Exploring teachers' affective traits during recruitment. (c2017)

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dc.contributor.author Anderson, Ghada Atallah
dc.date.accessioned 2017-03-13T13:11:02Z
dc.date.available 2017-03-13T13:11:02Z
dc.date.copyright 2017 en_US
dc.date.issued 2017-03-13
dc.date.submitted 2017-01-05
dc.identifier.uri http://hdl.handle.net/10725/5361
dc.description.abstract Teachers’ affective traits (TATs) of positive attitude, interaction and respect can enhance students’ learning. These are often not considered in evaluating teacher candidates during recruitment and interviews, which lead to discrepancies among teachers at the same school. The purpose of this study is to explore school administrators and teachers’ views on teachers’ affective traits and whether they are emphasized in recruitment protocols. The theoretical framework includes the relationships between emotions and thoughts and teachers’ behavior in class: teachers’ identity formation (feelings), belief systems (attitude and value), and perception (interpretation). A qualitative approach using case study design was conducted in 8 private schools located in Lebanon and the UAE. Credibility, trustworthiness and ethical practice were ensured. The instruments included the researcher journal, semi-structured interviews with 8 school administrators and an on-line questionnaire for 24 teachers. Qualitative data analysis revealed inconsistencies between the information gathered from school administrators and teachers with regard to the frequency and depth with which the TATs are examined during recruitment processes. Findings indicate that school administrators examine some aspects that represent candidates’ identity formation and belief systems (attitude and value) whereas teachers’ frames of mind influenced by past experiences are not considered although these influence the teaching process. Suggestions for school and further research are presented. en_US
dc.language.iso en en_US
dc.subject Dissertations, Academic en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Teachers -- Selection and appointment en_US
dc.subject Teachers -- Selection and appointment -- Lebanon en_US
dc.subject Affective education en_US
dc.title Exploring teachers' affective traits during recruitment. (c2017) en_US
dc.type Thesis en_US
dc.title.subtitle a case study en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 198401650 en_US
dc.author.commembers Natout, Mahmoud
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xii, 82 leaves; 31 leaves available at RNL. en_US
dc.author.advisor Nabhani, Mona
dc.keywords Affective en_US
dc.keywords Emotions en_US
dc.keywords Teachers’ Behaviors en_US
dc.keywords Recruitment Protocol en_US
dc.keywords Belief Systems en_US
dc.keywords Values en_US
dc.keywords Attitude en_US
dc.keywords Identity Formation en_US
dc.keywords Positive en_US
dc.keywords Interaction en_US
dc.keywords Respect en_US
dc.description.bibliographiccitations Bibliography : leaves 67-70. en_US
dc.identifier.doi https://doi.org/10.26756/th.2017.3 en_US
dc.author.email ghada.atallah@lau.edu 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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