المؤلفون: MAMINO, MITZHE GAE P., CALLO, ELSA C.

مصطلحات موضوعية: Teachers confront various adversities-workload, pressure, and stress which add to the anxiety and challenges they experience. These and all life's adversities can affect their identity. Another essential concern is improving teachers' professional development, which directly impacts the teaching and learning process. School heads have a significant contribution and responsibility to develop a positive teacher's identity and ensure that teachers fulfill their duties and responsibilities to the best of their ability. This study aimed to ascertain the significant interrelationships between Adversity Quotient®, professional development, and roles of the principals in building the level of positive teacher's identity. This descriptive– correlational type of research utilized sets of questionnaires among 705 public elementary teachers in the Division of San Pablo City. Data were analyzed using frequency, percent, mean, standard deviation, Spearman's rank of correlation coefficient, and Multiple Regression. The hypotheses were tested at p<.05 level. Findings showed that the Adversity Quotient® of the teacher respondents was found not to be significantly related to the teacher's identity. However, there is a single or combination of two variables from professional development and the roles of school heads that directly affect teachers' identity. The researcher assumes that the teacher's identity is built when the teacher's professional development is carried out correctly. Moreover, the role of the school head being performed can affect how teachers develop their identity. The study suggested that school heads may be mindful of how to support and improve practices in areas that positively impact the formation of teaching identities to ensure positive educational outcomes

العلاقة: https://zenodo.org/record/5157713; https://doi.org/10.5281Test/zenodo.5157713; oai:zenodo.org:5157713

الإتاحة: https://doi.org/10.5281Test/zenodo.5157713
https://doi.org/10.5281Test/zenodo.5157712
https://zenodo.org/record/5157713

المؤلفون: Woch-Juchacz, Agnieszka

مصطلحات موضوعية: practical model of studies, value of vocational education, practical training, stakeholders, education system, educational outcomes, practice, results of research into the fate of graduates

العلاقة: https://zenodo.org/record/1461814; https://doi.org/10.5281Test/zenodo.1461814; oai:zenodo.org:1461814

الإتاحة: https://doi.org/10.5281Test/zenodo.1461814
https://doi.org/10.5281Test/zenodo.1461813
https://zenodo.org/record/1461814

المؤلفون: Martins Iyoboyi

المصدر: International Journal of Case Studies 2(8) 01-15

مصطلحات موضوعية: ANOVA, Educational Outcomes, Nigeria, School, Socio-economic Status

العلاقة: https://zenodo.org/record/3521180; https://doi.org/10.5281Test/zenodo.3521180; oai:zenodo.org:3521180

الإتاحة: https://doi.org/10.5281Test/zenodo.3521180
https://doi.org/10.5281Test/zenodo.3521179
https://zenodo.org/record/3521180

المؤلفون: Maria Eliophotou Menon

مصطلحات موضوعية: Distributed leadership, educational outcomes, leadership research

العلاقة: https://zenodo.org/communities/waset; https://zenodo.org/record/1056783; https://doi.org/10.5281Test/zenodo.1056783; oai:zenodo.org:1056783

الإتاحة: https://doi.org/10.5281Test/zenodo.1056783
https://doi.org/10.5281Test/zenodo.1056782
https://zenodo.org/record/1056783

المؤلفون: SALWA, TRABELSI

المصدر: Journal of Economics and Trade 1(1) 1-10

مصطلحات موضوعية: Education expenditure, corruption, effectiveness, educational outcomes, MENA countries

العلاقة: https://zenodo.org/record/1404010; https://doi.org/10.5281Test/zenodo.1404010; oai:zenodo.org:1404010

الإتاحة: https://doi.org/10.5281Test/zenodo.1404010
https://doi.org/10.5281Test/zenodo.1404009
https://zenodo.org/record/1404010