Many studies have been done to motivate teachers to be thankful while serving, and the results of Jackson's research suggest a complementary approach.
Implementing this method requires reducing the teaching hours of teachers and instead increasing the hours of analysis and planning, research and research by them. According to Jackson, more research by teachers leads to their superior perception. Therefore, it provides continuity of research.
"Teachers are well aware of their weaknesses and their teaching, and they welcome training programs that help them overcome this weakness," Tylen wrote after research in 1971.
Lorten also wrote in 1975:
Psychological satisfaction resulting from successful teaching after participating in in-service courses is the greatest reward for teachers.
In 1978, after much study, Ryan concludes that these programs will not play a role in improving teachers' performance and professional development unless they bring obvious rewards and material results.
In another study in 1982, Little writes:
Curricula that have been far removed from the analysis of academic uniforms have had the greatest impact on schools, and teachers have welcomed them more.
The results of the research of Moman, Phillips and Lorty show the fact that the lower the psychological rewards (the level of psychological satisfaction) in the school environment, the more material rewards for teachers' participation in in-service training programs seem necessary.
However, the overall results of this research, as well as sergeant studies, show that teachers enjoy more psychological satisfaction than other types of rewards.
They feel more satisfied when they see students learn better, try harder, behave better, respect their teachers, and generally perform better. This conclusion was confirmed by a large Joyce & Pack study in 1977. They know a character.
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