scholarly journals Primary and Secondary School Teachers’ Perceptions of Workload

2014 ◽  
Vol 05 (11) ◽  
pp. 877-885
Author(s):  
Süleyman Göksoy ◽  
Şeyma Karaokur Akdağ
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Primary And Secondary School

An exploration of teachers’ perceptions of Syrian students in Turkey and implications for school social work

2021 ◽  
pp. 002087282096978
Author(s):  
Tuba Yüceer Kardeş ◽  
Ezgi Arslan Özdemir ◽  
Münevver Eryalçin ◽  
Burcu Özdemir Ocaklı
Keyword(s):  
Social Work ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Social Work ◽  
Structured Interviews ◽  
School Teachers ◽  
Refugee Students ◽  
Teachers Perceptions ◽  
Social Work Interventions ◽  
Primary And Secondary School

Low rates of school enrolment emerge as a significant problem among Syrian students in Turkey; however, enrolment in the school brings about new challenges not only for the Syrian refugee students but also for Turkish students and their teachers. In order to address this issue, this study aims to depict the perceived problems experienced by Syrian and Turkish students and their teachers. In the scope of the study, semi-structured interviews were conducted with 13 primary and secondary school teachers to gather their perceived opinion on the issue. The findings are discussed within the context of school social work interventions.

The Discursive Construction of Teacher Identities: Flemish Teachers' Perceptions of Standard Dutch

2016 ◽  
Vol 28 (3) ◽  
pp. 219-265 ◽  
Author(s):  
Steven Delarue ◽  
Chloé Lybaert
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Discursive Construction ◽  
Theoretical Discussion ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Identities ◽  
Starting Point ◽  
Standard Language Ideology ◽  
Primary And Secondary School

As a starting point, this paper offers a theoretical discussion of a number of widely used yet diversely conceived concepts: (standard) language ideology, identity, agency, and indexicality. Using these concepts, we analyze a number of illustrative interview extracts from a corpus of sociolinguistic interviews with Flemish primary and secondary school teachers. Our goal is twofold. First, we discuss how Flemish teachers perceive (the importance of) Standard Dutch and other, nonstandard varieties of Dutch. Second, we show how these perceptions discursively shape teacher identities of authenticity, authority, and professionalism.

scholarly journals Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

2016 ◽  
Vol 13 (3) ◽  
pp. 5901 ◽  
Author(s):  
Veysel Okçu ◽  
Adem Uçar
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Administrators ◽  
City Centre ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Low Level ◽  
Primary And Secondary School

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model.  The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

scholarly journals Correction: Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Training Needs ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Science Training ◽  
Primary And Secondary School

A Correction to this paper has been published: https://doi.org/10.1057/s41599-021-00740-x

scholarly journals Aspects of a Categorization of the Concept "Personality" in the Professional Consciousness of Teachers - An Example from Belarus

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Natalia V. Bylinskaya
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Psychological Education ◽  
Primary And Secondary School

The article presents research into the concept of "personality" in the categorical grid of the consciousness of primary and secondary school teachers. The data obtained demonstrate the presence of an orientation in the teachers’ minds and activities towards the implementation of personality-oriented, humanistic models of learning. At the same time, the structure of the concept of "personality" revealed in the pedagogical consciousness is not cognitively complex and holistic. This determines the specific tasks of psychological education to clarify and enrich teachers' perceptions of personality.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

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