Suchergebnisse

Without question, the concept and practice of shared governance is critical to the health and vitality ofany institution of higher education. Perhaps no other characteristic distinguishes American highereducation more than this system of participatory governance and oversight. Democratic involvement ininstitutional decision-making, both operational and strategic, and at the institutional, school, and evenacademic department level, is necessary for institutional effectiveness and efficiency (Eckel, 2000).However, the issue is not without controversy, as shared governance is second only to tenure as mostdebated topic in academe (Tierney & Holley, 2005).

The revitalization and strengthening of the education system depends on teachers. They play crucial role for the developments of educational standards in the country. This demands teachers to be more effective in the classroom and be optimistic with high Emotional intelligence to influence the students. In the present study, the investigator analyzed the level of Teacher Effectiveness, and Emotional Intelligence of government secondary school teachers, and to find out the relationship among both the variables. The data were collected from 60 Secondary School Teachers of Balasore district using Teacher Effectiveness Scale by Pramod Kumar and D.N. Mutha (1974),Modified version of Emotional Intelligence Scale by Krishnappa V.K. (2008) and self made personal data sheet. The collected data were analyzed by using Mean, SD, t- test and Pearson's Product Moment Correlation and the findings revealed that (i) Government Secondary School Teachers of different academic stream do not differ both in Teacher Effectiveness and Emotional Intelligence. (ii) There is no significance of difference between Male and Female government Secondary School Teachers both in Teacher Effectiveness and Emotional Intelligence. (iii) There is no relationship between Teacher Effectiveness and Emotional Intelligence.

The teacher is most essential in the education field and he/she is the most important pillar in the development of schooling. Teaching aptitude of teacher is a significant issue in teaching and learning progress. The purpose of the study was to find out the relationship between teacher effectiveness and teaching aptitude of teachers. The sample comprised one hundred secondary school teachers working in secondary schools of Bangalore South District selecting by simple random sampling technique. The Teaching Aptitude Scale developed by Dahiya and Singh (2004) and Teacher Effectiveness Scale (2006) developed & standardized by Umme Kulsum was utilized for data processing. The Pearson?s Product Moment Coefficient of Correlation, ?t? and F Test statistical procedures were applied to examine the formulated hypotheses. The correlation result shows significant relationship between Teacher Effectiveness and Teaching Aptitude of secondary school teachers and from ?t? and ?F? test statistical procedures gender and type of school management factors were influences on Effectiveness in Teaching. The female teachers had higher effectiveness in teaching than male teachers and private unaided school teachers had more effective when compared with teachers from private aided and government schools. The study suggests that there should be further focal point on developing aptitude skills among teachers through well supervised practices to improve their teacher effectiveness.

The purpose of the study was to find out the Professional ethics among the sample of 600 higher secondary school teachers ,selected using random sampling technique from Kanchipuram and Thiruvallur districts in Tamil Nadu. The investigator used normative survey method for the study. Professionalethics scale (2019)validated by the investigator and research supervisor was used for the study. Mean, Standard Deviation. 't' test, and ANOVA were used as statistical techniques to analyse the data. The findings of the study revealed that the teachers had moderate level of professional ethics. No significance difference was found in the Professional ethics of teachers in terms of gender. Regarding the type of school, Aided school teachers have more professional ethics on the dimension of professional performance, student's protectiveness, confidentiality, teaching quality and school community than government and self –financing school teachers. Professional ethics of higher secondary school teachers from Kanchipuram district was better than the teachers from Thiruvallur district on the dimension of teaching quality and school community. The study highlighted the importance of professional ethics of teachers to train the students to become the responsible future citizens.

The major purpose of this research was to investigate the "Attitude of Secondary School Teachers towards Inclusive Education in Mysore District. The present study is a descriptive survey which aims at analyzing the study of attitude of secondary schools teachers towards inclusive education. Population for the present study comprises of students studying in secondary school teachers of District Mysore. The sample for the presents study comprises of 120 teachers from different secondary schools of Mysore district, with equal numbers of rural and urban selected adopting stratified randomization technique. Teacher's attitude scale towards inclusive education standardized and validated by Vishal Sood and Arti Anand. To conclude it can be said that inclusive education is a mandate today and the need of the hour. It is a matter of immense pleasure that inclusive education is in a progressive way all over the world, but still there is room for improvement. To remove the gap between inclusion and exclusion, teachers, parents, society, administrators and government should collectively work to implement the policies of inclusive education

Our work is the first international comparison of teachers' conceptions on Evolution / Creation, using several questions on precise and large samples to identify the importance of creationist ideas in the context of their national, religious, economic, cultural and political backgrounds. This research concerns 19 countries: 13 in Europe, 5 in Africa and one in Middle East: 7050 teachers filled out a questionnaire including several questions on Evolution vs. Creation. Half of them are in-service teachers, the other being at the last year of University before teaching. They are teaching in Primary Schools as well as in Secondary Schools (Biology, or Language). The percentages of teachers' radical creationist conceptions differ more from one country to another (from 2% to 90%) than among religions inside each country. There are some, but not so important, differences between Biology teachers and other teachers. The teachers' conceptions also differ with the level of teacher training: more they are instructed (in any matter), more they are evolutionist. ; European project FP6 "Biohead-Citizen" CIT2-CT-2004-506015. CIFPEC/CIEC - unidade de investigação 644/317 da FCT. ; Fundação para a Ciência e a Tecnologia (FCT) - CIFPEC/CIEC - unidade de investigação 644/317 da ...

Malaysia has undergone various transformations in education since its independence in 1957. The work environment plays an important role in teacher adaptation, so this study aimed to identify the differences in the level of teacher adaptation to change in Malaysian education policy in National Secondary Schools (SMK) and Government Funded Religious Schools (SABK). This quantitative research which used a simple random sampling technique was conducted at the randomly selected National Secondary Schools (SMK) and the Government Funded Religious Schools in the state of Kelantan. A total of 300 samples were involved in answering the distributed questionnaire which was an adaptation of Samale (2016) built on the Measure of Adaptive Performance (MAP) instrument by Lillard et al. (2012) and the Individual Adaptability Theory (I-ADAPT) instrument by Ployhart and Bliese (2006). The findings showed that the level of teachers' adaptation was high and there was no difference in the level of adaptation between SMK and SABK teachers. It is hoped that the results of this study can be used as a reference specifically to school administrators and the education ministry towards improving teachers' adaptation to a very high level. This is important because teachers are the leading implementers of education policy in schools and individuals who can fulfil the aspiration of the Ministry of Education to place education in Malaysia on par with the world-class system.