Teachers’ and Principals’ Perceptions of Homeroom versus Subject Teachers

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dc.contributor.author Fakih, Zeinab
dc.date.accessioned 2022-08-18T09:40:27Z
dc.date.available 2022-08-18T09:40:27Z
dc.date.copyright 2022 en_US
dc.date.issued 2022-03-23
dc.identifier.uri http://hdl.handle.net/10725/13953
dc.description.abstract In elementary, two instructional models exist: the homeroom teacher model in which teachers are responsible for instruction of all subject matters and the subject-teacher model where teachers are specialists in a particular field, such as math or science and hence teach these subject-matters only. Within the Lebanese context, both instructional models exist at schools. The purpose of this study was to investigate the teachers’ and principals’ perceptions of the benefits and limitations of both instructional models. Both quantitative and qualitative data were collected through questionnaires and interviews. The participants consisted of four principals and 63 elementary teachers from private schools in Beirut. Both qualitative and quantitative results were comparable and showed that most of the participants believed that homeroom teachers have better connection with students and better knowledge of their students. They also reported that homeroom teachers have better connections with the students’ parents as well. Moreover, the participants believed that the homeroom teacher is not less knowledgeable than the subject teacher and both share a similar workload. The results also revealed that the participants favored the homeroom instructional model at the elementary level suggesting that the benefits of this model outweigh its limitations. That is, the participants believed that in this model, the homeroom teachers who accompany the students during the entire school year cater better to the emotional and academic needs of students whereas the subject teachers are less in contact with the students and focus mostly on delivering the content of instruction. Further research is needed on larger scales to confirm these results. en_US
dc.language.iso en en_US
dc.subject Home room guidance (Elementary) -- Lebanon en_US
dc.subject Teacher-student relationships -- Lebanon en_US
dc.subject Elementary school teaching -- Lebanon -- Case studies en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Teachers’ and Principals’ Perceptions of Homeroom versus Subject Teachers en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201202298 en_US
dc.author.commembers Bahous, Rima
dc.author.commembers Nabahani, Mona
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (ix, 58 leaves): col. ill. en_US
dc.author.advisor Sarouphim-McGill, Ketty
dc.keywords Elementary school en_US
dc.keywords Homeroom teachers en_US
dc.keywords Subject-matter teachers en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 42-44). en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.435
dc.author.email zeinab.fakih@lau.edu en_US
dc.description.irb LAU.SAS.KS5.29/Mar/2021 en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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