Does work experience matter when training teachers to deal with school disengagement?

IF 1.5 Q3 MANAGEMENT

Human systems management Pub Date : 2024-04-19 DOI:10.3233/hsm-230184

Bordin Rassameethes, Kongkiti Phusavat, Z. Pastuszak

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引用次数: 0

Abstract

BACKGROUND: BACKGROUND: Traditionally, teachers with less work experience receive more training in non-academic areas such as school disengagement. This circumstance affects a school’s readiness when attempting to create a student-focused environment. Teachers need to have a consistent approach when dealing with disengaged students. OBJECTIVE: The study examines the relationship between work experience on the decision relating to in-service training needs to cope with school disengagement. This study focuses on the schools from Bangkok Metropolitan Administration. METHODS: The method consists of several steps. The first step is to identify a general set of non-academic training needs. The next step is to distribute the survey to teachers. Finally, statistical analysis is applied to examine the impacts from work experience. RESULTS: Based on the surveys completed by 147 teachers who are categorized into four work-experience groups. The findings show that work experience does not affect the decisions regarding training needs. Thus, younger as well as older teachers alike should be provided with similar training programs to deal disengaged students. CONCLUSIONS: Work experience should not be used as a criterion when selecting teachers when providing in-service training for non-academic areas. Consistent practice by teachers is needed when creating a student-focused environment.

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在培训教师处理辍学问题时，工作经验重要吗？

背景：背景：传统上，工作经验较少的教师会接受更多非学术领域的培训，如学校辍学。这种情况影响了学校在尝试创建以学生为中心的环境时的准备程度。教师在处理脱离学校的学生时，需要采取一致的方法。目的：本研究探讨了工作经验与教师决定是否需要接受在职培训以应对学生辍学问题之间的关系。本研究的重点是曼谷市政府的学校。方法：该方法包括几个步骤。第一步是确定一系列非学术培训需求。其次是向教师发放调查问卷。最后，运用统计分析来研究工作经验的影响。结果：根据 147 名教师填写的调查问卷，他们被分为四个工作经验组。调查结果显示，工作经验并不影响培训需求的决策。因此，无论是年轻教师还是年长教师，都应接受类似的培训计划，以应对脱离课堂的学生。结论：在提供非学术领域的在职培训时，不应将工作经验作为选择教师的标准。在创造以学生为中心的环境时，教师需要坚持不懈地实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Human systems management MANAGEMENT-

CiteScore

3.50

自引率

30.40%

发文量

期刊介绍： Human Systems Management (HSM) is an interdisciplinary, international, refereed journal, offering applicable, scientific insight into reinventing business, civil-society and government organizations, through the sustainable development of high-technology processes and structures. Adhering to the highest civic, ethical and moral ideals, the journal promotes the emerging anthropocentric-sociocentric paradigm of societal human systems, rather than the pervasively mechanistic and organismic or medieval corporatism views of humankind’s recent past. Intentionality and scope Their management autonomy, capability, culture, mastery, processes, purposefulness, skills, structure and technology often determine which human organizations truly are societal systems, while others are not. HSM seeks to help transform human organizations into true societal systems, free of bureaucratic ills, along two essential, inseparable, yet complementary aspects of modern management: a) the management of societal human systems: the mastery, science and technology of management, including self management, striving for strategic, business and functional effectiveness, efficiency and productivity, through high quality and high technology, i.e., the capabilities and competences that only truly societal human systems create and use, and b) the societal human systems management: the enabling of human beings to form creative teams, communities and societies through autonomy, mastery and purposefulness, on both a personal and a collegial level, while catalyzing people’s creative, inventive and innovative potential, as people participate in corporate-, business- and functional-level decisions. Appreciably large is the gulf between the innovative ideas that world-class societal human systems create and use, and what some conventional business journals offer. The latter often pertain to already refuted practices, while outmoded business-school curricula reinforce this problematic situation.

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