. Most teachers were females (96.1%) and the mean age was 40.1 years (SD 9.4). Average teaching experience was 12.4 years (SD 9.5); 59% of the teachers had a degree; they taught many working hours per week (31.7 hours, SD 10.5) and 62% were absent from work at least once in the last 12 months. Self-rated heath was good (38.5%); 62.5% of them were physically active; 32.3% were overweight and 14.4% obese. They consumed hardly any fruit and vegetables (79.6%), had average stress levels of 14.9 points (SD 6.6) and 20.3% reported hypertension. Self-reported health was associated with teaching time, absenteeism, physical activity, number of meals per day, stress levels and hypertension. The prevalence of teachers who rated their health negatively was low, however several lifestyle issues were identified, which can be prejudicial to the health of these individuals.

  6. Meaningful Work and Secondary School Teachers' Intention to Leave

    ERIC Educational Resources Information Center

    Janik, M.; Rothmann, S.

    2015-01-01

    The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments…

  7. Designing Classrooms that Work: Teacher Training Guide.

    ERIC Educational Resources Information Center

    Ramsey, Kimberly; Stasz, Cathleen; Ormseth, Tor; Eden, Rick; Co, Jennifer

    This document is a guide for teachers and trainers participating in the initial experimental offering of a 6-week minisabbatical, Designing Classrooms that Work (CTW). The minisabbatical is designed to help teachers learn how to make the kinds of curricular and pedagogical changes implied by reforms to integrate vocational and academic education…

  8. Reframing Teachers' Work for Educational Innovation

    ERIC Educational Resources Information Center

    Kunnari, Irma; Ilomäki, Liisa

    2016-01-01

    The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This…

  9. New Measures of Teachers' Work Hours and Implications for Wage Comparisons

    ERIC Educational Resources Information Center

    West, Kristine L.

    2014-01-01

    Researchers have good data on teachers' annual salaries but a hazy understanding of teachers' hours of work. This makes it difficult to calculate an accurate hourly wage and leads policy makers to default to anecdote rather than fact when debating teacher pay. Using data from the American Time Use Survey, I find that teachers work an average of…

  10. Five Ways to Facilitate the Teacher Assistant's Work in the Classroom

    ERIC Educational Resources Information Center

    Tobin, Ruthanne

    2006-01-01

    A teacher and a teacher assistant, working together in an inclusive grade-six classroom, provided an invaluable insider perspective on the kind of context that leads to effective support for all students. Findings from this case study revealed five ways in which the teacher could facilitate the work of the teacher assistant, by: 1) focusing on…

  11. Dimensions of Professional Growth in Work- Related Teacher Education

    ERIC Educational Resources Information Center

    Aarto-Pesonen, Leena; Tynjälä, Päivi

    2017-01-01

    This article conceptualises adult learners' professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflectivelearning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open…

  12. High-Tech, Hard Work: An Investigation of Teachers' Work in the Digital Age

    ERIC Educational Resources Information Center

    Selwyn, Neil; Nemorin, Selena; Johnson, Nicola

    2017-01-01

    This paper explores the ways in which digital technologies are now implicated in the work--and specifically the labour--of school teachers. Drawing upon qualitative studies in two Australian high schools, the paper examines the variety of ways in which teachers' work is now enacted and experienced along digital lines. In particular, the paper…

  13. Teachers' and students' work-culture variables associated with positive school outcome.

    PubMed

    Goldwater, O D; Nutt, R L

    1999-01-01

    Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.

  14. Just Teachers: The Work Carried out by Full-Time Further Education Teachers

    ERIC Educational Resources Information Center

    Clow, Ros

    2005-01-01

    This study of full-time teachers in the further education (FE) sector in England was carried out in 1998. Initially the author interviewed the Personnel Manager of a large FE college about the recent implementation of a job evaluation scheme. A preliminary study interviewed seven teachers about what they had done for work the previous day, and…

  15. The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education

    ERIC Educational Resources Information Center

    Cutri, Ramona Maile; Whiting, Erin Feinauer

    2015-01-01

    This study documents our efforts to implement an "ethic of discomfort" and a "pedagogy of discomfort" in our undergraduate multicultural teacher education courses. Commitments to these moral imperatives inherently involve emotional work for teacher candidates and teacher educators. Such emotional work, particularly in academia,…

  16. Long working hours and psychological distress among school teachers in Japan.

    PubMed

    Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

    2015-01-01

    Long working hours have the possibility to influence human health. In Japan, it is well known that teachers have long working hours, and the number of leaves of absence due to mental disorders among public school teachers increased from 2,687 in 2002 to 4,960 in 2012. The aim of this study was to investigate the association between long working hours and psychological distress among school teachers. This cross-sectional study was conducted from mid-July to September in 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics, including working hours, and responses to the General Health Questionnaire-28 were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and psychological distress by gender. Of the 1,245 teachers contacted, 558 (44.8%) responded. After excluding responses with missing data, the final sample included 522 teachers (337 males and 185 females). Psychological distress was identified in 47.8% of males and 57.8% of females. Our results showed a significantly increased risk only in males working >60 hours per week (adjusted OR=4.71 [95% CI 2.04-11.56]) compared with those working ≤40 hours per week. There were no significant associations between long working hours and psychological distress for females. There is a significant association between long working hours and psychological distress in male teachers. However, the causal relationship remains unclear. Further studies such as cohort studies with large sample sizes are needed.

  17. Investigation of the Work Motivation Levels of Primary School Teachers

    ERIC Educational Resources Information Center

    Ates, Hatice Kadioglu; Yilmaz, Perihan

    2018-01-01

    This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state…

  18. How Do Teachers Coordinate Their Work? A Framing Approach

    ERIC Educational Resources Information Center

    Dumay, Xavier

    2014-01-01

    Since the 1970s, schools have been characterized as loosely coupled systems, meaning that the teachers' work is weakly coordinated at the local level. Nonetheless, few studies have focused on the local variations of coordination modes, their sources and their nature. In this article, the process of local coordination of the teachers' work is…

  19. Reflection as a Facilitator of Teachers' Innovative Work Behaviour

    ERIC Educational Resources Information Center

    Messmann, Gerhard; Mulder, Regina H.

    2015-01-01

    The aim of this study was to investigate the role of reflection as a preparatory mechanism for employees' engagement in innovative work behaviour (IWB). This issue was explored in a study with 67 teachers at the highest level of German secondary education. Specifically, we investigated whether teachers who reflected on work tasks, the social…

  20. Discourse Appropriation and Category Boundary Work: Casual Teachers in the Market

    ERIC Educational Resources Information Center

    Charteris, Jennifer; Jenkins, Kathryn; Jones, Marguerite; Bannister-Tyrrell, Michelle

    2017-01-01

    With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject…

  1. Exploring Language Teacher Identity Work as Ethical Self-Formation

    ERIC Educational Resources Information Center

    Miller, Elizabeth R.; Morgan, Brian; Medina, Adriana L.

    2017-01-01

    In this article, we treat language teacher identity as foundational to educational practice and see Foucault's (1983, 1997) notion of ethical self-formation, and its adoption in teacher education research by Clarke (2008, 2009, 2010), as providing a potential vehicle for understanding the development of teacher agency and critical identity work.…

  2. Teachers' Work, Food Policies, and Gender in Argentina

    ERIC Educational Resources Information Center

    Robert, Sarah A.; McEntarfer, Heather Killelea

    2014-01-01

    Few studies explore teachers' involvement in school feeding, questioning gendered implications within a feminine and feminized profession. Ethnographic data from one public high school in Metropolitan Buenos Aires suggest that teachers' efforts to address student hunger added new work roles: food advocates/activists, food managers, and service…

  3. Quality of Work Life: Perceptions of Jordanian Special Education Teachers

    ERIC Educational Resources Information Center

    Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

    2015-01-01

    The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

  4. Extending the Teacher Educator Role: Developing Tools for Working with School Mentors

    ERIC Educational Resources Information Center

    Douglas, Alaster Scott

    2017-01-01

    This article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors.…

  5. How One Exceptional Teacher Navigated Her Working Environment as the Teacher of a Marginal Subject

    ERIC Educational Resources Information Center

    Lux, Karen; McCullick, Bryan A.

    2011-01-01

    The purpose of this study was to analyze how one exceptional elementary physical education teacher navigated her working environment as the teacher of a marginal subject. Structuration Theory (Giddens, 1984) was used to make meaning of how the teacher functioned within her school community allowing her to remain motivated and effective. Data…

  6. Assistant Teachers in Head Start Classrooms: Comparing to and Working with Lead Teachers

    ERIC Educational Resources Information Center

    Curby, Timothy W.; Boyer, Caroline; Edwards, Taylor; Chavez, Catharine

    2012-01-01

    Research Findings: The purpose of the present study is to examine the degree to which assistant and lead teachers work together in Head Start classrooms in 3 domains: emotional support, classroom organization, and instructional support. Pairs of lead and assistant teachers from 14 Head Start classrooms were simultaneously observed for 1 morning to…

  7. Special and General Education Biology Teachers Working Together Collaboratively

    NASA Astrophysics Data System (ADS)

    Gagne-Grosso, Melissa

    Collaborative teaching, between special education and general education teachers working together, came about as a result of the No Child Left Behind and Individuals with Disabilities Education Acts. Despite the positive intentions of those acts, teachers are not always ready to teach collaboratively. Guided by the theories of fundamental change and inclusion, this study was based on a lack of understanding about collaborative teaching at 3 high schools. The research questions focused on the benefits, process, and concerns related to collaborative teaching. The perspectives of 4 special education and 8 regular education teachers in 3 urban, public high schools were collected through interviews and observations. Data were analyzed descriptively and inductively using coding, reconstruction, and interpretation of the underlying meanings. The findings revealed that teachers benefitted from being in these classrooms by having a reduced work load and shared responsibility; however, they needed more time for collaboration and modifying instruction, professional development, and stronger support. Students in these classrooms benefitted from social interactions with other students and by getting direct answers to questions. Based on these findings, a professional development training was created based on how collaborative teachers can work together to promote successful learning. This project study can have a positive impact by assisting collaborative teachers with support, communication, strategies for modifications and accommodations, and an enhanced experience, and additionally by improving the academic outcomes for their students.

  8. The Work, Perceptions and Professional Development of Teachers

    ERIC Educational Resources Information Center

    Silva, Ana Maria; Herdeiro, Rosalinda

    2014-01-01

    This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

  9. [Effects of mental workload on work ability in primary and secondary school teachers].

    PubMed

    Xiao, Yuanmei; Li, Weijuan; Ren, Qingfeng; Ren, Xiaohui; Wang, Zhiming; Wang, Mianzhen; Lan, Yajia

    2015-02-01

    To investigate the change pattern of primary and secondary school teachers' work ability with the changes in their mental workload. A total of 901 primary and secondary school teachers were selected by random cluster sampling, and then their mental workload and work ability were assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX) and Work Ability Index (WAI) questionnaires, whose reliability and validity had been tested. The effects of their mental workload on the work ability were analyzed. Primary and secondary school teachers' work ability reached the highest level at a certain level of mental workload (55.73< mental workload ≤ 64.10). When their mental workload was lower than the level, their work ability had a positive correlation with the mental workload. Their work ability increased or maintained stable with the increasing mental workload. Moreover, the percentage of teachers with good work ability increased, while that of teachers with moderate work ability decreased. But when their mental workload was higher than the level, their work ability had a negative correlation with the mental workload. Their work ability significantly decreased with the increasing mental workload (P < 0.01). Furthermore, the percentage of teachers with good work ability decreased, while that of teachers with moderate work ability increased (P < 0.001). Too high or low mental workload will result in the decline of primary and secondary school teachers' work ability. Moderate mental workload (55.73∼64.10) will benefit the maintaining and stabilization of their work ability.

  10. An Investigation on Balance between Professional and Personal Work of Women Teachers

    ERIC Educational Resources Information Center

    Priya, J. Johnsi

    2017-01-01

    The present study aims to examine the work-life balance of women teachers in Chennai city. In this normative survey study, 100 women teachers were selected as sample by using convenient sampling technique. The data were collected from 100 women teachers who are working in eight Higher Secondary Schools at chennai city using the Work-life Balance…

  11. The Working Experience. Teacher's Manual.

    ERIC Educational Resources Information Center

    Smith, Jeanne H.; Ringel, Harry

    A teacher's manual is presented for "The Working Experience," a series of three texts for English-as-a-Second-Language (ESL) students. The series builds on oral skills to develop reading and writing ability while still expanding oral English-language proficiency. Because one of the basic principles underlying the series is the idea that students…

  12. Situating Special Educators' Instructional Quality and Their Students' Outcomes within the Conditions Shaping Their Work

    ERIC Educational Resources Information Center

    Bettini, Elizabeth; Park, Yujeong; Benedict, Amber; Kimerling, Jenna; Leite, Walter

    2016-01-01

    This investigation examined relationships among special education teachers' working conditions (e.g., classroom characteristics, administrative support), personal characteristics (e.g., experience, certification status, self-efficacy), instructional quality, and students with disabilities' reading achievement and behavioral outcomes. Data from the…

  13. Work-related violence, lifestyle, and health among special education teachers working in Finnish basic education.

    PubMed

    Ervasti, Jenni; Kivimäki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

    2012-07-01

    Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education teachers in Finnish basic education. Survey data from 5760 general and special education teachers were analyzed with multilevel logistic models adjusted for individual- and school-level confounding factors. No difference was found between the health behaviors of general and special education teachers. The differences in physical and mental health between the two groups were also relatively small. With regard to work-related violence, however, male special education teachers were 3 times more likely to be exposed to mental abuse, and 5 times more likely to be exposed to physical violence when compared to their male colleagues in general education. Although female special educators were also at an increased risk of mental abuse and physical violence compared to their female general teacher colleagues, their odds ratios for such an encounter were smaller (2- and 3-fold, respectively) than those of male special education teachers. The school-level variance of physical violence toward teachers was large, which indicates that while most schools have little physical violence toward teachers, schools do exist in which teachers' exposure to violence is common. These findings suggest that special education teachers may benefit from training for handling violent situations and interventions to prevent violence at schools. © 2012, American School Health Association.

  14. Changes in teachers' voice quality during a working day with and without electric sound amplification.

    PubMed

    Jónsdottir, Valdis; Laukkanen, Anne-Maria; Siikki, Ilona

    2003-01-01

    The present study investigated changes in the voice quality of teachers during a working day (a). in ordinary conditions and (b). when using electrical sound amplification while teaching. Classroom speech of 5 teachers was recorded with a portable DAT recorder and a head-mounted microphone during the first and the last lesson of a hard working day first in ordinary conditions and the following week using amplification. Long-term average spectrum and sound pressure level (SPL) analyses were made. The subjects' comments were gathered by questionnaire. Voice quality was evaluated by 2 speech trainers. With amplification, SPL was lower and the spectrum more tilted. Voice quality was evaluated to be better. The subjects reported less fatigue in the vocal mechanism. Spectral tilt decreased and SPL increased during the day. There was a tendency for perceived asthenia to decrease. No significant changes were observed in ordinary conditions. The acoustic changes seem to reflect a positive adaptation to vocal loading. Their absence may be a sign of vocal fatigue. Copyright 2003 S. Karger AG, Basel

  15. Organisational and Task Factors Influencing Teachers' Professional Development at Work

    ERIC Educational Resources Information Center

    Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

    2016-01-01

    Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

  16. Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from elementary pre-service teachers

    NASA Astrophysics Data System (ADS)

    Kim, Mijung; Tan, Aik-Ling

    2011-03-01

    To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.

  17. Can Parent-Teacher Groups Work for All Students?

    ERIC Educational Resources Information Center

    Woyshner, Christine; Cucchiara, Maia

    2017-01-01

    Who benefits from parent-teacher organizations in schools? Which parents are included, and which are excluded? How can school leaders work with them? In this article, an historian and a sociologist review the complex history of parent-teacher organizing and examine current issues in parental efforts to improve schools, including concerns about…

  18. The Teacher's Role When Pupils Work on Task Using ICT in Project Work

    ERIC Educational Resources Information Center

    Postholm, May Britt

    2006-01-01

    Background: ICT (information and communication technology) and project work are challenging issues for many teachers to deal with in the classroom. For years there were predictions that teachers, textbooks and even schools would be replaced by new teaching and learning technology. This prediction does not appear to have come about. Cuban has…

  19. Comparative Analysis of Intercultural Sensitivity among Teachers Working with Refugees

    ERIC Educational Resources Information Center

    Strekalova-Hughes, Ekaterina

    2017-01-01

    The unprecedented global refugee crisis and the accompanying political discourse places added pressures on teachers working with children who are refugees in resettling countries. Given the increased chances of having a refugee child in one's classroom, it is critical to explore how interculturally sensitive teachers are and if working with…

  20. Business Teachers Go to Work and Students Get the Dividends

    ERIC Educational Resources Information Center

    Stephens, Geralyn E.

    2010-01-01

    Teacher internships give business education teachers the opportunity to increase their industry skill proficiency levels. Such experiences can help business education teachers focus on developing relevant technical knowledge and skills to better prepare students for technically enhanced work environments and demonstrate competency on technical…

  1. Work at school: teacher and parent perceptions about children's participation.

    PubMed

    Lowe, Susan; Chapparo, Christine

    2010-01-01

    Little research has been carried out on the behaviours that lead to children's successful participation in work roles at school. The objective of this study was to identify some of the elements critical to participation of students by listening to the perspectives of teachers and parents of children who have difficulties with school work. The study is part of a larger research project aimed at developing an assessment tool to describe the participation of children at school with particular reference to students who experience a difficulty with learning. 50 teachers and 44 parents of children referred to occupational therapy for problems with school work. A survey approach using an open ended written response questionnaire. The findings indicated that there are core elements of participation in work that are commonly perceived as crucial by teachers and parents. These included common definitions of work participation with the emergence of several themes relative to work roles and meaning, opportunity for inclusion in school work, risk taking and enjoyment as part of work, and thinking processes. Differences between teacher and parent responses related to perceived reasons for a difficulty with participation, activities which require high levels of participation and aspects of participation that are most difficult to change. This study provided descriptive data on which to build further research into children's experiences of work, and highlights the need for occupational therapists to consider perceptions of key stakeholders when assessing children's work ability at school.

  2. Work-related musculoskeletal disorders and ergonomic risk factors in special education teachers and teacher's aides.

    PubMed

    Cheng, Hsin-Yi Kathy; Wong, Man-Ting; Yu, Yu-Chung; Ju, Yan-Ying

    2016-02-10

    Work-related musculoskeletal disorders (WMSDs) have become increasingly common among health-related professionals. Special education personnel who serve students with disabilities often experience physical strains; however, WMSDs have been overlooked in this population. The objectives of this study were to investigate the work-related ergonomics-associated factors in this population and to evaluate their correlation with the WMSDs prevalence. A questionnaire with three domains, namely demographics, prevalence of work-related musculoskeletal disorders, and ergonomic factors, designed by our research team was delivered to educators who work in special education schools. Approximately 86 % of the 388 special education school teachers and teacher's aides in this study experienced musculoskeletal disorders. The lower back, shoulder, and wrist were the three most affected regions. A logistic regression analysis revealed that the participants' background factors, namely >5.5 years of experience (odds ratio [OR] = 4.090, 95 % CI: 1.350-12.390), students with multiple disorders (OR = 2.412, 95 % CI: 1.100-5.287), and other work-related ergonomic factors (assistance in diaper changing and others duties), were strongly associated with the prevalence of WMSD. Nap habit (OR = 0.442, 95 % CI: 0.230-0.851) and having teaching partners in the same class (OR = 0.486, 95 % CI: 0.250-0.945) resulted in low possibility of acquiring WMSDs. The use of supportive devices was associated with a low WMSD prevalence. The present study revealed an association between WMSDs and specific job features among teachers and teacher's aides in special education schools. Future efforts should emphasize examining safe student-handling ergonomics, formulating policies regarding student-teacher ratio, incorporating mandatory break times at the workplaces, and promoting personal health for preventing work-related injuries.

  3. Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It?

    ERIC Educational Resources Information Center

    Milewski, Amanda; Gürsel, Umut; Herbst, Patricio

    2017-01-01

    This paper is part of a three-year inquiry that supports and investigates the work of groups of mathematics teacher educators using technological tools to design and implement multimedia practice-based teacher education curriculum materials. This paper describes the kinds of activities, interactions, and tools used by mathematics teacher educators…

  4. Risk factors for work-related stress and health in head teachers.

    PubMed

    Phillips, Samantha J; Sen, Dil; McNamee, Roseanne

    2008-12-01

    Work-related stress (WRS) is known to cause ill-health and decreased productivity. Work in the education sector is thought to be particularly stressful. Few studies have considered risk factors for WRS and health in head teachers. To investigate health in head teachers in West Sussex. To determine personal risk factors most likely to predict cases of WRS and of poor health in head teachers. A cross-sectional study, in a population of 290 head teachers and principals of colleges of further education, using a validated questionnaire, 'a short stress evaluation tool' (ASSET) and additional questions derived from earlier studies. Results were compared with the ASSET database 'norm' groups: a general population of workers (GPN) group and a group of managers and professionals (MPN). 'Caseness' was defined as respondents who felt work was 'very or extremely stressful'. Head teachers had poor physical and mental health compared to the GPN group. Psychological well-being, particularly of females and primary head teachers was worse than a comparative group of managers and professionals. Teaching<5 h/week was a significant predictor of caseness and being female was the main risk factor for poor psychological well-being. Prevalence of self-reported stress in head teachers in West Sussex is high. Female head teachers had worse health outcomes. Our study identified possible personal risk factors predicting WRS and/or poor health in head teachers.

  5. How Teachers Evaluate Their Work Style Depending on the Subject They Teach and Years of Work Experience

    ERIC Educational Resources Information Center

    Perucica, Ranka

    2017-01-01

    In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students' attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject…

  6. The Preparation of Pre-Service Student Teachers' Competence to Work in Schools

    ERIC Educational Resources Information Center

    Tang, Sylvia Y. F.; Cheng, May M. H.; Wong, Angel K. Y.

    2016-01-01

    Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers' learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews…

  7. "I've Never Seen People Work So Hard!" Teachers' Working Conditions in the Early Stages of School Turnaround

    ERIC Educational Resources Information Center

    Cucchiara, Maia Bloomfield; Rooney, Erin; Robertson-Kraft, Claire

    2015-01-01

    School turnaround--a reform strategy that strives for quick and dramatic transformation of low-performing schools--has gained prominence in recent years. This study uses interviews and focus groups conducted with 86 teachers in 13 schools during the early stages of school turnaround in a large urban district to examine teachers' perceptions of the…

  8. Ethnicity and the experience of work: job stress and satisfaction of minority ethnic teachers in the UK.

    PubMed

    Miller, G V F; Travers, C J

    2005-10-01

    This paper presents the findings of a nationwide investigation into the mental well-being and job satisfaction of minority ethnic teachers in the UK. Data were collected via a questionnaire containing both open and closed questions. The sample, totalling 208 participants was derived from the National Union of Teachers (NUT) database of minority ethnic teachers and an advertisement in the NUT's Teacher magazine. Univariate analysis of the results revealed that this group of teachers, as compared with other groups were experiencing poorer mental health and lower job satisfaction. Multivariate analysis revealed four reliable factors regarding the 'sources of stress' these minority ethnic teachers perceived they were experiencing. They are the 'hierarchy and culture of the school', workload', 'cultural barriers', and the 'lack of status and promotion'. Some minority ethnic teachers reported that ethnic discrimination on a daily basis or at least several times per week was a contributory factor in their experience of stress. Many of the teachers believed they worked within an institutionally racist environment. Multiple regression analysis discovered that 'total stress', 'total self-esteem', 'working conditions job satisfaction' and 'total discrimination' were the major predictors of mental ill-health in the minority ethnic teachers. Job dissatisfaction was predicted by 'total discrimination', 'workload', 'total general health', 'resolution strategy', and the 'lack of status and promotion'.

  9. Who Controls Teachers' Work? Power and Accountability in America's Schools.

    ERIC Educational Resources Information Center

    Ingersoll, Richard M.

    This book is about the work of teachers in American secondary schools. It addresses the character of teaching as a job, teachers as workers, and schools as workplaces. The book's objective is to reexamine the character of schools as organizations and the implications for those working within these organizations. It draws on research from the field…

  10. Teachers and Educational Psychologists Working Together: What Can We Learn?

    ERIC Educational Resources Information Center

    Doveston, Mary; Keenaghan, Marian

    2010-01-01

    During 2008-2009, the authors worked with a focus group of educational psychologists and teachers to develop resources to enable educational psychologists, tutors working in ITT and CPD and teachers to use an approach we call "Growing Talent for Inclusion" (GTI) in schools and other learning contexts. The aim of our approach is to promote more…

  11. Team Spirit: Teachers Work Together to Establish and Achieve Key Goals

    ERIC Educational Resources Information Center

    Troen, Vivian; Boles, Katherine C.

    2010-01-01

    Common experience, along with a vast collection of research, demonstrates that schools can expect a range of benefits to accrue when teachers work together. Teacher teaming can reduce teacher isolation, increase collegiality, facilitate the sharing of resources and ideas, and capitalize on teacher's individual and shared strengths. And most…

  12. Teacher Stress in Working with Challenging Students in Hong Kong

    ERIC Educational Resources Information Center

    Pang, I-Wah

    2012-01-01

    This article first illustrates how recent social, economic and educational development in Hong Kong contributes to teacher stress. It then presents data from an international study on teacher stress with respect to working with challenging students, i.e. students with behavioural problems. Teachers were asked to report on the perceived behavioural…

  13. Music Teachers in Turkey: Their Proficiency, Working Environments and Problems

    ERIC Educational Resources Information Center

    Otacioglu, Sena Gursen

    2008-01-01

    The aim of this study was the collection of data concerning Turkish music teachers' proficiency and their place in the primary and secondary education system. In addition, information was collected regarding the teachers' working environment and professional complications. A total of 200 music teachers' opinions were compiled for the determination…

  14. [Work ability, psycho-physical health, burnout, and age among nursery school and kindergarten teachers: a cross-sectional study].

    PubMed

    Converso, Daniela; Viotti, Sara; Sottimano, Ilaria; Cascio, Vincenza; Guidetti, Gloria

    2015-01-22

    Although well-being and psychophysical health of nursery school and kindergarten teachers have important implications also on the health and well-being of their recipients, studies dedicated to these workers are quite rare, particularly in Italy. The aim of the study was to observe psychophysical health conditions in a sample of nursery school and kindergarten teachers employed in the Education Services Division of the Municipality of Turin. The study was cross-sectional; 884 self-reporting questionnaires were distributed and 734 teachers (representing 53% of those employed at the Education Services of the Municipality of Turin) correctly filled out the questionnaire. Respectively 53.4% and 50% of participants reported medium or high levels of emotional exhaustion and depersonalization, while 18.5% showed low levels of personal accomplishment. Responders reported moderate levels of work ability in 38.9% and poor levels in 5.6%. The majority of the respondents (98.7%) did not report depressive symptoms; 42.9% of the sample suffered moderate to severe limiting musculoskeletal pain. Age and profession were associated with emotional exhaustion, personal accomplishment, and musculoskeletal pain. However, work ability and depression were only associated with age. No associations were found with depersonalization. The present study shows that health conditions of nursery school and kindergarten teachers were critical and that age contributed to the explanation of these conditions.

  15. The relationship between physical activity and work ability - A cross-sectional study of teachers.

    PubMed

    Grabara, Małgorzata; Nawrocka, Agnieszka; Powerska-Didkowska, Aneta

    2018-01-01

    To assess relationship between physical activity (PA) and perceived work ability amongst teachers from the Upper Silesia, Poland. The study involved 171 teachers (129 women, 42 men) of primary and secondary schools of the Upper Silesia, Poland. Physical education teachers were excluded from the study. The level of PA was estimated using the International Physical Activity Questionnaire short version, and perceived work ability was estimated using Work Ability Index (WAI). Male teachers had significantly higher levels of vigorous-intensity PA, moderateintensity PA, and total weekly PA than female teachers. The recommendations of the World Health Organization (WHO) met 46% of studied women and 74% of men. Work ability did not differ between male and female teachers. Work ability was related to age, body mass index (BMI), and PA (vigorous-intensity PA, moderate-intensity PA, total weekly PA). The female teachers with excellent or good WAI had significantly higher levels of vigorous-intensity PA, moderate-intensity PA and total weekly PA than female teachers with moderate or poor WAI. The teachers involving in high or moderate intensity PA could improve their work ability. Further studies should focus on relation between physical activity and work ability among teachers of various age and seniority, from both, urban and rural schools. Int J Occup Med Environ Health 2018;31(1):1-9. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

  16. Immigrant Teachers Who Find It's Temp Work or Nothing.

    ERIC Educational Resources Information Center

    Rai, Usha

    1978-01-01

    A 1977 survey of 102 immigrant teachers in London showed that ethnic minority teachers have great difficulty finding jobs, although they are adequately qualified. Those who do find work are mainly employed in ghetto areas and kept on the lowest pay scale. (Author/SJL)

  17. Teacher Motivation, Work Satisfaction, and Positive Psychological Capital: A Literature Review

    ERIC Educational Resources Information Center

    Viseu, João; Neves de Jesus, Saul; Rus, Claudia; Canavarro, José M.

    2016-01-01

    Teacher motivation is vital for the educational system. For teachers to be motivated their work satisfaction and positive psychological capital are crucial. The state-of-the-art on teacher motivation requires a literature review regarding the studies that relate teacher motivation and the above mentioned constructs. In this paper, through…

  18. The Curious Schools Project: Capturing Nomad Creativity in Teacher Work

    ERIC Educational Resources Information Center

    Hunter, Mary Ann; Emery, Sherridan

    2015-01-01

    The Curious Schools project is a teacher professional learning initiative that aims to provide an insight into--and resource for--creativity in Tasmanian schools. It offers an alternative to conventional models of teacher professional learning by engaging teachers in multi-modal methods of documenting and reflecting on their work as the basis for…

  19. Building of Projecting Competence among Future Teachers in the Conditions of Introduction of Inclusive Education

    ERIC Educational Resources Information Center

    Ketrish, Evgeniya V.; Dorozhkin, Evgenij M.; Permyakov, ?leg ?.; Tretyakova, Natalia V.; Andryukhina, Tatiana V.; Mantulenko, Valentina V.

    2016-01-01

    The relevance of the researched problem is caused by the need of consideration of teachers' readiness for work in the conditions of inclusive education, and change of process of their professional training (on the example of specialists in the sphere of physical education). The purpose of publication consists in the development of pedagogical…

  20. Sources of Work Attachment Among Public School Teachers.

    ERIC Educational Resources Information Center

    Fuller, M. Rex; Miskel, Cecil G.

    This study tested the efficacy of a recently developed industrial theory of work incentives in educational organizations. The investigation necessitated describing the factors which serve as sources of work attachment for educators and discovering if work factors seem of equal or differing importance to teachers who describe themselves as being…

  1. Exploring science teachers' perceptions of experimentation: implications for restructuring school practical work

    NASA Astrophysics Data System (ADS)

    Wei, Bing; Li, Xiaoxiao

    2017-09-01

    It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for the purpose of restructuring school practical work in view of science practice. Qualitative interviews were conducted with 87 science teachers at the secondary school level. In the interviews, science teachers were asked to make a comparison between students' experiments and scientific experiments. Eight dimensions of experimentation were generated from the qualitative data analysis, and the distributions of these eight dimensions between the two types of experiments were compared and analysed. An ideal model of practical work was suggested for restructuring practical work at the secondary school level, and some issues related to the effective enactment of practical work were discussed.

  2. Work Patterns and Stressors of Experienced and Novice Mathematics Teachers

    ERIC Educational Resources Information Center

    Fordasz, Helen; Leder, Gilah

    2006-01-01

    In this article, we report findings from a study in which the daily lives of novice and experienced secondary mathematics teachers in Victoria were tracked. Two novice and two experienced teachers were also interviewed. Data collection focused on the activities the teachers undertook in and out of working hours, and their reactions to them. The…

  3. Return to work after ill-health retirement in Scottish NHS staff and teachers.

    PubMed

    Brown, Judith; Gilmour, W Harper; Macdonald, Ewan B

    2006-10-01

    Most major public and private sector pension schemes have provision for ill-health retirement (IHR) for those who become too ill to continue to work before their normal retirement age. To compare the causes, process and outcomes of IHR in teachers and National Health Service (NHS) staff in Scotland. A total of 537 teachers and 863 NHS staff who retired due to ill-health between April 1998 and March 2000 were mailed an IHR questionnaire by the Scottish Public Pensions Agency. The response rate for teachers was 53% and for NHS staff 49%. The most common cause of IHR was musculoskeletal disorders for NHS staff and mental disorders for teachers. Teachers retired at a younger average age than NHS staff. Ninety-two per cent of NHS staff but only 11% of teachers attended occupational health services (OHS) prior to IHR. Eighteen per cent of NHS staff and 9% of teachers were offered part-time work by their current employer in response to their ill-health. Fifteen per cent of NHS staff and 5% of teachers were offered alternative work prior to retirement. Seventeen per cent of NHS staff and 36% of teachers subsequently found employment. Multiple logistic regression analyses showed the following variables as independent predictors of subsequent employment: occupational group, age group, sex, managerial responsibility and cause of IHR. Return to work after IHR suggests that some IHR could be avoided. Teachers had a higher rate of return to work and much less access to OHS.

  4. Burnout and Work Engagement among Teachers

    ERIC Educational Resources Information Center

    Hakanen, Jari J.; Bakker, Arnold B.; Schaufeli, Wilmar B.

    2006-01-01

    The Job Demands-Resources Model was used as the basis of the proposal that there are two parallel processes involved in work-related well-being among teachers, namely an energetical process (i.e., job demands --> burnout --> ill health) and a motivational process (i.e., job resources --> engagement --> organizational…

  5. Optimizing Conditions of Teachers' Professional Practice to Support Students with Special Educational Needs. Teacher Voice

    ERIC Educational Resources Information Center

    Froese-Germain, Bernie; McGahey, Bob

    2012-01-01

    Across the country, teachers are working to provide individualized instruction to the students in their classes. Teachers use their professional judgement to modify teaching to suit the learning needs of students. Occasionally, this modification is required as a result of students being formally identified as having a learning exceptionality. As…

  6. Resilience and Loss in Work Identities: A Narrative Analysis of Some Retired Teachers' Work-Life Histories

    ERIC Educational Resources Information Center

    Kirk, John; Wall, Christine

    2010-01-01

    The article examines the importance of "emotional labour" in the constitution of the "teacherly-self". Deriving from a research project on work and social identity, the article explores the ways teachers have negotiated the radical changes in the profession in recent years, and uses the notion of "teacher resilience" to explore the ways teachers…

  7. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168

    ERIC Educational Resources Information Center

    Mostafa, Tarek; Pál, Judit

    2018-01-01

    In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating…

  8. Increasing Support for Novice Teachers Working in Urban, Low-Income Schools

    ERIC Educational Resources Information Center

    Boucher, Thor I.

    2010-01-01

    Teacher attrition is a growing problem in the United States, especially in urban, low-income schools. Research indicates that up to 55% of new teachers working in urban, low-income schools quit within five years; 17% before the end of the first year. Unfortunately, a teacher's potential is not fully known until the teacher's fifth or sixth year of…

  9. How Day School Teachers Perceive Their Working Conditions: A National Study

    ERIC Educational Resources Information Center

    Tamir, Eran; Pearlmutter, Nili; Feiman-Nemser, Sharon

    2017-01-01

    Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional…

  10. Standards, Equity, and Advocacy: Employment Conditions of ESOL Teachers in Adult Basic Education and Literacy Systems

    ERIC Educational Resources Information Center

    Sun, Yilin

    2010-01-01

    In 2005, TESOL sponsored a survey to respond to the growing concerns of the organization's Adult Education Interest Section (AEIS). The results showed that interest section members were deeply concerned with inequitable workloads, less-than-desirable working conditions, heavy reliance on part-time teachers, and much-needed professional development…

  11. The Process of Designing for Learning: Understanding University Teachers' Design Work

    ERIC Educational Resources Information Center

    Bennett, Sue; Agostinho, Shirley; Lockyer, Lori

    2017-01-01

    Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper…

  12. Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions

    ERIC Educational Resources Information Center

    Ficarra, Laura; Quinn, Kevin

    2014-01-01

    In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…

  13. Exogenous and Endogenous Impacts into Teachers' Work Performance Sphere

    ERIC Educational Resources Information Center

    Nasrun

    2016-01-01

    By this synopsis research which conveyed of findings to unfold mutual effect between teachers' performance and incentive scheme and teachers' personal competency, and principal leadership, and work motivation, by means of explanatory research in which ex facto method was ad hock model chosen because of classified as non-experiment. The grounds…

  14. The Work of Teacher Educators: An English Policy Perspective

    ERIC Educational Resources Information Center

    Childs, Ann

    2013-01-01

    This paper focuses on the Conservative-Liberal coalition government's policy in teacher education in England and its implications for the work of teacher educators. It does this by considering, for example, policy documents and the speeches of key politicians responsible for policy formulation. It argues that policies influenced by the neoliberal…

  15. Teacher Quality and Teacher Mobility. Working Paper 57

    ERIC Educational Resources Information Center

    Feng, Li; Sass, Tim

    2011-01-01

    Using matched student-teacher panel data from the state of Florida, the authors study the determinants of teacher job change and the impact of such mobility on the distribution of teacher quality. The probability a teacher stays at a school increases the more productive they are in their current school. The quality of teachers who exit teaching…

  16. Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from Elementary Pre-Service Teachers

    ERIC Educational Resources Information Center

    Kim, Mijung; Tan, Aik-Ling

    2011-01-01

    To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of…

  17. Early Childhood Teachers' Perceived Competence during Transition from Teacher Education to Work: Results from a Longitudinal Study

    ERIC Educational Resources Information Center

    Mischo, Christoph

    2015-01-01

    The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means…

  18. Professional Learning Communities: Teachers Working Collaboratively for Continuous Improvement

    ERIC Educational Resources Information Center

    Griffith, Louise Ann

    2009-01-01

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary…

  19. Impacts of the School Social Unit on Teacher Authority during Work Redesign.

    ERIC Educational Resources Information Center

    Hart, Ann Weaver

    1990-01-01

    Work redesign to facilitate teacher empowerment was studied in a year-long comparative case study in two junior-high schools implementing a career-ladder program. Journals of 6 teacher leaders (TLs), 23 teachers, and 3 teacher-specialists; TLs' and novice teachers' midyear surveys; and 61 classroom observations by TLs and principals were analyzed.…

  20. Why Agriculture Teachers Leave: A National Examination of Turnover Intentions and Work-Family Conflict

    ERIC Educational Resources Information Center

    Sorensen, Tyson J.; McKim, Aaron J.; Velez, Jonathan J.

    2016-01-01

    Using data from a random sample of secondary school agriculture teachers in the United States, this study explored the work-family conflict and turnover intentions of agriculture teachers. Additionally, this study sought to determine the relationship between work-family conflict and turnover intentions among agriculture teachers. Work-family…

  1. [Third working conditions and health survey in Navarre, Spain: main findings].

    PubMed

    García, Vega

    To describe health problems and working conditions perceived by workers of Navarra, Spain. Conduct of the Third Survey of Working Conditions and Health in Navarre. We administered the Seventh Spanish National Survey of Working Conditions questionnaire by personal interviews conducted in the workers' homes between October 2014 and December 2014, and using a three-stage stratified sampling approach, by economic activity, work establishment size and gender. A total of 2744 interviews were completed, with a confidence level of 95.5% and P=Q, error ± 1.99. The analysis was weighted by the sampling variables. The results were summarized as percentages for qualitative variables and point estimates for quantitative variables. Among the postivie findings, 85% of respondents were well informed of job risks, 68% had access to a health and safety representative, 50% underwent risk assessments and 60% received periodic medical examinations. Among the notable self-reported occupational risk factors were exposure to loud noise (16%), chemicals (33%), accident-prone situations (76%), repetitive movements (62%), awkward postures (41%) and biological agents (11%). Issues of concern include a high percentage of overtime work (44% of men and 39% of women), feelings of being overworked (30.6% and 29.4%, respectively) and exposure to abusive behaviors (11.7% for verbal abuse), especially among women, healthcare workers and teachers. The most prevalent health problems were musculoskeletal (49% reporting back pain) and issues related to work stress (20%). The current working conditions in Navarre feature improved preventive services, persistence of traditional occupational risk factors and emergence of new issues such as violence and work stressors. Copyright belongs to the Societat Catalana de Salut Laboral.

  2. Working in the Reggio Way: A Beginner's Guide for American Teachers

    ERIC Educational Resources Information Center

    Wurm, Julianne P.

    2005-01-01

    Are you curious about the Reggio Emilia approach but not quite sure where to begin? "Working in the Reggio Way" helps early childhood teachers bring the reflective, high-quality practices of Reggio Emilia to American programs. Based on an American teacher's experience observing and working in the schools of Reggio Emilia, Italy, this…

  3. Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

    ERIC Educational Resources Information Center

    Goldwater, Orna D.; Nutt, Roberta L.

    1999-01-01

    Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

  4. Conflict between Work and Family among New Zealand Teachers with Dependent Children

    ERIC Educational Resources Information Center

    Palmer, Melanie; Rose, Dennis; Sanders, Matthew; Randle, Fiona

    2012-01-01

    Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the present study, 69 New Zealand teachers completed a survey examining occupational-related demands, family-related demands, work and family conflict, and…

  5. Chronic work stress and exhaustion is associated with higher allostastic load in female school teachers.

    PubMed

    Bellingrath, Silja; Weigl, Tobias; Kudielka, Brigitte M

    2009-01-01

    Epidemiological studies have shown that chronic work stress or unfavourable psychosocial work conditions are prospectively associated with different adverse health outcomes. The aim of the present cross-sectional study was to investigate the relationship between work-related chronic stress as well as exhaustion and a cumulative measure of physiological wear-and-tear called allostastic load (AL). AL could be a possible biological pathway for how chronic work stress and exhaustion lead to health impairments in the long run. As the teaching profession has been proposed to be a potentially high stressful occupation, chronic work stress (effort-reward-imbalance) and exhaustion were assessed in 104 female school teachers. AL was first analyzed according to McEwen's classical model comprised of ten parameters including cortisol, epinephrine and norepinephrine, dehydroepiandrosterone-sulphate (DHEA-S), waist/hip-ratio (WHR), glycosylated haemoglobin (HbA1c), high-density lipoprotein (HDL), total cholesterol/HDL-ratio, and systolic and diastolic blood pressure. Additionally it was extended to include tumor-necrosis-factor-alpha (TNF-alpha), C-reactive protein (CRP), fibrinogen, D-dimer, percent-body-fat, triglycerides, and glucose levels. A substantial proportion of our sample was highly exhausted whereas relatively few teachers showed high effort-reward-imbalance. AL scores were significantly higher in women high on effort-reward-imbalance or suffering from exhaustion. Although all teachers had been in a good health status, chronic work stress as well as exhaustion appears to be associated with changes in a multi-system summary indicator of physiological risk.

  6. Incentives, Teachers, and Gender at Work

    ERIC Educational Resources Information Center

    Robert, Sarah A.

    2013-01-01

    Incentive pay programs have become panacea for a multitude of educational challenges. When aimed at teachers the assumption is that rewards entice them to work in particular ways or particular schools. However, the assumption is based on an economic formula that does not take into consideration the gendered nature of policy processes. This study…

  7. Teacher Education as Academic Work: The Affordances of a Materialist Analysis

    ERIC Educational Resources Information Center

    Nuttall, Joce; Brennan, Marie

    2016-01-01

    In this paper we make an argument for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. We locate this analysis within a dialectical materialist understanding of the development of human activity,…

  8. Attitudes of Preservice and Inservice Teachers toward Working with School Librarians.

    ERIC Educational Resources Information Center

    Getz, Irith

    1996-01-01

    Examines how preservice and inservice teachers relate to working cooperatively with school librarians in the instructional process, and how attitude components form and change. A study found no difference between the attitudes of preservice and inservice teachers. School size and teachers' knowledge about librarians and library education were…

  9. Working the Dialectic: Teaching and Learning Teacher Research in Social Studies

    ERIC Educational Resources Information Center

    Martell, Christopher C.; Sequenzia, Maria R.

    2016-01-01

    This article presents two narratives of teaching and learning teacher research in social studies. Organized around the concept of working the dialectic, two social studies educators discuss their experiences as teachers and learners of teacher research. This article highlights the power of practitioner research to transform teaching and teacher…

  10. Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation

    ERIC Educational Resources Information Center

    Zaid, Abdelkarim; Champy-Remoussenard, Patricia

    2015-01-01

    This article focuses on professional work placements for teachers of business and management. These one-year work placements seek to develop the teachers' knowledge of the business world, allowing them to improve their teaching practice and produce new pedagogical resources. We examine here, from the teachers' point of view, two questions: What…

  11. What Story Does the Work Tell? A Resource of Curricular Units, Student Work and Commentary by Philadelphia Teachers.

    ERIC Educational Resources Information Center

    Cantrill, Christina, Comp.; Glass, Don, Comp.; Sparks, Andrew, Comp.

    This document is a tool to help teachers look at student work as a means to assess individual student progress. It contains work samples, accompanying commentaries, and assessment tools which originate from students and teachers in Philadelphia public schools who participated in the Philadelphia Education Fund's Small Learning Community…

  12. How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education

    ERIC Educational Resources Information Center

    Zimmermann, Friederike; Rösler, Lena; Möller, Jens; Köller, Olaf

    2018-01-01

    To support prospective teachers' professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed…

  13. When Are Teachers Motivated to Work beyond Retirement Age? The Importance of Support, Change of Work Role and Money

    ERIC Educational Resources Information Center

    Bal, P. Matthijs; Visser, Michel S.

    2011-01-01

    This article investigates the factors influencing the motivation to continue working after retirement among a sample of Dutch teachers. Based on previous research, it was proposed that teachers will be motivated to work after their legal retirement age when organizational support, possibilities to change work roles and financial needs are high.…

  14. Work-Related Violence, Lifestyle, and Health among Special Education Teachers Working in Finnish Basic Education

    ERIC Educational Resources Information Center

    Ervasti, Jenni; Kivimaki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

    2012-01-01

    Background: Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education…

  15. Self-Directed Professional Development--Hope for Teachers Working in Deprived Environments?

    ERIC Educational Resources Information Center

    Mushayikwa, Emmanuel; Lubben, Fred

    2009-01-01

    Self-direction has been identified as a potential key to the success of professional development of teachers, especially those working in deprived environments. This paper develops a model for self-directed professional development using interview data from 55 Zimbabwean A-level Science and Mathematics teachers. It focuses on teachers' decisions…

  16. New Evidence on Teacher Labor Supply. NBER Working Paper No. 16802

    ERIC Educational Resources Information Center

    Engel, Mimi; Jacob, Brian A.

    2011-01-01

    Recent evidence on the large variance in teacher effectiveness has spurred renewed interest in teacher labor market policies. A substantial body of prior research documents that more highly qualified teachers tend to work in more advantaged schools, although this literature cannot determine the relative importance of supply versus demand factors…

  17. Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers

    ERIC Educational Resources Information Center

    van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone

    2012-01-01

    Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on…

  18. May I Be Excused? Why Teachers Leave the Profession

    ERIC Educational Resources Information Center

    Buchanan, John

    2010-01-01

    Considerable research has been conducted into teacher retention. Less is known of ex-teachers' circumstances: salary, workload, working conditions, "job prestige". For this study, telephone interviews were used to ask 21 ex-teachers about their journey from teaching, and views on their current working conditions by comparison. This paper…

  19. Blown Away: Parents and Preservice Teachers Working Together to Help Struggling Readers

    ERIC Educational Resources Information Center

    Rohr, Jean

    2009-01-01

    Teacher education programs do not generally provide opportunities for preservice teachers to work with parents. As a result, these novice teachers often leave their teacher education programs with little or no information about how to successfully interact with parents. This article details the actions of parents during a reading course that was…

  20. Disturbing the Pedagogical Status Quo: LLN and Vocational Teachers Working Together

    ERIC Educational Resources Information Center

    Black, Stephen; Yasukawa, Keiko

    2013-01-01

    When language, literacy and numeracy (LLN) teachers work together with vocational teachers as a team, not only do students improve their course outcomes in terms of completions and employment, but the pedagogical practices of both teachers can change and improve. In this article, we begin to explore some of the issues and provide examples of…

  1. Association between Markers of Classroom Environmental Conditions and Teachers' Respiratory Health

    ERIC Educational Resources Information Center

    Claudio, Luz; Rivera, Glory A.; Ramirez, Olivia F.

    2016-01-01

    Background: Studies have assessed health in schoolchildren. Less is known about the environmental and occupational health of teachers. Methods: A cross-sectional survey of teachers was conducted in 24 randomly selected public elementary schools. Questionnaire included sociodemographic information, healthcare, school conditions, and health…

  2. School Culture: A Validation Study and Exploration of Its Relationship with Teachers' Work Environment

    ERIC Educational Resources Information Center

    Guo, Ping

    2012-01-01

    This study was aimed at exploring the relationship between school culture and teachers' work environment and further exploring the roles of school culture, teachers' efficacy, beliefs, and behaviors for character education, and teachers' work environment in the relationship between a character education intervention and students' social emotional…

  3. Understanding Teachers' Pedagogical Choice: A Sociological Framework Combining the Work of Bourdieu and Giddens

    ERIC Educational Resources Information Center

    Burridge, Peter

    2014-01-01

    Understanding teachers' pedagogical choice provides a new insight into the influences on student achievement. This paper presents a sociological framework developed from the work of Pierre Bourdieu and Anthony Giddens that identify the complex social interactions which surround teacher's work. The framework examines teachers' potential to act…

  4. Gender differences of the influential factors on the mental health condition of teachers in the A university.

    PubMed

    Kataoka, Mika; Ozawa, Kazuhiro; Tanioka, Tetsuya; Okuda, Kikuko; Chiba, Shinichi; Tomotake, Masahito; King, Beth

    2015-01-01

    The purpose of this research was to investigate the gender differences of the influential factors on the mental health condition among university teachers in the A university in Japan. A questionnaire survey was mailed to 924 university teachers in Japan, with a survey return rate of 43.8% (N=405). The General Health Questionnaire 28 (GHQ-28), Multidimensional Scale of Perceived Social Support (MSPSS), the Japanese version of the Brief Coping Orientation to Problems Experienced (COPE) and the Work Situation Questionnaire (WSQ) developed by the authors were administered to subjects. The GHQ-28 total score and all of sub-score of the woman was significantly higher than men. In the correlated factor of mental health, level of job satisfaction and job control, social support of significant others was observed in the both sexes. However, gender differences was observed in the coping style. Some copings including self-distraction and self-blame were related to the men, but the woman was related to the substance use. University teachers had some gender differences in the factors affecting their mental health condition. In order to improve university teacher's mental health condition, it is necessary to increase their level of job satisfaction and feeling of job control in the workplace. Especially, it was considered women's coping using substance use was important.

  5. Demographic, psychometric, and case progression information as predictors of return-to-work in teachers undergoing occupational rehabilitation.

    PubMed

    Young, A E; Russell, J

    1995-12-01

    Occupational stress is a significant problem and is of particular concern for educational organizations. It was the aim of the current project to identify variables that could predict return-to-work outcomes in a group of teachers who had taken leave for a work-related stress condition. Demographic, psychometric, and case progression data were collected for 119 teachers who had taken Workers' Compensation Leave and were participating in a rehabilitation program. The participants' return to work outcomes were followed-up at least 12 months after they initially left their workplace. Hierarchical discriminant function analysis indicated that 84.62% of the cases could be correctly classified as either "returning to work" or "not returning to work due to illness." The main predictor variables were: if the individual had attempted to return to work within 505 days of injury, the individual's health behaviors, the sex of the individual, and the type of school in which he or she was employed (primary or secondary). It is suggested that the derived model could be further developed and used to predict return to work from stress-related illnesses.

  6. Giving 110%: A Portrait of a Michigan Teacher's Work Week. Policy Report Number 22

    ERIC Educational Resources Information Center

    Burian-Fitzgerald, Marisa; Harris, Debbi

    2004-01-01

    The vast majority of Michigan's teachers work above and beyond their required work week; the average teacher works more than 45 hours per week. The time teachers spend outside regular school hours is often ignored by critics who deride the "short hours and long vacations" enjoyed by teachers. When discussing compensation policies and…

  7. Surviving the Worst, Expecting the Best: Teacher Perceptions of Work Life in Virginia Schools.

    ERIC Educational Resources Information Center

    Appalachia Educational Lab., Charleston, WV.

    The qualitative study described in this document presents Virginia teachers' perceptions on 10 factors that influence their work environment: resources/instructional materials; physical facilities/class size; professional development; teacher-teacher interactions; teacher-administrator interactions; teacher-student interactions;…

  8. Teacher Education Nepantlera Work: Connecting Cracks-between-Worlds with Mormon University Students

    ERIC Educational Resources Information Center

    Kasun, G. Sue

    2015-01-01

    Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the "cracks-between-worlds" of difference and commonality toward understanding and…

  9. A National Study of Work-Family Balance and Job Satisfaction among Agriculture Teachers

    ERIC Educational Resources Information Center

    Sorensen, Tyson J.; McKim, Aaron J.; Velez, Jonathan J.

    2016-01-01

    This national study sought to extend previous research on the work-family balance (WFB) ability of secondary school agriculture teachers. We utilized data from a simple random sample of agriculture teachers to explore the relationships between work and family characteristics, WFB ability, and job satisfaction. Work role characteristics of interest…

  10. Teaching and learning about chronic conditions management for undergraduate medical students: utilizing the patient-as-teacher approach.

    PubMed

    McKinlay, E; McBain, L; Gray, B

    2009-09-01

    This study was undertaken to evaluate the impact on medical student learning of a revised chronic conditions teaching programme based on the chronic care model utilizing patients-as-teachers. A qualitative questionnaire was completed by students at the start of a primary healthcare rotation to determine existing impressions/understandings about chronic conditions. Following the revised teaching programme, a reflective essay about a home-visit to a person with chronic conditions was completed by students at the end of the rotation. Analysis of the questionnaire at the start of the rotation showed students have some knowledge of the differences between acute and chronic care, have rather negative impressions of what it means to have chronic conditions and know little of overall patient management including the work of an interdisciplinary team. Analysis of the reflective essays completed by students at the end of the rotation showed an increased understanding of chronic conditions, what it means to have a chronic condition and who supports management. A structured chronic conditions teaching programme including patient-as-teacher is an effective way of building knowledge and changing students' impressions of what it means to have a chronic condition.

  11. Supporting the Work Arrangements of Cooperating Teachers and University Supervisors to Better Train Preservice Teachers: A New Theoretical Contribution

    ERIC Educational Resources Information Center

    Escalié, Guillaume; Chaliès, Sébastien

    2016-01-01

    This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a…

  12. Emotion Work and Emotional Exhaustion in Teachers: The Job and Individual Perspective

    ERIC Educational Resources Information Center

    Naring, Gerard; Vlerick, Peter; Van de Ven, Bart

    2012-01-01

    Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ…

  13. Examining Student Work for Evidence of Teacher Uptake of Educative Curriculum Materials

    ERIC Educational Resources Information Center

    Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

    2015-01-01

    The purpose of this study was to identify evidence in student work of teachers' uptake of educative features in educative curriculum materials. These are features in curriculum materials designed with the specific intent of supporting teacher learning and enactment. This study was prompted by previous work on educative curriculum materials and the…

  14. [Compare the occupational stress and work ability among the police-officers, doctors and teachers].

    PubMed

    Yang, Xin-wei; Wang, Zhi-ming; Lan, Ya-jia; Wang, Mian-zhen

    2004-03-01

    To compare the occupational stress and work ability in doctors, police-officers and teachers. Changes in occupational stress work ability were measured with revised occupational stress inventory (OSI-R) and work ability index (WAI) for 288 doctors, 191 police-officers and 343 teachers, and then comparative and correlation analyses were made. 1. The difference in occupational stress and strain between the groups was statistically significant (P < 0.01), and the score of the police-officers was higher than that of the doctors and teachers (P < 0.05), but the personal resources of police-officers were lower than those of the doctors and teachers (P < 0.05). 2. Analysis of the 6 items of occupational role questionnaire revealed that the scores of role ambiguity, role boundary and responsibility were obviously higher in police-officers than in doctors and teachers, while the scores of role overload and physical environment were higher in teachers (P < 0.05). 3. Analysis of all items of personal strain revealed that the scores of vocational strain, psychological strain, physical strain, but not of interpersonal starin, were significantly higher in police-officers than in doctors and teachers (P < 0.05). 4. As to the personal resource, the results indicated that recreation and self-care of doctors and teachers were superior to those of police-officers. The score of social support was highest in doctors. The score of rational conduct was highest in teachers (P < 0.05). 5. Occupational role and personal strain were positively correlated, and both were correlated negatively to the personal resources (P < 0.01). The correlations of work ability, occupational stress and strain, and personal resources were significant in teachers (P < 0.01). For polices-officers, doctors and teachers, different yet relevant measures should be taken to reduce the occupational stress so as to improve their work ability.

  15. Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

    ERIC Educational Resources Information Center

    Mockler, Nicole

    2011-01-01

    Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…

  16. Autonomy, Workload, Work-Life Balance and Job Performance among Teachers

    ERIC Educational Resources Information Center

    Johari, Johanim; Yean Tan, Fee; Zulkarnain, Zati Iwani Tjik

    2018-01-01

    Purpose: The purpose of this paper is to examine the influence of autonomy, workload, and work-life balance on job performance among teachers. A survey was carried out among teachers in public schools in the Northern Region of Peninsular Malaysia. Design/methodology/approach: This study adopted a quantitative approach to address the research…

  17. The Indicators of the Quality and Changes of Teachers' Work

    ERIC Educational Resources Information Center

    Fuzi, Beatrix; Suplicz, Sándor

    2016-01-01

    We present the indicators chosen for the determination of the quality of teacher's work: their popularity, effectiveness and disposition. As part of an empirical research project, their suitability as indicators was examined. It was discussed if a significant change can occur in the teachers' quality spontaneously or as a result of mentoring. To…

  18. Self-assessed occupational health and working environment of female nurses, cabin crew and teachers.

    PubMed

    Sveinsdóttir, Herdis; Gunnarsdóttir, Hólmfríethur; Friethriksdóttir, Hildur

    2007-06-01

    The aim of this study was to describe and compare the self-assessed occupational health among female nurses, cabin crew and teachers, in relation to their working environment. Similarities between the three occupations, i.e. predominantly female and service-oriented, render them interesting in comparison with respect to health and working environment. The participants were female Icelandic cabin crew, nurses and elementary school teachers. A questionnaire including items on socio-demographics, working environment (addressing work pace, job security, monotonous work, assistance, physically strenuous work and physical environmental factors) and a symptom list was used for data collection. Factor analyses on the symptom list resulted in five symptom scales: Musculoskeletal, Stress and exhaustion, Common cold, Gastrointestinal and Sound perception scale. A total of 1571 questionnaires were distributed. The response rate was 65.7-69%, depending on occupation. Data were collected in 2002. Cabin crew reported worse gastrointestinal, sound perception and common cold symptoms than nurses and teachers. Cabin crew and teachers reported worse symptoms of stress and exhaustion than nurses (p < 0.05). When compared with teachers and nurses cabin crew reported less job security and more physically strenuous and monotonous work. Nurses were likelier to seek assistance from co-workers or patients as well as to take care of an older relative than teachers and cabin crew. Regression analysis found that within each occupation distress from environmental factors resulted in higher score on all the symptom scales. Nurses experience less stress and exhaustion than teachers and cabin crew. In comparison with one or both of the other occupations nurses are more likely to assist each other with their work, experience job security, reporting physically complex work and take care of older relatives. This should be highlighted as positive aspects of nurses' work praised as displaying

  19. Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education

    ERIC Educational Resources Information Center

    Jenkins, Kathryn A.; Charteris, Jennifer; Bannister-Tyrrell, Michelle; Jones, Marguerite

    2017-01-01

    It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment--often a tenuous and unsupported transition into the profession--it is beholden on teacher educators to…

  20. The Relationship between Psychological Factors and Inquiry-Based Working by Primary School Teachers

    ERIC Educational Resources Information Center

    Uiterwijk-Luijk, Lisette; Krüger, Meta; Zijlstra, Bonne; Volman, Monique

    2017-01-01

    Inquiry-based working by teachers includes working with an inquiry habit of mind, being data literate, contributing to a culture of inquiry at the school level, and creating a culture of inquiry at the classroom level. Inquiry-based working has been found to contribute to educational improvements and the professionalisation of teachers. This study…

  1. Between School and Working Life: Vocational Teachers' Agency in Boundary-Crossing Settings

    ERIC Educational Resources Information Center

    Vahasantanen, Katja; Saarinen, Jaana; Etelapelto, Anneli

    2009-01-01

    This paper investigates agency among vocational teachers with reference to boundary-crossing between school and working life. Our study utilised interviews with sixteen Finnish vocational teachers. Adopting a narrative analysis approach, we found that the teachers had a variety of forms of exercising agency in terms of decisions deliberately…

  2. The Beauty of Teachers' Work in Reflections of Ukrainian and Polish Teachers

    ERIC Educational Resources Information Center

    Semenog, Olena

    2014-01-01

    The values of human labor and teacher's work have been reflected on the basis of lexicographical sources and research reflections of famous Ukrainian and Polish pedagogues, such as T. Novatskiy, N. Nychkalo, Pope Paul II, G. Skovoroda, Z. Vyatrovskiy, I. Zyazyun. Among the existing values presented in lexicographical sources the following…

  3. Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills

    ERIC Educational Resources Information Center

    Minott, Mark A.; Willett, Ionie Liburd

    2011-01-01

    The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential…

  4. Students with Chronic Conditions: Experiences and Challenges of Regular Education Teachers

    ERIC Educational Resources Information Center

    Selekman, Janice

    2017-01-01

    School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have…

  5. Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

    NASA Astrophysics Data System (ADS)

    Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

    2010-06-01

    Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring discussions between the instructor and the participants in the course, which revealed that the challenges in practical or laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in school science and in school physics.

  6. Work-Family Conflict and Working Conditions in Western Europe

    ERIC Educational Resources Information Center

    Gallie, Duncan; Russell, Helen

    2009-01-01

    This article explores the influence of working conditions on work-family conflict (WFC) among married/cohabiting employees across seven European countries. Using data from the European Social Survey, the paper first investigates the role of working conditions relative to household level characteristics in mediating work-family conflict at the…

  7. Long working hours and sleep problems among public junior high school teachers in Japan.

    PubMed

    Bannai, Akira; Ukawa, Shigekazu; Tamakoshi, Akiko

    2015-01-01

    Long working hours may impact human health. In Japan, teachers tend to work long hours. From 2002 to 2012, the number of leaves of absence due to diseases other than mental disorders, or mental disorders among public school teachers increased by 1.3 times (from 2,616 to 3,381), or 1.8 times (from 2,687 to 4,960), respectively. The present study aimed to investigate the association between long working hours and sleep problems among public school teachers. This cross-sectional study was conducted from mid-July to September 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics including working hours, and responses to the Pittsburgh Sleep Quality Index were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and sleep problems separately by sex. The response rate was 44.8% (n=558). After excluding ineligible responses, the final sample comprised 515 teachers (335 males and 180 females). Sleep problems was identified in 41.5% of males and 44.4% of females. Our results showed a significantly increased risk of sleep problems in males working >60 hours per week (OR 2.05 [95% CI 1.01-4.30]) compared with those working ≤40 hours per week. No significant association was found in females. There is a significant association between long working hours and sleep problems in male teachers. Reducing working hours may contribute to a reduction in sleep problems.

  8. [Physicians' working conditions, health and working capacity].

    PubMed

    Elovainio, Marko; Virtanen, Marianna; Oksanen, Tuula

    2017-01-01

    Changes in the working environment will also influence the work of physicians. The greatest of these changes on the Finnish scale, the SOTE reform (the reform in social welfare and public health services), still lies ahead. Labor shortage, on-call duties and patient record systems providing little support to work add to the burden. In surveys related to psychosocial working conditions, physicians' greatest work load factors have been rush, forced working pace and poor communication despite the fact that, on average, they consider their working conditions to be good, frequently better than those of other professional groups, and are committed to carry on with their work until retirement age. Although psychic symptoms and sleep disturbances are common among physicians, there are fewer disability pensions due to e.g. depression among physicians than in other professional groups. Among the municipal professions, physicians have nearly the lowest rate of job absenteeism due to sickness. Challenges brought about by the changes in physician's work can be met with fair management, development of the social capital of the work community, organization of tasks and flexibility of working hours.

  9. Restructuring Teachers' Work and Trade Union Responses in England: Bargaining for Change?

    ERIC Educational Resources Information Center

    Stevenson, Howard

    2007-01-01

    A key feature of current school-sector reform in England is the restructuring of teachers' work and the increased use of support staff to undertake a range of activities previously undertaken by teachers. Supporters speak of a new teacher professionalism focused on the "core task" of teaching. Critics fear deprofessionalization through a…

  10. Job Satisfaction among Jordan's Kindergarten Teachers: Effects of Workplace Conditions and Demographic Characteristics

    ERIC Educational Resources Information Center

    Abu Taleb, Tagreed Fathi

    2013-01-01

    The main objective of this study was to examine the job satisfaction levels of Jordanian kindergarten teachers in relation to work-related dimensions and socio-demographic variables. The sample consisted of 264 randomly selected teachers working in private kindergartens in Amman. To meet the study's objectives, a two part questionnaire was…

  11. Emotional Experience of Caam(2) in Teaching: Power and Interpretation of Teachers' Work.

    PubMed

    Tsang, Kwok K; Kwong, Tsun L

    2016-01-01

    The study explores the social psychological process of teachers' emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam(2) (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic, and miserable) in teaching. The social psychological process of the emotional experience of caam(2) involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers' power which is unequally distributed according to teachers' teaching experience and managerial roles.

  12. [Physiologic and hygienic characteristics of college teachers work].

    PubMed

    Ryzhov, A Ia; Komin, S V; Kopkareva, O O

    2005-01-01

    First series of studies covered analysis of lecture with registering number of words and movements complementary to them. The series 2 determined occupational activities of college teacher, according to contemporary hygienic classification, as highly intensive work requiring physiologic and managerial correction.

  13. Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity

    ERIC Educational Resources Information Center

    Gomez, Carlos Nicolas

    2018-01-01

    An investigation on the identity work of a prospective teacher is conducted to better understand how the participant argued for recognition of her projective mathematics teacher identity. Characteristics of the claims, evidence, and anticipatory statements used are explored. Using an argumentation framework, the participant's discourse…

  14. Prevalence and causes of self-reported work-related stress in head teachers.

    PubMed

    Phillips, Samantha; Sen, Dil; McNamee, Roseanne

    2007-08-01

    Work-related stress (WRS) is the leading cause of occupational ill-health in the education sector in the UK. Headship is believed to be a stressful role although there is little current research into stress in head teachers. Changes in the education sector since the late 1980s have meant that the findings of many existing studies are outdated. To investigate prevalence and causes of self-reported, WRS in head teachers in West Sussex, UK. A cross-sectional study using postal questionnaire in a population of 290 head teachers and principals. The measuring instrument was a short stress evaluation tool (ASSET) plus additional questions derived from previous studies. Stress cases were defined as respondents who felt their work was 'very or extremely stressful'. Prevalence of self-reported, WRS was 43%. Using ASSET scoring, work overload and work-life imbalance were the key stressors. Females were significantly more stressed than males for a number of stressors including overload and control. Although there was some evidence that primary head teachers fared worse than their secondary counterparts, once the confounding effects of gender were included, there were few significant differences. The prevalence of self-reported stress in head teachers in West Sussex is significantly increased compared to recent studies of workers in the UK. The recurring theme in existing studies of workload as a main stressor is confirmed in the findings of this study. Gender and type of school does affect outcome and female head teachers have more reported stressors than their male colleagues.

  15. Promising Homework Practices: Teachers' Perspectives on Making Homework Work for Newcomer Immigrant Students

    ERIC Educational Resources Information Center

    Bang, Hee Jin

    2012-01-01

    This study examines the homework practices of eight teachers working in a high school designed to serve newcomer immigrant students. Individual structured interviews were conducted in which teachers working in an innovative setting explained their purposes of assigning homework, their beliefs about factors affecting their students' homework…

  16. Merrily Digging Our Own Graves: Teachers and Administrators, Their Work Lives and Relationships within Emerging Working Conditions

    ERIC Educational Resources Information Center

    Waite, Duncan; Swisher, Jason R.

    2017-01-01

    In this essay, the authors discuss the ecologies of teachers and administrators, examining the historical relationships between workers and organizations. Exploring matters of affinity, loyalty, privilege, cowardice, corruption, and oppression, the authors illustrate how leaders have used and continue to use positional advantages to overtly,…

  17. Exploring Science Teachers' Perceptions of Experimentation: Implications for Restructuring School Practical Work

    ERIC Educational Resources Information Center

    Wei, Bing; Li, Xiaoxiao

    2017-01-01

    It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for…

  18. [Working conditions of community nurses].

    PubMed

    Kułagowska, Ewa; Kosińska, Maria

    2010-01-01

    To ensure the most efficient workplace health promotion it is essential to identify and monitor health conditions of employees and all components of the work process, as well as to recognize their cause-effect relationships. Community nurses form an occupational group with a specific type of workplace that is usually located in the patient's place of residence and thus not inspected in terms of safety and hygiene. The aim of the study was to identify working conditions of community nurses with special reference to occupational hazards. An anonymous questionnaire was used as a major tool of this survey. It contained 33 questions, concerning the work process, working conditions, work loads and arduousness, hazards and work-related complaints. The questionnaire was completed by 86 community nurses working in the Upper Silesia region. Community nurses generally assessed their work as hard. A more thorough analysis revealed that nursing and curative care, nursing and hygienic care and rehabilitation were regarded by community nurses as hard, whereas social diagnostics and curative diagnostics were assessed as much easier tasks. Excessive physical load, forced position at work, aggressive patients, patients' aggressive family members, dangerous domestic animals, low quality of technical devices in patients' homes were reported as the greatest hazards. The obtained results reveal that working conditions of community nurses do not ensure their safety at work.

  19. "Brothers Gonna Work It Out:" Understanding the Pedagogic Performance of African American Male Teachers Working with African American Male Students

    ERIC Educational Resources Information Center

    Brown, Anthony L.

    2009-01-01

    Drawing from ethnographic data, this paper explores how African American male teachers working with African American male students performed their pedagogy. This paper highlights how teachers' understanding of African American males social and educational needs shaped their pedagogical performance. Interestingly however, teachers' performance was…

  20. Using Student Work to Develop Teachers' Knowledge of Algebra

    ERIC Educational Resources Information Center

    Herbel-Eisenmann, Beth A.; Phillips, Elizabeth Difanis

    2005-01-01

    This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)

  1. Exploring the Relation between Teachers' Perceptions of Workplace Conditions and Their Professional Learning Goals

    ERIC Educational Resources Information Center

    Louws, Monika L.; Meirink, Jacobiene A.; van Veen, Klaas; van Driel, Jan H.

    2017-01-01

    Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way…

  2. Self-Reported Work and Family Stress of Female Primary Teachers.

    ERIC Educational Resources Information Center

    Thomas, Narelle; Clarke, Valerie; Lavery, Judy

    2003-01-01

    Results of a self-report questionnaire indicated that female primary teachers in Australia report moderate levels of global, work, and family stress. Time and workload pressure was the major work stressor, and responsibility for child rearing the major family stressor. Work stress and home stress both impacted on each other. (EV)

  3. Approaches to Teaching in Thematic Work: Early Childhood Teachers' Integration of Mathematics and Art

    ERIC Educational Resources Information Center

    Björklund, Camilla; Ahlskog-Björkman, Eva

    2017-01-01

    Thematic work that integrates different knowledge areas is considered suitable for developing young children's knowledge and skills in early childhood education. This paper reports evidence from a survey of early childhood teachers' work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive…

  4. Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

    ERIC Educational Resources Information Center

    Ulucan, Hakki

    2017-01-01

    Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirsehir city and its counties. To acquire the job satisfaction datum; the Minnesota…

  5. Teachers Reflecting on Their Work: Articulating What Is Said about What Is Done

    ERIC Educational Resources Information Center

    Mena Marcos, Juan Jose; Sanchez, Emilio; Tillema, Harm

    2008-01-01

    Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self-initiated and non-framed way on their own practice, and (2)…

  6. Teachers' Work in Culturally and Linguistically Diverse Schools

    ERIC Educational Resources Information Center

    Miller, Jennifer

    2011-01-01

    Teachers in culturally and linguistically diverse classrooms work in highly charged contexts where policy, curriculum, student backgrounds, equity issues and pedagogical expertise provide both resources and constraints. Often, these classrooms are in underachieving schools in low socio-economic areas. This study investigated one school in…

  7. School Teachers' Experiences of Science Curriculum Reform

    NASA Astrophysics Data System (ADS)

    Ryder, Jim; Banner, Indira

    2013-02-01

    We examine teachers' experiences of a major reform of the school science curriculum for 14-16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers' experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers' work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers' work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers' professional identities. We argue for the extended use of teacher role models within local communities of practice to support such 'identity work'.

  8. Work stress, poor recovery and burnout in teachers.

    PubMed

    Gluschkoff, K; Elovainio, M; Kinnunen, U; Mullola, S; Hintsanen, M; Keltikangas-Järvinen, L; Hintsa, T

    2016-10-01

    Both work stress and poor recovery have been shown to contribute to the development of burnout. However, the role of recovery as a mediating mechanism that links work stress to burnout has not been sufficiently addressed in research. To examine recovery as a mediator in the relationship between work stress and burnout among teachers. A cross-sectional study of Finnish primary school teachers, in whom burnout was measured with the Maslach Burnout Inventory-General Survey and work stress was conceptualized using the effort-reward imbalance (ERI) model. Recovery was measured with the Recovery Experience Questionnaire and the Jenkins Sleep Problems Scale. Multiple linear regression analyses and bootstrap mediation analyses adjusted for age, gender and total working hours were performed. Among the 76 study subjects, high ERI was associated with burnout and its dimensions of exhaustion, cynicism and reduced professional efficacy. Poor recovery experiences, in terms of low relaxation during leisure time, partially mediated the relationship between ERI and reduced professional efficacy. Sleep problems, in the form of non-restorative sleep, partially mediated the relationship between ERI and both burnout and exhaustion. Supporting a balance between effort and reward at work may enhance leisure time recovery and improve sleep quality, as well as help to reduce burnout rates. © The Author 2016. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  9. Extending Theorisations of the Global Teacher: Care Work, Gender, and Street-Level Policies

    ERIC Educational Resources Information Center

    Robert, Sarah A.

    2016-01-01

    This article is concerned with teachers' negotiation of global transitions premised on improving educational opportunity with implications for professionalism. The study blends sociology of gender, work, and organisations and gender policy analysis to theorise teachers' policy negotiations. I explore how 20 Argentine teachers mediate 3 programmes'…

  10. Teachers' work ability: a study of relationships between collective efficacy and self-efficacy beliefs.

    PubMed

    Guidetti, Gloria; Viotti, Sara; Bruno, Andreina; Converso, Daniela

    2018-01-01

    Work ability constitutes one of the most studied well-being indicators related to work. Past research highlighted the relationship with work-related resources and demands, and personal resources. However, no studies highlight the role of collective and self-efficacy beliefs in sustaining work ability. The purpose of this study was to examine whether and by which mechanism work ability is linked with individual and collective efficacies in a sample of primary and middle school teachers. Using a dataset consisting of 415 primary and middle school Italian teachers, the analysis tested for the mediating role of self-efficacy between collective efficacy and work ability. Mediational analysis highlights that teachers' self-efficacy totally mediates the relationship between collective efficacy and perceived work ability. Results of this study enhance the theoretical knowledge and empirical evidence regarding the link between teachers' collective efficacy and self-efficacy, giving further emphasis to the concept of collective efficacy in school contexts. Moreover, the results contribute to the study of well-being in the teaching profession, highlighting a process that sustains and promotes levels of work ability through both collective and personal resources.

  11. Conditions for Workplace Learning in Professional Work: Discrepancies between Occupational and Organisational Values

    ERIC Educational Resources Information Center

    Parding, Karolina; Berg-Jansson, Anna

    2018-01-01

    Purpose: This paper aims to examine and discuss learning conditions for teachers, in the context of choice and decentralisation reforms. Design/methodology/approach: This article is based on analyses of 30 interviews with Swedish upper secondary teachers focusing on their experiences of their conditions for learning. Findings: This paper shows how…

  12. Learning from Analyzing Linguistically Diverse Students' Work: A Contribution of Preservice Teacher Inquiry

    ERIC Educational Resources Information Center

    Athanases, Steven Z.; Wong, Joanna W.

    2018-01-01

    One task of Feiman-Nemser's teacher learning model--develop tools and dispositions to study teaching--frames how we organized learning opportunities during teacher preparation. We explored how and to what degree preservice teachers used teacher inquiry to analyze linguistically diverse students' work through an asset-based lens, beyond deficit…

  13. Work-related stress and cognitive enhancement among university teachers.

    PubMed

    Wiegel, Constantin; Sattler, Sebastian; Göritz, Anja S; Diewald, Martin

    2016-01-01

    Working conditions of academic staff have become increasingly complex and occupational exposure has risen. This study investigates whether work-related stress is associated with the use of prescription drugs for cognitive enhancement (CE). The study was designed around three web-based surveys (n1 = 1131; n2 = 936; n3 = 906) to which university teachers at four German universities were asked to respond. It assessed past CE-drug use and the willingness to use CE-drugs as factors influencing future use. Overlap among participants across the surveys allowed for analyses of stability of the results across time. Our study suggests a currently very low prevalence of CE-drug use as well as a low willingness to use such drugs. The results showed a strong association between perceptions of work-related stress and all measures of CE-drug use (when controlling for potential confounding factors). They also showed that past use of CE-drugs increased participants' willingness to use them again in the future, as did lower levels of social support. Two different measures showed that participants' moral qualms against the use of CE-drugs decreased their probability of using them. The results increase our knowledge about the prevalence of CE-drug use and our understanding of what motivates and inhibits the use of CE-drug.

  14. Project on the Effects of the School as a Workplace on Teachers' Engagement: Field Study on Principals' Management of Schools To Affect Teacher Engagement.

    ERIC Educational Resources Information Center

    Rossmiller, Richard A.

    Despite the recognized importance of school-level leadership, little attention has been given to principals' influence over teachers' daily work lives. This study tries to identify what principals do, through their actions and decisions, to affect teachers' working conditions. Since teacher engagement in their work affects student learning, the…

  15. The Opinions of Teachers Working at Special Education Centers on Inclusive/Integration Education

    ERIC Educational Resources Information Center

    Dogan, Ahmet; Bengisoy, Ayse

    2017-01-01

    This study was conducted with the purpose of finding out the opinions of teachers working at special education centers about inclusive education. The study was conducted with teachers working at a special education center in Famagusta, Turkish Republic of Northern Cyprus, in the academic year of 2016-2017. Qualitative methodology was used in the…

  16. Exploring the Effects of Empowerment, Innovation, Professionalism, Conflict, and Participation on Teacher Organizational Commitment

    ERIC Educational Resources Information Center

    Holliman, Stephanie Layne

    2012-01-01

    Improved understanding of teacher retention depends on systematic research on working conditions, teachers' perceptions of their work environments, and the effect of condition-of-work variables on organizational commitment. The examination of organizational commitment in K-12 teachers is a construct with implications for long-term relationships in…

  17. The Effect of Air-Conditioning on Student and Teacher Performance.

    ERIC Educational Resources Information Center

    Phoenix Union High School District, AZ. Dept. of Research and Planning.

    The literature is reviewed to see if research shows a relationship between student and teacher performance and air conditioning of classrooms. The benefits of air conditioning in promoting learning are substantiated by studies that are summarized but not cited. The relationship of the report to the Phoenix Union High School System Advisory…

  18. The Power of Time: Teachers' Working Day--Negotiating Autonomy and Control

    ERIC Educational Resources Information Center

    Steen-Olsen, Tove; Eikseth, Astrid Grude

    2010-01-01

    This article focuses on teachers' repeated complaints of lack of time. The theme is explored within data material collected in a research and development project in a Norwegian primary school (2006-09), including observations from development work together with a teacher team, and interviews with their principal, a representative of the teacher…

  19. Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views

    NASA Astrophysics Data System (ADS)

    Brenner, Mary E.; Bianchini, Julie A.; Dwyer, Hilary A.

    2016-12-01

    We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students' families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers' views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.

  20. Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646

    ERIC Educational Resources Information Center

    Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.

    2011-01-01

    The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain…

  1. Preservice and Inservice Teachers' Challenges in the Planning of Practical Work in Physics

    ERIC Educational Resources Information Center

    Nivalainen, Ville; Asikainen, Mervi A.; Sormunen, Kari; Hirvonen, Pekka E.

    2010-01-01

    Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their learning during laboratory courses designed for teachers. In the present study we applied the…

  2. Job and Life Satisfaction of Teachers and the Conflicts They Experience at Work and at Home

    ERIC Educational Resources Information Center

    Erdamar, Gürcü; Demirel, Hüsne

    2016-01-01

    This study aimed to find out job and life satisfaction and work-family and family-work conflict levels of teachers. The population of the study consisted of teachers who work in public and private preschools, primary, secondary, and high schools in Ankara. The sampling of the study was a total of 406 teachers-37 preschool, 126 primary school, 89…

  3. ASPIRE: Teachers and researchers working together to enhance student learning

    NASA Astrophysics Data System (ADS)

    Yager, P. L.; Garay, D. L.; Warburton, J.

    2016-02-01

    Given the impact of human activities on the ocean, involving teachers, students, and their families in scientific inquiry has never been more important. Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this presentation, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Scientists benefit from teacher/researcher collaborations as well, as funding for scientific research also depends on effective communication between scientists and the public. While contributing to broader impacts needed to justify federal funding, scientists also benefit by having their research explained in ways that the broader public can understand: collaborations with teachers produce classroom lessons and published work that generate interest in the scientists' research specifically and in marine science in general. Researchers can also learn from their education partners about more effective teaching strategies that can be transferred to the college level. Researchers who work with teachers in turn gain perspectives on the constraints that teachers and students face in the pre-college classroom. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

  4. Be Passionate, but Be Rational as Well: Emotional Rules for Chinese Teachers' Work

    ERIC Educational Resources Information Center

    Yin, Hong-biao; Lee, John Chi-Kin

    2012-01-01

    Employing the concepts of emotional labour and emotional rules, the present study explored the emotional rules governing teachers' work in the context of Mainland China. This showed that teachers can be seen as emotional workers in teaching and there are four emotional rules for Chinese teachers' feelings and emotional expressions. For Chinese…

  5. Effect of working conditions on non-work-related sickness absence.

    PubMed

    Sampere, M; Gimeno, D; Serra, C; Plana, M; Martínez, J M; Delclos, G L; Benavides, F G

    2012-01-01

    There is limited evidence of the role of working conditions as prognostic factors for non-work-related sickness absence (i.e. absence due to injuries or diseases of non-occupational origin). To analyse the association between working conditions and time to return to work (RTW) in workers with long-term (>15 days) non-work-related sickness absence. We followed up a total of 655 workers, who completed a baseline questionnaire including physical and psychosocial work factors, until their non-work-related long-term sickness absence ended. Time to RTW was determined based on the health insurance company register. Cox proportional hazard models were constructed to evaluate the associations between working conditions and time to RTW. A self-perceived high level of physical activity at work and work with back twisted or bent were related to longer duration of sickness absence. We did not find any strong evidence of associations between psychosocial work factors and time to RTW, although higher job insecurity and low reward showed marginal statistical significance. Hazardous physical working conditions are associated with longer duration of non-work-related sickness absence. Workplace ergonomic interventions could conceivably shorten the length of sickness absence that has not originated at work.

  6. Teacher Work Environments Are Toddler Learning Environments: Teacher Professional Well-Being, Classroom Emotional Support, and Toddlers' Emotional Expressions and Behaviours

    ERIC Educational Resources Information Center

    Cassidy, Deborah J.; King, Elizabeth K.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.

    2017-01-01

    The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the…

  7. Motivation and Quality of Work Life among Secondary School EFL Teachers

    ERIC Educational Resources Information Center

    Baleghizadeh, Sasan; Gordani, Yahya

    2012-01-01

    This study set out to investigate the relationship between quality of work life and teacher motivation among 160 secondary school English as a foreign language (EFL) teachers in Tehran, Iran. In addition, 30 of the participants were randomly selected to take part in follow-up interviews which asked why they felt the way they reported. The results…

  8. Politics, Change and Compromise: Restructuring the Work of the Scottish Teacher

    ERIC Educational Resources Information Center

    Doherty, Robert A.; McMahon, Margery A.

    2007-01-01

    The restructuring of teachers' work in Scotland, under the reforms of both the New Right and the New Left, has not exhibited the starkness and radical edge evident in the history of reform in England. This paper argues that the professional context of Scotland's teachers has changed, if perhaps in a Caledonian form, under the action of the same…

  9. Teacher Time and Curriculum Manageability at Key Stage 1: A Third Report of Research into the Use of Teacher Time.

    ERIC Educational Resources Information Center

    Campbell, R. J.; Neill, S. R. St. J.

    This report, the second of two follow-up studies, compares time usage of 105 infant teachers in England and Wales with the workloads of teachers surveyed in 1990 (the pilot study) and 1991. The report presents findings about the nature of the sample, working conditions, and teacher perceptions; time spent on work overall and time spent on…

  10. School Organization Structure Impact on Teachers' Attitudes toward Their Work Environment: Interdisciplinary Team Organization versus Departmental Organization.

    ERIC Educational Resources Information Center

    Ayalon, Aram

    This paper presents findings of a study that examined the effect of school organization on teachers' attitudes toward their work environments. The study compared the attitudes of teachers who work in schools with an interdisciplinary team organization (ITO) with those of teachers who work in schools with a traditional departmental organization…

  11. Teachers' Engagement at Work: An International Validation Study

    ERIC Educational Resources Information Center

    Klassen, Robert M.; Aldhafri, Said; Mansfield, Caroline F.; Purwanto, Edy; Siu, Angela F. Y.; Wong, Marina W.; Woods-McConney, Amanda

    2012-01-01

    This study explored the validity of the Utrecht Work Engagement Scale in a sample of 853 practicing teachers from Australia, Canada, China (Hong Kong), Indonesia, and Oman. The authors used multigroup confirmatory factor analysis to test the factor structure and measurement invariance across settings, after which they examined the relationships…

  12. Keeping the Spirits Up: The Effect of Teachers' and Parents' Emotional Support on Children's Working Memory Performance.

    PubMed

    Vandenbroucke, Loren; Spilt, Jantine; Verschueren, Karine; Baeyens, Dieter

    2017-01-01

    Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 ( M age = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that

  13. The Role of Principals in Reducing Teacher Turnover and the Shortage of Teachers. Policy Brief 2018-2

    ERIC Educational Resources Information Center

    Fuller, Edward J.; Pendola, Andrew; Young, Michelle D.

    2018-01-01

    New research has identified teacher working conditions as having a greater effect on teacher turnover than most other factors, including student achievement and student characteristics. Importantly, research has debunked the conventional wisdom that teachers often leave schools because of student characteristics. This brief discusses how teacher…

  14. Relationships between Working Conditions and Special Educators' Instruction

    ERIC Educational Resources Information Center

    Bettini, Elizabeth A.; Crockett, Jean B.; Brownell, Mary T.; Merrill, Kristen L.

    2016-01-01

    Students with disabilities (SWDs) depend upon special education teachers (SETs) to provide effective instruction. SETs, in turn, depend upon school leaders to provide conditions necessary to learn and engage in effective instructional practices for students with the most significant learning needs. A promising body of research indicates that…

  15. Sources of Occupational Stress for Teachers of Students with Emotional and Behavioral Disorders.

    ERIC Educational Resources Information Center

    Nelson, J. Ron; Maculan, Amelia; Roberts, Maura L.; Ohlund, Barbara J.

    2001-01-01

    Occupational stress ratings from 415 teachers of students with emotional/behavioral disorders (EBD) was modeled by regression, using teacher demographic characteristics, working conditions, and the ability to work with children with EBD as factors. All working condition variables, professional experience, and ability to work with externalizing…

  16. Idea Generating among Secondary School Teachers.

    ERIC Educational Resources Information Center

    Tomic, Welko; Brouwers, Andre

    This study investigated where and how secondary school teachers generated ideas linked to their work environment. A group of 146 teachers from 20 secondary schools in the Netherlands completed an adapted version of Geschka's questionnaire, which focused on (1) teachers' preferred conditions, environments, media, people, and activities before the…

  17. Agency and Choice in Education: Does School Choice Enhance the Work Effort of Teachers?

    ERIC Educational Resources Information Center

    Rapp, Geoffrey C.

    2000-01-01

    Investigates effects of school-choice laws on U.S. teachers' work incentives, using 1993-94 Schools and Staffing Survey data. Examines whether school system competitiveness works to solve the principal-agent problem in education. Results are mixed, but suggest that one type of choice policy--intradistrict choice--enhances teacher motivation.…

  18. Women@Work: Listening to Gendered Relations of Power in Teachers' Talk about New Technologies.

    ERIC Educational Resources Information Center

    Jenson, Jennifer; Rose, Chloe Brushwood

    2003-01-01

    Examines teachers' working identities, highlighting gender inequities among teachers, within school systems, and in society, especially in relation to computers. Highlights tensions central to teaching in relation to new technologies, emphasizing gender inequities that structure understandings of teaching. Documents how, for the teachers studied,…

  19. [Working conditions in operating rooms].

    PubMed

    Kułagowska, Ewa

    2007-01-01

    The aim of this study was to get acquainted with the opinions of the nursing staff on working conditions at their workplace. The study was carried out in a group of 398 nurses working in various kinds of operating rooms at 11 public hospitals. A questionnaire was used as a major tool of this study. The questionnaires were filled in by 259 operating room nurses (circulating nurses) and 139 nurse-anesthetists. The collected data show that working conditions in operating rooms do not ensure safety of the nursing staff at work. The main sources of problems are: work organization, technical factors, work equipment, work space, knowledge of hazards and strenuous factors among nurses, ways of preventing and/or limiting them. These elements are serious occupational risk factors influencing the work process and health status of nurses.

  20. The Work of Teacher Aides in Australia: An Analysis of Job Advertisements

    ERIC Educational Resources Information Center

    Stephenson, Jennifer; Carter, Mark

    2014-01-01

    Although teacher aides are often employed in schools to provide support for students with disabilities and special education needs, there is limited Australian research on their work and employer expectations. This article provides an analysis of advertisements for teacher aide positions, and compares the content of advertisements with role…

  1. Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools

    ERIC Educational Resources Information Center

    Tannehill, Deborah; MacPhail, Ann

    2017-01-01

    This ongoing longitudinal study examined the professional development of physical education teachers in an Irish physical education learning community where all teachers worked in inner-city disadvantaged schools. This research is framed within teacher empowerment. Four years of data collection included in-service seminar/workshop evaluations,…

  2. Is work engagement related to work ability beyond working conditions and lifestyle factors?

    PubMed

    Airila, Auli; Hakanen, Jari; Punakallio, Anne; Lusa, Sirpa; Luukkonen, Ritva

    2012-11-01

    To examine the associations of age, lifestyle and work-related factors, and particularly work engagement with the work ability index (WAI) and its sub-dimensions. Step-wise regression analysis with a sample of Finnish firefighters (n = 403) was used. The outcome variables were the WAI and its six sub-dimensions. The independent variables consisted of age, lifestyle variables (alcohol consumption, BMI, smoking, physical exercise, and sleep problems), working conditions (job demands, physical workload, supervisory relations, and task resources), and work engagement. The outcome variables and all the variables related to lifestyle, working conditions, and work engagement were measured in 2009. Work ability at baseline 10 years earlier was adjusted for in the models. Work engagement, age, physical exercise, sleep problems, and physical workload were associated with the WAI. All independent variables, except BMI and alcohol consumption, were associated with at least one sub-dimension of the WAI after controlling the baseline WAI. Lifestyle variables, working conditions, and work engagement were more strongly related to the subjective WAI sub-dimensions than to the two more objective WAI sub-dimensions. Work engagement was significantly associated with work ability even after adjusting for various factors, indicating its importance in promoting work ability. Other key factors for good work ability were frequent exercise, good sleep, non-smoking, low job demands, low physical workload, and high task resources. More specifically, this study suggests that in maintaining work ability, it is valuable not only to promote lifestyle factors or working conditions, but also to enhance employees' positive state of work engagement.

  3. Awareness of Chronic Health Conditions: What the Teacher Needs To Know.

    ERIC Educational Resources Information Center

    British Columbia Dept. of Education, Victoria.

    This guide is intended to assist regular education teachers in understanding the implications for classroom instruction and management of a number of chronic health conditions. Each section includes a definition of a specific condition, recognition signs, a list of classroom strategies, and contacts for more information. Individual sections…

  4. The 120-S minute: using analysis of work activity to prevent psychological distress among elementary school teachers.

    PubMed

    Messing, K; Seifert, A M; Escalona, E

    1997-01-01

    Primary school teachers in Québec suffer psychological distress, as shown by the Québec Health Survey (M. Gervais, 1993; Santè Québec, 1995). The authors applied and extended the French model (F. Guérin, A. Laville, F. Daniellou, J. Duraffourg, & A. Kerguelen, 1991) of analysis of work activity to observing classroom teaching (14 women in 10 classrooms for a total of 48 hr 24 min) to identify stressful elements. The authors observed a rapid sequence of actions, eye fixations of short duration, little physical or mental relaxation, multiple simultaneous activities, and uncomfortable temperature and humidity levels. Teachers use many strategies to teach, to create a learning environment, and to maintain attention in classrooms under adverse conditions. Examination of these strategies led to recommendations to improve relations between the teachers and their supervisors and to make the classroom an easier place to teach.

  5. Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

    NASA Astrophysics Data System (ADS)

    Anderson, Dayle; Moeed, Azra

    2017-05-01

    Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

  6. When University Faculty Nurture Teacher Leadership: "Horizontal" Practices and Values in a Professor's Work with Teachers

    ERIC Educational Resources Information Center

    Whitney, Anne Elrod

    2013-01-01

    Content-area university faculty can play a critical role in the trajectories of K-12 teachers into leadership. The purpose of this study is to examine the practices and values of one university faculty member with a long record of work with K-12 teachers, with an aim to offer some guiding considerations as to the potential role of university…

  7. Educating the World: Teachers and Their Work as Defined by the United Nations Educational, Scientific and Cultural Organization (UNESCO)

    ERIC Educational Resources Information Center

    Harper, Helen; Dunkerly, Judith

    2009-01-01

    In our times globalization and cosmopolitanism are terms that speak to the intensification of border-crossing, and in connection to education, to the global conditions and possibilities that are directing change in learning and teaching. Much of this change demands a rethinking of the identity of the teacher and a revisioning of the work of…

  8. Mothering: an unacknowledged aspect of undergraduate clinical teachers' work in nursing.

    PubMed

    McKenna, Lisa; Wellard, Sally

    2009-05-01

    Clinical education is an important component of undergraduate nurse education, in which clinical teachers facilitate students' application of theoretical classroom knowledge into the clinical practice setting. Mothering as part of clinical teachers' work was a major finding from a larger study exploring clinical teaching work to identify what shaped their work and barriers to their work in clinical settings. The study used semi-structured interviews, informed by the work of Foucault. Maternal discourses emerged as a predominant one as participants presented their relationships with students describing examples of nurturing, protecting, supporting, guiding and providing discipline. The unexpected finding contradicted the dominant view of students as adult learners, and potentially positions them as dependent in their learning in clinical environments. Exploration of this discourse in the context of the study forms the basis of this paper. It is argued that the overall impact of maternal discourses on clinical teaching and learning is unclear but warrants more detailed investigation.

  9. Consistently Inconsistent: Teachers' Beliefs about Help Seeking and Giving When Students Work in Groups

    ERIC Educational Resources Information Center

    Wosnitza, Marold S.; Labitzke, Nina; Woods-McConney, Amanda; Karabenick, Stuart A.

    2015-01-01

    While extensive research on student help-seeking and teachers' help-giving behaviour in teacher-centred classroom and self-directed learning environments is available, little is known regarding teachers' beliefs and behaviour about help seeking or their role when students work in groups. This study investigated primary (elementary) school…

  10. Connecting Teaching and Learning: History, Evolution, and Case Studies of Teacher Work Sample Methodology

    ERIC Educational Resources Information Center

    Rosselli, Hilda, Ed.; Girod, Mark, Ed.; Brodsky, Meredith, Ed.

    2011-01-01

    As accountability in education has become an increasingly prominent topic, teacher preparation programs are being asked to provide credible evidence that their teacher candidates can impact student learning. Teacher Work Samples, first developed 30 years ago, have emerged as an effective method of quantifying the complex set of tasks that comprise…

  11. Doing the "Second Shift": Gendered Labour and the Symbolic Annihilation of Teacher Educators' Work

    ERIC Educational Resources Information Center

    Spencer, Ingrid

    2013-01-01

    Reflecting on the experience of being a participant in the Work of Teacher Education (WoTE) research, and drawing on conceptualisations of teacher education as "domestic labour," I argue that teacher educators' closeness to classroom practice acts as a determining factor in their symbolic annihilation, a concept usually applied to study…

  12. Leavers, Movers, and Stayers: The Role of Workplace Conditions in Teacher Mobility Decisions

    ERIC Educational Resources Information Center

    Kukla-Acevedo, Sharon

    2009-01-01

    The author explored whether 3 workplace conditions were related to teacher mobility decisions. The modeling strategy incorporated a series of binomial and multinomial logistic models to estimate the effects of administrative support, classroom control, and behavioral climate on teachers' decisions to quit teaching or switch schools. The results…

  13. Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout.

    PubMed

    Doménech Betoret, Fernando; Gómez Artiga, Amparo

    2010-11-01

    This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

  14. An Investigation on Teacher Retention and Teachers' Perceptions of Cultural Leadership in Selected North Carolina Year Round and Traditional Elementary Schools

    ERIC Educational Resources Information Center

    Council, Ve-Lecia Selene

    2010-01-01

    The purpose of this study was to investigate teacher retention and teachers' perceptions of cultural leadership in select North Carolina elementary year round and traditional elementary schools. The participants in this study were North Carolina elementary teachers that participated in the 2008 North Carolina Teacher Working Conditions Survey…

  15. Chronic health conditions and work ability in the ageing workforce: the impact of work conditions, psychosocial factors and perceived health.

    PubMed

    Koolhaas, Wendy; van der Klink, Jac J L; de Boer, Michiel R; Groothoff, Johan W; Brouwer, Sandra

    2014-05-01

    The aim of this study was to determine the influence of work conditions, psychosocial factors and perceived health on the association between the presence of a chronic health condition and (single-item) work ability among workers aged 45 years and older. In addition, we aimed to examine variables associated with work ability for workers with and without a chronic health condition separately. The data of this cross-sectional study were obtained from 5,247 workers aged 45 years and older in five different work sectors. Work ability was assessed with the first item of the Work Ability Index. The presence of a chronic health condition was assessed by self-report. Independent variables in the multivariable linear regression analysis were work conditions, psychosocial factors and perceived health status. The presence of a chronic health condition was negatively associated with work ability (B = -0.848). The strength of this association slightly attenuated after subsequently adding individual characteristics (B = -0.824), work conditions (B = -0.805) and more so after adding psychosocial factors (B = -0.704) and especially perceived health variables (B = -0.049) to the model. Variables associated with work ability for workers with and without a chronic health condition were similar. Perceived health and psychosocial factors, rather than work conditions, explained the association between the presence of a chronic health condition and work ability. Substantial differences in variables associated with work ability for workers with and without a chronic health condition were not found. Based on the lower mean scores for workers with a chronic health condition and work ability as well for predictors, these workers might have the most benefit by a policy focussing on enhancing these associated variables.

  16. Furnished Imagination: The Impact of Preservice Teacher Training on Early Career Work in TESOL

    ERIC Educational Resources Information Center

    Kiely, Richard; Askham, Jim

    2012-01-01

    This article presents the findings of an impact study of a short teacher training course in teaching English to speakers of other languages (TESOL). Impact is conceptualised as teacher learning, particularly perceived achievements in learning, evidenced in the ways teachers talk about their work in TESOL. The theoretical framework for the research…

  17. Work conditions and socioeconomic inequalities in work ability.

    PubMed

    Aittomäki, Akseli; Lahelma, Eero; Roos, Eva

    2003-04-01

    The objective of this study was to investigate socioeconomic inequalities in work ability among municipal employees and the contribution of work conditions to these inequalities. The subjects were employees of the City of Helsinki and were all over 40 years of age. Data (N=1,827) were collected in the age-group-based medical check-ups by occupational health personnel. Work ability was measured with a work ability index. The association between the work ability index with socioeconomic status was examined by fitting logistic regression models. There was a consistent gradient in work ability, lower socioeconomic groups having poorer work ability. Adjusting for physical stress accounted for a substantial part of the socioeconomic inequalities. Adjusting for possibilities for influence and development at work accounted for some of the difference between white-collar and blue-collar employees, but not for differences between the white-collar subgroups among the women. Mental stress and problems in the social environment were not clearly associated with the inequalities. Socioeconomic inequalities in work ability among municipal employees correspond to the inequalities in ill health found in general populations. Physical stress at work explained a large part of the inequality. Poor possibilities to influence one's work contributed to the excess of lowered work ability among the blue-collar employees, but not to the inequalities between white-collar subgroups of women. Apart from physical workload, work conditions did not explain socioeconomic inequalities between white-collar subgroups of women.

  18. Teachers Working in the Field of Environmental Education: Musings of a Practitioner

    ERIC Educational Resources Information Center

    Neves, Eloiza Dias

    2005-01-01

    Over the last century, much was researched in the field of Education, be its educational policies or more effective learning strategies. It is only recently that studies have begun to focus on the teachers. This article describes an investigation about how the knowledge of teachers working in the field of Environmental Education is formed,…

  19. Teachers in Need of Space: The Content and Changing Context of Work

    ERIC Educational Resources Information Center

    Mulholland, Rosie; McKinlay, Andy; Sproule, John

    2017-01-01

    To further understand differential perceptions of work and wellbeing this paper considers the influence of gender and years in current role (YCR). We surveyed 399 secondary school teachers (class teachers n = 185; middle managers n = 175 and senior managers n = 38) from the central belt of Scotland. Sixty-six per cent of middle managers reported…

  20. Psychological Needs as the Working-Life Quality Predictor of Special Education Teachers

    ERIC Educational Resources Information Center

    Bozgeyikli, Hasan

    2018-01-01

    The purpose of this research is to determine whether psychological needs that the special education teachers have, significantly predict the professional quality of life. Descriptive survey design was used in the research. The data of the research were obtained from 238 special education teachers (45% males and 55.5% females) who were working as a…

  1. Recruiting and Retaining Highly Qualified Special Education Teachers for High-Poverty Districts and Schools: Recommendations for Educational Leaders

    ERIC Educational Resources Information Center

    Fall, Anna-Maria

    2010-01-01

    Teacher turnover disproportionately impacts high poverty districts, where teachers hold fewer professional credentials and working conditions are more challenging. The disparities in teacher quality and working conditions likely contribute to teacher turnover and workplace instability as well as limit students' opportunities to learn.…

  2. Teachers Know Best: Making Data Work for Teachers and Students

    ERIC Educational Resources Information Center

    Bill & Melinda Gates Foundation, 2015

    2015-01-01

    As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

  3. Exploring Prospective Secondary Mathematics Teachers' Interpretation of Student Thinking through Analysing Students' Work in Modelling

    ERIC Educational Resources Information Center

    Didis, Makbule Gozde; Erbas, Ayhan Kursat; Cetinkaya, Bulent; Cakiroglu, Erdinc; Alacaci, Cengiz

    2016-01-01

    Researchers point out the importance of teachers' knowledge of student thinking and the role of examining student work in various contexts to develop a knowledge base regarding students' ways of thinking. This study investigated prospective secondary mathematics teachers' interpretations of students' thinking as manifested in students' work that…

  4. A comparison of the relationships between psychosocial factors, occupational strain, and work ability among 4 ethnic teacher groups in China.

    PubMed

    Lian, Yulong; Xiao, Jing; Zhang, Chen; Guan, Suzhen; Li, Fuye; Ge, Hua; Liu, Jiwen

    2016-01-01

    The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory-Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces.

  5. Examining Student Work in the Preparation of Preservice Elementary School Teachers

    ERIC Educational Resources Information Center

    Busi, Rich; Jacobbe, Tim

    2014-01-01

    This study investigated preservice teachers' perceptions of their knowledge and development resulting from analyzing student work in an undergraduate mathematics education course. Participants were given opportunities to view and analyze student work examples that portrayed errors in thinking as well as alternative solution methods. Thirty-eight…

  6. The Experiences of Teachers Working in Program Improvement Schools

    ERIC Educational Resources Information Center

    Rosine, Dale

    2010-01-01

    Implementation of the curriculum-centered, standards-based federally mandated reform, No Child Left Behind, has placed pressure on teachers, particularly those working in schools comprised of highly diverse and impoverished students, to have their students attain predetermined levels on high stakes, standardized tests. When schools have not met…

  7. Gendered work conditions, health, and work outcomes.

    PubMed

    Bond, Meg A; Punnett, Laura; Pyle, Jean L; Cazeca, Dianne; Cooperman, Manuela

    2004-01-01

    This cross-sectional study of nonfaculty university employees examined associations among gendered work conditions (e.g., sexism and discrimination), job demands, and employee job satisfaction and health. Organizational responsiveness and social support were examined as effect modifiers. Comparisons were made by gender and by the male-female ratio in each job category. The relationship of gendered conditions of work to outcomes differed on the basis of respondents' sex and the job sex ratio. Although the same predictors were hypothesized for job satisfaction, physical health, and psychological distress, there were some differing results. The strongest correlate of job satisfaction was social support; perceived sexism in the workplace also contributed for both men and women. Organizational factors associated with psychological distress differed between female- and male-dominated jobs.

  8. Organizational Culture as Determinant of Knowledge Sharing Practices of Teachers Working in Higher Education Sector

    ERIC Educational Resources Information Center

    Areekkuzhiyil, Santhosh

    2016-01-01

    The current study aims to explore the influence of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various aspects of organisational culture on the knowledge sharing practices of teachers working in higher education sector. The data required for the…

  9. How To Become a Teacher: A Complete Guide.

    ERIC Educational Resources Information Center

    Haselkorn, David; Calkins, Andrew

    This guide to becoming a teacher includes six sections: (1) "A Snapshot of the Profession" (e.g, reasons to teach, the need to improve schools, working conditions for teachers, areas of high teacher demand, and how to find out more); (2) "Preparing to be a Teacher" (e.g., a primer on teacher education programs, three pathways to the classroom,…

  10. Perceived Work Conditions and Turnover Intentions: The Mediating Role of Meaning of Work

    PubMed Central

    Arnoux-Nicolas, Caroline; Sovet, Laurent; Lhotellier, Lin; Di Fabio, Annamaria; Bernaud, Jean-Luc

    2016-01-01

    Perceived working conditions lead to various negative outcomes for employee behaviors, including turnover intentions. Although potential mediators for these relationships were previously identified, the importance of meaning of work has not yet been investigated. This study examines the role of this psychological resource as a mediator for the relationships between perceived working conditions and turnover intentions in a sample of 336 French workers from different job contexts. Results show that adverse working conditions were positively and significantly associated with turnover intentions. Meaning of work is negatively related to both perceived working conditions and turnover intentions. Mediation analyses for meaning of work demonstrated indirect effects of several adverse working conditions on turnover intentions. The role of meaning of work as a psychological resource for employees facing adverse working conditions is discussed, especially regarding its implications for research and practice within organizational contexts. PMID:27242616

  11. Perceived Work Conditions and Turnover Intentions: The Mediating Role of Meaning of Work.

    PubMed

    Arnoux-Nicolas, Caroline; Sovet, Laurent; Lhotellier, Lin; Di Fabio, Annamaria; Bernaud, Jean-Luc

    2016-01-01

    Perceived working conditions lead to various negative outcomes for employee behaviors, including turnover intentions. Although potential mediators for these relationships were previously identified, the importance of meaning of work has not yet been investigated. This study examines the role of this psychological resource as a mediator for the relationships between perceived working conditions and turnover intentions in a sample of 336 French workers from different job contexts. Results show that adverse working conditions were positively and significantly associated with turnover intentions. Meaning of work is negatively related to both perceived working conditions and turnover intentions. Mediation analyses for meaning of work demonstrated indirect effects of several adverse working conditions on turnover intentions. The role of meaning of work as a psychological resource for employees facing adverse working conditions is discussed, especially regarding its implications for research and practice within organizational contexts.

  12. The working lives of nurse teachers in mainland China and the United Kingdom: a questionnaire survey.

    PubMed

    Gui, Li; Gu, Shen; Barriball, K Louise; While, Alison E; Chen, Guoliang

    2014-05-01

    Nurse education has undergone considerable changes creating new opportunities and challenges for nurse teachers. Limited comparative research of the working lives of nurse teachers has been reported, thus similarities and differences that may exist are unidentified. This paper reports a study of the working lives of nurse teachers in mainland China and the United Kingdom. A cross-sectional questionnaire survey. Census sample of nurse teachers working in four nursing schools in mainland China (n=3) and the United Kingdom (n=1). The overall response rate was 56.8% (China=61, 61.0%, UK=60, 53.1%). Completion of questionnaire specifically developed for the study but comprising six validated tools to collecting data on: job satisfaction, sense of coherence, role conflict and role ambiguity, work empowerment and professional identification. Data on self-reported roles and personal details were also collected. Data were collected between September 2008 and January 2009. Both samples were satisfied with their jobs overall but reported low levels of satisfaction with promotion. Chinese nurse teachers working full-time reported the lowest level for sense of coherence and professional identification. Nurse teachers working full-time in the United Kingdom reported the highest role conflict score. Sense of coherence and work empowerment were significantly and positively correlated to job satisfaction. Role conflict and role ambiguity were negatively correlated (but not always significantly) to job satisfaction and its facets. For respondents in mainland China, professional identification was significantly and positively correlated with overall job satisfaction and its facets. Strategies to improve job satisfaction with promotion opportunities for both samples are indicated. Respondents working full-time in both mainland China and the United Kingdom experienced greater challenges at work than their part-time colleagues. © 2013.

  13. Developing Productive Dispositions during Small-Group Work in Two Sixth-Grade Mathematics Classrooms: Teachers' Facilitation Efforts and Students' Self-Reported Benefits

    ERIC Educational Resources Information Center

    Jansen, Amanda

    2012-01-01

    Through this exploratory study, I developed conjectures about classroom conditions that had the potential to support (or not) the development of productive dispositions toward mathematics. To do so, I listened to sixth-grade students' voices about their experiences with small-group work in 2 mathematics classrooms and contrasted their teachers'…

  14. Working Commitment among Trainee Teachers: A Meta Evaluation Approach

    ERIC Educational Resources Information Center

    Hamzah, Mohd Sahandri Gani B.; Mohamed, Hapidah Bt.; Abdullah, Saifuddin Kumar B.; Baki, Roselan B.

    2008-01-01

    The main aim of the study was to evaluate trainee teachers working commitment in their teaching practicum. There were seven component teaching practices and eleven demographic factors. The instrument of the study was extracted from various sources to suit the research design based on Units, Treatments, Observing, and Surveying (UTOS) model…

  15. Finding Balance: The Professional Life of a Charter School Teacher

    ERIC Educational Resources Information Center

    Clark, Marjorie

    2010-01-01

    This phenomenological study of one charter school teacher sought to answer the question, what is it like to be a teacher in a charter school? Exploring issues of preparation, working conditions, and job satisfaction, this teacher expressed a range of emotions about her chosen work environment. I found that the pervasive stress surrounding her work…

  16. An Elementary Teacher's Narrative Identity Work at Two Points in Time Two Decades Apart

    ERIC Educational Resources Information Center

    Lutovac, Sonja; Kaasila, Raimo

    2018-01-01

    The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher's identity work in the context of teaching mathematics at two points in time--the present, as an experienced…

  17. The Effect of Entrepreneurial Orientation on Teacher Satisfaction and Retention

    ERIC Educational Resources Information Center

    Thibault, Melissa Rihm

    2016-01-01

    Teacher turnover is a costly problem. Since teacher working conditions influence teacher's satisfaction and career intentions, managers may theoretically increase teacher satisfaction and retention by fostering a school environment supportive of the highly-trained professional. Entrepreneurial Orientation is an organizational construct correlated…

  18. Teachers' Work and Schooling in Bali

    NASA Astrophysics Data System (ADS)

    Nilan, Pam

    2003-11-01

    This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.

  19. Research in the Work of New Zealand Teacher Educators: A Cultural-Historical Activity Theory Perspective

    ERIC Educational Resources Information Center

    Berg, David A. G.; Gunn, Alexandra C.; Hill, Mary F.; Haigh, Mavis

    2016-01-01

    In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities' recruitment practices and TEs' actual work. We suggest that TEs value…

  20. Evaluating Teachers' Preparedness to Work With Students Who Are Deaf and Hard of Hearing With Disabilities.

    PubMed

    Guardino, Caroline

    2015-01-01

    A national survey was conducted to determine the needs of teachers and service providers working with students who are deaf and hard of hearing with disabilities (DWD). Quantitative and qualitative questions were asked regarding knowledge of, training with, and strategies used with students who are DWD. Responses from 264 professionals working with this population are reported. Results are reviewed and tied to previous research before and after the 2008 revalidation of the Council on Education of the Deaf standards for teachers of the deaf. Final recommendations are made for (a) virtual learning opportunities, (b) hands-on field experiences and course work in teacher preparation programs, and (c) empirically based research. By understanding the needs of professionals who are currently working with students who are DWD, researchers can help improve teacher preparation programs as well as improve the educational systems currently in place for these learners.

  1. The Effects of Defined Benefit Pension Incentives and Working Conditions on Teacher Retirement Decisions

    ERIC Educational Resources Information Center

    Furgeson, Joshua; Strauss, Robert P.; Vogt, William B.

    2006-01-01

    The retirement behavior of Pennsylvania public school teachers in 1997-98 and 1998-99, a period when state early retirement incentives were temporarily increased, is modeled using a choice framework that emphasizes both pecuniary and nonpecuniary factors of the retirement decision under a defined benefit retirement plan. We find each to have large…

  2. Working conditions, job strain and work engagement among Belgian radiation oncologists.

    PubMed

    Bragard, I; Hansez, I; Coucke, P

    2014-12-01

    This national survey has measured the working conditions, work engagement, job strain, burn out, and the negative work-home interaction among Belgian radiation oncologists with validated questionnaires. In fact, previous studies had in general shown an interest to burn out and its association with working conditions among oncology workers, but not focused on radiation oncologists in particular. Moreover, few studies concerned work engagement and its association with working conditions although this could be important in preventing burn out. We used the WOrking Conditions and Control Questionnaire, the Positive and Negative Occupational States Inventory, the Maslach Burn out Inventory, and the negative work-home interaction subscale of the Survey Work-home Interaction Nijmegen. One open question asked about problematic job situations. Sixty-six radiation oncologists participated (30% response rate). Median scores of most of working conditions corresponded to normal scores. Control over time management (45.8) was close to low score, while control over future (60.9) was high. Median score of job strain (48.9) was normal, whereas median score of work engagement (60) was high. Median score of burn out was low. The mean of negative work-home interactions (1.1) was higher than the mean of 0.84 in a reference sample (t=4.3; P<0.001). The most frequent problematic situations referred to work organization (e.g. time pressure) and specific resources (e.g. chief support). Radiation oncologists showed a very high level of work engagement and experienced several job resources. However, some resources (as supervisor support) were missing and needed to be developed. These results were discussed in the context of motivational process described in the Job Demands-Resources Model. Copyright © 2014 Société française de radiothérapie oncologique (SFRO). Published by Elsevier SAS. All rights reserved.

  3. Teacher Employment and Collective Bargaining Laws in California: Structuring School District Discretion over Teacher Employment. Policy Brief 11-2

    ERIC Educational Resources Information Center

    Koski, William S.; Tang, Aaron

    2011-01-01

    There is broad agreement that teacher quality is related to student achievement, but there is far less agreement about the degree to which school districts and administrators are constrained in making policies to improve teacher quality that might also affect teacher employment and working conditions. Conventional wisdom holds that state law and…

  4. 28 CFR 545.24 - Inmate work conditions.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Inmate work conditions. 545.24 Section 545.24 Judicial Administration BUREAU OF PRISONS, DEPARTMENT OF JUSTICE INSTITUTIONAL MANAGEMENT WORK AND COMPENSATION Inmate Work and Performance Pay Program § 545.24 Inmate work conditions. (a) The...

  5. ICT in Initial Teacher Training: Research Review. OECD Education Working Papers, No. 38

    ERIC Educational Resources Information Center

    Enochsson, Ann-Britt; Rizza, Caroline

    2009-01-01

    This research review reports on articles presenting empirical research in the area of how teacher-training institutions work on preparing future teachers for the integration of information and communication technologies (ICT) in their future classrooms. It was conducted mainly in English and French and covers research in 11 OECD-countries during…

  6. Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

    ERIC Educational Resources Information Center

    Toste, Jessica R.

    2012-01-01

    Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

  7. The Work-Life Experience of Teachers and Orientation toward Professional Growth and Development.

    ERIC Educational Resources Information Center

    Ellis, Nancy E.

    This study focused on teachers' perceptions of student needs, perceptions of school social and professional climate, and their educational beliefs. It was posited that there are links between teachers' philosophies, ways in which they conceptualize meeting student needs, ways in which they experience their work environment, and their success in…

  8. Teachers' Perceptions of Their Work Environment in Swedish Junior High Schools

    ERIC Educational Resources Information Center

    Allodi, Mara Westling; Fischbein, Siv

    2012-01-01

    The aims of this study were to explore the organisational characteristics of junior high schools, to identify typologies of work environments and to explore the relationships between the type of work environment and how schools function. The educational profession and the role of teachers have been influenced by policies inspired by the principles…

  9. A Study of Teachers' Views on Practical Work in Secondary Schools in England and Wales

    ERIC Educational Resources Information Center

    Abrahams, Ian; Saglam, M.

    2010-01-01

    Many teachers view practical work as an essential feature of science education. This study examined whether there had been any changes in the relative importance of the aims science teachers assign to the use of practical work, across the full secondary age range (11-18), since the last such national survey undertaken by Kerr 46 years ago. A…

  10. From Laura Ingalls to Wing Biddlebaum: A Study of Teacher Identity in Works of Literature

    ERIC Educational Resources Information Center

    Muchmore, James A.

    2010-01-01

    The purpose of this study is to systemically analyze the types of teachers that appear in works of literature, and to explore the various teacher identities that are depicted. The data consists of 44 works of literature representing a wide variety of genres, settings, cultures, and historical periods. They include 20 adult novels, 6 young adult…

  11. Best of Teacher-to-Teacher: The Ultimate Beginner's Guide. NEA Teacher-to-Teacher Books.

    ERIC Educational Resources Information Center

    National Education Association, Washington, DC.

    In this book, beginning teachers from around the country share their favorite chapters from the National Education Association's "Teacher-to-Teacher" books. Each story illustrates step-by-step how teachers tackle a specific restructuring challenge, describing what worked and what did not work in the process. Each chapter includes diagrams,…

  12. Preparing Early Childhood Teachers to Work With Young Dual Language Learners

    PubMed Central

    Zepeda, Marlene; Castro, Dina C.; Cronin, Sharon

    2015-01-01

    Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students’ particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture, (c) developing skills and abilities to effectively teach DLLs, (d) developing abilities to use assessment in meaningful ways for DLLs, (e) developing a sense of professionalism, and (f) understanding how to work with families. PMID:26500692

  13. Preparing Early Childhood Teachers to Work With Young Dual Language Learners.

    PubMed

    Zepeda, Marlene; Castro, Dina C; Cronin, Sharon

    2011-03-01

    Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture, (c) developing skills and abilities to effectively teach DLLs, (d) developing abilities to use assessment in meaningful ways for DLLs, (e) developing a sense of professionalism, and (f) understanding how to work with families.

  14. Working in Urban Schools.

    ERIC Educational Resources Information Center

    Corcoran, Thomas B.; And Others

    This document on the working conditions of urban teachers reports data from a survey of 31 elementary, middle, and secondary schools in five urban school districts. More than 400 interviews were conducted with teachers, school administrators, central office personnel, district officials, board members, and union officials. The observations,…

  15. Influence of Noise Resulting From the Location and Conditions of Classrooms and Schools in Upper Egypt on Teachers' Voices.

    PubMed

    Phadke, Ketaki Vasant; Abo-Hasseba, Ahmed; Švec, Jan G; Geneid, Ahmed

    2018-05-03

    Teachers are professional voice users, always at high risk of developing voice disorders due to high vocal demand and unfavorable environmental conditions. This study aimed at identifying possible correlations between teachers' voice symptoms and their perception of noise, the location of schools, as well as the location and conditions of their classrooms. One hundred forty teachers (ages 21-56) from schools in Upper Egypt participated in this study. They filled out a questionnaire including questions about the severity and frequency of their voice symptoms, noise perception, and the location and conditions of their schools and classrooms. Questionnaire responses were statistically analyzed to identify possible correlations. There were significant correlations (P < 0.05) between voice symptoms, teachers' noise perception, and noise resulting from the location and conditions of schools and classrooms. Teachers experienced severe dysphonia, neck pain, and increased vocal effort with weekly or daily recurrence. Among the teachers who participated in the study, 24.2% felt they were always in a noisy environment, with 51.4% of the total participants reporting having to raise their voices. The most common sources of noise were from student activities and talking in the teachers' own classrooms (61.4%), noise from adjacent classrooms (52.9%), and road traffic (40.7%). Adverse effect on teachers' voices due to noise from poor school and classroom conditions necessitates solutions for the future improvement of conditions in Egyptian schools. This study may help future studies that focus on developing guidelines for the better planning of Egyptian schools in terms of improved infrastructure and architecture, thus considering the general and vocal health of teachers. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  16. Getting inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice

    ERIC Educational Resources Information Center

    Kazemi, Elham; Ghousseini, Hala; Cunard, Adrian; Turrou, Angela Chan

    2016-01-01

    In recent years, work in practice-based teacher education has focused on identifying and elaborating how teacher educators (TEs) use pedagogies of enactment to learn in and from practice. However, research on these pedagogies is still in its early development. Building on prior analyses, this article elaborates a particular pedagogy of enactment,…

  17. The Levels of German Teacher Trainers Working in Turkey Regarding Reigeluth's Organizational Strategies

    ERIC Educational Resources Information Center

    Batdi, Veli; Elaldi, Senel

    2016-01-01

    The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth's organizational strategies and to analyze their views in terms of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers…

  18. Early Communication Strategies: Using Video Analysis to Support Teachers Working with Preverbal Pupils

    ERIC Educational Resources Information Center

    Anderson, Carolyn

    2006-01-01

    Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil…

  19. Acting as Accountable Authors: Creating Interactional Spaces for Agency Work in Teacher Education

    ERIC Educational Resources Information Center

    Lipponen, Lasse; Kumpulainen, Kristiina

    2011-01-01

    In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded…

  20. Organisational interventions for improving wellbeing and reducing work-related stress in teachers.

    PubMed

    Naghieh, Ali; Montgomery, Paul; Bonell, Christopher P; Thompson, Marc; Aber, J Lawrence

    2015-04-08

    The teaching profession is an occupation with a high prevalence of work-related stress. This may lead to sustained physical and mental health problems in teachers. It can also negatively affect the health, wellbeing and educational attainment of children, and impose a financial burden on the public budget in terms of teacher turnover and sickness absence. Most evaluated interventions for the wellbeing of teachers are directed at the individual level, and so do not tackle the causes of stress in the workplace. Organisational-level interventions are a potential avenue in this regard. To evaluate the effectiveness of organisational interventions for improving wellbeing and reducing work-related stress in teachers. We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, PsycINFO, ASSIA, AEI, BEI, BiblioMap, DARE, DER, ERIC, IBSS, SSCI, Sociological Abstracts, a number of specialist occupational health databases, and a number of trial registers and grey literature sources from the inception of each database until January 2015. Randomised controlled trials (RCTs), cluster-RCTs, and controlled before-and-after studies of organisational-level interventions for the wellbeing of teachers. We used standard methodological procedures expected by Cochrane. Four studies met the inclusion criteria. They were three cluster-randomised controlled trials and one with a stepped-wedge design.Changing task characteristicsOne study with 961 teachers in eight schools compared a task-based organisational change intervention along with stress management training to no intervention. It found a small reduction at 12 months in 10 out of 14 of the subscales in the Occupational Stress Inventory, with a mean difference (MD) varying from -3.84 to 0.13, and a small increase in the Work Ability Index (MD 2.27; 95% confidence interval (CI) 1.64 to 2.90; 708 participants, low-quality evidence).Changing organisational characteristicsTwo studies compared teacher

  1. Exploring the Influence of High-Stakes Testing and Accountability on Teachers' Professional Identities through the Factors of Instructional Practice, Work Environment, and Teacher Efficacy

    ERIC Educational Resources Information Center

    Mason, Janet Harmon

    2010-01-01

    The purpose of this study was to explore the impact of high-stakes testing and accountability on teachers' perceptions of their professional identities. Teachers' instructional practice, work environments, and personal factors are now immersed in the context of high-stakes testing and accountability. This context colors the decisions teachers make…

  2. Retention of Teachers In Rural Kentucky

    ERIC Educational Resources Information Center

    Atwell, Nedra Skaggs

    2008-01-01

    Teacher retention has been of interest to educational researchers for over three decades. Various reasons for special education teacher attrition have been cited, including student discipline and motivation problems, working conditions, low salary, and a lack of administrator support. This descriptive survey research sought to determine the…

  3. Teachers, School Choice and Competition: Lock-In Effects within and between Sectors

    ERIC Educational Resources Information Center

    Parding, Karolina; McGrath-Champ, Susan; Stacey, Meghan

    2017-01-01

    Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers' working conditions as they relate to the…

  4. Masters of Weaving: The Complex Role of Special Education Teachers

    ERIC Educational Resources Information Center

    Hillel Lavian, Rivka

    2015-01-01

    Special education teachers work under more difficult, more intense, and more demanding conditions than mainstream teachers. Relations between teachers, pupils, and parents are more complex than in mainstream education due to the intensity, intimacy, vulnerability, and commitment involved. Teachers require special skills so they can practice…

  5. Nurse working conditions and patient safety outcomes.

    PubMed

    Stone, Patricia W; Mooney-Kane, Cathy; Larson, Elaine L; Horan, Teresa; Glance, Laurent G; Zwanziger, Jack; Dick, Andrew W

    2007-06-01

    System approaches, such as improving working conditions, have been advocated to improve patient safety. However, the independent effect of many working condition variables on patient outcomes is unknown. To examine effects of a comprehensive set of working conditions on elderly patient safety outcomes in intensive care units. Observational study, with patient outcome data collected using the National Nosocomial Infection Surveillance system protocols and Medicare files. Several measures of health status and fixed setting characteristics were used to capture distinct dimensions of patient severity of illness and risk for disease. Working condition variables included organizational climate measured by nurse survey; objective measures of staffing, overtime, and wages (derived from payroll data); and hospital profitability and magnet accreditation. The sample comprised 15,846 patients in 51 adult intensive care units in 31 hospitals depending on the outcome analyzed; 1095 nurses were surveyed. Central line associated bloodstream infections (CLBSI), ventilator-associated pneumonia, catheter-associated urinary tract infections, 30-day mortality, and decubiti. Units with higher staffing had lower incidence of CLBSI, ventilator-associated pneumonia, 30-day mortality, and decubiti (P working conditions were associated with all outcomes measured. Improving working conditions will most likely promote patient safety. Future researchers and policymakers should consider a broad set of working condition variables.

  6. Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers

    ERIC Educational Resources Information Center

    Faskhodi, Arefe Amini; Siyyari, Masood

    2018-01-01

    Among different teacher-related variables burnout can have irrevocable effects on the whole educational system. Due to the importance of considering all positive and negative related variables, and also lack of attention to positive criteria in the area of work-related factors, this study is the first attempt in Iran in the field to include…

  7. Teachers' Organizational Citizenship Behaviour: Considering the Roles of Their Work Engagement, Autonomy and Leader-Member Exchange

    ERIC Educational Resources Information Center

    Runhaar, Piety; Konermann, Judith; Sanders, Karin

    2013-01-01

    The increasing demands that schools are confronted with recently, require teachers' commitment and contribution to school goals, regardless of formal job requirements. This study examines the influence of teachers' work context, in terms of autonomy and leader-membership exchange (LMX), on the relationship between their work engagement and…

  8. Contribution to Cultural Organization, Working Motivation and Job Satisfaction on the Performance of Primary School Teacher

    ERIC Educational Resources Information Center

    Murtedjo; Suharningsih

    2016-01-01

    The purposes of this study are: (1) describes the performance of the teacher, organizational culture, work motivation and job satisfaction; (2) determine whether there is a significant direct relationship between organizational culture, work motivation and job satisfaction on the performance of primary school teachers. Through the study of the…

  9. Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies.

    PubMed

    Yin, Hongbiao; Huang, Shenghua; Wang, Wenlan

    2016-09-13

    Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers' work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers' well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers' emotion regulation in teachers' well-being. Implications for the improvement of school environments and teachers' well-being are identified.

  10. How School and District Leaders Support Classroom Teachers' Work with English Language Learners

    ERIC Educational Resources Information Center

    Elfers, Ana M.; Stritikus, Tom

    2014-01-01

    Purpose: This study examines the ways in which school and district leaders create systems of support for classroom teachers who work with linguistically diverse students. We attempt to uncover the intentional supports leaders put in place for classroom teachers and how this may be part of a broader teaching and learning effort. Research Design:…

  11. The Effect of Performance Feedback Provided to Student-Teachers Working with Multiple Disabilities

    ERIC Educational Resources Information Center

    Safak, Pinar; Yilmaz, Hatice Cansu; Demiryurek, Pinar; Dogus, Mustafa

    2016-01-01

    The aim of the study was to investigate the effect of performance feedback (PF) provided to student teachers working with students with multiple disabilities and visual impairment (MDVI) on their teaching skills. The study group of the research was composed of 11 student teachers attending to the final year of the Teaching Students with Visual…

  12. Beginning a Pre-Service Teacher's Mathematical Identity Work through Narrative Rehabilitation and Bibliotherapy

    ERIC Educational Resources Information Center

    Lutovac, Sonja; Kaasila, Raimo

    2011-01-01

    In our study, we face two challenges. First, a negative view of mathematics is a widespread phenomenon among pre-service elementary teachers. Therefore, teacher education programs should find a way to handle this phenomenon. Second, we see that identity work in the domain of mathematics education needs to be conceptualized more. Here, we apply an…

  13. The Influence of Selected Societal, University, and School Conditions on the Preparation and Practice of Teachers.

    ERIC Educational Resources Information Center

    Haberman, Martin

    An unresolved dilemma in teacher education is the organizational dislocation that occurs between the setting in which teachers are educated and those in which they are expected to practice. College students are conditioned to be independent and self-interested, while beginning teachers are expected to conform to and support their school system. In…

  14. Fifty Years of Federal Teacher Policy: An Appraisal

    ERIC Educational Resources Information Center

    Sykes, Gary; Dibner, Kenne

    2009-01-01

    Federal policy directed to teaching and teachers is the subject of this review, which is organized around: (1) recruitment; (2) training; (3) accountability; (4) incentives; (5) qualifications; (6) class size reduction; (teacher working conditions; and (8) human resource management and the overall coordination of teacher policy. For each theme,…

  15. Impact of Organisational Factors on the Knowledge Sharing Practice of Teachers Working in Higher Education Sector

    ERIC Educational Resources Information Center

    Areekkuzhiyil, Santhosh

    2016-01-01

    The current study aims to explore the various organizational factors that influence the knowledge sharing practices of teachers working in higher education sector. The study hypothesized the impact of various organizational factors on the knowledge sharing practices of teachers working in higher education sector. The data required for the study…

  16. Influence of Ethics Education on Moral Reasoning among Pre-Service Teacher Preparation and Social Work Students

    ERIC Educational Resources Information Center

    Salopek, Michelle M.

    2013-01-01

    This comparative case study examines the influence of ethics education on moral reasoning among pre-service teacher preparation and social work students. This study specifically investigates the ethical values of students enrolled in a teacher preparation and social work education program by their fourth year of study; the degree of ethical…

  17. Poor working conditions and work stress among Canadian sex workers.

    PubMed

    Duff, P; Sou, J; Chapman, J; Dobrer, S; Braschel, M; Goldenberg, S; Shannon, K

    2017-10-01

    While sex work is often considered the world's oldest profession, there remains a dearth of research on work stress among sex workers (SWs) in occupational health epidemiological literature. A better understanding of the drivers of work stress among SWs is needed to inform sex work policy, workplace models and standards. To examine the factors that influence work stress among SWs in Metro Vancouver. Analyses drew from a longitudinal cohort of SWs, known as An Evaluation of Sex Workers' Health Access (AESHA) (2010-14). A modified standardized 'work stress' scale, multivariable linear regression with generalized estimating equations was used to longitudinally examine the factors associated with work stress. In multivariable analysis, poor working conditions were associated with increased work stress and included workplace physical/sexual violence (β = 0.18; 95% confidence interval (CI) 0.06, 0.29), displacement due to police (β = 0.26; 95% CI 0.14, 0.38), working in public spaces (β = 0.73; 95% CI 0.61, 0.84). Older (β = -0.02; 95% CI -0.03, -0.01) and Indigenous SWs experienced lower work stress (β = -0.25; 95% CI -0.43, -0.08), whereas non-injection (β = 0.32; 95% CI 0.14, 0.49) and injection drug users (β = 0.17; 95% CI 0.03, 0.31) had higher work stress. Vancouver-based SWs' work stress was largely shaped by poor work conditions, such as violence, policing, lack of safe workspaces. There is a need to move away from criminalized approaches which shape unsafe work conditions and increase work stress for SWs. Policies that promote SWs' access to the same occupational health, safety and human rights standards as workers in other labour sectors are also needed. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  18. Influence of Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance in Secondary Schools in Entebbe Municipality, Wakiso District, Uganda

    ERIC Educational Resources Information Center

    Jared, Nzabonimpa Buregeya

    2011-01-01

    The study examined the Influence of Secondary School Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance. Qualitative and qualitative methods with a descriptive-correlational research approach were used in the study. Purposive sampling technique alongside random sampling technique was used to select the…

  19. Restructuring Teachers' Work-Lives and Knowledge in England and Spain

    ERIC Educational Resources Information Center

    Muller, Jorg; Norrie, Caroline; Hernandez, Fernando; Goodson, Ivor

    2010-01-01

    This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition-driven goals, the comparison of teachers' work-lives and professional knowledge evidences a variety of experiences under-represented in discourses on global restructuring.…

  20. All in a Day's Work: Primary Teachers "Performing" and "Caring"

    ERIC Educational Resources Information Center

    Forrester, Gillian

    2005-01-01

    This article discusses the current nature of primary teachers' work, which is explored in terms of "performing" and "caring" activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a "performance culture" in primary schools which emphasises…

  1. [Stress and burnout among Tunisian teachers].

    PubMed

    Chennoufi, L; Ellouze, F; Cherif, W; Mersni, M; M'rad, M F

    2012-12-01

    Burnout, or professional exhaustion syndrome, is defined as a state of emotional, mental and physical exhaustion caused by excessive and prolonged stress at work. Despite the fact that it is not a recognized disorder in the DSM-IV, burnout has been widely described among medical and paramedical staff. In Tunisia, all the studies about this syndrome have only considered populations of doctors. However, professional exhaustion syndrome is not only limited to the medical sector, but can also be seen in any profession involving a relation of help. Thus, the teaching profession seems to be concerned with this syndrome. In fact, in our clinical practice, we are increasingly confronted with teachers' suffering. The latter face increasing difficulties in their work and moreover some of them can no longer resist and thus become vulnerable to the professional exhaustion syndrome. The aim of this study was to evaluate burnout among a population of Tunisian teachers and to examine the professional stressors associated with teachers' burnout. Our study was a transversal study conducted over five months (from October 2009 to February 2010) and it concerned teachers working in the public high schools of Manouba (Tunisia). The participants completed a self-questionnaire dealing with professional stressors. Five types of professional stressors were identified in the literature: bad working conditions, work overload, administrative difficulties, organizational factors and difficulties with pupils and their relatives. They were also explored by the scale of the burnout: the Maslach Burnout Inventory (MBI), which is the best-studied measurement of burnout in the literature. We used the French version of the MBI adapted to educational settings. It is a scale composed of 22 items and three dimensions: emotional exhaustion (nine items), dehumanization (five items) and reduced personal accomplishment (eight items). In our study, we considered a teacher was suffering from burnout when at

  2. Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education

    ERIC Educational Resources Information Center

    Dickson, Beth

    2011-01-01

    In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an…

  3. The Relationship between Work Engagement and Organizational Trust: A Study of Elementary School Teachers in Turkey

    ERIC Educational Resources Information Center

    Gülbahar, Bahadir

    2017-01-01

    The relationships based on trust which are established by a teacher with a school's internal stakeholders can provide greater engagement in work. Teachers who are engaged in their jobs can be decisive in turning their schools into successful and effective schools. It is important to research the relationship between work engagement and…

  4. Work performance decrements are associated with Australian working conditions, particularly the demand to work longer hours.

    PubMed

    Holden, Libby; Scuffham, Paul A; Hilton, Michael F; Vecchio, Nerina N; Whiteford, Harvey A

    2010-03-01

    To demonstrate the importance of including a range of working conditions in models exploring the association between health- and work-related performance. The Australian Work Outcomes Research Cost-benefit study cross-sectional screening data set was used to explore health-related absenteeism and work performance losses on a sample of approximately 78,000 working Australians, including available demographic and working condition factors. Data collected using the World Health Organization Health and Productivity Questionnaire were analyzed with negative binomial logistic regression and multinomial logistic regressions for absenteeism and work performance, respectively. Hours expected to work, annual wage, and job insecurity play a vital role in the association between health- and work-related performance for both work attendance and self-reported work performance. Australian working conditions are contributing to both absenteeism and low work performance, regardless of health status.

  5. School Neighbourhood Socio-Economic Status and Teachers' Work Commitment in Finland: Longitudinal Survey with Register Linkage

    ERIC Educational Resources Information Center

    Linnansaari-Rajalin, Terhi; Kivimäki, Mika; Ervasti, Jenni; Pentti, Jaana; Vahtera, Jussi; Virtanen, Marianna

    2015-01-01

    The extent to which school neighbourhood affects teachers' work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers' organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000-2001 (baseline) and 2004…

  6. Measuring Science Teachers' Stress Level Triggered by Multiple Stressful Conditions

    ERIC Educational Resources Information Center

    Halim, Lilia; Samsudin, Mohd Ali; Meerah, T. Subahan M.; Osman, Kamisah

    2006-01-01

    The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded…

  7. Psychophysiological stress in high school teachers.

    PubMed

    Ritvanen, Tiina; Louhevaara, Veikko; Helin, Pertri; Halonen, Toivo; Hänninen, Osmo

    2003-01-01

    The aim of this study was to follow psychophysiological stress over a year with four repeated measurements in full-time employed high school teachers and to compare their results with those obtained in the part-time retired teachers, gardeners and rescue workers. The subjects consisted of 17 (10 females, 7 males) full-time and 9 part-time employed teachers (7 females and 2 males) in three high schools, 12 female gardeners and 13 male rescue workers. The data on job conditions, well-being, and psychosomatic symptoms were obtained by a questionnaire. The perceived stress was recorded using a visual analogue scale. The neuroendocrine reactivity was assessed by determining the diurnal urine excretion of epinephrine and norepinephrine. Electromyography of the trapezius muscle was recorded during working days in all subjects and in full-time teachers on one day in the holiday season. Blood pressure and heart rate were measured in the morning and in the afternoon. Psychophysiological stress in the full-time employed teachers was at similar levels on all three working days in December, March and November. Recovery from psychophysiological stress of working period was observed on summer holidays. Blood pressure, static muscle tension, perceived strain, psychosomatic symptoms and epinephrine level decreased significantly during the summer holidays as compared to the working days. The full-time employed teachers reported more perceived stress and psychosomatic symptoms than the part-time retired teachers or gardeners and rescue workers. Also static muscle activity was higher in full-time teachers than in rescue workers on the working days. More emphasis should be given to prevent psychophysiolocigal stress among teachers as well as to develop stress coping methods, and part-time working systems to facilitate work ability of aging teachers.

  8. Building Teacher Teams: Evidence of Positive Spillovers from More Effective Colleagues. CEPA Working Paper No. 15-20

    ERIC Educational Resources Information Center

    Sun, Min; Loeb, Susanna; Grissom, Jason

    2015-01-01

    Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a…

  9. Retaining Excellent Teachers through Effective Leadership

    ERIC Educational Resources Information Center

    Le, Connie

    2013-01-01

    School districts continue to face challenges in retaining talented teachers in their schools. There are many factors that contribute to teacher retention, including working conditions, a lack of leadership support, and poor leadership behavior. In a southeastern U.S. state, local school officials were seeking strategies to provide an excellent…

  10. Investigation of the Motivation Level of Teachers Working at State Schools in Relation to Some Variables

    ERIC Educational Resources Information Center

    Can, Süleyman

    2015-01-01

    In order to give the best and accurate orientation to teachers working in school organizations, it seems to be necessary to determine their motivation level. Thus, the purpose of the current study is to determine the motivation level of teachers working in state elementary and secondary schools. Moreover, the study also looks at the relationships…

  11. Tensions Between Validity and Outcomes: Teacher Assessment of Written Work of Recently Arrived Immigrant ESL Students

    ERIC Educational Resources Information Center

    Arkoudis, Sophie; O'Loughlin, Kieran

    2004-01-01

    This article reports on a collaborative study involving ESL teachers in an Australian English Language Centre as they work through some of their concerns about reliability and validity in their assessment practices. The focus of this article is on how teachers work with the Curriculum Standards Framework (CSF) as an assessment tool. The discussion…

  12. Exploring Evolving Role(s) of Literacy in Secondary Preservice Teachers' Work: A Comparative Case Study

    ERIC Educational Resources Information Center

    Hsieh, Betina

    2017-01-01

    While literacy courses are common in preservice teacher education programs, many secondary teacher candidates struggle to the see the relevance of literacy to their professional work. By exploring literacy in relation to personal, professional, and disciplinary identities, teacher candidates may better be able to embrace literacy integration as an…

  13. The Independent Music Teacher: Practice and Preparation.

    ERIC Educational Resources Information Center

    Uszler, Marienne

    1996-01-01

    Provides a concise overview of the working conditions and challenges faced by independent music teachers (IMT). Most IMTs function in a number of capacities, as performer, teacher, and entrepreneur. Discusses changing trends in employment, including computer technology and the move for national certification. (MJP)

  14. Massachusetts Superintendents' Perceptions of Teacher Bargaining Practices

    ERIC Educational Resources Information Center

    Borstel, Scott L.

    2010-01-01

    For five decades, collective bargaining has been implemented in American public schools (Loveless, 2000). It has protected the rights of teachers; and teacher work conditions issues and compensation have improved (Hannaway & Rotherham, 2006). However, improvements have created adversarial labor-management relationships, resulted in excessive…

  15. Preparation of the Future Teacher for Work with Gifted Children

    ERIC Educational Resources Information Center

    Bochkareva, Tatyana; Akhmetshin, Elvir; Osadchy, Eduard; Romanov, Petr; Konovalova, Elena

    2018-01-01

    The paper is devoted to the problem of creating a system of training of future teachers for work with gifted schoolchildren in mathematics. The authors analyze the existing curricula and basic professional educational programs for the preparation of Bachelors in the directions of training "Pedagogical Education" and "Mathematics and…

  16. Teacher Merit Pay: Is It a Good Idea?

    ERIC Educational Resources Information Center

    Clabaugh, Gary K.

    2009-01-01

    President Obama's education agenda, which unhappily seems to be George W. Bush's program squared, contains two major features that will impact teacher pay and working conditions. The first is that charter schools are to be promoted aggressively. The second is an insistence on teacher merit pay. In this article, the author talks about teacher merit…

  17. Teacher Perception of Burden and Willingness to Accommodate Children with Chronic Health Conditions

    ERIC Educational Resources Information Center

    West, Aimee M.; Denzer, Anna Q.; Wildman, Beth G.; Anhalt, Karla

    2013-01-01

    Children with chronic health conditions need the support of school staff to flourish socially and academically in educational settings. This study explored teacher experiences and knowledge of the following common paediatric conditions: asthma, food allergies, cancer, diabetes, HIV/AIDS, heart disease and seizure disorder. Participants included…

  18. The Principal as Change Agent--Encouraging Teachers to Adopt Change.

    ERIC Educational Resources Information Center

    Aquila, Frank D.; Galovic, John

    1988-01-01

    Principals as change agents must work with teachers to establish a climate conducive to change. Principals should assume an assertive change posture and improve their skills in dealing with various factors influencing change. Teacher discontent with working conditions is a key ingredient in the change process. (MLH)

  19. Examining Preservice Secondary Mathematics Teachers' Responses to Student Work to Solve Linear Equations

    ERIC Educational Resources Information Center

    Casey, Stephanie; Lesseig, Kristin; Monson, Debra; Krupa, Erin E.

    2018-01-01

    This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five…

  20. Voice Disorders in Teachers and Their Associations with Work-Related Factors: A Systematic Review

    ERIC Educational Resources Information Center

    Cutiva, Lady Catherine Cantor; Vogel, Ineke; Burdorf, Alex

    2013-01-01

    Purpose: To provide a quantitative assessment of the occurrence of voice disorders among teachers and to identify associated work-related and individual factors in the teaching profession. Method: A systematic review was conducted using three computerized databases on the occurrence of voice disorders among teachers and their associations with…

  1. Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo

    ERIC Educational Resources Information Center

    Wolf, Sharon; Torrente, Catalina; McCoy, Marissa; Rasheed, Damira; Aber, J. Lawrence

    2015-01-01

    Remarkably little systematic research has examined the living and working conditions for teachers in sub-Saharan Africa and how such conditions predict teacher well-being. This study assesses how various risks across several domains of teachers' lives--measured as a "cumulative risk index"--predict motivation, burnout, and job…

  2. Analysis of the Policies for Female Teachers in Korea.

    ERIC Educational Resources Information Center

    Min, Moo Sook

    2000-01-01

    Reviews Korean female-teacher-related policies, focusing on: policies for improving the working conditions of women in schools; promotion-related policies for facilitating female teachers' advancement to administrative posts; and a gender-quota system for reducing the proportion of female teachers in the teaching profession. The paper concludes…

  3. The Effect of Involvement in Decision Making on Teacher Retention

    ERIC Educational Resources Information Center

    Lynch, Donna V.

    2010-01-01

    Retaining teachers continues to be an ongoing challenge for administrators. For a school, when teachers migrate from one school to another to teach or leave the profession all together, the school looses a teacher. A review of selected literature revealed the most frequently cited working conditions that impact teacher retention include: (a)…

  4. Teachers, Time and Work: Findings from the Evaluation of the Transforming the School Workforce Pathfinder Project

    ERIC Educational Resources Information Center

    Gunter, Helen; Rayner, Steve; Thomas, Hywel; Fielding, Antony; Butt, Graham; Lance, Ann

    2005-01-01

    Teacher's work and workload have been major factors in the recruitment, retention and revitalization of the profession. In January 2003 the Department for Education and Skills (DfES) launched a major reform known as remodelling, by which the work-life balance would be improved by freeing teachers up to teach, and using other members of the…

  5. Assessment of the relationship between physical working conditions and different levels of work ability.

    PubMed

    Attarchi, Mirsaeed; Ghaffari, Mostafa; Abdi, Alireza; Mirzamohammadi, Elham; Seyedmehdi, Seyed Mohammad; Rahimpour, Farzaneh; Fazlalizadeh, Maryam; Mohammadi, Saber

    2014-04-20

    Early leaving of workplace by work forces is one of the fundamental problems worldwide. Maintenance and enhancement of employees work ability are important for raising productivity. This study investigated the relationship between work ability index and physical working conditions and was carried out in 2013 on 641 workers at a manufacturing plant in Tehran. Work ability was assessed by the questionnaire of work ability index and the participants were classified into four work ability groups of poor, moderate, good, and excellent. Physical working conditions were evaluated by the MUSIC-Norrtalje questionnaire and the participants were classified into two groups with proper and poor physical working conditions. The mean score of work ability questionnaire was 42.40; and 2.5% (16 persons), 9.2% (59 persons), 38.2% (245 persons), and 50.1% (321 persons) of the participants were in poor, moderate, good, and excellent work ability groups, respectively. The mean score of physical working conditions questionnaire was 20.06. The results of logistic regression analysis showed that even after adjusting the confounding variables, a significant correlation existed between work ability and physical working conditions (p < 0.05). According to the results of this study, there may be a correlation between physical working conditions such as awkward postures, repetitive movements, load lifting, exposure to whole body vibration and so on with work ability. Therefore it seems that enhancement of the quality of physical working conditions may increase work ability.

  6. Assessment of the Relationship between Physical Working Conditions and Different Levels of Work Ability

    PubMed Central

    Attarchi, Mirsaeed; Ghaffari, Mostafa; Abdi, Alireza; Mirzamohammadi, Elham; Seyedmehdi, Seyed Mohammad; Rahimpour, Farzaneh; Fazlalizadeh, Maryam; Mohammadi, Saber

    2014-01-01

    Early leaving of workplace by work forces is one of the fundamental problems worldwide. Maintenance and enhancement of employees work ability are important for raising productivity. This study investigated the relationship between work ability index and physical working conditions and was carried out in 2013 on 641 workers at a manufacturing plant in Tehran. Work ability was assessed by the questionnaire of work ability index and the participants were classified into four work ability groups of poor, moderate, good, and excellent. Physical working conditions were evaluated by the MUSIC-Norrtalje questionnaire and the participants were classified into two groups with proper and poor physical working conditions. The mean score of work ability questionnaire was 42.40; and 2.5% (16 persons), 9.2% (59 persons), 38.2% (245 persons), and 50.1% (321 persons) of the participants were in poor, moderate, good, and excellent work ability groups, respectively. The mean score of physical working conditions questionnaire was 20.06. The results of logistic regression analysis showed that even after adjusting the confounding variables, a significant correlation existed between work ability and physical working conditions (p<0.05). According to the results of this study, there may be a correlation between physical working conditions such as awkward postures, repetitive movements, load lifting, exposure to whole body vibration and so on with work ability. Therefore it seems that enhancement of the quality of physical working conditions may increase work ability. PMID:24999133

  7. An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

    NASA Astrophysics Data System (ADS)

    Smith, M. Cecil; Darfler, Anne

    2012-06-01

    US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

  8. The Type of Payment and Working Conditions.

    PubMed

    Rhee, Kyung Yong; Kim, Young Sun; Cho, Yoon Ho

    2015-12-01

    The type of payment is one of the important factors that has an effect on the health of employees, as a basic working condition. In the conventional research field of occupational safety and health, only the physical, chemical, biological, and ergonomic factors are treated as the main hazardous factors. Managerial factors and basic working conditions such as working hours and the type of payment are neglected. This paper aimed to investigate the association of the type of payment and the exposure to the various hazardous factors as an heuristic study. The third Korean Working Conditions Survey (KWCS) by the Occupational Safety and Health Research Institute in 2011 was used for this study. Among the total sample of 50,032 economically active persons, 34,788 employees were considered for analysis. This study examined the relation between the three types of payment such as basic fixed salary and wage, piece rate, and extra payment for bad and dangerous working conditions and exposure to hazardous factors like vibration, noise, temperature, chemical contact, and working at very high speeds. Multivariate regression analysis was used to measure the effect of the type of payment on working hours exposed to hazards. The result showed that the proportion of employees with a basic fixed salary was 94.5%, the proportion with piece rates was 38.6%, and the proportion who received extra payment for hazardous working conditions was 11.7%. The piece rate was associated with exposure to working with tight deadlines and stressful jobs. This study had some limitations because KWCS was a cross-sectional survey.

  9. Working with Students Who Are Late-Deafened. NETAC Teacher Tipsheet.

    ERIC Educational Resources Information Center

    Clark, Mary

    This tipsheet provides suggestions to help teachers work more effectively with students who are late-deafened. Suggestions include: (1) allow time for the student to introduce himself and discuss possible needs; (2) learn the basics of CART (Computer-Aided Realtime Translation) and other communication options; (3) learn the basics of using…

  10. Working with Students with Special Educational Needs in Greece: Teachers' Stressors and Coping Strategies

    ERIC Educational Resources Information Center

    Antoniou, Alexander-Stamatios; Polychroni, Fotini; Kotroni, Christina

    2009-01-01

    Few studies explore the specific sources of stress, and the coping strategies applied by teachers of children with special educational needs, particularly in small countries such as Greece. The present study investigated the specific work-related stressors affecting special educational needs teachers in Greece and the coping strategies applied by…

  11. Reflection as Situated Practice: A Memory-Work Study of Lived Experience in Teacher Education

    ERIC Educational Resources Information Center

    Ovens, Alan; Tinning, Richard

    2009-01-01

    The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was used to generate and analyse five participants' memories of learning to teach. Three different discursive contexts were identified in the students'…

  12. Using Google Docs to Enhance the Teacher Work Sample: Building e-Portfolios for Learning and Practice

    ERIC Educational Resources Information Center

    Gugino, Jessica

    2018-01-01

    The use of teaching portfolios in teacher education programs is a widely accepted practice. This article describes how a traditional teacher work sample was transformed using the online platform, Google Docs. The use of online digital portfolios may help to satisfy both the need to evaluate teacher candidates' performance in special education…

  13. The psychosocial work environment and mental health of teachers: a comparative study between the United Kingdom and Hong Kong.

    PubMed

    Tang, Jessica Janice; Leka, Stavroula; MacLennan, Sara

    2013-08-01

    There is limited research on teachers' psychosocial work environment and mental health, and most has been conducted in predominantly Western countries that share a number of important common characteristics that distinguish them from countries in many other regions of the world. Within the framework of the effort-reward imbalance (ERI) theoretical model, the relationship between the psychosocial work environment and mental health of teachers in the United Kingdom (UK) and Hong Kong (HK) was investigated. Full-time qualified teachers from both the UK and HK (N = 259) participated in the research. They were asked to fill in a set of questionnaires that measured their perceived stress, mental health, psychosocial work environment and demographic information. Perceived stress was found to predict teachers' mental health. Overcommitment, the intrinsic component of the ERI model, predicted mental health among HK teachers. There were significant differences in the psychosocial variables between UK and HK teachers. The results showed support for the ERI model and in particular for the relationship between stress and mental health and demonstrated the role of overcommitment in the teaching profession. Some implications are discussed for combating cultural differences in managing the psychosocial work environment of teachers.

  14. Mathematics Teacher Educators Focusing on Equity: Potential Challenges and Resolutions

    ERIC Educational Resources Information Center

    Vomvoridi-Ivanovic, Eugenia; McLeman, Laura

    2015-01-01

    Teacher education is critical in preparing teachers to implement equitable instructional practices and thus contributes to improving educational and social conditions for underserved children and youths (Jacobsen, Mistele, & Srirman, 2012; Zeichner, 2009). Although the preparation of teachers to work with diverse student populations has been…

  15. Does ICT in Science Really Work in the Classroom? Part 1, The Individual Teacher Experience.

    ERIC Educational Resources Information Center

    Rogers, Laurence; Finlayson, Helen

    2003-01-01

    Reports on the experience of teachers from 10 different secondary schools using information and communication technology (ICT) in science instruction. Discusses the teachers' thoughts on the materials they used, problems and advantages of using different applications, and necessary conditions for successful teaching outcomes. (Author/NB)

  16. Teacher's sleep quality: linked to social job characteristics?

    PubMed

    Kottwitz, Maria U; Gerhardt, Christin; Pereira, Diana; Iseli, Lionel; Elfering, Achim

    2018-02-07

    Besides dealing with high workload, being a teacher is challenging with respect to the social context. There is increasing evidence that adverse social job characteristics challenge sleep quality. The current study tests whether restraint sleep quality (defined as worse sleep quality before than during vacation) is related to time-related job stressors, job resources, and social job characteristics. Forty-eight elementary school teachers (42% women) participated both during the last week before and the first week after vacation. Before vacation, teachers were asked for demographics and working conditions with reference to the last 30 d, and sleep quality with reference to the last 7 d. After vacation sleep quality during vacation was assessed and used as reference for working time sleep quality. Results showed mean levels of sleep quality increased during vacation. In teachers with restrained working time sleep quality (38%), experiences of failure at work, social exclusion, and emotional dissonance were more frequent than in teachers with unrestrained working time sleep quality (Ps<0.05). Groups did not differ in time-related stressors, time control and social support from supervisors. Emotion work, social exclusion and individual experience of failure seem to challenge sleep quality in teachers.

  17. Concerning Collaboration: Teachers' Perspectives on Working in Partnerships to Develop Teaching Practices

    ERIC Educational Resources Information Center

    Lofthouse, Rachel; Thomas, Ulrike

    2017-01-01

    Teachers are often encouraged to work in partnerships to support their professional development. In this article we focus on three forms of working partnerships based in English secondary schools. Each has an intended function of developing teaching practices. The cases of mentoring, coaching and an adapted lesson study come from both initial…

  18. Developing Teacher Expertise at Work: In-Service Trainee Teachers in Colleges of Further Education in England

    ERIC Educational Resources Information Center

    Lucas, Norman; Unwin, Lorna

    2009-01-01

    This paper presents findings from a study of the experiences of in-service trainee teachers in colleges of further education in England on programmes run under the auspices of and through franchise arrangements with universities. It argues that there is a significant gap between the rhetoric of gaining teaching qualifications through a work-based…

  19. Teachers' sick leave due to mental and behavioral disorders and return to work.

    PubMed

    Silva, Amanda Aparecida; Fischer, Frida Marina

    2012-01-01

    This manuscript presents a review of the literature about medical leaves due to mental and behavioral disorders and return to work of teachers. There are scarce published manuscripts. Most articles relate with prevalence of mental disorders and factors associated with the work organization, and did not mention intervention proposals and or changes in the work organization and teaching work. Proposed actions are discussed.

  20. What Informs and Inspires the Work of Equity Minded Teachers

    ERIC Educational Resources Information Center

    Tuters, Stephanie

    2017-01-01

    This article explores teachers' reasons for engaging in equity work. Although multiple bodies of literature discuss teaching for equity from different perspectives, little empirical data exists about what informs or motivates people to teach for equity. This study aims to help fill that gap in existing research with the purpose of informing…

  1. Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03

    ERIC Educational Resources Information Center

    Koedel, Cory; Betts, Julian R.

    2007-01-01

    This study uses administrative data linking students and teachers at the classroom level to estimate teacher value-added to student test scores. We find that variation in teacher quality is an important contributor to student achievement--more important than has been implied by previous work. This result is attributable, at least in part, to the…

  2. The role of proletarianization in physical education teacher attrition.

    PubMed

    Macdonald, D

    1995-06-01

    As the quality of education provisions continues to come under scrutiny, so too have the conditions for teachers' work. The purpose of this study was to ascertain what were the dissatisfactions for beginning physical education teachers in Australian schools. Qualitative data were collected using interviews, journals, photographs, and field notes. Data yielded five main categories underpinning teacher dissatisfaction: (a) lack of status, (b) repetitive nature of physical education work, (c) limited decision making, (d) personal and professional surveillance, and (e) unprofessional staffroom culture. The construct of proletarianization was employed to explain the patterns that shape teachers' occupational socialization and underpin teachers' decisions to leave the profession.

  3. The Current Working Conditions in Ugandan Apparel Assembly Plants.

    PubMed

    Tebyetekerwa, Mike; Akankwasa, Nicholus Tayari; Marriam, Ifra

    2017-12-01

    The present rapid shift of industrialization from developed to developing countries requires developing countries to understand issues related to work organization, management, and working conditions. There are many factors slackening production, of which working conditions is part. A complete inquiry into the workers' working conditions can enable managements to reduce risks in the workplaces and improve productivity. Understanding and awareness of the benefits of workplace research and a probe into the working conditions in the Ugandan apparel assembly plants are urgently required. A total of 103 (70 women and 33 men) workers from five different plants were interviewed. Together with the top management of various plants, questionnaires about the workers' opinions of their physical working conditions were prepared. Data was collected using two methods: (1) questionnaire; and (2) observation of the workers during their work. The results indicated that poor plant working conditions were mainly contributed by the workers' social factors and the management policies. The government, together with the management, should work to improve the working conditions in the apparel assembly plants, as it greatly affects both.

  4. Job satisfaction of Jamaican elementary school teachers

    NASA Astrophysics Data System (ADS)

    Rodgers-Jenkinson, Fay; Chapman, David W.

    1990-09-01

    This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

  5. Counting the minutes: administrative control of work schedules and time management of secondary school teachers in Québec.

    PubMed

    Riel, Jessica; Messing, Karen

    2011-01-01

    Québec teachers have been identified as having a high level of stress and having difficulties with work-family balancing (WFB). An analysis of their work activity was done to identify task elements that could be changed. Work of 15 teachers was observed and 20 other teachers were interviewed. Ergonomic analysis, a mixed method that combines qualitative analysis with some quantitative data: 87 hours' observation; 15 interviews. Environmental parameters were recorded in 8 classrooms and in two faculty workrooms. Working postures were recorded. Teachers were subject to numerous demands in an often inadequate environment. A new management practice required teachers to spend 300 min/week outside class but in school, where their work could be monitored. The timed and scheduled tasks could not be done in the rooms provided due to overcrowding, inadequate physical environment, and lack of access to computers and telephones. Time at home decreased but work done at home did not. The physical environment of teaching impacts teaching activity. Work organization that treats a complex, results-oriented task as if it could be well represented by the number of supervised minutes spent on it can be problematic. WFB should be considered when work is re-organized.

  6. Factors Influencing the Organizational Stress among Teachers Working in Higher Education Sector in Kerala: An Empirical Analysis

    ERIC Educational Resources Information Center

    Areekkuzhiyil, Santhosh

    2014-01-01

    The study aims to explore the various factors that influence the organizational stress of teachers working in higher education sector in the state of Kerala. The data required for the study has been conveniently collected from 200 teachers working in higher education sector. Exploratory factor analysis revealed nine factors, which significantly…

  7. Teacher Professional Experience and Performance: Impact of the Work Environment and General Welfare in Malaysian Secondary Schools

    ERIC Educational Resources Information Center

    Malakolunthu, Suseela; Idris, Abdul Rahman; Rengasamy, Nagappan C.

    2010-01-01

    This study investigated the work environment and general welfare of the Malaysian secondary school teachers. Past studies have explicated that the experience of work environment and general welfare exerted a direct influence on the performance of the teachers, hence student outcome. In the factor analysis, the study identified six factors, namely…

  8. Teacher Interventions in Small Group Work in Secondary Mathematics and Science Lessons

    ERIC Educational Resources Information Center

    Hofmann, R.; Mercer, N.

    2016-01-01

    Collaborative problem solving, when students work in pairs or small groups on a curriculum-related task, has become an increasingly common feature of classroom education. This paper reports a study of a topic which has received relatively little attention: how teachers can most usefully intervene when students are working in a group, but have…

  9. The unseen sides of the teachers work

    NASA Astrophysics Data System (ADS)

    Ramona Retegan, Manuela

    2013-04-01

    Containing poster represents me, not even as a Physics teacher, but as a person who doesn't like routine, who likes challenges. Unfortunately, for most of the people working or not working in an educational institute, teacher means he/she sitting in front of the students, teaching them or telling them a lot of useful or un-useful things! But for the ones who really understand what means this word, it is very easy to recognize how nice it is this profession, how much satisfaction you get when you see students growing in your arms. My teaching activity turned into researching one, combining with my training and mentoring adults and young adults' activity, and many other extracurricular activities give me a full profile. I teach young adults and adults, trying to combine formal-non formal-informal during my teaching lessons. Our activity is turned on recognizing and implementing the scientifically research results, and for this reason my students take part in Symposiums, Conferences, Seminaries in my country or abroad. I am trainer also, training adults and young adults in different fields of education. Our activity in the European projects field helped us to involve a great number of teachers and students in every European partnership we had, and this was one of the reasons for our school became an European school. Taking to account the fact that our school offers a great number of qualifications we have enrolled there different kinds of students, having different interests for learning. We involve them in different European partnerships or other European activities, trying to contribute of developing the key-competences in different ways, according with their abilities: "Sustainability in action: thinking global and acting local". Our attention is concentrated on the environment protection, as a global problem for we are all responsible. We tried to make our students responsible and interested in the environment problems. Through our common activity in this

  10. The unseen sides of the teachers work

    NASA Astrophysics Data System (ADS)

    Retegan, M. R.

    2012-04-01

    Containing poster represents me, not even as a Physics teacher, but as a person who doesn't like routine, who likes challenges. Unfortunately, for most of the people working or not working in an educational institute, teacher means he/she sitting in front of the students, teaching them or telling them a lot of useful or un-useful things! But for the ones who really understand what means this word, it is very easy to recognize how nice it is this profession, how much satisfaction you get when you see students growing in your arms. My teaching activity turned into researching one, combining with my training and mentoring adults and young adults' activity, and many other extracurricular activities give me a full profile. I teach young adults and adults, trying to combine formal-non formal-informal during my teaching lessons. Our activity is turned on recognizing and implementing the scientifically research results, and for this reason my students take part in Symposiums, Conferences, Seminaries in my country or abroad. I am trainer also, training adults and young adults in different fields of education. Our activity in the European projects field helped us to involve a great number of teachers and students in every European partnership we had, and this was one of the reasons for our school became an European school. Taking to account the fact that our school offers a great number of qualifications we have enrolled there different kinds of students, having different interests for learning. We involve them in different European partnerships or other European activities, trying to contribute of developing the key-competences in different ways, according with their abilities: "Sustainability in action: thinking global and acting local". Our attention is concentrated on the environment protection, as a global problem for we are all responsible. We tried to make our students responsible and interested in the environment problems. Through our common activity in this

  11. Experiences of North American Teachers Working Overseas Who Broke Their Contracts within One Year

    ERIC Educational Resources Information Center

    Kattera, Stephanie Lynee

    2017-01-01

    The purpose of this qualitative study was to gain insight into the experiences of North American teachers working in international schools and why they chose to leave within the first year. The findings offer insights into the following questions: (1) How do these teachers experience relationships with leadership and students? (2) What role, if…

  12. School Leaders' and Teachers' Work with National Test Results: Lost in Translation?

    ERIC Educational Resources Information Center

    Gunnulfsen, Ann Elisabeth

    2017-01-01

    Studies have shown that school leaders are important in work with large-scale policy reforms in schools. However, the issue of how school leaders and teachers discuss and enact policy is under-studied. This article explores the discursive processes in school leaders' and teachers' policy enactment as they construct responses to policy. The data…

  13. Preschool Teachers' Financial Well-Being and Work Time Supports: Associations with Children's Emotional Expressions and Behaviors in Classrooms

    ERIC Educational Resources Information Center

    King, Elizabeth K.; Johnson, Amy V.; Cassidy, Deborah J.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.

    2016-01-01

    The current study examined associations among teachers' financial well-being, including teachers' wages and their perceptions of their ability to pay for basic expenses, and teachers' work time supports, including teachers' paid planning time, vacation days, and sick days, and children's positive emotional expressions and behaviors in preschool…

  14. The Structure of Secondary School Teacher Job Satisfaction and Its Relationship with Attrition and Work Enthusiasm

    ERIC Educational Resources Information Center

    Weiqi, Chen

    2007-01-01

    This study used the results of a questionnaire survey of 230 secondary school teachers to analyze the factors constituting job satisfaction and its effects on teacher attrition and work enthusiasm. The results show that (a) the structure of secondary school teacher job satisfaction is made up of ten components and is consistent with the model put…

  15. The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

    NASA Astrophysics Data System (ADS)

    Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

    2014-09-01

    Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion:The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21988000','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21988000"><span>[Nursing workloads and <span class="hlt">working</span> <span class="hlt">conditions</span>: integrative review].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Schmoeller, Roseli; Trindade, Letícia de Lima; Neis, Márcia Binder; Gelbcke, Francine Lima; de Pires, Denise Elvira Pires</p> <p>2011-06-01</p> <p>This study reviews theoretical production concerning workloads and <span class="hlt">working</span> <span class="hlt">conditions</span> for nurses. For that, an integrative review was carried out using scientific articles, theses and dissertations indexed in two Brazilian databases, Virtual Health Care Library (Biblioteca Virtual de Saúde) and Digital Database of Dissertations (Banco Digital de Teses), over the last ten years. From 132 identified studies, 27 were selected. Results indicate workloads as responsible for professional weariness, affecting the occurrence of <span class="hlt">work</span> accidents and health problems. In order to adequate workloads studies indicate some strategies, such as having an adequate numbers of employees, continuing education, and better <span class="hlt">working</span> <span class="hlt">conditions</span>. The challenge is to continue research that reveal more precisely the relationships between workloads, <span class="hlt">working</span> <span class="hlt">conditions</span>, and health of the nursing team.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=demand+AND+credit&pg=5&id=EJ1009375','ERIC'); return false;" href="https://eric.ed.gov/?q=demand+AND+credit&pg=5&id=EJ1009375"><span>Bridging the Gap: Preservice <span class="hlt">Teachers</span> and Their Knowledge of <span class="hlt">Working</span> with English Language Learners</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hutchinson, Mary</p> <p>2013-01-01</p> <p>A good deal of attention has been focused on the need to prepare <span class="hlt">teachers</span> to <span class="hlt">work</span> with the increasing number of English language learners (ELLs) in today's classrooms. Many would argue that this preparation should be provided at the preservice level so that new <span class="hlt">teachers</span> are ready to meet the demands of all learners, but in particular ELLs.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1137804.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1137804.pdf"><span>The <span class="hlt">Teacher</span> Residency: A Practical Path to Recruitment and Retention</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Guha, Roneeta; Hyler, Maria E.; Darling-Hammond, Linda</p> <p>2017-01-01</p> <p>Recruitment and retention challenges are once again leading to <span class="hlt">teacher</span> shortages across the nation. Especially in urban and rural school districts, low salaries and poor <span class="hlt">working</span> <span class="hlt">conditions</span> often contribute to the difficulties of recruiting and keeping <span class="hlt">teachers</span>, as can the challenges of the <span class="hlt">work</span> itself. As a consequence, in many schools--especially…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=report+AND+writing&pg=4&id=EJ1077506','ERIC'); return false;" href="https://eric.ed.gov/?q=report+AND+writing&pg=4&id=EJ1077506"><span>Writing for Publication as a Tool in <span class="hlt">Teacher</span> Development</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rathert, Stefan; Okan, Zühal</p> <p>2015-01-01</p> <p>Writing is widely accepted as a tool in the personal and professional development of <span class="hlt">teachers</span>. Among other forms of <span class="hlt">teacher</span> writing, writing for publication is rather unusual as it requires courage to share ideas and unfavourable <span class="hlt">working</span> <span class="hlt">conditions</span> prevent <span class="hlt">teachers</span> from finding time and space to write for publication in the first place. In this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED347570.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED347570.pdf"><span>Sourcebook for English <span class="hlt">Teachers</span>: Directed Reading/Teaching Guides for Selected Literacy <span class="hlt">Works</span>. Volume 2.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ley, Terry C., Ed.</p> <p></p> <p>This sourcebook presents reading guides for 27 literary <span class="hlt">works</span> frequently used by secondary school English <span class="hlt">teachers</span>. The guides contain an overview of the <span class="hlt">work</span>, a pool of instructional objectives for each <span class="hlt">work</span>, a variety of activities, a series of discussion options, suggestions for evaluation, and annotated lists of related <span class="hlt">works</span>. Included are:…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED347569.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED347569.pdf"><span>Sourcebook for English <span class="hlt">Teachers</span>: Directed Reading/Teaching Guides for Selected Literary <span class="hlt">Works</span>. Volume 1.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ley, Terry C., Ed.</p> <p></p> <p>This sourcebook presents reading guides for 22 literary <span class="hlt">works</span> frequently used by secondary school English <span class="hlt">teachers</span>. The guides contain an overview of the <span class="hlt">work</span>, a pool of instructional objectives for each <span class="hlt">work</span>, a variety of activities, a series of discussion options, suggestions for evaluation, and annotated lists of related <span class="hlt">works</span>. Included are:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED347571.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED347571.pdf"><span>Sourcebook for English <span class="hlt">Teachers</span>: Directed Reading/Teaching Guides for Selected Literacy <span class="hlt">Works</span>. Volume 3.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ley, Terry C., Ed.</p> <p></p> <p>This sourcebook presents reading guides for 39 literary <span class="hlt">works</span> frequently used by scondary school English <span class="hlt">teachers</span>. The guides contain an overview of the <span class="hlt">work</span>, a pool of instructional objectives for each <span class="hlt">work</span>, a variety of activities, a series of discussion options, suggestions for evaluation, and annotated lists of related <span class="hlt">works</span>. Included are:…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership&pg=3&id=EJ1167697','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership&pg=3&id=EJ1167697"><span><span class="hlt">Teacher</span> Leaders' <span class="hlt">Work</span> with Peers in a Quasi-Formal <span class="hlt">Teacher</span> Leadership Model</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Supovitz, Jonathan A.</p> <p>2018-01-01</p> <p>Building on evolving conceptions of <span class="hlt">teacher</span> leadership in the literature, this article argues that an integration of both positional and empowering elements of <span class="hlt">teacher</span> leadership are the seeds of an evolved approach to <span class="hlt">teacher</span> leadership for instructional improvement. Using data from a study of quasi-formal <span class="hlt">teacher</span> leadership, the research…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=divorce&pg=2&id=EJ1060698','ERIC'); return false;" href="https://eric.ed.gov/?q=divorce&pg=2&id=EJ1060698"><span>The Decision-Making Processes of Early Childhood <span class="hlt">Teachers</span> When <span class="hlt">Working</span> with Children Experiencing Parental Separation and Divorce</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mahony, L.; Lunn, J.; Petriwskyj, A.; Walsh, K.</p> <p>2015-01-01</p> <p>In this study, the pedagogical decision-making processes of 21 Australian early childhood <span class="hlt">teachers</span> <span class="hlt">working</span> with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with <span class="hlt">teachers</span> were analysed using grounded theory methodology. The findings showed that as <span class="hlt">teachers</span> interacted with young…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22317289','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22317289"><span>Morbidity among nursing personnel and its association with <span class="hlt">working</span> <span class="hlt">conditions</span> and <span class="hlt">work</span> organization.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vasconcelos, S; Marqueze, E; Gonçalves, L; Lemos, L; Araújo, L; Fischer, F M; Moreno, C R C</p> <p>2012-01-01</p> <p><span class="hlt">Work</span> organization patterns and <span class="hlt">working</span> <span class="hlt">conditions</span> experienced by nursing personnel in the hospital settings may be associated to increased morbidity among these health workers. To estimate the prevalence and factors associated with self-reported diseases among nursing personnel at the emergency hospital in Rio Branco/State of Acre, Brazil. A cross-sectional study was conducted involving 272 participants who answered a questionnaire including sociodemographic characteristics, <span class="hlt">working</span> <span class="hlt">conditions</span>, lifestyles, <span class="hlt">work</span> ability, and a fatigue perception scale. The self-reported diseases in the 12 months prior to data collection were considered the dependent variable. A total of 85.7% of the participants reported one or more diseases in the past 12 months. Most prevalent diseases were: musculoskeletal diseases (37.1%), digestive diseases (28.7%), mental disorders (28.3%), <span class="hlt">work</span> injuries (27.9%), and respiratory diseases (26.8%). The following significant variables remained in the final model: high <span class="hlt">work</span> demands (OR 2.69), reported fatigue (OR 3.59), night <span class="hlt">work</span> (OR 6.55) and being a technician or nursing assistant (OR 4.23). Variables related to <span class="hlt">working</span> <span class="hlt">conditions</span> and <span class="hlt">work</span> organization were associated with the occurrence of reported diseases among nursing professionals. Health promotion measures at <span class="hlt">work</span> require a comprehensive approach including the <span class="hlt">working</span> <span class="hlt">conditions</span> and the <span class="hlt">work</span> organization.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2013PRPER...9a0102N','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2013PRPER...9a0102N"><span>Preservice <span class="hlt">teachers</span>' objectives and their experience of practical <span class="hlt">work</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.</p> <p>2013-06-01</p> <p>This study explores third-year preservice physics teachers’ (n=32) views concerning the objectives of practical <span class="hlt">work</span> at school and university. Content analysis of their essays about practical <span class="hlt">work</span> revealed not only the objectives of the practical <span class="hlt">work</span> undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of practical <span class="hlt">work</span> resulted from the successful implementation of practical <span class="hlt">work</span>. According to our findings, practical <span class="hlt">work</span> can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice <span class="hlt">teachers</span> should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical <span class="hlt">work</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15460345','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15460345"><span>Promoting <span class="hlt">teacher</span> quality and retention in special education.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Billingsley, Bonnie S</p> <p>2004-01-01</p> <p>Qualified special educators are needed to carry out research-based practices in schools. The shortage of special educators, the high numbers of uncertified <span class="hlt">teachers</span>, and high attrition rates threaten the practice of science in the schoolhouse and, consequently, the education that students with disabilities receive. If <span class="hlt">teachers</span> are to use research-based practices to benefit students with disabilities, care must be directed toward <span class="hlt">teachers</span>, what they do, and the complex <span class="hlt">conditions</span> in which their practice occurs. In this discussion, I focus on four factors that are important to special education <span class="hlt">teacher</span> retention--responsive induction programs, deliberate role design, positive <span class="hlt">work</span> <span class="hlt">conditions</span> and supports, and professional development. These retention-enhancing factors also serve to cultivate qualified special educators by providing the <span class="hlt">conditions</span> in which they can thrive and grow professionally.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27742493','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27742493"><span>Adherence to Voice Therapy Recommendations Is Associated With Preserved Employment Fitness Among <span class="hlt">Teachers</span> With <span class="hlt">Work</span>-Related Dysphonia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rinsky-Halivni, Lilah; Klebanov, Miriam; Lerman, Yehuda; Paltiel, Ora</p> <p>2017-05-01</p> <p>Referral to voice therapy and recommendations for voice rest and microphone use are common interventions in occupational medicine aimed at preserving the <span class="hlt">working</span> capability of <span class="hlt">teachers</span> with occupation-related voice problems. Research on the impact of such interventions in terms of employment is lacking. This study examined changes in fitness (ie, ability) to <span class="hlt">work</span> of dysphonic <span class="hlt">teachers</span> referred to an occupational clinic and evaluated employment outcomes following voice therapy, voice rest, and microphone use. A historical prospective study was carried out. Of 365 classroom <span class="hlt">teachers</span> who were first referred to a regional occupational medicine clinic due to dysphonia between January 2007 and December 2012, 156 were sampled and 153 were followed-up for an average of 5 years (range 2-8). Data were collected from medical records and from interviews conducted in 2014 aimed at assessing employment status. Logistic regression models were used to assess associations between interventions and employment outcomes. Survival analyses were performed to evaluate the association between participating in voice therapy and length of retained employment fitness. Thirty-four (22.2%) <span class="hlt">teachers</span> suffered declines in <span class="hlt">working</span> capabilities due to dysphonia. Voice therapy was demonstrated as being a protective factor against such declines (odds ratio = 0.05 [0.01-0.27]). Adherence to recommendation of voice therapy was <50%. Most of the decline in <span class="hlt">working</span> fitness among nonadherent <span class="hlt">teachers</span> occurred within 20 months after referral. Unlike voice therapy, voice rest and microphone use were not associated with retention of <span class="hlt">working</span> capabilities. Voice therapy, especially when instituted early, is a strong predictor for retaining fitness for employment among dysphonic <span class="hlt">teachers</span>. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=principles+AND+economic&pg=5&id=EJ1177657','ERIC'); return false;" href="https://eric.ed.gov/?q=principles+AND+economic&pg=5&id=EJ1177657"><span>The Myths of Who We Are: Meritocracy, <span class="hlt">Teachers</span>, and Perceptions of <span class="hlt">Working</span>-Class Family Histories</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lorsbach, Anthony W.; Lucey, Thomas A.</p> <p>2015-01-01</p> <p>This research study interpreted family histories written by <span class="hlt">teachers</span> enrolled in graduate programs in education in the United States. The family histories described feature ancestors from the <span class="hlt">working</span> class. Though their family histories are characterized by poverty and unemployment, three of the four <span class="hlt">teachers</span> interpreted their family histories as…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=visual+AND+impairment&pg=7&id=EJ858192','ERIC'); return false;" href="https://eric.ed.gov/?q=visual+AND+impairment&pg=7&id=EJ858192"><span>Knowledge and Skills for <span class="hlt">Teachers</span> of Students with Visual Impairments Supervising the <span class="hlt">Work</span> of Paraeducators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Sandra; McKenzie, Amy R.</p> <p>2009-01-01</p> <p><span class="hlt">Teachers</span> of students with visual impairments and paraeducators who <span class="hlt">work</span> with students with visual impairments were surveyed to determine if previous research related to the competencies needed by <span class="hlt">teachers</span> who supervise paraeducators applied to this subset of special educators. Both groups confirmed the importance of the competencies, but…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=mathematics&id=EJ1137475','ERIC'); return false;" href="https://eric.ed.gov/?q=mathematics&id=EJ1137475"><span><span class="hlt">Teachers</span>' Mathematics as Mathematics-at-<span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bednarz, Nadine; Proulx, Jérôme</p> <p>2017-01-01</p> <p>Through recognising mathematics <span class="hlt">teachers</span> as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by <span class="hlt">teachers</span> in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24228065','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24228065"><span>The physical effects of aromatherapy in alleviating <span class="hlt">work</span>-related stress on elementary school <span class="hlt">teachers</span> in taiwan.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Liu, Shing-Hong; Lin, Tzu-Hsin; Chang, Kang-Ming</p> <p>2013-01-01</p> <p>People use aromatherapy to relieve the symptoms of physical and psychological stress. However, previous studies have not precisely clarified a scientific basis for the beneficial effects of aromatherapy. Therefore, the overall purpose of this study was to elucidate the beneficial effect of aromatherapy in relieving <span class="hlt">work</span>-related stress. Twenty-nine elementary school <span class="hlt">teachers</span> from Taiwan participated in this study. The experimental procedures comprised 2 phases. First, we verified the effect of aromatherapy by conducting 2 blind tests. We used natural bergamot essential oil extracted from plants and synthesized a chemical essential oil as the placebo to do the aromatherapy. Second, we analyzed the performance of the aromatherapy treatment on the <span class="hlt">teachers</span> who had various workloads. We measured the <span class="hlt">teachers</span>' heart rate variability to evaluate their autonomic nervous system activity. The results show that only the natural bergamot essential oil had an effect and that the aromatherapy treatment relieved <span class="hlt">work</span>-related stress of <span class="hlt">teachers</span> with various workloads. However, the aromatherapy treatment had a weak effect on young <span class="hlt">teachers</span> who had a heavy workload. Moreover, the aromatherapy treatment exhibited no effect on <span class="hlt">teachers</span> who belong to the abnormal body mass index subgroup having a heavy workload.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3818840','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3818840"><span>The Physical Effects of Aromatherapy in Alleviating <span class="hlt">Work</span>-Related Stress on Elementary School <span class="hlt">Teachers</span> in Taiwan</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Liu, Shing-Hong; Lin, Tzu-Hsin; Chang, Kang-Ming</p> <p>2013-01-01</p> <p>People use aromatherapy to relieve the symptoms of physical and psychological stress. However, previous studies have not precisely clarified a scientific basis for the beneficial effects of aromatherapy. Therefore, the overall purpose of this study was to elucidate the beneficial effect of aromatherapy in relieving <span class="hlt">work</span>-related stress. Twenty-nine elementary school <span class="hlt">teachers</span> from Taiwan participated in this study. The experimental procedures comprised 2 phases. First, we verified the effect of aromatherapy by conducting 2 blind tests. We used natural bergamot essential oil extracted from plants and synthesized a chemical essential oil as the placebo to do the aromatherapy. Second, we analyzed the performance of the aromatherapy treatment on the <span class="hlt">teachers</span> who had various workloads. We measured the <span class="hlt">teachers</span>' heart rate variability to evaluate their autonomic nervous system activity. The results show that only the natural bergamot essential oil had an effect and that the aromatherapy treatment relieved <span class="hlt">work</span>-related stress of <span class="hlt">teachers</span> with various workloads. However, the aromatherapy treatment had a weak effect on young <span class="hlt">teachers</span> who had a heavy workload. Moreover, the aromatherapy treatment exhibited no effect on <span class="hlt">teachers</span> who belong to the abnormal body mass index subgroup having a heavy workload. PMID:24228065</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Space+AND+expansion&pg=7&id=EJ820103','ERIC'); return false;" href="https://eric.ed.gov/?q=Space+AND+expansion&pg=7&id=EJ820103"><span><span class="hlt">Conditions</span> for Boundary Crossing: Social Practices of Newly Qualified Swedish <span class="hlt">Teachers</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Andersson, Ingrid; Andersson, Sven B.</p> <p>2008-01-01</p> <p>The purpose of this study is to gain knowledge about <span class="hlt">conditions</span> for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school <span class="hlt">teachers</span> in their first year of teaching. We use the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=burnout&pg=6&id=EJ1033697','ERIC'); return false;" href="https://eric.ed.gov/?q=burnout&pg=6&id=EJ1033697"><span>Burnout and <span class="hlt">Teacher</span> Self-Efficacy among <span class="hlt">Teachers</span> <span class="hlt">Working</span> in Special Education Institutions in Turkey</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sariçam, Hakan; Sakiz, Halis</p> <p>2014-01-01</p> <p>The aim of this paper was to investigate the relationship between <span class="hlt">teacher</span> self-efficacy and burnout among special education school <span class="hlt">teachers</span> in Turkey. One hundred and eighteen <span class="hlt">teachers</span> completed the <span class="hlt">Teachers</span>' Sense of Efficacy Scale and the Maslach Burnout Inventory. <span class="hlt">Teachers</span> belonged to the psychological counselling and guidance programme,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=forced+AND+labor&pg=6&id=ED489013','ERIC'); return false;" href="https://eric.ed.gov/?q=forced+AND+labor&pg=6&id=ED489013"><span><span class="hlt">Teacher</span> Evaluation That <span class="hlt">Works</span>!! Second Edition</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ribas, William B.</p> <p>2005-01-01</p> <p>Creating a system for successfully supervising and evaluating the entire teaching staff of a school district is a daunting task. An effective system-wide program can only be achieved if the administrators, <span class="hlt">teachers</span> and the <span class="hlt">teachers</span>' association understand and attend to the educational, legal, public relations (political), and social-emotional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT........62F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT........62F"><span>The effect of a science <span class="hlt">work</span> experience program for <span class="hlt">teachers</span> on the classroom environment: A qualitative program evaluation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Frazier, Wendy Michelle</p> <p></p> <p>Science <span class="hlt">Work</span> Experience Programs for <span class="hlt">Teachers</span> (SWEPTs) provide an opportunity for science and math <span class="hlt">teachers</span> to <span class="hlt">work</span> in research laboratories during the summer to experience science as it is practiced in the laboratory-setting. Through the use of interviews with <span class="hlt">teachers</span> and students, classroom observations, and an analysis of printed student sheets and student <span class="hlt">work</span>, the lived experience of a cohort of program participants in Columbia University's Summer Research Program for Secondary School Science <span class="hlt">Teachers</span> was recorded in an effort to describe the effect of experience in a SWEPT on the classroom environment of <span class="hlt">teacher</span> participants and student outcomes. Relying on Social Learning Theory and science education reform documentation as a theoretical framework the following dimensions of the classroom were examined: (1) emergent themes that include the participants' perceptions of the importance of technology in the classroom, (2) interpersonal relationships with the <span class="hlt">teachers</span> at the participants' schools, fellow program participants, research scientists, and students, and (3) changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are addressed with respect to future studies, and suggestions for refinement of SWEPTs are provided.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Descriptive+AND+Comparative+AND+Research+AND+Design&pg=3&id=EJ1175333','ERIC'); return false;" href="https://eric.ed.gov/?q=Descriptive+AND+Comparative+AND+Research+AND+Design&pg=3&id=EJ1175333"><span>Vocational Education <span class="hlt">Teachers</span>' Personal Network at School as a Resource for Innovative <span class="hlt">Work</span> Behaviour</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Messmann, Gerhard; Mulder, Regina H.; Palonen, Tuire</p> <p>2018-01-01</p> <p>Purpose: This paper aims to investigate the role of characteristics of vocational education <span class="hlt">teachers</span>' personal network at the workplace for determining the resources that enable them to cope with innovation-related demands at <span class="hlt">work</span>. Design/methodology/approach: A survey study with 48 vocational education <span class="hlt">teachers</span> is carried out. Social network…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25025291','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25025291"><span>[Stress and Burnout Risk in Nursery School <span class="hlt">Teachers</span>: Results from a Survey].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jungbauer, J; Ehlen, S</p> <p>2015-06-01</p> <p>This article presents results from a study of 834 nursery school <span class="hlt">teachers</span> in Germany, investigating <span class="hlt">working</span> <span class="hlt">conditions</span>, stress, and stress-related health problems. In order to evaluate the extent of mental and psychosomatic troubles, as well as the risk of burnout, we used the standardised questionnaire "Burnout Screening Scales" (BOSS I). Data analysis yielded a high percentage of nursery school <span class="hlt">teachers</span> who reported a remarkably high stress level; nearly 20% can be considered as a high-risk group for burnout. Poor staff <span class="hlt">conditions</span> in many nurseries turned out to be the crucial stress source, along with large groups, insufficient <span class="hlt">teacher</span>-child ratio, time pressure and multitasking. In the concluding discussion of the study results, we consider possible measures to reduce stress and to improve <span class="hlt">working</span> <span class="hlt">conditions</span> for nursery school <span class="hlt">teachers</span>. © Georg Thieme Verlag KG Stuttgart · New York.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1003004.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1003004.pdf"><span>America's Public School Kindergarten <span class="hlt">Teachers</span>' Job Turnover and Associated Factors</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yesil Dagli, Ummuhan</p> <p>2012-01-01</p> <p>This study examined the effects of <span class="hlt">teacher</span> characteristics, perceived school climate and <span class="hlt">work</span> <span class="hlt">conditions</span>, and students' characteristics on public school kindergarten <span class="hlt">teachers</span>' act of moving to another school, leaving the profession and staying in the same school. The data came from School and Staffing Survey (SASS) and the <span class="hlt">Teacher</span> Follow-up Survey…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=japan+AND+occupation&pg=5&id=EJ646549','ERIC'); return false;" href="https://eric.ed.gov/?q=japan+AND+occupation&pg=5&id=EJ646549"><span>Teaching Culture as National and Transnational: A Response to "<span class="hlt">Teachers</span>' <span class="hlt">Work</span>."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anderson-Levitt, Kathryn M.</p> <p>2002-01-01</p> <p>Comments on "<span class="hlt">Teachers</span>' <span class="hlt">Work</span>: Institutional Isomorphism and Cultural Variation in the U.S., Germany and Japan" (LeTendre, Baker, Akiba, Goesling, and Wiseman, 2001), applauding the blend of global culture and national culture perspectives, proposing a more systematic synthesis, discussing what it means to take both transnational parallels…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leave+AND+work+AND+work+AND+teachers&pg=3&id=EJ1124892','ERIC'); return false;" href="https://eric.ed.gov/?q=leave+AND+work+AND+work+AND+teachers&pg=3&id=EJ1124892"><span>Exploring the Affective Dimension of <span class="hlt">Teachers</span>' <span class="hlt">Work</span> in Alternative School Settings</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>te Riele, Kitty; Mills, Martin; McGregor, Glenda; Baroutsis, Aspa</p> <p>2017-01-01</p> <p>The affective dimension of <span class="hlt">teachers</span>' <span class="hlt">work</span> is a vital element in shaping inclusive, child-centred classrooms. It is particularly important for students who lack certain aspects of care and support within their personal lives. Recently, neoliberal educational paradigms of data gathering, external testing and competition have increased pressure upon…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=work+AND+stress&pg=4&id=EJ988655','ERIC'); return false;" href="https://eric.ed.gov/?q=work+AND+stress&pg=4&id=EJ988655"><span>Chinese <span class="hlt">Teachers</span>' <span class="hlt">Work</span> Stress and Their Turnover Intention</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Liu, Shujie; Onwuegbuzie, Anthony J.</p> <p>2012-01-01</p> <p>This survey study employed qualitative dominant mixed research to explore the sources of <span class="hlt">teacher</span> stress in China and the possible reasons for Chinese <span class="hlt">teachers</span>' turnover intention. The data were collected in Jilin Province of China, and 510 <span class="hlt">teachers</span> participated in the survey. Quantitatively, 40.4% of the surveyed <span class="hlt">teachers</span> reported that they…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19620887','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19620887"><span>The double whammy of a <span class="hlt">work</span> handicap (differential) effects of health on <span class="hlt">working</span> <span class="hlt">conditions</span> and outcomes.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Steenbeek, Romy; Giesen, Femke B M; Ybema, Jan Fekke</p> <p>2009-08-01</p> <p>To determine the effect of health on <span class="hlt">working</span> <span class="hlt">conditions</span> and outcomes. Data were collected in the longitudinal Study on Health at <span class="hlt">Work</span> (n = 1597 employees), using multiple regression analyses and focusing on three groups of employees: 1) healthy, 2) chronic health complaints without a <span class="hlt">work</span> handicap, and 3) chronic health complaints with a <span class="hlt">work</span> handicap. 1) Employees with a <span class="hlt">work</span> handicap experienced less favorable <span class="hlt">working</span> <span class="hlt">conditions</span> and outcomes than other employees. 2) Employees with a <span class="hlt">work</span> handicap experienced less favorable <span class="hlt">working</span> <span class="hlt">conditions</span> and outcomes over time. 3) Employees with chronic health complaints were more vulnerable to the influence of <span class="hlt">working</span> <span class="hlt">conditions</span> on outcomes, whereas employees with a <span class="hlt">work</span> handicap, unexpectedly, benefited from high <span class="hlt">work</span> pressure and low autonomy. 1) Employees with a <span class="hlt">work</span> handicap differ considerably from employees with chronic health complaints. 2) Employees with a <span class="hlt">work</span> handicap drift into less favorable <span class="hlt">working</span> <span class="hlt">conditions</span> and outcomes. 3) Healthy employees, employees with chronic health complaints, and employees with a <span class="hlt">work</span> handicap, all are vulnerable to different <span class="hlt">working</span> <span class="hlt">conditions</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18320205','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18320205"><span>Call-handlers' <span class="hlt">working</span> <span class="hlt">conditions</span> and their subjective experience of <span class="hlt">work</span>: a transversal study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Croidieu, Sophie; Charbotel, Barbara; Vohito, Michel; Renaud, Liliane; Jaussaud, Joelle; Bourboul, Christian; Ardiet, Dominique; Imbard, Isabelle; Guerin, Anne Céline; Bergeret, Alain</p> <p>2008-10-01</p> <p>The present study sought to describe call-center <span class="hlt">working</span> <span class="hlt">conditions</span> and call-handlers' subjective experience of their <span class="hlt">work</span>. A transversal study was performed in companies followed by the 47 occupational physicians taking part. A dedicated questionnaire included one part on <span class="hlt">working</span> <span class="hlt">conditions</span> (<span class="hlt">work</span>-station organization, task types, <span class="hlt">work</span> schedules, and controls) and another on the perception of <span class="hlt">working</span> <span class="hlt">conditions</span>. Psychosocial risk factors were explored by three dimensions of the Karasek questionnaire, decision latitude, psychological demands and social support. A descriptive stage characterized the population and quantified the frequency of the various types of <span class="hlt">work</span> organization, <span class="hlt">working</span> <span class="hlt">conditions</span> and perception. Certain <span class="hlt">working</span> <span class="hlt">conditions</span> data were crossed with perception data. The total sample comprised 2,130 call-handlers from around 100 different companies. The population was 71.9% female, with a mean age of 32.4 years. The general educational level was high, with 1,443 (68.2%) of call-handlers having at least 2 years' higher education; 1,937 of the workers (91.2%) had permanent <span class="hlt">work</span> contracts. Some <span class="hlt">working</span> situations were found to be associated with low decision latitude and high psychological demands: i.e., where the schedule (full-time or part-time) was imposed, where the call-handlers had not chosen to <span class="hlt">work</span> in a call-center, or where they received prior warning of controls. Moreover, the rate of low decision latitude and high psychological demands increased with seniority in the job. The rate of low decision latitude increased with the size of the company and was higher when call duration was imposed and when the call-handlers handled only incoming calls. The rate of high psychological demands was higher when call-handlers handled both incoming and outgoing calls. This study confirmed the high rate of psychosocial constraints for call-handlers and identified <span class="hlt">work</span> situations at risk.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=children+AND+visual+AND+impairment&pg=7&id=EJ847728','ERIC'); return false;" href="https://eric.ed.gov/?q=children+AND+visual+AND+impairment&pg=7&id=EJ847728"><span>Developing <span class="hlt">Teachers</span>' <span class="hlt">Work</span> for Improving Teaching and Learning of Children with Visual Impairment Accommodated in Ordinary Primary Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mnyanyi, Cosmas B. F.</p> <p>2009-01-01</p> <p>The study investigated how to facilitate <span class="hlt">teachers</span> in developing their <span class="hlt">work</span> in improving the teaching and learning of children with visual impairment (CVI) accommodated in ordinary classrooms. The study takes the form of collaborative action research where the researcher <span class="hlt">works</span> in collaboration with the <span class="hlt">teachers</span>. The project is being conducted in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED582979.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED582979.pdf"><span><span class="hlt">Teacher</span> Leadership <span class="hlt">Works</span>: It Builds, Energizes, Sustains. CenterView</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Center for the Future of Teaching and Learning at WestEd, 2018</p> <p>2018-01-01</p> <p>As this series on <span class="hlt">teacher</span> leadership continues, this "CenterView" issue reports on survey findings about the role of <span class="hlt">teacher</span> leaders and the impact of <span class="hlt">teacher-to-teacher</span> professional learning on the professional growth of both <span class="hlt">teacher</span> leaders and the <span class="hlt">teachers</span> they support. The report also offers specific strategies for school…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=guilt+AND+decision+AND+making&pg=3&id=ED406352','ERIC'); return false;" href="https://eric.ed.gov/?q=guilt+AND+decision+AND+making&pg=3&id=ED406352"><span>Changing <span class="hlt">Teachers</span>, Changing Times. <span class="hlt">Teachers</span>' <span class="hlt">Work</span> and Culture in the Postmodern Age. Professional Development and Practice Series.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hargreaves, Andy</p> <p></p> <p>This book examines the personal, moral, cultural, and political dimensions of teaching in the context of rapid and far-reaching change within <span class="hlt">teachers</span>' <span class="hlt">work</span> and in the world beyond it. The chapters in Part One examine the powerful forces for change in society and how those forces are exerting pressure on existing institutions. Issues such as the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reduce+AND+turnover&id=ED536770','ERIC'); return false;" href="https://eric.ed.gov/?q=reduce+AND+turnover&id=ED536770"><span>A Study of Middle School Principal Behaviors and Their Impact on <span class="hlt">Teacher</span> Retention</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Martin, Todd</p> <p>2011-01-01</p> <p>This dissertation was designed to investigate the causes behind <span class="hlt">teacher</span> turnover and the connection between principal behavior, <span class="hlt">teacher</span> <span class="hlt">working</span> <span class="hlt">conditions</span>, and rates of <span class="hlt">teacher</span> turnover. In particular, this study examined behaviors that <span class="hlt">teachers</span> in three North Carolina middle schools felt their principals displayed that helped encourage them to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20499127','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20499127"><span>Contractual <span class="hlt">conditions</span>, <span class="hlt">working</span> <span class="hlt">conditions</span> and their impact on health and well-being.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Robone, Silvana; Jones, Andrew M; Rice, Nigel</p> <p>2011-10-01</p> <p>Given changes in the labour market in past decades, it is of interest to evaluate whether and how contractual and <span class="hlt">working</span> <span class="hlt">conditions</span> affect health and psychological well-being in society today. We consider the effects of contractual and <span class="hlt">working</span> <span class="hlt">conditions</span> on self-assessed health and psychological well-being using twelve waves (1991/1992-2002/2003) of the British Household Panel Survey. For self-assessed health, the dependent variable is categorical, and we estimate non-linear dynamic panel ordered probit models, while for psychological well-being, we estimate a dynamic linear specification. The results show that both contractual and <span class="hlt">working</span> <span class="hlt">conditions</span> have an influence on health and psychological well-being and that the impact is different for men and women.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=churn&pg=3&id=EJ698813','ERIC'); return false;" href="https://eric.ed.gov/?q=churn&pg=3&id=EJ698813"><span>Raising <span class="hlt">Teacher</span> Salaries: The Funds Are There.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Haberman, Martin</p> <p>2005-01-01</p> <p>School districts currently spend $2.6 billion annually on maintaining a system of recruiting and hiring <span class="hlt">teachers</span> who quit or fail. The 120 major urban districts are the primary locus of this <span class="hlt">teacher</span> churn. The causes include the negative <span class="hlt">conditions</span> of <span class="hlt">work</span> in these districts, the impersonal hiring procedures which recruit and hire the wrong people…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=face+AND+time&pg=7&id=EJ1042894','ERIC'); return false;" href="https://eric.ed.gov/?q=face+AND+time&pg=7&id=EJ1042894"><span>Enacting Policy: The Capacity of School Leaders to Support Early Career <span class="hlt">Teachers</span> through Policy <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sullivan, Anna M.; Morrison, Chad</p> <p>2014-01-01</p> <p>Early career <span class="hlt">teachers</span> often feel overwhelmed by the complex, intense and unpredictable nature of their <span class="hlt">work</span>. Recently, policy initiatives have been introduced to provide new <span class="hlt">teachers</span> with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=motivators&pg=4&id=EJ1081129','ERIC'); return false;" href="https://eric.ed.gov/?q=motivators&pg=4&id=EJ1081129"><span>Exploring the Drivers of <span class="hlt">Teacher</span> Professionalism in Ghana</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Salifu, Inusah</p> <p>2015-01-01</p> <p>This research aimed to explore the <span class="hlt">working</span> <span class="hlt">conditions</span> <span class="hlt">teachers</span> in the Ghana Education Service perceived as motivators in their professional practice. The research used mainly a qualitative approach and three focus groups of five members: each were organised with <span class="hlt">teacher</span> participants drawn from the Ashanti Region purposively selected. The research…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26280132','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26280132"><span>Health, <span class="hlt">work</span> and <span class="hlt">working</span> <span class="hlt">conditions</span>: a review of the European economic literature.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barnay, Thomas</p> <p>2016-07-01</p> <p>Economists have traditionally been very cautious when studying the interaction between employment and health because of the two-way causal relationship between these two variables: health status influences the probability of being employed and, at the same time, <span class="hlt">working</span> affects the health status. Because these two variables are determined simultaneously, researchers control endogeneity skews (e.g., reverse causality, omitted variables) when conducting empirical analysis. With these caveats in mind, the literature finds that a favourable <span class="hlt">work</span> environment and high job security lead to better health <span class="hlt">conditions</span>. Being employed with appropriate <span class="hlt">working</span> <span class="hlt">conditions</span> plays a protective role on physical health and psychiatric disorders. By contrast, non-employment and retirement are generally worse for mental health than employment, and overemployment has a negative effect on health. These findings stress the importance of employment and of adequate <span class="hlt">working</span> <span class="hlt">conditions</span> for the health of workers. In this context, it is a concern that a significant proportion of European workers (29 %) would like to <span class="hlt">work</span> fewer hours because unwanted long hours are likely to signal a poor level of job satisfaction and inadequate <span class="hlt">working</span> <span class="hlt">conditions</span>, with detrimental effects on health. Thus, in Europe, labour-market policy has increasingly paid attention to job sustainability and job satisfaction. The literature clearly invites employers to take better account of the worker preferences when setting the number of hours <span class="hlt">worked</span>. Overall, a specific "flexicurity" (combination of high employment protection, job satisfaction and active labour-market policies) is likely to have a positive effect on health.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19482885','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19482885"><span>Psychosocial <span class="hlt">working</span> <span class="hlt">conditions</span> and <span class="hlt">work</span>-related stressors among UK veterinary surgeons.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bartram, David J; Yadegarfar, Ghasem; Baldwin, David S</p> <p>2009-08-01</p> <p>Anecdotally, veterinary surgeons report high levels of <span class="hlt">work</span>-related stress. To investigate psychosocial <span class="hlt">working</span> <span class="hlt">conditions</span>, self-reported causes of <span class="hlt">work</span>-related stress and satisfaction among a representative sample of vets practising in the UK. A cross-sectional study using a questionnaire mailed to a stratified random sample of 3200 vets. The Health & Safety Executive Management Standards Indicator Tool and a series of bespoke questions were embedded in a 120 item questionnaire, which also assessed anxiety and depressive symptoms, alcohol consumption, suicidal ideation, positive mental well-being and <span class="hlt">work</span>-home interaction. A total of 1796 useable questionnaires were returned (response rate 56%). Number of hours <span class="hlt">worked</span> and making professional mistakes were the main reported contributors to stress. Good clinical outcomes and relationships with colleagues were the greatest sources of satisfaction. Anxiety and depressive symptoms are associated with less favourable <span class="hlt">working</span> <span class="hlt">conditions</span>. Compared to the general population, the sample reported higher risk of <span class="hlt">work</span>-related stress for demands and managerial support but lower risk for relationships and change. The results could be used to inform the development of targeted interventions.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22124741','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22124741"><span>Nursing <span class="hlt">work</span> hours: individual needs versus <span class="hlt">working</span> <span class="hlt">conditions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Silva, Amanda Aparecida; Rotenberg, Lúcia; Fischer, Frida Marina</p> <p>2011-12-01</p> <p>To assess factors associated with professional and total hours of <span class="hlt">work</span> (<span class="hlt">work</span> + home) among nursing staff. Cross-sectional study conducted in a university hospital in the city of São Paulo, southeastern Brazil, between 2004 and 2005. A total of 696 workers (nurses, nurse technicians and aids), mostly women (87.8%) <span class="hlt">working</span> day and/or night shifts, participated in the study. A self-administered questionnaire was used to collected information on demographic characteristics, and <span class="hlt">working</span> and life <span class="hlt">conditions</span>. Translated and adapted into Portuguese versions of the Job Stress Scale, Effort-reward imbalance, Short-Form-Health-related quality of life and the <span class="hlt">Work</span> Ability Index were also administered. Logistic regression models were used for data analysis. Sole breadwinner, <span class="hlt">working</span> night shifts and effort-reward imbalance were the variables associated with both professional (OR = 3.38, OR = 10.43, OR = 2.07, respectively) and total hours of <span class="hlt">work</span> (OR = 1.57, OR = 3.37, OR = 2.75, respectively). There was no significant association between the variables related to hours of <span class="hlt">work</span> and low <span class="hlt">Work</span> Ability Index. Inadequate rest at home was statistically associated with professional (OR = 2.47) and total hours of <span class="hlt">work</span> (OR = 1.48). Inadequate leisure time was significantly associated with professional hours of <span class="hlt">work</span> (OR = 1.58) and barely associated with total hours of <span class="hlt">work</span> (OR = 1.43). The sole breadwinner, <span class="hlt">working</span> night shifts and effort-reward imbalance are variables that need to be further investigated in studies on <span class="hlt">work</span> hours among nursing staff. These studies should explore workers' income and the relationship between effort and reward, taking into consideration gender issues.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2001PhDT........85W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2001PhDT........85W"><span>Science <span class="hlt">teacher</span> improvement: A study of the change in preparation and qualifications of public middle school science <span class="hlt">teachers</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wickler, Nicole I. Z.</p> <p></p> <p>According to the National Commission on Teaching and America's Future (1996), a <span class="hlt">teacher</span>'s professional preparation, their <span class="hlt">work</span> <span class="hlt">conditions</span> and sense of efficacy are fundamental to improving elementary and secondary education. These factors lie at the core of educational reforms that seek to raise standards, reshape curricula, and restructure the way schools operate. The call to reconceptualize the practice of teaching and the interaction between <span class="hlt">teachers</span> and students ring hollow without a careful examination of actions that have taken place in the workplace of <span class="hlt">teachers</span> themselves. A national profile that identifies key characteristics of the current status of public middle school science <span class="hlt">teachers</span> preparation, teaching qualifications, and <span class="hlt">work</span> environments can provide a context for better understanding the current <span class="hlt">conditions</span> that confront science <span class="hlt">teachers</span>. This study seeks to provide critical information in four major areas: (1) preservice learning and teaching assignment; (2) continued learning; (3) supportive <span class="hlt">work</span> environment, and (4) <span class="hlt">teachers</span>' sense of efficacy. This study is based on current efforts by the National Center for Education Statistics (LACES) to collect data of key indicators of <span class="hlt">teacher</span> preparation and qualifications using a large-scale survey administered to a nationally representative sample of full-time public school <span class="hlt">teachers</span> whose primary teaching assignment is in science. In this effort, the information reported in this study utilizes the NCES's Schools and Staffing Surveys (SASS) from 1987--88 and 1993--94. Significant change between 1987--77 and 1993--94 was determined using a t-test for independent means. In addition, frequency counts were analyzed using a chi-square statistic to determine if more "qualified middle school science <span class="hlt">teachers</span>" were located in particular schools by urbanicity location or/and percent minority enrollment. In general, the quality of middle school science <span class="hlt">teachers</span> across the country is declining. <span class="hlt">Teachers</span> report they</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.1057F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.1057F"><span>Individual to collaborative: guided group <span class="hlt">work</span> and the role of <span class="hlt">teachers</span> in junior secondary science classrooms</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Fung, Dennis; Lui, Wai-mei</p> <p>2016-05-01</p> <p>This paper, through discussion of a teaching intervention at two secondary schools in Hong Kong, demonstrates the learning advancement brought about by group <span class="hlt">work</span> and dissects the facilitating role of <span class="hlt">teachers</span> in collaborative discussions. One-hundred and fifty-two Secondary Two (Grade 8) students were divided into three pedagogical groups, namely 'whole-class teaching', 'self-directed group <span class="hlt">work</span>' and '<span class="hlt">teacher</span>-supported group <span class="hlt">work</span>' groups, and engaged in peer-review, team debate, group presentation and reflection tasks related to a junior secondary science topic (i.e. current electricity). Pre- and post-tests were performed to evaluate students' scientific conceptions, alongside collected written responses and audio-recorded discussions. The results indicate that students achieved greater cognitive growth when they engaged in cooperative learning activities, the interactive and multi-sided argumentative nature of which is considered to apply particularly well to science education and Vygotsky's zone of proximal development framework. Group <span class="hlt">work</span> learning is also found to be most effective when <span class="hlt">teachers</span> play a role in navigating students during the joint construction of conceptual knowledge.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=women+AND+workplace+AND+past+AND+now&id=EJ764284','ERIC'); return false;" href="https://eric.ed.gov/?q=women+AND+workplace+AND+past+AND+now&id=EJ764284"><span>Women "Learning to Labour" in the "Male Emporium": Exploring Gendered <span class="hlt">Work</span> in <span class="hlt">Teacher</span> Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Acker, Sandra; Dillabough, Jo-Anne</p> <p>2007-01-01</p> <p>This article reflects an interest in exposing links between women's academic <span class="hlt">work</span> and the gender codes which organize and shape <span class="hlt">working</span> life in the university context, both now and in the recent past, as a contribution to the sociology of women's <span class="hlt">work</span>. Our specific focus is the gendered division of labour in <span class="hlt">teacher</span> education in universities in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Soviet+AND+culture&pg=4&id=EJ491727','ERIC'); return false;" href="https://eric.ed.gov/?q=Soviet+AND+culture&pg=4&id=EJ491727"><span>Changes in Administrative Control and <span class="hlt">Teacher</span> Satisfaction in England and the USSR.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Poppleton, Pam; And Others</p> <p>1994-01-01</p> <p>Among 686 English secondary <span class="hlt">teachers</span> and 1,208 Soviet secondary <span class="hlt">teachers</span> surveyed, job satisfaction for both groups was linked primarily to <span class="hlt">working</span> <span class="hlt">conditions</span>, followed closely by classroom practices and <span class="hlt">teacher</span> roles and responsibilities. Results are interpreted in light of ongoing administrative centralization and the culture of professionalism…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23065193','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23065193"><span>Workplace rehabilitation and supportive <span class="hlt">conditions</span> at <span class="hlt">work</span>: a prospective study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ahlstrom, Linda; Hagberg, Mats; Dellve, Lotta</p> <p>2013-06-01</p> <p>To investigate the impact of rehabilitation measures on <span class="hlt">work</span> ability and return to <span class="hlt">work</span> (RTW), specifically the association between workplace rehabilitation/supportive <span class="hlt">conditions</span> at <span class="hlt">work</span> and <span class="hlt">work</span> ability and RTW over time, among women on long-term sick leave. Questionnaire data were collected (baseline, 6 and 12 months) from a cohort of women (n = 324). Linear mixed models were used for longitudinal analysis of the repeated measurements of <span class="hlt">work</span> ability index (WAI), <span class="hlt">work</span> ability score and <span class="hlt">working</span> degree. These analyses were performed with different models; the explanatory variables for each model were workplace rehabilitation, supportive <span class="hlt">conditions</span> at <span class="hlt">work</span> and time. The individuals provided with workplace rehabilitation and supportive <span class="hlt">conditions</span> (e.g. influence at <span class="hlt">work</span>, possibilities for development, degree of freedom at <span class="hlt">work</span>, meaning of <span class="hlt">work</span>, quality of leadership, social support, sense of community and <span class="hlt">work</span> satisfaction) had significantly increased WAI and <span class="hlt">work</span> ability score over time. These individuals scored higher <span class="hlt">work</span> ability compared to those individuals having workplace rehabilitation without supportive <span class="hlt">conditions</span>, or neither. Additionally, among the individuals provided with workplace rehabilitation and supportive <span class="hlt">conditions</span>, <span class="hlt">working</span> degree increased significantly more over time compared to those individuals with no workplace rehabilitation and no supportive <span class="hlt">conditions</span>. The results highlight the importance of integrating workplace rehabilitation with supportive <span class="hlt">conditions</span> at <span class="hlt">work</span> in order to increase <span class="hlt">work</span> ability and improve the RTW process for women on long-term sick leave.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ECM&pg=4&id=EJ464456','ERIC'); return false;" href="https://eric.ed.gov/?q=ECM&pg=4&id=EJ464456"><span>The European Teaching Force: <span class="hlt">Conditions</span>, Mobility and Qualifications.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Smith, Janet</p> <p>1992-01-01</p> <p>Describes the teaching profession in European Common Market (ECM) states, reviewing differences in importance of education, salaries, status, rewards, <span class="hlt">working</span> <span class="hlt">conditions</span>, and training. Discusses <span class="hlt">teacher</span> mobility between member states and feasibility of a single market among ECM states. Describes common market for primary school <span class="hlt">teachers</span> in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED467268.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED467268.pdf"><span>A High-Quality <span class="hlt">Teacher</span> for Every Classroom. SPeNSE Summary Sheet.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Westat, Inc., Rockville, MD.</p> <p></p> <p>This report from the Study of Personnel Needs in Special Education (SPeNSE) focuses on <span class="hlt">working</span> <span class="hlt">conditions</span> that affect special education <span class="hlt">teachers</span> and how <span class="hlt">teachers</span> acquire needed professional skills. The report found: (1) 80% of special education <span class="hlt">teachers</span> serve students with two or more primary disabilities; (2) almost one-fourth of students served…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18590145','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18590145"><span>[Characteristics of <span class="hlt">working</span> <span class="hlt">conditions</span> at metallurgy-related plants].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Egorova, A M</p> <p>2008-01-01</p> <p><span class="hlt">Working</span> <span class="hlt">conditions</span> at more versus less advanced technology steel plants of the Volgograd Region are analyzed. The <span class="hlt">working</span> <span class="hlt">conditions</span> at the less advanced technology plants are referred to as a very high occupational risk. It is necessary to <span class="hlt">work</span> out measures to lower the poor impact of microclimate, dust, noise, to improve illumination, and to regulate labor at steel plants.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED378133.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED378133.pdf"><span>The Hidden Factor in Early Field Experience: <span class="hlt">Teachers</span>' Perception of the Quality of Life at <span class="hlt">Work</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Divins, Barbara; And Others</p> <p></p> <p>This project identified <span class="hlt">work</span> environment factors in eight schools where a <span class="hlt">teacher</span> preparation program placed early field experience students and where the university students reported experiencing positive field placements. The purpose was to determine the impact of certain variables on <span class="hlt">teachers</span>' perception of the quality of their own professional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ships+AND+industrial&pg=2&id=EJ472144','ERIC'); return false;" href="https://eric.ed.gov/?q=ships+AND+industrial&pg=2&id=EJ472144"><span>Critical Pedagogy--The Practice with Veteran <span class="hlt">Teachers</span>: The <span class="hlt">Work</span> of the Eastern Pennsylvania Lead <span class="hlt">Teacher</span> Consortium. [and] Abandon Ship, Change Course, or Ride It Out: A Reaction to Walker.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Walker, Thomas J.; Johnson, Scott D.</p> <p>1993-01-01</p> <p>The Eastern Pennsylvania Lead <span class="hlt">Teacher</span> Consortium, a regional network for professional development of vocational <span class="hlt">teachers</span>, demonstrates that lead <span class="hlt">teachers</span>' <span class="hlt">work</span> must be tied to student learning outcomes, ideas and practices must be communicated to building-level staff, and regional consortia need a dedicated funding source. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED537048.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED537048.pdf"><span>Keeping Irreplaceables in D.C. Public Schools: Lessons in Smart <span class="hlt">Teacher</span> Retention</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>TNTP, 2012</p> <p>2012-01-01</p> <p>In "The Irreplaceables," TNTP researchers argued that America's urban schools take a negligent approach to <span class="hlt">teacher</span> retention, losing too many of their very best <span class="hlt">teachers</span>--their "Irreplaceables"--and keeping too many of their weakest <span class="hlt">teachers</span>, year after year. A combination of weak school leadership, poor <span class="hlt">working</span> <span class="hlt">conditions</span> and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20415318','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20415318"><span><span class="hlt">Work</span> environment stressors, social support, anxiety, and depression among secondary school <span class="hlt">teachers</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mahan, Pamela L; Mahan, Michael P; Park, Na-Jin; Shelton, Christie; Brown, Kathleen C; Weaver, Michael T</p> <p>2010-05-01</p> <p><span class="hlt">Work</span> environment stress, a salient health and safety issue for secondary school <span class="hlt">teachers</span>, school administrators, parents, and students, was examined in 168 <span class="hlt">teachers</span> from two urban and five suburban high schools. The purpose of this study was to examine relationships between ongoing and episodic stressors and anxiety and depression, as well as the extent to which anxiety and depression may be predicted by stressors and coworker and supervisor support. The Ongoing Stressor Scale (OSS) and the Episodic Stressor Scale (ESS), the Coworker and Supervisor Contents of Communication Scales (COCS), the State Anxiety inventory (S-Anxiety), and the Center for Epidemiological Studies Depression Scale (CES-D) were used to measure the variables. Ongoing and episodic stressors were significantly and positively associated with anxiety and depression. Ongoing stressors and coworker support were significant in explaining anxiety and depression among secondary school <span class="hlt">teachers</span>. Coworker support had an inverse relationship to anxiety and depression.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=motivators+AND+work&pg=4&id=EJ631737','ERIC'); return false;" href="https://eric.ed.gov/?q=motivators+AND+work&pg=4&id=EJ631737"><span>Why Do They Teach? A Study of Job Satisfaction among Long-Term High School <span class="hlt">Teachers</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brunetti, Gerald J.</p> <p>2001-01-01</p> <p>Examined the extent to which experienced high school <span class="hlt">teachers</span> were satisfied with their <span class="hlt">work</span>, noting principal motivators to remaining in the classroom. Survey and interview data indicated that <span class="hlt">teachers</span> had a high level of satisfaction, despite difficult <span class="hlt">working</span> <span class="hlt">conditions</span>. After <span class="hlt">working</span> with students, other important motivators included passion…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=public+AND+relation+AND+marketing&pg=7&id=EJ927199','ERIC'); return false;" href="https://eric.ed.gov/?q=public+AND+relation+AND+marketing&pg=7&id=EJ927199"><span>Market Competition in Upper Secondary Education: Perceived Effects on <span class="hlt">Teachers</span>' <span class="hlt">Work</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lundstrom, Ulf; Holm, Ann-Sofie</p> <p>2011-01-01</p> <p>The development and expansion of market solutions is one of the most important changes in Swedish education in the last 30 years. The aim of the article is to describe and analyse how students and staff in upper secondary schools perceive the impact of market competition on <span class="hlt">teachers</span>' <span class="hlt">work</span>. Three groups of actors in two Swedish regions were…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Effects+AND+Teachers+AND+Self-Efficacy+AND+Job+AND+Satisfaction%3a&pg=2&id=EJ739434','ERIC'); return false;" href="https://eric.ed.gov/?q=Effects+AND+Teachers+AND+Self-Efficacy+AND+Job+AND+Satisfaction%3a&pg=2&id=EJ739434"><span>The Personal and Professional Selves of <span class="hlt">Teachers</span>: Stable and Unstable Identities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Day, Christopher; Kington, Alison; Stobart, Gordon; Sammons, Pam</p> <p>2006-01-01</p> <p>In much educational literature it is recognised that the broader social <span class="hlt">conditions</span> in which <span class="hlt">teachers</span> live and <span class="hlt">work</span>, and the personal and professional elements of <span class="hlt">teachers</span>' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon <span class="hlt">teachers</span>'…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1161481.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1161481.pdf"><span>Quality of School <span class="hlt">Work</span> Life of Public School <span class="hlt">Teachers</span>: Cases from Turkey and Pakistan</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Akram, Muhammad; Ilgan, Abdurrahman; Ozu, Oyku; Shah, Ashfaque Ahmad</p> <p>2017-01-01</p> <p>The Quality of <span class="hlt">Work</span> life (QWL) is the employees' feeling or perception of being comfortable with their <span class="hlt">work</span>. The objective of the present study was to compare Quality of School <span class="hlt">Work</span> Life (QSWL) of public school <span class="hlt">teachers</span> from Turkey and Pakistan. A QSWL scale developed by Ilgan, Ata, Zepeda and Ozu-Cengiz (2014) having 30 items was used as the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25098019','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25098019"><span>Should I stay or should I go? Physical education <span class="hlt">teachers</span>' career intentions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R</p> <p>2014-06-01</p> <p>This study investigated Finnish physical education (PE) <span class="hlt">teachers</span>' intentions to leave the profession and the reasons behind them. A large sample (N = 808) of PE <span class="hlt">teachers</span> who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and <span class="hlt">teacher</span> follow-up questionnaire that elicited career perceptions, intentions, and current <span class="hlt">work</span> duties. In this sample, 26% of the respondents were contemplating leaving their jobs as PE <span class="hlt">teachers</span> and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, <span class="hlt">working</span> <span class="hlt">conditions</span>, colleagues, expertise, workload, administration, and stress. The most influential factors were poor facilities, poor equipment, and isolation from the peers. Additional factors included <span class="hlt">working</span> <span class="hlt">conditions</span>, low status of the PE <span class="hlt">teachers</span>, and workload. For women, workload and stress were more significant reasons for leaving the profession than they were for men (p = .010-.040, d = 0.34-0.43). PE <span class="hlt">teachers</span> in the age group of 40 to 44 years old constituted the largest group who were considering leaving the profession. Thirty-nine percent of the PE <span class="hlt">teachers</span> considered leaving the profession. Even though PE <span class="hlt">teachers</span> face a variety of challenges in their <span class="hlt">work</span>, the majority intend to remain in the teaching profession. Improved resourcing and collegial support could potentially reduce PE <span class="hlt">teachers</span>' intention to leave.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=emotional+AND+analysis&pg=5&id=EJ1162598','ERIC'); return false;" href="https://eric.ed.gov/?q=emotional+AND+analysis&pg=5&id=EJ1162598"><span>Preliminary Findings from RULER Approach in Spanish <span class="hlt">Teachers</span>' Emotional Intelligence and <span class="hlt">Work</span> Engagement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Castillo-Gualda, Ruth; García, Valme; Pena, Mario; Galán, Arturo; Brackett, Marc A.</p> <p>2017-01-01</p> <p>Introduction: The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and <span class="hlt">work</span>-related outcomes in Spanish <span class="hlt">teachers</span>. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and <span class="hlt">work</span>-related…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=motivations+AND+social+AND+media&pg=4&id=EJ1175447','ERIC'); return false;" href="https://eric.ed.gov/?q=motivations+AND+social+AND+media&pg=4&id=EJ1175447"><span><span class="hlt">Teachers</span> 'Liking' Their <span class="hlt">Work</span>? Exploring the Realities of <span class="hlt">Teacher</span> Facebook Groups</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bergviken Rensfeldt, Annika; Hillman, Thomas; Selwyn, Neil</p> <p>2018-01-01</p> <p>Social media are now an important aspect of the professional lives of school <span class="hlt">teachers</span>. This paper explores the growing use of mass '<span class="hlt">teacher</span> groups' and '<span class="hlt">teacher</span> communities' on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057475.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057475.pdf"><span>Academic Optimism, Hope and Zest for <span class="hlt">Work</span> as Predictors of <span class="hlt">Teacher</span> Self-Efficacy and Perceived Success</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sezgin, Ferudun; Erdogan, Onur</p> <p>2015-01-01</p> <p>This study explores the predictive influence of primary school <span class="hlt">teachers</span>' academic optimism, hope and zest for <span class="hlt">work</span> on perceptions of their self-efficacy and success. A total of 600 <span class="hlt">teachers</span> were selected through stratified sampling from 27 primary schools in central districts of Ankara, Turkey, to form the research sample. Intervariable…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=understanding+AND+motivation+AND+emotion&pg=3&id=ED533952','ERIC'); return false;" href="https://eric.ed.gov/?q=understanding+AND+motivation+AND+emotion&pg=3&id=ED533952"><span>Vulnerability and Resilience: <span class="hlt">Working</span> Lives and Motivation of Four Novice EFL Secondary School <span class="hlt">Teachers</span> in Japan</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kumazawa, Masako</p> <p>2011-01-01</p> <p>This study is a longitudinal, qualitative, interpretive inquiry into the <span class="hlt">work</span> motivation of four novice EFL <span class="hlt">teachers</span> at public secondary schools in Japan. I employed constructivism as my philosophical framework and narrative inquiry as my primary methodological tool, and attempted to capture the four young <span class="hlt">teachers</span>' changing motivation as embedded…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title28-vol2/pdf/CFR-2014-title28-vol2-sec545-24.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title28-vol2/pdf/CFR-2014-title28-vol2-sec545-24.pdf"><span>28 CFR 545.24 - Inmate <span class="hlt">work</span> <span class="hlt">conditions</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-07-01</p> <p>... AND COMPENSATION Inmate <span class="hlt">Work</span> and Performance Pay Program § 545.24 Inmate <span class="hlt">work</span> <span class="hlt">conditions</span>. (a) The... supervisor so that appropriate action (for example, medical attention, and submission of necessary reports...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title28-vol2/pdf/CFR-2012-title28-vol2-sec545-24.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title28-vol2/pdf/CFR-2012-title28-vol2-sec545-24.pdf"><span>28 CFR 545.24 - Inmate <span class="hlt">work</span> <span class="hlt">conditions</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-07-01</p> <p>... AND COMPENSATION Inmate <span class="hlt">Work</span> and Performance Pay Program § 545.24 Inmate <span class="hlt">work</span> <span class="hlt">conditions</span>. (a) The... supervisor so that appropriate action (for example, medical attention, and submission of necessary reports...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title28-vol2/pdf/CFR-2013-title28-vol2-sec545-24.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title28-vol2/pdf/CFR-2013-title28-vol2-sec545-24.pdf"><span>28 CFR 545.24 - Inmate <span class="hlt">work</span> <span class="hlt">conditions</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-07-01</p> <p>... AND COMPENSATION Inmate <span class="hlt">Work</span> and Performance Pay Program § 545.24 Inmate <span class="hlt">work</span> <span class="hlt">conditions</span>. (a) The... supervisor so that appropriate action (for example, medical attention, and submission of necessary reports...</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=payroll&pg=5&id=EJ632010','ERIC'); return false;" href="https://eric.ed.gov/?q=payroll&pg=5&id=EJ632010"><span>The Willingness-to-Pay for <span class="hlt">Work</span>/Family Policies: A Study of <span class="hlt">Teachers</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Drago, Robert; Costanza, David; Caplan, Robert; Brubaker, Tanya; Cloud, Darnell; Harris, Naomi; Kashian, Russell; Riggs, T. Lynn</p> <p>2001-01-01</p> <p>A contingent valuation study of 343 elementary <span class="hlt">teachers</span> identified circumstances in which they would be willing to provide, through payroll deductions, certain <span class="hlt">work</span>-family policies/programs. Even those with little or no likelihood of using the programs exhibited willingness to pay for some of them. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=emotional+AND+factor+AND+definition&id=EJ1077266','ERIC'); return false;" href="https://eric.ed.gov/?q=emotional+AND+factor+AND+definition&id=EJ1077266"><span>Reconceptualizing <span class="hlt">Teacher</span>-Student Relationships: Applicability of the <span class="hlt">Working</span> Alliance within Classroom Contexts</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Toste, Jessica R.; Heath, Nancy L.; Connor, Carol McDonald; Peng, Peng</p> <p>2015-01-01</p> <p>Relationships with <span class="hlt">teachers</span> have been found to be particularly salient for elementary-age students, as they relate to successful adjustment to school. The construct of <span class="hlt">working</span> alliance reconceptualizes traditional definitions of relationship to consider elements of emotional connection, as well as the collaboration central to the working…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED495032.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED495032.pdf"><span><span class="hlt">Working</span> towards Reform in Mathematics Education: Parents', <span class="hlt">Teachers</span>', and Students' Views of "Different." <span class="hlt">Working</span> Paper No. 31</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Civil, Marta</p> <p>2006-01-01</p> <p>This essay is a reflection on several aspects related to my encounters with the concept of reform in mathematics education. I start with an exploration of the question of what is reform, grounded on my <span class="hlt">work</span> with <span class="hlt">teachers</span> in a project aimed at promoting reform. I focus on two aspects that seem to be present in most approaches to reform--group…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=transformational+AND+leadership&pg=4&id=EJ1040407','ERIC'); return false;" href="https://eric.ed.gov/?q=transformational+AND+leadership&pg=4&id=EJ1040407"><span>Influential Factors for Knowledge Creation Practices of CTE <span class="hlt">Teachers</span>: Mutual Impact of Perceived School Support, Transformational Leadership, and <span class="hlt">Work</span> Engagement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Song, Ji Hoon; Bae, Sang Hoon; Park, Sunyoung; Kim, Hye Kyoung</p> <p>2013-01-01</p> <p>This study examined the structural relationships among perceived school support, transformational leadership, <span class="hlt">teachers</span>' <span class="hlt">work</span> engagement, and <span class="hlt">teachers</span>' knowledge creation practices. It also investigated the mediating effects of transformational leadership and <span class="hlt">work</span> engagement in explaining the association between perceived school support…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24629345','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24629345"><span>Demand-specific <span class="hlt">work</span> ability, poor health and <span class="hlt">working</span> <span class="hlt">conditions</span> in middle-aged full-time employees.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nabe-Nielsen, Kirsten; Thielen, Karsten; Nygaard, Else; Thorsen, Sannie Vester; Diderichsen, Finn</p> <p>2014-07-01</p> <p>We investigated the prevalence of reduced demand-specific <span class="hlt">work</span> ability, its association with age, gender, education, poor health, and <span class="hlt">working</span> <span class="hlt">conditions</span>, and the interaction between poor health and <span class="hlt">working</span> <span class="hlt">conditions</span> regarding reduced demand-specific <span class="hlt">work</span> ability. We used cross-sectional questionnaire data from 3381 full-time employees responding to questions about vocational education, job demands and social support (<span class="hlt">working</span> <span class="hlt">conditions</span>), musculoskeletal pain (MSP) and major depression (MD) (poor health) and seven questions about difficulty managing different job demands (reduced demand-specific <span class="hlt">work</span> ability). Reduced demand-specific <span class="hlt">work</span> ability varied from 9% to 19% among the 46-year old and from 11% to 21% among the 56-year old. Age was associated with two, gender with four, and education with all measures of reduced demand-specific <span class="hlt">work</span> ability. MSP was associated with four and MD was associated with six measures of reduced demand-specific <span class="hlt">work</span> ability. We found no interaction between <span class="hlt">working</span> <span class="hlt">conditions</span> and poor health regarding reduced demand-specific <span class="hlt">work</span> ability. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=homosexuality&pg=3&id=EJ1030471','ERIC'); return false;" href="https://eric.ed.gov/?q=homosexuality&pg=3&id=EJ1030471"><span>Examining Preschool <span class="hlt">Teachers</span>' Attitudes, Comfort, Action Orientation and Preparation to <span class="hlt">Work</span> with Children Reared by Gay and Lesbian Parents</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hegde, Archana V.; Averett, Paige; Parker White, Carmel; Deese, Shannon</p> <p>2014-01-01</p> <p>The present study assessed preschool <span class="hlt">teachers</span>' attitudes towards homosexuality, their comfort levels in <span class="hlt">working</span> with same sex parents and their children, their action orientation and preparedness to <span class="hlt">work</span> on this topic. Twenty <span class="hlt">teachers</span> from public schools and 20 from private child care settings in North Carolina, USA, participated in the study. Two…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Chemistry+AND+research+AND+work&pg=2&id=EJ1166961','ERIC'); return false;" href="https://eric.ed.gov/?q=Chemistry+AND+research+AND+work&pg=2&id=EJ1166961"><span>Thinking about Practical <span class="hlt">Work</span> in Chemistry: <span class="hlt">Teachers</span>' Considerations of Selected Practices for the Macroscopic Experience</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewthwaite, Brian</p> <p>2014-01-01</p> <p>This study explores <span class="hlt">teachers</span>' thinking about practical <span class="hlt">work</span>, especially in regards to the types of practical <span class="hlt">work</span> they privilege in their teaching of chemistry to support students in their learning. It seeks to investigate the view that practical <span class="hlt">work</span>, especially the type of practical <span class="hlt">work</span> selected, is "unthinkingly" and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/14978890','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/14978890"><span>[Risk of certain obstetric pathologies in women employed in <span class="hlt">working</span> <span class="hlt">conditions</span> non-complying with the current legal status on <span class="hlt">work</span> load and <span class="hlt">working</span> <span class="hlt">conditions</span> appropriate for pregnant women].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Makowiec-Dabrowska, Teresa; Hanke, Wojciech; Sobala, Wojciech; Radwan-Włodarczyk, Zyta; Koszada-Włodarczyk, Wiesława</p> <p>2003-01-01</p> <p>The aim of the study was to define the incidence of prematurity and small-for-gestational age (SGA) infants in occupationally involved pregnant women, and to find out how far <span class="hlt">working</span> <span class="hlt">conditions</span> departing from binding regulations contribute to the risk of the development of these pathologies. The study was carried out on a representative sample of 3050 women employed for longer than one week during pregnancy in the Łódź district. An interview conducted with the subjects few days after delivery was the source of information about <span class="hlt">working</span> <span class="hlt">conditions</span>. The obtained information was compared with the real situation in about 10% of randomly selected workposts. A high level of consistence was observed. The study revealed that almost 60% of women <span class="hlt">work</span> in <span class="hlt">conditions</span>, which do not comply with the Labor Code provisions setting <span class="hlt">working</span> <span class="hlt">conditions</span> permissible for pregnant women. In the study group, 4.68% of prematurity and 6.15% of SGA were recorded. A 66% excess in the risk of delivering SGA infants in case of at least one factor not complying with regulations was revealed. The excess was growing with the increased number of departures from regulations and continuation of employment during pregnancy. It was estimated that the number of SGA cases would decrease by 28% if the <span class="hlt">working</span> <span class="hlt">conditions</span> would have met the requirements. A prolonged time of <span class="hlt">work</span>, local vibration for > 4h/shift, forced <span class="hlt">work</span> pace, excessive effort and forced body position during the <span class="hlt">work</span> performance contributed mostly to the risk of pathology. Interestingly, the risk of premature delivery was lower by about 40% in women <span class="hlt">working</span> in unsatisfactory <span class="hlt">conditions</span>, which is attributed to termination of <span class="hlt">work</span> immediately after the occurrence of pregnancy-threatening symptoms. Only those women whose pregnancy was not threatened with pathology could continue their <span class="hlt">work</span>. The study revealed a quite large number of workplaces not complying with regulations on <span class="hlt">working</span> <span class="hlt">conditions</span> permissible for pregnant women. Therefore</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED561233.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED561233.pdf"><span>Outsider Partners? <span class="hlt">Working</span> with and within a <span class="hlt">Teacher</span> Preparation Partnership in an Indigenous Rural Community</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Torrez, Cheryl A.; Krebs, Marjori</p> <p>2015-01-01</p> <p>Two university-based educators conducted a year-long self-study regarding their <span class="hlt">work</span> within a rural Native American School district, focusing on Indigenous <span class="hlt">teacher</span> recruitment, preparation, and classroom-based professional development. The authors describe the nature of their <span class="hlt">work</span>, the context in which the <span class="hlt">work</span> was conducted, and the ways in which…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Hawthorn&pg=6&id=ED332968','ERIC'); return false;" href="https://eric.ed.gov/?q=Hawthorn&pg=6&id=ED332968"><span>Australian <span class="hlt">Teachers</span>' Careers. <span class="hlt">Teachers</span> in Society.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Maclean, Rupert, Ed.; McKenzie, Phillip, Ed.</p> <p></p> <p>This book focuses on career patterns and promotion of Australian school <span class="hlt">teachers</span>. Following an introduction by the editors, the book is divided into 4 parts: Part 1, entitled "Understanding <span class="hlt">Teachers</span>' Careers" includes 2 chapters: (l) "<span class="hlt">Teachers</span>' Careers: A Conceptual Framework" (Rupert Maclean); and (2) "<span class="hlt">Teachers</span>' <span class="hlt">Work</span>: A…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25544548','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25544548"><span>Professions and <span class="hlt">Working</span> <span class="hlt">Conditions</span> Associated With Community-Acquired Pneumonia.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Almirall, Jordi; Serra-Prat, Mateu; Bolíbar, Ignasi; Palomera, Elisabet; Roig, Jordi; Boixeda, Ramon; Bartolomé, Maria; de la Torre, Mari; Parra, Olga; Torres, Antoni</p> <p>2015-12-01</p> <p>Community-acquired pneumonia (CAP) is not considered a professional disease, and the effect of different occupations and <span class="hlt">working</span> <span class="hlt">conditions</span> on susceptibility to CAP is unknown. The aim of this study is to determine whether different jobs and certain <span class="hlt">working</span> <span class="hlt">conditions</span> are risk factors for CAP. Over a 1-year period, all radiologically confirmed cases of CAP (n=1,336) and age- and sex-matched controls (n=1,326) were enrolled in a population-based case-control study. A questionnaire on CAP risk factors, including <span class="hlt">work</span>-related questions, was administered to all participants during an in-person interview. The bivariate analysis showed that office <span class="hlt">work</span> is a protective factor against CAP, while building <span class="hlt">work</span>, contact with dust and sudden changes of temperature in the workplace were risk factors for CAP. The occupational factor disappeared when the multivariate analysis was adjusted for <span class="hlt">working</span> <span class="hlt">conditions</span>. Contact with dust (previous month) and sudden changes of temperature (previous 3 months) were risk factors for CAP, irrespective of the number of years spent <span class="hlt">working</span> in these <span class="hlt">conditions</span>, suggesting reversibility. Some recent <span class="hlt">working</span> <span class="hlt">conditions</span> such as exposure to dust and sudden changes of temperature in the workplace are risk factors for CAP. Both factors are reversible and preventable. Copyright © 2014 SEPAR. Published by Elsevier Espana. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1133823.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1133823.pdf"><span>Determination of Self-Efficacy and Burnout State of <span class="hlt">Teachers</span> <span class="hlt">Working</span> in the Special Education Field in Terms of Different Variables</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Nuri, Cahit; Demirok, Mukaddes Sakalli; Direktör, Cemaliye</p> <p>2017-01-01</p> <p>The aim of the study is to analyse the self-efficacy and burnout of special education <span class="hlt">teachers</span> in terms of different variables such as gender, <span class="hlt">teachers</span>' educational levels, <span class="hlt">teachers</span>' daily <span class="hlt">working</span> hours, and <span class="hlt">teachers</span>' daily student numbers. 7 special education schools, affiliated to Turkish Republic of Northern Cyprus (TRNC) Ministry of Education…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Caring+AND+environment+AND+organizations&pg=4&id=EJ609120','ERIC'); return false;" href="https://eric.ed.gov/?q=Caring+AND+environment+AND+organizations&pg=4&id=EJ609120"><span><span class="hlt">Teacher</span> <span class="hlt">Work</span> Context and Parent Involvement in Urban High Schools of Choice.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bauch, Patricia A.; Goldring, Ellen B.</p> <p>2000-01-01</p> <p>Uses findings from previous studies of <span class="hlt">teacher</span> <span class="hlt">work</span> context to hypothesize that some features of the school workplace may contribute to greater parent involvement in urban high schools, especially home-school communication and parent volunteering. Discusses the roles of communal school organization and a context of caring. (SLD)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=corruption&pg=3&id=EJ958658','ERIC'); return false;" href="https://eric.ed.gov/?q=corruption&pg=3&id=EJ958658"><span>The Relationship of Organizational Corruption with Organizational Culture, Attitude towards <span class="hlt">Work</span> and <span class="hlt">Work</span> Ethics: A Search on Turkish High School <span class="hlt">Teachers</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Balci, Ali; Ozdemir, Murat; Apaydin, Cigdem; Ozen, Fatmanur</p> <p>2012-01-01</p> <p>The aim of this study is to analyse organizational corruption and to determine its level of relation to attitude towards <span class="hlt">work</span>, <span class="hlt">work</span> ethics and organizational culture. The data in study have been collected from 441 public high school <span class="hlt">teachers</span> employed in the central districts of Ankara in the school year of 2008-2009. Data have been collected…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED455179.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED455179.pdf"><span>A First-Year White <span class="hlt">Teacher</span> <span class="hlt">Working</span> with Children of Color: An Investigation into the Meaning of "Trial by Fire."</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Marx, Sherry</p> <p></p> <p>The idea that a white <span class="hlt">teacher</span> <span class="hlt">working</span> predominantly with children of color might have problems because of the inability to understand where the students are coming from or because of racial/ethnic biases is supported in various branches of educational literature. This study investigates a first-year white <span class="hlt">teacher</span> <span class="hlt">working</span> in a middle school where…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15761321','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15761321"><span><span class="hlt">Work</span> disability resulting from chronic health <span class="hlt">conditions</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lerner, Debra; Allaire, Saralynn H; Reisine, Susan T</p> <p>2005-03-01</p> <p>To describe current programs and policies for addressing <span class="hlt">work</span> disability among adults with chronic health <span class="hlt">conditions</span>, and to identify opportunities for new research aimed at reducing the problem. The authors conducted secondary data analysis and a literature review. Millions of Americans with a chronic health <span class="hlt">condition</span> have a <span class="hlt">work</span> disability or are at risk of developing one. This public health problem is costing hundreds of billions of dollars a year nationally in lost productivity and diminishing the quality of life of millions of Americans. The medical care system, employers, and government--three traditional sources of help for adults with chronic health problems--are not sufficiently oriented toward the primary or secondary prevention of <span class="hlt">work</span> disability. New research is urgently needed to reduce the burden of <span class="hlt">work</span> disability on individuals and society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22205341','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22205341"><span>Mental health and patterns of <span class="hlt">work</span>-related coping behaviour in a German sample of student <span class="hlt">teachers</span>: a cross-sectional study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zimmermann, Linda; Unterbrink, Thomas; Pfeifer, Ruth; Wirsching, Michael; Rose, Uwe; Stößel, Ulrich; Nübling, Matthias; Buhl-Grießhaber, Veronika; Frommhold, Markus; Schaarschmidt, Uwe; Bauer, Joachim</p> <p>2012-11-01</p> <p>The aim of this cross-sectional study was to evaluate the mental health of student <span class="hlt">teachers</span>, to analyse the extent to which they feel prepared for their profession by the university curriculum and to investigate patterns of coping with occupational stress. A sample of 481 German student <span class="hlt">teachers</span> was investigated using two standardised instruments: GHQ-12 (General Health Questionnaire) and AVEM (Arbeitsbezogenes Verhaltens- und Erlebensmuster), an occupational stress and coping questionnaire describing four patterns of <span class="hlt">work</span>-related coping behaviour. In addition, we asked how well the student <span class="hlt">teachers</span> felt that the curriculum prepared them for their profession. Forty-four per cent of the student <span class="hlt">teachers</span> report impaired mental health in the second <span class="hlt">teacher</span> training period, indicated by a GHQ value equal to or over the cut-off of four. The AVEM responses revealed more than 40% showing risk patterns (A or B) compared to only 26.3% displaying a healthy coping style (G), while 32.8% demonstrate an unambitious style (S). These GHQ values are inversely correlated with the extent to which student <span class="hlt">teachers</span> feel prepared for their <span class="hlt">work</span> by the university curriculum. Our data indicate a problematic stress level for student <span class="hlt">teachers</span> in the second training phase (high exposure to health risks and unfavourable coping styles). Since teaching is clearly an extremely demanding job, it is vital that <span class="hlt">teacher</span> training systems contribute towards protecting the health of <span class="hlt">teachers</span> by focusing on fostering healthy personal attitudes and equipping young <span class="hlt">teachers</span> with coping styles and skills that will better prepare them for the challenges facing them in their daily <span class="hlt">work</span>. Self-care health management should also be part of the <span class="hlt">teacher</span> training curriculum.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=health&pg=7&id=EJ1019586','ERIC'); return false;" href="https://eric.ed.gov/?q=health&pg=7&id=EJ1019586"><span><span class="hlt">Teachers</span>' Ideas about Health: Implications for Health Promotion at School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Miglioretti, Massimo; Velasco, Veronica; Celata, Corrado; Vecchio, Luca</p> <p>2013-01-01</p> <p>Objectives: The study explores the relationships among <span class="hlt">teachers</span>' health representations, their ideas about health promotion, their <span class="hlt">working</span> <span class="hlt">conditions</span> and their involvement in health-promotion activities at school. Methods: A questionnaire was administered to 107 <span class="hlt">teachers</span> in 86 schools in Milan (Italy). The questionnaire was structured in four…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26159952','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26159952"><span>Job burnout and engagement among <span class="hlt">teachers</span> - Worklife areas and personality traits as predictors of relationships with <span class="hlt">work</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mojsa-Kaja, Justyna; Golonka, Krystyna; Marek, Tadeusz</p> <p>2015-01-01</p> <p>The main goal of the present study was to analyze the burnout syndrome due to selected personality traits (based on the Cloninger's psychobiological personality model and positive and negative affectivity) and the degree of mismatch between <span class="hlt">teachers</span> and their <span class="hlt">work</span> environment (described in terms of the Model of Worklife Areas). The 2nd goal was to determine if the participants could be classified into different burnout profile groups (clusters) based on their burnout dimension (exhaustion, cynicism and efficacy) scores and whether those groups differed significantly with regard to their personality traits and levels of mismatch between them and the workplace. Individual and contextual factors responsible for burnout were analyzed in a group of 205 Polish <span class="hlt">teachers</span> who completed a set of questionnaires: Maslach Burnout Inventory - General Scale, Areas of Worklife Scale, Temperament and Character Inventory, and Positive and Negative Affect Schedule. The hierarchical regression analysis revealed that <span class="hlt">teachers</span>' efficacy is determined only by personality factors, while exhaustion and cynicism are determined by both individual and organizational variables. The cluster analysis revealed 3 groups (burnout, engaged, ineffective) that varied in the level of all burnout dimensions. <span class="hlt">Teachers</span> experiencing burnout perceived a higher level of mismatch between themselves and the <span class="hlt">work</span> environment, compared to the engaged <span class="hlt">teachers</span> demonstrating better alignment. The engaged <span class="hlt">teachers</span> were lower on negative affectivity and higher on self-directedness as compared to the burnout group. The study provided insight into the role of individual factors in the development of <span class="hlt">teacher</span> burnout and engagement. Negative affectivity could be considered as a predisposing risk factor and self-directedness as a protective factor for burnout. This <span class="hlt">work</span> is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=working+AND+conditions+AND+safety&pg=6&id=EJ305082','ERIC'); return false;" href="https://eric.ed.gov/?q=working+AND+conditions+AND+safety&pg=6&id=EJ305082"><span><span class="hlt">Working</span> <span class="hlt">Conditions</span> in the Industrial Nations: What Lies Ahead?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Spyropoulos, Georges</p> <p>1984-01-01</p> <p>Over the past 15 years, traditional concepts of <span class="hlt">working</span> <span class="hlt">conditions</span> and of <span class="hlt">work</span> have been challenged in industrialized nations. The improvement of <span class="hlt">working</span> <span class="hlt">conditions</span> has become a basic issue, affected by the economic situation, technological advances, social climate, labor relations, and individual behavior. (Author/SK)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. 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