Principals Perception of Teachers as Facilitators

Principals Perception of Teachers as Facilitators

Project / Seminar Material
Reference ID: PS-966-TM

DEDICATION

This research material titled “Principals Perception of Teachers as Facilitators” is dedicated to God for his enabling grace, and to all computer enthusiasts who contributed to make life a pleasant experience during my research documentation.

ACKNOWLEDGEMENT

I extend my sincere gratitude to all those who contributed to the completion of this project. Special thanks to my Supervisor (Name of your Supervisor), the Head of Department (Name of your HOD), the Lecturers in the department of Guidance and Counselling, Book Authors and Profound Scholars of existing or related project material on “Principals Perception of Teachers as Facilitators” for their invaluable guidance, support, and expertise throughout the journey.

I am also grateful to your study area (mention any funding organizations, if applicable) for their financial assistance. This research would not have been possible without the encouragement and assistance of some stakeholders (mention any mentors, teachers, or colleagues). Additionally, I would like to acknowledge the understanding and patience of my family and friends during this endeavor. Your unwavering support has been a constant source of motivation. Thank you all for being part of this meaningful endeavor.

TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

INTRODUCTION

    CHAPTER TWO

    LITERATURE REVIEW

    • 2.1 Introduction
    • 2.2 Conceptual Review
    • 2.3 Theoretical Framework
    • ⋮
    • 2.4 Empirical Studies

    CHAPTER THREE

    RESEARCH METHODOLOGY

    • 3.1 Introduction
    • 3.2 Research Design
    • 3.3 Population of Study
    • 3.4 Sampling and Sampling Technique
    • 3.5 Validation of Research Instrument
    • 3.6 Method of Data Collection
    • 3.7 Method of Data Analysis
    • 3.8 Questionnaire Administration
    • 3.9 Ethical Consideration
    • 3.10 Statistical Analysis

    CHAPTER FOUR

    DATA ANALYSIS, RESULT AND DISCUSSION

    • 4.1 Introduction
    • 4.2 Presentation and Analysis of Data
    • 4.3 Re-statement of Research Questions
    • 4.4 Test of Hypotheses
    • 4.5 Discussion of Findings

    CHAPTER FIVE

    SUMMARY, CONCLUSION AND RECOMMENDATION

    • 5.1 Introduction
    • 5.2 Summary of Findings
    • 5.3 Conclusion
    • 5.4 Recommendation
    • 5.5 Suggestion for Further Study

    REFERENCES

    APPENDIX A - “QUESTIONNAIRE”

    ABSTRACT

    This review of literature on Quality Teaching aims to provide a theoretical background to the OECD-IMHE project on the quality of teaching in higher education. It highlights the main debates on the topic to date, hoping to present the different perspectives that exist on the topic of quality in teaching. The review of the literature is organized in three main parts as to address three major questions:1) “What is Quality Teaching and why is it important in higher education?”Principals' Perception “How can teaching concretely be enhanced?” “How can one make sure Quality Teaching initiatives are effective?” 2. Quality teaching has become an issue of importance as the landscape of higher education has been facing continuous changes:increased international competition, increasing social and geographical diversity of the student body, increasing demands of value for money, introduction of information technologies, etc. But quality teaching lacks a clear definition, because quality can be regarded as an outcome or a property, or even a process, and because conceptions of teaching quality happen to be stakeholder relative. The impact of research, of the “scholarship of teaching” and of learning communities on teaching quality is discussed here.

    Quality teaching initiatives are very diverse both in nature and in function. The role of the professors, of the department, of the central university and of the state is analyzed, as well as the goals and the scope of these initiatives.Principals' Perception Choosing reliable and quantifiable indicators to assess the quality of one's teaching and the efficiency of teaching initiatives remains challenging. Various methods and their efficiency are discussed here. The factors that determine whether appropriate use is made of the feedback provided are also brought into discussion.Principals' Perception Quality Teaching lacks of clear definitions and to some extent can't be disconnected from debates on Quality or Quality culture in higher education that remain controversial terms. Some scholars regard quality primarily as an outcome, others as a property. Some consider teaching as the never ending process of reduction of defects and so Quality Teaching can never be totally grasped and appraised. In fact, conceptions of quality teaching happen to be stakeholder relative:students, teachers or evaluation agencies do not share the definition of what “good” teaching or “good” teachers is.Principals' Perception.

    The literature stresses that “good teachers” have empathy for students, they are generally experienced teachers and most of all they are organized and expressive. “Excellent teachers” are those who have passions:passions for learning, for their field, for teaching and for their students. But research also demonstrates that “good teaching” depends on what is being taught and on other situational factors.Principals' Perception.

    Research points out that quality teaching is necessarily student-centred; its aim is most and for all student learning.Principals' Perception Thus, attention should be given not simply to the teacher's pedagogical skills, but also to the learning environment that must address the students' personal needs:students should know why they are working, should be able to relate to other students and to receive help if needed. Adequate support to staff and students (financial support, social and academic support, support to minority students, counseling services, etc) also improves learning outcomes. Learning communities — groups of students and/or teachers who learn collaboratively and build knowledge through intellectual interaction — are judged to enhance student learning by increasing students' and teachers' satisfaction.

    Principals Perception of Teachers as Facilitators

    CHAPTER ONE

    1.1 Introduction

    … As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of technical terms.

    …

    CHAPTER TWO

    2.0 Literature Review

    2.1 Introduction

    This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the …

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