Factors Affecting Classroom Teachers' Job Performance: A Qualitative-Dominant Analysis with Q-Sorting

Autor/inn/en	Altunova, Nebi; Kalman, Mahmut
Titel	Factors Affecting Classroom Teachers' Job Performance: A Qualitative-Dominant Analysis with Q-Sorting
Quelle	In: Research in Pedagogy, 10 (2020) 2, S.285-312 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Job Performance; Performance Factors; Elementary School Teachers; Teacher Competencies; Pedagogical Content Knowledge; Communication Skills; Work Attitudes; Organizational Climate; Teacher Characteristics; Teacher Administrator Relationship; Teacher Student Relationship; Parent Teacher Cooperation; Teaching Conditions; Physical Environment; Teacher Evaluation; Professional Development; Educational Policy; Public Schools; Learning Readiness; Teacher Motivation; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Work performance; Arbeitsleistung; Leistungsindikator; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Pädagogische Kompetenz; Kommunikationsstil; Work attitude; Arbeitshaltung; Organisationsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Natürliche Umwelt; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Lernbereitschaft; Ausland; Türkei
Abstract	This study aimed at exploring the factors affecting classroom teachers' job performance. Maximum variation sampling was used to select the study group. 72 teachers working at primary schools in a province in Eastern Turkey participated in a qualitative dominant mixed-methods study incorporating a qualitative case study and Q methodology. The data obtained through interviews were content-analyzed, and the Q data were analyzed via the PQMethod 2.35 software program. The results indicated that organizational, managerial, and systemic factors had both negative and positive effects on teacher performance. Teachers expressed similar views via the item configurations provided and built up a similar profile about the factors affecting job performance. Besides general professional competencies, students' readiness level and teachers' mastery of course content were reported to have impacts on classroom teachers' job performance. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01