Chris Kyriacou

• University of York

In a questionnaire survey of 130 comprehensive school teachers, occupational stress as indicated by a self-report measure was found to be positively associated with the teachers' generalized belief in external control over reinforcement (measured using Rotter's Internal–External locus of control scale) as predicted.

A framework is presented for considering effective teaching which focuses on ‘classroom process’. The framework distinguishes three complementary levels of analysis. First, a surface level of analysis which focuses on the notions of ‘active learning time’ and ‘quality of instruction’. Second, a psychological level of analysis which focuses on psych...

In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies i...

This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 proble...

This study used a questionnaire to identify the perceptions of pupil misbehaviour held by a sample of 176 secondary school student teachers attending a one‐year initial teacher training course in Spain. The main factor accounting for secondary school pupils’ misbehaviour in lessons was reported to be ‘parents who do not instil pro‐school values in...

This study aimed to explore Japanese high school teachers' views of pupil misbehaviour in order to contribute to the growing international literature on discipline in schools. A total of 141 Japanese high school teachers completed a questionnaire which explored their views regarding the factors accounting for pupil misbehaviour, the frequency of pu...

This study explored the concerns of a group of student teachers during a period of school placement for teaching practice. Nine main areas of concern were identified. These were: not being regarded as a real teacher; dealing with disruptive behaviour; becoming a disciplinarian; getting the teaching right; getting the planning right; teaching about...

This study explored the views of 203 university students studying English or French at a University in Morocco about a career in teaching. The students completed a questionnaire in which they were asked to rate the importance of 20 factors influencing their choice of career, and then the extent to which they thought teaching offered these factors....

A ‘social pedagogy’ approach is increasingly being adopted by professional agencies in the United Kingdom involved in dealing with the welfare, care and education of children. This paper argues that, in the context of schools, social pedagogy can be characterised as taking an integrated view of the needs of the whole child in terms of five key dime...

Social pedagogy as practice refers to actions on the part of adults to promote the personal development, social education and general well‐being of the child alongside or in place of parents in a range of educational and social care settings (e.g. pre‐school play groups, residential care homes, youth clubs). This paper focuses how the notion of soc...

Rethinking School Mathematics. By Andrew Noyes. Pp. 140. London: Paul Chapman. 2007. £18.99 (pbk). ISBN 1-4129-2103-1 (pbk).

This paper explores the perceptions of senior high school pupils in Shanghai regarding their motivation towards learning English and their perceived influence on this of important others (parents, teachers and peers). The study is based on 610 questionnaire responses and 64 interviews. The findings indicate that their English learning motivation is...

This paper focuses on a systematic review of studies on how different ICT tools can be used to develop understanding of functions. ICT tools included the use of different software (e.g. spreadsheets and graph plotting software) and different hardware (e.g graphics calculators, computers used by pupils and computers used by teachers with the whole c...

Action Research: a Methodology for Change and Development. By Bridget Somekh. Pp. 226. Maidenhead: Open University Press. 2006. £60.00 (hbk). £18.99 (pbk). ISBN 0335216595 (hbk), 0335216587 (pbk).

This study explores the expectations of teaching as a career held by beginning teachers who undertook a postgraduate certificate in education (PGCE) teacher training course for secondary schools at three institutions in the North of England. Over 300 student teachers completed a questionnaire at the beginning and at the end of their PGCE course. A...

This paper reports the findings of a systematic review of the literature looking at what characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in Key Stages 2 to 4. The review was based on an in-depth analysis of 15 studies. Eight key characteristics were identified: going beyond...

This is a postprint of an article whose final and definitive form has been published in the Journal of Education for Teaching© 2007 Copyright Taylor & Francis; Journal of Education for Teaching is available online at http://www.informaworld.com A group of postgraduate (secondary school) student teachers attending a teacher training course in York (...

Improving Schools and Educational Systems: International Perspectives. A. Harris and J.H. Chrispeels (Eds). Pp. 315. London: Routledge. 2006. £75 (hbk). ISBN 0-415-36222-9.

This paper reports the use of a systematic review to explore the impact of daily mathematics lessons in England on enhancing pupil confidence and competence in early mathematics. The review process identified 18 key papers. An in-depth analysis of these indicated that there was some evidence that the introduction of daily mathematics lessons, as pa...

This paper focuses on a systematic review of studies on the impact of the pedagogy of the National Numeracy Strategy (England) on primary school pupils’ confidence and competence. Findings from the review are that gains in competence may be a result of the specification of the curriculum rather than changes in pedagogy, that interactive whole class...

This paper examines how student teachers in Norway and England perceive pupil misbehaviour. The data are based on an opportunistic questionnaire survey of 86 student teachers in Kristiansand and 100 student teachers in York. Student teachers' perceptions of the seriousness of infractions were significantly different with regard to 7 of the items, w...

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A questionnaire was used to explore teacher stress amongst 203 teachers in primary schools in Taiwan. Twenty-six per cent of the teachers reported that being a teacher was either very or extremely stressful. The main source of stress identified was the changing education policies of the government. The most effective coping action reported was havi...

Incl. abstract, bibl. In this paper, we examine the complementary and differing state-defined roles of beginning schoolteachers in England and Norway by investigating centrally mandated initial teacher preparation programmes in both countries. Through comparative analysis, we get to see the roles that the policy-makers in London and Oslo seek to co...

Incl. abstract, bib. Research on student teachers' expectations regarding teaching as a career may help explain the reasons underlying problems of teacher recruitment and teacher retention which are causing concern in many countries. This study explores the expectations held by a group of student teachers in York, England and Stavanger, Norway. Que...

This research followed a cohort of 43 primary PGCE students in England into their first teaching posts who were undertaking the induction year in the first year of its operation. An analysis of the responses identified five key issues: the timing of the statutory arrangements; the reduced timetable; funding; the support system; and career entry pro...

This study explored the views of 84 first year students at a University College in Norway about a career in teaching. The students completed a questionnaire in which they were asked to rate the influence of 20 factors on their choice of career, and then the extent to which they thought teaching as a career accommodated these factors. A comparison w...

Research on teacher stress has become a major area of international research interest. This paper reviews research findings on teacher stress and suggests five directions for future research: (i) monitoring the extent to which particular educational reforms are generating high levels of teacher stress; (ii) exploring why some teachers are able to s...

This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views...

This study sought to explore the reasons given by student teachers in influencing their choice to become a secondary school teacher. Some 105 student teachers in Stavanger and 112 student teachers in York completed a questionnaire at the beginning of their postgraduate teacher training course. Twelve student teachers from each sample were then inte...

This study explored the reasons which influenced student teachers' decision to become a teacher of a foreign language. A sample of 83 student teachers of English in Morocco and a sample of 69 student teachers of French in the UK completed a questionnaire which asked them to rate the importance of 22 reasons in influencing this decision. Overall, th...

This study was conducted in Slovenia, and explored the views of a sample of 226 pupils (aged 14‐15 years) regarding their motivation to learn English and the views of a sample of 95 student teachers regarding their motivation to become a teacher of English. The data consisted of two questionnaires. The first questionnaire asked the pupils to rate t...

This study is based on interviews with 41 appraisers which explored their views and experiences regarding teacher appraisal. The findings of the study were that the appraisers generally felt that teacher appraisal had been of value to both the appraisee and the appraiser. A number of shortcomings and critical comments were also made, particularly r...

Explored motivation and learning preferences of 336 high school students in Morocco regarding learning English as a foreign language. Students had well-defined and coherent learning preferences, with a five-factor model of motivation that were not completely in agreement with their teachers' preferences. Implications for learner-centered instructio...

Focuses on the connection between students' learning styles and preferences and draws a distinction between learning and cognitive style. Six major styles are outlined: deep/surface/strategic approach, holist/serialist, converger/diverger, concrete/abstract/, reflective/active, and solitary/social. Further research is recommended. (23 references) (...

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This paper reports the evaluation of teacher appraisal in schools within one local education authority. The study is based on interviews conducted with 40 teachers during the period November 1993 to March 1994. These interviews paint a positive picture of teacher appraisal. The overwhelming majority of the teachers interviewed felt they had been we...

The study reported in this paper focuses on the work of outside agencies in relation to exclusions from school. A key aspect was the exploration of the nature of interagency co-operation and collaboration. A number of shortcomings regarding this were identified. Much of the problem was found to stem from the mix of role perceptions and expectations...

This study sought to explore the extent to which the introduction of six National Curriculum subjects (English, Mathematics, Science, Technology, History and Geography) has had an impact on teaching methods. A case study was conducted at one secondary school, which comprised interviews, questionnaires and lesson observations (including video taping...

Teacher stress has long been a subject of concern. More recently, this concern has extended to pupils and how schools might respond to this phenomenon. In this paper, Kyriacou and Butcher describe a case study of stress amongst Year 11 school children. Pupils at a comprehensive school were shown a video on pupil stress as part of their PSE programm...

In 1991 the University of York launched a PGCE course for European Community nationals who wished to train to teach their native language as a foreign language in schools in Britain. This study reports the first cohort of students’ experience of the course. The study highlights some of the adjustment problems faced by such students in coping with E...

This study looks at the stress experienced by teachers involved in a school merger. Ten teachers were interviewed three times, twice prior to the merger, and once again after the merger had taken place. The study confirms the stressful nature of school mergers for those involved. The most acute stress appeared to occur in the period running up to a...

Research on the development of expertise in classroom teaching during initial training and in the first year of teaching has markedly expanded. This paper focuses on some particularly noteworthy studies reported in recent years. We now know a great deal about the type and nature of the expertise that develops, the factors which influence these, and...

In recent years there has been widespread advocacy for a greater variety of learning activities to be used in the teaching of mathematics in secondary schools, and in particular calls for greater use of active learning. In essence, active learning may be described as the use of learning activities where pupils are given a marked degree of ownership...

In recent years, active learning has been widely advocated in secondary schools. However, there is no clear consensus as to what the term ‘active learning’ means nor unequivocal evidence that the educational claims made for it are justified. It is argued here that a useful distinction needs to be made between active learning in the sense of active...

This study sought to explore teachers’ perceptions of pupils’ behaviour problems at a single comprehensive school. Sixty‐four teachers at the school rated a list of 23 behaviour problems in terms of their seriousness. The findings indicated that the teachers’ perceptions were dominated by disruptive behaviours, although ‘under‐achieving’ by pupils...

This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern. Such studies have led to a much clearer understanding of teacher stress and burnout. Priority now could usefully be given to exploring how such understanding can fo...

One hundred and ninety‐four first‐year sixth‐form college pupils completed a questionnaire in which they were asked to rate 38 teacher characteristics according to the extent to which they perceived each of the characteristics to be associated with the effective teacher of mathematics at ‘O’ level. A specific criterion of teacher effectiveness was...

Forty-six eight-year-old children were given five tests of social sensitivity which were used to derive, for each child, a composite score of social sensitivity. The mother of each child was interviewed, and her responses to 20 questions concerning her child-rearing practices and relationship with her child yielded a measure of the mother's languag...

The study was designed to explore the extent to which a set of rating scales could be used to usefully unpack the ‘holistic’ nature of teaching in a way which might throw light on its effectiveness. Forty lessons given in secondary schools were observed and described in terms of the eight dimensions of the rating scales: preparedness’, pace and flo...

Studies of teacher effectiveness based in British secondary schools can be divided into four main categories: studies based on teachers’ opinions regarding effective teaching, studies based on the relationship between rated teaching ability and other variables, studies based on observations of teaching and studies based on pupils’ opinions regardin...

This paper considers the main problems associated with research on teacher effectiveness in schools. A number of shortcomings regarding the three main approaches to examining classroom processes #opsystematic observation, participant observation, and questionnaire surveys#cp are discussed, and the problems of research design and analysis considered...

The present paper reviews research on the sources and manifestations of stress among schoolteachers. Many possible sources of teacher stress have been identified, and some manifestations of stress are described. However, there are still many aspects of teacher stress that require investigation before a full understanding is possible.

Traducción de: Helping Troubled Pupils

Traducción de: Stress-Busting for Teachers Se trata de una guía para ayudar a controlar el estrés laboral en profesores en la misma se explican las causas del estrés y su naturaleza, como prevenirlo y las estrategias y técnicas para poder superarlo.