This article scrutinizes the professional support provided to teachers by supervisors to improve the teaching-learning process within the dimensions of learning behaviours and learning assessment in ...Ethiopian primary schools. The study employs a mixed-methods research design. The questionnaires were responded to by 382 in-service postgraduate diploma primary school principals and supervisors in the Educational Leadership and Management Department at Hawassa University. A semi-structured interview was conducted with 12 senior principals and supervisors. The results illustrate critical gaps in the supervision support to teachers for the improvement of learning behaviours and learning assessment. The study suggests that support-oriented supervision could play a significant role in assisting and improving the teaching and learning process. Hence, regional and federal governments should work together with development partners to enhance the competency of supervisory staff to provide enabling support to teachers and thus improve the quality of the teaching and learning processes in Ethiopian schools.
The difficulty recruiting competent teachers is widespread, and the status of the teaching profession is on the decline. Sweden is just one country with these problems. Using longitudinal register ...data for every teacher in Sweden born between 1972 and 1998, the present study investigates changes in teachers' own school grades to clarify patterns of recruitment to the teaching profession. The main methods were regression analysis and descriptive statistics. Results showed a significant decline in teachers' grade average between 1996 and 2016, with certified teachers having a higher grade average than uncertified teachers throughout this period. Grades of primary school teachers were lower compared with those of secondary school teachers. Higher grade average for secondary school teachers of natural science subjects compared with teachers of other subjects was also observed. The decline in teachers' grades is a factor characterising changed recruitment patterns and one likely to affect teacher quality.
Academic self-efficacy, academic amotivation, attitude toward the teaching profession, and classroom management anxiety are four of the most significant factors for both teacher training and ...performance because these psychological and behavioral constructs are first developed during the initial training, and reflect on the actual teaching quality of teachers. Therefore, investigation into their development and relationships, particularly with regard to prospective teachers, is significant both for the theory and practice of teaching. Hence, the current study aims to explore the casual relationships between these variables with a sample of prospective mathematics teachers, using the structural equation modelling (SEM). The participants were selected using simple random sampling method from prospective mathematics teachers studying at educational faculties of seven universities in different regions of Turkey. The data were collected using the academic amotivation scale, academic self-efficacy scale, attitude toward the teaching profession scale, classroom management anxiety scale, and a personal information form developed by the researchers. Data obtained from 581 participants were analyzed using path analysis. The findings showed that prospective mathematics teachers had a positive attitude toward the profession, and were eager to teach. Their academic self-efficacy predicted their attitude toward the teaching profession. Similarly, prospective mathematics teachers’ attitude toward the teaching profession correlated negatively with their academic amotivation. In other words, as prospective mathematics teachers’ attitude scores toward the profession increased, their academic amotivation scores decreased. However, prospective mathematics teachers had a high level of classroom management anxiety. Interestingly, prospective mathematics teachers with a positive attitude toward the profession experienced higher levels of classroom management anxiety. The findings mostly supported previous results in the literature. Implications were suggested both for teacher training and practice of quality teaching.
In our present time, ethics in teacher education plays an important role in the teaching and learning process. In the school context, both teachers and learners need to feel safe in order to learn ...meaningfully and achieve their dreams. As such, creation of the positive and inclusive school environments is important. Building an effective school culture is essential to teachers as well as to the students. Strengthening the teacher-students relationship offers opportunity for both students and teachers to aspire and achieve their great goals. In this way, teachers will teach effectively; learners will learn well in the school that is safe and that which promotes the practice of the ethical standards. For a successful teaching and learning to take place in school contexts, ethics and its standards need to be considered and improved. To achieve that, how the school and classrooms are organized is fundamental, this paper presents evidence from literature on the significance of ethics and its standards that teachers and other education stakeholders in Tanzania can learn in order to promote teacher professionalism and effective academic performance in school organizations in Tanzania. It also discusses the prevailing teachers’ professional misconducts in Tanzanian schools that have affected the learning outcomes. Furthermore, the paper highlights strategies that could be used by school organization to ensure that the school organizations observe and encourage the development of teaching professionalism for the improved learning and organizational outcomes.
Resumo Este artigo apresenta os resultados de um estudo cujo objetivo foi identificar as representações, compreendidas na acepção de Chartier, a respeito das dimensões emocionais do trabalho dos ...professores primários em São Paulo, entre as décadas de 1950 e 1970. Utilizaram-se, para tanto, romances autobiográficos de professoras que exerceram o magistério no período, as revistas produzidas pelo Centro do Professorado Paulista - CPP, bem como as produções da Revista Brasileira de Estudos Pedagógicos – RBEP, como forma de comparar as representações acerca das dimensões emocionais do trabalho docente produzidas pelos próprios professores e as representações produzidas pelos pesquisadores em educação, divulgadas pela RBEP. As emoções são definidas, a partir de Estrela e Damásio, como um sistema dinâmico que proporciona o lidar com o desconhecido e tomadas de consciência, além do julgamento constante (inconsciente e consciente) das ameaças e das oportunidades do cotidiano. As dimensões emocionais do trabalho docente são entendidas como um conjunto de emoções resultantes das interações dos professores no exercício da docência: a relação com os alunos, família, os demais profissionais do ambiente escolar, bem como as emoções decorrentes das condições de trabalho e as mudanças na estrutura educacional. A análise das fontes permitiu identificar em que medida as representações sobre as emoções no trabalho docente estavam relacionadas com a produção do discurso acerca da formação e da prática do professor primário, bem como com a constituição e divulgação da representação do professor primário pelo CPP.
Abstract This paper presents the results of a research whose objective was to identify the representations, according to Chartier’s use of the concept, about the emotional dimensions of the work by elementary school teachers in São Paulo, between the 1950s and 1970s. For this purpose, autobiographical novels by teachers of the period, magazines produced by the São Paulo Teachers Center - CPP, as well as the productions of the Brazilian Journal of Pedagogical Studies - RBEP, were used as a way to compare the representations about the emotional dimensions of teaching produced by the very teachers and the representations produced by education researchers, published by RBEP. Emotions are defined, drawing from Estrela and Damásio, as a dynamic system that makes possible to deal with the unknown and awareness, as well as the constant (unconscious and conscious) judgment of everyday threats and opportunities. The emotional dimensions of teaching are understood as a set of emotions that emerge with the teachers´ interactions in their everyday activities: the relationship with students, family and other professionals in the school environment, as well as the emotions arising from working conditions and changes in the educational structure. The analysis of the sources allowed us to identify to what extent the representations about emotions in teaching were related to the production of a discourse about the education and the practice of the elementary teacher, as well as to the constitution and dissemination of the representation of elementary school teachers by CPP.
Teachers in the South African education system face numerous challenges that negatively affect their well-being and contribute to the high attrition rate in the teaching profession. Given that few ...studies in the South African context focus on teacher well-being, this article fills that gap by exploring how teachers experience profession-related challenges and how these affect their well-being. By merging the force field model (Samuel & van Wyk, 2008) and the PERMA model (Seligman, 2011) as theoretical frameworks, four forces, namely contextual, institutional, programmatic, and biographical, were used as a lens to explore the push and pull factors that impact the well-being of teachers. Data were collected using eight electronic open-ended questions and eight semi-structured individual interviews (case studies). The findings revealed that factors teachers identified as pushing them away from the profession were unsatisfactory remuneration, lack of resources, uninvolved parents, learner diversity, and an overwhelming workload. Pull factors that attracted them to the profession were the stability and convenience of following a teaching career, feeling valued, and being passionate about facilitating learning.
Resumo Este artigo focaliza o processo brasileiro de elevação ao nível superior da formação dos professores que atuam nos anos iniciais da educação básica, problematizando sua qualificação como um ...caso clássico de universitarização, e propondo uma maneira de o caracterizar que, considera-se, seja mais precisa e prolífica para o debate sobre as relações entre a formação e a profissionalização desses professores. Fundamentando-se em revisão de literatura, explora a dimensão cultural e as lutas simbólicas mobilizadas em tal processo, de modo a caracterizá-lo como um caso sui generis de universitarização, levado a efeito em grande parte por instituições não universitárias e implementado por meio de um movimento atípico de transferência institucional – para o curso de pedagogia –, que não considerou as estruturas formativas pré-existentes e não as absorveu, como ocorre mais comumente nos processos de universitarização. Conclui que essa universitarização foi marcada por processos de autonomização e de desprofissionalização da formação docente, sobretudo devido ao apagamento sociocultural imposto ao magistério. Contrariando as expectativas que a legitimaram no campo educacional, essa universitarização realizada por transferência institucional mostra-se incompatível com os propósitos de profissionalização do magistério, o qual prevê, entre outros fatores, o aumento do controle que os professores exercem sobre os processos concernentes ao trabalho que realizam, entre os quais se encontra a tarefa de formar as próximas gerações docentes.
Abstract This article focuses on the Brazilian process of raising the formation of teachers working at the first years of basic education to the level of higher education, problematizing their qualification as a classic case of universitarization and proposing a way of characterizing it that we deem to be more precise and proficuous for the debate about the relations between the formation and professionalisation of those teachers. Based on literature review, it explores the cultural dimension and the symbolic struggles mobilized in that process, so as to characterize it as a sui generis case of universitarization, largely conducted by non-university institutions, and implemented through an atypical movement of institutional transfer – to the Pedagogy course –, which did not take into account the pre-existing formative structures and did not absorb them, as is more commonly the case in processes of universitarization. The article concludes that such universitarization was marked by processes of autonomization and of deprofessionalisation of teachers’ education, particularly due to the sociocultural effacement imposed to the teaching profession. Contrary to the expectations that legitimized it in the educational field, such universitarization conducted through institutional transfer is shown to be incompatible with the objectives of professionalisation of the teaching profession, which prescribe, among other factors, the increase of the control exerted by teachers over the processes concerning their work, among which is included the task of educating the future generations of teachers.
This study investigated the implementation level of teachers' code of ethics in secondary schools in Ethiopia. A descriptive survey research design with quantitative and qualitative approaches was ...employed. The study participants were 404 teachers, 289 students, 10 principals, and 5 district education office experts. Data was collected by means of questionnaires and interviews. The quantitative data was analyzed by using percentage, frequency, mean, standard deviation, and independent samples t-test and the qualitative data through thematic analysis technique. The findings indicated that teachers implemented the code of ethics regarding students, colleagues, and the teaching profession at a high level; however, their commitment was low to the parents and the community domain. The study also revealed that gender, age, and teaching experience affected the implementation level of teachers' code of ethics in the three dimensions. Based on the results, it is recommended that concerned bodies need to: pay due attention to ethics courses in the initial teacher training programs; design and implement different mechanisms that can increase teachers’ intrinsic motivation and commitment to their code of ethics; frame a clear, detailed, and executable code of ethics, and institutionalize continuous community awareness program about teachers and the teaching profession as it will help them to maintain their interest in and commitment to their profession and thereby help them practice their code of ethics more effectively.
Code of ethics, implementation level, intrinsic motivation, policy, secondary schools, the teaching profession, Ethiopia.
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