MANAGEMENT OF TRAINING SCHOOL
The
steady growth of the political pressure towards accountability and monitoring
is another trend in education. This pressure stimulates school management
trainers and their institutions (teacher colleges and external support
services) to evaluate their training
programmes
for several purposes. First, the evaluation outcomes can be used to inform
policy makers, the client system, and the public about the effects of these
training programmes. Second, the evaluation outcomes can be used in a formative
way to improve the training
programmes.
In general, evaluation is regarded as an important instrument in the
instructional toolbox. However, the evaluation of staff development programmes
is an underdeveloped
field
of research. This is especially true for the evaluation of management
development programmes.
School management training
programmes are evaluated by means of so-called “happiness ratings” or “satisfaction
sheets”, which assess only the subjective appraisal of the training by the
trainees. According to Joyce and Showers the subjective appraisal of the
training
by the principals is a very poor predictor of the actual implementation of the
training content by the principals within their schools. Efforts to assess the
effects of management development programmes on principals and their schools
are scarcely found. The aim of this study is to develop a method for the
evaluation of school management training programmes, and to explore the
usefulness of this evaluation approach within the context of two school
management
training programmes. Central in this evaluation approach is a scale that
measures teachers’ and principals’ sense of efficacy. The question is whether the
impact of these training programmes on principals and teachers can be
demonstrated by changes in the
sense
of efficacy of these principals and teachers.
I choose this topic because it is
interesting to teach someone how to teach someone else. There are many things
that we can teach people such as science, statistics,languages, and so on. It
is important to be a good teacher because teaching becomes our responsible to
make people understand what we are teaching and they learn. Therefore, what will students learn is influenced by their existing ideas.[1] People have to construct
their own meaning regardless of how clearly teachers or books tell them things.
Mostly, a person does this by connecting new information and concepts to what
he or she already believes. Concepts—the essential units of human thought—that
do not have multiple links with how a student thinks about the world are not
likely to be remembered or useful. Or, if they do remain in memory, they will
be tucked away in a drawer labeled, say, "biology course, 1995," and
will not be available to affect thoughts about any other aspect of the world.
Concepts are learned best when they are encountered in a variety of contexts
and expressed in a variety of ways, for that ensures that there are more
opportunities for them to become imbedded in a student's knowledge system.
But
effective learning often requires more than just making multiple connections of
new ideas to old ones; it sometimes requires that people restructure their
thinking radically. That is, to incorporate some new idea, learners must change
the connections among the things they already know, or even discard some
long-held beliefs about the world. The alternatives to the necessary
restructuring are to distort the new information to fit their old ideas or to
reject the new information entirely. Students come to school with their own
ideas, some correct and some not, about almost every topic they are likely to
encounter. If their intuition and misconceptions are ignored or dismissed out
of hand, their original beliefs are likely to win out in the long run, even
though they may give the test answers their teachers want. Mere contradiction
is not sufficient; students must be encouraged to develop new views by seeing
how such views help them make better sense of the world.
There are
few steps to practice teaching such as for mixed ability teaching. There are
know how social structure and interaction in learning situations. Several
prople it is impossible to discuss the topic of
mixed ability teaching without bearing in mind that the terms has
different meanings for other people. There is an important difference between
teaching in mixed ability and mixed ability teaching . Mixed ability teaching implies
certain kind of teaching whereas any kind of teaching can , and does go on in
mixed ability groups. Elliot who makes this important distinction identifies
mixed ability teachingas occurring when a teacher attempts to regulate his
treatment of individual differences by the principles of equality Next, social
structure and interaction between teacher and pupils and among pupils
themselves which may be found in school learning situations. The particular one
operating at any given moment will depend upon the objective of the lesson.
“Everything of universe ,even the
fish in the water ,prays for a good teacher.” (Al-Hadith).[2] Islam has paid
considerable attention towards education and hence towards the teacher. Before
going through the role of a teacher in tha perspective of Islam, let us have a
glance over the importance of education in Islam. When we go through the same
subject, we find that the first revelation revealed to the prophet of Islam
deals with the education where Prophet Muhammad (SWT) through the angel Jabriel
to read al Alaq is matter of concern that they said verse was revealed in such
a situation where the whole society was in the full grab of Polytheism,
gambling, murdering ,robbery adultery. And almost every aspect of evil and
hence every such aspect and hence every such aspect demanded a special address,
but ALLAH SWT revealed the first verse pertaining to education a thereby
clearing the fact that ignorance ,the opposite of education is the root cause
of every evil and giving education a special status. Moreover it becomes clear
from the said verse that education is the only panacea to all sorts of evil and
where there is education there is no room for evil. Teachers have not only distinguish themselves by their
understanding in knowledge and research , but also because of their character,
pity and refrain from immoral acts. Throughout their history , Muslim refused
to accept authority of any pervert as religious scholars and teachers. We have
always attached importance to the character and consistence of belief and
action. In the Islamic view of education, instructions of sciences cannot be
divorced from moral and ethical
training. It is a contribute of the modern age that character building has been
totally dissociated from education.
There are some impacts of management
of training school which are can provide more educational people to teach
someone. Besides,the salary of being a teacher is satisfy. Through one person,
they can make many educational people to do the right thing. Two management technique
courses with very specific objectives were compared. Participants completed a
series of pre-and post-course questionnaires to establish whether they intended
to transfer their training to their work and whether they had in fact done so.
A number of characteristics were found to distinguish the learning
‘experimentors’ from the ‘non-experimentors’. More of the experimentors had
attended the course on their own initiative, more of them believed the course
would be beneficial to them on the job prior to attending it, and a greater
proportion had had pre-course discussions with their boss. It was found that
transfer attempts were more likely to be successful and beneficial where the
boss ‘sponsored’ the new idea. Organizational factors found to inhibit training
transfer included ‘overload of work’, ‘crisis work’ and ‘failure to convince
older workers’. The main facilitating factors were related to the preparedness
of the superior to listen to new ideas and allow experimentation with them. The
management style and attitudes of the trainee's boss were found to be the
single most important factor in management training transfer.
“Training transfer is the
degree to which trainees effectively apply the knowledge, skills and attitudes
gained in training context to the job” Wexley & Latham (1991) cited in
Park, J, 2007, p. 13).[3]
Furthermore, transfer of training outcomes is learning. Therefore learning at
work is defined as observed changes in workplace behaviour attributable to new
knowledge and skills (Ivergard & Hunt, 2004). The production activities
that follow a successful exploration programme involve some risks including
training risks that impact on investment in the oil sector (Biltayib, 2006).
Clearly, identifying these risks, their impacts and developing detailed
management plans to avoid or minimise them is a vital and integral part of
planning these exploration and production activities (Biltayib, 2006). A common
tool used to avoid training risks is to know the factors which affect the
transfer of training. There is a lack of understanding of training needs
assessment and training evaluation. This inhibits human resource development
initiatives; the effectiveness of training and plays a major role in
determining the utility of training and development in the human resource
management area. (Elangovan & Karakowsky, 1999). The need for transfer of
training is an important aspect for organizations. This is shown by a clear
definition of the training aims. In this context, over the years, an extensive
literature on transfer of training has developed. Most of the research relating
to this issue has been on identifying how transfer of training is perceived by
different interested parties and factors influence management training. The
majority of the research on transfer of management training has been conducted
in developed countries (the USA, the UK, Australia, and Canada) with a little
only in some developing countries (Malaysia, and Nepal).
Teacher motivation plays
an important role in the promotion of eaching and learning excellence.
Generally, motivated teachers are more likely to motivate students to learn in
the classroom, to ensure the implementation of educational reforms and feelings
of satisfaction and fulfilment. While teacher motivation is fundamental to the
to the teaching and learning process, several teachers are not highly
motivated. This observation should be taken seriously and an investigation into
the factors influencing teacher motivation was therefore necessary to achieve
the educational goals in every learning instituitions. The purpose of the study was to determine the
factors affecting teacher motivation in
public secondary schools in Thika West District. The study was guided by the
following objectives: to establish the effect of job satisfaction on teacher
motivation in secondary schools, to determine the effect of reward system on
the motivation of teachers, to find the effect of training and development on
teacher motivation and to determine the effect of work situational factors on
teachers motivation.
Descriptive research
design was used for the study. The study targeted the Principals and teachers
of the public secondary schools. Random sampling technique was used to select
teachers while purposive sampling technique was used to select principals. Out
of the 16 schools in the district, 2 schools were used for piloting while the
remaining 14 were used in actual study. A total of 126 respondents participated
in the study. Questionnaires were used to collect data from teachers while
interview schedules were used to collect data from principals. Statistical
Package for social Sciences (SPSS) was used to analyzed the quantitative data
where descriptive statistics such as means, standard deviation, frequency and
percentages were used to describe data. Content analysis was used to analyze
qualitative data from the interview with the principals. The study found that
job satisfaction affects employees motivation. This was evidenced by the fact
that leadership and promotional opportunity elsewhere influence job
satisfaction to a large extent as indicated by 57% and 67% respectively.
The only job
opportunity that they can provided is being a teacher.Plus,we can be a teacher
for any subjects that we pro with. Being a teacher is a wonderful job since we
will help people new things. Teachers get incredible joy in
seeing the difference they make as students gain new insights, become more
interested in a subject and learn about themselves. Every day, teachers mold
the future through impacting their students’ views and understandings. Teachers
foster creativity, develop character, give students lenses with which to view
the world and provide students with the skills they need to reach their
potential and lead productive lives. Many individuals are attracted to teaching
by a sense of service, because they want to make a clear, tangible difference
in the lives of others. As a teacher, you see the fruits of your efforts
everyday as you use your intelligence and creativity to help students become
excited about and learn about the science in their lives. In addition, for many
people, their work is a means to an end. They work for a pay check in order to
live their lives. But those called to teach have a true vocation. To those with
whom you interact most during your day of teaching - the students - you are not
an employee but a friend, a mentor and a guide to the world. A teacher makes a
difference in the world by enabling each of his or her students to fully
maximize their talents, imagination, skills and character.
Chinese
students also indicates that a number of basic concepts of Western educational
thought need to be reconsidered in the context of Chinese classrooms. Before
reviewing these findings I
would like to say a little about the degree to which our Ž ndings are due to Chinese cultural influences.
In discussing this issue in our edited book (Watkins & Biggs 1996), John
Biggs and I argued that Chinese students, whether in Singapore, Hong Kong, the
People’s Republic, or anywhere else in the world, shared a
Confucian cultural heritage which influenced their attitudes to and methods of learning.[4] A common criticism of East
Asian classrooms is that while they may be effective for transmitting
reproductive knowledge and for skills learning, creativity is stifled. However,
Jin and Cortazzi (1998) argue that in China teachers see creativity as a slow
process that depends on solid basic knowledge. Consequently while for many
British teachers ‘children learn through being creative’ (Jin & Cortazzi
1998: 756), Chinese teachers see the process as reversed. These views of
creativity seem to have something in common with cross-cultural differences in
conceiving of understanding as a rapid, insightful rather than a slow,
developmental process reported by Dahlin and Watkins (2000). Educators in Hong
Kong, Singapore and Japan are currently trying to propose reforms that will
encourage more independent, creative learning outcomes. Perhaps, before rushing
in to adopt Western methods they should look more seriously at the validity of
these views at least in their cultural context if not more broadly. Likewise
when Western educators look to East Asia to improve their own countries’
educational outcomes they need to seriously consider the cultural context of
such reforms.
Teaching in Islamic
prospective is the best of knowledge of the Quran. The Messenger of Allah said
“The best of you is the students of the Quran and the teachers of it.” Bukhari.
Secondly, in a hadeeth related by At-Tirmithi, the Messenger of Allah said , “He
is not of us who does not respect our elderly, is merciful to our youth, and
knows the right of our those who teach us”. The Prophet (S.A.W),says : “ One
who wishes to see those who are safe from the Fire of Hell should look at the
seekers of knowledge”.[5]
“knowledge and action are associated with each other because whoever possesses
knowledge acts upon it and the knowledge and wisdom of the one who puts them
into practise remains unimpaired. Knowledge is a Divine voice which invites its
bearer to act upon it. If he accepts its invitation and acts his knowledge
lasts but if he does not give a positive response it forsakes him”.[6]
Imam Ja’afar Sadiq.(A.S)
,says : Your teacher enjoys the right over you that you should honour him and
pay him respect in different assemblies. You should be very attentive to his
words. You should not raise your voice above his. If anybody asks him a
question you should not give a reply .
You should not converse with others in his presence and you should allow the
people to benefit from his knowledge. You should not associate with his enemies
and should not dispute with his friends. If you act on these lines the angels
of Allah will testify that you have paid attention to him and have acquired
knowledge for the sake of Allah and not to attract the attention of the people.
And the right of your pupils on you is that you should realise that in granting
you knowledge and opening its path for you, Allah has appointed you to be their
guardian. In case,therefore you teach them properly and do not frighten them
and are not furious with them Allah will, through His kindness, increase your
knowledge . But if you drive the people away from knowledge and as and when
they approach you for it you frighten them and get annoyed with them it will be
only appropriate that Almighty Allah may take away the light of knowledge from
you and may degrade you in the eyes of the people”. (makarimul akhlaq, p.484).
The scholar who is prevented by his own mind from
learning the divine Wisdom is the sage or wise man (hakim), who realizes
that whatever he says or knows is meaningless unless it is first sanctioned by
God. The wise man, echoing the teachings of the Qur'an, counsels the scholar to
open his heart to God's wisdom and to realize that knowledge gained by
remembrance is superior to the knowledge gained by formal intellection. This
path, the way of the sincere student of the soul, is the only path toward the
attainment of true knowledge. Such a person, according to Junayd, "walks
in the footsteps of the prophets and follows the way of life of the friends of
God (awliya' Allah) and the righteous (salihin).He does not stray
after innovations, nor does he refrain from accepting the agreed traditions of Islam.
In learning he is expert, well grounded, and strong and his attitude is clear,
explicit and balanced .Such are those who have filled and beautified their
lives with the remembrance of God. They pass their lives in good and fine works
and they leave behind for their fellow men a praiseworthy memory and the
brilliance of their light shines clearly for their fellow creatures". In
conclusion it is important to learn how to manage the school training. There
are advantages from learning it.
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