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1. The Bi-Polar Professional Self of Aspiring Teachers: Mission and Power (EJ737907)
Author(s):
Friedman, Isaac A.
Source:
Teaching & Teacher Education: An International Journal of Research and Studies, v22 n6 p722-739 Aug 2006
Pub Date:
2006-08-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Preservice Teachers; Expectation; Models; Foreign Countries; Educational Theories; Aspiration; Altruism; Teacher Student Relationship; Teacher Attitudes
Abstract: The aim of this article is to map and organize the expectations of aspiring teachers in the final stage of training into a coherent conceptual framework. A theoretical model, termed The teacher's bi-polar professional self (TBPS) model, was developed and data assembled to provide corroborating empirical evidence. The research design was based on Facet theory, to define observations and analyze the results. A questionnaire was administered to 156 students from a national teacher training college in Israel. It was found that teaching trainees' expectations could be mapped schematically as two opposing poles with an intermediate zone: one pole is termed the "altruistic aspirations" pole, pertaining to expectations regarding the realization of values such as relating to students as individuals and providing them with one-on-one instruction, help and friendly support. The opposing pole is the "narcissistic needs" (or self-serving altruism) pole, which relates to hopes of getting respect and power, and of significantly effecting the students' future. Between the poles lies an intermediate zone, which harbors the teacher's hopes of acquiring and possessing the necessary educational and teaching knowledge and skills that will facilitate the fulfillment of the expectations encapsulated by the two poles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Teacher Self-Efficacy: A Classroom-Organization Conceptualization. (EJ662068)
Friedman, Isaac A.; Kass, Efrat
Teaching and Teacher Education, v18 n6 p675-86 Aug 2002
2002-00-00
N/A
Descriptors: Context Effect; Elementary Secondary Education; Foreign Countries; Self Efficacy; Teacher Attitudes; Teacher Role
Abstract: Surveyed and interviewed Israeli elementary and secondary teachers to provide support for an expanded conceptual model of teacher self-efficacy, the Classroom and School Context model. This re-conceptualization considers teacher tasks and relationships in both the classroom and school organization context. Results found a good fit between the model and the data for classroom (tasks and relations) and school (tasks and relations) separation. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Coping Patterns in Adolescent Decision-Making: The Deliberation-Resolution Approach. (ED448911)
2000-04-00
Reports - Research; Speeches/Meeting Papers
Descriptors: Adolescents; Coping; Decision Making; Foreign Countries; High School Students; High Schools; Models; Problem Solving; Self Esteem
Abstract: The deliberation-resolution approach was used to study how adolescents cope with decision making. Deliberation involves identifying the problem, then exploring it, and developing a range of alternative solutions. Resolution means a clear, stable choice of one of the options with contingency plans should these be needed. Decision-making workshops and two empirical studies identified four principal decision-making patterns used by adolescents: (1) thoughtful determination; (2) vacillation; (3) shallowness; and (4) avoidance. It was found that thoughtful determination was reported as the most common coping pattern. It was also found that only 44 percent of the high school students reported that they felt experienced enough in making decisions, although some 60 percent of them reported that they felt confident enough to do so. Statistically significant and meaningful correlations were found between the adolescents' sense of confidence and thoughtful determination. Negative correlations were found between sense of confidence, experience in making decisions, vacillation, and shallowness. Suggestions for improving adolescent decision making were developed. (Contains 18 references.) (Author/KB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. Teacher-Perceived Work Autonomy: The Concept and Its Measurement. (EJ582905)
Educational and Psychological Measurement, v59 n1 p58-76 Feb 1999
1999-00-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Measurement Techniques; Professional Autonomy; Reliability; Teacher Attitudes; Validity
Abstract: Presents a scale to measure teacher sense of work autonomy with evidence for its score replicability. Results of replicability analyses (cross validation and validity generalization) involving 156 Israeli elementary school teachers and 650 Israeli elementary and secondary school teachers suggest four areas of functioning pertinent to teachers' sense of autonomy at work. Contains 40 references. (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Measuring Perceived Test Anxiety in Adolescents: A Self-Report Scale. (EJ554831)
Friedman, Isaac A.; Bendas-Jacob, Orit
Educational and Psychological Measurement, v57 n6 p1035-46 Dec 1997
1997-00-00
Descriptors: Adolescents; Beliefs; Cognitive Tests; Construct Validity; High School Students; High Schools; Junior High School Students; Junior High Schools; Student Attitudes; Test Anxiety
Abstract: The development of a measure of test anxiety among adolescents, the FRIEDBEN Test Anxiety Scale, is reported. It is a 23-item scale with subscales for Social Derogation, Cognitive Obstruction, and Tenseness. Data regarding replicability and construct validity are reported using responses of 3,858 students in 23 junior high and high schools. (SLD)
6. High and Low-Burnout Principals: What Makes the Difference? (ED410685)
1997-03-00
Descriptors: Administrator Responsibility; Administrator Role; Burnout; Coping; Discriminant Analysis; Elementary Secondary Education; Factor Analysis; Foreign Countries; Multiple Regression Analysis; Personnel Management; Prediction; Principals; Self Efficacy; Stress Management; Stress Variables
Abstract: Taxing situations that threaten the administrator's sense of self-efficacy meaningfully account for burnout in human-service professionals. This paper presents findings of a study that hypothesized that environmental or role stressors could be classified as task, organization, and relations stressors, each pertaining to a different domain of the professional's sense of self-efficacy. The second hypothesis was that each of these role stressors accounted for a different proportion in the variation of the professional's perceived burnout. A total of 821 elementary and secondary school principals in Israel completed a questionnaire designed to measure stressors, coping strategies, and burnout. Factor analysis was used to test the first hypothesis, and discriminant and multiple-regression analyses were used to test the second hypothesis. Results indicated that common environmental stressors could be categorized as "organization stressors" (pressures stemming from human-resource-management issues and resource dependence); "task stressors" (overload, role ambiguity and conflict, and administrative and technical assistance in role performance); and "relations stressors" (external relations with parents and supervisors). The findings also indicate that organization stressors were the best predicting variables distinguishing between high- and low-burnout principals. Human-resource management best predicted high levels of depersonalization and exhaustion, whereas resource dependency predicted sense of accomplishment. The paper argues that perceived threat against a principal's authority acts as a strain contributing to burnout. Therefore, new boundaries and expectations should be defined to bring about more realistic relations between school principals and incumbents. Training should focus on human-resource management and how to better utilize internal and external resources. Two figures and five tables are included. (Contains 16 references.) (LMI) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Student Behavior Patterns Contributing to Teacher Burnout. (EJ517086)
Journal of Educational Research, v88 n5 p281-89 May-Jun 1995
1995-00-00
Reports - Research; Journal Articles
Descriptors: Behavior Patterns; Elementary School Teachers; Elementary Secondary Education; Foreign Countries; Predictor Variables; Secondary School Teachers; Student Attitudes; Student Behavior; Teacher Attitudes; Teacher Burnout; Teacher Student Relationship; Teaching Conditions
Abstract: Two studies examined how student behavior patterns contributed to predicting teacher burnout, highlighting male and female teachers possessing different pupil control ideologies. Teacher and student surveys indicated that student behavior had different effects on teacher functioning within different school cultures. Student disrespect, inattention, and sociability best predicted burnout. Gender and ideology differences emerged. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Measuring School Principal-Experienced Burnout. (EJ511090)
Educational and Psychological Measurement, v55 n4 p641-51 Aug 1995
Descriptors: Burnout; Factor Analysis; Fatigue (Biology); Foreign Countries; Job Satisfaction; Measurement Techniques; Measures (Individuals); Morale; Motivation; Negative Attitudes; Principals; Professional Isolation; Test Construction; Test Validity
Abstract: A measure for school principal perceived burnout was developed and validated through responses of 821 Israeli principals. Under factor analysis, three factors emerged: (1) emotional, physical, and cognitive exhaustion; (2) aloofness; and (3) deprecation of teachers, students, and parents. (SLD)
9. Coping Patterns in Adolescent Decision Making: An Israeli-Australian Comparison. (EJ468371)
Friedman, Isaac A.; Mann, Leon
Journal of Adolescence, v16 n2 p187-99 Jun 1993
1993-00-00
Descriptors: Adolescents; Coping; Cross Cultural Studies; Decision Making; Foreign Countries; High School Students; High Schools; Sex Differences
Abstract: Compared decision coping patterns of Israeli (n=1,028) and Australian (n=428) high school students. Israelis scored higher than Australians on Self-Confidence as decision makers and Vigilance and lower on Evasive behavior in decision making. In both samples, males outscored girls on Self-Confidence as decision makers and on Complacency and scored lower on Panicky behavior. (Author/NB)
10. Professional Self-Concept as a Predictor of Teacher Burnout. (EJ458526)
Friedman, Isaac A.; Farber, Barry A.
Journal of Educational Research, v86 n1 p28-35 Sep-Oct 1992
1992-00-00
Descriptors: Elementary Education; Foreign Countries; Job Satisfaction; Parent Teacher Cooperation; Predictor Variables; Self Concept; Self Esteem; Teacher Administrator Relationship; Teacher Attitudes; Teacher Burnout; Teacher Student Relationship; Teaching (Occupation)
Abstract: Israeli researchers investigated the relationship between dimensions of teachers' self-concept and burnout and between teachers' perceptions of how significant others viewed them and burnout. Surveys indicated teachers needed job satisfaction to avoid burnout. Teachers believed their job was complicated by others failing to understand the complexity and stresses in teaching. (SM)
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