Provocation problems in Lebanese Christian brothers schools: staff and teachers’ insights (Record no. 20800)

MARC details
000 -LEADER
fixed length control field 02363nam a2200229Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Spanioli, Edouard
Miscellaneous information Master of education
245 10 - TITLE STATEMENT
Title Provocation problems in Lebanese Christian brothers schools: staff and teachers’ insights
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Middle East University
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 85 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of the research was to study staff and teachers’ insights and behaviors towards the provocation problem, existing school rules and processes, and training-session needs in a group of Lebanese Christian Brothers schools. The inquiry methodology and the key informant approach were used. Data were collected using two questionnaires in English and French. The content validity of the instruments was established by a preliminary pilot study. Copies of written school rules were collected. The questionnaires included many open-ended and closed-ended items. Data analysis involved thematic analysis and descriptive statistical analysis. The data indicated that teachers showed a high level of awareness of what behaviors constitute provocation. Most teachers recognize the existence of provocation problems in their school, but do not regard them as very serious ones. Most of the selected schools in the sample did not have any specific provocation rules but did have regulations addressing provocation-related issues. Regarding staff and teachers’ views towards teachers’ duties in dealing with the problem, almost all staff and teachers agreed that teachers play an important role in preventing provocation and that they must intervene whenever they see provocation happening. Staff and teachers generally believed that they need a training session to deal with provocation. A series of recommendations is presented including a proposed outline for a professional development training session on provocation.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Climat scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education religieuse
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Religious education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions School Climate
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التربية الدينية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم المناخ المدرسي
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Middle East University
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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