Capability Approach and Teacher Quality: An Analysis of Female Teacher Experience in a Rural, Malawian Community

Autor/in	Hardy, Annabelle Rodgers
Titel	Capability Approach and Teacher Quality: An Analysis of Female Teacher Experience in a Rural, Malawian Community
Quelle	(2019), (236 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-7562-0
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Teaching Experience; Females; Teacher Effectiveness; Administrator Attitudes; Teacher Attitudes; Educational Policy; Educational Administration; Rural Schools; Elementary School Teachers; Teacher Role; Value Judgment; Malawi + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Weibliches Geschlecht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Werturteil
Abstract	This study used the capability approach as a lens to understand teacher quality from both the perspective of educational leaders and practicing teachers in a rural community in central Malawi. The overarching question of this research study was "How can the capability approach inform our understanding of teacher quality from both the perspective of educational leaders and practicing teachers?" The focus questions to guide this research were: 1. What do national educational leaders value in a quality teacher? 2. What do rural, Malawian, female teachers value in teaching? 3. How do these teachers pursue and achieve what they value in teaching? This study included qualitative data collection and analysis of two specific contexts: the official context of educational leadership and educational policy in Malawi and the teacher context of daily life working in a rural school in Malawi. The official context was concerned with the larger field of educational policy that impacts education in rural Malawian communities. These data were collected through document review and semi-structured interviews with educational leaders at primary schools, secondary schools, school zone leaders, and teacher training college staff. Additional data about the official context were collected via review of documents regarding the official definition of quality teaching. The research site for investigating the teacher context was a rural community in the central region of Malawi. Data were collected through interviews and observation of female, primary school teachers from four school sites within a single school zone. The discussion and analysis of the data collected in both research contexts include the values of teacher participants, the ability of the teachers to achieve their valued functionings, common constraints experienced by teachers, as well as comparison of the valued functions of teachers to the valued teacher functions defined by official documents and educational leaders. The discussion and conclusions from this research include policy recommendations regarding teacher quality and thoughts on the further application of the capability approach to understanding teacher quality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01