The Development of Teacher Personality Multivariate Theory and Analysis

1967 ◽  
Vol 75 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Herbert J. Walberg
Keyword(s):  
Teacher Personality ◽  
Multivariate Theory

scholarly journals The Multivariate Theory of Functional Connections: Theory, Proofs, and Application in Partial Differential Equations

Mathematics ◽  
2020 ◽  
Vol 8 (8) ◽  
pp. 1303 ◽  
Author(s):  
Carl Leake ◽  
Hunter Johnston ◽  
Daniele Mortari
Keyword(s):  
Partial Differential Equations ◽  
Differential Equations ◽  
State Of The Art ◽  
Linear Constraints ◽  
Prior Work ◽  
Partial Differential ◽  
Seminal Paper ◽  
Functional Connections ◽  
Mathematical Proofs ◽  
Multivariate Theory

This article presents a reformulation of the Theory of Functional Connections: a general methodology for functional interpolation that can embed a set of user-specified linear constraints. The reformulation presented in this paper exploits the underlying functional structure presented in the seminal paper on the Theory of Functional Connections to ease the derivation of these interpolating functionals—called constrained expressions—and provides rigorous terminology that lends itself to straightforward derivations of mathematical proofs regarding the properties of these constrained expressions. Furthermore, the extension of the technique to and proofs in n-dimensions is immediate through a recursive application of the univariate formulation. In all, the results of this reformulation are compared to prior work to highlight the novelty and mathematical convenience of using this approach. Finally, the methodology presented in this paper is applied to two partial differential equations with different boundary conditions, and, when data is available, the results are compared to state-of-the-art methods.

scholarly journals The teacher under stress

2003 ◽  
pp. 222-244 ◽  
Author(s):  
Stevan Krnjajic
Keyword(s):  
Problem Behaviors ◽  
Work Experience ◽  
Direct Action ◽  
Negative Effects ◽  
Public Attention ◽  
Wrong Decision ◽  
Her Family ◽  
Teacher Personality ◽  
Teacher Professional ◽  
Effects Of Stress

Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher?s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged professional stress are anxiety, depression, frustration, unfriendly behavior towards students and colleagues, emotional weariness, and extreme tension. Health and psychological problems cause, most frequently, the reduction of self-esteem job dissatisfaction, job resignation, absenteeism, and wrong decision-making. In an attempt to call professional public attention to negative effects of stress on the outcomes of teacher work, we have analyzed four important aspects of stress teachers experience in their everyday work (a) definition and measurement of stress, (b) distribution and sources of stress (problem behaviors in students, poor working conditions, lack of time, poor school ethos), (c) teacher personality traits (sex, age, work experience, locus of control, job satisfaction, intention to resign absenteeism), (d) strategies for overcoming and reducing negative effects of stress (direct action techniques, palliative techniques).

scholarly journals Sifat Keperibadian Guru Pendidikan Islam (GPI) Terhadap Rakan Setugas Dan Pihak Atasan Di Sekolah: Satu Kajian Kes

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Nazirah Hamdan ◽  
Kamarul Azmi Jasmi
Keyword(s):  
Personality Traits ◽  
Role Model ◽  
Islamic Education ◽  
Top Management ◽  
Positive Thinking ◽  
Education Teacher ◽  
Data Collector ◽  
Teacher Personality ◽  
Point Of Reference ◽  
Committed Compliance

This article discussed the Personality Traits of Islamic Education teacher (GPI) towards fellow colleagues and school top management. This study involved several secondary schools in the State of Johor. Interviews, observations, and analysis of documents were used as a data collector instruments. All data were then arranged by using N'Vivo software version 7.0 in order to produce themes, sub-themes and schedule matrix associated with the GPI personality traits towards fellow colleagues and top management. Results of the study indicated twenty one (21) traits that can be established as a pattern and they are committed; compliance; positive thinking; well mannered; respectful; easy going; concerned; have elements of humor; responsible; a role model; sensitive; understanding; tolerance; friendly; diligent; cooperative; approachable; as a point of reference; and unprejudiced. While the other nine (9) traits cannot be established a pattern. Therefore, this study has produced a commendable Personality Traits of Islamic Education teacher (GPI) with Fellow Colleagues and School Top Management Model.Keywords: Personality Traits, Islamic Education teacher, Model of Islamic Education Teacher personality against fellow colleagues and top management.

Teacher Personality as a Factor of Pedagogical Design

2021 ◽  
pp. 203-216
Author(s):  
Ekaterina N. Shchaveleva ◽  
Andrei N. Kuznetsov ◽  
Yulia V. Pushkina
Keyword(s):  
Pedagogical Design ◽  
Teacher Personality

Multiple Skill Deficits in Depression

1989 ◽  
Vol 6 (2) ◽  
pp. 76-84 ◽  
Author(s):  
Elaine M. Heiby
Keyword(s):  
Social Skills ◽  
Self Control ◽  
Future Research ◽  
Comprehensive Account ◽  
Skill Deficits ◽  
Hedonic Capacity ◽  
Multivariate Theory ◽  
Logical Errors

This study involves the description of the presence or absence of several theoretically relevant skill deficits in 35 cases of depression. Until recently, most research and theory about depression has been based on the assumption that this is a homogeneous disorder with one determinant common to all incidences. Theories proposed by Beck (1967), Lewinsohn (1974), Seligman (Abramson, Seligman & Teasdale, 1978), and Rehm (1977) are examples of unitary theories. It is argued that a comprehensive account of depression must involve a multivariate theory such as that proposed by Staats and Heiby (1985). The case study involves a preliminary uncontrolled test of the hypothesis that there exist several skills deficits that may determine depression. The findings suggest support for the possibility that the following skill deficits deserve further investigation for their role in depression aetiology and treatment: logical errors including misattributions, poor self-control skills, poor social skills in terms of excessive aggression and deficit assertiveness, and inadequate hedonic capacity in terms of deficit positive interests and excessive negative interests (anhedonia). Suggestions for future research are offered.

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