Applicant pools for principal vacancies are shrinking nationwide. This shortage of job applicants requires school districts to evaluate their internal pools of principal certified personnel. In this study, 194 certified individuals from a large school district responded to a survey measuring attraction to the job of principal, current job satisfaction versus expected satisfaction in the job of principal, barriers to pursuing the job, and recommended changes in the job. Few participants intended to apply for principal vacancies due to age (median=51), lack of self-reported capability to do the job, and satisfaction with the current job. Participants perceived their job satisfaction would decrease on assuming the job of principal relative to factors such as time with family and job security, and increase relative to factors such as salary and opportunity to experience varied activities. Implications for principal recruitment and recommendations for restructuring the job are discussed. 相似文献
AbstractKey to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence. 相似文献
Objective: To analyze the association between attitudes of filial responsibility and adult child caregivers’ behaviors in the Southern Region of Brazil.
Methods: Cross-sectional study with 100 child caregivers of older adults. The data were collected through an interview using the protocol of filial responsibility adapted and validated to Brazilian Portuguese. Filial Expectation and Filial Piety scales evaluated the attitudes of filial responsibility. Caring behaviors assessed were: instrumental support, emotional, financial support, and companionship. The variables that presented p< .20 value in the bivariate analysis were inserted into a multivariate Poisson regression model.
Results: Financial and emotional support behaviors were significantly associated with filial piety (p = .050 and p = .001, respectively) and filial expectation (p = .013 and p = .023, respectively). Providing companionship was associated with filial piety (p = .015).
Conclusion: Attitudes of filial responsibility are associated with some but not all caregiving behaviors. Brazilians caring for older parents show more similarities to Chinese than to Canadian caregivers. Furthermore, filial responsibility and caregiving behaviors are strongly affected by Brazilian social and cultural norms. Reasons are discussed. 相似文献
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative,
sustained, whole-school professional development and their implementation of standards-based instructional practices are the
focus of this study. Participants were involved in their second year of the professional development experience. The research
question that was explored was “How are science teachers implementing standards-based instruction while participating in effective
professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an
observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based
instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs
and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications
for future science education reform stakeholders and professional development efforts are revealed. 相似文献