Mentoring Student Teachers: A Conceptual Model.

ERIC Educational Resources Information Center

Stahlhut, Richard G.; Hawkes, Richard R.

This study sought to determine how student teachers perceived their cooperating teacher's leadership practices. The Leader Behavior Description Questionnaire Form was completed during the final week of clinical field experience by 212 student teachers. The questionnaire was based on four identified leadership styles used by mentors: (1)…

Motivation and Degree Completion in a University-Based Teacher Education Programme

ERIC Educational Resources Information Center

Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara

2015-01-01

This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching…

Development and Evaluation of a Chinese Version of the Questionnaire on Teacher Interaction (QTI)

ERIC Educational Resources Information Center

Sun, Xiaojing; Mainhard, Tim; Wubbels, Theo

2018-01-01

Teacher-student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students' interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items…

The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers: Results of a Questionnaire Survey

ERIC Educational Resources Information Center

Nathanson, Steven; Pruslow, John; Levitt, Roberta

2008-01-01

This article describes a questionnaire survey of 747 students enrolled in a graduate school of education, who are currently teachers or prospective teachers. The Literacy Habits Questionnaire, developed by Applegate and Applegate, was administered in September 2006. Findings suggest a high prevalence of aliteracy, the ability to read but a…

The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia

NASA Astrophysics Data System (ADS)

She, Hsiao-Ching; Fisher, Darrell

2000-11-01

Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. This article describes the development and validation of a questionnaire, the Teacher Communication Behavior Questionnaire (TCBQ) (see pp. 723-726), which assesses student perceptions of the following five important teacher behaviors: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was administered to 1202 students from 30 classes in Taiwan and to 301 students from 12 classes in Australia. The reliability and factorial validity of the TCBQ were found to be satisfactory for both the Taiwanese and Australian data. To further validate the questionnaire and understand the differences in teacher behavior according to the perceptions of students from the two countries, a qualitative approach was used. Students were interviewed (two from each of five classes) in both Taiwan and Australia. The interview questions focused on these students' responses to selected questionnaire items. The results obtained from the interviews supported and helped explain the quantitative results. In an application of the TCBQ in both countries, students' perceptions on four of the scales of the TCBQ were associated with their attitudes to their science classes.

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…

Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

ERIC Educational Resources Information Center

Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2016-01-01

In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

Pedagogical and Social Climate in School Questionnaire: Factorial Validity and Reliability of the Teacher Version

ERIC Educational Resources Information Center

Dimitrova, Radosveta; Ferrer-Wreder, Laura; Galanti, Maria Rosaria

2016-01-01

This study evaluated the factorial structure of the Pedagogical and Social Climate in School (PESOC) questionnaire among 307 teachers in Bulgaria. The teacher edition of PESOC consists of 11 scales (i.e., Expectations for Students, Unity Among Teachers, Approach to Students, Basic Assumptions About Students' Ability to Learn, School-Home…

Teacher Questionnaire: Schools and Staffing Survey. 2011-12 School Year. SASS-4A

ERIC Educational Resources Information Center

National Center for Education Statistics, 2012

2012-01-01

The Schools and Staffing Survey (SASS) is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education and policymakers a variety of statistics on the condition of education in the United States. The SASS system covers a wide range of topics from teacher demand, teacher and principal…

Assessing teachers' positive psychological functioning at work: Development and validation of the Teacher Subjective Wellbeing Questionnaire.

PubMed

Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R

2015-06-01

This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed. (c) 2015 APA, all rights reserved).

Developing a Questionnaire to Assess the Probability Content Knowledge of Prospective Primary School Teachers

ERIC Educational Resources Information Center

Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel

2016-01-01

In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…

Beliefs and Attitudes of Primary School Teachers in Mumbai, India towards Children Who Stutter

ERIC Educational Resources Information Center

Pachigar, Vinati; Stansfield, Jois; Goldbart, Juliet

2011-01-01

Beliefs and attitudes of teachers in Mumbai, India, towards children who stutter were investigated using questionnaires and semi-structured interviews. Questionnaires were completed by 58 teachers, four of whom were subsequently interviewed. Results from the questionnaires showed that teachers believed that a child's environment influenced…

Measuring Media Literacy for Media Education: Development of a Questionnaire for Teachers' Competencies

ERIC Educational Resources Information Center

Simons, Mathea; Meeus, Will; T'Sas, Jan

2017-01-01

Effective media education requires that teachers have sufficient media literacy competencies as well as the competencies to promote media literacy in students. This article describes the development of a questionnaire to measure these competencies individually or as a team. The questionnaire was developed in five stages. A systematic and critical…

The use of a tablet computer to complete the DASH questionnaire.

PubMed

Dy, Christopher J; Schmicker, Thomas; Tran, Quynh; Chadwick, Brian; Daluiski, Aaron

2012-12-01

To determine whether electronic self-administration of the Disabilities of the Arm, Shoulder, and Hand (DASH) questionnaire using a tablet computer increased completion rate compared with paper self-administration. We gave the DASH in self-administered paper form to 222 new patients in a single hand surgeon's practice. After a washout period of 5 weeks, we gave the DASH in self-administered tablet computer form to 264 new patients. A maximum of 3 questions could be omitted before the questionnaire was considered unscorable. We reviewed the submitted surveys to determine the number of scorable questionnaires and the number of omitted questions in each survey. We completed univariate analysis and regression modeling to determine the influence of survey administration type on respondent error while controlling for patient age and sex. Of the 486 total surveys, 60 (12%) were not scorable. A significantly higher proportion of the paper surveys (24%) were unscorable compared with electronic surveys (2%), with significantly more questions omitted in each paper survey (2.6 ± 4.4 questions) than in each electronic survey (0.1 ± 0.8 questions). Logistic regression analysis revealed survey administration mode to be significantly associated with DASH scorability while controlling for age and sex, with electronic survey administration being 14 times more likely than paper administration to yield a scorable DASH. In our retrospective series, electronic self-administration of the DASH decreased the number of omitted questions and yielded a higher number of scorable questionnaires. Prospective, randomized evaluation is needed to better delineate the effect of survey administration on respondent error. Administration of the DASH with a tablet computer may be beneficial for both clinical and research endeavors to increase completion rate and to gain other benefits from electronic data capture. Copyright © 2012 American Society for Surgery of the Hand. Published by Elsevier Inc

[Influence of inclusive child day-care on nursery school teachers: a questionnaire survey of teachers with experience in inclusive child day-care in K City].

PubMed

Kawachi, Shinobu; Fukuzawa, Yukiko; Hamada, Yuuko

2006-09-01

The purpose of this survey questionnaire is to investigate the factors influencing how nursery school teachers perceive inclusive child day-care in K City in order to qualify what support we can provide. The questionnaire was sent to nursery school teachers with experience in inclusive child day-care in K City. Three hundred seventeen teachers provided sufficient data for analysis. The results of this survey suggest that teachers perceive inclusive child day-care to lead up to self-development and the pleasure of child-caring. On the other hand, they feel a burden of inclusive child day-care, with teachers in their 40 s feeling a stronger burden than teachers in their 20 s. And teachers with experience in taking care of emotionally disturbed children or teachers with experience in taking care of hearing-impaired children feel a stronger burden than teachers without experience in taking care of them. The results of our survey also suggest that it is necessary for support systems to have special knowledge about disabled children and special ways of caring, and to decrease teachers' burden or dissatisfaction with inclusive child day-care.

Teachers Taking Action with Student Perception Survey Data

ERIC Educational Resources Information Center

Villa, Lessita Ann Lorin

2017-01-01

As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and…

Validation of a questionnaire on behaviour academic competence among Chinese preschool children.

PubMed

Leung, Cynthia; Lo, S K; Leung, Shirley S L

2012-01-01

The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children. Copyright © 2012 Elsevier Ltd. All rights reserved.

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…

Understanding parent-teacher agreement of the Strengths and Difficulties Questionnaire (SDQ): Comparison across seven European countries.

PubMed

Cheng, Sabrina; Keyes, Katherine M; Bitfoi, Adina; Carta, Mauro Giovanni; Koç, Ceren; Goelitz, Dietmar; Otten, Roy; Lesinskiene, Sigita; Mihova, Zlatka; Pez, Ondine; Kovess-Masfety, Viviane

2018-03-01

Assessments of child psychopathology are often derived from parental and teacher reports, yet there is substantial disagreement. This study utilized data from 7 European countries to examine parent-teacher agreement and possible explanatory factors for parent-teacher disagreement such as child and family characteristics, parenting dimensions, and maternal distress were explored. Parent-teacher agreement of the Strengths and Difficulties Questionnaire were assessed using a cross-sectional survey of 4,894 school aged children 6-11 from the School Children Mental Health Europe Project. Parent-teacher agreement was low to moderate (Pearson correlation ranging from .24 (Prosocial) to .48 (Hyperactivity) for the 5 subscales across 7 countries); kappa coefficient ranged from .01 (Turkey) to .44 (Italy) for internalizing problems and .19(Romania) to .44(Italy) for externalizing problems. Child's gender and age, mother's employment status, single parent home, number of children in household, and selected parenting dimension were found to be explanatory of informant disagreement. This study not only serves to advance our understanding of parent-teacher agreement of the Strengths and Difficulties Questionnaire in 7 European countries but provides a novel approach to examining the factors that contribute to informant disagreement. Copyright © 2017 John Wiley & Sons, Ltd.

Adaptation of Conceptions of Learning Science Questionnaire into Turkish and Science Teacher Candidates' Conceptions of Learning Science

ERIC Educational Resources Information Center

Bahçivan, Eralp; Kapucu, Serkan

2014-01-01

The purposes of this study were to (1) adapt an instrument "The Conceptions of Learning Science (COLS) questionnaire" into Turkish, and (2) to determine Turkish science teacher candidates' COLS. Adapting the instrument four steps were followed. Firstly, COLS questionnaire was translated into Turkish. Secondly, COLS questionnaire was…

Students' views on student-teacher relationship: a questionnaire-based study.

PubMed

Bin Abdulrahman, Khalid A

2007-05-01

The aim of this study is to assess students' views on student-teacher relationship and its effect on academic grades. The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X(2)=6.25, p=0.012). Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2%) students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X(2)=11.8, p=0.003). Eight-four percent of the students with higher and above average grades strongly agreed that teacher's performance was affected by students' attendance or absence and the responses were significantly associated with their grades (X(2)=4.35, p=0.037). The responses to most of the items by the students were independent of their grades. This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1(st) year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.

Validity and reliability of the effort-reward imbalance questionnaire in a sample of 673 Italian teachers.

PubMed

Zurlo, Maria Clelia; Pes, Daniela; Siegrist, Johannes

2010-08-01

This study explores the explicative potential of effort-reward imbalance Model to unveil the dimensions involved in teacher stress process and analyses the psychometric characteristics of the Italian version of the ERI Questionnaire (Siegrist, J Occup Health Psychol 1:27-43, 1996) with respect to a homogeneous occupational group: Italian school teachers. The Italian version of the ERI Questionnaire was submitted to 673 teachers randomly drawn from a cross-section of school types. Internal consistency, reliability, discriminative validity, and factorial structure were evaluated. Predictive validity was explored with respect to a measure of perceived strain, the Crown-Crisp Experiential Index. Discriminative validity was explored with respect to age, gender, education, type of school, the presence/absence of physical pains in the last 12 months before the survey, and teachers' intention to leave the profession. Item-total correlations are for all items included between 0.30 and 0.80 (p < 0.01). Mean inter-item correlation is 0.26. Cronbach's alpha for the whole questionnaire reaches the value of 0.89. The factor analysis identified four reliable factors that accounted for 44.8 per cent of the total variance and which confirmed the basic structure emerged from previous studies yet highlighting two instead of three different components for reward. Higher efforts (T = -3.82, p < 0.001) and both lower material (T = 3.23, p < 0.001) and immaterial rewards (T = 3.17, p < 0.005) characterised the group of teachers, which reported to suffer for physical pains. Higher efforts (T = -5.26, p < 0.001), higher overcommitment (T = -3.15, p < 0.005), and both lower material (T = 4.63, p < 0.001) and immaterial rewards (T = 4.00, p < 0.001) were observed in the group of teachers inclined to give up the job. Multiple regression analyses have highlighted that higher efforts, higher overcommitment, and lower rewards are significantly predictive of higher levels of free-floating and

The EBD Teacher Stressors Questionnaire.

ERIC Educational Resources Information Center

Center, David B.; Steventon, Candace

2001-01-01

Two studies examined the validity of a self-report instrument that assesses occupational stressors in teachers of students with emotional and behavioral disorders (EBD). Differences were found in the stress management resources of low and high scoring EBD teachers on the measure and between scores of EBD and general education teachers, although…

Graduate Programs in Education: Impact on Teachers' Careers

ERIC Educational Resources Information Center

Tucker, Janice; Fushell, Marian

2013-01-01

This paper examined teachers' decisions to pursue graduate programs and their career choices following completion of their studies. Based on document analysis and statistical examination of teacher questionnaire responses, this study determined that teachers choose graduate studies for different reasons, their program choice influences future…

Using Questionnaires in Teacher Research

ERIC Educational Resources Information Center

Xerri, Daniel

2017-01-01

Teacher research is described as being beneficial and yet it is hampered by teachers' lack of knowledge about research, including how to use popular research methods. Given that accounts by teachers describing their use of such methods in a systematic manner might prove useful for their peers, this article describes my experience of using a…

Trainee Teachers' Experience of Reflection

ERIC Educational Resources Information Center

McKenzie, Liz

2015-01-01

This article reports an investigation of trainee teachers' experience of reflection whilst undertaking a teaching qualification for the post-compulsory sector. The study used a sequential, mixed-methods design, employing a structured questionnaire and a semi-structured interview; 127 individuals completed the questionnaire about their experience…

Assessing Social Participation of Pupils with Special Needs in Inclusive Education: The Construction of a Teacher Questionnaire

ERIC Educational Resources Information Center

Koster, Marloes; Nakken, Han; Pijl, Sip Jan; van Houten, Els J.; Lutje Spelberg, Henk C.

2008-01-01

This study addresses the development of a teacher questionnaire to assess the social participation of pupils with special needs in regular primary schools and is divided into 2 parts. In the 1st part, the construction of the questionnaire is described. The questionnaire consists of 30 statements related to 4 key themes of social participation: …

[Validity of the Child Psychiatric Hospital Teacher Questionnaire for the assessment of ADHD. Teacher's version].

PubMed

Ulloa, R E; Narváez, M R; Arroyo, E; del Bosque, J; de la Peña, F

2009-01-01

Teacher's rating scales for the evaluation of attention deficit and superactivity disorder (TDAH) and conduct disorders have been shown to be useful and valid tools. The Child Psychiatric Hospital Teacher Questionnaire (CPHTQ) of the Hospital Psiquiátrico Infantil Dr. Juan N. Navarro was designed for the assessment of ADHD symptoms, externalizing symptoms and school functioning difficulties of children and adolescents. Internal consistency, criterion validity, construct validity and sensitivity of the scale to changes in symptom severity were evaluated in this study. The scale was administered to 282 teachers of children and adolescents aged 5 to 17 years who came to a unit specialized in child psychiatry. The validity analysis of the instrument showed that the internal consistency measured by Cronbach's alpha was 0.94. The factorial analysis yielded 5 factors accounting for 59.1% of the variance: hyperactivity and conduct symptoms, predatory, conduct disorder, inattentive, poor functioning and motor disturbances. The CPHTQ scores on the scale showed positive correlation with the Clinical Global impression (CGI) scale in the patients' response to drug treatment. The CPHTQ shows adequate validity characteristics that demonstrate its utility in the evaluation of patients with ADHD and its comorbidity with other behavior disorders.

Inservice Teachers' Perceptions of Educational Assessment.

ERIC Educational Resources Information Center

Quilter, Shawn M.; Chester, Cher

This study examined inservice teachers' perceptions of classroom assessment, standardized testing, and alternative assessment methods. Participants were 168 predominantly white, predominantly female teachers working on master's degrees at Eastern Michigan University and the Citadel. During the fall of 1997, they completed a questionnaire that…

Improving response rates using a monetary incentive for patient completion of questionnaires: an observational study

PubMed Central

Brealey, Stephen D; Atwell, Christine; Bryan, Stirling; Coulton, Simon; Cox, Helen; Cross, Ben; Fylan, Fiona; Garratt, Andrew; Gilbert, Fiona J; Gillan, Maureen GC; Hendry, Maggie; Hood, Kerenza; Houston, Helen; King, David; Morton, Veronica; Orchard, Jo; Robling, Michael; Russell, Ian T; Torgerson, David; Wadsworth, Valerie; Wilkinson, Clare

2007-01-01

Background Poor response rates to postal questionnaires can introduce bias and reduce the statistical power of a study. To improve response rates in our trial in primary care we tested the effect of introducing an unconditional direct payment of £5 for the completion of postal questionnaires. Methods We recruited patients in general practice with knee problems from sites across the United Kingdom. An evidence-based strategy was used to follow-up patients at twelve months with postal questionnaires. This included an unconditional direct payment of £5 to patients for the completion and return of questionnaires. The first 105 patients did not receive the £5 incentive, but the subsequent 442 patients did. We used logistic regression to analyse the effect of introducing a monetary incentive to increase the response to postal questionnaires. Results The response rate following reminders for the historical controls was 78.1% (82 of 105) compared with 88.0% (389 of 442) for those patients who received the £5 payment (diff = 9.9%, 95% CI 2.3% to 19.1%). Direct payments significantly increased the odds of response (adjusted odds ratio = 2.2, 95% CI 1.2 to 4.0, P = 0.009) with only 12 of 442 patients declining the payment. The incentive did not save costs to the trial – the extra cost per additional respondent was almost £50. Conclusion The direct payment of £5 significantly increased the completion of postal questionnaires at negligible increase in cost for an adequately powered study. PMID:17326837

Learning to Read with the Whole Language Approach: The Teacher's View

ERIC Educational Resources Information Center

Huang, Ling-Ying

2014-01-01

This project explores the understanding of early year's teachers regarding whole language approach and its implementation. A total of 200 questionnaires were delivered to teachers at nurseries and kindergartens in an EFL (English as a Foreign Language) context. 169 questionnaires were completed and analysed. The findings shows that an overwhelming…

The Circumplex Model of the Questionnaire on Teacher Interaction among Hong Kong Students: A Multidimensional Scaling Solution

ERIC Educational Resources Information Center

Sivan, Atara; Cohen, Arie; Chan, Dennis W.; Kwan, Yee Wan

2017-01-01

The Questionnaire on Teacher Interaction (QTI) is a teacher--student relationship measure whose underlying two-dimensional structure is represented in a circumplex model with eight sectors. Using Smallest Space Analysis (SSA), this study examined the circumplex structure of the Chinese version of the QTI among a convenience sample of 731…

Using the Delphi questionnaire technique to create a reading comprehension resource guide for middle school science teachers

NASA Astrophysics Data System (ADS)

Wegner, Molly F.

As students begin middle school, they are expected to possess and apply a wide array of nonfiction reading strategies if they are to comprehend new concepts from nonfiction texts. Although strategies and resource guides for fiction reading are available, an effective nonfiction reading comprehension resource guide tailored to middle school science teachers is lacking. The conceptual framework guiding this study is based on schema theory that supports the use of prior knowledge as a foundation for learning. The purpose of this project study was to address this local problem by providing middle school science teachers with a user-friendly resource for nonfiction reading comprehension strategies in a science context. The research question examined nonfiction reading comprehension strategies that could supplement middle school science teachers' instructional practices to increase student comprehension in science, as reflected on the results of state standardized tests. This project study consulted science and language arts teachers using a Delphi questionnaire technique to achieve a consensus through multiple iterations of questionnaires. Science teachers identified 7 areas of concern as students read nonfiction texts, and language arts teachers suggested effective reading comprehension strategies to address these areas. Based on the consensus of reading comprehension strategies and review of literature, a resource guide for middle school science teachers was created. By improving reading comprehension in content areas, teachers may not only increase student learning, but also underscore the importance of literacy relating to life-long learning through future occupations, academic endeavors, and society as well.

Case, Teacher and School Characteristics Influencing Teachers' Detection and Reporting of Child Physical Abuse and Neglect: Results from an Australian Survey

ERIC Educational Resources Information Center

Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert

2008-01-01

Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…

The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education

ERIC Educational Resources Information Center

Spittle, Sharna; Spittle, Michael

2014-01-01

This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the…

Reliability of questionnaires to assess the healthy eating and activity environment of a child's home and school.

PubMed

Wilson, Annabelle; Magarey, Anthea; Mastersson, Nadia

2013-01-01

Childhood overweight and obesity are a growing concern globally, and environments, including the home and school, can contribute to this epidemic. This paper assesses the reliability of two questionnaires (parent and teacher) used in the evaluation of a community-based childhood obesity prevention intervention, the eat well be active (ewba) Community Programs. Parents and teachers were recruited from two primary schools and they completed the same questionnaire twice in 2008 and 2009. Data from both questionnaires were classified into outcomes relevant to healthy eating and activity, and target outcomes, based on the goals of the ewba Community Programs, were identified. Fourteen and 12 outcomes were developed from the parent and teacher questionnaires, respectively. Sixty parents and 28 teachers participated in the reliability study. Intraclass correlation coefficients for outcomes ranged from 0.37 to 0.92 (parent) (P < 0.05) and from 0.42 to 0.86 (teacher) (P < 0.05). Internal consistency, measured by Cronbach's alpha, of teacher scores ranged from 0.11 to 0.91 and 0.13 to 0.78 for scores from the parent questionnaire. The parent and teacher questionnaires are moderately reliable tools for simultaneously assessing child intakes, environments, attitudes, and knowledge associated with healthy eating and physical activity in the home and school and may be useful for evaluation of similar programs.

Urban Early Childhood Teachers' Attitudes towards Inclusive Education

ERIC Educational Resources Information Center

Hsieh, Wu-Ying; Hsieh, Chang-Ming

2012-01-01

This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were…

Teacher and Student Intrinsic Motivation in Project-Based Learning

ERIC Educational Resources Information Center

Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

2009-01-01

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

Limitations of a Modified Stages of Concern Questionnaire for Use with Preservice Teachers.

ERIC Educational Resources Information Center

O'Sullivan, Kathleen A.; Zielinski, Edward J.

One of the most widely used instruments for assessing concerns has been the Stages of Concern Questionnaire (SoCQ) developed by the Concerns Based Adoption Model Project. In this research, different aspects of the validity of a modified version of the SoCQ produced for use with preservice teachers (PSSoCQ) are examined. In all, 10 different…

Administration Booklet: Teachers' Rating Questionnaire (Grade 2). Revised Form 1974. Paper No. 125.

ERIC Educational Resources Information Center

Wright, E.N.; Wyman, W.C.

Specific criteria for the rating of each questionnaire item are stated in detail. The teacher is asked, after reading the questions carefully, to assign each second grade student a rating for every question. This rating should be based on a personal knowledge of the student. The booklet is divided into three sections with section 1 focusing on…

Procedures and Tools Used by Teachers When Completing Functional Vision Assessments with Children with Visual Impairments

ERIC Educational Resources Information Center

Kaiser, Justin T.; Herzberg, Tina S.

2017-01-01

Introduction: This study analyzed survey responses from 314 teachers of students with visual impairments regarding the tools and procedures used in completing functional vision assessments (FVAs). Methods: Teachers of students with visual impairments in the United States and Canada completed an online survey during spring 2016. Results: The…

Construction and Validation of a Questionnaire to Study Future Teachers' Beliefs about Cultural Diversity

ERIC Educational Resources Information Center

López López, M. Carmen; Hinojosa Pareja, Eva F.

2016-01-01

The article presents the construction and validation process of a questionnaire designed to study student teachers' beliefs about cultural diversity. The study, beyond highlighting the complexity involved in the study of beliefs, emphasises their relevance in implementing inclusive educational processes that guarantee the right to a good education…

The Status of Proving among US Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Kotelawala, Usha

2016-01-01

This report examines teachers' self-espoused attitudes and beliefs on proving in the secondary mathematics classroom. Conclusions were based on a questionnaire of 78 US mathematics teachers who had completed at least 2 years of teaching mathematics at the secondary level. While these teachers placed importance on proving as a general mathematical…

Pronunciation-Specific Adjustment Strategies for Intelligibility in L2 Teacher Talk: Results and Implications of a Questionnaire Study

ERIC Educational Resources Information Center

Saito, Kazuya; van Poeteren, Kim

2012-01-01

A questionnaire study was conducted to examine how 120 highly experienced EFL (English as a foreign language) teachers in Japan adjust their pronunciation in order to facilitate and refine their students' learning skills to approach mutual intelligibility in second language (L2) classrooms (i.e. "pronunciation-specific teacher talk").…

Exploring the validity and reliability of a questionnaire for evaluating veterinary clinical teachers' supervisory skills during clinical rotations.

PubMed

Boerboom, T B B; Dolmans, D H J M; Jaarsma, A D C; Muijtjens, A M M; Van Beukelen, P; Scherpbier, A J J A

2011-01-01

Feedback to aid teachers in improving their teaching requires validated evaluation instruments. When implementing an evaluation instrument in a different context, it is important to collect validity evidence from multiple sources. We examined the validity and reliability of the Maastricht Clinical Teaching Questionnaire (MCTQ) as an instrument to evaluate individual clinical teachers during short clinical rotations in veterinary education. We examined four sources of validity evidence: (1) Content was examined based on theory of effective learning. (2) Response process was explored in a pilot study. (3) Internal structure was assessed by confirmatory factor analysis using 1086 student evaluations and reliability was examined utilizing generalizability analysis. (4) Relations with other relevant variables were examined by comparing factor scores with other outcomes. Content validity was supported by theory underlying the cognitive apprenticeship model on which the instrument is based. The pilot study resulted in an additional question about supervision time. A five-factor model showed a good fit with the data. Acceptable reliability was achievable with 10-12 questionnaires per teacher. Correlations between the factors and overall teacher judgement were strong. The MCTQ appears to be a valid and reliable instrument to evaluate clinical teachers' performance during short rotations.

Teacher Leadership: Preliminary Development of a Questionnaire.

ERIC Educational Resources Information Center

Lynch, Mervin; Strodl, Peter

Recent movements to empower teachers often assume that in order for teachers to assume leadership roles in schools, the teachers must leave the classroom to become school committee members or to work in adjacent classrooms with new teachers. However, teaching inherently involves leading, and leadership can be validated in terms of the teacher's…

Using computer-assisted survey instruments instead of paper and pencil increased completeness of self-administered sexual behavior questionnaires.

PubMed

Spark, Simone; Lewis, Dyani; Vaisey, Alaina; Smyth, Eris; Wood, Anna; Temple-Smith, Meredith; Lorch, Rebecca; Guy, Rebecca; Hocking, Jane

2015-01-01

To compare the data quality, logistics, and cost of a self-administered sexual behavior questionnaire administered either using a computer-assisted survey instrument (CASI) or by paper and pencil in a primary care clinic. A self-administered sexual behavior questionnaire was administered to 16-29 year olds attending general practice. Questionnaires were administered by either paper and pencil (paper) or CASI. A personal digital assistant was used to self-administer the CASI. A total of 4,491 people completed the questionnaire, with 46.9% responses via CASI and 53.2% by paper. Completion of questions was greater for CASI than for paper for sexual behavior questions: number of sexual partners [odds ratio (OR), 6.85; 95% confidence interval (CI): 3.32, 14.11] and ever having had sex with a person of the same gender (OR, 2.89; 95% CI: 1.52, 5.49). The median number of questions answered was higher for CASI than for paper (17.6 vs. 17.2; P < 0.01). CASI was cheaper to run at $8.18 per questionnaire compared with $11.83 for paper. Electronic devices using CASI are a tool that can increase participants' questionnaire responses and deliver more complete data for a sexual behavior questionnaire in primary care clinics. Copyright © 2015 Elsevier Inc. All rights reserved.

Self-Perceptions of Pre-Service Mathematics Teachers Completing a Graduate Diploma of Secondary Education

ERIC Educational Resources Information Center

Hine, Gregory S. C.

2015-01-01

This qualitative research project explored the self-perceptions of pre-service secondary mathematics teachers completing a Graduate Diploma of Secondary Education. Specifically, the researcher investigated the extent to which teachers perceived their readiness to commence a secondary mathematics teaching position. The project relied principally on…

Factors Affecting Participation of Preservice Teachers in E-Democracy

ERIC Educational Resources Information Center

Sendag, Serkan; Toker, Sacip

2016-01-01

This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy…

An Investigation into Teacher Turnover in International Schools

ERIC Educational Resources Information Center

Odland, Glenn; Ruzicka, Mary

2009-01-01

This study explored expatriate teacher turnover in international schools. Two hundred and eighty-one international teachers completed a questionnaire identifying which variables influenced their decision to leave at the end of their first contract. Using both quantitative and qualitative data, this study revealed that three causal factors were…

Preservice Elementary Teachers' Attitudes Toward Gay and Lesbian Parenting.

ERIC Educational Resources Information Center

Maney, Dolores W.; Cain, Richard E.

1997-01-01

This study assessed preservice elementary teachers' attitudes toward homosexual parents and their children. Surveys of 198 preservice teachers who completed the Gay and Lesbian Parenting Questionnaire indicated that some homophobia existed, though less than expected. Females had significantly more favorable attitudes toward homosexual parents and…

Effects of School-Wide Positive Behavior Support on Teacher Self-Efficacy

ERIC Educational Resources Information Center

Kelm, Joanna L.; McIntosh, Kent

2012-01-01

This study examined the relationships between implementation of a school-wide approach to behavior, School-wide Positive Behavior Support (SWPBS), and teacher self-efficacy. Twenty-two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self-efficacy.…

Implicit Theories of Creativity: A Comparison of Student-Teachers in Hong Kong and Singapore

ERIC Educational Resources Information Center

Seng, Quek Khiok; Keung, Ho Kwok; Cheng, Soh Kay

2008-01-01

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee-teachers in Hong Kong and Singapore. Trainee-teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30-item questionnaire covering 15 aspects of beliefs regarding creativity was presented to…

Language Teachers' Conceptions of Assessment: An Egyptian Perspective

ERIC Educational Resources Information Center

Gebril, Atta

2017-01-01

The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer…

School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

ERIC Educational Resources Information Center

Hongboontri, Chantarath; Keawkhong, Natheeporn

2014-01-01

This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

Japanese High School Teachers' Views on Pupil Misbehaviour

ERIC Educational Resources Information Center

Kyriacou, Chris

2010-01-01

This study aimed to explore Japanese high school teachers' views of pupil misbehaviour in order to contribute to the growing international literature on discipline in schools. A total of 141 Japanese high school teachers completed a questionnaire which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of…

An Analysis of Secondary and Middle School Teachers' Mathematical Problem Posing

ERIC Educational Resources Information Center

Stickles, Paula R.

2011-01-01

This study identifies the kinds of problems teachers pose when they are asked to (a) generate problems from given information and (b) create new problems from ones given to them. To investigate teachers' problem posting, preservice and inservice teachers completed background questionnaires and four problem-posing instruments. Based on previous…

Teachers' Beliefs Regarding Composition in Elementary General Music: Definitions, Values, and Impediments

ERIC Educational Resources Information Center

Shouldice, Heather Nelson

2014-01-01

The purpose of this research was to investigate teachers' beliefs about compositional experiences in the elementary music classroom. Elementary music teachers (N = 176) in Michigan completed a researcher-designed questionnaire, which included a combination of forced-choice and open-ended questions regarding how teachers define composition, why…

Identifying the Best Foreign Language Teachers: Teacher Standards and Professional Portfolios

ERIC Educational Resources Information Center

Sullivan, Joann Hammadou

2004-01-01

This study explored the differing perspectives of principals and foreign language department chairs on one state's teaching standards and the use of professional teaching portfolios as part of the hiring process. A 17-item questionnaire completed by 61 participants revealed that both groups strongly agreed with state teacher standards as accurate…

The Influence of Experience on Pre-Service and Novice Teachers--The Croatian Perspective

ERIC Educational Resources Information Center

Škugor, Alma; Sablic, Marija

2018-01-01

This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…

Teacher's Professional Use of Information and Communication Technology in Secondary Schools in Tamil Nadu, India

ERIC Educational Resources Information Center

Nagamani, Deepa; Muthuswamy, Prema

2013-01-01

The purpose of the study is to evaluate secondary school teachers' abilities to use Information and Communication Technology (ICT) in schools in Tamil Nadu, India. Questionnaires method was used for data collection. Around 200 questionnaires were distributed to secondary school teachers and headmasters, in which 157 were completed and returned.…

A Validation of the Questionnaire on Teacher Interaction in Italian Secondary School Students: The Effect of Positive Relations on Motivation and Academic Achievement

ERIC Educational Resources Information Center

Passini, Stefano; Molinari, Luisa; Speltini, Giuseppina

2015-01-01

The model for interpersonal teacher behavior, mapping the various teachers' interpersonal behaviors, has been applied for research in many countries. In order to measure the students' perceptions regarding the interaction with their teachers, the Questionnaire on Teacher Interaction (QTI) has been developed. The QTI has been shown to be a valid…

Teachers' Nature of Science Implementation Practices 2-5 Years after Having Completed an Intensive Science Education Program

ERIC Educational Resources Information Center

Herman, Benjamin C.; Clough, Michael P.; Olson, Joanne K.

2013-01-01

Few, if any, studies have examined the impact of nature of science (NOS) instruction on science teachers' practices 2 or more years after completing a science teacher education program. Extant studies on preservice and first-year teachers' NOS teaching practices have had disappointing results, with few teachers valuing NOS as a cognitive objective…

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

PubMed

Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

Student Teacher Challenges: Using the Cognitive Load Theory as an Explanatory Lens

ERIC Educational Resources Information Center

Moos, Daniel C.; Pitton, Debra

2014-01-01

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related…

[Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers].

PubMed

Pérez V, Cristhian; Vaccarezza G, Giulietta; Aguilar A, César; Coloma N, Katherine; Salgado F, Horacio; Baquedano R, Marjorie; Chavarría R, Carla; Bastías V, Nancy

2016-06-01

Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.

An Analysis of the Efficacy Beliefs of Special Education Teachers Completing the Alternative versus the Traditional Certification Programs

ERIC Educational Resources Information Center

Beasley, Thomas Hunter

2012-01-01

This study investigated the efficacy beliefs of two groups of special education teachers who had completed certification requirements in mild/moderate disabilities. The first group included 26 special education teachers who had completed an alternative certification program at a midsize public university in Louisiana between 2003 and 2008. The…

Teachers' Use of YouTube in the United Arab Emirates: An Exploratory Study

ERIC Educational Resources Information Center

Tamim, Rana M.

2013-01-01

Teachers around the world are using YouTube movies for different purposes. This mixed-methods study was a preliminary investigation of United Arab Emirates teachers' perceptions about YouTube's advantages in the classroom, current practices, and major challenges faced. Forty-five teachers completed an open-ended questionnaire. Results indicated…

About the Differences of Teachers' Self-Perceptions to the Statements of Social Competence

ERIC Educational Resources Information Center

Krips, Heiki; Lehtsaar, Tonu; Kukemelk, Hasso

2011-01-01

In this study, 600 school teachers completed a 116-item questionnaire consisting of questions regarding classroom communication as well as a general list of social skills. The aim of the study was to compare the self-perceptions, given by the teachers of art and the teachers of science and the male and female teachers to the statements of social…

Initial testing of an instrument to measure teacher identity in physicians.

PubMed

Starr, Susan; Haley, Heather-Lyn; Mazor, Kathleen M; Ferguson, Warren; Philbin, Mary; Quirk, Mark

2006-01-01

A previous study described 7 elements of teacher identity: intrinsic satisfaction from teaching, knowledge and skill about teaching, belonging to a community of teachers, receiving rewards for teaching, believing that being a doctor means being a teacher, feeling a responsibility to teach, and sharing clinical expertise. To conduct the initial testing of an instrument to measure the 7 elements of teacher identity in clinical educators and to consider the potential applications of such an instrument. A 37-item questionnaire was mailed to 153 preceptors of preclinical students. Categories reflected the elements of teacher identity listed here. Demographic data were collected. Means, alphas, ANOVAs, and paired t tests were calculated. Of 153 preceptors, 127 (83%) completed the questionnaire. Cronbach's alpha for the overall scale and several subscales were high. Salaried physicians and those who had completed a faculty development program scored significantly higher on several subscales than physicians who volunteered to teach or who did not have faculty development. This study provides preliminary evidence that teacher identity can be measured and that preceptors do not respond as a homogeneous group. Assessing teacher identity may be helpful to medical schools looking to identify and support physicians who teach.

Investigating the Impact of Job Satisfaction/Dissatisfaction on Iranian English Teachers' Job Performance

ERIC Educational Resources Information Center

Afshar, Hassan Soodmand; Doosti, Mehdi

2016-01-01

As part of a large-scale project, this study investigated the differences between satisfied and dissatisfied Iranian junior secondary school English teachers in terms of their job performance. To this end, 64 Iranian English teachers and 1774 of their students completed a validated questionnaire specifically developed to investigate EFL teachers'…

The El Salvador Educational Reform: Some Effects of the First Teacher Retraining Course.

ERIC Educational Resources Information Center

McAnany, Emile G.; And Others

Teachers in El Salvador who participated in a three-month retraining course were given comparable questionnaires during the first and last week of the course, to examine their concepts about instructional television (ITV), professional roles and responsibilities in ITV-aided classrooms, and teachers' problems. Of the 92 teachers who completed the…

Teachers' Attitudes and Concerns towards Integrating Students with Special Needs in Regular Classrooms: A United Arab Emirates Perspective

ERIC Educational Resources Information Center

Bradshaw, Keith

2009-01-01

Teachers from schools across the United Arab Emirates were asked to complete two questionnaires. The first questionnaire sought data from the teachers on their experience, qualifications, classes taught and attitudes in relation to inclusion. Information was also sought on the advantages and disadvantages of inclusion, the most difficult…

Use of the Teacher Version of the Strengths and Difficulties Questionnaire with German and American Preschoolers

ERIC Educational Resources Information Center

Downs, Andrew; Strand, Paul S.; Heinrichs, Nina; Cerna, Sandra

2012-01-01

Research Findings: The present study evaluated the utility of the Strengths and Difficulties Questionnaire (SDQ) as a teacher-report measure of internalizing and externalizing problems in preschool-age children. Participants included preschoolers drawn from Germany and the United States, with the American sample composed of both English-speaking…

How reliable and valid is the teacher version of the Strengths and Difficulties Questionnaire in primary school children?

PubMed

van den Heuvel, Meta; Jansen, Danielle E M C; Stewart, Roy E; Smits-Engelsman, Bouwien C M; Reijneveld, Sijmen A; Flapper, Boudien C T

2017-01-01

The Strengths and Difficulties Questionnaire (SDQ) is validated for parents, but not yet for teachers in a broad age range of children. We conducted a cross-sectional study with 4-10 years old school children to investigate if the SDQ-T can be used instead of the validated but lengthy Teacher's Report Form (TRF) to acquire information about emotional and behavioral problems in the school community. Teachers of 453 children from primary schools were approached. Teachers of 394 children (response rate 86.9%) with a mean age of 7.1 years filled in the SDQ-T (n = 387), the TRF (n = 349) or both (n = 342). We assessed reliability by calculating internal consistency and concurrent validity (using correlation coefficients, sensitivity, specificity) of the SDQ-T compared with the TRF. Internal consistency of the SDQ-T Total Difficulties Score (SDQ-T TDS; Cronbach α = 0.80), hyperactivity/ inattention- (α = 0.86) and prosocial behavior (α = 0.81) was very good. Concurrent validity demonstrated a strong correlation of all subscales of the SDQ-T with the corresponding scale on the TRF (range 0.54-0.73), except for peer problems (0.46). Using a SDQ-T TDS cut-off score > 14, the SDQ-T had a good sensitivity (90%) and specificity (94%). The good reliability, validity and brevity of the SDQ-T make it an easily applicable questionnaire for obtaining information about emotional and behavioral problems from teachers in primary school children.

Teacher-Child Relationships in Preschool Period: The Roles of Child Temperament and Language Skills

ERIC Educational Resources Information Center

Yoleri, Sibel

2016-01-01

The aim of this study was to determine how children's temperament and language skills predict the effects of teacher-child relationships in preschool. Parents and preschool teachers completed three questionnaires: The Student-Teacher Relationship Scale, the Marmara Development Scale and the Short Temperament Scale for Children. The relational…

Developmental Differences between Traditional and Nontraditional Education Students: Implications for Teacher Educators.

ERIC Educational Resources Information Center

Blois, C. Susan de

1993-01-01

Examines research on developmental differences among groups of older preservice teachers and how those groups differ in relation to more traditional students. Student teachers completed questionnaires about their experiences, attitudes, and expectations. Results indicated differences were minimal, but those that did exist were age-related…

Teachers' Attitudes toward the Integration of Pupils with Intellectual Disabilities.

ERIC Educational Resources Information Center

Kis-Glavas, Lelia; And Others

This study examined the attitudes of 194 teachers in 17 regular primary schools in the city of Zagreb (Croatia) and the surrounding area about the integration of children with intellectual or other developmental disabilities. In addition to providing demographic data, the teachers completed a 21-item questionnaire with questions that addressed:…

Practices of and Roadblocks to Teacher Leadership in the United Arab Emirates' Schools

ERIC Educational Resources Information Center

Al-Taneiji, Shaikah; Ibrahim, Ali

2017-01-01

This study investigates teachers' perceptions of their leadership practices in United Arab Emirates schools and the contextual and personal factors which support or deter them from becoming teacher leaders. The study used a mixed research design. First, a self-administered questionnaire was completed by 937 teachers in one big city in the UAE.…

Teachers' Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel

ERIC Educational Resources Information Center

Addi-Raccah, Audrey

2012-01-01

The study examines teachers' trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social…

Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

ERIC Educational Resources Information Center

Tran, Van Dat

2015-01-01

This study investigates how teachers' perceptions of school environment factors, teaching efficacy, teacher stress and job satisfaction, and to determine whether gender was a differentiating factor. A total of 387 Vietnamese junior high school teachers completed one questionnaire for four sections about school-level environment, teaching efficacy,…

Predicting Teacher Commitment: The Impact of School Climate and Social-Emotional Learning

ERIC Educational Resources Information Center

Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.

2011-01-01

The aim of this study was to investigate whether school climate and social-emotional learning impact teacher commitment. The sample included 664 public schoolteachers from British Columbia and Ontario in Canada. Participants completed an online questionnaire about teacher commitment, school climate, and social-emotional learning. Binary logistic…

[Teachers and attention deficit and/or hyperactivity disorder: a pilot study on the situation of teachers in Tyrol].

PubMed

Plattner, Barbara; Aglan, Anna Zeinab; Juen, Barbara; Conca, Andreas

2013-01-01

Given the high prevalence of approximately 5% of Attention Deficit and/or Hyperactivity Disorder in children the level of knowledge of Tyrolean educators at selected educational institutions was examined. As part of the thesis of A. Aglan 170 questionnaires were distributed at selected Tyrolean schools from May to October 2010. The questionnaires were completed voluntarily and anonymously by educators working there and then turned in. The questionnaire consisted of 43 items and was evaluated by means of conventional statistical methods. 98 (58%) of the questionnaires sent out were returned. 93 questionnaires (55%) were evaluated using standard statistical methods. Teachers were well informed about generic aspects of Attention Deficit and/or Hyperactivity Disorder. Knowledge gaps could be identified regarding the underlying causes of the disorder and available treatment options. Teachers demonstrated great willingness to actively cooperate and to learn more about Attention Deficit and/or Hyperactivity Disorder through further education in order to improve the situation of all parties involved. Lack of knowledge was found regarding the subtopics "causes of Attention Deficit and/or Hyperactivity Disorder" and "Treatment Options". The majority of the teachers would appreciate specialized training and is willing to adapt their lessons to the requirements of children, pupils and students affected by Attention Deficit and/or Hyperactivity Disorder.

The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective.

ERIC Educational Resources Information Center

Koutsoulis, Michalis

This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94…

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,…

Attitudes and Practices of Japanese and American Music Teachers towards Integrating Music with Other Subjects

ERIC Educational Resources Information Center

Zdzinski, Stephen F.; Ogawa, Masafumi; Dell, Charlene; Yap, Ching Ching; Adderley, Cedric; Dingle, Rosetta

2007-01-01

The purpose of this study was to compare attitudes and practices among general music teachers in Japan (n = 135) and the USA (n = 136) concerning the integration of music with other academic subjects. Teachers completed a researcher-designed questionnaire, and results revealed significant differences in both areas. Music teachers from the USA…

The impact of a student's suicide: Teachers' perspectives.

PubMed

Kõlves, Kairi; Ross, Victoria; Hawgood, Jacinta; Spence, Susan H; De Leo, Diego

2017-01-01

The impact of suicide of adolescents is devastating, yet little is known about the distressing impact for teachers. The aim of this study therefore is to explore the impact student suicide on teachers' personal and professional lives. A cross-sectional anonymous online survey of primary and secondary school teachers was conducted in Australia. The Impact of Event Scale - Revised, questions about personal and professional impact, help seeking, perceived needs and experiences after student's suicide were included in the analysis. In total, 229 teachers commenced the questionnaire, with 138 (60.3%) completing the full questionnaire. Questions about exposure to students' suicide were completed by 145 teachers (63.3%). In total, 35.9% (n=52) were exposed to at least the suicide of one student (two or more: 54.8%). The most recent suicide of a student had (some or great) impact on the personal life of 76% of teachers and on the professional life of 85.7%. Impact on personal life was significantly higher for female teachers. The most frequent source for help seeking was family or partner (65.3%); use of professional help was also reported, with the school counsellor being the most frequent (30.6%). Following the most recent suicide of a student, 27.1% of teachers exposed to suicide felt that they needed more support. The potential for selection bias through the use of an online survey, and the relatively small sample. The study showed high levels of distress among teachers after exposure to a student's suicide and greater need for help than that obtained. Copyright © 2016 Elsevier B.V. All rights reserved.

Correlation between Students' Self-Efficacy and Teachers' Educational Leadership Style in Iranian Midwifery Students.

PubMed

Sohrabi, Zohreh; Kheirkhah, Masoomeh; Sahebzad, Elahe Sadegi; Rasoulighasemlouei, Seyedehsahel; Khavandi, Siamak

2015-12-18

Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers' leadership style and students' self-efficacy in midwifery students. This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker's scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05. Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers' leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p<0.05). Results showed that transformational style is appropriate for midwifery teachers.

The Gross Motor Function Classification System Family Report Questionnaire: reliability between special-education teachers and caregivers.

PubMed

Ramrit, Sirinun; Yonglitthipagon, Ponlapat; Janyacharoen, Taweesak; Emasithi, Alongkot; Siritaratiwat, Wantana

2017-05-01

The aim of this study was to investigate the reliability of the Thai Gross Motor Function Classification System Family Report Questionnaire (GMFCS-FR) and the possibility of special-education teachers and caregivers in the community using this system in children with cerebral palsy (CP). The reliability was examined by two teachers and two caregivers who classified 21 children with CP aged 2 to 12 years. A GMFCS-FR workshop was organized for raters. The teachers and caregivers classified the mobility of 362 children. The rater reliability was analysed using the weighted kappa coefficient. The possibility of using the GMFCS-FR is reported. The reliability of using the GMFCS-FR in the community was analysed by the intraclass correlation coefficient. The intrarater reliability ranged from 0.91 to 1.00. The interrater reliability between teachers was 0.85 (95% confidence interval [CI] 0.69-0.97) and between caregivers was 0.84 (95% CI 0.70-0.97). Ninety-seven percent of raters used the Thai GMFCS-FR correctly. The overall intraclass correlation coefficient between raters was 0.90 (95% CI 0.88-0.92). The Thai GMFCS-FR is a reliable system for classifying the motor function of young children with CP by teachers and caregivers in the community. © 2016 Mac Keith Press.

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

ERIC Educational Resources Information Center

Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

2013-01-01

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

Vulnerability to Bullying: Teacher-reported Conduct and Emotional Problems, Hyperactivity, Peer Relationship Difficulties, and Prosocial Behaviour in Primary School Children.

ERIC Educational Resources Information Center

Johnson, Helen R.; Thompson, Margaret J. J.; Wilkinson, Suzanne; Walsh, Louise; Balding, Jonathon; Wright, Victoria

2002-01-01

Reports an investigation of whether certain behaviors in children resulted in bullying. Explains that teachers (n=25) completed an assessment for 523 children (ages 7-11) while children completed a questionnaire about school. Offers new evidence that teachers recognize social behavior and interactions that can significantly affect whether primary…

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…

Teacher Empowerment, Horizontal and Vertical Organisational Learning, and Positional Mobility in Schools

ERIC Educational Resources Information Center

Klein, Joseph

2016-01-01

Purpose: To examine the contribution of horizontal and vertical organisational learning and its timing to the effective integration of teachers in classes they have not previously taught. Three hundred and forty-five teachers from 64 schools, with at least 4 years of teaching experience, completed questionnaires about the extent of horizontal (OL)…

Modeling the Determinants of Pre-Service Teachers' Perceived Usefulness of E-Learning

ERIC Educational Resources Information Center

Teo, Timothy

2011-01-01

Purpose: The purpose of this paper is to explore the determinants of pre-service teachers' perceived usefulness of e-learning for teaching and learning. Design/methodology/approach: A total of 189 pre-service teachers completed a survey questionnaire measuring their responses to four constructs which explain perceived usefulness in the context of…

So You Want to Be a Teacher: What Are Your Reasons?

ERIC Educational Resources Information Center

Bakar, Ab Rahim; Mohamed, Shamsiah; Suhid, Asmawati; Hamzah, Ramlah

2014-01-01

This study explored student teachers views of factors influencing them to choose teaching as a career. A total of 600 student teachers completed a questionnaire. They were asked to rate the importance of 25 factors in influencing their choice of teaching as a career. Using Factor Analysis, we categorized the 25 factors into three main factors…

Perspectives of Learners and Teachers on Implementing the Storytelling Strategy as a Way to Develop Story Writing Skills among Middle School Students

ERIC Educational Resources Information Center

Alkaaf, Fatma

2017-01-01

This study explores teachers' and learners' views on the impact of the storytelling strategy on developing the story writing skills of Omani seven graders. One hundred and twenty grade seven learners and five teachers participated in this study. The participants completed two questionnaires. The first questionnaire administered to the learners…

The Anthropogenic "Greenhouse Effect": Greek Prospective Primary Teachers' Ideas about Causes, Consequences and Cures

ERIC Educational Resources Information Center

Ikonomidis, Simos; Papanastasiou, Dimitris; Melas, Dimitris; Avgoloupis, Stavros

2012-01-01

This study explores the ideas of Greek prospective primary teachers about the anthropogenic greenhouse effect, particularly about its causes, consequences and cures. For this purpose, a survey was conducted: 265 prospective teachers completed a closed-form questionnaire. The results showed serious misconceptions in all areas (causes, consequences…

Demonstration Lessons in Mathematics Education: Teachers' Observation Foci and Intended Changes in Practice

ERIC Educational Resources Information Center

Clarke, Doug; Roche, Anne; Wilkie, Karina; Wright, Vince; Brown, Jill; Downton, Ann; Horne, Marj; Knight, Rose; McDonough, Andrea; Sexton, Matthew; Worrall, Chris

2013-01-01

As part of a teacher professional learning project in mathematics education, university mathematics educators taught demonstration lessons in project primary schools. These lessons were part of a "pre-brief, teaching, and debrief" process, in which up to eight teachers observed each lesson. Using brief questionnaires completed in advance of the…

Knowledge of and Attitude towards Attention-Deficit Hyperactivity Disorder among Primary School Teachers in Jordan

ERIC Educational Resources Information Center

Al-Omari, Hasan; Al-Motlaq, Mohammad A.; Al-Modallal, Hanan

2015-01-01

International studies have revealed variable levels of knowledge and attitudes among teachers regarding attention-deficit hyperactivity disorder (ADHD). This study investigated Jordanian teachers' ADHD knowledge and their attitudes towards children with this condition. A standardised self-report questionnaire was completed by a convenience sample…

The Priorities and Challenges of Primary Teachers' Knowledge in Their Mathematics Planning

ERIC Educational Resources Information Center

Davidson, Aylie

2016-01-01

There is growing consensus that the process of planning mathematics lessons is as complex as teaching them, yet there is limited research on this. This paper reports on one aspect of a project examining issues in primary teachers' mathematics planning. The results, taken from a questionnaire completed by 62 primary teachers, indicate that when…

"I Feel Much More Confident Now to Talk with Parents": An Evaluation of In-Service Training on Teacher-Parent Communication

ERIC Educational Resources Information Center

Symeou, Loizos; Roussounidou, Eleni; Michaelides, Michalis

2012-01-01

This paper describes a teacher in-service training program on teacher-parent communication in Cyprus and its impact on teacher trainees. Data were gathered through questionnaires completed by teachers prior to their training and after having tried, in real school settings, the communication skills and approaches taught during the course. The…

Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism.

PubMed

Jennett, Heather K; Harris, Sandra L; Mesibov, Gary B

2003-12-01

Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.

Development, Validation and Application of a Malay Translation of an Elementary Version of the Questionnaire on Teacher Interaction

ERIC Educational Resources Information Center

Scott, Rowena H.; Fisher, Darrell L.

2004-01-01

An elementary version of the "Questionnaire on Teacher Interaction" (QTI) and a scale for determining students' "Enjoyment of their Science Lessons" (ENJ) were translated into Standard Malay. This process, together with its initial validation carried out in 136 classrooms with 3,104 students, is described in this paper.…

How reliable and valid is the teacher version of the Strengths and Difficulties Questionnaire in primary school children?

PubMed Central

van den Heuvel, Meta; Jansen, Danielle E. M. C.; Stewart, Roy E.; Smits-Engelsman, Bouwien C. M.; Reijneveld, Sijmen A.; Flapper, Boudien C. T.

2017-01-01

Introduction The Strengths and Difficulties Questionnaire (SDQ) is validated for parents, but not yet for teachers in a broad age range of children. We conducted a cross-sectional study with 4–10 years old school children to investigate if the SDQ-T can be used instead of the validated but lengthy Teacher’s Report Form (TRF) to acquire information about emotional and behavioral problems in the school community. Methods Teachers of 453 children from primary schools were approached. Teachers of 394 children (response rate 86.9%) with a mean age of 7.1 years filled in the SDQ-T (n = 387), the TRF (n = 349) or both (n = 342). We assessed reliability by calculating internal consistency and concurrent validity (using correlation coefficients, sensitivity, specificity) of the SDQ-T compared with the TRF. Results Internal consistency of the SDQ-T Total Difficulties Score (SDQ-T TDS; Cronbach α = 0.80), hyperactivity/ inattention- (α = 0.86) and prosocial behavior (α = 0.81) was very good. Concurrent validity demonstrated a strong correlation of all subscales of the SDQ-T with the corresponding scale on the TRF (range 0.54–0.73), except for peer problems (0.46). Using a SDQ-T TDS cut-off score > 14, the SDQ-T had a good sensitivity (90%) and specificity (94%). Discussion The good reliability, validity and brevity of the SDQ-T make it an easily applicable questionnaire for obtaining information about emotional and behavioral problems from teachers in primary school children. PMID:28453573

Exploring Pre-Service Teachers' Understanding of Statistical Variation: Implications for Teaching and Research

ERIC Educational Resources Information Center

Sharma, Sashi

2007-01-01

Concerns about the importance of variation in statistics education and a lack of research in this topic led to a preliminary study which explored pre-service teachers' ideas in this area. The teachers completed a written questionnaire about variation in sampling and distribution contexts. Responses were categorised in relation to a framework that…

Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

ERIC Educational Resources Information Center

Kern, Ben D.; Graber, Kim C.

2017-01-01

Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

An International Study of Prospective Teachers' Initial Teaching Conceptions and Concerns: The Case of Teaching "Combustion."

ERIC Educational Resources Information Center

De Jong, Onno; Ahtee, Maija; Goodwin, Alan; Hatzinikita, Vassilia; Koulaidis, Vasilis

1999-01-01

Investigated Dutch, Finnish, English, and Greek preservice science teachers' conceptions of and concerns about how to teach the concept of combustion. Participants prepared lessons for junior secondary students, then completed interviews and questionnaires. Results revealed many important and similar characteristics of prospective teachers' views…

[Health education in schools for adults: by a teacher or health education lecture?].

PubMed

Tormo Molina, J; Rodríguez Fernández, M J; Hernán García, M; Fernández Ajuria, A; García-Marcos, A

2000-03-15

To compare the results of two ways of teaching the rational use of medicines to students of centres of permanent education of adults (CPEA): one taught by the normal teachers (after training by health personnel) and one through a lecture given by the health staff. Intervention study without randomised distribution and with a control group. Five CPEA in an urban centre. 385 students and 15 CPEA teachers. Three groups: a) "teachers" group: consisting of students who received education on medicines in the class-room through their teachers, who had been previously trained by health personnel; b) "lecture" group: students who had received a health education lecture on medicines given by health staff; c) non-intervention group. All three groups were administered a questionnaire before and after the intervention. Both questionnaires were paired. 248 people completed the first questionnaire and 149 the second. Significant gains in knowledge were only found in the teachers intervention group (p < 0.01; 7.8% increase in score). Dividing the students into terciles made these gains significantly greater (11.7%) in the students of the teachers group who in the first questionnaire had intermediate scores than in the students in the other groups who had intermediate scores. Intervention with teachers seems more effective than either a health education lecture or no intervention, especially in the improvement in knowledge of students who already had beforehand intermediate knowledge.

Questionnaire-based assessment of executive functioning: Psychometrics.

PubMed

Castellanos, Irina; Kronenberger, William G; Pisoni, David B

2018-01-01

The psychometric properties of the Learning, Executive, and Attention Functioning (LEAF) scale were investigated in an outpatient clinical pediatric sample. As a part of clinical testing, the LEAF scale, which broadly measures neuropsychological abilities related to executive functioning and learning, was administered to parents of 118 children and adolescents referred for psychological testing at a pediatric psychology clinic; 85 teachers also completed LEAF scales to assess reliability across different raters and settings. Scores on neuropsychological tests of executive functioning and academic achievement were abstracted from charts. Psychometric analyses of the LEAF scale demonstrated satisfactory internal consistency, parent-teacher inter-rater reliability in the small to large effect size range, and test-retest reliability in the large effect size range, similar to values for other executive functioning checklists. Correlations between corresponding subscales on the LEAF and other behavior checklists were large, while most correlations with neuropsychological tests of executive functioning and achievement were significant but in the small to medium range. Results support the utility of the LEAF as a reliable and valid questionnaire-based assessment of delays and disturbances in executive functioning and learning. Applications and advantages of the LEAF and other questionnaire measures of executive functioning in clinical neuropsychology settings are discussed.

Utah Drug Use Questionnaire.

ERIC Educational Resources Information Center

Governor's Citizen Advisory Committee on Drugs, Salt Lake City, UT.

This questionnaire assesses drug use practices in junior and senior high school students. The 21 multiple choice items pertain to drug use practices, use history, available of drugs, main reason for drug use, and demographic data. The questionnaire is untimed, group administered, and may be given by the classroom teacher in about 10 minutes. Item…

An Investigation into Factors Contributing to Iranian Secondary School English Teachers' Job Satisfaction and Dissatisfaction

ERIC Educational Resources Information Center

Soodmand Afshar, Hassan; Doosti, Mehdi

2016-01-01

This study explored factors contributing to job satisfaction and dissatisfaction of male and female Iranian secondary school English teachers. A Likert-scale 58-item questionnaire was developed which was completed by 210 participants. The questionnaire also included three open-ended questions which investigated participants' motivation and…

The Self-Efficacy Scale for Preschool Teachers Regarding Asthma Care: Instrument Development and Validation

ERIC Educational Resources Information Center

Gau, Bih-Shya; Hung, Chao-Chia

2014-01-01

Background: The purpose of this study was to develop and test the psychometric properties of a questionnaire that assesses preschool teachers' self-efficacy in providing asthma care. Methods: A total of 407 teachers from 54 preschools in Taiwan participated in the study by completing the asthma management self-efficacy scale. We assessed validity…

[Impact of teachers' conceptions on sex education in four Mediterranean countries.].

PubMed

Khzami, Salah-Eddine; Berger, Dominique; El Hage, Fadi; De La Forest, Valérie; Bernard, Sandie; Abrougui, Mondher; Joly, Jacques; Jourdan, Didier; de Carvalho, Graça

2008-01-01

Nowadays, sex education contributes to public health not only with regard to the prevention of HIV/AIDS, other sexually transmitted infections and sex abuse, but it is also concerned with addressing aspects such as interpersonal relationships and psychosocial implications. The school setting has emerged as a unique environment for access to information and scientific knowledge that contribute to better understanding of the various dimensions of sexuality. Teachers' and future teachers' conceptions about sex education are analysed in this paper. Data were obtained from a questionnaire designed by the European Biohead-Citizen research project. Responses were received from 2 537 teachers from four Mediterranean countries (Tunisia, Lebanon, Morocco and France) who completed the questionnaire. The methodology is based upon analyses of core components that support the discovery of teachers' conceptions. Following that exercise, standardised factorial scores were calculated. Results for in-service and pre-service teachers show high correlations between their conceptions and national culture, religious beliefs, and level of academic training. Detailed results are presented and discussed.

Teacher and Student-Focused Approaches: Influence of Learning Approach and Self-Efficacy in a Psychology Postgraduate Sample

ERIC Educational Resources Information Center

Kaye, Linda K.; Brewer, Gayle

2013-01-01

The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology (N = 113) completed a questionnaire measuring their use of a teacher- or…

The Relationships among Pre-Service Mathematics Teachers' Beliefs about Mathematics, Mathematics Teaching, and Use of Technology in China

ERIC Educational Resources Information Center

Yang, Xinrong; Leung, Frederick K. S.

2015-01-01

This paper investigated pre-service mathematics teachers' mathematics beliefs, beliefs about information and communication technology (ICT), and their relationships. 787 pre-service mathematics teachers in China completed a survey questionnaire measuring their beliefs about the nature of mathematics, beliefs about mathematics learning and…

An Investigation of Social Support and Burnout among Special Education Teachers in the United Arab Emirates

ERIC Educational Resources Information Center

Bataineh, Osamah; Alsagheer, Ahmed

2012-01-01

This study aimed at investigating which source of social support (supervisors, colleagues, friends, spouse, or family) would be most effective in reducing burnout among special education teachers. A sample of 300 special education teachers (50 males and 250 females) completed Burnout and Sources of Social Support questionnaires. Pearson…

How Portuguese and American teachers plan for literacy instruction.

PubMed

Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

2016-04-01

This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.

Exploring the Relations between In-Service Training, Prior Contacts and Teachers' Attitudes towards Persons with Intellectual Disability

ERIC Educational Resources Information Center

Sermier Dessemontet, Rachel; Morin, Diane; Crocker, Anne G.

2014-01-01

This study investigates the relations between teachers' attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective…

Academic Motivations of Pre-Service English Language Teachers

ERIC Educational Resources Information Center

Ariogul, Sibel

2009-01-01

This study examines the academic motivation, in a Turkish context, of Turkish pre-service English teachers to contribute field research. Students (n=287) completed the Academic Motivation Scale (AMS) and a demographic questionnaire. Data were analyzed using descriptive statistics, a one-way ANOVA, independent sample t-test, and Pearson product…

Differential item functional analysis on pedagogic and content knowledge (PCK) questionnaire for Indonesian teachers using RASCH model

NASA Astrophysics Data System (ADS)

Rahmani, B. D.

2018-01-01

The purpose of this paper is to evaluate Indonesian senior high school teacher’s pedagogical content knowledge also their perception toward curriculum changing in West Java Indonesia. The data used in this study were derived from a questionnaire survey conducted among teachers in Bandung, West Java. A total of 61 usable responses were collected. The Differential Item Functioning (DIFF) was used to analyze the data whether the item had a difference or not toward gender, education background also on school location. However, the result showed that there was no any significant difference on gender and school location toward the item response but educational background. As a conclusion, the teacher’s educational background influence on giving the response to the questionnaire. Therefore, it is suggested in the future to construct the items on the questionnaire which is coped the differences of the participant particularly the educational background.

Teacher Morale in the Atlanta Public Schools: Spring 1990. Report No. 4, Volume 25, 11/91.

ERIC Educational Resources Information Center

Fraser, Lowrie A.

A study was done of Atlanta (Georgia) public school teacher morale in May of 1990. About 40 percent of the teaching staff (1,520 teachers) voluntarily completed a 91-item questionnaire that contained subsets of questions from the Maslach Burnout Inventory and three subscales of emotional exhaustion, departmentalization, and personal…

Job stressors and job stress among teachers engaged in nursing activity.

PubMed

Muto, Shigeki; Muto, Takashi; Seo, Akihiko; Yoshida, Tsutomu; Taoda, Kazushi; Watanabe, Misuzu

2007-01-01

Teachers and staff members engaged in nursing activity experience more stress than other workers. However, it is unknown whether teachers engaged in nursing activity in schools for handicapped children experience even greater stress. This study evaluated job stressors and job stress among such teachers using a cross-sectional study design. The subjects were all 1,461 teachers from all 19 prefectural schools for handicapped children in Shizuoka Prefecture, Japan. We used a brief job stress questionnaire for the survey and 831 teachers completed the questionnaire. Job stressors among teachers engaged in nursing activity were compared with those among teachers not engaged in nursing activity. Job stress among such teachers was estimated by the score for total health risk, and was compared with the score in the Japanese general population. Male and female teachers engaged in nursing activity had a significantly higher level of job stressors for physical work load and job control compared with those not engaged in nursing activity. The scores for total health risk among male and female teachers engaged in nursing activity were 102 points and 98 points, respectively. These scores were not markedly above 100 points which is the mean score in the Japanese general population.

The Effects of Transformational Leadership and the Sense of Calling on Job Burnout among Special Education Teachers

ERIC Educational Resources Information Center

Gong, Tao; Zimmerli, Laurie; Hoffer, Harry E.

2013-01-01

This article examines the effects of transformational leadership of supervisors and the sense of calling on job burnout among special education teachers. A total of 256 special education teachers completed the Maslach Burnout Inventory and rated their supervisors on the Multifactor Leadership Questionnaire. The results reveal that transformational…

Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers

ERIC Educational Resources Information Center

Egne, Robsan M.

2017-01-01

This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…

Impact of patient questionnaires on completeness of clinical information and identification of causes of pain during outpatient abdominopelvic CT interpretation.

PubMed

Doshi, Ankur M; Huang, Chenchan; Ginocchio, Luke; Shanbhogue, Krishna; Rosenkrantz, Andrew B

2017-12-01

To evaluate the impact of questionnaires completed by patients at the time of abdominopelvic CT performed for abdominal pain on the completeness of clinical information and the identification of potential causes of pain, compared with order requisitions alone. 100 outpatient CT examinations performed for the evaluation of abdominal pain were retrospectively reviewed. The specificity of the location of pain was compared between the order requisition and patient questionnaire. An abdominal imaging fellow (Reader 1) and abdominal radiologist (Reader 2) reviewed the examinations independently in two sessions 6 weeks apart (one with only the order requisition and one also with the questionnaire). Readers recorded identified causes of pain and rated their confidence in interpretation (1-5 scale; least to greatest confidence). In 30% of patients, the questionnaire provided a more specific location for pain. Among these, the pain was localized to a specific quadrant in 40%. With having access to the questionnaire, both readers identified additional causes for pain not identified in session 1 (Reader 1, 8.6% [7/81]; Reader 2 5.3% [4/75]). Additional identified causes of pain included diverticulitis, cystitis, peritoneal implants, epiploic appendagitis, osseous metastatic disease, umbilical hernia, gastritis, and SMA syndrome. Confidence in interpretation was significantly greater using the questionnaire for both readers (Reader 1: 4.8 ± 0.6 vs. 4.0 ± 0.5; Reader 2: 4.9 ± 0.3 vs. 4.7 ± 0.5, p < 0.001). Patient questionnaires provide additional relevant clinical history, increased diagnostic yield, and improve radiologists' confidence. Radiology practices are encouraged to implement questionnaires and make these readily available to radiologists at the time of interpretation.

Primary Teachers' Written Unit Plans in Mathematics and Their Perceptions of Essential Elements of These

ERIC Educational Resources Information Center

Roche, Anne; Clarke, Doug M.; Clarke, David J.; Sullivan, Peter

2014-01-01

The content and purpose of written unit plans in mathematics is an under-researched area. In this article, we provide a brief overview of research on teachers' planning processes and the place of mental and written plans. We report on data from a questionnaire completed by 357 teachers from Victorian Catholic primary schools, where we focused on…

What Impact Does Teaching Music Informally in the Classroom Have on Teachers, and Their Pedagogy?

ERIC Educational Resources Information Center

Hallam, Susan; Creech, Andrea; McQueen, Hilary

2017-01-01

The aim of this research was to explore the impact of the adoption of the Musical Futures (MF) approach on secondary school music teachers working in MF Champion schools. The research took place over 3 years in 3 phases with 28 teachers completing questionnaires exploring the impact on their confidence, skills and pedagogy and 30 being interviewed…

Teachers' Acceptance and Use of an Educational Portal

ERIC Educational Resources Information Center

Pynoo, Bram; Tondeur, Jo; van Braak, Johan; Duyck, Wouter; Sijnave, Bart; Duyck, Philippe

2012-01-01

In this study, teachers' acceptance and use of an educational portal is assessed based on data from two sources: usage data (number of logins, downloads, uploads, reactions and pages viewed) and an online acceptance questionnaire. The usage data is extracted on two occasions from the portal's database: at survey completion (T1) and twenty-two…

A Teacher Essay as Model for Student Invention.

ERIC Educational Resources Information Center

Wess, Robert C.

A teacher-written essay comparing writing to farming served as a process model for analogical student themes. This assignment, given to 39 students in 2 classes of a first course in freshman composition, produced complete analogical essays in all but 4 cases. The essays, questionnaire responses, and retrospective essays on the writing of the…

The Classroom Environment Questionnaire (CEQ): Development and preliminary structural validity.

PubMed

Lyons, Carissa; Brown, Ted; Bourke-Taylor, Helen

2018-04-16

Occupational therapists offer a unique perspective regarding the contribution of the environment to occupational performance. Therefore, a scale that measures the unique characteristics of the primary school classroom environment where children complete their daily schoolwork occupations is needed. The aim of this study was to develop and psychometrically evaluate a new teacher-report questionnaire that measures a number of environmental characteristics of primary school classrooms. Participants (N = 117) completed the Classroom Environment Questionnaire (CEQ), which utilises a 4-point Likert scale where teachers rate 51 environmental characteristics of their classroom. Teachers also rate the extent to which they believe the physical, social, temporal, institutional and cultural classroom environmental domains contribute to students' schoolwork performance using a 10-point scale. The structural validity of the CEQ was examined using principal component analysis (PCA). Inter-item correlations were examined using Pearson r correlations, while the internal consistency of the CEQ was assessed using Cronbach's alpha. PCA revealed the CEQ to be multidimensional, with 31 items loading onto nine viable factors, representing the unique nature of classroom environments. Based on the PCA results, 20 items were removed from the CEQ. Cronbach's alpha and correlation analysis indicated that most CEQ subsections had acceptable internal consistency (alpha range 0.70-0.82), with four subsections demonstrating a lower level of internal consistency (alpha range 0.55-0.69). Preliminary structural validity and internal consistency analysis findings confirm that the CEQ has potential to be a useful scale for professionals wishing to examine the unique characteristics of primary school classrooms that influence the occupational performance of students. Ongoing analyses will be undertaken to further explore the CEQ's validity and reliability. © 2018 Occupational Therapy Australia.

The Use and Management of Secondary Teachers' Time after the Education Reform Act 1988.

ERIC Educational Resources Information Center

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

A sample of 348 secondary teachers in England and Wales kept a week's record of their work and completed a questionnaire on time usage. The survey indicated that the total mean time spent on work and work-related activities was 54.4 hours per week. Of this, teachers spent 16.9 hours on teaching, 12.9 hours on preparation, 18.1 hours in…

Measuring the Foundations of School Readiness: Introducing a New Questionnaire for Teachers--The Brief Early Skills and Support Index (BESSI)

ERIC Educational Resources Information Center

Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T.

2015-01-01

Background: Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Aims: Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support…

Teachers' support and depression among Japanese adolescents: a multilevel analysis.

PubMed

Mizuta, Akiko; Suzuki, Kohta; Yamagata, Zentaro; Ojima, Toshiyuki

2017-02-01

Depression is a major cause of suicide among adolescents. Therefore, childhood and adolescent depression is an important public health concern. This study explored factors as class and individual levels that may influence depression among adolescents in Japan. A questionnaire survey among junior high school students (N = 2968) from two cities in Japan was conducted. Depression was assessed using the Depression Self-Rating Scale for Children; teachers' support was assessed using the Scale of Expectancy for Social Support. The class average score of teachers' support was calculated to indicate what we termed the "homeroom teachers' support." Multilevel analysis was applied to clarify the relation between homeroom teachers' support and depression. Finally, 2466 students completed the questionnaire without missing variables (valid response rate, 83.1%). There was no random effect of the teachers' support at the class level on depression, although there was a significant association between teachers' support and depression for 9th graders (β = -0.12, p = 0.009). Moreover, there were significant associations between economic status, having a best friend, and experiencing unforgettable stress at the individual level and depression in all grades. There was no significant random effect of homeroom teachers' support in class level although there might be marginal negative association between teacher's support and depression. It is suggested that homeroom teachers need to promote population approaches to mental health.

Teacher Attitudes and Behavior toward the Inclusion of Children with Social, Emotional and Behavioral Difficulties in Mainstream Schools: An Application of the Theory of Planned Behavior

ERIC Educational Resources Information Center

MacFarlane, Kate; Woolfson, Lisa Marks

2013-01-01

The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted…

Language and Reading Instruction in Early Years' Classrooms: The Knowledge and Self-Rated Ability of Australian Teachers

ERIC Educational Resources Information Center

Stark, Hannah L.; Snow, Pamela C.; Eadie, Patricia A.; Goldfeld, Sharon R.

2016-01-01

This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as…

Teacher-child relationship quality and academic achievement of Chinese American children in immigrant families.

PubMed

Ly, Jennifer; Zhou, Qing; Chu, Keira; Chen, Stephen H

2012-08-01

This study examined the cross-sectional relations between teacher-child relationship quality (TCRQ) and math and reading achievement in a socio-economically diverse sample of Chinese American first- and second-grade children in immigrant families (N=207). Teachers completed a questionnaire measuring TCRQ dimensions including closeness, conflict, and intimacy, and children completed a questionnaire measuring overall TCRQ. Standardized tests were used to assess children's math and reading skills. Analyses were conducted to (a) test the factor structure of measures assessing TCRQ among Chinese American children, (b) examine the associations between teacher- and child-rated TCRQ and children's academic achievement, controlling for demographic characteristics, and (c) examine the potential role of child gender as a moderator in the relations between TCRQ and achievement. Results indicated that teacher-rated TCRQ Warmth was positively associated with Chinese American children's reading achievement. Two child gender-by-TCRQ interactions were found: (a) teacher-rated TCRQ Conflict was negatively associated with girls' (but not boys') math achievement, and (b) child-rated Overall TCRQ was positively associated with boys' (but not girls') reading achievement. These findings highlight the valuable role of TCRQ in the academic success of school-aged children in immigrant families. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Explaining the Intention to Use Technology among Student Teachers: An Application of the Theory of Planned Behavior (TPB)

ERIC Educational Resources Information Center

Teo, Timothy; Lee, Chwee Beng

2010-01-01

Purpose: This paper aims to examine pre-service teachers' self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. Design/methodology/approach: In total, 157 student teachers completed a survey questionnaire measuring their responses to four constructs in the TPB. These were…

Preferences for Interactional Feedback: Differences between Learners and Teachers

ERIC Educational Resources Information Center

Kaivanpanah, Shiva; Alavi, Sayyed Mohammad; Sepehrinia, Sajjad

2015-01-01

The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language (EFL) learners…

Assessment of completion of early medical abortion using a text questionnaire on mobile phones compared to a self-administered paper questionnaire among women attending four clinics, Cape Town, South Africa.

PubMed

Constant, Deborah; de Tolly, Katherine; Harries, Jane; Myer, Landon

2015-02-01

In-clinic follow-up to assess completion of medical abortion is no longer a requirement according to World Health Organization guidance, provided adequate counselling is given. However, timely recognition of ongoing pregnancy, complications or incomplete abortion, which require treatment, is important. As part of a larger trial, this study aimed to establish whether women having a medical abortion could self-assess whether their abortion was complete using an automated, interactive questionnaire on their mobile phones. All 469 participants received standard abortion care and all returnees filled in a self-assessment on paper at clinic follow-up 2-3 weeks later. The 234 women allocated to receive the phone messages were also asked to do a mobile phone assessment at home ten days post-misoprostol. Completion of the mobile assessment was tracked by computer and all completed assessments, paper and mobile, were compared to providers' assessments at clinic follow-up. Of the 226 women able to access the mobile phone assessment, 176 (78%) completed it; 161 of them (93%) reported it was easy to do so. Neither mobile nor paper self-assessments predicted all cases needing additional treatment at follow-up. Prediction of complete procedures was good; 71% of mobile assessments and 91% of paper assessments were accurate. We conclude that an interactive questionnaire assessing completion of medical abortion on mobile phones is feasible in the South African setting; however, it should be done later than day 10 and combined with an appropriate pregnancy test to accurately detect incomplete procedures. Copyright © 2015 Reproductive Health Matters. Published by Elsevier Ltd. All rights reserved.

Future Teachers' Perceptions of Themselves as Writers and Teachers of Writing: Implications for Teacher Education Programs.

ERIC Educational Resources Information Center

Bowie, Robert L.

A study investigated how future teachers viewed themselves as writers and writing teachers and how these identities were being addressed in teacher education programs. Subjects, 226 student teachers at Middle Tennessee State University, responded to a questionnaire designed to measure both writing apprehension and beliefs about the role and…

Standards for Certification/Preparation of Social Studies Teachers: A Fifty State Study.

ERIC Educational Resources Information Center

Dumas, Wayne; Weible, Tom

A national survey determined minimum certification requirements for secondary social studies teachers in general education, professional education, and history/social science. Data were obtained through questionnaires completed by social studies education curriculum specialists and by officials in the certification divisions of state education…

Development and validation of a questionnaire to measure preferences and expectations of patients undergoing palliative chemotherapy: EXPECT questionnaire.

PubMed

Patil, V M; Chakraborty, S; Jithin, T K; Dessai, S; Sajith Babu, T P; Raghavan, V; Geetha, M; Kumar, T Shiva; Biji, M S; Bhattacharjee, A; Nair, C

2016-01-01

The objective was to design and validate the questionnaire for capturing palliative chemotherapy-related preferences and expectations. Single arm, unicentric, prospective observational study. EXPECT questionnaire was designed to capture preferences and expectations of patients undergoing palliative chemotherapy. This questionnaire underwent a linguistic validation and then was tested in patients. Ten patients are undergoing chemotherapy for solid tumors who fulfilled the inclusion and exclusion criteria self-administered the EXPECT questionnaire in regional language. After filling this questionnaire, they self-administered quick questionnaire-10 (QQ-10). SPSS version 16 (IBM New York) was used for analysis. Completion rate of EXPECT questionnaire was calculated. The feasibility, face validity, utility and time taken for completion of EXPECT questionnaire was also assessed. The completion rate of this questionnaire was 100%. All patients completed questionnaire within 5 min. The QQ-10 tool confirmed the feasibility, face validity and utility of the questionnaire. EXPECT questionnaire was validated in the regional language, and it's an effective tool for capturing patient's preferences and expectation from chemotherapy.

Efficiency of the Technology Acceptance Model to Explain Pre-Service Teachers' Intention to Use Technology: A Turkish Study

ERIC Educational Resources Information Center

Teo, Timothy; Ursavas, Omer Faruk; Bahcekapili, Ekrem

2011-01-01

Purpose: The purpose of this study is to assess the efficiency of the technology acceptance model (TAM) to explain pre-service teachers' intention to use technology in Turkey. Design/methodology/approach: A total of 197 pre-service teachers from a Turkish university completed a survey questionnaire measuring their responses to four constructs…

The Mathematical Content Knowledge of Prospective Teachers in Iceland

ERIC Educational Resources Information Center

Johannsdottir, Bjorg

2013-01-01

This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the University of Iceland, both graduate and undergraduate students. All of the participants in the study completed a questionnaire survey and 10 were interviewed. The choice of ways to measure the…

Understanding school teacher's knowledge regarding dental trauma: a basis for future interventions.

PubMed

Feldens, Eliane Gerson; Feldens, Carlos Alberto; Kramer, Paulo Floriani; da Silva, Kapila Gomes; Munari, Carolina Cabral; Brei, Vinícius Andrade

2010-04-01

Traumatic dental injuries frequently occur at school environment. However, teachers are not prepared to provide the adequate emergency management. The objectives of this study were to identify the factors associated with teachers' knowledge about dental trauma and to describe school managers' perception of possible strategies to change the scenario. Our sample comprised 405 teachers from 17 public schools in Canoas, state of Rio Grande do Sul, Brazil, whose data were collected regarding demographic variables, training and professional experience information. The outcome was completely inadequate knowledge regarding trauma measured based on the answers to a structured questionnaire about dental fractures and tooth avulsion. The sample also included 14 school managers who answered a semi-structured questionnaire about the causes of teachers' inadequate knowledge and possible strategies to change the scenario. The multivariate analysis demonstrated that the probability of completely inadequate knowledge was higher among male teachers, with less professional experience, who had not achieved a graduate degree, who had not witnessed at least one dental trauma case at school and who had not been trained in first-aid. School managers identified the following causes of inadequate knowledge: the fact that the topic is not approached during the teachers' training and continual education and lack of experience involving dental trauma at school. In addition, they suggested that lectures and courses including written and visual communication should be offered, as well as training workshops. Strategies to improve the teachers' knowledge about dental trauma must take into consideration the results of the present study and optimize the inclusion of this topic in the teachers' curricular training and pedagogical education in a continuous manner.

Measuring the Effect of Gender on Computer Attitudes among Pre-Service Teachers: A Multiple Indicators, Multiple Causes (MIMIC) Modeling

ERIC Educational Resources Information Center

Teo, Timothy

2010-01-01

Purpose: The purpose of this paper is to examine the effect of gender on pre-service teachers' computer attitudes. Design/methodology/approach: A total of 157 pre-service teachers completed a survey questionnaire measuring their responses to four constructs which explain computer attitude. These were administered during the teaching term where…

Survey of Special Education Teacher Population of Indiana, Michigan and Ohio with Special Reference to Consultant Effectiveness. Monograph Series No. 5.

ERIC Educational Resources Information Center

Bulgarella, Rosaria A.; Williams, Lois Q.

Reported in the survey (1968) were effects of the regional Instructional Materials Center (IMC) consultant among special education (SE) teacher populations in Indiana, Ohio, and Michigan. Some of the teacher background information compiled from 222 completed questionnaires indicated that over half taught slow learners, had taught handicapped…

Peer group reflection helps clinical teachers to critically reflect on their teaching.

PubMed

Boerboom, Tobias B B; Jaarsma, Debbie; Dolmans, Diana H J M; Scherpbier, Albert J J A; Mastenbroek, Nicole J J M; Van Beukelen, Peter

2011-01-01

Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

Early childhood teachers' self-efficacy toward teaching science: Outcomes of professional development

NASA Astrophysics Data System (ADS)

Clark, Sarah

The teaching of science in the early childhood classrooms has slowly been decreasing. As the years have passed, the subject of science has been put on the backburner while mathematics and language arts have taken center stage in the educational system. Early childhood teachers need to find ways to integrate science with other subjects in order to ensure children are receiving a well-rounded and full education. The purpose of this study was to determine the effectiveness of professional development on teachers' efficacy in teaching science. Volunteer teachers completed the Weisgram and Bigler scale (TWBS) pre and post training, in order to determine their self-efficacy toward teaching science, they also completed pre- and post- concept maps about their knowledge of teaching science, and a demographic questionnaire. Findings indicate the training provided was effective in increasing teachers' knowledge of teaching science. Teachers who had an increase in science teaching knowledge were also found to feel more efficacious about teaching science after completing the training and an academic year of implementing science lessons in their classrooms. There was not a relationship between teacher demographics and their science-teaching efficacy. This means that the demographics of participants in this study were not influential on teachers' efficacy, but professional development workshops enabled teachers to gain more knowledge about teaching as well as increase their efficacy about teaching science.

The Caring School Leadership Questionnaire (CSLQ)

ERIC Educational Resources Information Center

van der Vyver, C. P.; van der Westhuizen, Philip C.; Meyer, L. W.

2014-01-01

The purpose of this research was to develop the Caring School Leadership Questionnaire (CSLQ) as a valid and reliable instrument to measure the extent of care being given by school leaders (principals) to teachers. The research involved 1,041 teachers and 65 principals from 68 primary schools in the North-West Province of South Africa. The…

[Role of school lunch in primary school education: a trial analysis of school teachers' views using an open-ended questionnaire].

PubMed

Inayama, T; Kashiwazaki, H; Sakamoto, M

1998-12-01

We tried to analyze synthetically teachers' view points associated with health education and roles of school lunch in primary education. For this purpose, a survey using an open-ended questionnaire consisting of eight items relating to health education in the school curriculum was carried out in 100 teachers of ten public primary schools. Subjects were asked to describe their view regarding the following eight items: 1) health and physical guidance education, 2) school lunch guidance education, 3) pupils' attitude toward their own health and nutrition, 4) health education, 5) role of school lunch in education, 6) future subjects of health education, 7) class room lesson related to school lunch, 8) guidance in case of pupil with unbalanced dieting and food avoidance. Subjects described their own opinions on an open-ended questionnaire response sheet. Keywords in individual descriptions were selected, rearranged and classified into categories according to their own meanings, and each of the selected keywords were used as the dummy variable. To assess individual opinions synthetically, a principal component analysis was then applied to the variables collected through the teachers' descriptions, and four factors were extracted. The results were as follows. 1) Four factors obtained from the repeated principal component analysis were summarized as; roles of health education and school lunch program (the first principal component), cooperation with nurse-teachers and those in charge of lunch service (the second principal component), time allocation for health education in home-room activity and lunch time (the third principal component) and contents of health education and school lunch guidance and their future plan (the fourth principal component). 2) Teachers regarded the role of school lunch in primary education as providing daily supply of nutrients, teaching of table manners and building up friendships with classmates, health education and food and nutrition

Validation of the Technology Acceptance Measure for Pre-Service Teachers (TAMPST) on a Malaysian Sample: A Cross-Cultural Study

ERIC Educational Resources Information Center

Teo, Timothy

2010-01-01

Purpose: The purpose of this paper is to assess the cross-cultural validity of the technology acceptance measure for pre-service teachers (TAMPST) on a Malaysian sample. Design/methodology/approach: A total of 193 pre-service teachers from a Malaysian university completed a survey questionnaire measuring their responses to five constructs in the…

Examination of Applicant Profiles for Admission into and Completion of an Online Secondary Teacher Certification Program

ERIC Educational Resources Information Center

Denton, Jon J.; Davis, Trina J.; Capraro, Robert M.; Smith, Ben L.; Beason, Lynn; Graham, B. Diane; Strader, R. Arlen

2007-01-01

The purpose of this research was to determine whether particular biographic and academic characteristics would predict whether an applicant would matriculate into and successfully complete an online secondary teacher certification program for Texas public schools. Extensive biographic data on applicants were compiled into a program data base…

Teacher Factors Associated with Preschool Teacher-Child Relationships: Teaching Efficacy and Parent-Teacher Relationships

ERIC Educational Resources Information Center

Chung, Li-Chuan; Marvin, Christine A.; Churchill, Susan L.

2005-01-01

The present study investigated specific teacher factors that potentially influence teacher-child relationships with preschool-age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3-6-year-old children in community-based childcare and preschool centers in one mid-western state. There were 46…

Perception of Teacher Education and Professional Identity among Novice Teachers

ERIC Educational Resources Information Center

Ezer, Hanna; Gilat, Izhak; Sagee, Rachel

2010-01-01

This study examines student teachers' perceptions of teacher education and its contribution to their professional life, when they become novice teachers during their internship period. The sample comprised 97 student teachers in their fourth year of studies for a BEd degree. Data were collected through questionnaires which included both a…

Teachers-Problems-Teachers' Problems: What is Considered as a Problem, among the Main Teacher Activities, by Hungarian Teachers

ERIC Educational Resources Information Center

Mrazik, Julianna

2009-01-01

This paper is about a research focusing on recent problems of Hungarian teachers. The aim of the study is to reveal the real troubles of Hungarian pedagogues, on the basis of their answers to a questionnaire, the nature of these problems and how they affect the role of the teacher. Supposedly, the nucleus of the problems of the teachers is…

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

ERIC Educational Resources Information Center

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Evaluation of Innovative Schools: OCDQ Results for Fifth-Year Teachers, 1970-1971.

ERIC Educational Resources Information Center

Broward County School Board, Fort Lauderdale, FL.

A random sample is reported of fifth-year teachers from conventional schools and from open or innovative schools who completed the Organizational Climate Descriptions Questionnaire (OCDQ), administered anonymously, which measured subjective rather than objective dimensions. The instrument is interpreted as being primarily a measure of teacher…

Development, reliability, and validity of the My Child's Play (MCP) questionnaire.

PubMed

Schneider, Eleanor; Rosenblum, Sara

2014-01-01

This article describes the development, reliability, and validity of My Child's Play (MCP), a parent questionnaire designed to evaluate the play of children ages 3-9 yr. The first phase of the study determined the questionnaire's content and face validity. Subsequently, the internal reliability consistency and construct and concurrent validity were demonstrated using 334 completed questionnaires. The MCP showed good internal consistency (α = .86). The factor analysis revealed four distinct factors with acceptable levels of internal reliability (Cronbach's αs = .63-.81) and gender- and age-related differences in play characteristics; both findings attest to the tool's construct validity. Significant correlations (r = .33, p < .0001) with the Parent as a Teacher Inventory demonstrate the MCP's concurrent validity. The MCP demonstrated acceptable reliability and validity. It appears to be a promising standardized assessment tool for use in research and practice to promote understanding of a child's play. Copyright © 2014 by the American Occupational Therapy Association, Inc.

Teachers and Technology: Development of an Extended Theory of Planned Behavior

ERIC Educational Resources Information Center

Teo, Timothy; Zhou, Mingming; Noyes, Jan

2016-01-01

This study tests the validity of an extended theory of planned behaviour (TPB) to explain teachers' intention to use technology for teaching and learning. Five hundred and ninety two participants completed a survey questionnaire measuring their responses to eight constructs which form an extended TPB. Using structural equation modelling, the…

South African Teachers' Views of Collaboration within an Inclusive Education System

ERIC Educational Resources Information Center

Nel, Mirna; Engelbrecht, Petra; Nel, Norma; Tlale, Dan

2014-01-01

The development of sustainable collaborative partnerships between different role players within an inclusive education system seems to be a continuous challenge in South Africa. The focus of this research study was to understand how teachers view collaboration within an inclusive education system. Open-ended questionnaires were completed by 85…

High school students' perceptions of EFL teacher control orientations and their English academic achievement.

PubMed

Kiany, Gholam Reza; Shayestefar, Parvaneh

2011-09-01

BACKGROUND. Theories distinguish between student-initiated and teacher-initiated regulation of students' learning activities, or between strong, shared, or loose teacher control during the completion of learning tasks. Empirical validations for such distinctions are scarce, however. AIM. The present study aimed at (a) investigating students' perceptions of control behaviours exhibited by their English teachers; and (b) exploring the contribution of different types of teacher control behaviours to students' cognitive outcomes (English Achievement). SAMPLE. The sample comprised 732 English as a Foreign Language (EFL) students studying in three major fields of high school (Mathematics, Natural Science, and Humanities). The participants (16-17 years of age) were selected from third-grade classes of 27 EFL teachers working in 25 high schools of 6 main different geographical regions in the Isfahan province, Iran. METHOD. To obtain a comprehensive picture of different control types exhibited by Iranian EFL teachers, the control subscales of the two existing questionnaires, i.e., the Questionnaire on Instructional Behaviours (QIB), adapted by Den Brok et al. (2004) and the Questionnaire on Lesson Activities (QLA) used by Den Brok (2001) were merged to form the Questionnaire of Teacher Control (QTC). The development of this Persian instrument involved several steps: translation and back translation by the researchers, one expert translator, and two EFL teachers; piloting; and a final administration of the questionnaire to the student sample. With respect to the second aim of the study, data regarding students' performances on the Standardized National English Achievement Tests were gathered from local educational offices and schools. RESULTS AND CONCLUSION. Statistical analyses supported acceptable reliability and validity of the instrument. A main factor structure with three types of teacher control (strong/high, shared/mid, and loose/low) was found to underlie students

Thirteen Hundred and Thirty Days. A Pilot Study of Teacher Time in Key Stage 1. Final Report.

ERIC Educational Resources Information Center

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

Ninety-five teachers in Key Stage 1 in England and Wales completed a questionnaire and records of time spent on work over a period of 14 consecutive days, resulting in detailed records of 1,330 days of teachers' time. The data are analyzed in terms of overall time spent on work; time distribution; and time spent specifically on teaching,…

Interactions between voice clinics and singing teachers: a report on the British Voice Association questionnaire to voice clinics in the UK.

PubMed

Davies, J; Anderson, S; Huchison, L; Stewart, G

2007-01-01

Singers with vocal problems are among patients who present at multidisciplinary voice clinics led by Ear Nose and Throat consultants and laryngologists or speech and language therapists. However, the development and care of the singing voice are also important responsibilities of singing teachers. We report here on the current extent and nature of interactions between voice clinics and singing teachers, based on data from a recent survey undertaken on behalf of the British Voice Association. A questionnaire was sent to all 103 voice clinics at National Health Service (NHS) hospitals in the UK. Responses were received and analysed from 42 currently active clinics. Eight (19%) clinics reported having a singing teacher as an active member of the team. They were all satisfied with the singing teacher's knowledge and expertise, which had been acquired by several different means. Of 32 clinics without a singing teacher regularly associated with the team, funding and difficulty of finding an appropriate singing voice expert (81% and 50%, respectively) were among the main reasons for their absence. There was an expressed requirement for more interaction between voice clinics and singing teachers, and 86% replied that they would find it useful to have a list of singing teachers in their area. On the matter of gaining expertise and training, 74% of the clinics replying would enable singing teachers to observe clinic sessions for experience and 21% were willing to assist in training them for clinic-associated work.

Feasibility testing of smart tablet questionnaires compared to paper questionnaires in an amputee rehabilitation clinic.

PubMed

Payne, Michael; Janzen, Shannon; Earl, Eric; Deathe, Barry; Viana, Ricardo

2017-08-01

Capturing the variability that exists among patients attending an amputee clinic using standardized paper-based questionnaires is time-consuming and may not be practical for routine clinical use. Electronic questionnaires are a potential solution; however, the benefits are dependent on the feasibility and acceptance of this mode of data collection among patients. To determine the feasibility and patient preference/comfort in using a tablet-based questionnaire for data collection in an outpatient amputee rehabilitation clinic compared to a traditional paper-based questionnaire. Observational study. In all, 48 patients with major extremity amputations completed both tablet and paper questionnaires related to their amputation and prosthetic use. Both trials were timed; patients then completed a semi-structured questionnaire about their experience. In all, 20.5% of patients needed hands-on assistance completing the paper questionnaire compared to 20.8% for the tablet. The majority of participants (52.1%) indicated a preference for the tablet questionnaire; 64.6% of patients felt the tablet collected a more complete and accurate representation of their status and needs. In all, 70.8% of participants described themselves as comfortable using the tablet. Despite comorbidities, patients with amputations demonstrated excellent acceptance of the electronic tablet-based questionnaire. Tablet questionnaires have significant potential advantages over paper questionnaires and should be further explored. Clinical relevance A custom electronic questionnaire was found to be beneficial for routine clinic use and was well received by patients in an amputee rehabilitation clinic. Development of such questionnaires can provide an efficient mechanism to collect meaningful data that can be used for individual patient care and program quality improvement initiatives.

Riding on a Speeding Train? How Teacher Educators Perceive Teacher Education

ERIC Educational Resources Information Center

Mevorach, Miriam; Ezer, Hanna

2010-01-01

This study investigates through structured questionnaires how teacher educators perceive current teacher education practices in Israel and at their colleges. An open-ended question provides their metaphorical viewpoint. The findings indicate that teacher educators believe teacher education in the country is at a high level. They perceive teacher…

Teacher-Parent Interactions in Taiwan: A Qualitative Investigation of Teachers' Perspectives

ERIC Educational Resources Information Center

Wu, Pi-Ju

2015-01-01

Because the importance of parental involvement in education has been emphasized recently in Taiwan, the nature of teacher-parent interactions has changed. The current study describes teacher-parent interactions from teacher perspectives in grades 1-12 in Taiwan. Data were collected from 50 teachers using open-ended questionnaires. Thematic…

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

PubMed

Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

NASA Astrophysics Data System (ADS)

Davidson, Anne Burgess

Did the Third International Mathematics and Science Study (TIMSS) ask science teachers the right questions about their use of instructional time? Part I of this 2-part study used the TIMSS database to answer the question: Do 8th grade science teachers in the U.S., Czech Republic, Hungary, Japan, and Korea differ significantly in their perceived use of instructional time? Using the instructional activities in the TIMSS teacher question "How did the lesson proceed?" the teacher-reported times were analyzed using a repeated measures multivariate analysis. Significant differences were found between teacher-reported times in the U.S. and the other 4 TIMSS countries, whose 8th grade students outperformed U.S. students on TIMSS achievement tests. Post-hoc analysis indicated that TIMSS U.S. 8th grade science teachers report spending more time on homework in class, on group activities, and on lab activities, but less time on topic development, than TIMSS teachers from some or all of the other countries. Part II of this study further examined the question "How did the lesson proceed?" by videotaping 6 classes of 8th grade science in Alabama and Virginia and comparing observer coding of the video to the teachers' recalled descriptions of the same class. The difference between observer and teacher responses using TIMSS categories was not significant; however, 43% of the total variance was explained by whether the teacher or the observer reported the times for the instructional activities. The teachers also responded to questions from the NSF Local Systemic Change Through Teacher Enhancement K--8 Teacher Questionnaire to describe the same class. The difference found between the teacher and the observer coding was not significant, but the amount of variance explained by the data source (observer or teacher) dropped to 33% when using NSF student activity categories and to 26% when using NSF teacher activity categories. The conclusion of this study was that questionnaires to

Knowledge of asthma in school teachers in nine Spanish cities.

PubMed

Varela, Angel López-Silvarrey; Esteban, Santiago Rueda; Díaz, Sonia Pértega; Murúa, Javier Korta; Fernández-Oliva, Carmen Rosa Rodríguez; Jiménez, Jose Sánchez; Sansano, María Isabel Ubeda; Bernabé, Juan José Morell; López, Bárbara Iglesias; Gómez, Máximo Martínez; Piñana, Juana María Román

2016-07-01

To analyze the knowledge of asthma and its management in Spanish school teachers using the Newcastle Asthma Questionnaire (NAKQ). Descriptive, observational prevalence study, using a self-report questionnaire on knowledge about childhood asthma and its management by teachers in pre-school, primary, and secondary schools in nine Spanish cities. Age, sex, academic training, teaching experience, courses in which they taught, and personal and family history of asthma, were collected from each teacher. For knowledge determination, the validated Spanish version of the NAKQ was used. A total of 208 centers participated, including 7,494 teachers. The questionnaire was completed by 4,679 teachers (62.4%). The mean score of correct responses was 16.0 ± 4.8 points out of 31 (median = 17, range: 0-30). Only 6.8% of teachers were capable of pointing out the three main symptoms of the disease; 1.5% knew the triggering factors of an asthma attack; 8.6% knew two medicines useful during an asthma attack; 32.7% knew that inhaled medications had less side effects than pills, and only 3.8% knew of ways to prevent asthma attacks during exercise. In the multivariate analysis, variables significantly associated with a higher questionnaire score were a "lower age" (Beta coefficient = -0.09), "male gender" (Beta = 0.77), "being asthmatic" (Beta = 2.10), or "having close relatives with asthma" (Beta = 1.36) and "teaching in a private school" (Beta = 0.66) or in "compulsory secondary education" (Beta = 0.59). Teachers have a low level of knowledge about asthma, with an important limitation in some aspects of the disease. They should be trained to recognize the main symptoms of the disease, on how to act in the event of symptoms, and the early identification of situations in which the pupils require health care assistance. Pediatr Pulmonol. 2016;51:678-687. © 2015 Wiley Periodicals, Inc. © 2015 Wiley Periodicals, Inc.

Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

NASA Astrophysics Data System (ADS)

Khine, Myint Swe; Fisher, Darrell L.

2004-01-01

The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

Preservice Teachers' Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice

ERIC Educational Resources Information Center

Temiz, Tugba; Topcu, Mustafa Sami

2013-01-01

The purpose of this paper is to explore the relationship between preservice teachers' (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers' Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the…

Validity and Reliability of General Nutrition Knowledge Questionnaire for Adults in Uganda

PubMed Central

Bukenya, Richard; Ahmed, Abhiya; Andrade, Jeanette M.; Grigsby-Toussaint, Diana S.; Muyonga, John; Andrade, Juan E.

2017-01-01

This study sought to develop and validate a general nutrition knowledge questionnaire (GNKQ) for Ugandan adults. The initial draft consisted of 133 items on five constructs associated with nutrition knowledge; expert recommendations (16 items), food groups (70 items), selecting food (10 items), nutrition and disease relationship (23 items), and food fortification in Uganda (14 items). The questionnaire validity was evaluated in three studies. For the content validity (study 1), a panel of five content matter nutrition experts reviewed the GNKQ draft before and after face validity. For the face validity (study 2), head teachers and health workers (n = 27) completed the questionnaire before attending one of three focus groups to review the clarity of the items. For the construct and test-rest reliability (study 3), head teachers (n = 40) from private and public primary schools and nutrition (n = 52) and engineering (n = 49) students from Makerere University took the questionnaire twice (two weeks apart). Experts agreed (content validity index, CVI > 0.9; reliability, Gwet’s AC1 > 0.85) that all constructs were relevant to evaluate nutrition knowledge. After the focus groups, 29 items were identified as unclear, requiring major (n = 5) and minor (n = 24) reviews. The final questionnaire had acceptable internal consistency (Cronbach α > 0.95), test-retest reliability (r = 0.89), and differentiated (p < 0.001) nutrition knowledge scores between nutrition (67 ± 5) and engineering (39 ± 11) students. Only the construct on nutrition recommendations was unreliable (Cronbach α = 0.51, test-retest r = 0.55), which requires further optimization. The final questionnaire included topics on food groups (41 items), selecting food (2 items), nutrition and disease relationship (14 items), and food fortification in Uganda (22 items) and had good content, construct, and test-retest reliability to evaluate nutrition knowledge among Ugandan adults. PMID:28230779

A System-Wide Professional Learning Approach about Inclusion for Teachers in Hong Kong

ERIC Educational Resources Information Center

Forlin, Chris; Loreman, Tim; Sharma, Umesh

2014-01-01

This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive…

Impact and Acceptability of the Coach and Teacher Training within a School-Based Sport-for-Health Smoking Prevention Intervention: Smokefree Sports

ERIC Educational Resources Information Center

Garnham-Lee, Katy; Trigwell, Joanne; McGee, Ciara E.; Knowles, Zoe; Foweather, Lawrence

2016-01-01

This study evaluated the impact and acceptability of a three-hour bespoke training workshop for sports coaches and teachers to subsequently deliver a sport-for-health smoking prevention intervention in primary schools. Questionnaires were completed pre- and post-training by both teachers (N = 24) and coaches (N = 8), and post-intervention by…

Good Teaching Matters, Teachers Matter, and Teacher Education Matters

ERIC Educational Resources Information Center

Gordon, Lynn Melby

2012-01-01

This paper was the keynote address at the June 6, 2012 Occidental College completion ceremony for new teachers completing their teacher credential program. This occasion was momentous because it was the final new teacher graduation that Occidental College would hold, due to the previously announced closure of the teacher preparation program by the…

Comparison of Internet-based and paper-based questionnaires in Taiwan using multisample invariance approach.

PubMed

Yu, Sen-Chi; Yu, Min-Ning

2007-08-01

This study examines whether the Internet-based questionnaire is psychometrically equivalent to the paper-based questionnaire. A random sample of 2,400 teachers in Taiwan was divided into experimental and control groups. The experimental group was invited to complete the electronic form of the Chinese version of Center for Epidemiologic Studies Depression Scale (CES-D) placed on the Internet, whereas the control group was invited to complete the paper-based CES-D, which they received by mail. The multisample invariance approach, derived from structural equation modeling (SEM), was applied to analyze the collected data. The analytical results show that the two groups have equivalent factor structures in the CES-D. That is, the items in CES-D function equivalently in the two groups. Then the equality of latent mean test was performed. The latent means of "depressed mood," "positive affect," and "interpersonal problems" in CES-D are not significantly different between these two groups. However, the difference in the "somatic symptoms" latent means between these two groups is statistically significant at alpha = 0.01. But the Cohen's d statistics indicates that such differences in latent means do not apparently lead to a meaningful effect size in practice. Both CES-D questionnaires exhibit equal validity, reliability, and factor structures and exhibit a little difference in latent means. Therefore, the Internet-based questionnaire represents a promising alternative to the paper-based questionnaire.

A Questionnaire Survey of the Type of Support Required by Yogo Teachers to Effectively Manage Students Suspected of Having an Eating Disorder.

PubMed

Seike, Kaoru; Hanazawa, Hisashi; Ohtani, Toshiyuki; Takamiya, Shizuo; Sakuta, Ryoichi; Nakazato, Michiko

2016-01-01

Many studies have focused on the decreasing age of onset of eating disorders (EDs). Because school-age children with EDs are likely to suffer worse physical effects than adults, early detection and appropriate support are important. The cooperation of Yogo teachers is essential in helping these students to find appropriate care. To assist Yogo teachers, it is helpful to clarify the encounter rates (the proportion of Yogo teachers who have encountered ED students) and kinds of requested support (which Yogo teachers felt necessary to support ED students). There are no studies that have surveyed the prevalence rates of ED children by ED type as defined by the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5), nor were we able to find any quantitative study surveying the kinds of support Yogo teachers feel helpful to support ED students. A questionnaire survey was administered to 655 Yogo teachers working at elementary/junior high/senior high/special needs schools in Chiba Prefecture. The questionnaire asked if the respondents had encountered students with each of the ED types described in DSM-5 (anorexia nervosa (AN), bulimia nervosa (BN), binge eating disorder (BED), avoidant/restrictive food intake disorder (ARFID), and other types of EDs (Others)), and the kinds of support they felt necessary to support these students. The encounter rates and the kinds of requested were obtained and compared, taking their confidence intervals into consideration. The encounter rates for AN, BN, BED, ARFID, and Others were 48.4, 14.0, 8.4, 10.7, and 4.6 %, respectively. When classified by school type, AN, BN, BED, and ARFID had their highest encounter rates in senior high schools. Special needs schools had the highest rate for Others. The support most required for all ED types was "a list of medical/consultation institutions." Our results have clarified how to support Yogo teachers in the early detection and support of ED students. We found that the

Teachers' Expectations and Self-Efficacy for Working with Bullies and Victims

ERIC Educational Resources Information Center

Skinner, Ann T.; Babinski, Leslie M.; Gifford, Elizabeth J.

2014-01-01

Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among…

Reliability and construct validity of the Malay version of the Job Content Questionnaire (JCQ) among secondary school teachers in Kota Bharu, Kelantan, Malaysia.

PubMed

Hadi, Azlihanis Abdul; Naing, Nyi Nyi; Daud, Aziah; Nordin, Rusli

2006-11-01

This study was conducted to assess the reliability and construct validity of the Malay version of Job Content Questionnaire (JCQ) among secondary school teachers in Kota Bharu, Kelantan. A total of 68 teachers consented to participate in the study and were administered the Malay version of JCQ. Reliability was determined using Cronbach's alpha for internal consistency whilst construct validity was assessed using factor analysis. The results indicated that Cronbach's alpha coefficients revealed decision latitude (0.75), psychological job demand (0.50) and social support (0.84). Factor analysis showed three meaningful common factors that could explain the construct of Karasek's demand-control-social support model. The study suggests the JCQ scales are reliable and valid tools for assessing job stress in school teachers.

Parents' and Teachers' Perceptions of Abnormal Attention Span of Elementary School-Age Children.

PubMed

Segal-Triwitz, Yael; Kirchen, Louisa M; Shani Sherman, Tal; Levav, Miriam; Schonherz-Pine, Yael; Kushnir, Jonathan; Ariel, Raya; Gothelf, Doron

2016-01-01

To determine teacher and parental perception of minimal expected sustained attention span during various daily tasks among elementary school children. 54 parents and 47 teachers completed the attention span questionnaire (AtSQ) that was developed for this study. The AtSQ consists of 15 academic and leisure tasks that require a child's sustained attention. The study focused on third and fourth graders in Israel. There was a high degree of variability among teachers and parents in their responses to the AtSQ. The expected attention span of children as judged by parents was higher and more varied compared to teachers, and higher for girls than for boys. Our results indicate poor agreement in cutoff values for sustained attention span between teachers and parents and within each group.

A parent‐completed respiratory questionnaire for 1‐year‐old children: repeatability

PubMed Central

Strippoli, Marie‐Pierre F; Silverman, Michael; Michel, Gisela; Kuehni, Claudia E

2007-01-01

Background and aims There are few standardised questionnaires for the assessment of respiratory symptoms in preschool children. We have developed and tested the short‐term repeatability of a postal questionnaire on respiratory symptoms for 1‐year‐old children. Methods A newly developed postal questionnaire for the assessment of wheeze and other respiratory symptoms was sent to parents of a population‐based random sample of 4300 children aged 12–24 months. After an interval of 3 months, a random sample of 800 respondents received the questionnaire a second time. The responses were compared using Cohen's kappa (κ) to assess agreement corrected for chance. Results The first questionnaire was returned by 3194 (74%) families, the second one by 460/800 (58%). Repeatability was excellent (κ 0.80–0.96) for questions on household characteristics, environmental exposures and family history, good (κ 0.61–0.80) for questions on prevalence, severity and treatment of wheeze, and moderate (κ 0.39–0.66) for chronic cough and upper respiratory symptoms. Conclusions This short postal questionnaire designed for use in population‐based studies has excellent repeatability for family and household characteristics and good repeatability for questions on wheeze. Short‐term changes in symptom status might be responsible for variable answers on recent chronic cough and upper respiratory symptoms. Overall, the questionnaire is a valuable instrument for community‐based research on respiratory symptoms in 1 to 2‐year‐old children. PMID:17502330

Pre-Service Mathematics Teacher Efficacy: Its Nature and Relationship to Teacher Concerns and Orientation

ERIC Educational Resources Information Center

Pyper, Jamie Scott

2014-01-01

In a mixed method study, teacher efficacy and contributing theoretical constructs of teacher concerns and teacher orientation with Intermediate/Senior mathematics preservice teachers from two Ontario Faculties of Education are examined. Data sources include a web-based questionnaire containing two teacher efficacy scales and short answer…

Investigating the Influence of Teachers' Characteristics on the Teacher-Student Relations from Students' Perspective at Ilam University of Medical Sciences.

PubMed

Maleki, Farajolah; Talaei, Mehri Hosein; Moghadam, Seyed Rahmatollah Mousavi; Shadigo, Shahryar; Taghinejad, Hamid; Mirzaei, Alireza

2017-06-01

Establishing an effective teacher-student relationship may affect the quality of learning. Such a complex human relationship may be influenced by various factors in addition to teacher and student. The present study aimed at investigating the influence of teacher characteristics on the Teacher-student relationship from students' perspective. In this descriptive-survey research, statistical population included 1500 students at Ilam University of Medical Sciences Ilam, Iran. Out of which 281 students were selected by simple random sampling, they received and completed series of questionnaires. Data was collected using a researcher-made questionnaire containing 37 Likert type items from which five items measured demographic profile of participants and 32 items measured impact of teacher's characteristics upon the teacher-student relationship. Data was analysed by SPSS software version 16 using descriptive statistics, t-test and One way ANOVA. The current study included 281 students (117 (41.6%) male, 164 (58.4%) female) studying at Ilam University of Medical Sciences. The effect of teachers' characteristics on the teacher-student relationship from the students' perspective in three areas (personal, professional and scientific) scored 4.37±0.54, 4.05±0.27, and 3.91±0.44, respectively. The highest score was related to "respect for students" (Mean=4.74, SD=0.55) and the lowest score was dedicated to 'gender' (Mean=2.40, SD= 0.64). Effect of other studied parameters was also higher than the average level. The findings indicated that teacher-student relationship and consequently the quality of education was overshadowed by the overall characteristics of teacher (namely-personal, professional and scientific). Notably, coupled with the professional and scientific properties of the teacher, his/ her communication skills may also help to provide a favourable learning condition for the students. Therefore, attention to the education of scientific as well as professional

Reliability and validity of a questionnaire for self-assessment of complete dentures.

PubMed

Komagamine, Yuriko; Kanazawa, Manabu; Kaiba, Yoshinori; Sato, Yusuke; Minakuchi, Shunsuke

2014-05-02

Demand for complete denture treatment is expected to rise over several decades. However, to date, no questionnaire on complete dentures, as evaluated by edentulous patients, has been shown to be reliable and valid. This study sought to assess the reliability and validity of Patient's Denture Assessment (PDA), which provides a multidimensional evaluation of dentures among edentulous patients. Patients, who had new complete dentures fabricated at the University Hospital of Dentistry, Tokyo Medical and Dental University through 2009 to 2010, were enrolled. The reliability of the PDA was determined by examining internal consistency and test-retest reliability. Internal consistency for all of the question items and the six subscales was measured using Cronbach's α and average inter-item correlation coefficients among 93 participants. For 33 of these participants, test-retest reliability was determined at a 2 month-interval using the interclass correlation coefficients (ICCs) and 95% confidence interval for the summary scores and the six subscale scores. The PDA was validated in 93 participants by examining the difference in the summary score and the six subscale scores of the PDA before and after replacement with new dentures by the paired t-test. Ability to detect change was also tested in 93 patients using effect size. The Cronbach's α for the PDA ranged from 0.56 to 0.93. The average inter-item correlation coefficients ranged from 0.28 to 0.83. ICCs for the PDA ranged from 0.37 to 0.83. The paired t-test showed a significant difference between the summary score and the six subscale scores before and after replacement with new dentures (p < 0.05) and the effect size was 0.97. The PDA demonstrated good reliability by assessing internal consistency and test-retest reliability. In addition, the PDA demonstrated good validity by assessing discriminant validity. Thus, the PDA could help dentists obtain a detailed understanding of the patients' perceptions in using

Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India

ERIC Educational Resources Information Center

Bhatnagar, Nisha; Das, Ajay

2014-01-01

This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two-part questionnaire was used in this study. Part one gathered…

A Descriptive Correlational Study of Teacher Participation in Professional Development and Teacher Efficacy

ERIC Educational Resources Information Center

Tupou, Samuel F.

2013-01-01

This study examines teacher efficacy within the context of professional development to understand the relationship between teacher efficacy and teacher collaboration. Two theoretical frameworks framed this teacher efficacy study based on "locus of control" and "social cognitive theory." A 29-item questionnaire was e-mailed to…

Philippine Classroom Teachers as Researchers: Teachers' Perceptions, Motivations, and Challenges

ERIC Educational Resources Information Center

Ulla, Mark B.; Barrera, Kenneth Ian B.; Acompanado, Meller M.

2017-01-01

This study explores teachers' perceptions and motivations, challenges, and needs of 50 teachers in Agusan del Norte, Philippines with regards to doing research. Methodologies used were survey questionnaire, and group and individual interviews. Findings revealed that teacher-respondents had a positive perceptions towards doing research and its…

Turkish Primary Science Teachers' Perceptions of an Ideal Teacher Education System

ERIC Educational Resources Information Center

Korkmaz, Hunkar; Altindag, Ahmet

2017-01-01

The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system…

Providing teachers with education on epilepsy increased their willingness to handle acute seizures in children from one to 10 years of age.

PubMed

Dumeier, Henriette Karoline; Neininger, Martina Patrizia; Bernhard, Matthias Karl; Merkenschlager, Andreas; Kiess, Wieland; Bertsche, Thilo; Bertsche, Astrid

2017-11-01

In Germany, preschool teachers supervise children up to six years of age and are also responsible for supervising older pupils after school. This study explored the impact of a teaching session on epilepsy for teachers in charge of children from 1 to 10 years of age. We evaluated the benefit of a teaching session offered to all preschool teachers in Leipzig, Germany, in 2014-2015, by asking them to complete the same questionnaire 12-24 months pre-intervention, and 12 months postintervention. Both questionnaires were completed by 123 teachers. The number of teachers who felt they were prepared to handle an acute seizure rose from 36 (29%) pre-intervention to 65 (53%) post-intervention (p < 0.001) and their willingness to administer a prescribed rescue medication rose from 66 (54%) to 93 (76%, p < 0.001). The session also increased the number of teachers who were prepared to take children with epilepsy on excursions under any circumstance from 38 (31%) to 52 (42%, p < 0.05). In addition, the number of teachers who would place a solid object in the child's mouth during an attack fell from 16 (13%) to seven (6%) (p < 0.05). Providing a teaching session on epilepsy increased the teachers' knowledge and willingness to act and reduced obsolete, counterproductive measures. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Twelve Middle-School Teachers' Planning.

ERIC Educational Resources Information Center

Brown, Deborah Sardo

1988-01-01

Case studies described 12 middle-school teachers' instructional yearly, unit, weekly, and daily planning on the basis of a background questionnaire, interview protocols, an analysis of written plans, think-aloud typescripts, and a questionnaire. A process model best characterized teachers long-term planning, while an agenda-formulation model fit…

Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

ERIC Educational Resources Information Center

Weitman, Catheryn J.; Humphries, Janie H.

Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

The Acquaintance Level of Turkish Prospective Teachers with Qualified Works of Children's Literature

ERIC Educational Resources Information Center

Çer, Erkan; Sahin, Ertugrul

2016-01-01

The aim of this cross-sectional study is investigate to what extent acquainted prospective Turkish teachers are with qualified works of children's literature. A convenience sample of 146 university students studying at the Turkish teaching department at a university in the Central Black Sea Region completed a questionnaire to determine the…

Developmental screening in a Canadian First Nation (Mohawk): psychometric properties and adaptations of ages & stages questionnaires (2nd edition)

PubMed Central

2014-01-01

Background The need for early intervention tools adapted to the First Nation culture is well documented. However, standards derived from First Nation communities are absent from the literature. This study examines the psychometric properties of an adaptation of a caregiver-completed screening tool, the Ages & Stages Questionnaires (ASQ), for the Mohawk population. Methods Participants who completed the questionnaires include 17 teachers, along with the parents of 282 children (130 girls and 152 boys) between the ages of 9 and 66 months who attend the Child and Family Center Mohawk Territory, Quebec. Results For the internal consistency of the four questionnaires (36-, 42-, 48- and 54-month intervals), Cronbach’s alphas varied between .61 and .84. Five results were below 0.60: “gross motor” (Q36 and Q42), “problem solving” (Q36) and “personal-social” (Q36 and Q42). A comparison of the results shows that parents and teachers agreed in 85% of the cases concerning the referral of the child for further evaluation. Moreover, the group discussion with the parents revealed that the use of the questionnaire was appreciated and was deemed appropriate for use within the community. Conclusion The results show that the ASQ is a screening test that may be appropriate for use with children from communities that are seemingly very different in terms of geographic, climatic and cultural backgrounds. This preliminary study with the Child and Family Center appears to support further study and the use of the ASQ with the Mohawk population. PMID:24467769

Increase in teachers' knowledge about ADHD after a week-long training program: a pilot study.

PubMed

Syed, Ehsan Ullah; Hussein, Sajida Abdul

2010-01-01

ADHD affects 3% to 5% of school-age children. Clinical and community based epidemiological studies in Pakistan have shown a high prevalence of ADHD among school going children. A thorough review of literature shows that no studies of teachers' training programs regarding ADHD have been published in Pakistani research literature. The aim of the present study is the development and evaluation of an ADHD training program for teachers. A teachers' training program for ADHD was designed and a pilot run in 3 schools of Karachi, Pakistan. Teachers knowledge regarding signs and symptoms of ADHD was tested before and after the workshop and then again after 6 months using an ADHD knowledge questionnaire. Forty-nine teachers, all of them women, completed the questionnaires before and after the training program, and 35 of them filled it out at the 6-month interval. Mean scores of these tests were compared using a paired t test. The authors found the difference of mean score of 1.48 +/- 2.95, and this was statistically significant (p < .005). The authors conclude that the workshop improved the knowledge of the school teachers regarding ADHD symptomatology, and it remained significant even after 6 months of training.

A Profile of the Effective Teacher: Greek Secondary Education Teachers' Perceptions

ERIC Educational Resources Information Center

Koutrouba, Konstantina

2012-01-01

This paper examines the perceptions of Greek secondary education teachers on effectiveness in teaching. Through a structured questionnaire, 340 teachers reported their views on the tactics which are considered to contribute to effective teaching and on the behaviour and personal traits attributed to effective teachers. Descriptive and factor…

Perceived Learning Effectiveness of a Course Facebook Page: Teacher-Led versus Student-Led Approach

ERIC Educational Resources Information Center

Tugrul, Tugba Orten

2017-01-01

This research aims to compare the perceived effectiveness of teacher-led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course…

Educational achievement of nurses who completed the nursing education and the nursing administration certificate courses of the Department of Nursing Studies, University of Edinburgh, 1958-1975.

PubMed

Sinclair, H C; Hardy, L K; Hughes, J

1984-11-01

This paper describes the educational activity of a group of 149 nurse teachers and administrators following completion of the nursing education and nursing administration certificate courses of the University of Edinburgh (1958-1975). The data were obtained by a postal questionnaire and three particular types of courses reported by the respondents are discussed. Emphasis is given to the analysis involving degree courses as this was a prominent educational activity, especially among nurse teachers. The conclusion discusses the potential of an all graduate nurse teacher group and suggests some implications for the nursing profession.

Radiology resident teaching skills improvement: impact of a resident teacher training program.

PubMed

Donovan, Andrea

2011-04-01

Teaching is considered an essential competency for residents to achieve during their training. Instruction in teaching skills may assist radiology residents in becoming more effective teachers and increase their overall satisfaction with teaching. The purposes of this study were to survey radiology residents' teaching experiences during residency and to assess perceived benefits following participation in a teaching skills development course. Study participants were radiology residents with membership in the American Alliance of Academic Chief Residents in Radiology or the Siemens AUR Radiology Resident Academic Development Program who participated in a 1.5-hour workshop on teaching skills development at the 2010 Association of University Radiologists meeting. Participants completed a self-administered, precourse questionnaire that addressed their current teaching strategies, as well as the prevalence and structure of teaching skills training opportunities at their institutions. A second postcourse questionnaire enabled residents to evaluate the seminar and assessed new knowledge and skill acquisition. Seventy-eight residents completed the precourse and postcourse questionnaires. The vast majority of respondents indicated that they taught medical students (72 of 78 [92.3%]). Approximately 20% of residency programs (17 of 78) provided residents with formal didactic programs on teaching skills. Fewer than half (46.8%) of the resident respondents indicated that they received feedback on their teaching from attending physicians (36 of 77), and only 18% (13 of 78) routinely gave feedback to their own learners. All of the course participants agreed or strongly agreed that this workshop was helpful to them as teachers. Few residency programs had instituted resident teacher training curricula. A resident teacher training workshop was perceived as beneficial by the residents, and they reported improvement in their teaching skills. Copyright © 2011 AUR. Published by

Relationship between Teachers' Preferred Teacher-Student Interpersonal Behaviour and Intellectual Styles

ERIC Educational Resources Information Center

Yu, Tak Ming; Zhu, Chang

2011-01-01

This study examines the association between teachers' preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their…

Perceptions of self, significant others, and teacher-child relationships in indiscriminately friendly children.

PubMed

Vervoort, Eleonora; Bosmans, Guy; Doumen, Sarah; Minnis, Helen; Verschueren, Karine

2014-11-01

Despite increasing research on indiscriminate friendliness in children, almost no research exists on social-cognitive deficits that are supposed to underlie indiscriminately friendly behavior. In this study, we compared indiscriminately friendly children with controls regarding their perceptions of self, reliability trust in significant others, and perceptions of the teacher-child relationship. Children's perceptions were compared in two samples: a sample of 33 likely cases for disinhibited reactive attachment disorder (RAD) from special education for children with emotional and behavioral disorders (75.76% boys, Mage=8.52, 96.9% Caucasian, 33.3% and 45.5% of their mothers completed primary or secondary education, respectively) was matched on sex, age, and socio-economic status with a sample of 33 controls from general education. Children participated individually in several interviews assessing global and social self-concept, reliability trust in significant others, teacher-child relationship perceptions, and vocabulary. Parents and teachers completed a screening questionnaire for RAD and the Strengths and Difficulties Questionnaire. Likely disinhibited RAD-cases showed more indiscriminate friendliness and more problem behavior in general according to their parents and teachers than controls. Furthermore, likely RAD-cases reported a more positive global self-concept, more reliability trust in significant others, and more dependency in the teacher-child relationship than controls. The results are in line with clinical observations of indiscriminately friendly children and findings in clinical samples of maltreated or attachment disrupted children but contrast hypotheses from developmental attachment research. Further research is needed to explain the more positive perceptions of indiscriminately friendly children. Copyright © 2014 Elsevier Ltd. All rights reserved.

Factor Analysis of the Autism Spectrum Screening Questionnaire

ERIC Educational Resources Information Center

Posserud, Britt; Lundervold, Astri J.; Steijnen, Maaike C.; Verhoeven, Sophie; Stormark, Kjell Morten; Gillberg, Christopher

2008-01-01

The present study investigated the factor structure of parent and teacher Autism Spectrum Screening Questionnaire (ASSQ) in a population of 7-9 years old children. For validation purposes, factors derived were correlated with results on the Strengths and Difficulties Questionnaire (SDQ). A three-factor solution was identified on both parent and…

The Impact of Science Teachers' Beliefs on Teaching Science: The Case of Saudi Science Teachers

ERIC Educational Resources Information Center

Alabdulkareem, Saleh Abdullah

2016-01-01

The researcher aims to investigate Saudi science teachers' beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the…

Teachers' experiences supporting children after traumatic exposure.

PubMed

Alisic, Eva; Bus, Marissa; Dulack, Wendel; Pennings, Lenneke; Splinter, Jessica

2012-02-01

Teachers can be instrumental in supporting children's recovery after trauma, but some work suggests that elementary school teachers are uncertain about their role and about what to do to assist children effectively after their students have been exposed to traumatic stressors. This study examined the extent to which teachers working with children from ages 8 to 12 years report similar concerns. A random sample of teachers in the Netherlands (N = 765) completed a questionnaire that included 9 items measuring difficulties on a 6-point Likert scale (potential range of total scores: 9-54). The mean total difficulty score was 29.8 (ranging from 10 to 50; SD = 7.37). On individual items, the fraction of teachers scoring 4 or more varied between 25 and 63%. A multiple regression analysis showed that teachers' total scores depended on amount of teaching experience, attendance at trauma-focused training, and the number of traumatized children they had worked with. The model explained 4% of the variance, a small effect. Because traumatic exposure in children is rather common, the findings point to a need to better understand what influences teachers' difficulties and develop trauma-informed practice in elementary schools. Copyright © 2012 International Society for Traumatic Stress Studies.

[Development and validation of a questionnaire on perception of portfolio by undergraduate medical students].

PubMed

Riquelme, Arnoldo; Méndez, Benjamín; de la Fuente, Paloma; Padilla, Oslando; Benaglio, Carla; Sirhan, Marisol; Labarca, Jaime

2011-01-01

Portfolio is an innovative instrument that promotes reflection, creativity and professionalism among students. To describe the development and validation process of a questionnaire to evaluate the use of portfolio in undergraduate medical students. Focus groups with students and teachers were employed to identify aspects related with portfolio in undergraduate teaching. The Delphi technique was used to prioritize relevant aspects and construct the questionnaire. The validated questionnaire, consisting of 43 items and 6 factors, was applied to 97 students (response rote of 99.9%) in 2007 and 100 students (99.2%) in 2008. Each question had to be answered using a Likert scale, from 0 (completely disagree) to 4 (completely agree) The validity and reliability of the questionnaire was evaluated. The questionnaire showed a high reliability (Cronbach alpha = 0.9). The mean total scores obtained in 2007 and 2008 were 106.2 ± 21.2 (61.7% of the maximal obtainable score) and 104.6 ± 34.0 (60.8% of the maximal obtainable score), respectively No significant differences were seen in the analysis by factors. Changes in portfolio during 2008 showed differences in items related with organization, evaluation and regulation. The questionnaire is a valid and highly reliable instrument, measuring perceptions about the portfolio by undergraduate medical students. The students perceived an improvement in their creativity and professionalism as one of the strengths of portfolio. The weaknesses identified during the implementation process helped us to focus changes in organization and evaluation to improve the portfolio as a dynamic process.

[Effort-Reward Imbalance and psychophysical health of teachers].

PubMed

Zurlo, Maria Clelia; Pes, Daniela

2012-01-01

The present study referred to the Effort-Reward Imbalance Model applied to the evaluation of teacher stress and, by means of the italian version of the ERI test, explored the connections between the dimensions of the model and the specific effects of occupational stress on teacher's psychophysical diseases and leaving intentions. METHODS. The: subjects were 476 teachers working in Campania (region in southern Italy), belonging to all levels of teaching, who completed a questionnaire containing measures of Effort-Reward Imbalance, psychophysical health and intention to leave the teaching profession. RESULTS. Results showed the relevant: perception, among teachers, of Effort-reward Imbalance and of different physical and psychological diseases. All the dimensions of the ERI model emerged to be significantly related, in the direction stated by the model, to the different forms of psychological and physical disease considered, highlighting specific influences on them. The ERI-test and model provide a useful measure and a significative interpretative frame to explore the dimensions of teacher's stress and to arrange interventions for the prevention of psychophysical diseases.

Changes in student teachers' agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences.

PubMed

Malmberg, Lars-Erik; Hagger, Hazel

2009-12-01

Conceptualizations of teachers' agency beliefs converge around domains of support and instruction. We investigated changes in student teachers' agency beliefs during a 1 year teacher education course, and related these to observed classroom quality and day-to-day experiences in partnership schools during the practicum. Out of a sample of 66 student teachers who had responded to at least two out of four times to a questionnaire (18 men 48 women; mean age 26.4 years), 30 were observed during teaching, and 20 completed a 4-day short form diary. Confirmatory factor analysis validated two agency belief constructs. Multi-level models for change investigated individual differences in change over time. Multi-level path models related observation and diary responses to agency beliefs. Supportive agency belief was high and stable across time. Instructional agency belief increased over time, suggesting a beneficial effect of teacher education. This increase was predicted by observed classroom quality (emotional support and student engagement) and daily positive affect and agency beliefs. Teacher education is successful in creating a context in which student teachers' supportive agency beliefs can be maintained and instructional agency beliefs can increase during the course.

Teacher Participation in Decision Making and Its Impact on School and Teachers

ERIC Educational Resources Information Center

Sarafidou, Jasmin-Olga; Chatziioannidis, Georgios

2013-01-01

Purpose: The purpose of this paper is to examine teacher involvement in different domains of decision making in Greek primary schools and explore associations with school and teacher variables. Design/methodology/approach: A survey employing self-administered questionnaires, with a Likert-type scale assessing teachers' actual and desired…

Evaluation of Science Teacher Candidates' Level of Knowledge Regarding the Use of Microscopes

ERIC Educational Resources Information Center

Demir, Sibel

2015-01-01

This evaluation was conducted with 43 second-year students, or teacher candidates, attending the science education program of an education faculty in a Turkish university. In this study, students were asked to complete a single open-ended and gap-filling questionnaire, and their answers were evaluated according to a five-point Likert-type rubric.…

Pre-Service Teachers' Perspectives on Using Scenario-Based Virtual Worlds in Science Education

ERIC Educational Resources Information Center

Kennedy-Clark, Shannon

2011-01-01

This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The 28 participants involved in the study were introduced to "Virtual Singapura," a multi-user virtual environment, and completed an open-ended questionnaire.…

Television and Violent Classroom Behaviors: Implications for the Training of Elementary School Teachers.

ERIC Educational Resources Information Center

Reglin, Gary

Through a survey of 41 North Carolina educators, this study investigated teachers' perceptions of the effects of violent television programs on elementary school students' classroom behavior. The research was designed to be descriptive; it employed a 13-item questionnaire which could be completed in about 5 minutes. Subjects were 34 female and 7…

The Strengths and Difficulties Questionnaire-Parents for Italian School-Aged Children: Psychometric Properties and Norms.

PubMed

Tobia, Valentina; Marzocchi, Gian Marco

2018-02-01

The Strengths and Difficulties Questionnaire [SDQ; (1)] is a multi-informant instrument for screening developmental psychopathology. This study contributes to the validation of the Italian SDQ-Parent version (SDQ-P), analyzing its factorial structure, providing norms and investigating cross-informant agreement (parents-teachers). The SDQ-P and the SDQ-Teacher version (SDQ-T) were completed for 1917 primary and middle school students. Confirmatory factor analyses were performed to compare two factorial structures: the original five-factor model and the structure obtained in a past Italian study (2). The original model showed the best fit. Significant differences by gender and school grade were found; norms were provided separately for males and females attending 1st-2nd, 3rd-5th and 6th-8th grades. Finally, the analysis of parent-teacher agreement showed correlations ranging from small (prosocial behavior) to large (hyperactivity-inattention). This study offers some reflections on the best way to use this instrument in a community sample.

The impact of motivation and teachers' autonomy support on children's executive functions.

PubMed

Sosic-Vasic, Zrinka; Keis, Oliver; Lau, Maren; Spitzer, Manfred; Streb, Judith

2015-01-01

The present study investigates the interplay of executive functions, motivation, and teacher's autonomy support in school context. In a cross-sectional study design 208 students from different school types completed a standardized motivation questionnaire and processed two executive function tasks. All teachers who teach these students were asked about their autonomy supporting behavior by a standardized test. Multilevel analyses assessed the effects of the student's motivation and their teachers' autonomy support on student's executive functions. Our results show considerable relationships between these variables: high executive function capacities came along with teacher's autonomy support and student's intrinsic motivation styles, whereas low executive function capacities were related to external regulation styles. The results indicate the importance of autonomy support in school instruction and disclose the need to popularize the self-regulation approach.

The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4-7.

PubMed

Stone, Lisanne L; Janssens, Jan M A M; Vermulst, Ad A; Van Der Maten, Marloes; Engels, Rutger C M E; Otten, Roy

2015-01-01

The Strengths and Difficulties Questionnaire is one of the most employed screening instruments. Although there is a large research body investigating its psychometric properties, reliability and validity are not yet fully tested using modern techniques. Therefore, we investigate reliability, construct validity, measurement invariance, and predictive validity of the parent and teacher version in children aged 4-7. Besides, we intend to replicate previous studies by investigating test-retest reliability and criterion validity. In a Dutch community sample 2,238 teachers and 1,513 parents filled out questionnaires regarding problem behaviors and parenting, while 1,831 children reported on sociometric measures at T1. These children were followed-up during three consecutive years. Reliability was examined using Cronbach's alpha and McDonald's omega, construct validity was examined by Confirmatory Factor Analysis, and predictive validity was examined by calculating developmental profiles and linking these to measures of inadequate parenting, parenting stress and social preference. Further, mean scores and percentiles were examined in order to establish norms. Omega was consistently higher than alpha regarding reliability. The original five-factor structure was replicated, and measurement invariance was established on a configural level. Further, higher SDQ scores were associated with future indices of higher inadequate parenting, higher parenting stress and lower social preference. Finally, previous results on test-retest reliability and criterion validity were replicated. This study is the first to show SDQ scores are predictively valid, attesting to the feasibility of the SDQ as a screening instrument. Future research into predictive validity of the SDQ is warranted.

Teacher Attitudes toward Career Ladder.

ERIC Educational Resources Information Center

Dickson, LouAnn

An evaluation of teacher attitudes toward a public schools career ladder program is presented. Survey questionnaires mailed to 3,239 administrators, nonprogram teachers, and participating teachers elicited 1,683 returns for a 52 percent response rate. Findings indicate that the majority of teachers favored continuation of the career ladder…

Supporting metacognitive development in early science education: Exploring elementary teachers' beliefs and practices in metacognition

NASA Astrophysics Data System (ADS)

Braund, Heather Leigh-Anne

Metacognition is the understanding and control of cognitive processes. Students with high levels of metacognition achieve greater academic success. The purpose of this mixed-methods study was to examine elementary teachers' beliefs about metacognition and integration of metacognitive practices in science. Forty-four teachers were recruited through professional networks to complete a questionnaire containing open-ended questions (n = 44) and Likert-type items (n = 41). Five respondents were selected to complete semi-structured interviews informed by the questionnaire. The selected interview participants had a minimum of three years teaching experience and demonstrated a conceptual understanding of metacognition. Statistical tests (Pearson correlation, t-tests, and multiple regression) on quantitative data and thematic analysis of qualitative data indicated that teachers largely understood metacognition but had some gaps in their understanding. Participants' reported actions (teaching practices) and beliefs differed according to their years of experience but not gender. Hierarchical multiple regression demonstrated that the first block of gender and experience was not a significant predictor of teachers' metacognitive actions, although experience was a significant predictor by itself. Experience was not a significant predictor once teachers' beliefs were added. The majority of participants indicated that metacognition was indeed appropriate for elementary students. Participants consistently reiterated that students' metacognition developed with practice, but required explicit instruction. A lack of consensus remained around the domain specificity of metacognition. More specifically, the majority of questionnaire respondents indicated that metacognitive strategies could not be used across subject domains, whereas all interviewees indicated that they used strategies across subjects. Metacognition was integrated frequently into Ontario elementary classrooms; however

Time Burden of Standardized Hip Questionnaires.

PubMed

Chughtai, Morad; Khlopas, Anton; Mistry, Jaydev B; Gwam, Chukwuweike U; Elmallah, Randa K; Mont, Michael A

2016-04-01

Many standardized scales and questionnaires have been developed to assess outcomes of patients undergoing total hip arthroplasty (THA). However, these surveys can be a burden to both patients and orthopaedists as some are time-inefficient. In addition, there is a paucity of reports assessing the time it takes to complete them. In this study we aimed to: (1) assess how long it takes to complete the most common standardized hip questionnaires; (2) determine the presence of variation in completion time; and (3) evaluate the effects of age, gender, and level of education on completion time. Based on a previous study, we selected the seven most commonly used hip scoring systems-Western Ontario and McMaster Universities Hip Outcome Assessment (WOMAC), Harris Hip Score (HHS), Hip Disability and Osteoarthritis Outcome Score (HOOS), Larson Score, Short-form 36 (SF-36), modified Merle d'Aubigne and Postel Score (MDA), and Lower Extremity Functional Scale (LEFS). The standardized scales and questionnaires were randomly administered to 70 subjects. The subjects were unaware that they were being timed during completion of the questionnaire. We obtained the coefficients of variation of time for each questionnaire. The mean time to complete the questionnaire was then stratified and compared based on age, gender, and level of education. The mean time to complete each of the systems is listed in ascending order: Modified Merle d'Aubigne and Postel Score (MDA), Lower Extremity Functional Scale (LEFS), Western Ontario and McMaster Universities Hip Outcome Assessment (WOMAC), Harris Hip Score (HHS), Larson Score, Hip Disability and Osteoarthritis Outcome Score (HOOS), and Short-form 36 (SF-36). The WOMAC and Larson Score coefficients of variation were the largest, and the HOOS and MDA were the smallest. There was a significantly higher mean time to completion in those who were above or equal to the age of 55 years as compared to those who were below the age of 55 (227 vs. 166 seconds

In the Eye of the Beholder: Motivational Effects of Gender Differences in Perceptions of Teachers

ERIC Educational Resources Information Center

Katz, Idit

2017-01-01

This study investigated whether girls' and boys' perceptions of their teacher may explain gender-related difference in academic motivation. One hundred and twenty-nine ninth-grade Israeli students (67 males and 62 females) completed a questionnaire designed to assess their motivation to learn, their affect while studying in school, and their…

TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires

ERIC Educational Resources Information Center

Brese, Falk, Ed.

2012-01-01

The Teacher Education Study in Mathematics (TEDS-M) International Database includes data for all questionnaires administered as part of the TEDS-M study. These consisted of questionnaires administered to future teachers, educators, and institutions with teacher preparation programs. This supplement contains the international version of the TEDS-M…

Chinese Middle School Teacher Job Satisfaction and Its Relationships with Teacher Moving

ERIC Educational Resources Information Center

Chen, Junjun

2010-01-01

This study examined teacher job satisfaction in Chinese middle schools from the aspects of school, community, and life and the relationships between these factors and teacher moving. A convenience sample of 294 teachers was approached through a 35-item questionnaire. Data were analyzed using SPSS. Three major results were found: (1) Chinese middle…

Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations

ERIC Educational Resources Information Center

Cohen, Julie; Goldhaber, Dan

2016-01-01

Improving teacher evaluation is one of the most pressing but also contested areas of educational policy. Value-added measures have received much of the attention in new evaluation systems, but they can only be used to evaluate a fraction of teachers. Classroom observations are almost universally used to assess teachers, yet their statistical…

An Investigation of Preservice Teachers' Perceptions of African American Students' Ability To Achieve in Mathematics and Science.

ERIC Educational Resources Information Center

Lewis, Bradford F.; Collins, Alicia; Pitts, Vanessa

This study investigated the perceptions of 30 predominantly white pre-service teachers about African American students' ability to achieve in mathematics and science. Participants completed a three-part, open-ended questionnaire that asked them about their experiences with and awareness of African American students' mathematics and science…

Relationship between Teacher ICT Competency and Teacher Acceptance and Use of School Management System (SMS)

ERIC Educational Resources Information Center

Wei, Leong Mei; Piaw, Chua Yan; Kannan, Sathiamoorthy; Moulod, Shafinaz A.

2016-01-01

This study aims at examining the relationship between teacher ICT competency and teacher acceptance and use of SMS in Negeri Sembilan secondary schools in Malaysia. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher ICT…

[The readiness of the young teacher for the job].

PubMed

Ruskova, R

1992-01-01

The study aims at studying the professional readiness of the young teachers concerning their psychic state. It includes subjective-individual determinants--attitude to the profession, professional choice and steadiness, professional skills and satisfaction. The investigation is part of a broad complex study. The method used is directed first of all to self-estimation of the teacher concerning the structural system of the pedagogic activity which embraces supplementary questionnaire, revealing the motivation side of the scales for self-estimation. The subject of the examination are teachers from primary schools with length of service one to five years--time for completing their adaptation to the profession. The investigation includes 40 teachers from the cities of Sofia and Burgas. A general conclusion could be made, that there is professional readiness of the young teacher to be up to the requirements. His/her self-estimation corresponds to the adaptive behaviour and the choice of profession has a considerable effect on the professional steadiness. The general low satisfaction is not a sign for dysadaptation, but this low level presupposes lack of stimuli for personal development and perfection.

An Exploration of Issues in the Attraction and Retention of Teachers to Non-Metropolitan Schools in Western Australia

ERIC Educational Resources Information Center

Frid, Sandra; Smith, Melanie; Sparrow, Len; Trinidad, Sue

2008-01-01

Recent graduates of pre-service primary/early childhood education programmes completed a written questionnaire to ascertain their teaching locations and professional development needs. Analysis of the data raised important questions concerning the attraction and retention of graduate teachers to non-metropolitan schools, challenging some…

Process evaluation of the teacher training for an AIDS prevention programme.

PubMed

Ahmed, Nazeema; Flisher, Alan J; Mathews, Catherine; Jansen, Shahieda; Mukoma, Wanjiru; Schaalma, Herman

2006-10-01

This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), sexual decision-making, abstinence, consequences of sexual activity, safe sex practices, substance abuse and sexual violence. Questionnaires administered prior to the training, on completion of the training and at two follow-up time periods were analysed as well as participant observation notes. Findings indicate that teachers reported increased confidence and comfort in teaching the sexuality curriculum. However, many struggled with the transfer of sexual reproductive knowledge and facilitative teaching methods into the classroom context. This highlights the need for HIV education to form part of teacher trainee programmes. Ongoing support and engagement with teachers is needed to encourage alternative teaching practices.

Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India.

PubMed

Maganur, Prabhadevi C; Satish, V; Marwah, Nikhil; Vishwas, T D; Dayanand, M C

2017-01-01

The aim of this study was to assess the knowledge, attitudes, and practices of school teachers toward oral health. Descriptive study. School teachers (n = 150) of Davangere city were recruited into this study. The subjects completed a questionnaire that aimed to evaluate teachers' knowledge, attitudes, and practices on oral health. The results were statistically analyzed and percentage was calculated. The participants' oral hygiene habits were found to be regular. The majority of teachers showed good knowledge on oral health. Most of the teachers in this study recognized the importance of oral health. The majority of teachers did incorporate the importance of oral health in teaching and educating children in the school. But, not all teachers are involved effectively. So, the teachers should be trained comprehensively regarding importance of oral health and creating awareness on oral health promotion for their students in combination with health care personnel. Maganur PC, Satish V, Marwah N, Vishwas TD, Dayanand MC. Knowledge, Attitudes, and Practices of School Teachers toward Oral Health in Davangere, India. Int J Clin Pediatr Dent 2017;10(1):89-95.

Cross-cultural adaptation, reliability and predictive validity of the Italian version of Developmental Coordination Disorder Questionnaire (DCDQ).

PubMed

Caravale, Barbara; Baldi, Silvia; Gasparini, Corinna; Wilson, Brenda N

2014-05-01

Developmental coordination disorder (DCD) is a motor disorder of unclear etiology that severely interferes with a child's ability to perform daily motor tasks. As a useful alternative to a time-consuming motor test and specialist evaluation, parents or teachers can complete motor questionnaires. A tool used worldwide to screen motor performance in 4- to 14-year-old children is the Developmental Coordination Disorder Questionnaire 2007 (DCDQ'07). To describe how we translated the Developmental Coordination Disorder Questionnaire 2007 (DCDQ'07) and adapted it to the Italian population and to test its preliminary psychometric properties in Italian children. Parents of a clinical group of 26 children (5-11 years old) with a diagnosis of DCD and 52 matched controls completed the DCDQ translated into Italian and adapted for cross-cultural purposes according to current guidelines. Twenty-four parents of typically developing children randomly selected completed the questionnaire twice to examine test-retest reliability. The internal consistency value (Cronbach alpha) for the Italian DCDQ was 0.94. The Italian DCDQ achieved moderate-to-high test-retest reliability (ICC) for 14/15 items and a good diagnostic performance for identifying children with DCD (sensitivity 88% and specificity 96%). The Italian DCDQ is a valid screening tool for assessing motor performance in 5- to 11-year-old children that merits research in a larger sample. Copyright © 2013 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

In times of war, adolescents do not fall silent: Teacher-student social network communication in wartime.

PubMed

Ophir, Yaakov; Rosenberg, Hananel; Asterhan, Christa S C; Schwarz, Baruch B

2016-01-01

Exposure to war is associated with psychological disturbances, but ongoing communication between adolescents and teachers may contribute to adolescents' resilience. This study examined the extent and nature of teacher-student communication on Social Network Sites (SNS) during the 2014 Israel-Gaza war. Israeli adolescents (N = 208, 13-18 yrs) completed information about SNS communication. A subset of these (N = 145) completed questionnaires on social rejection and distress sharing on SNS. More than a half (56%) of the respondents communicated with teachers via SNS. The main content category was 'emotional support'. Adolescents' perceived benefits from SNS communication with teachers were associated with distress sharing. Social rejection was negatively associated with emotional support and perceived benefits from SNS communication. We conclude that SNS communication between teachers and students may provide students with easy access to human connections and emotional support, which is likely to contribute to adolescents' resilience in times of war. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Relationships between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate

ERIC Educational Resources Information Center

Pulleyn, Janet L.

2012-01-01

This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district…

Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

ERIC Educational Resources Information Center

Vitulic, Helena Smrtnik; Lesar, Irena

2017-01-01

In a longitudinal study, we determine the beliefs of primary education students regarding the factors of academic achievement, good teachers, and the developmental characteristics of children, and we present which experiences mostly shape these beliefs. The same group of students (N = 59) completed the same questionnaire at the beginning of their…

Normative data and psychometric properties of the parent and teacher versions of the strengths and difficulties questionnaire (SDQ) in an Iranian community sample.

PubMed

Shahrivar, Zahra; Tehrani-Doost, Mehdi; Pakbaz, Bahareh; Rezaie, Azita; Ahmadi, Fatemeh

2009-03-01

Strengths and difficulties questionnaire (SDQ) is a widely used instrument for screening mental problems in children and adolescents. The main aim of this study was to evaluate the validity and psychometric properties of this questionnaire in comparison with the children behavior checklist (CBCL) and psychiatric interview. The study was done in two stages. At stage one, 600 children aged between 6 and 12 were evaluated using the parent and teacher versions of SDQ and CBCL. At stage two, 25 children with the scores above the cut point reported by the developer of SDQ and 27 children with the score below this point were selected to be interviewed by a child and adolescent psychiatrist according to Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) classification and by another clinician using the K-SADS-PL (Schedule for Affective Disorders and Schizophrenia for School-Age Children- Present and Lifetime Version) as a semi structured interview. The mean scores of SDQ subscales found in this study were comparable to what found in other studies in other countries. The cut-off points of SDQ were almost similar to that of other researches. The internal consistency and concurrent validity of this questionnaire was good. The current study showed that both parent and teacher versions of SDQ in Persian language can be used as a valid tool in screening the mental problems in children and adolescents.

Normative data and psychometric properties of the parent and teacher versions of the strengths and difficulties questionnaire (SDQ) in an Iranian community sample

PubMed Central

Shahrivar, Zahra; Tehrani-Doost, Mehdi; Pakbaz, Bahareh; Rezaie, Azita; Ahmadi, Fatemeh

2009-01-01

BACKGROUND: Strengths and difficulties questionnaire (SDQ) is a widely used instrument for screening mental problems in children and adolescents. The main aim of this study was to evaluate the validity and psychometric properties of this questionnaire in comparison with the children behavior checklist (CBCL) and psychiatric interview. METHODS: The study was done in two stages. At stage one, 600 children aged between 6 and 12 were evaluated using the parent and teacher versions of SDQ and CBCL. At stage two, 25 children with the scores above the cut point reported by the developer of SDQ and 27 children with the score below this point were selected to be interviewed by a child and adolescent psychiatrist according to Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) classification and by another clinician using the K-SADS-PL (Schedule for Affective Disorders and Schizophrenia for School-Age Children- Present and Lifetime Version) as a semi structured interview. RESULTS: The mean scores of SDQ subscales found in this study were comparable to what found in other studies in other countries. The cut-off points of SDQ were almost similar to that of other researches. The internal consistency and concurrent validity of this questionnaire was good. CONCLUSIONS: The current study showed that both parent and teacher versions of SDQ in Persian language can be used as a valid tool in screening the mental problems in children and adolescents. PMID:21772865

The relationship between teacher burnout and student motivation.

PubMed

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

2015-12-01

Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being. This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers' burnout and students' autonomous motivation over one-semester physical education classes. A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Students and physical education teachers completed questionnaires assessing relevant psychological constructs. There were two time points for collecting students' data. One was at the beginning of a fall semester, and the other was at the end of that semester. Hierarchical linear modelling analyses were conducted. It was revealed that teachers' emotional exhaustion was negatively related to students' perceived teacher autonomy support (TAS); in turn, there was a negative relationship between teachers' feeling of depersonalization and students' autonomous motivation development even when controlling for inadequate TAS. The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation. © 2015 The British Psychological Society.

Teachers' perceptions and use of a large-scale science education reform initiative for middle schools

NASA Astrophysics Data System (ADS)

Pistorius, Carolyn Sue

Reform efforts in science education have been increasing over the past decade. This quantitative design study explored middle school teachers' perceptions and attitudes about one such reform effort. Quantitative and qualitative data were gathered from teachers and their classrooms. The population consisted of all of the middle school science teachers who had completed at least one two-week session of professional development in the University of Alabama in Huntsville in-service region. The teachers were all involved in the Alabama Math, Science, and Technology Initiative (AMSTI). This initiative provided professional development and complete science modules, including materials for all K-8 teachers of science to use. Middle school teachers' (grades 6-8) perceptions, attitudes, and information about classroom decisions in teaching science using the AMSTI were obtained through the uses of the AMSTI Science Questionnaire, teacher interviews and classroom observations using the Reformed Teaching Observation Protocol (RTOP). Quantitative data were analyzed using ANOVA, chi-square, Tukey HSD statistical analyses. Qualitative data involved transcribing, coding, and determination of emerging themes. The AMSTI Science Questionnaire was found to have evidence of reliability and validity for the determination of the impact of professional development on teachers' perceptions and attitudes towards teaching science in their classrooms. Results of this study demonstrated that the more professional development experienced by the teachers was related to the number of lessons that the teachers used from the AMSTI modules. The amount of professional development was also related to the amount of time spent teaching and quality of the teaching as rated using the Reformed Teacher Observation Protocol. The more professional development the teachers received, the higher they self-reported their level of expertise in teaching the AMSTI science modules. Some of the strengths of the

Attitudes and intentions of Greek teachers towards teaching pupils with dyslexia: An application of the theory of planned behaviour.

PubMed

Stampoltzis, Aglaia; Tsitsou, Elisavet; Papachristopoulos, George

2018-05-01

The present study aims to examine Greek public primary school teachers' attitudes and intention towards teaching pupils with dyslexia using a model of the theory of planned behaviour (TPB). Toward that aim, 304 teachers aged between 22 and 59 years old, with an average overall work experience of 16.6 years completed a TPB questionnaire which assessed their attitudes, subjective norms and perceived behavioural control, their intention, as well as other exogenous factors. The validity and the reliability of the questionnaire were found to be adequate. Overall, the participating teachers report a wide range of educational interventions for pupils with dyslexia emphasizing the psychological aspects of support. They also face a number of barriers, but in general they express neutral to positive attitudes to dyslexia. Results show that attitudes, subjective norms and perceived behavioural control significantly predicted the teachers' intention towards teaching dyslexic pupils, thus confirming the applicability of the selected TPB model. Recommendations for teachers' training and limitations of the study are discussed. Copyright © 2018 John Wiley & Sons, Ltd.

Learner-To-Teacher Bullying as a Potential Factor Influencing Teachers' Mental Health

ERIC Educational Resources Information Center

Woudstra, Marit Helen; van Rensburg, Estie Janse; Visser, Maretha; Jordaan, Joyce

2018-01-01

Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research.…

Innovative Practice in Teacher and Trainer Training in Vocational Education and Training. Advisory Forum Subgroup D Report.

ERIC Educational Resources Information Center

Oldroyd, David

Members of a subgroup of the European Training Foundation's Advisory Forum were surveyed regarding their perceptions of problems and priorities relating to initial and inservice vocational teacher and trainer training and innovation in the European Union (EU). Advisory Forum members from 10 EU countries completed the questionnaire. Priorities…

EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

ERIC Educational Resources Information Center

Simegn, Birhanu

2014-01-01

This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

A questionnaire for teachers to improve training activity and students on environmental science in the frame of ENVRIPLUS project

NASA Astrophysics Data System (ADS)

D'Addezio, Giuliana; Marsili, Antonella; Beranzoli, Laura

2017-04-01

ENVRIplus is a Horizon 2020 project bringing together Environmental and Earth System Research Infrastructures, projects and networks together with technical specialist partners to create a more coherent, interdisciplinary and interoperable cluster of Environmental Research. One of the aims of this project is to disseminate knowledge on environmental topics, focusing attention on European secondary schools. We elaborated actions to design an e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of an appealing and usable portal/digital repository, to stimulate learning of STEM topics and which also includes opportunities to develop original content. To better project the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international school audience to collect input directly from the potential users. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigates subjective teacher experiences, views and proposals on what can improve training offer for environmental science lessons and courses.

Prospective Science Teachers' Conceptions about Astronomical Subjects

ERIC Educational Resources Information Center

Küçüközer, Hüseyin

2007-01-01

The main objective of this study was to identify prospective science teachers' conceptions on basic astronomical phenomena. A questionnaire consisting of nine open-ended questions was administered to 327 prospective science teachers. The questionnaire was constructed after extensive review of the literature and took into consideration the reported…

Chronic Pain in the School Setting: The Teachers' Point of View.

PubMed

Solé, Ester; Castarlenas, Elena; Sánchez-Rodríguez, Elisabet; Galán, Santiago; de la Vega, Rocío; Jensen, Mark P; Miró, Jordi

2018-01-01

The aims of this study were to (1) examine the reactions of teachers and student teachers to children experiencing pain, (2) identify the most common challenges and potential resources that are associated to dealing with them, and (3) examine whether their responses differed as a function of their experience or sex. Forty teachers and 318 student teachers completed a survey which included descriptive information, a questionnaire that assesses different responses of participants to children who experience pain, and provides a list of problems and resources that participants might encounter and implement, respectively, when dealing with these children. The study participants most often endorsed use of coping and health-promoting responses. Experienced teachers endorsed solicitous responses significantly more often than student teachers. Women reported responding more with solicitous responses than men. Absenteeism and the negative effect of pain on the ability of students to engage in school activities were the most common pain-related challenges mentioned by the study participants overall. The findings emphasize (1) the need for developing guidelines to help teachers to help students experiencing chronic pain, and (2) the importance of including information about pediatric chronic pain in teachers training. © 2018, American School Health Association.

Teachers' Knowledge and Beliefs About Child Sexual Abuse.

PubMed

Márquez-Flores, María Mercedes; Márquez-Hernández, Verónica V; Granados-Gámez, Genoveva

2016-07-01

Child sexual abuse is one of the main types of abuse still to be addressed within the field of education, yet the education system itself can serve as a primary tool for its prevention. A better understanding of teachers' knowledge and beliefs about child sexual abuse will allow us to establish key starting points from which to utilize the system for prevention. Four hundred and fifty teachers participated in this study, completing a questionnaire regarding their knowledge and beliefs about child sexual abuse. The study revealed that over half the teachers, 65.3% (n = 294), had never received any type of training in child sexual abuse education and that the majority were not familiar with methods of identifying child sexual abuse, 90.7% (n = 279). Various mistaken beliefs were identified among the participating teachers, such as pathological profiles of abusers, that the vast majority of child sexual abuse implies violent behavior, and that there cannot be abusers the same age as the victim. These results indicate that knowledge deficiencies do exist about child sexual abuse among teachers and highlight the need for training in this field.

Thai Elementary School Teachers' English Pronunciation and Effects of Teacher Variables: Professional Development

ERIC Educational Resources Information Center

Kanoksilapatham, Budsaba

2014-01-01

The objectives of this study are to describe 147 Thai elementary school teachers' English pronunciation competence and to identify a teacher variable that has an impact on their pronunciation. The instrument used to collect data consisted of two parts: a questionnaire to elicit Thai teachers' personal information (i.e., seven variables in all),…

Effects of Social Persuasion from Parents and Teachers on Chinese Students' Self-Efficacy: An Exploratory Study

ERIC Educational Resources Information Center

Lam, Yuen Yi; Chan, Joanne Chung Yan

2017-01-01

This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and…

The Emotions in Teaching and Learning Nature Sciences and Physics/Chemistry in Pre-Service Primary Teachers

ERIC Educational Resources Information Center

Brigido, Maria; Bermejo, M. Luisa; Conde, M. Carmen; Mellado, Vicente

2010-01-01

A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the specialty they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary…

Role of school teachers in identifying attention deficit hyperactivity disorder among primary school children in Mansoura, Egypt.

PubMed

Awadalla, N J; Ali, O F; Elshaer, S; Eissa, M

2016-11-02

There is a knowledge gap in primary school teachers that affects their ability to detect attention deficit hyperactivity disorder (ADHD). This study measured primary school teachers' knowledge about ADHD, and implemented a training programme to improve early detection of ADHD. The prevalence and risk factors of ADHD were also studied. The training programme was implemented through a 2-day workshop for 39 primary school teachers who completed a validated Arabic version of the ADHD Rating Scale for 873 primary school children. The children's parents completed the questionnaire to explore ADHD risk factors. The teachers' pre-training knowledge scores of ADHD ranged from 17.9 to 46.2%. Post-training, their scores improved significantly to 69.2-94.9%. Prevalence rate of ADHD was 12.60%. On logistic regression, independent predictors of ADHD were female gender, unemployed fathers and rural residence. In conclusion, ADHD is a significant health problem among primary school children in Mansoura, Egypt. Efforts should be made to improve teachers' knowledge about ADHD and control modifiable risk factors.

Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers

ERIC Educational Resources Information Center

Malinen, Olli-Pekka; Savolainen, Hannu; Xu, Jiacheng

2013-01-01

Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive…

Teachers' Understanding of the Particulate Nature of Matter: The Case of Zambian Pre-Service Science Teachers

ERIC Educational Resources Information Center

Banda, Asiana; Mumba, Frackson; Chabalengula, Vivien M.; Mbewe, Simeon

2011-01-01

This study assessed Zambian Junior High School pre-service science teachers' understanding of the particulate nature of matter. A sample comprised 30 pre-service science teachers at a teacher training college. Data was collected through a questionnaire adopted from Ozmen and Kenan (2007). Results show that most teachers had correct views on the…

Student Teachers' Attitudes about Basic Physics Laboratory

ERIC Educational Resources Information Center

Yesilyurt, Mustafa

2004-01-01

In this study an attitude questionnaire was developed and applied to identify student teachers' interests and attitudes for basic physics laboratory. In physics laboratory practices run by a higher education institution a new attitude questionnaire was developed and applied twice in two terms by researchers to increase student teachers' success…

Teachers' Grading Practices: Meaning and Values Assigned

ERIC Educational Resources Information Center

Sun, Youyi; Cheng, Liying

2014-01-01

This study explores the meaning Chinese secondary school English language teachers associate with the grades they assign to their students, and the value judgements they make in grading. A questionnaire was issued to 350 junior and senior school English language teachers in China. The questionnaire data were analysed both quantitatively and…

When does the Autism Spectrum Screening Questionnaire (ASSQ) predict autism spectrum disorders in primary school-aged children?

PubMed

Mattila, Marja-Leena; Jussila, Katja; Kuusikko, Sanna; Kielinen, Marko; Linna, Sirkka-Liisa; Ebeling, Hanna; Bloigu, Risto; Joskitt, Leena; Pauls, David; Moilanen, Irma

2009-08-01

The aims of this study were, firstly, to study the association between parents' and teachers' ratings for the Finnish version of the Autism Spectrum Screening Questionnaire (ASSQ), secondly, to find out whether the original cut-off scores of the ASSQ identify primary school-aged children with Asperger syndrome (AS) or autism by using the Finnish ASSQ, and thirdly, to evaluate the validity of the ASSQ. Parents and/or teachers of higher-functioning (full-scale intelligence quotient > or = 50) 8-year-old total population school children (n = 4,408) and 7-12-year-old outpatients with AS/autism (n = 47) completed the Finnish version of the ASSQ. Agreement between informants was slight. In the whole total population, low positive correlation was found between parents' and teachers' ratings, while in the sample of high-scoring children the correlation turned out to be negative. A cut-off of 30 for parents' and teacher's summed score and 22 for teachers' single score is recommended. A valid cut-off for parents' single score could not been estimated. The clinicians are reminded that the ASSQ is a screening instrument, not a diagnosing instrument. The importance of using both parents' and teachers' ratings for screening in clinical settings is underlined.

Teacher Attitudes and Perceptions of the Influence of Professional Development on Minority Student Academic Achievement in Reading

ERIC Educational Resources Information Center

Plair, Clarissa Jeanne

2013-01-01

This qualitative study is written from a phenomenological standpoint using Van Manen's (1990 ) hermeneutic lived experiences of the participants. Fourth grade teachers from a large urban school district in the southwestern U.S. completed an online questionnaire and participated in a focus group interview to provide insight into their attitudes and…

Teachers' Beliefs and Behaviors: What Really Matters?

ERIC Educational Resources Information Center

Muijs, Daniel; Reynolds, David

2015-01-01

In this study, we looked at the relationship between teacher behaviors, teacher beliefs, teacher self-efficacy, and teacher subject knowledge with student achievement in mathematics. Data was collected from 103 primary school teachers and 2,148 students in the UK using achievement tests, classroom observation, and questionnaires. Structural…

Development of a reliable, valid measure to assess parents' and teachers' understanding of postural care for children with physical disabilities: the (UKC PostCarD) questionnaire.

PubMed

Hotham, S; Hutton, E; Hamilton-West, K E

2015-11-01

Previous research has highlighted lack of knowledge, understanding and confidence among parents and teachers responsible for the postural care of children with physical disability. Interventions designed to improve these qualities require a reliable and validated tool to assess pre- and post-intervention levels. Currently, however, no validated measure of postural care confidence (i.e. self-efficacy) exists. Hence, the aim of this research was to develop a reliable and valid questionnaire to assess parents' and teachers' confidence, alongside knowledge and understanding of postural care - the Understanding Knowledge and Confidence in providing POSTural CARe for children with Disabilities (UKC PostCarD) questionnaire. Items were developed by a multidisciplinary team and designed to map onto the content of 'An A-to-Z of Postural Care'. Parents, teachers and therapists assessed items for face validity. Scale reliability was then assessed using Cronbach's alpha and known-group validity was assessed by comparing scores of an 'expert' group (physiotherapists and occupational therapists) with those of a 'non-expert' group (with no formal training in postural care). The total scale and all three subscales (understanding and knowledge, confidence and concerns) demonstrated adequate reliability (α > 0.83) and subscale correlations formed a logical pattern (understanding and knowledge correlated positively with confidence and negatively with concerns). Experts' (n = 111) scores were higher than non-experts' (n = 79) for the total scale and all subscales (P < 0.001). Findings support the reliability and validity of the UKC PostCarD questionnaire as a measure of understanding, knowledge and confidence in providing postural care for children with disabilities. © 2015 John Wiley & Sons Ltd.

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.

Teachers and the Political Process.

ERIC Educational Resources Information Center

World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).

Reported are responses to a questionnaire circulated by the World Confederation of Organizations of the Teaching Profession (WCOTP) to member organizations concerning teachers and the political process. Responses were prepared by twentyfour national teachers' organizations on questions grouped into three categories: the role of the teacher as an…

College Students' Attributions of Teacher Misbehaviors

ERIC Educational Resources Information Center

Kelsey, Dawn M.; Kearney, Patricia; Plax, Timothy G.; Allen, Terre H.; Ritter, Kerry J.

2004-01-01

Grounded in attribution theory, this investigation examined explanations students provide when college teachers misbehave, and the influence of perceived teacher immediacy shaping those interpretations. Across two different samples, college students responded to questionnaires assessing perceptions of their teachers' immediacy, teacher…

Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

ERIC Educational Resources Information Center

Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

2015-01-01

The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200

ERIC Educational Resources Information Center

Rotermund, Susan; DeRoche, John; Ottem, Randolph

2017-01-01

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional…

From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey

ERIC Educational Resources Information Center

Wall, Carrie R. Giboney

2016-01-01

Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers' K-12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work…

A Mixed-Method Approach to the Assessment of Teachers' Emotions: Development and Validation of the Teacher Emotion Questionnaire

ERIC Educational Resources Information Center

Buric, Irena; Sliškovic, Ana; Macuka, Ivana

2018-01-01

Existing research indicates that emotions are integral components of teachers' jobs and lives, but knowledge regarding functional relations between teachers' emotions, their antecedents and their effects on teachers, teaching and students is still quite scarce. One possible reason for this knowledge gap is the lack of adequate operationalisation…

Epidemiology of Voice Disorders in Latvian School Teachers.

PubMed

Trinite, Baiba

2017-07-01

The prevalence of voice disorders in the teacher population in Latvia has not been studied so far and this is the first epidemiological study whose goal is to investigate the prevalence of voice disorders and their risk factors in this professional group. A wide cross-sectional study using stratified sampling methodology was implemented in the general education schools of Latvia. The self-administered voice risk factor questionnaire and the Voice Handicap Index were completed by 522 teachers. Two teachers groups were formed: the voice disorders group which included 235 teachers with actual voice problems or problems during the last 9 months; and the control group which included 174 teachers without voice disorders. Sixty-six percent of teachers gave a positive answer to the following question: Have you ever had problems with your voice? Voice problems are more often found in female than male teachers (68.2% vs 48.8%). Music teachers suffer from voice disorders more often than teachers of other subjects. Eighty-two percent of teachers first faced voice problems in their professional carrier. The odds of voice disorders increase if the following risk factors exist: extra vocal load, shouting, throat clearing, neglecting of personal health, background noise, chronic illnesses of the upper respiratory tract, allergy, job dissatisfaction, and regular stress in the working place. The study findings indicated a high risk of voice disorders among Latvian teachers. The study confirmed data concerning the multifactorial etiology of voice disorders. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion

ERIC Educational Resources Information Center

Jamil, Faiza M.; Downer, Jason T.; Pianta, Robert C.

2012-01-01

With teacher turnover costing the U.S. as much as $7 billion per year (National Commission on Teaching and America's Future, 2007), and the continuing demand for qualified teachers, it is imperative for schools to increase retention rates among their faculty (Ingersoll & Smith, 2003). Retention efforts are especially important among novice…

Burnout among primary school teachers in Iraq: prevalence and risk factors.

PubMed

Al-Asadi, Jasim; Khalaf, Shukrya; Al-Waaly, Aqeel; Abed, Alaa; Shami, Sabah

2018-06-10

Studies from various parts of the world have shown that teachers are likely to suffer from burnout. So far, there has been no research on burnout among primary school teachers in Basrah, Iraq. We aimed to determine the prevalence and predisposing factors of self-reported burnout among primary school teachers in Basrah. This was a cross-sectional study in 32 governmental primary schools during November 2014-February 2015. A self-administered questionnaire was used to collect sociodemographic and work-related data using the Oldenburg Burnout Inventory. Of 800 questionnaires distributed, 706 (88.3%) were completed; 58.4% were from women. The prevalence of burnout was 24.5% (95% CI: 21.5-27.8). A statistically significant association was found between burnout and age, sex and marital status. Work-related factors that showed significant association with burnout were: work overload, problems related to career advancement, high number of students per class and student misbehaviour. Burnout is an important health problem among primary school teachers in Basrah. A number of risk factors, particularly those related to work, are amenable to modification since they are related to the education policy. Copyright © World Health Organization (WHO) 2018. Some rights reserved. This work is available under the CC BY-NC-SA 3.0 IGO license (https://creativecommons.org/licenses/by-nc-sa/3.0/igo).

Opinions of Class and Subject Matter Teachers and Candidate Teachers on the Effectiveness of Creative Drama in Teaching Activities

ERIC Educational Resources Information Center

Epcacan, Cevdet

2013-01-01

The objective of this research is to establish the opinions of teachers and candidate teachers on the effect of creative drama. Descriptive research method is used in line with the objective of the research. Questionnaire is used for collecting data for the research. Questionnaire was prepared by the researcher. For the reliability of the…

Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools

ERIC Educational Resources Information Center

Bogler, Ronit; Somech, Anit

2004-01-01

The present study focuses on the relationship between teacher empowerment and teachers' organizational commitment, professional commitment (PC) and organizational citizenship behavior (OCB). It examines which subscales of teacher empowerment can best predict these outcomes. The data were collected through a questionnaire returned by a sample of…

The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis

NASA Astrophysics Data System (ADS)

Gess-Newsome, Julie; Lederman, Norman G.

The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self-critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self-critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either Concerns for Self or Concerns for Students. Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two-component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).

Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

ERIC Educational Resources Information Center

Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

2008-01-01

This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

Understanding and Measuring Coach–Teacher Alliance: A Glimpse Inside the ‘Black Box’

PubMed Central

Pas, Elise T.; Bradshaw, Catherine P.

2016-01-01

Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions; yet, little is known about the relationship between the coach and teacher (i.e., coach–teacher alliance), which may indirectly enhance teacher and student outcomes through improved implementation quality. There is also limited research on measures of coach–teacher alliance, further hindering the field from understanding the active components for successful coaching. The current study examined the factor structure and psychometric characteristics of a measure of coach–teacher alliance as reported by both teachers and coaches and explored the extent to which teachers and coaches reliably rate their alliance. Data come from a sample of 147 teachers who received implementation support from one of four coaches; both the teacher and the coach completed an alliance questionnaire. Separate confirmatory factor analyses for each informant revealed four factors (relationship, process, investment, and perceived benefits) as well as an additional coach-rated factor (perceived teacher barriers). A series of analyses, including cross-rater correlations, intraclass correlation coefficients, and Kuder-Richardson reliability estimates suggested that teachers and coaches provide reliable, though not redundant, information about the alliance. Implications for future research and the utilization of the parallel coach–teacher alliance measures to increase the effectiveness of coaching are discussed. PMID:26872479

Modeling eBook acceptance: A study on mathematics teachers

NASA Astrophysics Data System (ADS)

Jalal, Azlin Abd; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad

2014-12-01

The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.

Examination of the Perceived Efficacy and Goal Setting System (PEGS) with children with disabilities, their parents, and teachers.

PubMed

Missiuna, Cheryl; Pollock, Nancy; Law, Mary; Walter, Stephen; Cavey, Nina

2006-01-01

The Perceived Efficacy and Goal Setting System (PEGS) is an instrument and a process that enables children with disabilities to reflect on their ability to perform everyday occupations and to identify goals for occupational therapy intervention. In this study, 117 children with disabilities in grades 1-3 completed the PEGS with occupational therapists who work in school settings. Children from 6-9 years of age with a variety of disabilities were able to self-report perceptions of their effectiveness performing 24 activities that would be expected of them each day. Parents and teachers, who completed a parallel questionnaire, rated their abilities lower than the children did. The School Function Assessment, a measure of the amount and type of support required for school participation, had low correlations with the Parent and Teacher PEGS questionnaires and did not correlate with the Child PEGS. No differences in perceived efficacy were found for children across grades or gender; however, differences were found across types of disabilities. Children were able to use the perceived efficacy information to identify and prioritize goals for intervention and these goals remained stable 2 weeks later. Occupational therapists can use the PEGS within a client-centered practice to help the child set goals for therapy and to incorporate explicitly the perspectives of parents and teachers.

Polish Adaptation of Wrist Evaluation Questionnaires.

PubMed

Czarnecki, Piotr; Wawrzyniak-Bielęda, Anna; Romanowski, Leszek

2015-01-01

Questionnaires evaluating hand and wrist function are a very useful tool allowing for objective and systematic recording of symptoms reported by the patients. Most questionnaires generally accepted in clinical practice are available in English and need to be appropriately adapted in translation and undergo subsequent validation before they can be used in another culture and language. The process of translation of the questionnaires was based on the generally accepted guidelines of the International Quality of Life Assessment Project (IQOLA). First, the questionnaires were translated from English into Polish by two independent translators. Then, a joint version of the translation was prepared collectively and translated back into English. Each stage was followed by a written report. The translated questionnaires were then evaluated by a group of patients. We selected 31 patients with wrist problems and asked them to complete the PRWE, Mayo, Michigan and DASH questionnaires twice at intervals of 3-10 days. The results were submitted for statistical analysis. We found a statistically significant (p<0.05) correlation for the two completions of the questionnaires. A comparison of the PRWE and Mayo questionnaires with the DASH questionnaire also showed a statistically significant correlation (p<0.05). Our results indicate that the cultural adaptation of the translated questionnaires was successful and that the questionnaires may be used in clinical practice.

The Influence of Teacher Preparation Programs' Field Experiences on Pre-Service Teacher Candidates' Sense of Teaching Efficacy

ERIC Educational Resources Information Center

Reddy, Alison Marie

2012-01-01

In this descriptive, mixed methods study, the researcher investigated the influence of teacher preparation programs' field experiences on teacher candidates' sense of teaching efficacy. Tschannen-Morgan & Woolfolk-Hoy's (2001) Teacher Sense of Efficacy Scale questionnaire was sent to 221 teacher candidates enrolled in one of…

Measuring Students' Attitudes towards Teachers' Use of Humour during Lessons: A Questionnaire Study

ERIC Educational Resources Information Center

AbdAli, Arafat; Ashur, Najoom; Ghazi, Luma; Muslim, Ammar

2016-01-01

There is a common saying that if students like their teachers, they will start liking the subjects taught by them and be more attentive in the class. "A strict teacher can be successful but a humorous teacher can be more successful" (Vijay, et al, 2014:260-61). Hence, students' attitudes towards their instructors and subjects taught by…

The Relationship between Iranian EFL Teachers' Collective Efficacy Beliefs, Teaching Experience and Perception of Teacher Empowerment

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Goldouz, Elnaz

2016-01-01

The present study aimed to contribute to the current findings of the relationship between collective efficacy perceptions of EFL teachers and their perception of teacher empowerment. To this end, 147 Iranian EFL teachers from a well-known institute in Tehran participated in the study. The instruments used were two questionnaires: Collective…

Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

ERIC Educational Resources Information Center

Shishavan, Homa Babai; Sadeghi, Karim

2009-01-01

This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The…

How Do the Teachers Define Social Studies Course?

ERIC Educational Resources Information Center

Topçu, Ersin

2017-01-01

In this research, the aim is to determine what the social studies teachers think about the interdisciplinary structure of the social studies course and the educational situation. Likert type questionnaire and semi-structured interview form were used as data collection tools. The questionnaire was applied to 150 teachers working in 58 secondary…

Teachers' knowledge, attitudes and experience in sexual abuse prevention education in El Salvador.

PubMed

Hurtado, Alicia; Katz, Craig; Ciro, Dianne; Guttfreund, Daniel

2013-01-01

Research on how to prevent child sexual abuse (CSA) in developing nations is practically non-existent. We sought to determine Salvadoran teachers' knowledge, attitudes, experience and barriers to CSA detection and reporting to assess the need for a CSA prevention programme and to assess barriers in conducting such a programme. One hundred teachers completed a questionnaire while they visited the Tin Marin Children's Museum in San Salvador. Nineteen of these teachers also participated in a focus group. We found that 89% of teachers reported at least two signs and symptoms of child abuse. One hundred per cent of teachers agreed that it is their responsibility to teach students about sexual abuse. Unusual for a study of this kind, parental migration was mentioned as making children vulnerable to CSA, and fear of gang violence and retribution was identified as interfering with teachers' ability to protect children. We conclude that Salvadoran teachers were knowledgeable about CSA detection and reporting and would support a programme in which they are trained to speak to their students about this topic. Barriers to reporting child abuse, such as teachers' safety and fear, need to be addressed in future CSA prevention programmes.

Knowledge and practices of pre-school teachers on growth monitoring program—South Africa

PubMed Central

Mandiwana, Tshifhiwa Cynthia; Mbhenyane, Xikombiso G.; Mushaphi, Lindelani Fhumudzani; Mabapa, Ngoako Solomon

2015-01-01

The aim of this study was to determine knowledge and practices of pre-school teachers on growth monitoring. A quasi-experimental, one-group pre- and post-test intervention study was conducted in eight conveniently selected government subsidized pre-schools in Vhembe and Mopani districts of Limpopo Province, South Africa. Fifteen pre-school teachers participated in the study. An intervention in a form of nutrition education lessons on growth monitoring was developed and implemented. Pre-school teachers completed a knowledge test questionnaire prior to the lessons. The intervention also included the following training skills: procedure to take anthropometric measurements and plotting the Road to Health Chart. About 67% teachers understood the importance of growth monitoring at baseline. The results also showed an improvement 6 months after intervention. All (100%) teachers knew that growth monitoring can be used for diagnosing undernutrition. The results also showed an improvement in skills, such as the procedure to take anthropometric measurements. Knowledge and practices of teachers on growth monitoring were improved by nutrition education 6 months after intervention. PMID:25296726

Official Policies and Teachers' Tendency to Act: Exploring the Discrepancies in Teachers' Perceptions

ERIC Educational Resources Information Center

Shapira-Lishchinsky, Orly; Gilat, Israel Z.

2015-01-01

The aim of the study is to investigate whether there are discrepancies between teachers' perceptions of the "official policies" and their "tendency to act," based on their ethical decision-making. A qualitative analysis of 60 Israeli teachers' questionnaires consisting of critical ethical incidents revealed multifaceted ethical…

Multimedia Teacher Research

ERIC Educational Resources Information Center

Leaman, Heather; DiLucchio, Connie

2015-01-01

In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized…

The relationship between smoking and exercise among physical education teachers in Turkey.

PubMed

Gundogdu, Cemal; Oguzoncul, A Ferdane

2013-07-04

We studied the relationship between smoking and exercise among physical education teachers in Turkey. An online questionnaire was used to collect data. The responses of 1,995 teachers who completed the questionnaire were evaluated. The mean age of the participants was 31.0 +/- 4.7 years; 67.4% of the participants were male. The smoking rate was 65.2%. The mean age of onset of smoking was 16.6 +/- 2.6 years. The age of starting smoking increased with higher parental education level. There were no differences between smokers and nonsmokers with respect to gender. Of smokers, 51.2% were married; 52.4% were in the 30-39 year old age group. The most common reasons for starting smoking were the influence of friends and emulation. The most common reason for trying to quit smoking among men was future health concerns and among women was current health concerns. We found smoking was less common among participants who exercised regularly. The level of nicotine dependence was significantly lower among participants who exercised regularly compared to those who did not. This study suggests physical education teachers, who are role models for their students, have a high smoking rate. We believe urgent action is needed to reduce the smoking rate and increase the quit rate among physical education teachers.

Parental Expectations of Their Adolescents' Teachers.

ERIC Educational Resources Information Center

Tatar, Moshe; Horenczyk, Gabriel

2000-01-01

Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

The CTD Teacher Opinion Poll.

ERIC Educational Resources Information Center

Arato, Agnes

1985-01-01

Within the framework of Hungary's Curriculum Theory Department (CTD-80) national assessment, 2,391 teachers from 70 general schools were surveyed. The questionnaire included teachers' characteristics, reaction to the new curriculum, and teaching practices. The results are described. (GDC)

Effectiveness of Educational Poster on Knowledge of Emergency Management of Dental Trauma–Part 1. Cluster Randomised Controlled Trial for Primary and Secondary School Teachers

PubMed Central

Young, Cecilia; Wong, Kin Yau; Cheung, Lim K.

2013-01-01

Objective To investigate the effectiveness of educational posters in improving the knowledge level of primary and secondary school teachers regarding emergency management of dental trauma. Methods A cluster randomised controlled trial was conducted. 32 schools with a total of 515 teachers were randomised into intervention (poster) and control groups at the school level. Teachers’ baseline levels of knowledge about dental trauma were obtained by using a questionnaire. Posters containing information on dental trauma management were displayed in the school medical room, the common room used by staff, and on a notice board for 2 weeks in each school of the intervention group; in the control group, no posters were displayed. Teachers in both groups completed the questionnaire after 2 weeks. Results The teachers in the intervention schools (where posters were displayed for 2 weeks) showed statistically significant improvement in scores in cases where they had not previously learned about dental emergencies from sources other than first aid training, with an average score increase of 2.6656 (score range of questionnaire, −13 to 9; p-value <0.0001). Conclusion Educational posters on the management of dental trauma can significantly improve the level of knowledge of primary and secondary school teachers in Hong Kong. KClinicalTrials.com HKCTR-1307 ClinicalTrials.gov: NCT01707355 PMID:24147154

Emotional and behavioural problems in Swedish preschool children rated by preschool teachers with the Strengths and Difficulties Questionnaire (SDQ).

PubMed

Gustafsson, Berit M; Proczkowska-Björklund, Marie; Gustafsson, Per A

2017-04-21

There is a high risk that young children who show early signs of mental health problems develop symptoms in the same or overlapping areas some years later. The Strengths and Difficulties Questionnaire (SDQ) is widely used to screen externalizing and internalizing problems early in life. In Sweden 80-90% of all children aged 1-5 years go to preschool and preschool is thus an appropriate context for finding early signs of mental health problems among children. This study is part of a longitudinal project too investigate the frequency of emotional and behavioural problems for children between 1 and 5 years of age in Sweden. The SDQ including the impairment supplement questions were rated by preschool teachers too establish Swedish norms for SDQ in preschool children. The sample involved 815 children with a mean age of 42 months (SD = 16, range 13-71 months). 195 children were followed longitudinally for three years. There were significant differences between boys and girls on all subscales except for the Emotional subscale. The prevalence of behavioural problems was similar to other that in European countries, except for Prosocial behaviour, which was rated lower, and Conduct problems, rated higher. Swedish children were estimated to have more problems in the preschool setting, scored by preschool teachers. The development of behaviour over time differed for the different subscales of SDQ. The teacher version of the SDQ, for 2-4 year-olds, can be used as a screening instrument to identify early signs of emotional distress/behavioural problems in young children. Preschool teachers seem to be able to identify children with problematic behaviour with the use of SDQ at an early age. The development of behaviour over time differs for the different subscales of SDQ. The Swedish norms for SDQ are to a large extent, similar to findings from other European countries.

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

PubMed

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting

Teacher Attitudes Concerning the Nature of Intelligence.

ERIC Educational Resources Information Center

Richman, Charles L.; And Others

Research was conducted to assess teacher attitudes towards genetic I.Q. and to ascertain the extent of the teachers' knowledge of their students' I.Q. scores. Teacher attitudes were assessed via a 20-item questionnaire administered to 225 private and public school teachers in the southeast and northeast. Findings revealed that private shcool…

Use of a Teacher Nomination Strategy to Screen for Autism Spectrum Disorders in General Education Classrooms: A Pilot Study

PubMed Central

Hepburn, Susan L.; DiGuiseppi, Carolyn; Rosenberg, Steven; Kaparich, Kristina; Robinson, Cordelia; Miller, Lisa

2015-01-01

Given a rising prevalence of autism spectrum disorders (ASD), this project aimed to develop and pilot test various teacher nomination strategies to identify children at risk for ASD in a timely, reliable, cost-effective manner. Sixty participating elementary school teachers evaluated 1323 children in total. Each teacher nominated students who most fit a description of ASD-associated characteristics, and completed the Autism Syndrome Screening Questionnaire (ASSQ) on every child in the classroom. The proportion of overall agreement between teacher nomination and ASSQ was 93–95%, depending upon the nomination parameters. Nomination required 15 min per class versus 3.5–5.5 h per class for the ASSQ. These results support the need for further study of teacher nomination strategies to identify children at risk for ASD. PMID:17661165

Teachers' Attitudes Toward Death-Related Issues

ERIC Educational Resources Information Center

Perkes, A. Cordell

1978-01-01

Reports a study to assess teachers attitudes toward death-related issues. A questionnaire was given to 61 teachers in a graduate education course. It was found that the teachers tended to favor liberal abortion laws (67 percent), euthanasia (83 percent), and the majority (65 percent) believed in life after death. (SLH)

Primary School English Teachers' Research Engagement

ERIC Educational Resources Information Center

Gao, Xuesong; Chow, Alice Wai Kwan

2012-01-01

Research engagement is an important means for teachers to develop their professional competence. This paper reports on an enquiry into the research engagement of a group of primary school English language teachers in Guangdong province on the Chinese mainland. Drawing on questionnaire data and teachers' interview narratives, the paper examines how…

Knowledge of asthma and anaphylaxis among teachers in Spanish schools.

PubMed

Juliá-Benito, J C; Escarrer-Jaume, M; Guerra-Pérez, M T; Contreras-Porta, J; Tauler-Toro, E; Madroñero-Tentor, A; Cerdá-Mir, J C

Allergic diseases affect 15-20% of the paediatric population in the industrialised world. Most educational centres in Spain do not have health professionals among their staff, and the teachers are in charge of child care in school. The advisability of specific training of the teaching staff should be considered, with the introduction of concrete intervention plans in the event of life-threatening emergencies in schools. Evaluation of the training needs constitutes the first step in planning an educational project. In this regard, the Health Education Group of the Spanish Society of Clinical Immunology, Allergology and Paediatric Asthma (Grupo de Educación Sanitaria de la Sociedad Española de Inmunología Clínica, Alergología y Asma Pediátrica [SEICAAP]) assessed the knowledge of teachers in five Spanish Autonomous Communities, using a self-administered questionnaire specifically developed for this study. The data obtained were analysed using the SPSS statistical package. A total of 2479 teachers completed the questionnaire. Most of them claimed to know what asthma is, and almost one half considered that they would know how to act in the event of an asthma attack. This proportion was higher among physical education teachers. Most would not know how to act in the case of anaphylaxis or be able to administer the required medication. In general, the teachers expressed interest in receiving training and in having an interventional protocol applicable to situations of this kind. It is important to know what the training requirements are in order to develop plans for intervention in the event of an emergency in school. Teachers admit a lack of knowledge on how to deal with these disorders, but express a wish to receive training. Copyright © 2017 SEICAP. Published by Elsevier España, S.L.U. All rights reserved.

A Follow-Up Study of the Participants of the Nine National Science Foundation Academic Year Institutes for Junior High School Teachers of Mathematics Held at San Jose State College, 1962 to 1970.

ERIC Educational Resources Information Center

Merkel, Joseph G.

This report is based on 144 questionnaires sent to past participants of the nine National Science Foundation Academic Year Institutes (AYI) for Junior High School Teachers of Mathematics held at San Jose State College, 1962-1970. The questionnaires, sent to each participant in May of the year following completion of their institute, lists 25…

What do child daycare center teachers know about atopic dermatitis?

PubMed

Akcay, Ahmet; Tamay, Zeynep; Ones, Ulker; Guler, Nermin

2014-01-01

Atopic dermatitis (AD) is the most common childhood inflammatory skin disorder. The purpose of this study was to elucidate the knowledge level of daycare center teachers about AD and related factors. Study subjects were 297 teachers (287 female, 10 male) from 20 randomly selected daycare centers in Istanbul. The knowledge level of teachers was assessed using a questionnaire with 21 questions about AD. The teachers were asked nine additional questions about demographic and other characteristics of the child care centers and about themselves. The mean age of the teachers was 26.4 ± 8.1 years (range 20-53 yrs). The mean score for the 21 questions was 71.4 ± 12.1 (68%) from a maximum of 105 points. The response rate of teachers rate for each question ranged from 54% to 90%. The completely true response rate for each question ranged from 3.0% to 66.7%. The knowledge level of the teachers was related to the number of children in the daycare center, but not to sex, age, education level, family history of atopy, teacher's monthly salary, location, or whether the daycare center was public or private. Although teachers in daycare centers have some knowledge about AD, widespread educational programs for teachers about AD may help to improve the understanding of the disease and the quality of life of affected children in daycare centers. © 2013 Wiley Periodicals, Inc.

Teachers' goal orientations: Effects on classroom goal structures and emotions.

PubMed

Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

The Teaching Profession as Seen by Pre-Service Teachers: A Comparison Study of Israel and Turkey

ERIC Educational Resources Information Center

Markovits, Zvia; Kartal, Sadik

2013-01-01

608 pre-service teachers from Israel and from Turkey, in their first year and in their fourth (and last) year of study, were asked to complete a questionnaire in order to explore the reasons that led them to choose teaching as their career and to reveal their beliefs regarding several aspects of the status of the teaching profession. Results show…

Relationship Domain of Form Six Teachers Thinking in Teaching with External Factors of Form Six Teachers

ERIC Educational Resources Information Center

bin Pet, Mokhtar; Sihes, Ahmad Johari Hj

2015-01-01

This study aims to examine the external factors of form six teachers who can influence thinking domain form six teachers in their teaching. This study was conducted using a quantitative approach using questionnaires. A total of 300 form six teacher schools in Johor were chosen as respondents. The findings were obtained as student background…

Teachers' Grading Decision Making: Multiple Influencing Factors and Methods

ERIC Educational Resources Information Center

Cheng, Liying; Sun, Youyi

2015-01-01

This study investigated Chinese secondary school English language teachers' grading decision making, focusing on the factors they considered and types of assessment they used for grading. A questionnaire was issued to 350 secondary school English language teachers in China. Descriptive analyses of the questionnaire data showed that these teachers…

Science teacher's perception about science learning experiences as a foundation for teacher training program

NASA Astrophysics Data System (ADS)

Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

2017-05-01

Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research

ERIC Educational Resources Information Center

Aldridge, Jill M.; Fraser, Barry J.; Bell, Lisa; Dorman, Jeffrey

2012-01-01

This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students' perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the…

Teacher Job Satisfaction. Data Point. NCES 2016-131

ERIC Educational Resources Information Center

Sparks, Dinah; Malkus, Nat

2016-01-01

This report uses teacher responses to the Schools and Staffing Survey (SASS) public and private school teacher questionnaires from the 2003-04, 2007-08, and 2011-12 school years. SASS is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education in the United States. The SASS system covers…

Democratic Values and Teacher Self-Efficacy Perceptions: A Case of Pre-Service English Language Teachers in Turkey

ERIC Educational Resources Information Center

Topkaya, Ece Zehir; Yavu, Aysun

2011-01-01

This study investigated democratic values of pre-service English language teachers in relation to their teacher self-efficacy perceptions in a Turkish context. It also examined the possible relationships between gender, grade and democratic values and self-efficacy perceptions. A questionnaire survey was conducted with 294 pre-service teachers.…

Teacher Stress and Social Support Usage

ERIC Educational Resources Information Center

Ferguson, Kristen; Mang, Colin; Frost, Lorraine

2017-01-01

In this paper, we explore how the frequency of utilization of social supports is related to teacher demographics, stress factors, job satisfaction, career intent, career commitment, and the perception of a stigma attached to teacher stress. Using data from self-report questionnaires (N = 264) from teachers in northern Ontario, we found that…

Student Teachers' Computer Use during Practicum.

ERIC Educational Resources Information Center

Wang, Yu-mei; Holthaus, Patricia

This study was designed to investigate the use of computers by student teachers in their practicums. Student teachers (n=120) in two public universities in the United States answered a questionnaire that covered: the manner and frequency of computer use, student teachers' perception of their training, their attitudes toward the role of the…

Understanding Teachers' Concerns about Inclusive Education

ERIC Educational Resources Information Center

Yadav, Monika; Das, Ajay; Sharma, Sushama; Tiwari, Ashwini

2015-01-01

This study examined the concerns of regular elementary school teachers in Gurgaon, India, in order to work with students with disabilities in inclusive education settings. A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon,…

Chinese College English Teachers' Research Engagement

ERIC Educational Resources Information Center

Borg, Simon; Liu, Yi

2013-01-01

This mixed methods study adds to a growing international literature on the nature of language teachers' engagement with and in research by examining such engagement in the context of college English teaching in China. Questionnaire responses from 725 college English teachers and interviews with 20 of these teachers indicate that, although they…

Teachers Candidates' Reviews on Teacher Candidate Training System

ERIC Educational Resources Information Center

Altintas, Sedat; Görgen, Izzet

2017-01-01

In our country, as a result of the appointment in some different disciplines, nearly 30000 teacher candidates could be a part of education system. Also, a new revision has been completed on teacher candidate training and it has been put into action. Teacher candidates have been trained for six months after they have been appointed. These teachers…

The Relationship between the Perception of Distributed Leadership in Secondary Schools and Teachers' and Teacher Leaders' Job Satisfaction and Organizational Commitment

ERIC Educational Resources Information Center

Hulpia, Hester; Devos, Geert; Rosseel, Yves

2009-01-01

This study investigates the relation between distributed leadership, the cohesion of the leadership team, participative decision-making, context variables, and the organizational commitment and job satisfaction of teachers and teacher leaders. A questionnaire was administered to teachers and teacher leaders (n = 1770) from 46 large secondary…

What Is Teaching Effectiveness? A Survey of Student and Teacher Perceptions of Teacher Effectiveness.

ERIC Educational Resources Information Center

Money, Sheila M.

A study was conducted at Humber College of Applied Arts and Technology, in Ontario, Canada, to determine student and faculty perceptions of teacher effectiveness. Discussions with 10 nursing students identified 7 factors contributing to teacher effectiveness. A questionnaire, asking respondents to rank these seven characteristics, was distributed…

Explaining the Intention to Use Technology among Pre-Service Teachers: A Multi-Group Analysis of the Unified Theory of Acceptance and Use of Technology

ERIC Educational Resources Information Center

Teo, Timothy; Noyes, Jan

2014-01-01

Pre-service teachers' self-reported intentions to use information technology were studied. Two hundred and sixty-four participants completed a survey questionnaire measuring their responses to four constructs (performance expectancy, effort expectancy, social influence and facilitating conditions) derived from the Unified Theory of Acceptance and…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

NASA Astrophysics Data System (ADS)

O'Brien, Stephanie

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current

Primary teachers' written unit plans in mathematics and their perceptions of essential elements of these

NASA Astrophysics Data System (ADS)

Roche, Anne; Clarke, Doug M.; Clarke, David J.; Sullivan, Peter

2014-12-01

The content and purpose of written unit plans in mathematics is an under-researched area. In this article, we provide a brief overview of research on teachers' planning processes and the place of mental and written plans. We report on data from a questionnaire completed by 357 teachers from Victorian Catholic primary schools, where we focused on possible elements of written unit plans for primary mathematics, and the relative importance which teachers attributed to these elements. We then discuss 48 written unit plans which were provided to us by primary schools from which the 357 teachers were drawn. There was considerable variation in the length, intended teaching time, and level of specification of key ideas in these plans. We discuss this variation, and some discrepancies between the ratings of teachers of the importance of certain elements and their presence in the plans we examined. We also suggest potentially productive areas of future enquiry.

Examining the Intention to Use Technology among Pre-Service Teachers: An Integration of the Technology Acceptance Model and Theory of Planned Behavior

ERIC Educational Resources Information Center

Teo, Timothy

2012-01-01

This study examined pre-service teachers' self-reported intention to use technology. One hundred fifty-seven participants completed a survey questionnaire measuring their responses to six constructs from a research model that integrated the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB). Structural equation modeling was…

Victimization by Bullying and Attachment to Parents and Teachers among Students Who Report Learning Disorders and/or Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Klomek, A. Brunstein; Kopelman-Rubin, D.; Al-Yagon, M.; Berkowitz, Ruth; Apter, A.; Mikulincer, M.

2016-01-01

This is the first study examining the association between victimization by bullying and attachment to both parents and teachers among students who report Learning Disorders (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). A total of 1,691 seventh- and eighth-grade students in six junior high schools completed questionnaires about…

The impact of social cognitive and personality factors on teachers' reported inclusive behaviour.

PubMed

Wilson, Claire; Woolfson, Lisa Marks; Durkin, Kevin; Elliott, Mark A

2016-09-01

Inclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success. This study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID. The sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland. Participants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability), and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported 2 weeks later. Instrumental attitudes, descriptive norm, self-efficacy, and neuroticism predicted teachers' intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour. This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID. © 2016 The British Psychological Society.

Rationale for Content and Method of the Teacher and Teacher-Aide Training Program.

ERIC Educational Resources Information Center

Tennessee Appalachia Educational Cooperative, Oak Ridge.

This document gives the rationale for the content and method of five teacher and teacher-aide training workshops. Results of a questionnaire confirmed the need for improvement in in-service training in the entire Appalachian area and also indicated the kinds of changes needed. Deficiencies in content were identified as: 1) application of…

Does the Number of Post-Secondary Agricultural Mechanics Courses Completed Affect Teacher Competence?

ERIC Educational Resources Information Center

Byrd, Alex Preston; Anderson, Ryan G.; Paulsen, Thomas H.; Shultz, Matthew J.

2015-01-01

Preparing teachers to teach agricultural mechanics is a difficult task since many topic areas are included in the curriculum. This study examines the effect of the number of college courses taken on a teacher's perceived competence to teach agricultural mechanics. Agricultural education teachers in Iowa ranked themselves according to their…

Teachers' Ideas about Health: Implications for Health Promotion at School

ERIC Educational Resources Information Center

Miglioretti, Massimo; Velasco, Veronica; Celata, Corrado; Vecchio, Luca

2013-01-01

Objectives: The study explores the relationships among teachers' health representations, their ideas about health promotion, their working conditions and their involvement in health-promotion activities at school. Methods: A questionnaire was administered to 107 teachers in 86 schools in Milan (Italy). The questionnaire was structured in four…

Utility of brief questionnaires of health-related quality of life (Airways Questionnaire 20 and Clinical COPD Questionnaire) to predict exacerbations in patients with asthma and COPD

PubMed Central

2013-01-01

Background There is some evidence that quality of life measured by long disease-specific questionnaires may predict exacerbations in asthma and COPD, however brief quality of life tools, such as the Airways Questionnaire 20 (AQ20) or the Clinical COPD Questionnaire (CCQ), have not yet been evaluated as predictors of hospital exacerbations. Objectives To determine the ability of brief specific health-related quality of life (HRQoL) questionnaires (AQ20 and CCQ) to predict emergency department visits (ED) and hospitalizations in patients with asthma and COPD, and to compare them to longer disease-specific questionnaires, such as the St George´s Respiratory Questionnaire (SGRQ), the Chronic Respiratory Disease Questionnaire (CRQ) and the Asthma Quality of Life Questionnaire (AQLQ). Methods We conducted a two-year prospective cohort study of 208 adult patients (108 asthma, 100 COPD). Baseline sociodemographic, clinical, functional and psychological variables were assessed. All patients completed the AQ20 and the SGRQ. COPD patients also completed the CCQ and the CRQ, while asthmatic patients completed the AQLQ. We registered all exacerbations that required ED or hospitalizations in the follow-up period. Differences between groups (zero ED visits or hospitalizations versus ≥ 1 ED visits or hospitalizations) were tested with Pearson´s X2 or Fisher´s exact test for categorical variables, ANOVA for normally distributed continuous variables, and Mann–Whitney U test for non-normally distributed variables. Logistic regression analyses were performed to estimate the predictive ability of each HRQoL questionnaire. Results In the first year of follow-up, the AQ20 scores predicted both ED visits (OR: 1.19; p = .004; AUC 0.723) and hospitalizations (OR: 1.21; p = .04; AUC 0.759) for asthma patients, and the CCQ emerged as independent predictor of ED visits in COPD patients (OR: 1.06; p = .036; AUC 0.651), after adjusting for sociodemographic, clinical, and

Resolution of Value Conflicts by Classroom Teachers.

ERIC Educational Resources Information Center

Olsen, Henry D.; Parsley, James F., Jr.

In order to identify how social studies teachers attempt to resolve values conflict situations, 82 "disinterested" teachers in southeast Ohio responded to a questionnaire. The term "disinterested" is used to describe teachers who did not belong to a professional social studies organization, nor attend conferences specifically geared for updating…

Development and Validation of a Questionnaire Measuring Teachers' Motivations for Teaching in Higher Education

ERIC Educational Resources Information Center

Visser-Wijnveen, Gerda J.; Stes, Ann; Van Petegem, Peter

2012-01-01

A lot of research has been done into the motivations in teachers in primary/secondary education and into student motivation. However, teachers' motivations for teaching in higher education are rarely studied. A growing interest exists though in the professional development of teachers in higher education, of which motivation is an important…

The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study.

PubMed

Shen, Xue; Yang, Yi-Long; Wang, Yang; Liu, Li; Wang, Shu; Wang, Lie

2014-11-30

Depression is a major public health problem that affects both individuals and society. Previous studies report that university teachers are particularly susceptible to high levels of occupational stress and depressive symptoms. The aims of this study were to explore the association between occupational stress and depressive symptoms in a group of university teachers, and assess the mediating role of psychological capital between these variables. A cross-sectional study was performed between November 2013 and January 2014. Teachers from six universities were randomly sampled in Shenyang. The Center for Epidemiologic Studies Depression Scale, effort-reward imbalance scale, and psychological capital questionnaire (PCQ-24), as well as questions about demographic and working factors, were administered in questionnaires distributed to 1,500 university teachers. Completed questionnaires were received from 1,210 participants. Hierarchical linear regression analysis was used to examine the mediating role of psychological capital. In the present study, 58.9% (95% CI (Confidence Intervals): 56.1% to 61.7%) of university teachers had a CES-D score equal to or above the cut-off of 16. Both effort-reward ratio (ERR) and scores of over-commitment were positively associated with depressive symptoms, whereas psychological capital was negatively associated with depressive symptoms among university teachers. Psychological capital partially mediated the relationship between occupational stress and depressive symptoms. Among Chinese university teachers, occupational stress may be a risk factor for depressive symptoms, whereas psychological capital might be protective against depressive symptoms. Our results suggest that college administrators could support the development of psychological capital in their staff to alleviate depressive symptoms.

Measuring Teachers' Interpersonal Self-Efficacy: Relationship with Realized Interpersonal Aspirations, Classroom Management Efficacy and Age

ERIC Educational Resources Information Center

Veldman, Ietje; Admiraal, Wilfried; Mainhard, Tim; Wubbels, Theo; van Tartwijk, Jan

2017-01-01

In this study, we present the development and validation of an instrument for measuring teachers' interpersonal self-efficacy: the Questionnaire on Teacher Interaction-Self-Efficacy (QTI-SE). We used the Questionnaire on Teacher Interaction as a basis to construct items. Current scales on teacher self-efficacy in classroom management cover…

Am I a Mathematics Teacher Who Teaches Middle Grades or a Middle Grades Teacher Who Teaches Mathematics? Untangling the Multiple Identities of Preservice Teachers

ERIC Educational Resources Information Center

Kasten, Sarah E.; Austin, Christopher; Jackson, Christa

2014-01-01

This article reports on a qualitative study that investigated the identities of preservice middle grades teachers preparing to teach mathematics as one of their chosen content areas. Data were collected using open response reflective prompts questionnaires with 68 preservice middle grades teachers at 3 south-central universities. Findings indicate…

Preservice Teachers and Teacher Educators: Are They Sensitive about Cultural Diversity Issues.

ERIC Educational Resources Information Center

Taylor, Pamela A.

This study assessed the beliefs about and sensitivity toward cultural diversity issues of teacher educators and preservice teachers. A group of 78 predominantly white preservice teachers and 45 predominantly white teacher educators completed the Beliefs About Diversity Scale, which assessed beliefs about race, gender, social class, ability,…

Correlations Between Teacher and Student Backgrounds and Teacher Perceptions of Discipline Problems and Disciplinary Techniques.

ERIC Educational Resources Information Center

Moore, W. L.; Cooper, Harris

1984-01-01

A study in Columbia, Missouri, revealed that many teacher and student background characteristics correlated weakly but significantly with teachers' perceptions of the frequency of discipline infractions and the effectiveness of disciplinary techniques. The data (derived from school records and from a questionnaire to which 162 elementary teachers…

Measuring the foundations of school readiness: Introducing a new questionnaire for teachers - The Brief Early Skills and Support Index (BESSI).

PubMed

Hughes, Claire; Daly, Irenee; Foley, Sarah; White, Naomi; Devine, Rory T

2015-09-01

Early work on school readiness focused on academic skills. Recent research highlights the value of also including both children's social and behavioural competencies and family support. Reflecting this broader approach, this study aimed to develop a new and brief questionnaire for teachers: The Brief Early Skills and Support Index (BESSI). The main sample, recruited from the north-west of England, included 1,456 children (49% male), aged 2.5 to 5.5 years. A second sample consisting of 258 children (44% male) aged 3 to 5.5 years was recruited to assess the test-retest reliability of the BESSI across a 1-month interval. Following development and pilot work with early years teachers, a streamlined (30 items) version of the BESSI was sent to 98 teachers and nursery staff, who rated the children in their class. The best-fitting model included four latent factors: Three child factors (Behavioural Adjustment, Language and Cognition, and Daily Living Skills) and one Family Support factor. The three child factors exhibited measurement invariance across gender. All four factors showed good internal consistency and test-retest reliability. Structural equation modelling showed that (1) boys had more problems than girls on all three child factors; (2) older children showed better Language and Cognition and Daily Living Skills than younger children; and (3) children eligible for free school meals (an index of financial hardship) had more problems on all four latent factors. Family Support latent scores predicted all three child latent factors and accounted for their correlation with financial hardship. The BESSI is a promising brief teacher-report screening tool that appears suitable for children aged 2.5 to 5.5 and provides a broader perspective upon school readiness than previous measures. © 2015 The British Psychological Society.

Assessing Environmental Literacy of Pre-Vocational Education Teachers in Jordan

ERIC Educational Resources Information Center

Al-Dajeh, Hesham I.

2012-01-01

This study assesses the environmental literacy (knowledge, attitudes, and concerns) of pre-vocational education teachers. A total of 124 teachers participated in the study. Data was collected through a closed ended questionnaire. Questionnaire validity was established by content and a Cranach's alpha coefficient used to determine reliability. The…

School Motivation Questionnaire for the Portuguese population: structure and psychometric studies.

PubMed

Cordeiro, Pedro Miguel Gomes; Figueira, Ana Paula Couceiro; da Silva, José Tomás; Matos, Lennia

2012-11-01

It is presented the structure and psychometric studies of the "School Motivation Questionnaire". The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the "Learning Climate Questionnaire", "Perceptions of Instrumentality" and "Cuestionário a Estudiantes". Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9th and 12th grade students (N = 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.

Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

NASA Astrophysics Data System (ADS)

Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

2017-12-01

This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science

Teacher Concerns Pertaining to Response to Intervention

ERIC Educational Resources Information Center

Thompson, Leah J.; Fearrington, Jamie Yarbrough

2013-01-01

This article examines teacher concerns during the implementation of response to intervention at a small, rural elementary school. The Stages of Concern Questionnaire (George, Hall, & Stiegelbauer, 2008) was administered three times over the course of the academic year to 46 teachers and school staff. The hypothesis was that teacher concerns…

Teachers' Reactions towards Performance-Based Language Assessment

ERIC Educational Resources Information Center

Chinda, Bordin

2014-01-01

This research aims at examining the reactions of tertiary EFL teachers towards the use of performance-based language assessment. The study employed a mixed-method research methodology. For the quantitative method, 36 teachers responded to a questionnaire survey. In addition, four teachers participated in the in-depth interviews which were…

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life.

PubMed

Jimmieson, Nerina L; Hannam, Rachel L; Yeo, Gillian B

2010-08-01

The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI - student-directed behaviour) and two dimensions of organization-focused OCB (OCBO - civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student-teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.

Socioeconomic inequalities in parent-reported and teacher-reported psychological well-being.

PubMed

Lewis, Hannah; Hope, Steven; Pearce, Anna

2015-01-01

To determine whether there are differences in the social gradient of parent-reported and teacher-reported child psychological well-being. Secondary data analysis comparing ratings of child psychological well-being (Strengths and Difficulties Questionnaire, SDQ) in the UK Millennium Cohort Study at 7 years by socioeconomic circumstances (SEC). A number of measures of SEC were tested; results are reported for maternal education. From a sample of 13,168 singletons who participated at the age of 7 years, complete data were available for 8207 children. There was a social gradient in SDQ scores reported by parents and teachers, with 'borderline/abnormal' scores more prevalent in children with lower-educated mothers. However, the gradient was more marked in parent report compared with teacher report, and discrepancies between parent and teacher reports were greatest for children from higher SECs. The social gradient in child psychological well-being, although present, was weaker in teacher report compared with parent report. This may be because children behave differently in school and home settings, or parents and teachers demonstrate reporting bias. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Nepalese undergraduate nursing students' perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey.

PubMed

Nepal, Bijeta; Taketomi, Kikuko; Ito, Yoichi M; Kohanawa, Masashi; Kawabata, Hidenobu; Tanaka, Michiko; Otaki, Junji

2016-04-01

Clinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal. To examine Nepalese nursing students' perceptions regarding the CLE and supervision. A cross-sectional questionnaire design was used. Government and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice. Students with clinical practice experience were recruited from years 2-4 of the B.Sc. nursing program in Nepal (n=350). The final sample comprised 263 students. A self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February-March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis. Students' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p<0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha=0.93 for total scale, 0.76-0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27-0.68 (p<0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p<0.0001). This is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal

Validation of a Questionnaire to Measure Mastery Motivation among Chinese Preschool Children

ERIC Educational Resources Information Center

Leung, Cynthia; Lo, S. K.

2013-01-01

The aim of this study was to validate a questionnaire on mastery motivation (task and effort) for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. Participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their…

Usefulness of self-report questionnaires for psychological assessment of patients with tinnitus and hyperacusis and patients' views of the questionnaires.

PubMed

Aazh, Hashir; Moore, Brian C J

2017-07-01

The objective was to determine the relevance and applicability of psychological questionnaires to patients seeking help for tinnitus and/or hyperacusis. This was a questionnaire-based survey. The following questionnaires were administered: Generalised Anxiety Disorder (GAD-7), Short Health Anxiety Inventory (SHAI), Mini-Social Phobia Inventory (Mini-SPIN), Obsessive Compulsive Inventory-Revised (OCI-R), Panic Disorder Severity Scale-Self Report (PDSS-SR), Patient Health Questionnaire (PHQ-9) and Penn State Worry Questionnaire-Abbreviated version (PSWQ-A). In addition, a patient feedback questionnaire was completed asking about the extent to which each questionnaire was relevant to them and how strongly they would recommend its use in the assessment of patients with tinnitus and hyperacusis. A total of 150/402 consecutive patients seen in a one-year period completed the questionnaires. 65% of patients had abnormal scores for one or more of the questionnaires. All questionnaires except the PDSS-SR were rated as relevant and recommended for use. The GAD-7, SHAI, Mini-SPIN, OCI-R, PSWQ-A and PHQ-9 are recommended for evaluation of psychological problems for patients seeking help for tinnitus and/or hyperacusis. Abnormal results on these questionnaires may indicate the need for referral for possible treatment of psychological problems.

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.

Preservice and inservice teachers' knowledge of language constructs in Finland.

PubMed

Aro, Mikko; Björn, Piia Maria

2016-04-01

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology. Both groups' knowledge of morphology was markedly lower than their knowledge of phonology and phonics. Because early reading instruction does not focus on the morphological level of language but is phonics-based, this result was expected. However, the findings also revealed a lack of explicit knowledge of basic phonological constructs and less-than-optimal phonemic awareness skills in both groups. Problems in phonemic skills manifested mostly as responding to the phonological tasks based on orthographic knowledge, which reflects an overreliance on the one-to-one correspondence between graphemes and phonemes. The preservice teachers' perceptions of expertise were weakly related to their knowledge and skills. Among the inservice teachers, perceived expertise and knowledge of language constructs were completely unrelated. Although the study was exploratory, these findings suggest that within the Finnish teacher education there is a need to focus more on explicit content studies for language structures and the concepts relevant for literacy instruction, as well as phonological and phonemic skills.

Toward a Further Understanding of Teachers' Reports of Early Teacher-Child Relationships: Examining the Roles of Behavior Appraisals and Attributions

ERIC Educational Resources Information Center

Thijs, Jochem; Koomen, Helma M. Y.

2009-01-01

This study examined teachers' reports of early teacher-child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel…

Voice Disorders in Teacher Students-A Prospective Study and a Randomized Controlled Trial.

PubMed

Ohlsson, Ann-Christine; Andersson, Eva M; Södersten, Maria; Simberg, Susanna; Claesson, Silwa; Barregård, Lars

2016-11-01

Teachers are at risk of developing voice disorders, but longitudinal studies on voice problems among teachers are lacking. The aim of this randomized trial was to investigate long-term effects of voice education for teacher students with mild voice problems. In addition, vocal health was examined prospectively in a group of students without voice problems. First-semester students answered three questionnaires: one about background factors, one about voice symptoms (Screen6), and the Voice Handicap Index. Students with voice problems according to the questionnaire results were randomized to a voice training group or a control group. At follow-up in the sixth semester, all students answered Screen6 again together with four questions about factors that could have affected vocal health during their teacher education. The training group and the control group also answered the Voice Handicap Index a second time. At follow-up, 400 students remained in the study: 27 in the training group, 54 in the control group, and 319 without voice problems at baseline. Voice problems had decreased somewhat more in the training group than in the control group, but the difference was not statistically significant (P = 0.1). However, subgroup analyses showed significantly larger improvement among the students in the group with complete participation in the training program compared with the group with incomplete participation. Of the 319 students without voice problems at baseline, 14% had developed voice problems. Voice problems often develop in teacher students. Despite extensive dropout, our results support the hypothesis that voice education for teacher students has a preventive effect. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Teachers' and Mothers' Satisfaction with Resource Room Programs in Jordan

ERIC Educational Resources Information Center

Al Khateeb, Jamal M.; Hadidi, Muna S.

2009-01-01

This paper reports the results of an investigation of satisfaction of 135 resource room teachers and 190 mothers of children served in resource room programs in Jordan. Information from teachers was gathered using questionnaires, semi-structured interviews, and classroom visits. Information from parents was gathered using a brief questionnaire.…

Turkish Science Student Teachers' Conceptions on the States of Matter

ERIC Educational Resources Information Center

Aydin, Abdullah; Altuk, Yasemin Gödek

2013-01-01

This study aims to determine science students teachers' conceptions on the concepts related to "the matter and the states of the matter". 112 Turkish science student teachers participated at this research. A questionnaire consisting of thirteen open-ended items was designed to collect the data. The questionnaire aimed to reveal the…

Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers

ERIC Educational Resources Information Center

Swan, Malcolm

2006-01-01

This article describes research instruments that facilitate the description of teachers' beliefs and practices and their use with further education (FE) mathematics teachers. They consist of linked questionnaires aimed at both teachers and students, validated by cross-referencing with more open questionnaires and with classroom observation. They…

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

PubMed

de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo

2014-06-01

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

Elaboration, validation and standardization of the five to fifteen (FTF) questionnaire in a Danish population sample.

PubMed

Lambek, Rikke; Trillingsgaard, Anegen

2015-03-01

The five to fifteen (FTF) is a parent questionnaire developed to assess ADHD, its common comorbid conditions and associated problems in children and adolescents. The present study examined (1) the psychometric properties of scores on the new teacher version of the FTF, (2) competing models of the FTF subdomain structure and (3) the psychometric properties and utility of scores on the newly developed FTF impact questions. Parents (n=4258) and teachers (n=1298) of Danish children and adolescents (ages 5 to 17 years), selected using simple random sampling, completed the FTF. In the largest study of the FTF to date, parent and teacher scores had acceptable psychometric properties. The FTF subdomains were organized into six domains labelled cognitive skills, motor/perception, emotion/socialization/behaviour, attention, literacy skills and activity control and analysis of these domains may provide additional information when applying the FTF in the future. The impact questions yielded information above and beyond that provided by symptom count alone and appeared to increase the ability of the FTF to identify at risk children and adolescents. Copyright © 2014 Elsevier Ltd. All rights reserved.

Exploring South African High School Teachers' Conceptions of the Nature of Scientific Inquiry: A Case Study

ERIC Educational Resources Information Center

Dudu, Washington T.

2014-01-01

The paper explores conceptions of the nature of scientific inquiry (NOSI) held by five teachers who were purposively and conveniently sampled. Teachers' conceptions of the NOSI were determined using a Probes questionnaire. To confirm teachers' responses, a semi-structured interview was conducted with each teacher. The Probes questionnaire was…

Psychological morbidity, job satisfaction and intentions to quit among teachers in private secondary schools in Edo-State, Nigeria.

PubMed

Ofili, A N; Usiholo, E A; Oronsaye, M O

2009-01-01

Teachers are an inseparable corner stone of the society and their satisfaction will affect the quality of service they render. Poor job satisfaction could result in job stress and this could affect their psychological health. This study aims to ascertain the level, causes of job dissatisfaction, intentions to quit and psychological morbidity among teachers in private secondary schools in a developing country. A cross-sectional study was conducted among teachers (392) in private secondary schools in Benin-City, Edo-State Nigeria, between June 2003 to November 2003. A total population of 400 teachers who had spent at least one year in the service were included in the study. The respondents completed a self-administered designed questionnaire and a standard instrument--The General Health Questionnaire (GHQ 28) The response rate was 98%. Fifty-eight (14.8%) of the respondents had psychological morbidity (GHQ score of 4 and above). One hundred and seventy-eight (45.4%) teachers were very satisfied or satisfied with their jobs. A significant number (45.9%) of teachers would want to quit their jobs. The proportion of teachers with GHQ score 4 and above increased with the level of dissatisfaction but this was not found to be statistically significant. Poor salary was found to be the main cause of job dissatisfaction and major reason for wanting to quit the job. This study shows a low level of job satisfaction among Nigerian teachers. Poor salary was the major cause of job dissatisfaction and intention to quit. Further work need to be done to ascertain the association of psychological morbidity and job dissatisfaction.

Teachers' Concepts of Spatial Scale: An international comparison

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Paechter, Manuela; Yen, Chiung-Fen; Gardner, Grant; Taylor, Amy; Tretter, Thomas

2013-09-01

Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N = 92) and preservice (N = 134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: the Scale Anchoring Objects (SAO), Scale of Objects Questionnaire (SOQ), and a subsample of participants were interviewed with the Learning Scale Interview. A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers' accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments. Post hoc comparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel.

Career Intentions of Australian Physical Education Teachers

ERIC Educational Resources Information Center

Mäkelä, Kasper; Whipp, Peter R.

2015-01-01

The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

Teacher Beliefs, Knowledge, and Practice of Self-Regulated Learning

ERIC Educational Resources Information Center

Spruce, Robin; Bol, Linda

2015-01-01

This study examined teacher beliefs, knowledge, and classroom practice of self-regulated learning for ten elementary and middle school teachers. Using Zimmerman's SRL model to frame our method and results, we administered questionnaires, observed classrooms and conducted interviews with these teachers. Teachers had positive beliefs about the role…

Organizational Climate and Teacher Commitment

ERIC Educational Resources Information Center

Douglas, Stephen Michael

2010-01-01

This study examined the relationship of school climate and teacher commitment in elementary schools in Alabama. A total of 67 elementary schools were surveyed and 1353 teachers voluntarily participated in the study. The instruments used in this study were the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ).…

Teacher Job Satisfaction: A Perspective.

ERIC Educational Resources Information Center

Lester, Paula E.

This study consisted of the development of the Teacher Job Satisfaction Questionnaire (TJSQ), designed to assess teacher job satisfaction in elementary and secondary schools. A thorough review was conducted of concepts, theories, and approaches related to job satisfaction in order to develop a clear definition of job satisfaction. A list of…

Future Teachers' Perceptions of Discipline.

ERIC Educational Resources Information Center

Volkman, Beatrice K.; McMahon, Rebecca

This study investigated preservice teachers' perceptions of discipline, using questionnaires and followup interviews to obtain insight into their views regarding guidance, discipline, and punishment, as well as influences contributing to the formation of these views. The questionnaire included five demographic items and five open-ended questions.…

Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England

ERIC Educational Resources Information Center

Hilton, Gillian

2016-01-01

This paper discusses the recent rise in teacher recruitment problems in England and examines possible causes. These are varied, but a main cause appears to be the increased variety of programmes on offer, which, it appears, is confusing applicants. Three different programme's trainees were asked to complete questionnaires at the start of their…

ADAPTING A PARENT-COMPLETED, SOCIOEMOTIONAL QUESTIONNAIRE IN CHINA: THE AGES & STAGES QUESTIONNAIRES: SOCIAL-EMOTIONAL.

PubMed

Bian, Xiaoyan; Xie, Huichao; Squires, Jane; Chen, Chieh-Yu

2017-03-01

The Ages & Stages Questionnaire: Social-Emotional (ASQ:SE; Squires, Bricker, & Twombly, 2002a), developed in the United States, was translated and adapted for use in China. Lack of valid and reliable instruments for identifying social and emotional delays in young children is a worldwide issue. Professionals in China have recently focused efforts on developing methods for early identification of social, emotional, and behavioral issues in the birth-to-5 population. Following the guidelines of the International Test Commission, the ASQ:SE was translated into Simplified Chinese (ASQ:SE-C) to collect a normative sample of 2,528 children across China. Data were analyzed to evaluate the psychometric properties of the ASQ:SE-C, using both classical test theory and item response theory, including generating cutoff points appropriate for the Chinese sample. A panel of Chinese experts was surveyed to assess face validity and estimated utility of the newly adapted tool. Discussions of research findings and implications for future studies are provided. © 2017 Michigan Association for Infant Mental Health.

Preparation in Multicultural Teacher Education: Perceptions of Pre-Service Teachers and Their Professor in a Teacher Credentialing Program

ERIC Educational Resources Information Center

Estupinan, Marina

2010-01-01

The purpose of the study was to research and analyze: (a) the similarities and differences in pre-service teachers' perceptions of teacher preparedness for multicultural education following the completion of a course in a teacher credentialing program, and (b) the identification of major factors from the university professor's perceptions which…

A Psychometric Evaluation of the Learning Styles Questionnaire: 40-Item Version

ERIC Educational Resources Information Center

Klein, Britt; McCall, Louise; Austin, David; Piterman, Leon

2007-01-01

Sixty-six English-speaking postgraduate distance-education medical students completed the Learning Styles Questionnaire (LSQ: 40-item version). This was completed while attending a residential workshop at the beginning of the semester, and 44 of these students completed the same LSQ questionnaire 5 months later at the completion of the semester.…

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…

Low back pain among school teachers in Botswana, prevalence and risk factors.

PubMed

Erick, Patience N; Smith, Derek R

2014-10-30

Although low back pain (LBP) represents a common occupational problem, few epidemiological studies have investigated the prevalence and risk factors for LBP among school teachers, particularly in Africa. School teachers are known to represent an occupational group among which there appears to be a high prevalence of LBP. The objective of this study was, therefore, to conduct one of the first epidemiological investigations of LBP among teachers in Botswana. A cross-sectional study was conducted among teachers in Botswana using self-administered questionnaires which were distributed to 3100 randomly selected school teachers and collected over a five-month period between July and November 2012. The questionnaire included low back pain information, demographic data, lifestyle, work-related characteristics and psychosocial factors. Data were analysed using Chi-squared and logistic regression models. The 12 month prevalence and LBP disability and associated risk factors were also analysed. A total of 1747 teachers returned completed questionnaires, yielding a response rate of 56.3%. The 12-month prevalence of LBP was 55.7%, with 67.1% of them reporting minimal disability. The results of logistic regression analysis revealed that female gender [OR: 1.51, 95% CI: 1.14-2.00] and previous back injury [OR: 9.67, 95% CI: 4.94-18.93] were positively correlated to LBP. Awkward arm position [OR: 1.81, 95% CI: 1.24-2.62] and high psychological job demands [OR: 1.40, 95% CI: 1.02-1.93] were also significantly associated with LBP. Regular physical exercise was negatively associated with LBP [OR: 0.63, 95% CI: 0.43-0.93]. Female gender [OR: 2.67, 95% CI: 1.52-3.99] and previous back injury [OR: 3.01, 95% CI: 1.92-4.74] were also positively associated with LBP disability. The prevalence of LBP appears to be high among school teachers in Botswana. A wide variety of LBP risk factors were identified in this study. Female gender and previous injury were both associated with LBP presence

Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

ERIC Educational Resources Information Center

Sariçam, Hakan; Sakiz, Halis

2014-01-01

The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices

ERIC Educational Resources Information Center

McKool, Sharon S.; Gespass, Suzanne

2009-01-01

This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

Voice disorders in teachers: occupational risk factors and psycho-emotional factors.

PubMed

van Houtte, Evelyne; Claeys, Sofie; Wuyts, Floris; van Lierde, Kristiane

2012-10-01

Teaching is a high-risk occupation for developing voice disorders. The purpose of this study was to investigate previously described vocal risk factors as well as to identify new risk factors related to both the personal life of the teacher (fluid intake, voice-demanding activities, family history of voice disorders, and children at home) and to environmental factors (temperature changes, chalk use, presence of curtains, carpet, or air-conditioning, acoustics in the classroom, and noise in and outside the classroom). The study group comprised 994 teachers (response rate 46.6%). All participants completed a questionnaire. Chi-square tests and logistic regression analyses were performed. A total of 51.2% (509/994) of the teachers presented with voice disorders. Women reported more voice disorders compared to men (56.4% versus 40.4%, P < 0.001). Vocal risk factors were a family history of voice disorders (P = 0.005), temperature changes in the classroom (P = 0.017), the number of pupils per classroom (P = 0.001), and noise level inside the classroom (P = 0.001). Teachers with voice disorders presented a higher level of psychological distress (P < 0.001) compared to teachers without voice problems. Voice disorders are frequent among teachers, especially in female teachers. The results of this study emphasize that multiple factors are involved in the development of voice disorders.

Stress and Burnout: Implications for Teacher Motivation.

ERIC Educational Resources Information Center

Farber, Barry A.

Motivating aspects and stress factors of teaching were identified in a study of public school teachers in suburban New York (state) and New Jersey schools. Thirty percent (398) of the teachers contacted participated in the study, which consisted of a 65-item questionnaire, the Teacher Attitudes Survey, adapted from the Maslach Burnout Inventory.…

Case-based Long-term Professional Development of Science Teachers

NASA Astrophysics Data System (ADS)

Dori, Yehudit J.; Herscovitz, Orit

2005-10-01

Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.

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)

Censorship and the Teacher of English: A Questionnaire Survey of a Selected Sample of Secondary School Teachers of English.

ERIC Educational Resources Information Center

Ahrens, Nyla Herber

A study designed to provide a systematic description of the incidence of censorship and the censorship incidents reported by a selected group of teachers during a specified time period is presented. Objectives are: (1) to provide some measure of the frequency of censorship incidents experienced by a sample population of teachers of English, and…

A comparison of teacher and principal perception of an outstanding biology teacher

NASA Astrophysics Data System (ADS)

Searles, William E.; Ng, Raymond W. M.

The purpose of this study was to ascertain the level of agreement or disagreement between principals and teachers when using established criteria to measure the effectiveness of a biology teacher. To obtain information regarding their perceptions of an outstanding biology teacher, twenty-two principals and forty-one biology teachers were chosen randomly from English-speaking high schools within a 50 km radius of metropolitan Montreal, Quebec, Canada. The measuring instrument was a modified version of Dieter's questionnaire that evolved from his doctoral study of the National Association of Biology Teachers-Outstanding Biology Teacher Award Program. The data collected from the two populations were tested using one-way ANOVA (analysis of variance) or by applying normal approximation. Results indicated that both the principals and teachers agree on the relative importance of most criteria, particularly those related to the teacher's classroom behavior and academic background in biology. From such results, it was possible to construct one stereotype of the outstanding biology teacher. A number of recommendations were made from the results of the study, which were directed to the (a) teachers and their professional organization, (b) principals and the school boards, (c) teacher training institutions, and (d) researchers in teacher evaluation.

Teacher quality: a comparison of National Board-certified and non-Board-certified teachers of deaf students.

PubMed

Scheetz, Nanci A; Martin, David S

2006-01-01

THE STUDY was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non-Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.

Awareness of ethical issues in medical education: an interactive teach-the-teacher course.

PubMed

Chiapponi, Costanza; Dimitriadis, Konstantinos; Özgül, Gülümser; Siebeck, Robert G; Siebeck, Matthias

2016-01-01

We conducted an international, interdisciplinary teach-the-teacher course to sensitize physicians from different countries to ethical issues in medical education. The purpose of this study was to assess the effects of this course. Before and after participating in a short session on ethical issues in medical education, 97 physicians from different countries in Africa, Asia, and Europe completed a self-assessment questionnaire on their competence and interest in this field. The short session consisted of working in small groups to identify, analyze and discuss ethical dilemmas described in case vignettes adapted from published examples or written by medical students. In addition to the questionnaire, we conducted a large-group experience to explore four basic orientations of participants in ethical thinking: relativism, intentionalism, consequentialism, and absolutism. We found a significant self-perceived increase in the participants' ability to identify and describe ethical issues and students' dilemmas, in their knowledge about these issues and teaching professionalism, and in their ability to describe both students' perspectives and teachers' and students' behaviors. In addition, participants' feeling of understanding their own culturally learned patterns of determining what is right and wrong increased after taking part in the course. The four contrasting basic ethical orientations showed no significant differences between participants regarding nationality, age, or gender. Ethics of education is an important issue for medical teachers. Teachers' self-perceived competence can be increased by working on case vignettes in small groups.

[Intra-rater Reliability for the Questionnaire on Activity Limitations and Participation Restrictions of Children With ADHD].

PubMed

Salamanca Duque, Luisa Matilde; Naranjo Aristizábal, María Mercedes; Gutiérrez Ríos, Gladys Helena; Prieto, Jaime Bayona

2014-03-01

Questionnaires for evaluating activity limitations and participation restrictions in children with ADHD (CLARP-TDAH) has recently been developed in Colombia, based on the suggestions made by the WHO from the International Classification of Functioning, Disability and Health (ICF), allowing clinical evaluation beyond an evaluation of the functionality and functioning of children in their family and school environments. Previous research with the questionnaire proved useful in the multidisciplinary approach of Colombian children with ADHD. This study determines the level of intra-rater reliability for questionnaires CLARP-TDAH Parents and Teachers. The study included a non-random sample of 203 Colombian children attending school and diagnosed with ADHD. Intra-rater reliability and the reproducibility of the results was determined using the Kappa index. The informants were parents and teachers. Kappa values >0.7 were obtained for the intra-rater reliability of the questionnaire domains of CLARP-TDAH Parents, while for CLARP-TDAH Teachers domains these values were >0.8. CLARP-TDAH questionnaires are a tool with a good level of intra-rater reliability, which allows a reliable assessment of activity limitations and participation restrictions in order to determine the level of functioning at home and school. Copyright © 2014 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Examining Teacher Grades Using Rasch Measurement Theory

ERIC Educational Resources Information Center

Randall, Jennifer; Engelhard, George, Jr.

2009-01-01

In this study, we present an approach to questionnaire design within educational research based on Guttman's mapping sentences and Many-Facet Rasch Measurement Theory. We designed a 54-item questionnaire using Guttman's mapping sentences to examine the grading practices of teachers. Each item in the questionnaire represented a unique student…

Teachers' Perceptions about Grammar Teaching

ERIC Educational Resources Information Center

Thu, Tran Hoang

2009-01-01

This study investigates English as a second language (ESL) teachers' beliefs in grammar teaching. A 32-item questionnaire was administered to 11 ESL teachers in a language school in California. The results show that the participants generally believe that the formal study of grammar is essential to the eventual mastery of a foreign or second…

[Completion Study Report on Completion Problems in the Ph.D. Program at Chicago (University of).

ERIC Educational Resources Information Center

Cunningham, Phyllis; And Others

Based on adult education students who completed Ph.D. work in the Department of Education, University of Chicago, during 1960-69, this study examined the problems they perceive in completing doctoral study. Eighty-five doctoral graduates submitted usable questionnaires. Data were obtained on completion time as related to such variables as number…

Burnout in Teachers of Young Children.

ERIC Educational Resources Information Center

Townley, Kim F.; And Others

1991-01-01

Assessed the relationship of selected personal and job-related variables to burnout in teachers of young children. The Maslach Burnout Inventory and a questionnaire were administered to 363 day care teachers. Burnout and competence were identified as factors supporting the concept that burnout is multidimensional. (Author/GLR)

Gender differences in cardiovascular diseases risk for physical education teachers.

PubMed

Misigoj-Duraković, Marjeta; Duraković, Zijad; Ruzić, Lana; Findak, Vladimir

2004-01-01

The aim of the study was to evaluate the level of habitual physical activity in Croatian physical education (PE) teachers, as well as the existence of some other risk factors for the development of cardiovascular diseases (CVD). The sample consisted of 191 PE teachers aged 24 to 59 years (122 men, mean age 42.6+/-8.76 and 69 women, mean age 40.3+/-8.84;p=0.09). In order to assess the level of habitual physical activity, the teachers were asked to fill in Baecke's questionnaire. The questionnaire comprises 16 items testing physical loads at work, during sport activity and during leisure time. The questionnaire also contains 8 items, each of them representing a certain cardiovascular risk factor. In comparison to average adult employed population, PE teachers have a significantly higher level of sport and leisure time activity, which could have a favorable impact on the incidence of particular risk factors, such as overweight/obesity, systolic hypertension and blood cholesterol level. This is more obvious in females PE teachers who pay more attention to the principles of healthy life style: optimal body weight regulation, low fat diet and higher amount of leisure time physical activity (significantly higher than in male teachers). Female PE teachers who have maintained their active life style decrease the risk of CVD, particularly after the age of 55. Although it is necessary to keep in mind all the limitations of a questionnaire study, this preliminary report leads to the conclusion that male PE teachers, although physically active at job, have still kept sedentary habits, often have maintained heavy smoking habits, are slightly overweight, thus minimizing the positive effects of their demanding workplace. Consequently, average male PE teachers' risk for CVD development corresponds to the risk of general male population.

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ).

PubMed

Alonso Tapia, Jesús; Fernández Heredia, Blanca

2008-11-01

Research on classroom goal-structures (CGS) has shown the usefulness of assessing the classroom motivational climate to evaluate educational interventions and to promote changes in teachers' activity. So, the Classroom Motivational Climate Questionnaire for Secondary and High-School students was developed. To validate it, confirmatory factor analysis and correlation and regression analyses were performed. Results showed that the CMCQ is a highly reliable instrument that covers many of the types of teaching patterns that favour motivation to learn, correlates as expected with other measures of CGS, predicts satisfaction with teacher's work well, and allows detecting teachers who should revise their teaching.

Who Needs Parent-Teacher Meetings in the Technological Era?

ERIC Educational Resources Information Center

Nitza, Davidivitch; Roman, Yavich

2017-01-01

In this study we shall examine parent-teacher meetings in the technological era, i.e., whether parent-teacher meetings are still relevant, how they should be conducted, whether it is necessary to change the structure of the parent-teacher meeting or its conception by parents, students, and teachers. For this purpose, identical questionnaires were…

Structural equation modeling assessing relationship between mathematics beliefs, teachers' attitudes and teaching practices among novice teachers in Malaysia

NASA Astrophysics Data System (ADS)

Borhan, Noziati; Zakaria, Effandi

2017-05-01

This quantitative study was conducted to investigate the perception level of novice teachers about mathematics belief, teachers' attitude towards mathematics and teaching practices of mathematics in the classroom. In addition, it also aims to identify whether there is a correspondence model with the data obtained and to identify the relationship between the variables of beliefs, attitudes and practices among novice teachers in Malaysia. A total of 263 primary novice teachers throughout the country were involved in this study were selected randomly. Respondents are required to provide a response to the questionnaire of 66 items related to mathematics beliefs, attitudes and practices of the teaching mathematics. There are ten sub-factors which have been established in this instrument for three major constructs using a Likert scale rating of five points. The items of the constructs undergo the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) procedure involve of unidimensionality test, convergent validity, construct validity and discriminant validity. Descriptive statistics were used to describe the frequency, percentage, the mean and standard deviation for completing some research questions that have been expressed. As for inferential statistical analysis, the researchers used structural equation modeling (SEM) to answer the question of correspondents model and the relationship between these three variables. The results of the study were found that there exist a correspondence measurement and structural model with the data obtained. While the relationship between variable found that mathematics beliefs have a significant influence on teachers' attitudes towards mathematics as well as the relationship between the attitudes with teaching practices. Meanwhile, mathematics belief had no significant relationship with mathematics teaching practices among novice teachers in Malaysia.

Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China.

PubMed

Liu, Yingna; Li, Jialing; Zheng, Qiaolan; Zaroff, Charles M; Hall, Brian J; Li, Xiuhong; Hao, Yuantao

2016-05-13

In China, children with Autism Spectrum Disorder (ASD) can potentially benefit from universal education policies and recent initiatives designed to address the needs of children with developmental disorders. However, adequate schooling is often unavailable for children with ASD, in part because teachers lack the knowledge and skills needed to work with this population. To better understand the current state of knowledge of ASD in China, we surveyed knowledge and attitudes regarding the disorder in preschool teachers. A total of 471 preschool teachers in the cities of Guangzhou and Foshan, China completed questionnaires assessing participant demographics, knowledge of typical child development and knowledge of ASD, attitudes towards ASD, practices and self-perceptions of efficacy in the education of children with ASD, and awareness of organizations and intervention approaches devoted to the care of individuals with ASD. The correlation between individual- and school-level variables with current knowledge of typical child development and ASD was examined using univariate and multivariate analyses. The majority (84%) of participants answered correctly more than half of the questionnaire items assessing understanding of typical child development. In contrast, 83% provided inaccurate responses to more than half of the questionnaire items assessing knowledge of ASD. Knowledge of typical child development and knowledge of ASD were both associated with geographic region (teachers in Guangzhou had greater knowledge than those in Foshan, p < 0.0001). Knowledge of ASD was also associated with a higher education level (p < 0.05) and school type (p = 0.023). In general, participants believed fairly strongly in the need for greater service provision for children with ASD, and were receptive towards receiving additional specialized training. Most participants were unaware of ASD-specific organizations and empirically validated intervention approaches. Knowledge of ASD

The Teachers' Perspective on Teacher Professional Development Evaluation

ERIC Educational Resources Information Center

Chen, Yu-Fen

2013-01-01

This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected…

An Assessment of the Influence of Perceived Enjoyment and Attitude on the Intention to Use Technology among Pre-Service Teachers: A Structural Equation Modeling Approach

ERIC Educational Resources Information Center

Teo, Timothy; Noyes, Jan

2011-01-01

This study examined the influence of perceived enjoyment on pre-service teachers' intention to use technology, in addition to re-appraising the role of attitude toward use in the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989). One hundred and fifty-three participants in Singapore completed a survey questionnaire measuring…

Ergebnisse einer Lehrerbefragung zum Hintergrund des Englischunterrichts in der Hauptschuloberstufe (Results of a Teacher Questionnaire on the Background of Instruction in English in the Upper Grades of the Hauptschule [9-grade "terminal" school]).

ERIC Educational Resources Information Center

Hellwig, Karlheinz

1980-01-01

The questionnaire dealt with: earmarks of weaker students, parents' attitude, the teachers' training and working conditions, problems of individual instruction, time-frame, existence of professional associations, evaluation of professional conferences, and the use of media. Some evaluations are appended. (IFS/WGA)

Questionnaires as Interventions: Can Taking a Survey Increase Teachers' Openness to Student Feedback Surveys?

ERIC Educational Resources Information Center

Gehlbach, Hunter; Robinson, Carly D.; Finefter-Rosenbluh, Ilana; Benshoof, Chris; Schneider, Jack

2018-01-01

Administrators often struggle in getting teachers to trust their school's evaluation practices--a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teachers' support for receiving evaluative feedback from a particularly controversial source: student-perception surveys. For our intervention, we took one of…

Uncovering and Informing Preservice Teachers' Prior Knowledge about Poverty

ERIC Educational Resources Information Center

Mundy, Charlotte Anne; Leko, Melinda Marie

2015-01-01

This study explored 30 preservice teachers' knowledge on issues related to poverty. In an open-ended questionnaire, preservice teachers' perceptions of poverty and how teachers should respond to students from poverty were explored. Results indicated that preservice teachers' knowledge was nonspecific and lacked focus on the relationship among…

Language Teacher Educators' Pedagogical Knowledge: Validating a Proposed Model

ERIC Educational Resources Information Center

Moradkhani, Shahab

2017-01-01

The aim of the current study was twofold: identifying the constituent components of language teacher educators' pedagogical knowledge, and investigating possible differences among teachers, teacher educators, and university professors' opinions about these components. Data were collected from 436 participants using a questionnaire. The results of…

Gender Differences in Teacher Computer Acceptance

ERIC Educational Resources Information Center

Yuen, Allan H. K.; Ma, Will W. K.

2002-01-01

Teachers' computer acceptance is an important factor to the successful use of computers in education. This article explores the gender differences in teacher computer acceptance. The Technology Acceptance Model (TAM) was used as the framework to determine if such differences are present. Survey questionnaires were administered to 186 preservice…

The Effectiveness of Marshall University's Master of Arts in Teaching and Post-Baccalaureate Teacher Certificate Programs as Determined by Graduates' and Completers' Perceptions

ERIC Educational Resources Information Center

Spivy, Melissa F.

2010-01-01

This study examined graduates' and completers' perceptions of the effectiveness of Marshall University's alternative certification programs, the Master of Arts in Teaching (MAT) and Post-Baccalaureate Teacher Certificate (PBTC), from 1999-2010. This non-experimental descriptive cross-sectional study used the "Spivy Survey of MAT and PBTC Program…

Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study.

PubMed

Yu, Chengfu; Li, Xian; Wang, Shujun; Zhang, Wei

2016-06-01

Grounded in stage-environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage = 14.34) completed questionnaires on teacher autonomy support, basic psychological needs satisfaction, school engagement, anxiety, and depression in the fall and spring semesters of their 7th and 8th grade years. The results showed that teacher autonomy support in the fall of 7th grade boosted basic psychological needs satisfaction in the spring of 7th grade; this, in turn, increased school engagement in the fall of 8th grade, which subsequently decreased anxiety and depression in the spring of 8th grade. These findings demonstrated the significant effect of teacher autonomy support on reducing adolescent anxiety and depression; furthermore, it highlighted the mediating roles of basic psychological needs satisfaction and school engagement in this relationship. Copyright © 2016 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

A Comparison of Procedural Variations in Teaching Behavior Chains: Manual Guidance, Trainer Completion, and No Completion of Untrained Steps

ERIC Educational Resources Information Center

Bancroft, Stacie L.; Weiss, Julie S.; Libby, Myrna E.; Ahearn, William H.

2011-01-01

We compared variations for teaching a sequence of responses through forward chaining. Seven children who had been diagnosed with autism participated in a comparison of teacher completion (TC) of steps beyond the training step and manually guiding the student (SC) to complete steps beyond the training step. A no-completion (NC) condition, in which…

Teacher Efficacy of Secondary Special Education Science Teachers

NASA Astrophysics Data System (ADS)

Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Development and Evaluation of a Questionnaire Measuring Pre-Service Teachers' Teaching Behaviour: A Rasch Modelling Approach

ERIC Educational Resources Information Center

Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim

2015-01-01

The present study examines the development of a measure tapping students' perceptions of (pre-service) teachers' teaching behaviour to explore the practical value of such a measure in teacher education and teacher professional development programs. From a sample of 1,635 students of 91 pre-service teachers teaching in secondary education in The…

Primary School Teachers and Outdoor Education: Varying Levels of Teacher Leadership in Informal Networks of Peers

ERIC Educational Resources Information Center

Hovardas, Tasos

2016-01-01

The study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then…

Teachers' Professional Agency and Learning--From Adaption to Active Modification in the Teacher Community

ERIC Educational Resources Information Center

Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

The aim of this study was to examine teacher learning in terms of teachers' professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers' active efforts to learn in the professional community and to promote school development cannot be…

Teacher students' dilemmas when teaching science through inquiry

NASA Astrophysics Data System (ADS)

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-09-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these

VET Again: Now as a VET Teacher

ERIC Educational Resources Information Center

Duch, Henriette; Andreasen, Karen E.

2017-01-01

In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e., teaching within a…

Understanding Physical Educators' Perceptions of Mattering Questionnaire--Physical Education

ERIC Educational Resources Information Center

Richards, K. Andrew R.; Gaudreault, Karen Lux; Woods, Amelia Mays

2017-01-01

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers' perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire--Physical Education…

Constructing core competency indicators for clinical teachers in Taiwan: a qualitative analysis and an analytic hierarchy process

PubMed Central

2014-01-01

Background The objective of this study was to construct a framework of core competency indicators of medical doctors who teach in the clinical setting in Taiwan and to evaluate the relative importance of the indicators among these clinical teachers. Methods The preliminary framework of the indicators was developed from an in-depth interview conducted with 12 clinical teachers who had previously been recognized and awarded for their teaching excellence in university hospitals. The framework was categorized into 4 dimensions: 1) Expertise (i.e., professional knowledge and skill); 2) Teaching Ability; 3) Attitudes and Traits; and 4) Beliefs and Values. These areas were further divided into 11 sub-dimensions and 40 indicators. Subsequently, a questionnaire built upon this qualitative analysis was distributed to another group of 17 clinical teachers. Saaty’s eigenvector approach, or the so-called analytic hierarchy process (AHP), was applied to perform the pairwise comparisons between indicators and to determine the ranking and relative importance of the indicators. Results Fourteen questionnaires were deemed valid for AHP assessment due to completeness of data input. The relative contribution of the four main dimensions was 31% for Attitudes and Traits, 30% for Beliefs and Values, 22% for Expertise, and 17% for Teaching Ability. Specifically, 9 out of the 10 top-ranked indicators belonged to the “Attitudes and Traits” or “Beliefs and Values” dimensions, indicating that inner characteristics (i.e., attitudes, traits, beliefs, and values) were perceived as more important than surface ones (i.e., professional knowledge, skills, and teaching competency). Conclusion We performed a qualitative analysis and developed a questionnaire based upon an interview with experienced clinical teachers in Taiwan, and used this tool to construct the key features for the role model. The application has also demonstrated the relative importance in the dimensions of the core

Constructing core competency indicators for clinical teachers in Taiwan: a qualitative analysis and an analytic hierarchy process.

PubMed

Li, Ai-Tzu; Lin, Jou-Wei

2014-04-11

The objective of this study was to construct a framework of core competency indicators of medical doctors who teach in the clinical setting in Taiwan and to evaluate the relative importance of the indicators among these clinical teachers. The preliminary framework of the indicators was developed from an in-depth interview conducted with 12 clinical teachers who had previously been recognized and awarded for their teaching excellence in university hospitals. The framework was categorized into 4 dimensions: 1) Expertise (i.e., professional knowledge and skill); 2) Teaching Ability; 3) Attitudes and Traits; and 4) Beliefs and Values. These areas were further divided into 11 sub-dimensions and 40 indicators. Subsequently, a questionnaire built upon this qualitative analysis was distributed to another group of 17 clinical teachers. Saaty's eigenvector approach, or the so-called analytic hierarchy process (AHP), was applied to perform the pairwise comparisons between indicators and to determine the ranking and relative importance of the indicators. Fourteen questionnaires were deemed valid for AHP assessment due to completeness of data input. The relative contribution of the four main dimensions was 31% for Attitudes and Traits, 30% for Beliefs and Values, 22% for Expertise, and 17% for Teaching Ability. Specifically, 9 out of the 10 top-ranked indicators belonged to the "Attitudes and Traits" or "Beliefs and Values" dimensions, indicating that inner characteristics (i.e., attitudes, traits, beliefs, and values) were perceived as more important than surface ones (i.e., professional knowledge, skills, and teaching competency). We performed a qualitative analysis and developed a questionnaire based upon an interview with experienced clinical teachers in Taiwan, and used this tool to construct the key features for the role model. The application has also demonstrated the relative importance in the dimensions of the core competencies for clinical teachers in Taiwan.

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

NASA Astrophysics Data System (ADS)

Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

Internet Literacy of Vocational High School Teachers

NASA Astrophysics Data System (ADS)

Vernanda, D.; Abdullah, A. G.; Rohendi, D.

2018-02-01

Internet literacy is needed to know the development of the world in various things quickly and precisely, as well as in the world of education, especially teachers. Seeing the importance of internet literacy, there is an interest to discuss and analyze the level of internet literacy of teachers. The method used in this research is descriptive qualitative. The sample of research is vocational school teacher (SMK) as many as 99 respondents. Data are collected through questionnaires. The theory used is adopted from Suitable Learning Object Type (LRE APV4.7) and Three Elements of Literacy Digital. The result data of the questionnaire is processed and analyzed using Capability Maturity Model theory, the result of the research shows that the level of internet literacy of vocational teachers is at level 2, meaning that SMK teachers have used the internet many times to assist their daily activities and have pattern of repetition in internet utilization. The use of internet by teachers of SMK with various needs that support the process of teaching, communicating, sharing knowledge, but the most dominant is to communicate through social media. Factors affecting internet usage include age, gender, and employment status.

An Experiment to Test the Feasibility and Quality of a Web-Based Questionnaire of Teachers

ERIC Educational Resources Information Center

Jacob, Robin Tepper

2011-01-01

The use of web-based surveys to gather information from teachers has become increasingly common primarily based on the premise that they can reduce costs. Yet, relatively, little is known about the quality or cost effectiveness of web-based versus mail surveys for teachers. To study the efficacy of web-based teacher surveys, the author randomly…

Examining the Influence of Subjective Norm and Facilitating Conditions on the Intention to Use Technology among Pre-Service Teachers: A Structural Equation Modeling of an Extended Technology Acceptance Model

ERIC Educational Resources Information Center

Teo, Timothy

2010-01-01

This study examined pre-service teachers' self-reported behavioral intentions to use technology. Three hundred and fourteen participants completed a survey questionnaire measuring their responses to six constructs from a research model that extends the technology acceptance model (TAM) by including facilitating conditions and subjective norm.…

Differences in Mathematics Teachers' Perceived Preparedness to Demonstrate Competence in Secondary School Mathematics Content by Teacher Characteristics

ERIC Educational Resources Information Center

Ng'eno, J. K.; Chesimet, M. C.

2016-01-01

A sample of 300 mathematics teachers drawn from a population of 1500 participated in this study. The participants were selected using systematic random sampling and stratified random sampling (stratified by qualification and gender). The data was collected using self-report questionnaires for mathematics teachers. One tool was used to collect…

Towards socially inclusive research: an evaluation of telephone questionnaire administration in a multilingual population.

PubMed

Dormandy, Elizabeth; Brown, Katrina; Reid, Erin P; Marteau, Theresa M

2008-01-31

Missing data may bias the results of clinical trials and other studies. This study describes the response rate, questionnaire responses and financial costs associated with offering participants from a multilingual population the option to complete questionnaires over the telephone. Before and after study of two methods of questionnaire completion. Seven hundred and sixty five pregnant women from 25 general practices in two UK inner city Primary Care Trusts (PCTs) taking part in a cluster randomised controlled trial of offering antenatal sickle cell and thalassaemia screening in primary care. Two hundred and four participants did not speak English. Sixty one women were offered postal questionnaire completion only and 714 women were offered a choice of telephone or postal questionnaire completion. (i) Proportion of completed questionnaires, (ii) attitude and knowledge responses obtained from a questionnaire assessing informed choice. The response rate from women offered postal completion was 26% compared with 67% for women offered a choice of telephone or postal completion (41% difference 95% CI Diff 30 to 52). For non-English speakers offered a choice of completion methods the response rate was 56% compared with 71% for English speakers (95% CI Diff 7 to 23). No difference was found for knowledge by completion method, but telephone completion was associated with more positive attitude classifications than postal completion (87 vs 96%, 95% CI diff 0.006 to 15). Compared with postal administration the additional costs associated with telephone administration were pound3.90 per questionnaire for English speakers and pound71.60 per questionnaire for non English speakers. Studies requiring data to be collected by questionnaire may obtain higher response rates from both English and non-English speakers when a choice of telephone or postal administration (and where necessary, an interpreter)is offered compared to offering postal administration only. This approach will

Exploring How Second Grade Elementary Teachers Translate Their Nature of Science Views into Classroom Practice After a Graduate Level Nature of Science Course

NASA Astrophysics Data System (ADS)

Deniz, Hasan; Adibelli, Elif

2015-12-01

The main purpose of this study was to explore the factors mediating the translation of second grade teachers' nature of science (NOS) views into classroom practice after completing a graduate level NOS course. Four second grade in-service elementary teachers comprised the sample of this study. Data were collected from several sources during the course of this study. The primary data sources were (a) assessment of the elementary teachers' NOS views before and after the graduate level NOS course using the Views of Nature of Science Questionnaire Version B (VNOS-B) (Lederman et al., 2002) coupled with interviews, and (b) a classroom observation and videotaped recording of the elementary teachers' best NOS lessons coupled with interview. We identified three distinct but related factors that mediated the translation of NOS views into classroom practice: the teachers' perspectives about the developmental appropriateness of the NOS aspect, the teachers' selection of target NOS aspects, and the relative importance placed by teachers on each NOS aspect.

Associations of students' self-reports of their teachers' verbal aggression, intrinsic motivation, and perceptions of reasons for discipline in Greek physical education classes.

PubMed

Bekiari, Alexandra; Kokaridas, Dimitrios; Sakellariou, Kimon

2006-04-01

In this study were examined associations among physical education teachers' verbal aggressiveness as perceived by students and students' intrinsic motivation and reasons for discipline. The sample consisted of 265 Greek adolescent students who completed four questionnaires, the Verbal Aggressiveness Scale, the Lesson Satisfaction Scale, the Reasons for Discipline Scale, and the Intrinsic Motivation Inventory during physical education classes. Analysis indicated significant positive correlations among students' perceptions of teachers' verbal aggressiveness with pressure/ tension, external reasons, introjected reasons, no reasons, and self-responsibility. Significant negative correlations were noted for students' perceptions of teachers' verbal aggression with lesson satisfaction, enjoyment/interest, competence, effort/importance, intrinsic reasons, and caring. Differences between the two sexes were observed in their perceptions of teachers' verbal aggressiveness, intrinsic motivation, and reasons for discipline. Findings and implications for teachers' type of communication were also discussed and suggestions for research made.

Do Career Goals Promote Continuous Learning among Practicing Teachers?

ERIC Educational Resources Information Center

Ng, Chi-Hung

2010-01-01

Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning…

Teachers' Perceptions of Computer Use in Education in the TRNC Schools

ERIC Educational Resources Information Center

Silman, Fatos; Gundogdu, Kerim

2007-01-01

The aim of this study is to examine the perceptions of the classroom teachers on the computer use in the TRNC schools. A questionnaire was applied to 84 classroom teachers in 5 schools in Nicosia, the capital city of the TRNC. The answers to the first part of the questionnaire with five subsections were analysed. Descriptive statistics were used…

Effective Behavior of EFL Teachers as Perceived by Undergraduate Students in Indonesia

ERIC Educational Resources Information Center

Said, Mashadi

2017-01-01

This study attempts to explore the effective behaviors of teachers of English as a foreign language (EFL) as perceived by undergraduate students in Indonesia. For this purpose, a questionnaire was administered to 270 Indonesian undergraduate students. The questionnaire addressed seven dimensions of EFL teachers' behavior, which are the following:…

Technology Teachers' Attitudes toward Nuclear Energy and Their Implications for Technology Education

ERIC Educational Resources Information Center

Lee, Lung-Sheng; Yang, Hsiu-Chuan

2013-01-01

The purpose of this paper was to explore high-school (grades 10-12) technology teachers' attitudes toward nuclear energy and their implications to technology education. A questionnaire was developed to solicit 323 high-school technology teachers' responses in June 2013 and 132 (or 41%) valid questionnaires returned. Consequently, the following…

Burnout among Female Teachers in Malaysia

ERIC Educational Resources Information Center

Mukundan, Jayakaran; Ahour, Touran

2011-01-01

This study is an attempt to survey the burnout level of female teachers in Malaysia and determine the likely factors that are associated with this phenomenon. The subjects of the study were 437 female teachers from primary, secondary, and tertiary levels. A demographic questionnaire was used to collect the data regarding the individual…

[Attitudes of Costa Rican students and teachers on sex and population education].

PubMed

Stycos, J M

1987-01-01

Students in 34 secondary schools and the last year of primary school throughout Costa Rica were interviewed to determine the attitudes of older students toward sex and population education. The sex, grade level, and geographic region of residence were considered key study variables. To ensure an adequate number of cases in each geographic region, the sample was stratified into 4 zones: downtown San Jose, the rest of metropolitan San Jose, other cantons of the central valley, and cantons outside the central valley. Various smaller studies were also conducted, including brief intelligence tests for 190 students, interviews with 286 parents, focus group debates in 8 schools, surveys of 10 teachers in each school, and interviews with Ministry of Education and other officials. The final questionnaire was very long, consisting of 281 questions as well as data about the student's residence. Although students cooperated in filling out the questionnaires, it was too long and 27% of all students failed to complete it. The average student completed 91% of the questions, but fewer than 1/2 of the 6th year primary students were able to complete it. Costa Rican students gain at least a partial understanding of sex at an early age. Almost all secondary students and 71% of the 6th year primary students knew 1 or more contraceptive methods. Most acquired contraceptive information before the age of 12, often from the mass media. 2/3 said their parents had been important sources of information on sex. Most students said they had received some information on sex or family planning in school, but no influence was seen on knowledge or attitudes. The survey results revealed considerable misinformation about sex and family planning. The attitude of Costa Rican students toward equality of the sexes appears conservative, but it becomes less so as their grade level advances, especially for girls. The majority of students had tolerant or indifferent attitudes toward premarital fertility, the

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.

The Ethical Perspective of British and American Preservice Teachers.

ERIC Educational Resources Information Center

Deering, Thomas E.

1998-01-01

Comparison of responses from 38 U.S. and 27 British preservice teachers on the Ethics Position Questionnaire indicated that both groups had high idealism. U.S. teachers had lower relativism scores. (SK)

Structural and Convergent Validity of the Homework Performance Questionnaire

ERIC Educational Resources Information Center

Pendergast, Laura L.; Watkins, Marley W.; Canivez, Gary L.

2014-01-01

Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire -- Teacher Scale (HPQ-T).…

A Career Needs Comparison of Elementary School Teachers and Undergraduate Students in an Elementary School Teacher Preparation Program.

ERIC Educational Resources Information Center

Fitzgerald, Sheila M.

To determine if the career needs of undergraduate students entering a teacher preparation program would be similar to the needs expressed by experienced teachers on the Minnesota Importance Questionnaire (MIP), the responses of 100 undergraduate elementary education students at Michigan State University were compared to those of 178 career…

Teacher Interactions within the Physical Environment: How Teachers Alter Their Space and/or Routines Because of Classroom Character.

ERIC Educational Resources Information Center

Lang, Dale Christopher

Through questionnaires, observations, and interviews, this study revealed the degree to which 31 high school teachers altered their classroom spaces and/or adjusted their routines to meet their pedagogical goals at a temporary school site. Teachers emphatically desired: (1) an appropriate amount of space to rearrange student furniture, enabling…