receive very little accurate and helpful feedback regarding their teaching. • Autonomy is strongly related to job satisfaction for many, but not all, teachers. Autonomy is not necessarily defined as freedom from interference in the classroom; rather, the majority of teachers view autonomy as freedom to adapt the curriculum and their teaching practice and to develop collegial relationships to accomplish tasks. • Collegiality can be expressed through experiencing challenging and stimulating work, creating school improvement plans and leading curriculum development groups. The literature in high income countries suggests that collegiality is directly linked to effective schools (Johnson, 1986; Glatthorn & Fox, 1996) where ‘teachers valued and …show more content…
Most feel that they are being deprived of an important part of their disciplinary arsenal just a time when student behavior is becoming an increasingly serious issue. III.4.4 Job satisfaction and emotional well-being Job satisfaction is an important indicator of teachers’ psychological well-being and it reflects the extent to which teachers like teaching (Hirschfield, 2000). Teaching satisfaction is therefore one of the foci of research into the effect of emotional intelligence (or emotional labor) on teachers’ work (Zhang & Zhu, 2008; Kafetsios & Zampetakis, 2008; Platsidou, 2010; Wong et al., 2010; Chuang & James, 2011; Kinman, Wray, & Strange, 2011; Anari, 2012). Teachers experience positive emotions when they are making progress toward a goal (Sutton & Wheatley, 2003) and more positive emotions, in turn, generate more teaching ideas and more innovative teachers (Abbott, 2008). Teachers experiencing high levels of collegiality and occupational solidarity, social and emotional affiliation are also much more likely to have higher levels of self-esteem and subsequently job satisfaction (Abbott, …show more content…
Even though a teacher may try to hide his/ her negative emotions and feelings, students are often aware of, and are influenced by them (Sutton & Wheatley 2003). Negative emotions, including impatience, frustration and anger arise from a number of sources related to goal incongruence (Sutton & Wheatley, 2003), students’ misbehavior and violation of rules (Hargreaves, 2000; Sutton, 2000); uncooperative colleagues (Nieas, 1989; Bullough et al., 1991; Erb, 2002); work conditions and factors outside the classroom that make it difficult to teach well. Negative emotions can affect teacher’s intrinsic motivation, efficacy, beliefs and goals (Pekrun et al., 2002 p. 97) and subsequently negatively influence teaching and student
In Loco Parentis Restricting Student’s Autonomy The Latin phrase “in loco parentis,” which in Latin directly translates to “in the place of a parent,” refers to American universities controlling their student’s actions through discriminatory restraints (Lee 2011, 66). Universities and colleges during the 1960s were regulating student’s personal lives through administrative rules and would take disciplinary action, like expulsion, if broken. “From the mid-1800s through the late 1950s”, courts supported universities acting “in loco parentis” in respects to their students (Lee 2011, 66). Higher educational intuitions where not necessary acting how parents would; they where not honoring students for their academic achievements, but rather they
Melissa, a thirteen year old girl, really has problems concerning her family. She tries to make her family trust and believe in her, but it never works out. She believes that her household is virulent to her. She stays out of the house as mush as she can. Though she is an honor roll student, Melissa cannot seem to please her family.
By giving teachers this leadership, the DuFours found teachers held more ownership and proprietorship in not only their teaching styles and strategies, but in the way they were dedicated in the time spent on collaborating and sharing their best tips and teaching
A human’s emotions can be their greatest ally or worst enemy. Positive emotions such as desire and satisfaction primarily assume the role of motivation within a person. However, negative emotions possess an even greater motivational impact due to their ability to drive a person beyond their personal limits. For example, shame is a devastating emotion that causes feelings of inadequacy and failure. As a result, people strive to prevent shame to themselves and others at all costs.
In addition, employees who experience more positive emotions at work make greater contributions to organizational effectiveness and, when people are in a good mood, they are more sociable, less aggressive, and better able to recall positive information (Pinder, 1998). Also, those employees who are more positive possess higher confidence, optimism, self-efficacy, likability, and sociability, which in turn, making them more satisfied with their job and increases workplace achievement (Lyubormirsky, King, & Diner, 2005). Happy employees bring their happiness from the office to their home and they also transfer their happiness from their home to the office (Lyubormirsky et. al,
In my mind the most important unanswered question raised during our class meeting would be, “how to decide what to do in a situation like case 5-2 and living with the decision afterwards” case 5-2 regarded the 77 year old Jamaican woman and the dilemma the doctor was in, in terms of discharging her or keeping her and raising the prices for the other patients. During class we discussed what people would do but because I have different ideas on what I would have done. If I had decided to discharge her I would remember it all the time. I would feel so broken inside for doing that. I would neglect a person’s life to accommodate my place of employments financial situation.
Teaching is often the lowest paid career. Therefore Alderfer’s theory is likely to motivate teachers to higher levels of performance. Based on Alderfer’s theory needs are met based up existence, relatedness, and growth (Kinicki, 2013). According to Alderfer’s theory on growth people have the need to feel as though their work is challenging (Kinicki, 2013). People have the need to feel that within their work environment they are able to be creative with and self-fulfillment (Arnolds,2002).
2.2 Teacher resilience A good number of studies has shown that facing various challenges for teachers in different years of their teaching is inevitable. This issue become important when teaches lack the ability of managing these difficulties which may result in burnout and attrition. To be on the positive side, equipping teachers with qualities that prevent them from frustration and make them to thrive than just survive was an ongoing concern for teacher educators and policy makers. Resilience, as a specific strategy that individuals usually apply when they face a kind of adverse situation (Castro, et al., 2010), has been attracted a lot of attention among researchers.
In my workplace crucial accountability, as described by Patterson, Grenny, McMillan, Switzler, and Maxwell (2013), is a challenging practice within our department of math teachers and in the school administration in general. I have been the geometry team lead teacher for the past four years and have experienced difficult situations with my superiors and team members in which I have struggled to carry out accountability conversations. On several occasions I have confronted my fears and initiated accountability dialogues with individuals that were not fulfilling their responsibility as part of our geometry team and to my astonishment have discovered the benefits that have resulted if conversations were directed constructively. Patterson et al.
This essay will explained the kind of teacher professional identity promoted by SACE and COTEP under the pillars of curriculum 2005 and NQF forming part of the white paper 1995 in redefining identity and difference in the education system after 1994 and it will also discuss how this identity did not and could not match the realities on the ground. Professionalism is the personal effort to act in a job that reveals fitting attitudes, behaviors and practices of the job. In teaching these attitudes may be: “having specialized knowledge which is the content knowledge and the ability to teach were teachers gain this on a lengthy period of higher education which is a four years to obtain the B ed degree were in the lengthy period teachers in the making learn to focus client interest maintaining a high level of responsibility learning and obtaining the ethical code of conduct” (SAIDE, 2010). By producing good quality results a teacher will be showing professional skills. Professionals require considerable freedom or autonomy to make judgments because they have to draw on knowledge based skills It is also showing that you believe in being professionally autonomous while accountable to the standards of you practice by having professional control over the credentials and the entry to teaching” ( SAIDE, 2010).
The final lesson is created positive emotions and moods are extremely crucial to improve the general performance. Thus, this essay will go deep into 03 specific knowledge and what they help me to enhance my personal development. The first point I have to mention here is the
Teaching is not controlling, but rather working with the students to learn, grow, and succeed together. By having strong student-teacher relationships with students, the classroom will be a place for each member to express their feelings and work together. Academic success depends on these close relationships and guidance that teachers and students have with one another. Classroom management aims at establishing student self-control through a process of promoting positive student achievement and behavior. Thus, academic achievement, teacher efficacy, and teacher and student behavior are directly linked with the concept of classroom management.
Ethics according to my understanding is that division of philosophy which concerns with the moral principles that guide us in terms of our behaviour and way of doing things. Ethics simply helps a person in distinguishing between the right and wrong, good and bad, just and unjust, acceptable and unacceptable. It incorporates the ethical standards or the code of ethics guiding a person into the right path by instilling discipline and other virtues in our life’s daily activities. As professional teachers we endowed with dignity and reputation with high code of conduct while practicing the noble teaching profession which also requires us to follow set of ethical and moral principles, standards and values. Ethics in education concerns with the study of ethical standards or basic principles related rooted in the education system.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.