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Exploring Issues Facing Uncertified ...

Pellew, Roydon Anthony.

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Exploring Issues Facing Uncertified Classroom Teachers in Guyana: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Issues Facing Uncertified Classroom Teachers in Guyana: A Case Study./
作者:	Pellew, Roydon Anthony.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	273 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
標題:	Education Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711021
ISBN:	9781321870398

Exploring Issues Facing Uncertified Classroom Teachers in Guyana: A Case Study.
Pellew, Roydon Anthony.

Exploring Issues Facing Uncertified Classroom Teachers in Guyana: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 273 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ed.D.)--Northcentral University, 2015.

This item must not be sold to any third party vendors.

Several research studies postulated that one out of five new teachers leave the profession within the first three years. Findings from these studies also highlighted that the unsuccessful new teachers, who left the profession, noted the lack of classroom support from administrators as a critical component of their decision. Therefore, it became the responsibility of education policy makers and school administration to design and implement strategies to arrest the continued departure of teachers. The general problem studied in this research was the influence of uncertified teachers' lack of pedagogical, content knowledge, and classroom management skills on students' academic performance and classroom behavior. The effect of having ill-prepared uncertified teachers can lead to decrease in students' general academic performance; inappropriate classroom behavior and uncertified teachers experiencing increased stress. The researcher hypothesized that a customized professional development teacher mentoring program can alleviate the negative implications associated with having uncertified teachers. The purpose of this qualitative case study was to use the Delphi Technique to reach consensus that identified what a customized professional development solution for uncertified teachers in Guyana entailed specifically an Intensive Mentoring (IM) intervention. Intensive Mentoring (IM) intervention refers to continuous highly concentrated monitoring of both uncertified and experienced classroom teachers. For this study IM intervention was also referred to as customized professional development program. Research participants served as Delphi members, comprising of eight uncertified and four certified high school teachers, two principals, and two senior officers from the Central Ministry of Guyana. The results from this study implied the customized professional development IM training program to be beneficial for mentoring uncertified teachers in Guyana. Based on the findings, the IM program offered several opportunities for mentees' to develop strong pedagogical, content knowledge, and classroom management skills. The findings implied the presence of collaboration, support, collegially sharing ideas and strategies that addresses best classroom teaching practices, and development of extensive guidelines for a teacher mentoring program. Recommendations from this study can be replicated in different locations of Guyana, and in other countries facing similar problems and issues to collaborate these findings.

ISBN: 9781321870398Subjects--Topical Terms:

2186666
Education Policy.

Exploring Issues Facing Uncertified Classroom Teachers in Guyana: A Case Study.
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