scholarly journals Comparison of Teacher Motivation for Mathematics and Special Educators in Middle Schools That Have and Have Not Achieved AYP

2014 ◽  
Vol 2014 ◽  
pp. 1-12
Author(s):  
Margaret E. King-Sears ◽  
Pamela H. Baker
Keyword(s):  
Middle Schools ◽  
Work Environment ◽  
Collective Efficacy ◽  
Adequate Yearly Progress ◽  
Teacher Motivation ◽  
Career Satisfaction ◽  
Special Educators ◽  
School Administrators ◽  
Mathematics Educators ◽  
Qualitative Analyses

Mathematics and special educators who taught in middle schools that had or had not made Adequate Yearly Progress (AYP) were surveyed to compare their motivation across three domains on a Teacher Motivation Survey: Work Environment, Professional Identity, and Career Satisfaction. Educators from schools who had met AYP reported a significantly better Work Environment, also referred to as collective efficacy, than that of educators from schools that had not met AYP. There were no statistically significant differences for special or mathematics educators, whether from a school that had or had not met AYP. Other results from the Teacher Motivation Survey are presented, including qualitative analyses from open-ended queries in the survey. Implications for expanding this research as well as more immediate applications and actions for school administrators are noted.

scholarly journals Association of the Nurse Work Environment, Collective Efficacy, and Missed Care

2017 ◽  
Vol 40 (6) ◽  
pp. 779-798 ◽  
Author(s):  
Jessica G. Smith ◽  
Karen H. Morin ◽  
Leigh E. Wallace ◽  
Eileen T. Lake
Keyword(s):  
Work Environment ◽  
Collective Efficacy ◽  
Hospital Staff ◽  
Work Environments ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Quality Patient Care ◽  
Hospital Staff Nurses ◽  
Nurse Work Environment ◽  
Missed Care

Missed nursing care is a significant threat to quality patient care. Promoting collective efficacy within nurse work environments could decrease missed care. The purpose was to understand how missed care is associated with nurse work environments and collective efficacy of hospital staff nurses. A cross-sectional, convenience sample was obtained through online surveys from registered nurses working at five southwestern U.S. hospitals. Descriptive, correlational, regression, and path analyses were conducted ( N = 233). The percentage of nurses who reported that at least one care activity was missed frequently or always was 94%. Mouth care (36.0% of nurses) and ambulation (35.3%) were missed frequently or always. Nurse work environments and collective efficacy were moderately, positively correlated. Nurse work environments and collective efficacy were associated with less missed care (χ2 = 10.714, p = .0054). Fostering collective efficacy in the nurse work environment could reduce missed care and improve patient outcomes.

Administrative Pressures to Practice Unethically: Research and Suggested Strategies

2009 ◽  
Vol 11 (2) ◽  
pp. 112-119 ◽  
Author(s):  
George Helton ◽  
Barbara Ray
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
Ethical Reasoning ◽  
Situational Factors ◽  
Reasoning Strategies ◽  
School Based

Research indicates that school psychologists and special education teachers sometimes face pressures from school administrators to practice unethically. It includes quantitative and qualitative data on: School psychologists’ and special education teachers’ predictions of their responses to administrative pressures to practice unethically; personal and situational factors related to their predictions; errors in some respondents’ ethical reasoning; strategies for responding to pressures to practice unethically; and the ethical obligations shared by school psychologists, special educators, and school counselors in responding to these pressures. The purpose of the article is to increase school-based practitioners’ abilities to understand and cope successfully with administrative pressures to practice unethically.

scholarly journals Students Mathematics Interest in Senior High Schools: Empirical Evidence from Ashanti Region of Ghana

2019 ◽  
pp. 1-14
Author(s):  
Yarhands Dissou Arthur
Keyword(s):  
High Schools ◽  
Empirical Evidence ◽  
Teaching And Learning ◽  
Teacher Motivation ◽  
Real Life ◽  
Teaching Mathematics ◽  
Ashanti Region ◽  
Life Problems ◽  
Mathematics Educators ◽  
Alpha Reliability

The relevance of students’ academic interest in mathematics is of great concern to stakeholders in education. The present study models students’ interest in mathematics (SIM) using mathematics facility (MF), mathematics connection (MC), teacher motivation (TM) as well as instructor quality and availability (IQA). The study randomly selected 1500 students from 10 senior high schools from the Ashanti region of Ghana; however, 1,263 of the participants fully participated in the study. These participants were made to respond to validated self-administered questionnaires with alpha-reliability of 0.74, 0.69, 0.70, 0.699 and 0.68 for SIM, MC, MF, IQA and TM respectively. Findings from the study showed that MC, MF, IQA and TM explain 71.6% of the variance in students’ interest in mathematics. The study further found that approximately 15% of variability in teachers’ ability to connect mathematics to real life problems is attributable to availability of mathematics facility as well as instructor quality and availability. The study finally found that availability of mathematics facilities for teaching and learning explains 12.4% of instructor quality in teaching mathematics. The study concluded that students’ interest in mathematics is influenced significantly by the teachers’ ability to connect mathematics to real life and the immediate environment, availability of mathematics facility, teacher motivation as well as instructor quality and availability. The study recommended for mathematics educators to take into account the influence of these factors and integrate them in the delivery of mathematics in high schools.

An Investigation of the Grief Counseling Services Available in the Middle Schools and High Schools in the State of Mississippi

1995 ◽  
Vol 30 (3) ◽  
pp. 191-204 ◽  
Author(s):  
Judy Faye Carson ◽  
Barbara L. Warren ◽  
Lillie Doty
Keyword(s):  
High Schools ◽  
Middle Schools ◽  
School Administrators ◽  
The State ◽  
Grief Counseling ◽  
Counseling Services ◽  
Chi Square ◽  
School Guidance ◽  
Level Of Significance ◽  
Chi Square Analysis

Although thousands of adolescents each year experience the death of a significant person, there is little evidence that the schools have taken on the responsibility of providing grief counseling services. This study investigated the grief counseling services in the middle schools and high schools in the State of Mississippi. The schools were identified by surveying the counselors, employed by those schools, who held membership in the Mississippi School Guidance Counselors Association. Four hundred and thirteen surveys were mailed and two hundred and thirty-three of those returned were usable. Four hypotheses were tested using a chi-square analysis at p < 0.05 level of significance. It was reported by the counselors that 42 percent of the schools did have grief counseling services available to the students; that within that 42 percent stating grief counseling was available, 67 percent reported that grief counseling services were implemented as a result of a sudden death to a member of the school community; that of the reported 42 percent of the schools which had grief counseling available, 81 percent reported it to be an ongoing service; and that of the 42 percent which reported their schools provided grief counseling, 68 percent reported the guidance counselor provided the service. These findings and the findings of other studies reviewed and reported indicate that there is a real need for school administrators to provide or make available grief counseling services for students in the middle schools and high schools in the State of Mississippi.

The Case for Increasing Workplace Decision-Making

2014 ◽  
Vol 37 (4) ◽  
pp. 283-308 ◽  
Author(s):  
Teresa A. Tyler ◽  
C. Cryss Brunner
Keyword(s):  
Decision Making ◽  
Special Educators ◽  
School Administrators ◽  
Career Decisions ◽  
Educational Leaders ◽  
High Rate ◽  
Special Educator ◽  
Contributing Factors ◽  
Students With Special Needs ◽  
Proposed Model

The chronically high rate of special educator attrition across U.S. schools creates a dilemma for educational leaders because special educators provide direct services to students with special needs. Attrition exacerbates already high special educator shortages reported in most districts, and nearly one million schoolchildren with disabilities receive fewer or no services as a result. Given this dilemma, the purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. Adapted from previous conceptual models and perspectives, the proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.

scholarly journals Factors Causing Demotivation in EFL Teaching Process: A Case Study

2015 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Elementary Education ◽  
Teacher Motivation ◽  
School Administrators ◽  
Teaching Profession ◽  
Teaching Process ◽  
Face To Face ◽  
Physical Conditions ◽  
Efl Teaching ◽  
The Subject

Studies have mainly focused on strategies to motivate teachers or the student-teacher motivation relationships rather than teacher demotivation in the English as a foreign language (EFL) teaching process, whereas no data have been found on the factors that cause teacher demotivation in the Turkish EFL teaching contexts at the elementary education level. Thus, this study aims to investigate the demotivating factors in EFL teaching at the elementary level. The study was designed as a qualitative case study, and involved face-to-face conversations, MSN talks and a diary maintained by the subject for data collection. The results showed that the problems were related to the teaching profession, curriculum, working conditions, students and their parents, colleagues and school administrators, and physical conditions.

scholarly journals “Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020 [now published in Education Sciences: https://www.mdpi.com/2227-7102/10/11/320/htm]

2020 ◽  
Author(s):  
Rachel Schuck ◽  
Rachel Lambert
Keyword(s):  
Special Education Teachers ◽  
Special Educators ◽  
School Administrators ◽  
School Personnel ◽  
Support Needs ◽  
School Closures ◽  
Home Support ◽  
Physical Manipulatives ◽  
Teachers And Parents ◽  
Significant Support

AN UPDATED VERSION OF THIS PAPER HAS BEEN PUBLISHED IN EDUCATION SCIENCES. PLEASE SEE HERE: https://www.mdpi.com/2227-7102/10/11/320/htm While the COVID-19 pandemic radically changed all aspects of everyone’s life, the closure of schools was one of the most impactful, significantly altering daily life for school personnel, students, and families. The shift to Emergency Remote Teaching (ERT) presented particular challenges to special educators of students with significant support needs, who often benefit from strong interpersonal connections, modeling, and the use of physical manipulatives. This paper details the experiences of two elementary special education teachers as they navigated the transition to ERT. The teachers reported three distinct stages of ERT: making contact, establishing routines, and transitioning to academics. They also discussed challenges they faced during this period, such as the inequity in resources amongst their students, needing to rely on at-home support in order to meaningfully teach students, and changes in what it meant to be a teacher while having to teach online. While clearly not in favor of online learning, the teachers do present glimmers of hope, for example with regards to increased communication between teachers and parents. The challenges and strategies used to overcome them will be of use to teachers and school administrators in the coming months, as school closures are likely to remain for the foreseeable future.

School Administrators’ Perceptions of People Who Stutter

1994 ◽  
Vol 25 (2) ◽  
pp. 90-93 ◽  
Author(s):  
Norman J. Lass ◽  
Dennis M. Ruscello ◽  
Mary Pannbacker ◽  
John F. Schmitt ◽  
Angela Marsh Kiser ◽  
...  
Keyword(s):  
West Virginia ◽  
Continuing Education ◽  
Personality Traits ◽  
Special Educators ◽  
School Administrators ◽  
Female Child ◽  
Male Child ◽  
Education Programs ◽  
Female Adult ◽  
Male Adult

A questionnaire asking respondents to list adjectives describing four hypothetical stutterers (a female child, male child, female adult, and male adult) was completed by 42 school administrators in Alabama, Louisiana, Texas, and West Virginia. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of people who stutter similar to perceptions held by other groups, including teachers, special educators, and speech-language pathologists. Implications of these findings and suggestions for pre-service and continuing education programs for school administrators are discussed.

Relationship Between the Motivational Language of School Administrators and Tacit Knowledge Sharing of Teachers

2020 ◽  
pp. 557-587
Author(s):  
Serdar Yener ◽  
Aykut Arslan
Keyword(s):  
Knowledge Sharing ◽  
Work Environment ◽  
Tacit Knowledge ◽  
School Administrators ◽  
Psychological Safety ◽  
Organisational Culture ◽  
Employee Voice ◽  
Critical Importance ◽  
Future Studies ◽  
Tacit Knowledge Sharing

This chapter investigates motivational language of school administrators and its effect on tacit knowledge sharing - which may hold vital and critical importance – by teachers at schools. While doing this, the contextual factors regarding organisational culture, such as the employee voice and perceived psychological safety are also taken into consideration. It is expected that the use of a motivational language by administrators that reduces uncertainty and helps create understanding and empathy, and which thus forms a positive environment that increase employee voice, will also have an effect on tacit knowledge sharing. Additionally, the effect of motivational language can be enhanced through psychological safety perceived by the employees, which in turn is dependent on the work environment. As such, a higher perception of psychological safety will tend to increase employee voice and the level tacit knowledge sharing. Finally, implications for knowledge literature and suggestions for future studies are also discussed.

Willingness to Use Corporal Punishment among School Administrators in South Carolina

1992 ◽  
Vol 71 (1) ◽  
pp. 65-66 ◽  
Author(s):  
Frederic J. Medway ◽  
Julie M. Smircic
Keyword(s):  
South Carolina ◽  
Middle Schools ◽  
Corporal Punishment ◽  
School Administrators ◽  
Willingness To Use

Administrators of 221 South Carolina public elementary and middle schools were surveyed regarding behaviors appropriate for corporal punishment. Analysis indicated that aggressive acts by students, both mild and severe, were rated appropriate for corporal punishment, and these were not typically seen as appropriate for a psychologist's intervention. Rather, psychologists were seen as useful for character problems such as lying, cheating, and tantrums.

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