With the appreciations from the academicians for the first book on “EMOTIONAL INTELLIGENCE” the author ventured to release this book with a primary focus on the impact of Gender, Type of Institution and Social Status on Teacher Performance. Job tenure/experience definitely influences teacher performance. The researcher focused on this issue also in the present investigation. The relationship of teacher performance with different psychological variables is different. The researcher explored the relation of teacher performance with emotional intelligence, different components of personal strain and various coping strategies to help teaching community and to make the research work fruitful.
Head teachers in Kenya are subjected to periodic evaluations. An effective head teacher evaluation results in improvement of performance of both head teachers and the institutions they lead (development), determine the extent to which head teacher performance meets pre-set performance standards (accreditation) and hold head teachers accountable for their actions (accountability). The study set to investigate qualitatively, the developmental aspect (or professional growth). This was done through focus group interviews and self administered questionnaires. Relevant documents on head teacher evaluation were also analyzed. Findings revealed that head teacher evaluation met accreditation and accountability aspects of evaluation. The developmental aspect was ignored. The study therefore calls for a shift from the practiced summative to formative evaluation if evaluation is to positively influence head teachers' professional growth.
When developing tools for evaluation of teacher education programs, it is crucial to know what the adequate dimensions the evaluation instruments should cover are. In other words: How we can describe a competent teacher? In the literature we can find numerous attempts to describe what competences teacher education programs should produce. Teacher competence is defined as the ability of a teacher to deal adequately with the demands of the teaching profession using an integrated set of knowledge, skills and attitudes as manifested in both the performance of the teacher and reflection on his or her performance, In other words, professional competences are the systems of knowledge, skills, abilities and motivational disposition which provide the effective realization of the professional teaching activities.
The purpose of the study was to determine the relationship between teacher quality and learners performance in different subjects in Kenya Certificate of Secondary Education examination Mathioya, Kenya. The study used qualitative and quantitative designs. The research population was 114 teachers and a sample of 90 teachers was used. Purposive and Stratified sampling was used. Data collection used questionnaires for teachers the schools who participated in the study. Findings indicated that there is significant relationship between teacher quality and students’ performance. This showed teacher experience, qualification and the motivations had direct relationship with performance of students in different subjects. Study recommended that Government provide facilities in schools for teachers to teach in conducive environment in order to enhance performance in different subjects.
This book contains a study which was carried out to investigate how teacher factors, learner factors, physical facilities and Head Teacher Supervisory Support affect academic performance. It adapted a conceptual framework which showed independent, dependent and intervening variables. The findings are expected to provide a guide to educational stake-holders on how to improve the internal school environment for better academic performance of public primary school learners. Enjoy reading it and get more information out of it.
The book is an eye opener to conduct research work on Elementary Teacher Education with innovative ideas.It reflects different dimensions of innovative experiments on classroom practice and novel Teacher Training programmes.It includes areas like children with special needs,community participation in school programmes,how to boost classroom practice in teaching English,case study of excellence performance of student trainees,improving quality of monitoring Teacher Training modules,how to improve classroom questioning skill.
Mathematics and Science subjects continue to pose problems to many students. This is despite the fact that these subjects are critical for technological advancement of any country. Many factors have been identified as contributing to poor performance of students in Chemistry. This book was written based on research findings about the effect of teacher characteristics on students' performance. The author found out that teacher characteristics were a greater determinant of student achievement that other school factors.The book recommends that school administrations involve chemistry teachers in decision making, especially as concerns acquisition of apparatus, so that teachers don’t feel left out in decision making. They should also be consulted when designing of laboratories. Such efforts will go a long way in boosting their attitude towards the school and hence their output.
Interviews are required component of teacher selection process within the primary schools DCSF, 2009). Research concentrating on this area includes psychological and contextual influences on the teacher selection interview (Delli and Vera, 2004), postemployment outcomes, and the validity of the teacher interview for predicting performance of classroom teachers (Young and Delli, 2002). Noticeably, omitted from the interview literature in educational arena is information on measuring interviews and combining interview results with other sources of selection methods. This book attempted to fill these gaps. The purpose of this research is to explore how teacher-selection interviews are measured, how the interview results are combined with other selection methods and to study headteachers’ viewpoints as to how the effectiveness of teacher employment interviews could be improved. Teacher recruiters will find this book interesting and valuable.
John Kyaboona's Head teacher status: its influence is an in depth study of an intriguing question to many stakeholders in education as to whether the status of head teacher appointment has an effect on the administrative performance a head teacher exhibits in a primary school. The study particularly focused on the influence of substantive and non-substantive on the administrative performance of primary school headteachers. The study found out that the status of head teacher appointment did not influence administrative performance in motivating staff, establishing and maintaining community relations and completion of pupils in primary schools. The results of the study that are well elaborated in this book will act as a good guide to educational administrators, education policy makers, teacher trainers and trainee, human resource managers and researchers in the area of education. The book emphasizes that the motivation of the human resource is central in attaining organizational goals.