High School Teachers' Perceptions of Cyber Bullying Prevention and Intervention Strategies

High School Teachers' Perceptions of Their Application of Student-centered-learning Instructional Strategies

Lindsay Michelle Rock

This study investigated the influence of gender, primary subject area, and education level on high school teachers' perceptions of their application of student-centered-learning instructional strategies. An original survey was used to evaluate teacher perceptions. The survey contained a short demographic section, 28 items related to perception of application of student-centered-learning instructional strategies, and four items related to perception of school administration and fellow teacher support of these same strategies. Cronbach alpha for the overall instrument was .94, which suggested strong reliability and internal consistency. All core and non-core high school teachers in 13 public school districts in northeast Georgia served as the sample. A total of 470 valid responses were returned, yielding a response rate of 45.6%. Descriptive statistics were used to describe participants' overall perceptions of application of student-centered-learning instructional strategies. A series of one-way analysis of variance (ANOVA) procedures were used to compare perceptions of teachers based on gender, primary subject area, and education level. No statistically significant difference in teacher perception was found based on gender. No statistically significant difference in teacher perception was found based on education level. A statistically significant difference in teacher perception was found based on primary subject area. Effect size for this difference was -0.32, which indicated a small effect. Correlations were used to determine relationships between teachers' perceptions of application of student-centered-learning instructional strategies and perceived school administration and fellow teachers' support of these same strategies. A statistically significant positive correlation was found between teachers' perception of application of student-centered-learning instructional strategies and perceived school administration support of these same strategies. A statistically significant positive correlation was found between teachers' perception of application of student-centered-learning instructional strategies and perceived fellow teacher support of these same strategies. This study adds to literature on teachers' perceptions of student-centered-learning instructional strategies. The study indicated that teachers perceived they are using student-centered-learning instructional strategies, and other strategies as well. Teacher education programs and professional development should focus on these strategies in efforts to increase frequency of use of the strategies. Additionally, the study indicated that teachers feel supported by both school administration and fellow teachers in regards to the use of student-centered-learning instructional strategies.

A Comparison of High School Teachers' Perceptions in a Large Metropolitan Midwestern County Across Six Different Dimensions Associated with Professional Learning Communities

Larry D. Gray II

This study examined differences in perception of teachers in high schools that had implemented PLCs and high schools that had not implemented PLCs. The purpose of the study was to determine whether there were statistically significant differences in the perception of teachers in the two seperate groups in terms of how they incorporated instructional strategies that were associated with PLCs. The sample from which teachers were selected included high school teachers from a large Midwestern county. The Professional Learning Community Assessment-Revised (PLCA-R; Olivier, Hipp, & Huffman, 2010) survey instrument was used to measure the perceptions of teachers across six different domains of a PLC. This study attempted to determine whether: (1) there were statistically significant differences in the perceptions of teachers in school with and without professional learning communities; and (2) gender, ethnicity, number of years teaching, and curricular content influenced the perception of teachers on the six domains associated with a professional learning community. Utilizing an ex post facto design, the researcher administered two seperate instruments, the PLCA-R and a demographic survey to test the five research questions. Of the 1,143 instruments uploaded to a secured website, 221 teachers (or 19.3%) completed the survey instruments. A one-way MANOVA was used to determine if there was a statistically significant difference in the perception of teachers in the two types of schools. The 0.05 level of confidence was used for determining statistical significance. Findings in this study indicate that teachers in schools without PLCs had more positive perceptions regarding PLCs than their corresponding counterparts. In addition, gender and content area taught did not appear to have any influence on teachers' perceptions of PLCs. Consideration should be given to expanding the sample size to include school districts that are more representative of school districts in the state and nation. Teacher training institutions should consider including the foundations of PLCs and how PLCs should be implemented in their curriculum. Professional organizations should take a more proactive role in providing continuous training to practicing teachers in districts that implement PLCs.

An Analysis of High School Teachers' Perceptions of Professional Development

Michael J. Fama

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High School Teachers' Perceptions of Inclusion

Carmen Wiggins

With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion in regards to certification field, degree level, years of experience, and classroom setting. The survey contained of four demographic/background and 27 Likert-type questions. Anova and Pearson-product moment tests were used to analyze data. The researcher found no statistically significant relationships between teachers' perceptions of inclusion in regards to certification field, degree level, and years of experience. However, the study did find a statistically significant relationship between teachers' perceptions of inclusion and classroom setting. The researcher concludes that teachers with experience teaching in inclusion classrooms hold more favorable attitudes toward inclusion than those teachers who do not teach in inclusion classrooms.

High School Teachers' Perceptions of Teacher-Leadership

Cristin Dorgan Lee

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Regular Education Initiative

High School Teachers' Perceptions

Sharren K. Suddick

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