scholarly journals The relationship between critical thinking abilities and classroom management skills of high school teachers

2015 ◽  
Vol 10 (7) ◽  
pp. 850-855
Author(s):  
Demirdag Seyithan
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Classroom Management ◽  
High School Teachers ◽  
Management Skills ◽  
School Teachers ◽  
The Relationship

scholarly journals The relation between classroom management skills and empathic tendencies of high school teachers high school teachers’ classroom management skills and empathic tendencies

2020 ◽  
Vol 15 (1) ◽  
pp. 144-152
Author(s):  
Yasemin Sorakin-Balli ◽  
Sengul Basari ◽  
Sebnem Guldal-Kan
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
Personal Information ◽  
Management Skills ◽  
School Teachers ◽  
Education Management ◽  
Significant Difference ◽  
Package Program ◽  
Computer Environment

This research was conducted to investigate the relation between the empathic tendencies and classroom management skills of high school teachers. The study aims   to examine whether there is a relation between the classroom management skills and empathic tendencies of high school teachers. The participants of this study include teachers who worked at high schools in Northern Cyprus during the academic year 2015-2016. 30 teachers participated in this research. The research data was collected with “Empathic Tendency Scale” and “Classroom Management Skills Scale”. The scale consisted of three parts. The first part of the scale consisted of personal information the second part included 20 attitude statements to measure the empathic tendency, and in the third part, 40 evaluation statements were used to measure classroom management skills. The data obtained from the scales were coded and analyzed in computer environment by using statistical package program. In the analysis of the data obtained, arithmetic mean, standard deviation and correlation analysis were used. As a result of the analysis, there was no significant difference between high school teachers’ classroom management skills and empathic tendencies. Therefore, no study supporting this result was found. Therefore, more studies needs to be done. Due to the small number of the participants, the connection between variables such as gender, age, and marital status and the variables dealt with in this study could not be evaluated.        Keywords: Empathy, Classroom Management, Education, Education Management, Management Skills  

scholarly journals Effective ways for the Classroom Management

2018 ◽  
Vol 214 (2) ◽  
pp. 67-84
Author(s):  
Mohammed Mizel Tahir
Keyword(s):  
High School ◽  
Classroom Management ◽  
High School Teachers ◽  
English Language ◽  
Central Question ◽  
School Teachers ◽  
Effective Learning ◽  
Task Behavior ◽  
Management Techniques ◽  
Difficult Part

       This study was conducted in order to determine the effective techniques of classroom management that can be used to minimize classroom misbehavior and maximize effective learning. Classroom management is probably the most difficult part of teaching .High school teachers in Iraq, like in all countries, face instances of misbehavior in the form of off-task behavior or more serious disruptions. When a teacher is forced to deal with constant disruptions or a teacher cannot control his or her classroom then learning is not taking place. Thus, the objective of this study is to determine what methods of classroom management are available for teachers. This study used different methods to gather information on the best ways of classroom management. There have been many studies that serve to support universal classroom methods of classroom management techniques. Throughout my humble experience as teacher in college of police I found many Iraqi universities professors and high school teachers are still sticking with traditional (outdated) ways and techniques of teaching English regardless of their learner's needs and motivations. Thus the teachers have to think with the central question being “what do these students need and how can I meet those needs.” The significance of this study is that Iraqi and Arab teachers (who use English language as a second language as a means of communication) who are having problems coping with misbehavior in their classroom can use the techniques recommended by this study in order to improve their classroom management. This study found that there are varieties of techniques taken from the classroom management theories that aid in improving classroom management.

scholarly journals Relationship between the Religious Attitude, Self-Efficacy, and Life Satisfaction in High school Teachers of Mahshahr City

2016 ◽  
Vol 9 (9) ◽  
pp. 58
Author(s):  
Masoomeh Bigdeloo ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
High School Teachers ◽  
Self Efficacy ◽  
Cluster Sampling ◽  
School Teachers ◽  
Religious Attitude ◽  
Meaningful Relationship ◽  
The Relationship ◽  
General Self Efficacy

<p class="apa">This study aims to investigate the relationship between the religious attitude, self-efficacy, and life satisfaction in high school teachers of Mahshahr City. To this end, 253 people of all high school teachers in Mahshahr City, in Iran were selected as the sample using the multistage cluster sampling method. For data collection, Glock and Stark’s (1965) religious attitude questionnaires, Schwartz and Jerusalem’s general self-efficacy questionnaire and Diener et al.’s (1985) life satisfaction questionnaire were used. For data analysis, Pearson’s correlation coefficient was used. Results showed that there is a positive and meaningful relationship between the religious attitude and life satisfaction. In addition, there is a meaningful relationship between the religious attitude and self-efficacy. Results also showed that religious attitude and self-efficacy can predict the life satisfaction.</p>

The effects of demographic variables on knowledge sharing

2015 ◽  
Vol 64 (3) ◽  
pp. 216-228 ◽  
Author(s):  
Henry Boateng ◽  
Michael Dzigbordi Dzandu ◽  
Franklin Gyamfi Agyemang
Keyword(s):  
High School ◽  
Knowledge Sharing ◽  
High School Teachers ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Senior High School ◽  
School Teachers ◽  
Content Type ◽  
Collection Data ◽  
The Relationship

Purpose – This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature. Design/methodology/approach – The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression. Findings – The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders. Originality/value – This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.

scholarly journals Relationship between the Spiritual Intelligence, Self-Control, and Life Satisfaction in High School Teachers of Mahshahr City

2016 ◽  
Vol 8 (2) ◽  
pp. 210 ◽  
Author(s):  
Masoomeh Bigdeloo ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
High School Teachers ◽  
Sampling Method ◽  
Spiritual Intelligence ◽  
Self Control ◽  
Cluster Sampling ◽  
School Teachers ◽  
Meaningful Relationship ◽  
The Relationship

<p>This study aims to investigate the relationship between the spiritual intelligence, self-control, and life satisfaction in high school teachers of Mahshahr city. To this end, 253 people of all high school teachers in Mahshahr city were selected as the sample using the multistage cluster sampling method. For data collection, King’s (2008) spiritual intelligence questionnaire, Schneider’s self-control questionnaire and Diener et al. (1985) life satisfaction questionnaire were used. For data analysis, Pearson’s correlation coefficient was used. Results showed that there is a positive and meaningful relationship between the self-control and life satisfaction. However, there is no a meaningful relationship between the spiritual intelligence and life satisfaction. Results also showed that spiritual intelligence and self-control can predict the life satisfaction.</p>

scholarly journals The effects of job crafting on subjective well-being amongst South African high school teachers

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Sergio Peral ◽  
Madelyn Geldenhuys
Keyword(s):  
High School ◽  
South African ◽  
High School Teachers ◽  
Work Engagement ◽  
Well Being ◽  
Job Crafting ◽  
Subjective Well Being ◽  
School Teachers ◽  
Psychological Meaningfulness ◽  
The Relationship

Orientation: Job crafting can result in a number of positive outcomes for teachers, such as increased meaningfulness and engagement at work. Increased work engagement and psychological meaningfulness may yield positive benefits for the practice of teaching, thus highlighting the pivotal role of job crafting.Research purpose: The study’s aim was to investigate the relationship between job crafting and subjective well-being amongst South African high school teachers. Subjective well-being comprises psychological meaningfulness and work engagement. The potential mediating effect that psychological meaningfulness had on this relationship was further explored.Motivation for the study: Being in a highly stressful occupation, teachers need to continuously find ways to craft their working practices in order to deal effectively with their job demands and to capitalise on their available job resources. Furthermore, South Africa’s current education system calls for serious proactive measures to be taken to improve and rectify the current status, such as job crafting.Research approach, design and method: A quantitative, cross-sectional survey design was used and administered to a sample of South African high school teachers situated in Gauteng, South Africa (N = 251).Main findings: A positive relationship was found between job crafting (increasing structural resources and challenging job demands) and work engagement. Furthermore, psychological meaningfulness mediated the relationship between job crafting and work engagement amongst the sampled high school teachers.Practical/managerial implications: Teachers who craft their work to better suit their preferences and needs will obtain greater meaning in their work and experience increased levels of work engagement. Training programmes and/or group-based interventions targeted around job crafting techniques may be particularly useful in the South African teaching context.Contribution/value-add: This study highlights the importance of job crafting to the well-being of teachers. It further contributes to the literature pertaining to job crafting and teaching specifically, as well as to the limited job crafting research that has been conducted in the South African context.

scholarly journals The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Aundrea T Harris ◽  
Nancy S Bostain
Keyword(s):  
High School ◽  
High School Teachers ◽  
Self Awareness ◽  
Turnover Rates ◽  
School Teachers ◽  
Cross Sectional ◽  
Teacher Resilience ◽  
Development Tool ◽  
Cross Sectional Design ◽  
The Relationship

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. These results might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions and their resilience through the use of mindfulness techniques. The outcome may be a more positive social and academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

scholarly journals The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness

2021 ◽  
Vol 11 ◽  
Author(s):  
Aundrea T Harris ◽  
Nancy S Bostain
Keyword(s):  
High School ◽  
High School Teachers ◽  
Self Awareness ◽  
Turnover Rates ◽  
School Teachers ◽  
Cross Sectional ◽  
Teacher Resilience ◽  
Development Tool ◽  
Cross Sectional Design ◽  
The Relationship

Burnout continues to be apparent among teachers and often leads to increased health care costs, absenteeism, and turnover rates. Burnout stems from unmanaged stress, which is the result of teachers’ response to challenges in the workplace. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose was to examine whether the personality trait and conscientiousness moderate the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, the theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. These results might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions and their resilience through the use of mindfulness techniques. The outcome may be a more positive social and academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.

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