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A Phenomenological Study of the Lived Experiences of International Educators Working Abroad: A Global Perspective
No full textTeaching and leadership assignments abroad have become highly sought after largely due to globalization and the opportunities for educators to explore the world, gaining cultural sensitivity and awareness while utilizing his or her educational qualifications. The rationale of this qualitative phenomenological study was to understand the complexity surrounding the experiences of international school teachers and administrators and their decisions concerning longevity with international schools. Twelve veteran international educators participated in this study sharing their lived experiences in working in international schools outside of their home countries. The study was designed to answer four research questions: (a) What lived experiences do international educators identify as contributing to a decision to remain or leave a position in an international school?, (b) According to the lived perceptions of international educators, how do international school administrators build and promote a positive school climate and how is this impacted by frequent teacher turnover?, (c) How do international school educators describe measures taken to ensure school improvement initiatives are continued with fidelity, while balancing the need to train new teachers on a much more frequent basis?, and (d) Based on the lived experiences of international educators, how can international school leaders attract and retain qualified instructors who seek longevity in their role? Six emergent and recurring themes were distinguished: the importance of geographical location to the individual educator, tangible salary and benefits packages, school environment or climate, effective leadership, autonomy and trust, and professional/personal growth
Avoiding Gatekeeper Bias in Hiring Decisions
No full textThis article explores implicit bias in the hiring process, specifically in the context of gatekeeper bias. To help employers avoid this type of bias, this article first explains why a lack of diversity hurts workplaces, what gatekeeper bias in the hiring process is, and the law governing employment in Idaho. The article then offers some suggested ways to help any employer avoid gatekeeper bias
Problem-Solving Versus Solving Problems From the ESL Math Teachers’ Point of View
Get PDFKrulik and Rudnick (1996) defined problem-solving as explaining how math tasks contain the potential to provide intellectual challenges to enhance the mathematical mindset and development. English as a Second Language (ESL) students must learn math, increase their English language use, and grow literacy skills all in one setting. ESL teachers must examine how ESL students solve, make real-world connections, and build upon learned behavior with rigor. The purpose of this qualitative study was to comprehend how math teachers of ESL students apply problem-solving to benefit the overall educational experience of these students. The research question guiding this study asked: What are the experiences of ESL math teachers who are embedding the problem-solving structure in the middle school bracket? A homogenous sample of nine middle school ESL math teachers was purposively selected from the same school district. Data collection consisted of face-to-face interviews, personal narratives, and member checking. Inductive analysis was used with the collected data, starting with initial coding and proceeding to axial coding to identify codes, create collapsed codes, and form emergent themes. Key findings of this study were that participants understood that demographic awareness, math discourse and multiple strategies, educational struggle, and motivational input were vital aspects in the problem-solving process for ESL students
Effective Characteristics for Leaders in Afterschool Programs
No full textThe purpose of this correlational study was to determine the relationship between perceived servant leadership and job satisfaction within 21st Century Community Learning Centers (CCLC) program leaders in Maryland. The purpose of the 21st CCLC is to create out-of-school time programs that provide students with academic enrichment opportunities as well as additional services designed to complement their regular academic program. The approach used a quantitative methodology to analyze the relationship between servant leadership characteristics and job satisfaction. The target population for this study were the 21st CCLC program leaders in Maryland. The sample included all program leaders who attended Maryland 21st CCLC quarterly leadership meetings. The participants were asked to complete the Minnesota Satisfaction Questionnaire to assess their level of job satisfaction. The participants were then asked to complete the Servant Leadership Survey to rate their perception of their leadership style. The study results indicate that there is a significant relationship, suggesting that adopting a servant leadership style in 21st CCLC programs may increase job satisfaction and decrease employee turnover
The Experiences of Houston Teachers Using Incentives to Motivate Low Performing Students
No full textStudent incentives are powerful tools that teachers use in their classroom to help facilitate students learning and academic success. When teachers struggle to motivate their low performing, disengaged, and inattentive student to learn, they can always count on student incentives to help them out. This qualitative research was based on the day-to-day experience of teachers when offering various student incentives to motivate them to achieve in their educational studies. By researching, using a case study approach, the experiences of urban teachers in Title I (“Title One”) schools who use student incentive, this study yielded data about how teachers utilize and choose educational incentives and provided an overall viewpoint from the teachers’ experiences regarding the phenomena. Constructivism theory was used to develop an in-depth understanding of the experiences of urban teachers who use incentives to motivate low performing, at-risk students. Data collection included initial semistructured interviews, secondary semistructured interviews, and documents in the form of lesson plans and various types of student incentives samples. Data were assessed by coding for initial classifications, and topics were created using open coding. Given that this study centers on the shared experience of inner-city school teachers in the greater Houston area, the research looked specifically at the teachers’ practices, opinions, and viewpoints regarding student incentives
