Understanding the social organization of the teaching occupation is imperative for the identification of rewarding strategies of an organization. The first step that I took in the identification of the rewarding habits in the academic organization was to conduct interviews. These were important in that personal contact with the people under review would help in further understanding of the issue. My first interview that I carried out was with a given history teacher, Mr. Johnson. Mr. Johnson was very friendly as he was able to tell me his most important value in life. Mr. Johnson had been in the job for the past 30 years and thus had observed the changes that had hit the teaching sector. He told me that watching as his students passed in the subject was a priceless feeling that he held on to each day that he went to work. He however told me that despite this being the most important feeling to him, the issue of the economy had brought a large toll on the academic fraternity and thus the importance of increased funds in an effort to keep up with the changing conditions. I was able to observe the teaching criteria that went along in his institution. The teacher had a very clear schedule in which he had different classes to attend during the day and had set up a timetable behind his major notebook. This he told me was important to save time that other teachers spent going to the staffroom and checking their timetables. He always had his notebook with him that was helpful in case he was going from one grade class to another. When I was around, the teacher went to a staff meeting where he later on told me that they had discussed the various means through which they would make teaching more habitable. The second interview that I carried out was with a teacher of the same subject in a different school. The teacher went by the name Miss Annah. Similar to the sentiments of the teacher on focus, she told me that her greatest reward in life would be the success of her students. This however, I did not find satisfying because she did not mention the need for funds that I find rather important to almost everyone in any given occupation. I did a comparative study between the two teachers and turns out most of their other reward mechanisms are similar. However, I sought to follow in the character of the first teacher I interviewed. In understanding the concept of the teaching practice concerning rewarding teachers, it is important to go through the history of academic life1. Schools in the country started opening up very early paving way for children to attend and gain knowledge that was to assist them lead a better life. However, in the former days, organizations to advocate for the rights of the teachers were few. This has become one of the greatest changes in the 21st century. Regarding the issue of raises, teachers always portrayed a sense of discomfort because the payments were not reviewed as often as they were supposed to. The existing unions in the early days did not exercise as much freedom as they have today. This generation has had changes in terms of freedom, enlightenment and civilization. These have been key factors that have had numerous rubrics set in place by the academic organization in an effort to reward the hard work of the teachers. Enlightenment has made the organization realize that with
Occupational Analysis of a High School History Teacher Date Over time and in the course of history, different occupations have come up from the daily evolving world. However, one of the oldest and most reputable occupations present in the contemporary society is teaching…
Moreover, it talks about job specification which outlines the human qualities needed to carry out a certain job; recruiting that involves the process of gathering a pool of prospective and capable applicants and encouraging them to apply for a position; and training which focuses on developing skills concerning how various tasks are to be performed and how to develop customer relationship skills.
Schools are seen to impact the quality of the curriculum, cost effectiveness, academic achievement, student attitudes, social behaviour, extracurricular participation, attendance, dropouts, belongingness, self-concept, interpersonal relations and teacher attitudes.
Alongside the school, several other schools were started in the area by the same organization. These are Dutchtown Middle School and Prairieville Middle School. However, the school is constructed on the old architectural design. The school is located across the highway at the now Dutchtown middle school.
Principals often face pressure from various angles, both inside and outside of the actual school community in which they are employed (Roberson & Matthews, 1988). They put in long days, including evening and weekend hours. The work load is quite staggered, and the average work week is typically 55-60 hours, with little relief in sight (Torelli & Gmelch, 1992; Donaldson & Hausman, 1997).
The Talent Development High School with Career Academies (TDHS) was first implemented in 1995. The Talent Development High School model is an education reform initiative that aims to improve the academic achievement of students in large, nonselective, comprehensive high schools.
pose is to gather information on the job, the operations, the duties and responsibilities involved, working conditions, and other critical elements; job description that provides information on what kind of abilities and talents, education, and experience are required to perform
As the report highlights the school is located across the highway at the now Dutchtown middle school. There are a number of classes that are offered at Dutchtown middle school even though all the students are encouraged to take the entire four major lessons, which are science social studies, math, and English.
Communication exists between students and teachers inside and outside the school because sometimes, teachers help students in things, issues and concerns outside the academic endeavor. Also, some students have established friendly relationships with teachers. The high preference for feedback from teachers apparently results from students’ positive attitudes and comments about the teachers’ feedback.
Education in the United States did not start out as reformed as it currently is. There are significant changes that have occurred which are covered in this text.
Education started out pretty much as a religious affair with many schools being linked to religious
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