Impact of Teacher Commitment on Teacher Freezing of Secondary School Teacher
ABSTRACT
The present paper aims to find the relation between teacher commitment and teacher freezing in order to enhance teacher effectiveness. It also determines the effect of teacher commitment and stream on the teacher freezing of secondary school teachers of Himachal Pradesh. Teacher Freezing Scale (TFS) developed by Haseen Taj (1998) and Teacher Commitment Scale (TCS) by Dr. T. Pradeep Kumar (2012) were administered on a sample of 180 secondary school teachers selected through random cluster sampling technique from secondary schools of Himachal Pradesh. Statistical technique of Pearson’s Product Moment Correlation & t-test were applied to the collected date
It is related to: (1) the organization, (2) the profession, and (3) students. Teacher commitment to the organization a sense of community, affiliation and personal caring among adults within the school and facilitates integration between personal life and work life. Commitment to teaching refers to the commitment and degree to which teachers are satisfied and enjoy what they are doing. Commitment to students is a form of commitment that may motivate teachers to interact with students on more sensitive level, such as adolescent development issues or extracurricular activities. It involves teacher dedication to helping students learn regardless of academic difficulties or social of Teachers Coefficient of Pearson Product Correlation (df=178)
Teacher Commitment Teacher Freezing 180 -0.356*
* Significant at 0.01 level of significance A perusal of Table-1 shows the coefficient of Pearson Product Correlation came out to be -0.356 at df 178 which is higher than critical value of Pearson Product Correlation even at .01 level of significance. Thus the hypothesis no. 1, “there is no significant relationship between teacher commitment and teacher freezing of secondary school teachers” was detained. Thus it may be interpreted that a negative significant correlation exists between Teacher Commitment & Teacher Freezing.
Teacher Commitment in relation to Gender
To study the teacher commitment in relation to gender ‘t’-test was applied to teacher commitment scores of male and female secondary school teachers and the results has been tabulated below:
TABLE-2
‘t’-Values showing significance of difference in Teacher Commitment Scores of Male & Female Secondary School Teachers
Gender N Mean SD SED ‘t’-value
A group of 29 students were selected to conduct the study. Students were chosen according to their willingness to participate in study to share their experiences and thoughts of having teachers of like background as they. Of out of six class periods only one class period was chosen. The students selected were interviewed and were given a survey to complete. In this class there are high, middle, and low student performers. This is beneficial for the study being conducted collecting the data from the different intelligence levels of the students obtaining an extensive variety of the perspectives of every student. In addition, there is English Language Learners (ELL)
Besharov, Douglas. "Teachers Performance: A Review ." Journal of Policy Analyis and Management (2006): 1-41.
Researchers approaching the study of teacher retention using a cost-benefit theoretical framework from the field of economics believe teachers make choices to stay in their current positions, migrate to new positions in different schools either within or across districts, or leave the profession altogether by weighing opportunity costs. These researchers envision teachers comparing the costs, both overt (salary and benefits) and hidden (working conditions, family ties to the community, etc.), with the benefits of staying in their current positions (Grissom, 2010). When costs outweigh benefits, teachers choose to migrate to new positions or leave the profession.
Teacher tenure is a commonly argued topic among all secondary schools across the United States. It is thought of as a program that protects teachers’ intellectual freedom or human rights, so that he or she will not be fired after a certain amount of years in a particular school system, without a just case involved. It is a common concern in today’s time because some teachers abuse the loopholes that tenure has to offer and it is seen as a barrier to the well being of the students and society as a whole. This issue is simple to resolve, as the time period of tenure should be longer. Teacher tenure should be under constant revisions and a solution should be proposed in order to solve the problems tenure creates such as, creating complacency among teachers, making it difficult to remove unsatisfactory teachers from the work force, and requiring schools to make long-term spending commitments due to the majority of those who abuse the union laws of tenure in secondary school systems.
Teacher dispositions consist of the teachers’ values and beliefs regarding the teaching profession and about the children. National Council for Accreditation of Teacher Education (2007) identifies the dispositions as:
“Formed through the interplay of past performance… teacher expectancies have an undeniable influence on students’ learning. Skinner and Belmont (1993) point out the following about teacher behavior: 1) Teacher behavior influences students’ perceptions of their interactions with teachers. 2) Teacher behavior influences student engagement.” (Bruns 3)
Throughout high school and during my undergraduate studies, education was never a top priority for me. Only during the past two years, in the "real world", have I realized the importance of education. I look back at those years and wish I had done more and realized all the potential I had in my hands and not wasted so much time. During my undergraduate career my social activities consumed my life. My friends were not motivated to do well in school so I followed their lead. My grades were low, and I did not even care. After I graduated in 1997 with a Psychology B.A. and lost touch with my old friends and old ways, I have realized that I should have spent more time doing some soul searching and thinking what it was that I wanted to do with my life. I liked Psychology but what I really wanted to do was work with children more closely. I had spent my junior and senior years involved in internships at Head Start and at a High School in a Program for teenaged mothers. I loved my work there. At Head Start I was a Teacher Aid for the pre-school, teaching the children to read, numbers etc. And at the High School I counseled the teenaged mothers, took care of their kids while they went to school and after the school day I tutored them with their homework. After being out of school for a while, I started to miss that. The feeling that I was teaching something those kids, the feeling that I was making a difference. I was determined to find a job in education, with my background in Psychology, how hard could it be? I found work at a residential school for runaways and abused teenaged females. It was great! I was ready to go, I was going to change the world and change those girls lives. What I didn't realize is that will alone does not make me a teacher and that I needed training, a lot of training. I made a lot of mistakes in that job. I got discouraged and decided to forget about working with children, forget teaching and do something else that paid more. So, I got a job as a Secretary, I did that for about two years. Teaching, working with children was always on my mind.
Teachers may be evaluated based on the test scores their students receive. This would be a good way to assess a teacher’s capabilities, but unfortunately some students that have had educational setbacks may not care about the test or result, therefore causing a flaw. This causes more stress in the minds of teacher because they continue trying to make students enjoy learning, in order for the teacher to not only benefit but also the students to
There had been a few advantages of teachers engaged to be included in the school decision making. As a matter of first importance, staff in an association engaged for the improvement of self-overseeing groups may draw forward work duty and activity of them (Cheung & Cheng, 2002). Similarly, teachers at school enabled could add to the increment of teachers ' dedication to schools. As indicated by a few scrutinizes, the solid positive connection between teacher strengthening and teacher duty had been discovered (Caldwell, 2004; Cheung & Cheng, 2002; Gaziel, 2009; Somech & Bogler, 2002; Wan, 2005; Zajda, 2006). Teachers ' cooperation in decision making would urge them to see how these were arranged and outlined. The contribution may elevate teachers ' dedication to these school policies and expand their motivation to implement them also (Smylie & Tuermer, 1992). This dedication got for the most part from teachers ' obligation regarding those decisions for their support as decision creators. The decisions made by teachers could be simpler implemented by them than before in that they were under commitment to uphold them in an agreeable manner. To take Asian nations for a sample, teacher strengthening influenced by the Confucian logic would bring about profitability and high calibre of showing kept up by
Everyone knows that when it comes to making a difference in a child’s academic and life achievements, their teachers play a large role. A teacher’s ability to relate to their students, and teach them to achieve both socially and academically contributes to how effective they are. What does it mean to be an effective teacher? Overall there seems to be an emphasis on teacher effectiveness related to how well their students are performing on standardized testing. As teachers we know there is more to being an effective teacher then just teaching our students based on tests. This paper will identify different definitions of an effective teacher along with how to assess teachers on being effective.
...pter covered the problem statement,research questions, aim and sub objectives, scope, and contribution this study for student itself, teacher and community especially in education area.
Commitment is the “‘the extent to which each partner intends to persist in the relationship, feels psychologically attached to it, and exhibits long-term orientation toward it”’ (Kelley, 129). –Work for my good and our good.
Right from the time we embark on our education trip, we come across different types of teachers. Some are friendly, some are strict, and some are the ones we idolize. We also dislike a few, who fail to impress us positively. Students begin to like teachers, according to their own individual preferences. They even classify their teachers into different categories, such as Friendly Teachers, Lenient Teachers, Perfectionist Teachers, Strict Teachers and Funny Teachers. All these classifications for teachers are based on some typical personality traits of the teachers. For ex - some teachers constantly criticize the students, some act like friends, some are fun to be with and so on. Let us explore them in detail.
Finally, Gkolia, Dimitrios, & Koustelios (2014) indicated in their study that background characteristics such as teachers’ gender, teaching experience, educational level, and age affect their self-efficacy.
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).