Browsing by Subject "Teacher professional development"
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Item Attitudes and Practices of Secondary Level English Teachers towards Teacher Professional Development(Department of English Education, 2018) Tamang, BhuwanThis research entitledAttitudesand Practices of Secondary Level EnglishTeachers towardsTeacher Professional Developmenthas been carried out toidentify the attitudes of secondary English teachers towards teacher professionaldevelopment.The primary data werecollected from the thirtysecondary Englishteachers ofthe Kathmandu valley. The data were obtained from the respondentsthrough the use of questionnaire consisted with close and open–ended questions.Thecollected data were analyzed with the help of statistical tools.The major findings ofthis study were majorityoftherespondents had given positive response towardsteacher professional development and most of the teachers had preferred to practiceteacher support group for their professional development. The study shows thatalmost all the teachers expressed their positive attitudes to the practices of teacherprofessional development at secondary level for their professional development. Theyalso viewed that practices of teacher professional development play significant role tosustain the profession of the teacher. This study consists of five chapters. The first chapter includes the background of thestudy, statement of the problem, objectives of the study, research questions,significance of the study, delimitations of the study and operational definitions of thekey terms. The second chapter presents review of related theoretical literature, reviewof empirical literature, implications of the study and conceptual framework. In thesame way, the third chapter deals with design of the study, population, sample andsampling strategy, research tools, sources of data, data collection procedures, dataanalysis procedures and ethical considerations. The fourth chapter is about analysis ofdata and interpretation of result. The fifth chapter includes findings, conclusion andrecommendations. The final chapter is followed by the references and appendixes tomake the study reliable, valid and authentic.Item Perceptions on Impact of Teachers' Gender Roles and their Status(Department of English Education, 2018) Sharma, Mira DeviThestudy entitledPerceptionson Impact of Teachers' Gender Roles andtheir Statusan attempt tofindingout the perceptions of bachelor level learnerstowards their male and female teachers in EFL classroom, andidentifyingtherole and status of male and female teachers and the strategies they used, and tosuggest some pedagogical implications for the enhancement of better EFLtechniques. Thirty bachelor level learners from three different colleges ofBaglung District werethe sample of thestudy. Two set ofquestionnairecontainingopen-ended and close-endedquestionswereused as a tool for datacollection.The sample of the studywas selected through purposive non-random samplingprocedure.The researcher has conductedsurvey design toachieve the objectives of thestudy.Thedata were analyzed and interpretedusing both statistical and descriptive tool.The major findings of the researchshowsthat role of gender is existed in EFL teaching. It was also found thatteachers are observedinterms of role they playin their classroom and statusthey gain due to theirstudents’engagement and differ in social behavior,biologically engineered qualities and gender specific roles and other TPDactivities. Likewise, most of the learners prefer female as better EFL teachersto teach younger learners, promote girls’ education and more interactive withstudents. In addition it was found that male teachers are perceived as strongstrict and controlled.Moreover, students prefer intelligentteachers rather thancomparing male and female teachers in terms of competencies skills. Inaddition,participants recommended thatteachers should involve in TPDactivities to be better EFL Teachers in their educational journey.Mostimportantly, learners viewed that gender is something that emerges due tosocial structure they engage in. This thesiscontains five chapters. The first chapter deals with the backgroundof the study, statement of the problem, objectives of the study, researchquestions, significance of the study, delimitation of the study and operational definition of the key terms. The second chapter comprises the review of relatedtheoretical literature, implications of the study, and conceptual Framework.Likewise, third chapter consists of design of the study, population, sample andsampling strategy, research tools, sources of data, data collection procedure,data analysis procedure and ethical considerations. The fourth chapter includesanalysis of data and interpretation of results where data have been analyzed interms ofdifferent thematic topics like;role of gender in EFL teaching,strategies used by the teachers in classroom, learners’ perception on teachers’role and status. Similarly, the final chapter deals with findings, conclusion andrecommendations based on the analysis and interpretation of the data. Thereferences and appendices have been included in the last part of the thesis.