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A Study Of The Relationship Between Teacher Motivational Need And Teacher Perception Of The Ideal Leadership Style
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Book Synopsis A Study of the Relationship Between Teacher Motivational Need and Teacher Perception of the Ideal Leadership Style by : C. Lance Hutton
Download or read book A Study of the Relationship Between Teacher Motivational Need and Teacher Perception of the Ideal Leadership Style written by C. Lance Hutton and published by . This book was released on 1979 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Effectiveness by : Marjorie Powell
Download or read book Teacher Effectiveness written by Marjorie Powell and published by Routledge. This book was released on 2018-06-13 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Book Synopsis Teacher Motivation by : Paul W. Richardson
Download or read book Teacher Motivation written by Paul W. Richardson and published by Routledge. This book was released on 2014-05-30 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Book Synopsis Global Perspectives on Teacher Motivation by : Helen M. G. Watt
Download or read book Global Perspectives on Teacher Motivation written by Helen M. G. Watt and published by Cambridge University Press. This book was released on 2017-09-08 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.
Book Synopsis The Influences of Teacher Leadership Style of Students' Affective Motivation by : Shirley M. A. Kelly
Download or read book The Influences of Teacher Leadership Style of Students' Affective Motivation written by Shirley M. A. Kelly and published by . This book was released on 2000 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership Styles and School Performance by : Erasto Kano
Download or read book Leadership Styles and School Performance written by Erasto Kano and published by GRIN Verlag. This book was released on 2012-03 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, University of Dodoma (College of Education), course: Educational Management and School Administration, language: English, abstract: Abstract This paper endeavors to explain head teachers' leadership styles and students' academic achievement by looking into the role of the head teachers in promoting academic performance. The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories .Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations.
Book Synopsis A Study of the Relationship Between Transformational Leadership and Teacher Motivation in New York City Elementary Schools by : Barbara Bankowski
Download or read book A Study of the Relationship Between Transformational Leadership and Teacher Motivation in New York City Elementary Schools written by Barbara Bankowski and published by . This book was released on 2002 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teachers' Perceptions of the Effects of Their Status on Their Motivation to Teach by : Maria E. Caviani
Download or read book Teachers' Perceptions of the Effects of Their Status on Their Motivation to Teach written by Maria E. Caviani and published by . This book was released on 1992 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Leadership Capacity for Lasting School Improvement by : Linda Lambert
Download or read book Leadership Capacity for Lasting School Improvement written by Linda Lambert and published by ASCD. This book was released on 2003-07-15 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Following the publication of Building Leadership Capacity in Schools in 1998, Linda Lambert visited educators around the world to see how they had applied the ideas presented in her book to their schools and districts. Though everyone she spoke with agreed on the importance of high leadership capacity, they also had many questions about how best to achieve this goal. Leadership Capacity for Lasting School Improvement is the author's attempt to answer those questions. The book begins by outlining the five major prerequisites for high leadership capacity: * Skillful participation in the work of leadership *Inquiry-based use of data to inform decisions and practice *Broad involvement and collective responsibility for student learning *Reflective practice that leads to innovation *High or steadily improving student achievement In addition to providing a comprehensive overview of steps schools should take to meet these criteria, Lambert quotes at length from her discussions with educators to provide a view of leadership enhancement techniques in practice. She also includes helpful rubrics and surveys that teachers and administrators alike can use to personally assess their leadership skills. Combining the author's own insights with real-life examples and practical exercises, Leadership Capacity for Lasting School Improvement is an indispensable guide to enhancing and sustaining a culture of leadership in any school.
Book Synopsis Leadership Efficacy by : Rachel Boren-Hazel
Download or read book Leadership Efficacy written by Rachel Boren-Hazel and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership self-efficacy is an important quality for school principals. In his work, Hattie has stated, “How we think about the impact of what we do is more important than focusing on what we do (Hattie, 2020).” Leadership efficacy, theories of action, and how leaders ensure their actions are aligned with their goals is more important than ever as educators face challenges with teacher shortages and leading in a tumultuous time. Teacher recruitment and retention is a worldwide problem. Teachers are leaving the field. While teachers do not have to validate the beliefs of their leaders, they must carry out the actions at the direction of the leader. This study explored the relationship between leadership self-efficacy, teacher perception and teacher retention.
Book Synopsis Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools by : Brittany D. Carpenter
Download or read book Examining Teachers' Perceptions of Psychological Gender and Leadership Behavior of Principals in Public Elementary Schools written by Brittany D. Carpenter and published by . This book was released on 2011 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that various leadership styles have different impacts on leader outcomes such as satisfaction, extra effort, and effectiveness. Specifically, researchers have found that transformational leadership positively impacts follower perceptions of satisfaction, extra effort, and leader effectiveness (Avolio, Bass, & lung, 1995; Philbin, 1997; Yammarino, Spangler, & Bass, 1993). However, research has shown that not all leaders display transformational leadership. In fact, Eagly, Karau, & lohnson (1992) and their colleagues have shown transformational leadership in education to be linked to the extent to which male and female principals carry out their gender roles - referring to role congruity. Currently, not much is known empirically about the relationship between the role of the elementary school principal leadership and gender roles and its combined effects on teachers' perceived satisfaction, perceived effectiveness of their principals, and their assessment of extra effort put forth towards their job. The purpose of this study was to examine the relationship between leadership style (transformational, transactional, and laissez-faire) and psychological gender role group (masculine, feminine, undifferentiated, androgynous) of elementary school principals. Exploration of this topic filled a void in empirical investigations of the psychological gender perspective of school leadership. Multivariate Analysis of Variance techniques were used to examine the relationships between and among principal psychological gender role, biological gender, principal effectiveness, teacher satisfaction, and teacher extra effort. Additionally, canonical correlation was used to examine the relationship between leadership factor variable set and psychological gender role variable set. Results detected one relationship exists between psychological gender role and leadership behavior variable sets. Specifically, findings suggest femininity, masculinity, idealized influence attribute, idealized influence behavior, inspiration-motivation, intellection stimulation, individual consideration, contingent reward, and laissez-faire provide the best linear combinations of Pearson correlations between the leadership behavior and psychological gender role variable sets. In addition, results indicated statistically significant differences in perceived principal effectiveness, teacher perceived satisfaction, and teacher extra effort based on teacher perceived level of principal psychological gender. Teachers who perceived their principals as androgynous and feminine reported higher levels of extra effort, satisfaction, and principal effectiveness. Leadership behavior did not appear to have a significant influence on extra effort, satisfaction, and principal effectiveness. Additionally, the interaction effect between perceived principal psychological gender role group and principal biological gender was not statistically significant.
Book Synopsis An Investigation Into Relationships Between Student Teaching and Pupil Motivation, as Perceived by Supervising Teachers, Student Teachers, Adminstrators, and Pupils by : Lawrence Earle Veenstra
Download or read book An Investigation Into Relationships Between Student Teaching and Pupil Motivation, as Perceived by Supervising Teachers, Student Teachers, Adminstrators, and Pupils written by Lawrence Earle Veenstra and published by . This book was released on 1972 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Motivating Students to Learn by : Jere E. Brophy
Download or read book Motivating Students to Learn written by Jere E. Brophy and published by Routledge. This book was released on 2010-05-26 with total page 638 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools and classrooms. The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing "repair work" with students who have become discouraged or disaffected learners.
Book Synopsis The Relationship Between Secondary School Teacher Perception of Student Motivation and the Effects of Teacher Professional Development on Student Motivation by : Jon S. Turner
Download or read book The Relationship Between Secondary School Teacher Perception of Student Motivation and the Effects of Teacher Professional Development on Student Motivation written by Jon S. Turner and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the relationship between high school teachers' perceptions of student motivation and the teachers' perceptions of their own professional development and preparation, efficacy in motivating students, and their actions to motivate students within their classrooms. Constructs of the research pertaining to the study included student motivation, teacher efficacy, and teacher professional development and preparation. In this study, the researcher administered the Teacher Perception of Motivation Scale (TPMS), developed by the researcher, to 200 high school teachers in a Midwestern state. The TPMS investigate four specific subscales of teacher's perceptions of student motivation, these subscales included: teacher perception of a student's role and other influences in student motivation, teacher perceptions of their own actions in their classrooms that motivate students, teacher perceptions of their professional development and preparation toward motivating students, and teacher perceptions of their own efficacy in motivating students. In addition, additional questions were investigated that measured high school teacher's perception of the magnitude of the challenge of student motivation in their classrooms and their desire and need for additional professional development relating to student motivation. A quantitative research design was used. The findings of the study suggest that there is a correlation between teacher's perceptions of student motivation and their perceptions of their actions within their classrooms and their professional development and preparation. In addition, the findings uncover a high level of concern among high school teachers who identify student motivation as a serious challenge that they face in their classes daily. This study also indicated that high school teachers have a strong desire for additional professional development that will help them deal with the challenge of student motivation. This study also identified several differences in correlation as investigated by gender of high school teachers and by subject areas taught by high school teachers.
Book Synopsis Transformative Classroom Management by : John Shindler
Download or read book Transformative Classroom Management written by John Shindler and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 391 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformative Classroom Management The natural condition of any classroom is harmonious, satisfying, and productive, so why do so many teachers struggle with problems of apathy, hostility, anxiety, inefficiency, and resistance? In this groundbreaking book, education expert John Shindler presents a powerful model, Transformative Classroom Management (TCM), that can be implemented by any teacher to restore the natural positive feelings in his or her classroom—the love of learning, collaboration, inspiration, and giving—and create a productive learning environment in which all students can achieve. Unlike other classroom management systems that view problems as something to be “handled,” TCM offers suggestions for creating optimal conditions for learning, performance, motivation, and growth. This practical book shows teachers how to abandon ineffective short-term gimmicks, bribes, and punishments and adopt the proven management practices and new habits of mind that will transform their classrooms. Praise for Transformative Classroom Management “Transformative Classroom Management is a practical resource that explains the how and why of classroom management for novice and veteran teachers. Dr. Shindler recognizes the importance of preserving the teacher’s sanity while ensuring the student’s development of a personal sense of responsibility and a positive self-esteem.” —Eileen Matus, principal, South Toms River Elementary School, New Jersey “I have read many other management books by other authors, but Transformative Classroom Management has been the best so far at demystifying the invisible forces in the classroom.” —WILL McELROY, 4th grade teacher, Los Angeles United School District “This book was an invaluable tool for me during my student teaching. It served as a reference book that I found myself continually drawn to while struggling to find ways to effectively manage 29 first graders. The ideas, concepts and suggestions in the book were so innovative and helpful that even my Master Teacher found herself implementing some of the ideas! A must have for all student teachers!” —Carol Gillon, student teacher, Seattle University “Insightful and thoroughly researched, Transformative Classroom Management is an invaluable tool to help teachers, newbies and veterans alike, develop fully functional and engaged learning communities.” —LISA GAMACHE RODRIGUEZ, teacher, Los Angeles Unified School District
Book Synopsis The Relationship Between Servant Leadership Characteristics on Teachers' Sense of Efficacy by : Michelle Dawn Whitman
Download or read book The Relationship Between Servant Leadership Characteristics on Teachers' Sense of Efficacy written by Michelle Dawn Whitman and published by . This book was released on 2014 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: It was not known to what extent relationships existed between servant leadership characteristics in a suburban Eastern Nebraska school district and teachers' sense of efficacy. The researcher formulated two research questions focused on relationships that may have existed between servant leadership characteristics, teachers' personal teaching efficacy, and teaching efficacy. The researcher, in this quantitative correlational study, collected data through two online surveys using the Servant Leadership Assessment Instrument and the Teacher Efficacy Scale. The sample consisted of faculty and staff employed in a district located in Eastern Nebraska with a total sample size of 210. The researcher focused on the foundational research of Bandura's social cognitive theory, Vygotsky's zone of proximal development, and Greenleaf's servant leadership theory. Bivariate, correlational analyses were conducted by the researcher to determine if relationships existed among the variables. The researcher found a statistically significant inverse relationship between teachers' perception of their leaders' altruism and teachers' perceptions of teaching efficacy in general (r = -.700, p = .036). These findings were not consistent with the literature. One implication is that this study should be replicated to ascertain whether these findings are an anomaly. Another implication is to conduct a qualitative or mixed methods study to gain insight on how the two variables of servant leadership and teachers' level of efficacy may be related. A third implication is to conduct the study in various geographical areas and in K-12 schools. A fourth implication is to conduct a study with a larger sample size and use individual scores as the unit of analysis; this would yield more data and enable regressions and analysis of variance.
Book Synopsis Motivation Theory and Practice for Preservice Teachers by : M. Kay Alderman
Download or read book Motivation Theory and Practice for Preservice Teachers written by M. Kay Alderman and published by . This book was released on 1985 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors in this volume propose expanding the topic of motivation in the preservice teacher education program by including contemporary research. Margaret W. Cohen reviews a body of research and theory concerned with the effects of extrinsic reinforcers on intrinsic motivation. She notes that contemporary research in the area of intrinsic motivation has consistently demonstrated that extrinsic reinforcers may undermine rather than facilitate performance on and interest in activities that are intrinsically motivating. Carole Ames addresses the implications of attribution theory for the teacher preparation curriculum. She believes it is important for teacher educators to help preservice teachers understand the positive and negative effects of types of classroom structure and evaluation on attribution. Dale H. Schunk suggests that social comparison is an inherent factor in every classroom and can have positive or negative motivation effects. M. Kay Alderman suggests that the preservice component in motivation should provide the preservice teacher with a repertoire of motivation-linked strategies, such as goal-setting, in order to facilitate learning and to educate students with high-achievement patterns of thought and action. Drawing from research on teacher effectiveness and decision making, Mary Rohrkemper argues that if preservice teachers are to be adequately prepared, they need concrete skills that will enable them to observe motivation, diagnose the need for motivational strategies, and assess the effectiveness of strategy implementation. Bibliographies accompany each of the articles. (JD)
