Student motivation has been found as a critical component to student success (Brophy, 2004; Deci, Vallerand, Pelletier, & Ryan, 1991). According to Crump (1995), “Student motivation is a major problem in classrooms today. Many students are bored, inattentive and unable to see a connection between schoolwork and their lives outside the classrooms” (p. 3). Learning is influenced not only by the interest of student about what is taught and how is taught, but learning also influenced by the interaction and relation between student and teacher. McCroskey (2001) find out that student’s learning is considerably affected by teacher’s immediacy.
It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide
Chapter 1 The Problem and Its Setting Introduction One of the hardest parts of being a teacher is how to cope with a large number of students every day and dealing also with their student misbehaviour. However, the teachers shared their idealism and enthusiasm in teaching while playing an important role in providing the students a good classroom setting through classroom management strategies for better learning. Of all of the activities of a teacher, effective classroom management is one of the most important (Lewis, 1999) to increase the provision of quality instruction, and to decrease student misbehavior, and distraction from schoolwork (Kennedy, 1996). Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. One of the main purposes of classroom management strategies is to develop the pro-social behavior and increase the academic engagement of the students (Everston and Weinstein, 2006).
When researching civic education, teachers’ civic attitudes are highly relevant since the learning of civic and citizenship topics is not only a cognitive process but a contextual and relational process, where students learn through their experiences (Biesta et al., 2009). Therefore, the social relationships between students and teachers and teachers’ dispositions are, for example, relevant factors to be considered (Biesta et al., 2009). Furthermore, students also learn by observing other people’s actions and behaviors, and teachers’ role modelling in schools and classrooms have a great influence in students’ learning (Sanderse, 2013). Within classrooms teachers express their own values, which embed important messages for students but, simultaneously, teachers need to develop among their students skills that allow them to reflect on their own value scale (Veugelers & Vedder, 2003). If this double process takes place, teachers do not transfer their own values directly to students, because the students are able to engage in their own reflection process on competing values (Veugelers,
According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority. These teachers seem to prefer an active approach to resolve problems. Moreover, Howard and Johnson (2004) highlighted that some teachers involved in their study admitted that they had developed survival skills by reflecting on their practice when things were going wrong. Teachers who participated in Huisman et al’s study (2010) also considered both formal and informal professional development opportunities as a priority. As mentioned earlier in this paper, societal developments in several domains confront schools and teachers nowadays with more challenges of different kinds (Elchardus, 1994; Hargreaves, 1994b).
Much of this research has been dedicated to the identification of factors that influence teachers’ career decisions. Through these research efforts, I had tried to identify various variables that contribute to or significantly influence teachers’ career decisions. Among these variables, administrative behaviors and leadership practices have been frequently and consistently linked to employee’s turnover in secondary education. Principal’s leadership style works as the key to success. Given the perceived importance of leadership and the central role administrators’ play in the effectiveness of their schools, it is not surprising that researchers in the field have dedicated themselves to investigating various leadership theories and the theoretical basis on which educational leaders base their leadership style and practices.
Rewarding students for good grades will decrease student’s self-motivation. Paying students for good grades will realize an actual decrease in academic performance. These distinct disadvantages highlight why schools should not pay students for good grades. First, paying students for good grades causes practical problems in the classroom. According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school.
Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
So, there exists a greatest need for the teacher to be effective. This area of teacher effectiveness draws a keen interest of educationists and researchers. The teacher effectiveness can be achieved through work life balance of school teachers. It has been studied in relation to various teacher related variables. There may be many others factors also which may have a definite impact on teacher work life balance.
Chapter 1 The Problem and Its Setting Introduction One of the hardest parts of being a teacher is how to cope with a large number of students every day and dealing also with their student misbehaviour. However, the teachers shared their idealism and enthusiasm in teaching while playing an important role in providing the students a good classroom setting through classroom management strategies for better learning. Of all of the activities of a teacher, effective classroom management is one of the most important (Lewis, 1999) to increase the provision of quality instruction, and to decrease student misbehavior, and distraction from schoolwork (Kennedy, 1996). Classroom management is the process by which teachers and schools create and maintain