Attitudes Of Lecturers Research Articles

Are you happy with your work? Side effects of workloads and work–family conflict in higher education

PurposeLacking lecturers in higher education is an international issue where society faces insufficient educational services to enlighten one’s future, and lecturer work satisfaction also merits higher attention. Work satisfaction is closely associated with turnover rates, lecturer retention, overall university cohesion, lecturers’ well-being, professional teaching improvement and research and publication performances. This study aims to explore how causes of actions (work–family conflict [WFC] and workload) influence consequences (stress and burnout) which affect the overall attitude (lecturer work satisfaction).Design/methodology/approachResearchers collected data from 450 Thai lecturers from different universities via survey questionnaires. Furthermore, a structural equation model method was used to analyze the data.FindingsResults showed that lecturer stress was significantly influenced by WFC and workload. Next, stress, workload and WFC were the main predictors of lecturer burnout. Then, lecturer work satisfaction was significantly influenced by burnout, except stress. Finally, a relationship between lecturer stress and work satisfaction was mediated by burnout.Originality/valueThis research proposes a theoretical mechanism to analyze how causes of actions (WFC and workload) influence consequences (stress and burnout) which lead to a development of lecturer attitude (work satisfaction) in higher education.

Attitudes of lecturers towards e-learning: BA ISAGO university

In Botswana e-learning is still in its infancy with most universities currently implementing different strategies to integrate e-learning into the teaching and learning process. A cross-sectional study was conducted to investigate whether the variables age, gender, training to use e-learning tools, e-learning experience, internet access, and computer skills were associated with the lecturer’s attitudes towards e-learning. The study consisted of thirty-eight randomly selected lecturers at BA ISAGO University, Gaborone campus. The data was collected using a closed-ended questionnaire with items that seek to ascertain their attitudes towards e-learning. To test out the study hypothesis descriptive statistics, Pearson correlations and independent samples t-test were computed. The results indicated that half of the participants had positive attitudes towards e-learning. Proving that e-learning was an acceptable teaching method to be utilised at this tertiary education institution. The study further showed that age and gender were not significantly associated with the lecturers’ attitudes towards e-learning. Also, the results indicated that there was no significant relationship between attitudes towards e-learning and training to use e-learning tools, e-learning experience, internet access as well as computer skills. It was therefore concluded that these variables had no impact on attitudes of lecturers towards e-learning as lecturers had become competent and confident in using computers as part of teaching methodology at BA ISAGO University. It is crucial for this university to strengthen the digital culture through training and support, and motivational strategies to build positive attitude towards e-learning.

THE IMPACT OF TEACHER-STUDENTS RELATIONSHIP ON ENGLISH STUDENTS’ MOTIVATION (A SURVEY ON THE FIRST YEAR ENGLISH DEPARTMENT STUDENTS)

The impact of teacher-student relationships on the motivation of English language learners (ELLs) is a crucial topic in the field of language education, particularly in a multilingual and culturally diverse country such as Indonesia. This study aims to provide an evidence of the link between teacher and student relationships and the motivation among ELLs in Indonesia. The researcher collected, analyzed, and compared the data obtained for this study by using a survey study design. Moreover, the researcher conducted structured interviews with ELL first-year English students to gather additional data. The findings of this study show that teachers at the university investigated, as perceived by students, exhibit a wide range of positive attitudes that positively influence student motivation. The most preferred attitudes among students were Academic Support, Responsible, and Moral Support, which emerged as the most preferred attitude among students. The results of this research show that a supportive classroom environment can enhance learners' motivation throughout their language learning journey, ultimately enhancing their language acquisition and overall success in language learning. This study provides valuable insights for educators and policymakers seeking to create an inclusive, supportive learning environment for their students. The study suggests that further studies could broaden the scope to include students from other faculties or universities. This would provide a more comprehensive understanding of lecturer attitudes and their impact on student motivation across different academic settings.

Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS

IntroductionThe needs of today’s higher education have changed and higher education does not need a one-way communication from teacher to student but rather learn to appreciate the new role of the teacher as a facilitator with mutual responsibilities toward the creation of knowledge. Heutagogy, which emphasizes learner autonomy and the creation of self-determined learners, has garnered attention as a potential solution to address the evolving needs of teacher preparation. However, empirical research on the beliefs and attitudes of Heutagogy within the teacher education context remains limited. This study aimed to fill this gap by exploring the beliefs and attitudes of lecturers and pre-service teachers of the School of Education and Life-Long Learning (SoELL) at SDD-UBIDS.MethodsConvergent mixed method design with both quantitative and qualitative data analysis, the study collected both quantitative and qualitative data on 513 Pre-service teachers and 30 Lecturers from SoELL, SDD-UBIDS using a four-point Likert scale questionnaire and interview.ResultsThe findings revealed diverse perspectives among Lecturers and Pre-service Teachers regarding Heutagogy, with varying levels of understanding, acceptance, and readiness for implementation. Lecturers expressed enthusiasm for Heutagogy’s potential to foster learner autonomy and critical thinking skills, while pre-service teachers demonstrated varying levels of readiness and comfort with self-directed learning approaches.DiscussionLecturers and Pre-service teachers expressed willingness to embrace a self-determined approach in which the learner reflects on what is learned and how it is learned and where the Lecturers teach the learners how to learn by themselves. The cognitive conflict and the inadequacy of pre-service teachers’ preparedness will necessitate a shift in their attitudes toward developing autonomy skills to effectively navigate the challenges of the 21st-century knowledge economy.

LIS Educators’ Perception Towards the Adoption of AI Tools in Nigerian Library Schools

The incorporation of Artificial Intelligence (AI) into education marks a significant shift in how students learn, teachers teach, and educational institutions operate. This research delved into the knowledge and views of Library and Information Science (LIS) educators regarding the use of AI in library schools in Rivers State. The study employed a survey approach, combining qualitative and quantitative methods. A total of 44 LIS educators from various institutions in Rivers State participated, selected through random sampling, and data were collected using an online survey. The study found that while many LIS educators are aware of AI and have integrated it into their teaching and research, there remains a considerable gap in formal training and professional development in this area. Despite this, there is a clear understanding among educators of the value of AI in library and information science education, in line with broader trends in education and industry. The research also identified positive attitudes towards AI as a tool to enhance education quality and prepare students for careers in librarianship and information science. However, several barriers hinder the integration of AI into curricula and practices, including lecturer attitudes, credibility of information sources, internet connectivity, negative institutional perceptions, and low lecturer competency in AI. To address these challenges, the study recommends that Nigerian library schools fully implement AI technologies like chatbots, barcodes, RFIDs, and robotics to enhance teaching activities. It also suggests that higher education institutions develop specialized training programs and workshops on AI for library schools, covering both basic and advanced concepts. This would enable educators to effectively integrate AI into their teaching and research practices.

EFFECTIVENESS OF E-LEARNING IN HIGHER EDUCATION – A CASE STUDY IN DONG NAI PROVINCE

E-learning has many exceptional advantages in teaching and training, and it has been applied in many universities and colleges in Dong Nai with a variety of scopes and levels; especially at a time with the motto "learning everywhere at any time", Dong Nai province sees this as a good opportunity to accelerate digital transformation in education. Simultaneously, underlining that online teaching is not only a temporary solution during epidemic seasons, but also an important way to improve educational quality. The research is carried out to examine the realities of online training in higher education in order to satisfy the demands of society's need for high-quality human resources. In addition, lecturer questionnaire and student questionnaire design would be used to collect quantitative data to answer research questions through the employment of questionnaire. The survey result showed that an average score of 4.03 to 4.19 with the “agree” level in student survey and another 4.19 to 4.29 in lecturer survey. It is indicated that the attitudes of students and lecturers on the survey items are very similar through two surveys. As a result, e-learning plays an important role in conveying the knowledge to all students at anytime and anywhere.

Exploring the Impact of Proactive Personality on Organizational Innovative Performance in Higher Education: The Mediating Role of Innovative Work Behavior

One of the challenges in improving the innovative performance of higher education institutions is the proactive attitude and innovative work behavior of lecturer. This research aims to analyze the influence of proactive personality and innovative work behavior on increasing organizational innovative performance. The data analysis process uses AMOS version 22 with the SEM (Structural Equation Model) application. There are 216 lecturers as the unit of analysis from 17 private universities accredited as superior and A in Jakarta, Indonesia. Research findings show that proactive personality (PP) and innovative work behavior (IWB) have a positive and significant effect on the innovative performance of higher education. In addition, IWB plays a positive and significant role as a mediator in increasing the influence of PP on organizational innovative performance. Therefore, universities need to create a work atmosphere that supports the proactive attitude of lecturers and allows the emergence of innovative work behavior.

Sosialisasi Penggunaan Pedoman Bimbingan Akademik Mahasiswa Pada Dosen Program Studi Manajemen Fakultas Ekonomi Dan Bisnis Universitas Timor

Problems related to students making mistakes in programming courses, students not completing their studies on time and students not experiencing an increase in their cumulative achievement index, are still frequently encountered among students in the Management Study Program. Program, Faculty of Economics and Business, University of Timor. This community service aims to ensure that academic supervisors can understand and use these guidelines as support in the academic guidance of each of their student supervisors. The methods used in this activity were lectures, discussions and questions and answers and a final survey was held as material for evaluating the activity to determine participants' understanding after carrying out this socialization. This socialization was carried out in one of the lecture rooms of the FEB UNIMOR Management Study Program by explaining the contents of the academic guidance guidelines and explaining the importance of using academic guidance guidelines in supporting the effectiveness and efficiency of the implementation of academic guidance. in the Management Study Program, Faculty of Economics and Business, University of Timor. This activity was attended by 23 PA Management Study Program lecturers. The results of this service activity are very useful in supporting the implementation of effective and efficient academic guidance where lecturers know what the academic guidance mechanism is like, guidance time, academic guidance objectives and increase the knowledge and attitudes of PA lecturers in Management. The Study Program carries out academic guidance with students and is expected to be able to change, reduce the number of students who make mistakes in programming their courses, assist lecturers in guiding students so that more students complete their studies on time, assist PA lecturers in guiding their students so that their achievement index increases cumulative.

Lecturers’ Online Instructional Experiences during Post-COVID-19 in Selected Universities in Uasin Gishu County, Kenya: A Phenomenological Inquiry

Most public and private schools suffered unprecedented challenges during COVID-19 pandemic. The pandemic was caused by an outbreak of severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2). It disrupted contact among people and more so delivery of education. The experience exposed a serious lack of preparedness and crisis in delivery of learning, forcing schools to adopt online modes of instruction. It became clear that most lecturers were not prepared for online education. Therefore, there is need to look critically into the experiences of university lecturers during and after this period so as to inform policy in education. This study was carried out to reflect on this phenomenon with a view to drawing valuable lessons from the lecturers who taught online at the time of the pandemic. The specific objectives of the study were: to undertake a reflection on how COVID-19 influenced lecturers’ mode of instruction; to establish the attitudes of lecturers towards online instruction as new normal, and to explore lecturers’ experiences of disruption by COVID-19. The study used a qualitative approach called Hermeneutic phenomenology, an interpretative method that puts together several activities in its data analysis. To begin with, a narrative design was used to generate primary data. Here, data was collected using face-to-face interviews with 20 lecturers from 3 selected universities in Uasin Gishu County, Kenya. Participants were asked to read and comment on the items of interview to ensure everything was clear. The process of data collection took place from February and March 2023. All interviews took not more than 30 minutes. The findings were coded by experts in qualitative research and themes identified. Narrative description has been employed to present the findings.

Predictive Factors of Attitudes Towards Scientific Research in University Teachers in Peru

Scientific research is essential for university teachers and the university in general, since its main objective is to generate and disseminate knowledge. The objective of this study was to examine the factors that influence the attitudes of university lecturers in Peru towards scientific research. The study employed a quantitative methodology, focusing on an explanatory-predictive framework. A 28-item questionnaire related to university teachers' attitudes towards research was applied, with a Cronbach's alpha of 0.9 reliability. The sample included the participation of 405 university teachers from different regions of Peru with 1 to 30 years of professional experience. Non-parametric analysis of variance (ANOVA) statistical techniques were applied for data processing. The results showed that the factors analysed (sex, years of experience, and region of origin) predicted the behavioural and cognitive dimensions but not the affective dimension. Teachers from the northern part of the country and Lima have prevalence in the behavioural and cognitive dimensions, and most teachers have a high level in the behavioural and cognitive dimensions but a low level in the affective dimension. The results are consistent with previous studies showing that attitudes towards research are influenced by factors such as age, research subject, participation in research activities, and social capital.
 
 Received: 10 June 2023 / Accepted: 25 November 2023 / Published: 5 January 2024

An Exploration Process on Job Satisfaction in Higher Education

The lower number of lecturers can severely affect the higher education system where society does not receive enough educational services to enlighten students’ future. Meanwhile, lecturer job satisfaction also alerts higher education institutions. Thus, examining factors influencing lecturer work satisfaction is crucial to all higher education institutions. The main objective of this research is to explore how root causes (work-family conflict and workload) affect consequences (stress and burnout) which are significantly associated with lecturer attitude (work satisfaction) along with work experience acting as a moderator. Data collected from 450 Thai lectures were analyzed using a Path Analysis Technique. Results indicated that lecturer stress was significantly influenced by work-family conflict and workloads. Next, lecturer burnout was significantly influenced by stress, workloads, and work-family conflict. After that, work satisfaction was significantly influenced by stress and burnout. Finally, lecturer work experience significantly moderated relationships (1) between stress and satisfaction and (2) between burnout and satisfaction.

University Teachers ’Attitudes Towards Creativity: A Case Study of the University of Loralai

Instructors carry out a crucial role when they foster creativity in both their students and their classes. Therefore, the purpose of this study is to investigate how university professors view innovation. It was the University of Loralai case study. There were twenty-five university teachers (18 men and 07 women) who were selected at random from the University of Loralai in Balochistan. The research design employed in the study was a descriptive survey, with Likert's five-point questionnaire serving as the data-gathering tool. Two sections of the questionnaire were distributed: one for the study and one for the demographics. The study section examined the attitudes of teachers toward creativity, whereas the demographic section contained information about the teachers. Age, gender, religion, place of residence, province, education, and prior teaching experience were among the demographic factors that were measured. The Al-Nouh et al. scale was employed by the current researchers to look at the mean value of the attitudes of university lecturers (2014). Teachers' views about creativity were categorized into three categories for simplicity of analysis: high, medium, and low (Al-Nouh et al., 2014). Results of the current study showed that University of Loralai teachers’ attitudes towards creativity were high because the mean value was 3.82. According to the scale of Al-Nouh. et al. (2014), this mean value, i.e., 3.82, falls in the category of high mean. Thus, overall, the University of Loralai teachers’ attitudes towards creativity were high. It is concluded through this research that University of Loralai teachers had positive attitudes and opinions toward creativity. Implications and recommendations for future researchers have been discussed.

Perception and Attitude of Undergraduate Medical Students and Lecturers towards the Problem-Based Learning of Universiti Kebangsaan Malaysia Medical Curriculum: An Inter-University Study

Problem-based learning (PBL) is a student-centred approach by using clinical scenario to achieve the learning objectives. This study aimed to determine the perception and attitude of Universiti Kebangsaan Malaysia (UKM) and Maldives National University (MNU) undergraduate medical students and lecturers towards PBL in UKM curriculum. A cross-sectional study was conducted by using online self-administered questionnaires based on a five-point Likert scale. The questionnaires were validated with Cronbach’s alpha of 0.907 and 0.703 for students and lecturers respectively. A total of 179 UKM and 61 MNU students, and 67 UKM lecturers and 8 MNU lecturers were recruited in the study. 86.69% and 69.87% of students had positive scores in perception and attitude assessment respectively. However, no significant differences were observed in median and mean scores for perception and attitude between gender, university, year of study, and cumulative grade point average (CGPA) of the respondents. For lecturers, 63.62% and 85.83% had positive scores for perception and attitude respectively. The attitude score among MNU lecturers was significantly higher than UKM lecturers. In conclusion, both students and lecturers showed positive perceptions and attitudes towards PBL of the UKM curriculum which gave benefits and contribution in enhancing knowledge, learning and soft skills.

Lecturers’ attitude and utiliisation of google class room in tertiary institutions in Ondo State, Nigeria

This study examines lecturers’ attitude and utilisation of Google classroom learning platform for instruction in tertiary institutions in Ondo State, Nigeria. Descriptive survey research design was used in the study. Two research questions and one research hypothesis were answered and tested in the study respetively. The sample population consisted of 300 lectures randomly selected from the three universities across the three senatorial districts (Ondo north, central and south). 100 participants were randomly selected from each of the selected public universities, making the total of 300 participants. The instrument for this study was researcher’ self-developed questionnaire titled Lecturers’ Attitude and Utilisation of Google Classroom Learning Platform Questionnaire (LAUGCLPQ). The instrument was validated by two experts. Reliability coefficient of 0.84 was obtained using Kuder-Richardson (KR21) technique. Research questions and research hypotheses were answered and tested using mean scores and t-test scores statistical tools respectively. The findings of the study showed that lecturers’ attitude towards the use of Google Classroom in tertiary institutions in Ondo State was negative. It was also revealed that the level of utilization of Google Classroom by the lecturers was very low. The results also shown that there was no significant difference between the attitude of male and female lecturers towards the use of Google Classroom for instructions (df = 298; t = 2.963; p > 0.05). It was further revealed in the study that there was a significant difference between male and female lecturers in the level of utilization of Google Classroom learning platform in tertiary institutions in Ondo State (df = 298; t = -5.125; p < 0.05). The study therefore recommends that managements of tertiary institutions should encourage both male and female lecturers to use Google Classroom learning platform in their instructional deliveries by providing all the necessary ICT infrastructures in their institutions. Also Worships and training programmes should be organised for both lecturers and students to acquire necessary skills to use Google Classroom learning platform for instructions.

Security Measures in Meeting Information Needs and Seeking Behaviour of Agricultural Science Students in Nigerian Universities

Security measures play a significant role in the accessibility and use of agricultural information resources among undergraduate science students in Nigeria. This results in overcoming obstacles to valuable information required by agricultural students to cultivate their products that would replicate food substances in the Nigerian economy. Nonetheless, unauthorised individuals have pervaded access to information that is meant for agricultural science students due to a lack of security of such information. There are unlimited assets and products to which agricultural students have access; hence, this paper investigates security measures in meeting information needs and seeking behaviour of agricultural science students in Nigerian universities. The paper employed a qualitative research method based on the explanatory research method. In so doing, the use of a systematic literature review was adopted to examine the information needs and seeking behaviour of agricultural students in Nigeria and again to find out the security measures put in place to ensure valuable information and preventive approaches to unauthorised individuals are sustained. Using a purposive sampling technique, the authors collected articles published between 2015 and 2023 on databases of Emerald and ResearchGate for the review. Findings reveal that agricultural science students in Nigerian universities have a diverse range of preferred information sources. Findings further reveal that students engage in information-seeking behaviour for various purposes, such as course assignments, practical experiments, exam preparation, general reading, discussions, seminars, workshops, conferences, and research projects. Challenges in information-seeking behaviour include inadequate access to current information materials and uncooperative attitudes of librarians and lecturers. The study concludes that security measures are crucial in shaping how students access information. The study recommends that universities ensure a balance between print and electronic resources to cater to students’ varied preferences to accommodate comprehensive support for their research and studies in the university environment. This would enhance sustainable security measures and accessibility to varied information resources for the students.

Students’ and lecturers’ perceptions towards e-learning in higher education

This research determines the perceptions of students and lecturers on using e-learning at a private university in Batam. A mixed methods approach was employed to find out these perceptions. Researchers further collected the data through open and closed questionnaires from 243 students (2019-2022 school year) and 19 lecturers who were actively teaching and using e-learning. After obtaining the data, the questionnaire results were calculated using SPSS software version 25 and transcribed qualitatively. The results show that students and lecturers had positive perceptions towards e-learning. This is measured by the knowledge, adaptation, benefits, and attitudes of students and lecturers in using e-learning. However, several obstacles were faced by them, such as time management, difficulties in accessing the e-learning website, the user interface (UI) display is quite complicated, unsupported internet signal, and others. It can be concluded that both lecturers and students have good ability in using e-learning at higher education levels.

Educating preservice teachers in sustainability: Conceptions, values and attitudes of students and lecturers at the university

The university has the ethical, academic, and peremptory responsibility to train education students and future trainers in sustainability. It is also something that lecturers must be prepared to address. Through a pretest-posttest study, we analyze which sustainability values and attitudes preservice teacher acquire when they work with activities on sustainability. A total of 359 students completed the process. At the same time, we analyze the attitudes and knowledge held by the lecturers who carry out these activities in sustainability education. The findings regarding the difficulty students have in integrating the various aspects of sustainability are discussed, as well as the gaps and resistance of the lecturers who design and develop such processes. Future research could be designed in such a way that causal relationships could be established between the type of instructional design, the results obtained, and the conceptions and beliefs of lecturers regarding sustainability.

Faktor-Faktor yang Mempengaruhi Kinerja Dosen

This article aims to obtain an overview of the lecturer's performance and the factors that influence it. Lecturer performance is the activity of a lecturer carrying out his work or performance. The performance of lecturers can be seen from their enthusiasm in carrying out the duties of the tridarma of higher education imposed on them. The factors that affect lecturer performance are 1) Lecturer competence, which consists of paedagogic, professional, social and personality competencies. 2) Job satisfaction is an employee's attitude towards work related to work situations, cooperation between employees, benefits received at work, and matters concerning physical and psychological factors. 3) The lecturer's attitude is a lecturer's response or judgment that can be like or dislike, accept or reject, and positive or negative towards an object. The lecturer's attitude consists of three components, affective yaiyu, cognition, and conation. 4) The lecturer's personality is a complete combination of attitudes, traits, mindsets, emotions, and also values that influence the lecturer to do something right in accordance with his environment. 5) Lecturer motivation is the encouragement of a lecturer both from within and outside the lecturer who can move the lecturer to be able to work as well as possible to achieve organizational goals. And 6) Organizational culture is a system of shared meanings shared by members that distinguishes an organization from other organizations.

The Language Attitudes of Indonesian Language Teachers Toward the Acehnese Language

Language attitudes are one area in sociolinguistics that needs to be explored. This research highlights the language attitudes of Indonesian language teachers and lecturers in Banda Aceh city toward their own mother tongue, the Acehnese language. This paper aimed to figure out the attitudes of teachers as native speakers of the Acehnese language and their language of preference in the educational context. The novelty of this research lies in the object of the research, that is, teachers, keeping in mind that recent publications about language attitudes have only revolved around students or parents. In executing the research, the researchers opted for qualitative methods to describe the phenomenon under study. The researchers used a descriptive approach to link, depict, and formulate the results and discussion. Questionnaires were used openly and closely to interview the respondents. The results of this research explained that Indonesian language teachers demonstrated strong, confident, affirmative, and flexible attitudes toward the Acehnese language.
 Keywords: sociolinguistics, language attitudes, language usage, Indonesian language teachers

An analysis of lecturers’ beliefs and behaviour towards multilingual curriculum teaching material: a case study of isiZulu and English

ABSTRACT This article reflects on a longitudinal study that sought to assess if the expressed lecturers’ beliefs matched their behaviour towards a teaching material developed on the principles of bi/-multilingual education. A mixed method approach consisting of a review of the earlier reported language attitudes of English lecturers and a comparative document analysis of the developed dual language instruction (DLI) (isiZulu-English) teaching material of 2011, 2014 and 2018 was employed. The study found that the earlier expressed attitudes were positive towards the new teaching approach. However, throughout the years, the 2011 DLI material had been gradually reversed to almost its original monolingual form, in which English was the dominant language. The findings contradict what a group of the remaining lecturers from the 2011 cohort responsible for revision and use of the teaching material earlier expressed as their beliefs towards multilingual education. This shows that English lecturers from the selected institution are not consistent in their support of the Language Policy in Higher Education (2002 & 2020), the Institutional Language Policy and interventions designed to disrupt the status quo in language usage to improve access and excellence in the education of African students.