Perceptions Of Classroom Teachers Research Articles

Sınıf Öğretmenlerinin Örgütsel Bağlılık Düzeyleri ile Örgütsel İmaj Algıları Arasındaki İlişkinin Araştırma Bulgularının Değerlendirilmesi

Organizational commitment levels of teachers who worked in elementary schools the purpose of this study the relationship between the level of organizational image perceptions, the perceptions of teachers, teachers according to some variables show significant differences to determine whether personal and organizational image perceptions contributed to organizational commitment, which is to evaluate how the findings revealed. The study group of the research designed in the relational screening model is 2020-2021 academic year 2.during the period, it consists of 442 teachers in 18 official primary schools located in Bakırköy district of Istanbul province. In the research, the data were collected through the “Organizational Image Scale”, “Organizational Commitment Scale” and the personal information form. To analyze the data “arithmetic mean and standard deviation, one-way ANOVA, independent samples t-test, correlation analysis and regression analysis techniques were used. When the research findings are examined, the perceptions of classroom teachers about the entire dimension of the organizational image scale are at a “high” level. Teachers' perceptions of organizational commitment are at the “medium” level in all dimensions of the scale. A positive and moderate relationship was found between classroom teachers' perceptions of organizational image and perceptions of organizational Decency. At the same time, it is observed that teachers' perceptions of organizational image significantly predict their organizational commitment. It can be stated that an increase of one unit in teachers' organizational image perception can increase teachers' organizational commitment by 0.437. Key Words: Classroom Teacher, Organizational Commitment, Organizational Image, Research Findings

Persepsi Guru Kelas Pada Keterampilan Pembelajaran Abad Ke 21 Di SD Inpres 6/75 Ta Kecamatan Tanete Riattang Kabupaten Bone

This research is a type of descriptive qualitative research that aims to find out how the perceptions of classroom teachers at SD Inpres 6/75 Ta Kecamatan Tanete Riattang Kabupaten Bone, regarding 21st century learning skills today. Data was collected by giving questionnaires (questionnaire) and in-depth interviews. Data reduction analysis techniques, data display, and conclusion drawing/verification. Class teachers' perceptions of 21st century learning can be viewed from four descriptors, namely, (1) Teacher's motivation to always apply 21st century skills. (2) Learning skills always support the components of creative thinking and collaboration of students. (3) Encouraging students to always demonstrate the ability to think critically and communicate well. (4) Teachers try to improve their quality by improving their information, media and technology skills. The results of the study showed that the 5 classroom teachers who were interviewed, 4 of whom did not experience obstacles in the implementation of 21st century learning, only 1 class teacher who experienced slight obstacles, namely during the ICT learning process where facilities and infrastructure were felt to be lacking to support the 21st century skills learning process. The conclusion of this study is that the perception of classroom teachers on 21st century learning at SD Inpres 6/75 Ta Kecamatan Tanete Riattang District Kabupaten Bone is said to be good and can improve students' skills in 21st century learning.

Metaphorical Perceptions of Teachers Regarding the Concept of "Teaching Profession" (A Weighted Study)

Today, the perceptions of individuals who are performing the teaching profession are very important. The purpose of this research is; to investigate the metaphorical perceptions that teachers have regarding the concept of the teaching profession and to compare the metaphorical perceptions of classroom teachers and branch teachers. The research is a qualitative study and the data are examined by content analysis. As a data collection tool, 60 teachers were told to "Teaching profession...... it's like. Because......" they were asked 3 times to complete the sentence. According to the results of the study; the number of metaphors produced by teachers is 155 and all are valid. The created metaphors are collected in 5 different categories. It was observed that the classroom teachers and branch teachers who participated in the study produced metaphors mostly in the category of "Expressions Related to An Object." Teachers in the study group perceive the teaching profession most with the metaphors of "parenting, motherhood and candles." According to the findings of the study; When comparing metaphorical perceptions of classroom teachers and branch teachers in all categories, it was determined that classroom teachers produced more metaphors than branch teachers, while branch teachers could not produce little or no metaphors.

Analysis of Classroom Teachers' Perceptions of Curriculum Literacy

The aim of this study is to analyze classroom teachers' perceptions of curriculum literacy according to various variables. The research based on screening model was conducted with 416 classroom teachers. The data were collected with the curriculum literary scale, which was valid and reliable. Data collected with four-dimensional scale were analyzed with descriptive statistical techniques. As a result of analyses, it was determined that literacy perceptions of the classroom teachers participating in the research were medium level in terms of sub-dimension of program elements. In this dimension, the highest perception is about measurement-evaluation and the lowest perception level is about the program perspective. In-service and post-graduate teachers have higher perceptions of literacy in the sub-dimension of curriculum elements. In the research, classroom teachers' perception of curriculum literacy is quite high in the sub-dimension of program implementation. Classroom teachers totally agree that parents, the internet, auxiliary resources, colleagues, textbook and school management support are respectively important in order to implement the curriculum; While female teachers find parental support more important in the implementation of the curriculum; the perceptions of teachers who are classroom teachers on internet support are more positive. In the sub-dimension of the program development and philosophy in the research, classroom teachers' perceptions of program philosophy in general are at medium level. Teachers receiving in-service training and those who are classroom teachers have higher perceptions of program philosophy. In this dimension, classroom teachers' perception of having knowledge about the epistemological bases of the program and the development stages of the program is low. Male teachers and teachers receiving in-service training have a higher perception of the development stages of the program. In this study, the perceptions of classroom teachers were moderate in the scale of program literacy training need. Perceptions of classroom teachers about their expectation from MoNE and their obligation to develop themselves are moderate.

Perceptions of Classroom Teachers about Traditional Children’s Games

Perceptions of Classroom Teachers about Traditional Children’s Games

An Analysis of Perceptions of Classroom Teachers regarding Their Use of Alternative Assessment and Evaluation Techniques in the Turkish Course.

Assessment and evaluation constitutes an important dimension of education. If education is the process of creating the desired changes in an individual’s behaviors, evaluation then is the process of making judgments about whether those desired changes are acquired by the individual or not. The existing curricula in Turkey were put into practice based on a new approach in the 2005 to 2006 Academic Year. Accordingly, the elementary school Turkish curriculum was renewed according to the constructivist approach. In this study, the aim is to determine the factors that influence the perceptions of classroom teachers about the alternative assessment and evaluation techniques proposed by the renewed Turkish curriculum. The research was conducted with 180 classroom teachers employed in twelve different elementary schools in a city located in Central Anatolia in the Fall Term of the 2010 to 2011 Academic Year. The data were collected through the questionnaire developed by the researcher. In conclusion, it was found that teachers’ perceptions about using alternative assessment and evaluation techniques in the Turkish course are positive; and no impact (positive or negative) was observed created by the factors, which had been thought to have influence on perceptions. Key words: Elementary school Turkish curriculum, alternative assessment and evaluation, teacher opinions

Classroom Teachers' Perceptions Regarding Educational Services to Students with Attention Deficit Disorders

Abstract Attention Deficit Disorder (ADD) is an area that has many implications for public education. One concern is how ADD is perceived by classroom teachers in relation to the service delivery process. The investigation reported in this article obtained information about perceptions of classroom teachers about ADD and educational services to children.

Perceptions of classroom teachers, principals, and resource room teachers of the actual and desired roles of the resource teacher.

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.