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.
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
They manage people (students and staff), school resources and school information (Danielson, 2007). Good management of the aforementioned entities would be portrayed by the school achieving its set goals and visions. In such regards school leader will equitably allocate resources in the school, efficiently manage, process and store school information for effective information sharing to foster school performance. Conflict management and other indiscipline issues arising in the school are dealt with by the school leadership. School leader is a relationship builder and therefore tasked with the responsibility to create a hospitable environment for learning (Lezotte, 2012.
2. School’s vision: The collective beliefs of the staff working at the school. Teachers have input in the school’s vision, mission statement, and instructional goals. Teachers can articulate the school’s vision. The school’s goals are aligned with the state’s goals.
Teacher observation is most successful when the teacher and observer work together and reflect on the teaching behaviour. Critical Elements of Teacher Observation as Professional Development * Ensuring school leaders advocate and support teacher observation as a valid form of professional development * Building a community of trust among faculty * Establishing a school-wide commitment to the approach * Separating observation from the teacher evaluation
Although Harry Wong focuses more on classroom management and not the demographics of the classroom, him and Gary Borich both equally emphasize the importance of a positive and supportive classroom environment for all students. Wong declares,” It is the teacher – what the teacher knows and can do—that makes the difference in the classroom.” (81) Effective teachers provide all students with equal opportunities for learning by utilizing culturally responsive direct instruction, questioning and classroom management. Caring for students and building a nurturing environment that accepts all students and allows them to engage in profound learning experiences are fundamental characteristics of effective
Within education, professional learners often rely on the leader to provide a framework and establish an environment conducive to a high level of intensity. Teachers within professional learning communities rely on leaders to help plan timetables, provide additional resources, and locate expert connections to support professional learning. It is in these way that servant-leaders are serving individual teachers and groups of teacher ongoing. One can also assume that through professional learning, servant-leaders in education will be equally concerned with serving students. Robinson (2011) confirms that through leading professional learning, student achievement will be significantly impacted (p.8-9).
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
In this juncture, the researcher gives three significant advantages which are it can boost the children’s personality, be more responsible as a student and as an individual and mainly develop children in academics and relationships in school. Understand and develop potency and capability as we help families in their job to cultivate children (National Association for the Education of Young Children (1998). Therefore, there is an importance task that families need to accomplish. Meaning the task for parents at hand must be well understood and executed . According to Bronfenbrenner (1917), absence of family involvement causes participation of parents to their children to fail and once this fails the little effects accomplished would more or so fade.
Introduction Classroom assessment practices conducted by teachers is one of the integral parts of teaching and learning .Teachers may not know if students are learning or progressing without assessment. Lloyd (2011) explained that these classroom assessment standards comprise a set of criteria and related guidelines accepted by professional organizations as indicative accurate classroom assessment practices. At the heart of assessment system is a clear understanding and connecting to the knowledge and skills and their range of complexity as required by the standards, grade level expectations, and span expectations (Brown, 2011). These standards should be focused in all assessments, instruction, and professional development related to teaching