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1.
The purpose of this study was to determine the level of agreement or disagreement between principals and teachers when using established criteria to measure the effectiveness of a science teacher. To obtain this information, 28 principals and 81 science teachers were randomly selected to complete an instrument for their perceptions of an outstanding science teacher. The respondents involved in this study were employed in the English-speaking high schools in the Province of Québec, Canada. The questionaire was constructed from a model based on the theoretical framework of previous research in science education and instructional theories. The data collected from the two populations were tested using the arithmetic mean, Pearson chi-square and cross tabulation using the Lambda & Gamma tests to determine the strength or form of the association between the two variables (position and perception). Results indicated that the high school principals and science teachers agree on the relative importance for most of the evaluative criteria. From such results it was possible to construct a profile of the attributes of an outstanding science teacher, and also, to make recommendations to school board officials, school principals, science teachers, and researchers in the field of education. 相似文献
2.
Recent research found that principals who are required to evaluate their teachers often give higher ratings than what they think these teachers deserve. This study aimed to explore principals' considerations while evaluating teachers. Participants were 39 Israeli principals. Data were collected through semi-structured interviews and were analyzed in four stages – condensing, coding, categorizing, and theorizing. Four considerations emerged for principals' over-evaluations: (1) time constraints/prioritization (low perceived value for high time investment); (2) evaluation's ineffectiveness for improving teaching (via teacher development or dismissal); (3) the imprecision of teacher evaluation measurements; and (4) impingement on interpersonal relationships. This study demonstrated how principals serve as local mid-level policymakers by actively buffering, rather than bridging, the policies imposed on their schools from above. 相似文献
3.
Peter Bodycott Allan Walker John Lee Chi Kin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):15-31
New teachers enter schools with already established beliefs about principals.This paper reports on the nature and primary influences on what a group of Hong Kong pre-service teacher participants believe about principals. The nature of beliefs reflect underlying personal constructs that relate to interpersonal communication and management. Influences include past school principals, school leaders and parents. Beliefs were attained using a modified personal construct interview and analyses of participant stories. Findings highlight a close association between the leadership/management style of the principal whom participants would like to be and mothers, and the interpersonal behaviour of fathers and the principal whom participants would not like to be . The authors argue that reforms are needed in the course design of teacher education, teacher induction and programmes of professional development for principals. These reforms must address the influence personal history has on an individual's thinking about teaching, interpersonal communication and leadership - a reform process that begins with teacher educators and principals reframing their beliefs and associated practices. 相似文献
4.
David B. Reid 《Journal of School Choice》2018,12(2):237-253
Over the past decade U.S. policymakers, practitioners, and researchers have sought to examine if changing teacher evaluation policies and systems have resulted in changes in identifying quality teachers and/or increased student achievement. This research generally shows most states have experienced little change in how teachers are rated. Researchers are now exploring why, in many cases, teacher evaluation reforms have failed to produce the desired systematic changes of better identifying quality teachers and better distinguishing teacher performance. Embedded within this line of inquiry is how principals (and other evaluators) are trained to use new teacher evaluation systems. This comparative case study observed six principals (three charter school principals and three traditional public school principals) in the U.S. state of Michigan as they learned and enacted a new teacher evaluation system. Additionally, all principals were interviewed three times throughout the school year, in an effort to examine how their initial teacher evaluation training impacted their evaluation of teachers. The research questions that guided this work were: (1) how are principals initially trained when their school adopts a new teacher evaluation system?; (2) in what ways does the training received by charter school principals compare to that of traditional public school principals?; and (3) how does initial training impact how principals evaluate teachers? Results indicate principals are trained to navigate the logistics of new teacher evaluation systems, but are not trained to evaluate teacher performance. Implications for policy and practice are discussed. 相似文献
5.
Margaret Turnbull 《Asia-Pacific Journal of Teacher Education》2005,33(2):195-208
Teachers are encouraged to be active professionals in their work. Consequently, the development of professional agency in student teachers is an important dimension in teacher education. This paper reports on a study where the practice of six early childhood student teachers enrolled in a Bachelor of Education (Teaching) course was analysed, using Giddens' concept of agency, and each was found to have operated with agency. However, when additional criteria pertaining to early childhood professional practice were applied by means of a triadic viewpoint only three of the student teachers were deemed to have operated with ‘professional’ agency. Factors that were perceived to have contributed to or detracted from the student teachers' capacity to operate with professional agency were identified. Arising from these factors, this paper argues for in‐depth student teacher preparation for the practicum in order to develop professional agency. 相似文献
6.
A multifaceted approach to teacher induction 总被引：1，自引：0，他引：1
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. 相似文献
7.
Patrick Mafora 《The Australian Educational Researcher》2013,40(2):227-240
Retaining quality teachers is a global challenge for schools, particularly those in rural districts. A nation-wide study conducted by the Human Sciences Research Council (HSRC) found that 55 % of teachers in South Africa would leave teaching if they could. Resignation was found to be one of the three largest causes of attrition (Hall et al. Potential attrition in education: the impact of job satisfaction, morale, workload and HIV/AIDS. Report presented to the ELRC by the Human Sciences Research Council and the Medical Research Council of South Africa, Cape Town: HSRC Press, 2005). This paper reports findings of a qualitative multi-case study of 15 schools in Moretele, part of a rural district—Bojanala—in the North-West province of South Africa. The aim of the study was to determine factors that influence teacher retention and the teacher retention strategies used by principals. The study also ascertained principals’ perceptions of their effectiveness in managing teacher retention. Data were collected through individual and focus group interviews of purposefully selected school principals. Findings suggest that rural schools have unique challenges that tend to militate against teacher retention. Reported barriers to teacher retention relate to the policy and procedures framework, working conditions in schools, socio-economic push–pull factors, teachers’ personal circumstances, and the role ambiguity of principals. The key recommendation made is that the staffing function as an aspect of Human Resource Management should be decentralized. School Governing Bodies must be empowered to make teacher-retention decisions and facilitate related activities of school principals. 相似文献
8.
Thomas Kersten 《The Educational forum》2013,77(4):355-368
A growing body of research has confirmed the link between excellent teachers and increased student achievement and school success. Consequently, selecting outstanding teachers is critical. This study examines Illinois principals' teacher hiring practices as well as their perceptions of what teachers do to enhance or hinder their selection. Included also is advice from principals on how candidates can best prepare and present themselves during the job search process. 相似文献
9.
Patricia A. Brieschke 《The Urban Review》1986,18(4):237-251
As managers of teachers, principals must cope with a variety of educational mistakes in their schools. These cumulative mistakes lead to a state of borderline competency in the teacher. From interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, five states of coping with teachers' educational mistakes emerged: (1) deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; (2) detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; (3) determination-deciding that the range of the teacher's deviations exceeds the boundaries of normative behavior and there is cause for dismissal; (4) evaluation-assigning an unsatisfactory efficiency rating with extensive documentation and recordkeeping for teachers who have been identified as borderline competent; and (5) formal dismissal-taking action to remove a teacher from the school. 相似文献
10.
The appraisal of teachers' performance and its impact on the mutuality of principal-teacher emotions
Eliezer Yariv 《School Leadership & Management》2013,33(5):445-461
The current study examines the mutual discrete emotions among superiors and their above- and below-average workers within a hierarchical organisation (school). Using a survey method within a random sample of 40 elementary schools in Northern Israel, each principal and four of his or her teachers (two who had been appraised as excellent and two who had been appraised as poor-performing) completed two questionnaires which addressed the teachers‘ perceived performance and emotions toward the principal/teacher. As expected, the above-average teachers were found to be more favourably professionally evaluated by their superiors than the poor-performing ones. The principals expressed very positive emotions toward them. These highly regarded workers shared mutually positive feelings and similar teacher performance appraisals with their principals. In contrast with the principals’ evaluations, the below-average teachers perceived their own performance as very good. Unlike the teachers' mainly positive feelings, the principals experienced mixed emotions. The lower intensity of emotional ‘tone’ reflects the principals’ hesitation about taking any action which might lead to a deterioration in relationships with these teachers. The discussion proposes the theoretical framework of a vicious circle, in which the principal's undelivered direct feedback does not reach the teacher, who mistakenly believes that if nothing is said everything is all right, and therefore maintains his or her high self-esteem and poor performance. 相似文献
11.
This paper examines how parent advocacy and teacher allyship played an important role in supporting six-year-old Violet Addley’s (a pseudonym) gender transition in elementary school. We first met the Addley family in the spring of 2015 when we interviewed them for a research study on the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) families in Ontario schools. The goals of the study are to interview LGBTQ families about issues that come up at school, document how families have worked with schools to create safer and more respectful classrooms for their children, and share the families’ interviews with teachers and principals so they can begin to think about the ways they can best work with LGBTQ parents and their children. Our paper also discusses what a group of teachers learned about parent advocacy and teacher allyship from their engagement with the Addley family interviews. 相似文献
12.
Joo-Ho Park 《Asia Pacific Journal of Education》2013,33(1):34-52
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. 相似文献
13.
Michael Shevlin Eileen Winter Paula Flynn 《International Journal of Inclusive Education》2013,17(10):1119-1133
There has been a significant policy shift from parallel systems of special and mainstream education in the Republic of Ireland towards provision underpinned by enabling legislation with a presumption for inclusion. The role of teachers in establishing inclusive learning environments is critical and it is generally accepted that inclusive practice relies to a large extent on teacher knowledge, skills, understanding, capacity and attitudes. This exploratory study aimed to gather information on teachers' attitudes about inclusion, and perceived constraints in creating inclusive learning environments. A range of schools from urban, semi-urban, provincial and rural backgrounds were included and data were collected using semi-structured interviews (n?=?24) including all principals, class teachers and support staff in the participating schools. Teachers recognised the challenge of responding appropriately to diversity within schools and are generally supportive of the principle of inclusion. However, there are clear concerns around their individual capacity and the capacity of their schools to develop inclusive learning environments. A positive school ethos was a significant factor in ensuring inclusive practice. International research indicates that the complex mix of positive teacher beliefs combined with fears and perceived inadequacies is quite common in the evolution of practice towards inclusive learning environments. 相似文献
14.
On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the relationships between curriculum reform, school leadership and teacher development. 相似文献
15.
This phenomenological study aimed to explore how early career teachers were supported in their transition from teacher education to professional practice. It involved interviewing seven recent graduates from a post-degree teacher education program on their perceptions of both the program and their local school district in supporting them as early career teachers. Results involve numerous recommendations for supporting these teachers during their induction into the profession leading to the articulation of a continuum of lifelong professional learning that includes teacher education, induction and mentorship, and professional development. Key responsibilities for school districts, principals, and teacher education faculty are included. 相似文献
16.
17.
Pamela D. Tucker 《Journal of Personnel Evaluation in Education》1997,11(2):103-126
The major purpose of this study was to assess the presence of evaluation system components that assist principals in responding to incompetent teachers. According to Virginia principals, 5 per cent of the teachers in their schools were incompetent; however, only 2.65 per cent were documented formally as being incompetent. The typical principal with a staff of 100 teachers identifies 1.53 incompetent tenured teachers per year and remediates 0.68 teacher, encourages 0.37 teacher to resign or retire, reassigns 0.29 teacher, and recommends dismissal for 0.10 teacher. The four evaluation system components of remedial procedures, evaluation criteria, evaluator training, and organizational commitment were found to predict 69 per cent of the variance in the principals' effectiveness rating of their evaluation systems, but none of the evaluation system components were found to predict administrative responsiveness to incompetence. Such findings suggest that principals and school systems are avoiding a serious problem that undermines the education of millions of children, staff morale, and the publics perception of education. 相似文献
18.
We examine the relationships between observational ratings of teacher performance, principals’ evaluations of teachers’ cognitive and non-cognitive skills and test-score based measures of teachers’ productivity. We find that principals can distinguish between high and low performing teachers, but the overall correlation between principal ratings of teachers and teachers’ value-added contribution to student achievement is modest. The variation across metrics occurs in part because they are capturing different traits. While past teacher value-added predicts future value-added, principals’ subjective ratings can provide additional information, particularly when prior value-added measures are based on a single year of teacher performance. 相似文献
19.
During the last two decades there has been a growing awareness of the potentially strong role teacher collaboration can play in relation to teacher and team learning. Teachers collaborate with their colleagues in different formal and informal settings. Because most studies have focused on teacher learning in one collaborative setting or are related to a specific innovation, little is known about how teachers learn within the different collaborative settings that emerge out of their teaching work. The aim of this exploratory study was to gain deeper insight into collaborative teacher learning during regular work at primary schools. Collaborative teacher learning was investigated within multiple settings, taking into account both the undertaken learning activities by teachers and the learning outcomes. Teacher and principal perceptions were collected through semi-structured interviews that were conducted with two teachers and one principal per school, including seven primary schools. Results show that teacher learning occurred within different collaborative settings in schools, however, with different degrees of intensity and outcomes across these various settings. Thus, depending on the collaborative setting, more or less different learning activities and learning outcomes were reported by teachers and principals. The results suggest that high quality team meetings can be a powerful context for teacher learning. 相似文献
20.
The place of the practicum in pre‐service teacher education: the voice of the students 总被引：1，自引：1，他引：1
Kari Smith 《Asia-Pacific Journal of Teacher Education》2005,33(3):289-302
The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum. Four hundred and eighty student teachers from the largest teacher education institution in Israel responded to a questionnaire with 68 closed items asking for their evaluation of various components of the teacher education program in relation to preparing them for teaching, and about sources for support during the practicum. The main findings show that the practicum is evaluated highly by a large majority of students; however, students find importance in the more theoretical aspects of their education as well. Institutional‐based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and school‐based mentors. School principals were perceived not to be supportive of student teachers during the practicum. The findings align with previous research in terms of importance of the practical aspects in preparation for teaching, however not as a replacement for theoretical courses. Moreover, findings suggest that school principals do not include school‐based teacher education as part of their professional responsibility. 相似文献