Ecological Predictors of AI Literacy in Chinese K-12 Teachers: A Structural Equation Modeling Study

<p><em>The school environment has an important role in the learning process of Hinduism and Pekerti in school, this is because when the school environment is not comfortable such as noise, the room is too glare, and there is not enough plants to make the school shady, then students will not concentrate in the process learning. When the school environment is comfortable, students will be happy and even motivated to learn. </em><em>This study aims to determine (1) the role of the school environment in the process of learning Hinduism and Budi Pekerti at Canggu 1 State Elementary School. (2) To find out students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character traits. (3) To know the educational values contained in the school environment that play a role in the process of learning Hinduism and character.</em><em></em></p><p><em>The theories used to dissect the problem are: Education Theory, from Titib to dissect the first problem, Perception Theory, from Robbins to dissect the second problem, the Value Theory, from Louis O. Kattsoff (in rahayu) to dissect the third problem. The subjects of this study were Hindu religious education teachers and Hindu students at Canggu 1 Elementary School. Data collection method is by Observation Method, Interview, Literature, and Documentation. The data that has been collected is analyzed by qualitative descriptive analysis method with steps of reduction, data presentation, and conclusion drawing.</em></p><p><em>The results of the study show (1) The role of the school environment in the Hindu and Pekerti learning process is to provide a means of learning through the physical environment of the school, and as a mental form of students through the school's social environment as well as students' self-development through the school's academic environment. (2) Students' perceptions at SD Negeri 1 Canggu about the role of the school environment in the process of learning Hinduism and character are students realize that the school environment is very instrumental in the learning process because schools provide facilities and infrastructure, methods that support the learning process, the existence of trees - trees that are shady and not noisy which makes students focus on learning. (3) Educational Values contained in the School Environment that play a role in the Learning Process of Hinduism and Characteristic are the Value of Praise, Sradha Value and Cultural Value.</em></p>

School violence can impact the social, psychological, and physical well-being of both students and teachers and disrupt the learning process. This review focuses on a new area of research, the mechanisms by which the school environment determines the likelihood of school violence. A search for peer-reviewed articles was made in six databases and the Centers for Disease Control and Prevention's report on school-violence interventions. Twenty-five articles that attempted to understand the influence of either the school social or physical environment in determining teacher and student perceptions of safety and experiences of violence were included. Most of the included articles were cross-sectional surveys of junior high or high school students and staff. As articles used different measures of the school physical and social environment, a classification system was created. Using this system, studies show that schools with less violence tend to have students who are aware of school rules and believe they are fair, have positive relationships with their teachers, feel that they have ownership in their school, feel that they are in a classroom and school environment that is positive and focused on learning, and in an environment that is orderly. The school social and physical environment appears to offer intervention opportunities to reduce school violence. However, the lack of consistency in school environment variables as well as the lack of longitudinal and experimental research designs limits the applicability of these findings.

The study investigated the relationship between school social environment and students’ academic engagement in secondary schools in Ekwusigo Local Government Area of Anambra State. Three specific purposes and three research questions were raised and answered respectively in the study. A correlational research design was adopted for the study. The population for the study comprised all the 641 Senior Secondary School (SSS II) students from the eight public secondary schools in Ekwusigo Local Government Area of Anambra State; and a sample size of 160 Senior Secondary School (SSS II) students was drawn for the study using purposive sampling technique. Researcher-structured rating scale “School Social Environment Rating Scale (SSERS)” and Students’ Academic Engagement Rating Scale (SAERS)” were used for data collection. The instruments were face-validated by three experts in Faculty of Education Nnamdi Azikiwe University, Awka. Internal consistency coefficient values of 0.88 and 0.85 were obtained for SSERS and SAERS respectively using Cronbach Alpha statistical method. The researcher administered the instrument to the respondents with the help of three research assistants. Data were analyzed using Pearson Product Moment Correlation Coefficient (r). The findings revealed that there is a very strong positive relationship between school social environment and students’ academic engagement in secondary schools in Ekwusigo Local Government Area of Anambra State. The findings also found a very strong positive relationship between the school social environment and both male and female students’ academic engagement in secondary schools in Ekwusigo Local Government Area of Anambra State. Therefore, the study concluded based on the findings that schools must foster a supportive and inclusive social environment in schools to enhance academic engagement for all students in Ekwusigo Local Government Area of Anambra State. Based on the findings, the study recommended among others that the Ministry of Education should ensure continuous investment in creating and maintaining a conducive social environment in schools through policies that promote inclusivity, safety, and collaboration and school principals should foster a supportive and interactive school culture by encouraging extracurricular activities, open communication, and positive peer relationships.

The quality of teaching is significantly influenced by teachers’ self-efficacy. Grounded in social cognitive theory, this study examined the relationship between teachers’ self-efficacy for teaching, on the one hand, and individual factors, working conditions, and principal leadership, on the other. Data derived from 466 primary teachers were analyzed using structural equation modeling. The results indicated that teachers’ self-efficacy in teaching was positively associated with their teaching experience, beliefs in self-directed learning, and support from colleagues. These findings underscored the importance of teachers’ characteristics and collegial support in explaining teachers’ self-efficacy, highlighting the need for fostering a supportive and collaborative work environment in schools.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role of teacher-related variables in affecting teachers’ performance and learning outcomes of students has been widely acknowledged in various educational contexts. Therefore, the investigation of teacher variables has received research attention in English as a Foreign Language (EFL) context. To contribute to this line of research, the current study was set to investigate the role of teacher reflection and self-efficacy in predicting burnout among Iranian EFL teachers. To this end, three validated scales measuring these variables were administered to a number of 171 male and female teachers. As for the data analysis, Structural Equation Modeling was utilized to test the hypothesized model of the constructs. The results indicated that teacher reflection accounted for 12.1% of the variance, and teacher self-efficacy accounted for 25.2% of the variance in burnout. Although both variables had a unique effect on teaching burnout, teacher self-efficacy turned out to be a stronger predictor of burnout. Concerning the implications, teacher education programs may pay more serious attention to teacher self-efficacy and reflection as they proved to play a significant role in reducing teacher burnout.

PurposeWe examined the association between the school policy, social and physical environment and change in adolescent physical activity (PA) and explored how sex and socioeconomic status modified potential associations.MethodsData from the GoActive study were used for these analyses. Participants were adolescents (n = 1765, mean age±SD 13.2±0.4y) from the East of England, UK. Change in longitudinal accelerometer assessed moderate-to-vigorous physical activity (MVPA) was the outcome. School policy, social and physical environment features (n = 267) were exposures. The least absolute shrinkage and selection operator variable selection method (LASSO) was used to determine exposures most relevant to the outcome. Exposures selected by the LASSO were added to a multiple linear regression model with estimates of change in min/day of MVPA per 1-unit change in each exposure reported. Post-hoc analyses, exploring associations between change in variables selected by the LASSO and change in MVPA, were undertaken to further explain findings.FindingsNo school policy or physical environment features were selected by the LASSO as predictors of change in MVPA. The LASSO selected two school social environment variables (participants asking a friend to do physical activity; friend asking a participant to do physical activity) as potential predictors of change in MVPA but no significant associations were found in subsequent linear regression models for all participants (β [95%CI] -1.01 [-2.73;0.71] and 0.65 [-2.17;0.87] min/day respectively). In the post-hoc analyses, for every unit increase in change in participants asking a friend to do PA and change in a friend asking participants to do PA, an increase in MVPA of 2.78 (1.55;4.02) and 1.80 (0.48;3.11) min/day was predicted respectively.ConclusionsThe school social environment is associated with PA during adolescence. Further exploration of how friendships during adolescence may be leveraged to support effective PA promotion in schools is warranted.

School leadership causes various psychological outcomes on both teachers and students. In school management, school principals’ exhibiting leadership behaviors from different perspectives can be considered as the basis of more effective management. At the same time, different leadership orientations can more accurately guide the reflections of the complexity of human nature in the work environment. This study uses Job Demand-Resource and Social Exchange Theory to investigate the mediating role of teacher autonomy in the relationship between four-frame leadership orientations and teacher self-efficacy. The research sample comprises 498 teachers employed in public schools. All leadership orientations were found to have positive, moderate and significant relationships with teacher self-efficacy and autonomy. The mediation of teacher autonomy was analyzed with structural equation modeling. As a result of the research, structural, human resources and symbolic leadership orientations positively predicted teacher self-efficacy. In addition, teacher autonomy had partial and full mediation effects on teacher self-efficacy. Implications for future research and practical implementation are discussed.

The dynamics of how social connection is created or maintained through the physical structures of a school are not fully understood. An exploratory photovoice project was undertaken in a rural high school. Students took photos and spoke to what they felt the photos showed about the school's social environment. The findings showed that the school was segmented into clear territories, enshrining particular types of power, welcoming some students and alienating others. Being ‘in’ or ‘out’ was associated with cliques known to gather in particular places. Having a car maintained what the students called ‘a divide’. A confronting reality about school life was surfaced that standard school connection and social network questionnaires miss. A display of the photos at the school confirmed the findings and led to actions to address the issues raised. Thus the strategy offers unique insights and an opportunity to create tailored, place-focused ways to make the schools more welcoming.

The importance of the role of the school's social environment in stimulating the development of moral reasoning is stressed. Previous researchers have found that not only is the time structure in a school a controlling variable but also that ‘intensive education’ has more potential than traditional concurrent education for stimulating cognitive growth. This research examined the moral atmosphere in a high school with intensive education and the effect of this environment upon the development of moral reasoning in its students as a function of the number of years of exposure to this environment. The results from this cross‐sectional study indicated the students perceived a sense of fairness and of community in their school. Examination of the levels of moral reasoning on both Kohlberg's Moral Judgement Interview and Rest's Defining Issues Test indicated that it was dependent upon the number of years the student had been exposed to this school's environment but not upon the student's grade level. The results may be of interest to those who are developing environments which attempt to stimulate the development of moral reasoning.

Teacher self-efficacy (TSE) is the term used for teachers’ beliefs about their capacity to positively influence students’ learning and social environment. How TSE influences incidences of teacher burnout and student academic achievement has been the focus of previous research. Studies investigating the associations between TSE and socio-demographic characteristics are sparse, and little is known about the possible effects of school-based interventions on TSE. In order to address these areas of research, the aims of this study were twofold. First, the study examined associations between TSE and a) teachers’ socio-demographic characteristics, and b) student’s school-related well-being. Secondly, we investigated the effect of a school-based angermanagement intervention, the Mini-Diamond, on TSE. Students from grades 0 to 2 and their teachers, from all schools in two Danish municipalities, participated in the study. Teachers completed two questionnaires, including the Danish version of the Teacher Self-Efficacy Scale and a questionnaire on socio-demographic characteristics. All students filled out a school well-being questionnaire. The questionnaires were completed prior to and after the intervention. Positive associations were found between TSE and teachers’ age, showing that the older the teacher, the higher the TSE. Furthermore, positive associations between TSE and years of experience, as well as TSE and students’ school connectedness, were found. No effects were found of the school intervention on TSE.

The main purpose of this study was to examinea a model of self efficacy, collective efficacy, and school effectiveness, and to compare the mediation effects of teacher self efficacy with student self efficacy, and to examine the moderating effects of collective efficacyon the relationships between self efficacy and school effectiveness in senior high school teachers and students. The participants, a stratified sample of 314 teachers and 1756 students in Taichung, were administered the Student Self Efficacy Scale, Student Collective Efficacy Scale, Student Perceived School Effectiveness Scale, Teacher Self Efficacy Scale, Teacher Collective Efficacy Scale, and Teacher Perceived School Effectiveness Scale. Structural Equation Modeling was used for data analysis. The results of this study were as follows: (a) the observed data could be interpreted by the model of senior high school teachers' self efficacy, collective efficacy, and school effectiveness; (b) teachers' self efficacy partially mediated the relationship between teachers' collective efficacy and teachers' perceived school effectiveness; (c) the observed data could be interpreted by the model of senior high school students' self efficacy, collective efficacy, and school effectiveness; (d) students' self efficacy partially mediated the relationship between students' collective efficacy and students' perceived school effectiveness; (e) teachers' collective efficacy moderated the relationships between teachers' self efficacy and teachers' perceived school effectiveness; (f) students' collective efficacy did not moderate the relationships between students' self efficacy and students' perceived school effectiveness. Based on the results, suggestions were provided for senior high school teachers, students, and future researchers.

It is well known that, for all civilizations’ good and successful future, science and people with scientific skills have a key role. So, at the center of scientific skills, teaching science is an important topic. Maybe two of important components of science teaching are scientific literacy and self-efficacy. So, it has to be known if there is a correlation between them. The main aim of the study is to research correlation between self-efficacy beliefs towards science teaching and the level for science literacy of primary school teachers. For this aim data were collected with two instruments (basic science literacy test and the self-efficacy belief in science teaching scale) and gained data was analyzed with SEM (structural equation modelling). The sample of the study consist 506 primary school teachers. After data collection the theoretical model was tested that does science literacy affect or not the self-efficacy in science teaching with SEM. After data analysis it was found that the self-efficacy belief in science teaching affected positively and significantly by the science literacy levels. Considering that teachers with high self-efficacy in teaching science have more successful outcomes, it is believed that it would be beneficial to organize in-service training in which teachers can make a deep sense of their self-efficacy beliefs, literacy concepts and make self-evaluations.

This study investigated the mediating influence of leader accountability on the relationship between transcendental leadership of school heads and teacher self-efficacy in public secondary schools in two municipalities of Davao Oriental. (Failure of teachers to maintain and improve their own performance in the classroom can have a significant impact on the students' learning. The ineffectiveness of teachers has an influence on the entire educational system. Teachers that are inept will have a detrimental influence on student learning results. Self-efficacy relates to one's belief in one's own skills and inefficiencies, which may lead to a number of psychological issues such as low confidence and low self-esteem). A stratified random sample approach was adopted, with 300 teachers serving as respondents. The findings of a non-experimental quantitative mediation study using medgraph, a validated questionnaire, mean, regression procedures, and Pearson r revealed substantial correlations between school leaders' transcendental leadership, teacher self-efficacy, and leader accountability. The mediating influence of leader accountability on the relationship between school leaders' transcendental leadership and teacher self-efficacy was partial. As a result, one of the ways that transcendental leadership of school heads may influence teacher self-efficacy is through leader accountability. However, this does not fully explain the relationship between the two variables.

Esta investigación, de abordaje cuantitativo y diseño descriptivo y correlacional, analizó la relación entre la percepción del grado de calidad del ambiente escolar, familiar, social y religioso y el grado de calidad de la conducta autopercibida de 158 estudiantes de tercer ciclo de educación básica de dos colegios privados salvadoreños. Los resultados del estudio muestran que la calidad percibida de los ambientes sociales, familiares, religiosos y escolares es predictora significativa de la calidad de la conducta autopercibida. Se encontró también que en el caso de las mujeres los predictores más significativos fueron el ambiente religioso y el ambiente social, mientras que en los hombres los principales ambientes predictores de la conducta fueron los ambientes familiar y social.