Download or read book Teachers Perceptions of the Effects of Their Status on Their Motivation to Teach written by Maria E. Caviani and published by . This book was released on 1992 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of the Effects of High stakes Testing on Teacher and Student Motivation written by Jimika Cosby Miller and published by . This book was released on 2009 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used a forty-seven item survey to explore the perceptions of twenty-one elementary school teachers on the effects of high-stakes testing and accountability of their students, teaching state-standards that correlate with what is assessed on state-mandated tests, high-stakes testing and its effect on teacher and student motivation and morale, and receiving rewards for high achievement and raising state-mandated test scores annually.
Download or read book Teacher Motivation written by Paul W. Richardson and published by Routledge. This book was released on 2014-05-30 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
Download or read book The Relationship Between Secondary School Teacher Perception of Student Motivation and the Effects of Teacher Professional Development on Student Motivation written by Jon S. Turner and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the relationship between high school teachers' perceptions of student motivation and the teachers' perceptions of their own professional development and preparation, efficacy in motivating students, and their actions to motivate students within their classrooms. Constructs of the research pertaining to the study included student motivation, teacher efficacy, and teacher professional development and preparation. In this study, the researcher administered the Teacher Perception of Motivation Scale (TPMS), developed by the researcher, to 200 high school teachers in a Midwestern state. The TPMS investigate four specific subscales of teacher's perceptions of student motivation, these subscales included: teacher perception of a student's role and other influences in student motivation, teacher perceptions of their own actions in their classrooms that motivate students, teacher perceptions of their professional development and preparation toward motivating students, and teacher perceptions of their own efficacy in motivating students. In addition, additional questions were investigated that measured high school teacher's perception of the magnitude of the challenge of student motivation in their classrooms and their desire and need for additional professional development relating to student motivation. A quantitative research design was used. The findings of the study suggest that there is a correlation between teacher's perceptions of student motivation and their perceptions of their actions within their classrooms and their professional development and preparation. In addition, the findings uncover a high level of concern among high school teachers who identify student motivation as a serious challenge that they face in their classes daily. This study also indicated that high school teachers have a strong desire for additional professional development that will help them deal with the challenge of student motivation. This study also identified several differences in correlation as investigated by gender of high school teachers and by subject areas taught by high school teachers.
Download or read book Teachers Perceptions of Performance Pay and Its Impact on Teacher Motivation written by Corey E. Jones and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the perceptions of teachers of performance pay and its impact on teacher motivation. Data were collected and triangulated by utilizing a researcher created survey, open ended questions, and interview questions. This qualitative study sought to answer three research questions regarding teachers' perceptions of performance pay and its impact on teacher motivation. The research questions that guided this study were: (1) What are the perceptions of teachers regarding the concept of performance pay? (2) What are the perceptions of teachers regarding the impact of performance pay on teacher motivation? (3) How do the perceptions of performance pay differ among newer teachers versus veteran teachers and among elementary versus secondary teachers? The participants involved in the study included 177 teachers varying in years of experience and educational level taught (elementary and secondary). The setting of the study was a large suburban school district located in southeastern Pennsylvania. A report of the data indicated that teachers did not perceive an educational benefit to performance pay. Teachers of all levels of experience and educational levels reported that performance pay would not lead to increased student achievement nor would it motivate them to become better educators. Nearly all of the teachers involved in the study reported that the opportunity to watch their students learn, grow, and achieve as well as receiving positive feedback from their principal(s) were the main motivating factors in their profession. Among the teachers that were in favor of performance pay were those with less than 10 years of experience and those who taught at the secondary level.
Download or read book Teacher Workforce Dynamics in England written by Jack Worth and published by . This book was released on 2018 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Download or read book Teachers Matter Connecting Work Lives And Effectiveness written by Day, Christopher and published by McGraw-Hill Education (UK). This book was released on 2007-03-01 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a DfES funded study of 300 teachers in 100 primary and secondary schools in England, the authors identify different patterns of influence and effect between groups of teachers, which provide powerful evidence of the complexities of teachers' work, lives, identity and commitment, in relation to their sense of agency, well-being, resilience and pupil attitudes and attainment. This, in turn, provides a clear message for teachers, teachers' associations, school leaders and policy makers internationally, in understanding and supporting the need to build and sustain school and classroom effectiveness.
Download or read book The Effect of Teacher Perception of Socioeconomic Status on Student Motivation written by Valerie B. Clarke and published by . This book was released on 2010 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Teacher Perceptions and Expectations on Student Achievement written by Mary E. Contreras and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement gap, the disparity in the academic performance of students, especially in groups of minority students and students of low socioeconomic status in relation to the academic performance of their peers (Abramson, 2006), has been a disturbing reality of our education system since public education's inception in the 1800s. Neither the legal sanctions of Brown v. Board of Education in 1954 nor the more recent 2002 No Child Left Behind (NCLB) Act have had the intended impact on closing the achievement gap. A primary barrier to the change necessary for improving education is the low expectations teachers often have toward certain groups of students (Allen, 1999). The purpose of this study was to explore teachers' perceptions and expectations of their Hispanic students. In this qualitative study, transcripts of dialogue from conversations held in professional learning communities were analyzed to discern underlying teachers' beliefs about the majority Hispanic students attending the Arts Magnet K-8 public school. The study found that teachers do have particular perceptions and expectations for their Hispanic students. The researcher also discovered that conversations around race are difficult. The implication is that in order to bring about systemic change in the educational system, educators must acknowledge and be willing to address that their perceptions and expectations can impact a student's academic achievement.
Download or read book Effects of Performance Based Pay on Teacher Motivation and Student Outcomes written by Anarosa F. Estevez and published by . This book was released on 2016 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: A large urban charter school in Los Angeles, California, has implemented a non-traditional method of paying teachers through performance-based pay. Since its inception in 1998 (Odden & Kelly, 2002), the teachers’ bonus pay was directly linked to an evaluation of their skills and knowledge. During this time, the school demonstrated increased student achievement (Kellor, 2005). However, at the start of the school year 2010-2011, this very complicated evaluation process repositioned bonus monies to add a component that awarded bonuses for student assessment results. The bonuses for student results changed the dynamics of the evaluation system and many teachers voiced their concerns. This mixed-method study explored the teachers’ perceptions of the performance-based pay system. This study investigated the effect such a system has on teacher motivation using Vroom’s Expectancy Theory of Motivation (Vroom, 1964); one of the most commonly used theories in work motivation. This research also gave voice to the teachers involved in this very complex evaluation system through the qualitative data collected. Results indicated that teachers understand the evaluation system process and in particular they positively responded to the pieces of the assessment that provide teachers with the most growth ix in their professional practice. Regarding the Vroom’s Expectancy Theory, results demonstrated that teachers have high levels of expectancy indicating that they believe their work provided them with the results they expected. Results also showed that teachers had high levels of instrumentality indicating that teachers are motivated by their accomplishments and feelings of self-efficacy, and personal growth. They were less motivated by extrinsic rewards including the monetary compensation or opportunities for advancement or promotions. Results of the Valence Construct suggested that teachers valued the opportunity to improve their teaching skills through meaningful professional development. Results revealed that teachers are not necessarily averse to receiving a monetary compensation, but the negative reaction is more indicative of the belief that the local school districts pay teachers a higher salary. The teachers have a strong perception that they receive a lesser pay for the same amount of work compounded by the additional stress factors attached to this program. In summary, the performance-based pay system at this school has been reviewed and has developed over time in congruence with the school’s own development and growth. The results of this study conclude that the effects on teacher motivation are positively aligned to the feedback and direction provided by their peers and administrators and negatively aligned with the existing bonus structure, specifically with the monetary rewards attached to student outcomes.
Download or read book Teacher and Student Perceptions written by John M. Levine and published by Lawrence Erlbaum Associates. This book was released on 1983 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book Teacher Perceptions of Pay for Performance written by Norbert L. Whitaker and published by . This book was released on 2017 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their respective campuses between 2011-2016. In total, 97 teachers from four different middle school campuses participated in this study. A descriptive analyst was conducted on teacher responses to an online survey to answer the research questions examined in this study: 1) What are teachers' perceptions of the pay-for-performance program's impact on teacher motivation?, 2) What are teachers' perceptions of the pay-for-performance program's impact on teacher retention?, and 3) What are the differences among teachers' perceptions of the pay-for-performance programs on the participating campuses? The results indicate 48.3% and 53.4% of the participants perceive pay-for-performance programs as having a positive impact on teacher motivation and teacher retention, respectively. Additionally, the results demonstrate 47.5% of participating teachers responded positively towards the pay-for-performance program on their respective campuses. This study has implications for policymakers and school district leaders who may consider implementing teacher pay-for-performance programs. Future research studies might explore school districts of different sizes throughout Texas and across the United States to gain a broader prospective of pay-for-performance programs.
Download or read book Embracing Diversity in the Learning Sciences written by Yasmin B. Kafai and published by Taylor & Francis. This book was released on 2012-10-12 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than a decade has passed since the First International Conference of the Learning Sciences (ICLS) was held at Northwestern University in 1991. The conference has now become an established place for researchers to gather. The 2004 meeting is the first under the official sponsorship of the International Society of the Learning Sciences (ISLS). The theme of this conference is "Embracing Diversity in the Learning Sciences." As a field, the learning sciences have always drawn from a diverse set of disciplines to study learning in an array of settings. Psychology, cognitive science, anthropology, and artificial intelligence have all contributed to the development of methodologies to study learning in schools, museums, and organizations. As the field grows, however, it increasingly recognizes the challenges to studying and changing learning environments across levels in complex social systems. This demands attention to new kinds of diversity in who, what, and how we study; and to the issues raised to develop coherent accounts of how learning occurs. Ranging from schools to families, and across all levels of formal schooling from pre-school through higher education, this ideology can be supported in a multitude of social contexts. The papers in these conference proceedings respond to the call.
Download or read book The Motivation to Stay written by Keisha Lashun Gabriel and published by . This book was released on 2020 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a qualitative study of teachers in high-poverty elementary schools in an urban school district. Participants who have been employed for at least 5 years in a high-needs school responded to surveys tracking their perceptions of their school environment. Follow-up interviews were conducted to provide a more in-depth study to gain further insight into why these teachers chose to work in Title I schools, despite the numerous challenges. Teachers reflected on how the following factors encouraged them to remain employed in the high-needs school setting: intrinsic motivation, extrinsic motivation, professional development, and commitment. The results of this study indicate that teachers choose to continue working in their Title I school setting primarily because of the intrinsic rewards and their high levels of commitment towards serving high-need students. Teachers who participated in this study were highly motivated by their feelings of self-gratification, self-satisfaction, and their ability to effectively support at-risk students. The participants also showed high levels of commitment to their school, despite the challenges that come from working in a Title I school. Extrinsic benefits included positive collegial relationships, support, and cultural diversity. This study’s findings can inform school leaders’ decisions on how to best support high-quality teachers in the schools that need them the most. Investing energy and resources into supporting teachers’ intrinsic needs will motivate teachers to continue working in high need school settings. Teachers also need to continue being exposed to positive and productive professional development opportunities and positive school relationships to improve teacher retention outcomes.
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.
