Assisting Struggling Teachers Effectively

Autor/inn/en	Yariv, Eliezer; Kass, Efrat
Titel	Assisting Struggling Teachers Effectively
Quelle	In: Educational Management Administration & Leadership, 47 (2019) 2, S.310-325 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217725323
Schlagwörter	Teacher Evaluation; Evaluation Methods; Principals; Teacher Competencies; Administrator Attitudes; Intervention; Teacher Attitudes; Professional Development; Classroom Techniques; Administrator Role; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Principal; Schulleiter; Lehrkunst; Lehrerverhalten; Klassenführung; Ausland
Abstract	In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches. A content analysis of the strategies that enabled successful intervention identified four conditions: (a) principals' willingness to intervene; (b) intensive use of measures and resources; (c) the teacher's willingness to make changes; and (d) the need for flexibility in managing the intervention. The findings indicate the need to train principals to assist struggling teachers more effectively and to encourage them to become more assertive. This requires a professional development program for teachers and principals, guidance in classroom management, as well as organizational, financial, and human support. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01