School culture profiles in relation to teachers’ work-related experiences and teaching practices

Innovative teaching is sometimes perceived as opposite of traditional teaching, since it is regarded as student-centred and takes on the form of guided construction. This distinguishing feature led to an expectation that traditional teaching practices will be replaced with innovative ones for the purpose of fostering learning. The goal of the present research is to examine this issue by taking a closer look at teaching practices within an innovative learning environment, and their implications for teachers and teacher educators. Our qualitative research was conducted in a secondary school which has implemented such a learning environment. The data analysis is based on sociolinguistic discourse analysis. The findings reveal a variety of teaching practices, which allows teachers to choose the most suitable one for a particular learning requirement. We conclude in proposing to adopt a more complex approach to teaching, and to relinquish the dichotomy between traditional and innovative teaching practices. Theoretical and practical implications of this proposal are presented in the discussion.

High-quality mathematics instruction is a primary element for quality education and the sustainable development of society. Some studies have highlighted the critical role of teacher job satisfaction and stress on their instruction. However, limited research has focused on the combinational influence of job satisfaction and stress on mathematics teachers’ dialogic instruction. This study aims to examine their combinational influence on mathematic teachers’ dialogic instruction using latent profile analysis and draws three conclusions. First, this study found three profiles: high job satisfaction and very low stress, very low job satisfaction and high stress, and moderately high job satisfaction and slightly high stress. Second, latent profile membership was differentially related to self-efficacy and leadership support. Third, mathematics teachers with very low job satisfaction and high stress were less likely to implement dialogic instruction compared to teachers in other profiles. This study also provides implications based on these results.

As educators we are interested in continuous improvement; we want our teaching to be more impactful, to be engaging and innovative, culminating in students developing skills that facilitate lifelong learning. To date significant research has been conducted on innovative teaching and learning practices that educators may adopt to achieve these aims. However, fewer studies have focused on teaching and learning practices from the student perspective. This paper, reporting findings from a larger study, seeks to address this gap. An online survey was conducted across the student cohort in the School of Business of an Irish higher education institution (HEI). The findings show that students favour a mix of innovative practice and traditional teaching in helping them to learn effectively. Case studies and recorded lectures are the most popular choice of innovative teaching practice and students favour methods that help them to understand, thus leading to deep learning. Additionally, traditional teaching practices are still important to students, particularly first year undergraduates.Keywords: Traditional teaching practices; innovative teaching practices; student perspective; higher education.

The main purpose of this paper was to describe the effect of school culture factors on teachers’ job satisfaction. Descriptive correlation design with mixed data approach was employed in four public secondary schools of Harari regional state, Ethiopia. The specific objectives were to describe the status of school culture and teachers job satisfaction, to identify the relationship between teachers’ job satisfaction and school culture, to investigate the effect of school culture on teachers’ job satisfaction and to sort out the determinants. The data information was gathered from teachers and educational leaders using questionnaire and interview guides respectively. Teachers’ level of job satisfaction was low. There was no relationship between teachers’ educational qualifications and their levels of job satisfaction. The relationship of teachers’ job satisfaction in terms age, sex, salary, working experience, and marital status was not significant. There was association between teachers’ job satisfaction and school culture, specifically with teachers’ professional development and collaborative leadership practices. School culture and teachers’ levels of qualification were predictors of job satisfaction in the schools. In order to enhance job satisfaction of teachers, the school leaders should strengthen and improve the existing continuous professional development program and collaborative leadership practices in the schools. Supervisors should support and facilitate professional development opportunities for teachers. Moreover, they should promote collaborative leadership practices in the schools. Future studies need to be considered in order to generalize the findings in different settings. Also undertake studies on the effect of job satisfaction and school culture on the quality of teaching-learning.

Teaching practices and cognitive skills

The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices.

A latent profile analysis of perceiving and living a calling

The goal of this study was to investigate the relationships between school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education (YRE) calendars. The research design of this study utilized an e-mail invitation to participate with a uniform resource locator (URL) embedded in the message to link participants to an internet-based questionnaire. The questionnaire was delivered to 1,254 teachers employed in nine participating school districts in Kentucky that operated on YRE school calendars. The response rate was 60%. Teachers ( N = 748) responded to an internet-based questionnaire consisting of six scales on the variables of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover. An open-ended question from the internet based questionnaire was examined as qualitative support for the findings from the quantitative data. Quantitative analysis involved examining descriptive statistics and correlations among research variables at the teacher level. Data were analyzed using Pearson's r correlations, ANOVA and hierarchical regression analysis. The findings demonstrated overall statistically significant positive correlations with study variables. High to moderate statistically significant positive correlations were found between school climate, school culture; teacher efficacy, collective efficacy, teacher job satisfaction and teacher intent to turnover. After statistically controlling for demographic variables (ethnicity, gender, age, and years of YRE teaching experience, the addition of school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability), school culture subscale scores (inquiry practice, teaching learning community and collective problem solving) into the second block of the regression equation resulted in an additional 16% of the variance; After statistically controlling for school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability) , school culture subscale scores (inquiry practice, teaching learning community and collective problem solving), the addition of teacher efficacy subscale scores (student engagement, teacher instructional practices and classroom management) into the third block of the regression equation resulted in an additional 18% ( p < .05) of the variance; After statistically controlling for teacher efficacy subscale scores (student engagement, instructional practices and classroom management, the addition of collective competency subscale scores (group competence and task analysis) into the fourth block of the regression equation resulted in an additional 19% ( p < .05) of the variance; and finally, after statistically controlling for collective efficacy subscale scores (group competence and task analysis), the addition of teacher job satisfaction subscale score (teacher job satisfaction global)…

Learning French grammar spelling (GS) is particularly difficult for first-and second-language students, including in Quebec. However, certain teaching practices, such as integrated approach and metacognitive dictations, have shown positive effects on students ’ GS. In this study, we designed a teaching method inspired by these practices, integrating plurilingual pedagogy as well to include the bi/plurilingual profiles of students in French Quebec schools. We then tested a “plurilingual method” with Grade 7 students ( n = 79) and compared its effects with those of a “monolingual method” ( n = 70) and traditional GS teaching practices ( n = 46). Using a dictation and a written production for pretest, immediate and delayed posttest, we found that both the plurilingual and monolingual methods contribute significantly more to the development of GS than traditional teaching practices, especially the plurilingual method over time.

Using Latent Profile Analysis and Related Approaches in Adolescent Health Research

Universities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted. This study documents the evolution of university students' autonomous and controlled motivation for their studies following campus closures by relying on a person-centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self-control and control variables (sex and age) as predictors of profile membership. A total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic. We relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors. A four-profile solution (Self-Determined, Moderately Motivated, Extrinsically Motivated, Amotivated) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need-supportive educational climate and trait self-control consistently predicted a greater likelihood of membership into more adaptative profiles (Self-Determined, Moderately Motivated). The COVID-19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self-control appeared to 'protect' students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.

Discovery: The Information Literate WorldCat

Autonomy-pressure profiles among teachers: Changes over a school term, leadership predictors, and workplace outcomes

ABSTRACTThis study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.

Research devoted to the intersection of work and family has achieved increasing attention over the past several decades (Allen, Johnson, Kiburz, & Shockley, 2013; Kossek & Lautsch, 2018). An abundance of management research on work-family conflict, family-work conflict, flexible work policies, work-from-home arrangements, suggests that there is substantial need to understand how employees experience and negotiate the work/life interface (Greenberg & Landry, 2011; Premeau, Adkins, & Mossholder, 2007; Park, Liu, & Headrick, 2020). Issues around employees’ work-family dynamics have become increasingly salient during the COVID-19 pandemic as many employees saliently balanced work and family demands with oftentimes fewer support resources (Vaziri, Casper, Wayne, & Matthews, 2020). This symposium brings together a group of researchers investigating issues around the work/life interface with the intent of adding to this practical and theoretically important conversation. Specifically, this symposium highlights several novel perspectives on understanding work-family intersection. First, through adopting a temporal lens, it explores how employees may cognitively switch between highly integrated work and family domains and the outcomes of such switches over time, and how employees’ work-family balance changes over time. Second, from the perspective of workers’ identity and social gender roles, the symposium examines how partners’ evaluation of workers' performance or perception of workers’ interrole conflict affects workers’ outcomes such as performance, job satisfaction, and relationship satisfaction. Last but not least, this symposium takes workers’ family members into consideration and demonstrates the spillover effect of workers’ work-related experiences (such as burnout) on their children. Transitions between Integrated Work and Family Domains: A Theoretical Model of Domain Switching Presenter: Ekonkar Kaur; U. of Washington, Seattle Presenter: Marcus Butts; Southern Methodist U. Work-Life Balance over Time: Returning to Work and the Effects of Embeddedness and Future Focus Presenter: Ian Siderits; North Carolina State U. Presenter: Patrick Flynn; North Carolina State U. Presenter: Sean Noble; North Carolina State U. Presenter: Paul W Mulvey; North Carolina State U. The Carryover of Social Evaluations at Home to Self-Evaluations at Work Presenter: Lindsay Mechem Rosokha; Purdue U., West Lafayette Presenter: Kelly Schwind Wilson; Purdue U., West Lafayette Presenter: Heidi Marie Baumann; Bradley U. The Impact of Asymmetry in Interrole Conflict Perceptions within Couples on Workers' Outcomes Presenter: Xing Liu; Wayne State U. Presenter: Christina Hymer; U. of Tennessee, Knoxville Presenter: Viva Nsair; Western Michigan U. Faking Parents Make Faking Adolescents: A Parent-Child Model of Burnout Presenter: Jiajin Sophie Tong; School of Psychological and Cognitive Sciences Presenter: Drake Van Egdom; U. of Houston Presenter: Jing Zhang; California State U. San Bernardino