共查询到20条相似文献，搜索用时 31 毫秒
1.
Jorge Ávila de Lima Maria João Tavares Silva 《Educational Assessment, Evaluation and Accountability》2018,30(1):7-26
This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for classroom observation. The findings show that respondents regarded classroom observation as an inadequate teacher evaluation instrument. It was also viewed as one of the features of the teacher evaluation system that least contributed to the teachers’ professional development. Department heads felt torn between their intermediate management role as teacher observers and their professional role as teacher peers. Cultural norms of individual professional autonomy that regulated relations among colleagues prevented department heads from using information, gathered through classroom observation, to nourish in-depth professional discussions about concrete educational practices. 相似文献
2.
Cemalettin ?pek 《Asia Pacific Education Review》2010,11(3):371-385
This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational
culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their
organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting
these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated
through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational
culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions
at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels.
They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at
compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization
levels was predicted from achievement and support cultures. 相似文献
3.
The purpose of this research was to gain a broader understanding of what department heads and doctoral students believe to be the value of credentialed teaching certificates. Using a survey methodology with participants (N= 450), the study focused on the extent to which a credentialed teaching certificate provides a competitive advantage when seeking employment, as well as the content (pedagogical knowledge) that is perceived to be important for such programmes. Using a cross-sectional survey design, results highlight significant differences between doctoral students and department heads regarding the content and value of a credentialed teaching certificate in higher education. 相似文献
4.
Regis G. Bernhardt 《Research in higher education》1977,7(1):79-95
Fordham University faculty members rejected collective bargaining in a National Labor Relations Board (NLRB) supervised election in the spring of 1975. The present study was conducted prior to the election. Relationships between faculty members' attitudes toward collective action and their perceptions of the quality of the organizational characteristics of the University were examined.The study was based on modern organization theory which contends that the needs of organizational participants must be satisfied and integrated with organizational goals to maximize output and to minimize the potential for dysfunctional behavior of the participants.The findings supported theory. Faculty members were less supportive of collective action when they perceived administrator-faculty and intrafaculty relationships, motivation processes, and communication processes to be at levels conducive to meeting their needs. 相似文献
5.
Willis A. Jones 《Innovative Higher Education》2014,39(4):293-306
In recent years, a number of colleges and universities have made the decision to pursue membership in the NCAA’s Football Bowl Subdivision (FBS) with the idea that participating in higher profile intercollegiate football can help attract students to their institution. This belief, however, has not been empirically examined. Using difference-in-differences estimation, this study examined freshmen application trends at three colleges and universities (Florida Atlantic University, Florida International University, and Western Kentucky University) which moved from the Football Championship Subdivision (FCS) to the FBS in the mid-2000s relative to similar FCS institutions which did not move to the FBS. Findings showed that moving to the FBS had a positive, statistically significant correlation with freshmen applications at the two institutions located in Florida but not at Western Kentucky University. 相似文献
6.
《The Journal of educational research》2012,105(3):109-111
AbstractThis study focused on the possible relationship that might develop between the manner in which a teacher perceives his supervisor’s behavior and teacher morale. Two hundred and ten in-service teachers responded to two instruments. The first asked them to describe their supervisor’s behavior in terms of an adaptation of Flanders’ direct-indirect categories. The second was an incomplete-sentence morale test used by Suehr. The data were analyzed by use of analysis of variance. Results indicated that differences in perceived supervisor behavioral style were related to differential morale scores in a statistically significant manner. 相似文献
7.
Despite the high ‘guru‐factor’ in time management, few claims have been subjected to empirical investigation. This study tests the claims that people who manage their time well perceive themselves to be more effective and feel less stressed. University staff and students were utilized to investigate the relationship between time management related behaviours, perceived effectiveness, and work‐related morale and distress. Results suggested a hierarchy of time management behaviours. Having a clear sense of career purpose was most important for perceived effectiveness at work, followed by planning and prioritizing. This study has significant practical implications for staff and students. If the aim of using time management strategies is to improve performance and reduce stress, people need to learn to identify the purpose in their career, then plan their time accordingly, rather than tidying desks and hanging ‘do not disturb’ signs on doors. 相似文献
8.
9.
10.
Stephen Powers Stephen Rayner & Helen Gunter 《British Journal of Special Education》2001,28(3):108-112
Leadership roles in special education have changed dramatically over recent years. Stephen Powers, Stephen Rayner and Helen Gunter, all of whom are lecturers and researchers in the School of Education at the University of Birmingham, conducted a questionnaire survey of the perceived professional development needs of heads, deputies and senior staff working in specialist contexts. The results reveal a significant concern with organisationally focused issues; support for school- and LEA-based courses and higher education provision; but a perceived lack of Government-funded training addressing the needs of those in leadership roles in special education. The authors conclude this article with a call for interested readers to become involved in further research in this important area. 相似文献
11.
Ingrid Moses 《Assessment & Evaluation in Higher Education》1989,14(2):95-105
The formalisation of reviews of academic performance, whether it be during probation, for promotion, or for feedback to tenured staff, has put a formidable burden on heads of departments who tend to be involved in all review processes concerning staff in their department.
This paper will present and discuss some data from a current study on the role and functions of heads of departments in Australian universities. Information obtained from heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff which may further or slow down their career. Regular performance appraisal of tenured staff pose particular problems as heads have few resources at their sole disposal to reward in any tangible way excellent performance, and indeed also command few, if any, measures to ensure adequate performance. Heads may have positional authority, but academic conventions often prevent heads from exercising it. Clearly heads need leadership qualities and the ability to create a positive departmental climate so that performance reviews are experienced as constructive and rewarding. 相似文献
12.
The Motivational Impact of School-Based Performance Awards 总被引：1，自引：0，他引：1
Carolyn Kelley 《Journal of Personnel Evaluation in Education》1999,12(4):309-326
This article examines the ways in which school-based performance award (SBPA) programs motivate teachers to modify or improve teaching practice. Qualitative and survey data from SBPA programs in Kentucky, Charlotte-Mecklenburg (North Carolina), Douglas County (Colorado), and Maryland suggest that SBPA programs motivate teachers largely by creating conditions that increase intrinsic rewards and focus teacher efforts, such as opportunities for professional collaboration, feedback on student performance, a clear goal focus, and alignment of organizational resources. Depending on the specific design, SBPA programs can also have negative consequences, such as increased teacher stress. 相似文献
13.
以603名中小学教师为被试,采用问卷调查方法,考察其组织支持感、组织认同与组织公民行为的关系,检验组织认同在组织支持感与组织公民行为间的中介作用。结果表明：1.教师组织支持感、组织认同、组织公民行为诸变量之间相关显著;2.教师组织认同在组织支持感对组织公民行为的影响中起部分中介作用;3.教师组织支持感对组织认同、组织公民行为有直接影响。 相似文献
14.
Alicia K. Webb Tenzin Wangmo Heidi H. Ewen Pamela B. Teaster Laurie R. Hatch 《Educational gerontology》2013,39(12):1089-1106
The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones. 相似文献
15.
16.
In secondary schools, subjects dominate teaching and also the organizational structures. Typically, subject department heads perform a middle-management role in secondary schools and often this role is taken-for-granted and unquestioned. In this article, we examine the impact on secondary school culture and the resulting changes to practice when the department middle-management structure and roles are open to revision. We investigate the experiences of two schools that are part of a longitudinal study on reculturing and restructuring in all secondary schools in one school district in Ontario, Canada. Our research indicates that structural change initiated by school level participants is a prerequisite to real change and that structural changes preceded cultural changes. However, it is the process of creating the new structures that is the key consideration as mandating an alternative might not be facilitative of cultural change. The primary research question guiding this article is: what impact does involvement in restructuring a middle-management organizational model have on the culture of a school and the change process experienced by staff members? 相似文献
17.
Onno Möller 《Tertiary Education and Management》2006,12(4):323-328
Increasing attention on quality assurance, a decentralisation of responsibilities and need for quantitative data in accountability and decision support led to the development of a student satisfaction monitoring instrument at Utrecht University (UU). Initially marketing worked as a catalyst activity to prove the added value. At a later stage the instrument was brought under the responsibility of the Institutional Research department. The instrument is now supporting planning and control, institutional policy, quality assurance and marketing. In order to achieve optimal effects of the instrument, commitment from both the board of the university and the heads of department proved essential. 相似文献
18.
The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching
environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness
of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional
methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found
to have a significant relationship with the instructional environment: student collaborative projects, student-to-student
electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with
the instructor.
Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager.
Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth,
Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology
integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu 相似文献
19.
The role of head of department in the pursuit of excellence 总被引：2，自引：0，他引：2
Ingrid Moses 《Higher Education》1985,14(4):337-354
This article discusses the role and functions of heads of departments as analysed in the literature with particular reference to heads in one Australian university. Data on staff's expectations and perceptions of their head's role are examined.Staff from eight departments of the University of Queensland filled in a questionnaire designed to give feedback to heads. The results show clearly that staff attach great importance to the head's encouragement function: staff wanted their head to encourage good teaching in the department, to stimulate research and publication, and to take account of each staff member's special talents and interests.This was supported by data obtained from over one hundred structured interviews conducted with staff. They were asked, inter alia, what encouragement was given in their department to excellence in teaching and in research; what they would like to see done to encourage teaching and research more and what barriers to excellence existed in the department. Responses indicate that the majority of staff experienced no encouragement for excelling in teaching, whereas most departments and department heads encouraged active participation in research and publication by overt approval, funds, assistance with obtaining outside grants and a variety of other ways. Staff made suggestions on how to overcome the barriers to excellence; these were mostly realistic and practical and, in fact, implemented in those departments where staff felt encouraged in their pursuit of excellence. 相似文献
20.
Stephen A. Stumpf 《Research in higher education》1979,11(4):353-363
The use of aggregated student evaluations of their courses and course elements (e.g., subject functionality, affect, difficulty, graded assignments) is suggested as an efficient and useful means of obtaining program and department assessments. Given that the instruments used to collect student evaluations are valid (if they are not, they should not be used for any purpose), then averaging class data is likely to provide a valid and reliable index of program and department effectiveness as evaluated by students.Program and department assessment data are presented and discussed for a large northeastern professional school. Large and significant differences in the ratings of program elements were found. Although many of the elements designed into the program by the administration and faculty were perceived as operational by the students, some discrepancies between the design and student perceptions existed. Substantial departmental differences were also found which indicated areas of strength and weakness both within and across departments. The potential usefulness of the assessment for internal change and development is discussed. 相似文献