Suchergebnisse

Covers the legislation which protects children from sexual harassment in schools. Discusses the types of sexual harassment which exist and gives examples of potential unacceptable sexual conduct. Looks at the development of a sexual harassment policy, suggesting action for the parents and schools, and provides a framework for the above mentioned policy. Provides case studies of issues currently found in schools and discusses the problems they have encountered.

The aim of this study was to explore teachers' perceptions about student-related violent events in Trabzon, Turkey in 2006-2007. A semistructured interview form was constructed and administered to 10 teachers. For the data analysis, the constant comparative method was used. Results
showed that teachers perceive bullying mostly as demanding rights through violence. The main factors which affect bullying were seen as students' socioeconomic status, their relationships with parents, visual media, and the Internet. It is suggested that teachers participate in projects which
are aimed at preventing bullying and the curriculum for teacher trainees be redesigned so that they are more effectively educated about bullying.

Present situation in education makes us review the teacher's role, especially in the context of the ongoing educational reform. For the sake of objectivity it should be mentioned that not all the accusations of the authors of the reform directed towards the teachers of the Soviet period are adequate. Even during the Soviet times teachers encouraged the independent thinking of pupils, were looking for rational ideas of democratic education. The article deals with the problem of professional traits of the teacher, reviews the outlooks of different philosophical trends towards the teachers profession. According to various sociological, psychological and philosophical theories, teachers' role in society is viewed very differently. We should decide what role our teachers are expected to play in contemporary society and what methods of teacher training are most adequate in this sense. ; Šiandieną, vykstant švietimo reformai, tenka iš naujo įvertinti mokytojo vaidmenį ugdymo procesams bei jo parengimą šiam vaidmeniui. Savo vaidmens korekciją mokytojas turėtų atlikti ir dėl kaltinimų, kuriuos jam ne visada teisingai kelia Lietuvos švietimo refomos autoriai. Mūsų mokykla, jos mokytojas net ir sovietmečiu bandė ieškoti racionalių demokratinio švietimo bei ugdymo idėjų, tik, deja, neturėjo palankių sąlygų joms realizuoti. Straipsnyje taip pat aptarimos profesinės mokyktojo savybės, apžvelgiamos filosofinės mąstymo apie mokytojo profesiją tendencijos. Įvairių sociologijos, psichologijos ir filosofijos teorijų mokytojo vaidmuo visuomenėje suprantamas labai skirtingai. Reikia nuspręsti, kokio vaidmens šiuolaikinėje visuomenėje laukiama iš mūsų mokytojų ir kokie mokytojų rengimo metodai tinkamiausi.

PurposeThe purpose of this paper is to identify the factors that may reduce teachers' intent to leave. The paper examines differences between Israeli male and female teachers in their perceived organizational justice, perceived organizational commitment, and intent to leave work.Design/methodology/approachParticipants are 1,016 school teachers from 35 high schools in Israel. Series of mixed‐model regression analyses are used to test for mediated relationships.FindingsMultilevel analysis reveals that among female teachers, organizational commitment (affective and normative) fully mediated the relationship between intent to leave and distributive justice (fairness regarding employee outcomes), whereas among male teachers this relationship is only partially mediated. The negative relationship between intent to leave and procedural justice (fairness regarding procedures) is higher among females than among males.Research limitations/implicationsAlthough some precautions are used, the self‐reported measures may likely reflect same‐source bias, calling for further safeguards in future studies.Practical implicationsSchools should become aware of differences between male and female teachers' perceptions and should build an equitable school climate that considers fair rewards, opportunities, and programs to increase teachers' commitment and reduce their intent to leave.Originality/valueThis paper sheds light on the possible reasons for male and female teachers' turnover intentions through examining teachers' justice perceptions and their work commitment.