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The Relationship Between Teacher Morale And Satisfaction Environment Robustness And Sense Of Efficacy In An Urban School District
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Book Synopsis The Relationship Between Teacher Morale and Satisfaction, Environment Robustness and Sense of Efficacy in an Urban School District by : Eva R. Tucker
Download or read book The Relationship Between Teacher Morale and Satisfaction, Environment Robustness and Sense of Efficacy in an Urban School District written by Eva R. Tucker and published by . This book was released on 2003 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis A Study of the Relationship Between Teacher Morale and Student Attitudes Toward Their School Environment by : Jack D. Minzey
Download or read book A Study of the Relationship Between Teacher Morale and Student Attitudes Toward Their School Environment written by Jack D. Minzey and published by . This book was released on 1967 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of Professional Learning Community Practices on Morale of Urban High School Teachers by : Angel Almanzar
Download or read book Impact of Professional Learning Community Practices on Morale of Urban High School Teachers written by Angel Almanzar and published by . This book was released on 2014 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This applied dissertation was designed to determine the impact a planned intervention, or participants' engagement in lesson study practices, had on teacher morale and professional learning communities within a public high school located in the Southeastern part of the United States. A review of a yearly teacher survey conducted by the district's school board to determine teacher, parent, and student perceptions about their school demonstrated that teachers at the research site felt that morale was low. A literature review indicated that, in effective schools, teachers have a sense of belonging by having ownership of their institutional goals. The researcher invited 93 teachers to complete the Staff Morale Questionnaire (Smith, 1971), and the Hipp and Huffman (2010) Professional Learning Communities Assessment-Revised to identify their work-site morale and Professional Learning Communities perceptions. Forty-two teachers volunteered to complete both instruments. Over the course of 4 months, teachers met once every 2 weeks for 30 minutes to develop lessons, teach lessons, observe each other, offer each other feedback, reteach the lessons, and identify the best practices as described by Stepanek, Appel, Leong, Mangan, & Mitchell (2007). At the end of the intervention, the researcher readministered the Staff Morale Questionnaire (Smith, 1971), and the Hipp and Huffman (2010) Professional Learning Communities Assessment-Revised to all participating teachers. The completed instruments were then collected and the data analyzed to determine the impact of the intervention designed to improve the morale and professional community practices of these urban high school teachers. This results of this study show that when teachers are given the opportunity and time to work together to develop their professional learning activities and share best practices, their morale increases. The "t" test results for the six subscales of the Teachers' Professional Learning Community Assessment showed that participants scored significantly higher at post than at pretest on shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, supportive conditions--relationships, and supportive conditions--structure. Similarly, the t test results for the three subscales of the Teachers' Morale Questionnaire subscales mean showed that participants scored significantly higher at posttest than at pretest on leadership synergy, cohesive pride, and personal challenge. These results indicated that the intervention increased participants' professional learning practices and teachers' morale. The following are appended: (1) Staff Morale Questionnaire; (2) Hipp and Huffman's (2010) PLCA-Revised; (3) Permission to Use Hipp and Huffman's (2010) PLCA-Revised; (4) Consent Letter to Participants; (5) Letter to Teachers to Complete the Instruments; (6) Guided Goal Setting for Groups Presentation; (7) Lesson Study Guiding Questions; (8) Lesson Study Action Plan: Team Responsibilities; (9) Lesson Study Action Plan: Schedule; (10) Reading Leading Lesson Study: A Practical Guide for Teachers and Facilitator; (11) Log of Faculty Job Satisfaction Activities; (12) Group Goal Setting Worksheet; (13) Lesson Study Action Plan; (14) Lesson Study Lesson Plan Format; (15) Team Member Log-Post-Debriefing; (16) Student Learning Outcome; (17) Process for Revising the Lesson Teams Guiding Question; and (18) Lesson Study Report Guidelines.
Book Synopsis Teacher Morale, Job Satisfaction and Motivation by : Linda Evans
Download or read book Teacher Morale, Job Satisfaction and Motivation written by Linda Evans and published by SAGE Publications Limited. This book was released on 1998 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Focus[es] on the ... perspective of the 'managed'. ... Throughout the book teachers' own comments illustrate the inticacies of morale, job satisfaction and motivation and enhance our understanding of how, through appropriate school management and leadership, headteachers may get the best out of their staff" --back cover.
Book Synopsis The Relationship Between Teacher Morale and Teacher Retention in an Urban Environment by : Robert A. Muller
Download or read book The Relationship Between Teacher Morale and Teacher Retention in an Urban Environment written by Robert A. Muller and published by . This book was released on 2008 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Teacher Perception of Change and Teacher Morale by : Bernice E. Berns
Download or read book The Relationship Between Teacher Perception of Change and Teacher Morale written by Bernice E. Berns and published by . This book was released on 1986 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of Teacher Attitude and Urbanicity Through the Implementation of Positive Behavior Support Programming by : Theodore Caleris
Download or read book Impact of Teacher Attitude and Urbanicity Through the Implementation of Positive Behavior Support Programming written by Theodore Caleris and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: One of the major questions that both urban and non-urban public school districts are faced with is the relationship between the predictors of school climate, student behavior, staff perceptions and the influence these variables have on school climate. School districts are under public scrutiny to produce positive achievement results for all students. Much research suggests that schools that are considered urban are generally considered unsafe, unproductive and unable to produce students that are competitive in a 21st century global economy. In the major urban centers, student populations are decreasing, flooding the first-ring school districts. First-ring school districts are the individual school districts that immediately border major urban school centers. What are left in the major urban districts are families that are unable to improve their situation and move out of the school districts that are generally considered a failure. One area that has been generally targeted as a method to improve student achievement is the area of school climate. Various programs in the public school setting have been instituted to positively influence school climate. Inside the school setting, there are diverse variables that can affect the efficient running of a school building: school climate, student population, discipline occurrences in a school, specific positive behavior support programs (PBS), at risk behavior intervention programs for students, academic intervention programs, staff morale and standardized testing results for a specific school district. These predictors, along with individual human development and behavior, influence school climate. It is essential to understand how these characteristics can impact school climate in an urban and non-urban setting; what policies or procedures can positively impact climate at the building level; and how can these factors can influence staff perceptions towards student achievement. Educators have yet to determine the exact interplay of the factors that predict school climate and their influence upon student achievement. Among other variables, the topic of school climate has had profound implications upon staff retention, school discipline and student academic achievement. The purpose of this study is to assess the impact of positive behavior supports on school climate, specifically in relation to teacher perceptions and feelings towards positive behavior support programming; to identify the awareness of specific positive behavior supports used within a school setting; to determine the impact of these supports on school climate by measuring teacher attitude and perception about student achievement; and ultimately, to determine is there a statistical significance in staff perception of school climate elative to the school setting of an urban and non-urban school. Two-hundred and six educators were surveyed from four school district in Northeast and Northwest Ohio. Results demonstrated that working in a urban setting or non-urban setting was statistically significant in terms of the impact on teacher attitude, collegiality, achievement perceptions and awareness with regards to the tested factors that influence school climate. It was found that there were statistically significant differences between teachers working in either an urban or a non-urban setting in relation to teacher attitude, collegiality, achievement perceptions and awareness, as related to school climate. However, the effect sizes were low demonstrating that the differences were not large enough to be of a practical concern.
Book Synopsis Examining the Relationship Between Teachers' Perceptions of System Leadership, Teacher Morale and Teacher Attendance in the Capital Region of New York State by : Hillary E. Brewer
Download or read book Examining the Relationship Between Teachers' Perceptions of System Leadership, Teacher Morale and Teacher Attendance in the Capital Region of New York State written by Hillary E. Brewer and published by . This book was released on 2016 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the 2012-2013 school year, public school districts in New York State simultaneously implemented two critical policies that had a significant influence on teacher practice in the classroom; the Common Core State Standards (CCSS) and the Annual Professional Performance Review of teachers (APPR). After three years of implementation the researcher felt it was both timely and important to examine what if any impact these recent policy changes have had on teachers with regard to their perceptions' of system level leadership, morale, and motivation to attend work. This quantitative study examined the relationship between teachers' perceptions of system level leadership, teacher morale and teacher attendance rates in the Capital Region area of New York State. The researcher designed a survey instrument to collect teachers' self-reported absence information; teachers' perceived feelings of morale and teachers' perceptions of the effectiveness of the system leader. In total, 960 respondents were included in the sample; a 16.05% response rate. The results of this study indicate teachers' perceptions of effective system leadership have a statistically significant relationship with teacher attendance, however there is not a practical significance that should be examined by education policy makers and individual school districts. The results of this research highlight the frequency of days some teachers in the population were absent from school for reasons other than school business. The New York State Education Department and individual school districts should examine this information carefully and work to implement policies and procedures that keep teachers in the classroom. The results of this study also indicate there is a statistically significant, but not practically significant relationship between iv teachers' perceived sense of morale and the number of days a teacher is absent from work for reasons other than school business. Finally, the data collected indicates teachers' perceptions of effective system leadership have a statistically significant and practically significant relationship with teachers' perceived sense of morale. The results of this research suggest that system leaders would benefit from examining their own practices and the practices within the school district in order to improve or keep teacher morale high.
Book Synopsis The Relationship Between the Physical Environment of Schools and Teacher Morale, Sense of Belonging, and Work Ethic by : Ben D. Wiley
Download or read book The Relationship Between the Physical Environment of Schools and Teacher Morale, Sense of Belonging, and Work Ethic written by Ben D. Wiley and published by . This book was released on 2017 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Teacher Morale and School Culture on Student Achievement by : Meredith Renee Bost
Download or read book The Impact of Teacher Morale and School Culture on Student Achievement written by Meredith Renee Bost and published by . This book was released on 2019 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of teacher morale and school culture on student achievement. The setting for this research was a high school in a small, semi- urban school district in the Piedmont of North Carolina. For the purpose of this study, teacher morale and school culture were based on the opinion of English II and biology teachers at the study site. The study’s methodology included surveying English II and biology teachers on teacher morale and school culture. To measure teacher morale, the Purdue Teacher Opinionnaire was given to each participant. To measure the school’s culture, the School Culture Survey was given to each participant. A focus group was held to examine the results of teacher morale and school culture and to further exam the survey results. To measure student achievement, End-of-Course (EOC) exams scores for English II and biology were examined. Results from each participant’s two surveys on morale and school culture were analyzed with their students’ achievement data on the EOC exams. Data results on teacher morale reflected low teacher morale for each participant except one. Data results on school culture revealed positive school culture for all participants except one. Student achievement data for both English II and biology reflected scores above mastery for all participants except one. Correlations ran on teacher morale and student achievement as well as on school culture and student achievement revealed a positive correlation for both; however, neither correlation proved to be statistically significant.
Book Synopsis A Study of Teacher Morale as it Relates to Teacher Perceptions of Parent Attitudes by : John Frederick Bahnsen
Download or read book A Study of Teacher Morale as it Relates to Teacher Perceptions of Parent Attitudes written by John Frederick Bahnsen and published by . This book was released on 1970 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Relationship Between School Climate and Teacher Morale by : Louis Peter Perullo
Download or read book A Study of the Relationship Between School Climate and Teacher Morale written by Louis Peter Perullo and published by . This book was released on 1973 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Title I Designation on Teacher Morale in Middle Schools by : Jennifer Lyons
Download or read book The Impact of Title I Designation on Teacher Morale in Middle Schools written by Jennifer Lyons and published by . This book was released on 2017 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative causal-comparative study was to determine the impact on Title I designation on teacher morale of middle school, grades 6 through 8, English and math teachers in school districts in Virginia. The study focused on two research questions using the Purdue Teacher Opinionaire. A Mann-Whitney U test was conducted to determine if there is a difference in the morale of middle school English and math teachers in Title I versus non-Title I designated schools, and a Kruskal-Wallis test was conducted to determine if there is a difference in the morale of middle school English and math teachers in rural, suburban, and urban Title I designated schools. Participants took the Purdue Teacher Opinionaire in February. The participants were chosen based on the type of middle school, Title I and non-Title I schools, geographical locations of the schools, content taught, math and English, and the grade level taught (grades 6 through 8). The Mann-Whitney U and Kruskal-Wallis tests were conducted to determine if a statistically significant difference exists between teacher morale in Title I and non-Title I middle school math and English teachers and to determine if a geographical location, rural, urban, and suburban, has lower teacher morale among Title I middle school math and English teachers.
Book Synopsis Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction by : Laura Elizabeth Venello
Download or read book Evaluating School Climate, Teacher Self-Efficacy of Implementation Practices, and Student Outcomes Within a Multi-Tiered Framework of Instruction written by Laura Elizabeth Venello and published by . This book was released on 2017 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the U.S. Congress continues to increase its demand for accountability and student outcomes, school districts are finding unique ways to meet these challenges in education reform. The Every Student Succeeds Act (ESSA) stresses closing the achievement gap for students who are disadvantaged and have high needs. The act calls for the use of evidence-based intervention models to positively affect student outcomes. Some schools have responded to this challenge by implementing multi-tiered learning strategies that contain the core components as described in the Individuals With Disabilities Education Act (IDEA). Some schools are successful with the use of these multi-tiered learning models, while others are not. Perhaps the difference in success is a result of the influence of other variables found within the learning environment. Research indicates school climate and teacher self-efficacy of implementation practices are major factors in student outcomes and are often the target of school reform. It is easier to evaluate concrete variables that affect the learning environment, and it is more difficult to evaluate and alter those that are abstract and more subjective. However, if schools are able to alter their school climate and change teacher self-efficacy, theoretically, student outcomes would change. This case-study involved an evaluation of school climate as mediating the relationship between teacher self-efficacy and student outcomes in two elementary schools located in an urban New Jersey public school district. Each program was located within the same district and accessed the same multi-tiered learning framework of instruction and RTI consultant, but different student outcomes resulted.
Book Synopsis An Examination of the Relationship Between Teachers' Sense of Efficacy and School Culture by : Ryan Patrick McLeod
Download or read book An Examination of the Relationship Between Teachers' Sense of Efficacy and School Culture written by Ryan Patrick McLeod and published by . This book was released on 2012 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although a relationship between the constructs of teacher efficacy and school culture has been suggested in the literature (e.g., Beard, Hoy, & Hoy, 2010; Deemer, 2004; Tschannen-Moran & Woolfolk Hoy, 2001), no studies have actually examined the relationship directly. The purpose of this quantitative study was to examine the relationship among the components of school culture and the factors of teachers' sense of efficacy. The perceptions of Michigan middle school teachers (n = 387) were obtained using an online survey via random cluster sampling. The survey included a professional demographic survey, the School Culture Survey (SCS) (Saphier & King, 1985 as modified by Edwards, Green & Lyons, 1996), and the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001). Correlations were used to examine the relationships among the TSES factors (Efficacy in Student Engagement, Instructional Strategies, and Classroom Management) and the SCS factors (Teacher Professionalism and Goal Setting, Professional Treatment by Administration, and Teacher Collaboration). The study showed weak significant positive relationships between SCS and TSES in 13 of the 16 correlations conducted. All of the relationships determined in the study were found to have small effect sizes. The greatest correlation values occurred between the SCS factors and teacher efficacy in student engagement. In addition, the SCS factor of professional treatment by administration had the highest correlations with each of the factors of TSES. Finally, teacher efficacy in classroom management did not have significant relationships with two of the three SCS factors or the SCS composite scores.
Book Synopsis Teacher Morale and Sense of Efficacy as Psycho-social Variables by : Bill Boyd
Download or read book Teacher Morale and Sense of Efficacy as Psycho-social Variables written by Bill Boyd and published by . This book was released on 1993 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:
