Most high school teachers enter the education industry in an effort to promote better learning and to gain an integral, self-actualized position in furthering education. Teaching is not one of the most lucrative career positions in the country, despite the longevity of study…
te that it would be individual values, beliefs, and principles that would determine teacher attitude prior to establishing tenure and throughout the evolution of the teaching career.
Freedman & Carver (2007) iterate that personally-held values and beliefs of the teacher have significant influence on in-class teaching practices. Hall (2005) supports this notion, opining that it is the personal beliefs of teachers that “inform their professional attitudes and conduct in the classroom.” There is, then, an undeniable link between personal value systems and the evolution of teaching style over time which could, theoretically, have significant impact on the decision to, initially, seek a career as a high school teacher. According to Morris & Maisto (2005), the complexities associated with teaching require a self-actualized individual that finds significant psycho-social rewards for promoting higher learning and educational development in students. Under most models of psychology and sociology, self-actualization is the state of emotional being in which an individual actively seeks to pursue their maximum utility and the pinnacle of their abilities gained once self-confidence and self-esteem have been developed within the individual.
When a high school teacher first lands their position, they often seek to break the proverbial mold of teaching by attempting to create unique and differentiated classroom content and teaching styles. Filled with fresh ideas, the teacher seeks to create a sense of personal belonging with teaching peers and with students which influences initial teaching styles. Teachers will often seek out alliances with other teaching facilitators and administrators in an educational scenario referred to as communities of practice, a collection of skilled individuals that collaborate to promote learning about a specific skill or practice (Wenger, 2005). However, it is not long into career where such activities will often meet with centralized ...
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The profession of teaching is very demanding. “A teacher is meant to facilitate learning for an individual by creating a loving learning environment and providing adequate learning experiences” (Kishore, 2010). Often, the work is so much that the teacher has to take it home.
One thing that cannot be denied by anyone irrespective of the country, culture, religion, or social system is the importance of women in history. In fact, some historians argue that the society may not be complete without a woman. This can be traced back to the foundation of time, when God created Adam and Eve, with which Eve as a woman was created to provide companion to Adam (Bardsley, 2007).
But simply increasing salaries without changing anything else won’t have much effect on results in the classroom. (2) Another part of the problem is that students are not learning enough. Student achievement cannot be simply measured by standardized tests and teacher performance cannot be evaluated by how students perform on such tests.
The overall culture of an institution is directly linked with principals, so they were responsible for building maintenance, public relations, financial operations, student personality and growth, school policy regarding discipline, coordination of the instructional program, scholastic and co-scholastic area of curriculum and other overall school matters.
Teaching is not one of the most lucrative career positions in the country, despite the longevity of study required to obtain teaching credentials, thus the majority of rewards for seeking the role of high school teacher should be largely intrinsic. If there are minimal extrinsically-based rewards available for seeking a teaching career in a high school environment, then logic would dictate that it would be individual values, beliefs, and principles that would determine teacher attitude prior to establishing tenure and throughout the evolution of the teaching career.
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From the literature materials, it was found that teachers were responsible for the students’ performance from lower levels up to the high standard levels. The studies suggest that contexts where pressure or rewards were used affected teachers directly and enabled them to become more controlling with their students.
r principal teachers, but later most principals stopped teaching because of the increased demand for their time to be spent in the fulfillment of management responsibilities. While schools were continuing to grow, principal teachers became full-time administrators in most
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