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Author: Madiha Shah
Publisher: GRIN Verlag
ISBN: 3656181950
Category : Education
Languages : en
Pages : 481
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Book Description
Doctoral Thesis / Dissertation from the year 2011 in the subject Pedagogy - The Teacher, Educational Leadership, The University of Malaya, language: English, abstract: This study analyzed the impact of teachers' collegiality on their organizational and professional commitment in public secondary schools in Islamabad, Pakistan. The study also examined the differences of teacher collegiality, organizational commitment, and professional commitment in high-achieving and low-achieving schools. The effects of teacher personal variables (e.g. gender, educational level, and professional experience) on teacher collegiality, organizational commitment, and professional commitment were also investigated. A teacher collegiality scale (TCS) was developed and tested using exploratory and confirmatory factor analytic techniques. The final TCS comprised seven dimensions, namely (1) Demonstrating Mutual Support and Trust, (2) Observing one another Teaching, (3) Joint Planning and Assessment, (4) Sharing Ideas and Expertise, (5) Teaching each other, (6) Developing Curriculum together, and (7) Sharing Resources. The instruments of organizational commitment and professional commitment were adapted from Meyer, Allen, and Smith (1993). The survey instrument, comprising the TCS and Commitment Scale was distributed to a sample of 364 secondary school teachers in eight high-achieving and nine low-achieving schools located in Islamabad. Structural Equation Modeling (SEM) was used to assess the impact of teacher collegiality on teachers' organizational and professional commitment. Latent Mean Structure Analysis was used to determine the differences in teacher collegiality and teacher commitment between high-achieving and low-achieving school teachers. The effects of demographic variables on study main variables were analyzed using MANOVA. The analysis confirmed that teacher collegiality positively impacted organizational commitment and professional commitment among secondary school teachers
Author: Madiha Shah
Publisher: GRIN Verlag
ISBN: 3656181950
Category : Education
Languages : en
Pages : 481
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Book Description
Doctoral Thesis / Dissertation from the year 2011 in the subject Pedagogy - The Teacher, Educational Leadership, The University of Malaya, language: English, abstract: This study analyzed the impact of teachers' collegiality on their organizational and professional commitment in public secondary schools in Islamabad, Pakistan. The study also examined the differences of teacher collegiality, organizational commitment, and professional commitment in high-achieving and low-achieving schools. The effects of teacher personal variables (e.g. gender, educational level, and professional experience) on teacher collegiality, organizational commitment, and professional commitment were also investigated. A teacher collegiality scale (TCS) was developed and tested using exploratory and confirmatory factor analytic techniques. The final TCS comprised seven dimensions, namely (1) Demonstrating Mutual Support and Trust, (2) Observing one another Teaching, (3) Joint Planning and Assessment, (4) Sharing Ideas and Expertise, (5) Teaching each other, (6) Developing Curriculum together, and (7) Sharing Resources. The instruments of organizational commitment and professional commitment were adapted from Meyer, Allen, and Smith (1993). The survey instrument, comprising the TCS and Commitment Scale was distributed to a sample of 364 secondary school teachers in eight high-achieving and nine low-achieving schools located in Islamabad. Structural Equation Modeling (SEM) was used to assess the impact of teacher collegiality on teachers' organizational and professional commitment. Latent Mean Structure Analysis was used to determine the differences in teacher collegiality and teacher commitment between high-achieving and low-achieving school teachers. The effects of demographic variables on study main variables were analyzed using MANOVA. The analysis confirmed that teacher collegiality positively impacted organizational commitment and professional commitment among secondary school teachers
Author: Abdulla Y. Al-Hawaj
Publisher: CRC Press
ISBN: 1315642905
Category : Business & Economics
Languages : en
Pages : 140
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Book Description
Ahlia University contributes to the advancement and propagation of knowledge by encouraging its academics and research students to publish their original research that can be applied to real-life situations. Co-operation with Brunel University London in the United Kingdom led to the establishing of a Ph.D. programme at Ahlia University in 2005.An i
Author: Nahdi Samae
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Book Description
The objective of this study was to investigate the relationship of school climate and teacher commitment. A total of 13 external quality assurance accredited Islamic private secondary schools in Pattani were surveyed and 304 teachers were randomly selected to participate in the study. The instruments used in this study were the Organizational Climate Index (OCI) (Hoy, et al., 2002) and the Organizational Commitment Questionnaire (OCQ) (Mowday, et al., 1979). The 27-item OCI measured four dimensions of school climate (collegial leadership, teacher professionalism, academic press, and institutional vulnerability). Those four elements formed the independent variables used for the study. The dependent variable was teacher commitment measured by the 15 items of the OCQ. The findings from the descriptive statistics indicated a very high level of teacher commitment. Correlational analysis reported 3 significant relationships between school climate dimensions and teacher commitment. Collegial leadership and teacher professionalism showed positive significant relationships with teacher commitment. Institutional vulnerability was negatively related to teacher commitment. The regression results concluded that the best predictor of teacher commitment is collegial leadership. Furthermore, teacher professionalism was also found to be a significant predictor of teacher commitment.
Author: Michael J. Schmoker
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Education
Languages : en
Pages : 134
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Book Description
How do you know if your school is improving? Do you know what really works in reading programs...in writing...in math...in science? How do we measure what works? What about teaching to the test--or to the vast array of standards being mandated? How do we effectively use cooperative learning--and direct instruction--and alternative assessment? How do we sustain school reform? How do we get results--and measure them in terms of student achievement? In this expanded 2nd edition of Results, Mike Schmoker answers these and other questions by focusing on student learning. By (1) setting goals, (2).
Author: Asian Development Bank
Publisher: Asian Development Bank
ISBN: 9292615297
Category : Education
Languages : en
Pages : 227
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Book Description
This publication describes the key issues facing the school education system in Pakistan, highlights the challenges, and suggests some possible directions for reform---with a focus on two provinces: Sindh and Punjab. While average years of schooling in Pakistan have increased along with life expectancy and per capita income, inequality remains high and, by other education measures, the record remains dismal. Illiteracy is widespread and almost 23 million children aged 5–16 are not in school---a worrying statistic for a country whose current workforce is young, mostly unskilled, and poorly prepared for productive employment.
Author: Leslie S. Kaplan
Publisher: Corwin Press
ISBN: 1452217327
Category : Education
Languages : en
Pages : 273
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Book Description
Packed with hands-on activities, this practical handbook shows you how to be the transformational leader your school needs to enact a culture change and improve student outcomes.
Author: Jishnu Das
Publisher: World Bank Publications
ISBN:
Category : Academic achievement
Languages : en
Pages : 47
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Book Description
Abstract: The authors report on a survey of primary public and private schools in rural Pakistan with a focus on student achievement as measured through test scores. Absolute learning is low compared with curricular standards and international norms. Tested at the end of the third grade, a bare majority had mastered the K-I mathematics curriculum and 31 percent could correctly form a sentence with the word "school" in the vernacular (Urdu). As in high-income countries, bivariate comparisons show that higher learning is associated with household wealth and parental literacy. In sharp contrast to high-income countries, these gaps decrease dramatically in a multivariate regression once differences between children in the same school are looked at. Consequently, the largest gaps are between schools. The gap in English test scores between government and private schools, for instance, is 12 times the gap between children from rich and poor families. To contextualize these results within a broader South Asian context, the authors use data from public schools in the state of Uttar Pradesh in India. Levels of learning and the structure of the educational gaps are similar in the two samples. As in Pakistan, absolute learning is low and the largest gaps are between schools: the gap between good and bad government schools, for instance, is 5 times the gap between children with literate and illiterate mothers.
Author: Claude Nestor Goldenberg
Publisher: Teachers College Press
ISBN: 9780807744239
Category : Education
Languages : en
Pages : 234
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Book Description
Drawing on 15 years of research and teaching in low-income schools, Claude Goldenberg provides a powerful model of school change. Illustrating the everyday dynamics experienced by teachers, administrators, and students, the text focuses on successful reform efforts in an elementary school in the metropolitan Los Angeles area that serves a predominantly bilingual, Latino population.
Author: Shahid Javed Burki
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 192
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Book Description
Washington seems to be in a season of worrying--some might say "obsessing"--About the education system in Pakistan. The 9/11 Commission, whose final report has become a fixture on the bestseller lists, has highlighted the links between international terrorism and Pakistan's religious seminaries, or "madaris", and recommended that the United States support Pakistani efforts to improve the quality of the education it offers its young. The The American government, with the U.S. Agency for International Development as the lead agency, plans to spend tens of millions of dollars this year alone on primary education and literacy programs in Pakistan. The international donor community has been active on this front for decades, but has significantly expanded its activities in recent years. But most of all, Pakistanis themselves have raised the alarm and encouraged this newfound interest in their schools. This volume explores an issue that Pakistanis themselves have identified as vital to their national well-being. Essays include: (1) Educating the Pakistani Masses (Shahid Javed Burki); (2) Education, Employment and Economic Development in Pakistan (Ishrat Husain); (3) Challenges in the Education Sector in Pakistan (Salman Shah); (4) Reform in Higher Education in Pakistan (Grace Clark); (5) Against the Tide: Role of The Citizens Foundation in Pakistani Education (Ahsan Saleem); (6) Reasons for Rage: Reflections on the Education System of Pakistan with Special Reference to English (Tariq Rahman); (7) Education Sector Reforms in Pakistan: Demand Generation as an Alternative Recipe (Jonathan Mitchell, Salman Humayun, and Irfan Muzaffar); (8) Report for Congress on Education Reform in Pakistan; (9) Education in Pakistan and the World Bank's Program (Michelle Riboud); (10) The Punjab Education Sector Reform Program 2003-2006; (11) Pakistan's Recent Experience in Reforming Islamic Education (Christopher Candland); and (12) Pakistan: Reforming the Education Sector. An introduction by Robert M. Hathaway is included. Individual papers contain tables, charts, notes and references.
Author: Anthony J. Shinkfield
Publisher: Springer Science & Business Media
ISBN: 9400917961
Category : Education
Languages : en
Pages : 406
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Book Description
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.
