Attitudes Of Teachers Research Articles

Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching

This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.

Fostering excellence: professional associations and the cultivation of teachers’ professional identities

ABSTRACT In the Republic of Croatia, there is not a single overarching professional association for early childhood education (ECE) teachers. Instead, six regional ECE teachers’ associations are actively operating. Recognizing the shared responsibility for upholding professionalism, ECE teachers are proactively seeking a nurturing environment that fosters their professional growth and aligns with their practical requirements. This research was conducted with a sample of 206 ECE teachers in the Republic of Croatia and aimed to explore the role of professional ECE teachers’ associations in shaping the professional identity of ECE teachers within the country. To achieve this objective, a survey questionnaire was designed to assess motivation, self-perception, self-efficacy and attitudes of ECE teachers toward educational tasks and ECE teachers’ professional associations. The findings reveal that both education level and membership in professional associations are predictive factors influencing respondents’ perception of their profession and their professional identity.

Attitudes towards assistive technology among teachers working in special education and rehabilitation centres in Turkey

AbstractThis quantitative study used a survey model to examine the attitudes of teachers working in special education and rehabilitation centres (SERCs) towards assistive technology (AT). The sample consisted of 224 teachers working in 45 SERCs in Turkey. The Attitude Towards Assistive Technologies Scale (Aslan & Kaan, 2017) and Personal Information form were used for data collection, and data were analysed using descriptive statistics. The results found that the teachers had positive attitudes towards AT, with no difference in attitude according to gender. However, there were statistically significant differences in attitudes towards AT based on participation in in‐service training and professional seniority. The findings revealed that the AT training for teachers working in SERCs is limited and more in‐service training opportunities are needed.

Factors influencing human papillomavirus vaccine uptake among parents and teachers of schoolgirls in Saudi Arabia: a cross-sectional study

IntroductionCervical cancer is a highly prevalent disease among women worldwide. However, the advent of a vaccine against HPV, the main cause of the disease, has prevented its spread. The acceptability of the HPV vaccine to different sectors of the Saudi community has yet to be clarified. Since parents and teachers are major influencers in the decision-making process of vaccination for HPV, this study aimed to assess the knowledge and attitudes of teachers and parents toward cervical cancer, HPV, and the HPV vaccine, and unraveled the factors that would influence recommending the vaccine.MethodsA cross sectional study was done among 927 individuals (373 teachers and 356 parents). A newly developed validated questionnaire was used to collect data on knowledge, attitude, and factors influencing cervical cancer, HPV, HPV vaccine. The relationship between different factors with knowledge and attitude were assessed using univariate and multivariate analysis.ResultsOf the study participants, 94% were females, with a median (Interquartile range) age of 38(31–44) years, 12.2% were teachers, 38.7% were parents and 49.1% were parents and teachers. The majority (78.5%) were married, and 75.6% had at least one child. Among those with children, 88.6% had at least one girl, and among those with girls, 72.2% had at least one girl aged between 10 and 18 years. The total median (IQR) knowledge score was 9 [(−5)–(−26)] and the total median (IQR) attitude score was 49 (43–56). The knowledge score significantly increased by receiving postgraduate education, working in the health or education sectors, if a person knew someone diagnosed with cervical cancer, having girls in the age group of 10–18 years, reading about medical issues or having previously heard about the HPV vaccine. The attitude score significantly increased by high knowledge score and decreased if the person has previously diagnosed with cervical cancer.ConclusionPhysician’s recommendation and the amount of information on the HPV vaccine, opinions about vaccines in general, and government decrees are the main factors influencing decision on HPV vaccine Uptake. This study emphasizes the role of healthcare providers, awareness of cervical cancer, HPV and its vaccine, and social status, in favoring vaccine uptake in Saudi Arabia.

<span><strong>Investigating</strong><strong> Vietnamese EFL high school teachers’ attitudes toward teaching moral values </strong></span>

Families, schools, and society in Vietnam are paying more attention to moral education. The current national general education program, in particular, strives to promote students’ knowledge, skills, and moral qualities in order to better prepare them for globalization in the twenty-first century. It also mandates all educators, teachers integrate moral values into the curricula and lessons. This study aims to investigate English as a Foreign Language (EFL) teachers’ attitudes towards teaching moral values in various high schools. Twenty-one Vietnamese EFL high school teachers from a province in the Mekong Delta participated in the study. Data were collected from a Google-Form survey comprising 14 closed and open-ended questions based on van Aalderen-Smeets et al.’s (2012) and Ualesi and Ward’s (2018) multi-dimensional framework. The findings showed the participants’ positive attitudes toward teaching moral values, and there was almost no significant difference in the attitudes of teachers regarding gender, level of education, and teaching contexts. However, the findings revealed that approximately 81 % of the respondents encountered difficulties when infusing moral values into EFL teaching, primarily relating to teachers’ perceptions and contextual factors. Based on the findings, some conclusions and pedagogical recommendations have been made.

Ten Years of Three-Dimensional Science and Its Implementation in the Secondary Classroom: A Scoping Review

ABSTRACT In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have adopted standards that are consistent with the underlying philosophy and research base of NGSS: three-dimensional (3D) science. This scoping review explores the research activity on classroom implementation of 3D Science in secondary schools in the US. The findings reveal that research about 3D Science implementation also touches on a wide array of adjacent issues, including professional learning, teacher knowledge, teacher attitudes and beliefs, assessment, and administrative support. Future research should continue to investigate the impacts of actions taken in one level of the system (i.e. professional development for teachers) on other levels of the system (i.e. classroom practice, student learning), as well as the challenges and barriers that hinder classroom implementation of the new standards.

The role of school management in ICT implementation on student achievement and teacher attitudes in the Arab sector in Israel

This study aims at evaluating the effectiveness of school management in the integration of ICTs within the schools with emphasis on students’ performance and teachers’ perception. The data were obtained from questionnaires and interviews conducted on 11 high schools in the Arab and Bedouin localities of Israel. This study shows that strategic management, structural design, and leadership enhance students’ performance especially in Mathematics and English. The schools that have well defined policies on ICT and good leadership achieved high levels of student engagement and better academic performance. However, the study reveals that some inequality prevails in the system; the northern schools are in a better condition as compared to the Bedouin schools in the south where inadequate resources and cultural barriers are also seen. Leadership was found to be the most important variable affecting the teachers’ perception on ICT use in teaching and learning process; particularly the hybrid leadership practices positively affected the teachers’ involvement and student achievement. The findings imply that more leadership and specific strategies are required to support effective integration of ICTs in the underprivileged areas

Acceptance and use of Video Games for Education by Secondary School Teachers

Video games (VGs) are frequently described as a transformational force within education and the use of video game technology for learning is becoming more common across all education sectors. Despite this, most literature regarding VGs in education focuses on measuring specific learning or engagement outcomes, and there is less of an emphasis on the attitudes of teachers on the uses of VGs in the classroom. A comprehensive understanding of teacher attitudes towards VGs within education is essential for their successful implementation within the classroom. This paper will present the development and progress of a PhD project that aims to explore the factors that influence secondary Australian teachers’ attitudes towards, and intentions to use, VGs within their own teaching. An online survey was used to collect data on teacher beliefs about technology and VGs and the factors that influence VG acceptance. A subsample of participants were also interviewed about their experiences and opinions in relation to VGs. This paper focuses on the proposed thematic analysis of semi-structured interviews. Respondents were divided into groups based on their opinions of, and level of experience with, VGs in teaching. The qualitative results provide a detailed and nuanced investigation of teacher attitudes and beliefs in relation to their competencies, obstacles, and facilitators of VGs use for teaching. The findings of this research will assist in building a deep understanding of VG use in secondary classrooms assisting game developers, administrators, teachers, and policy makers in decisions relating to effective and meaningful video game use within education.

Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers

Are They Ready for Sustainability? A Study of the Environmental Attitudes of Early Childhood In-Service Teachers

माध्यमिक स्तरीय शिक्षकों में सतत एवं व्यापक मूल्याँकन प्रक्रिया सम्बन्धितज्ञान एवं अभिवृत्ति का अध्ययन

The purpose of the research investigation was to study the knowledge and attitude of the secondary level teachers regarding continuous and comprehensive evaluation process. The study was conducted on 100 randomly selected secondary level teachers of Lucknow and Sitapur district. The investigation was done with the help of tools constructed by the researcher. There were four parts and thirty items/questions in the tool used to collect the data section “A” of the tool was investigating the knowledge of secondary school teachers about continuous and comprehensive evaluation process. Section “B” of the tool was investigating the priorities of secondary school teachers about methods and strategies to conduct continuous and comprehensive evaluation process. The thired part “C” of the tool was investigating the knowledge of secondary school teachers about the construction/administration of tools related to continuous and comprehensive evaluation. Part four “D” of the tool consisted of items related to the attitude of the secondary school teachers towards continuous and comprehensive evaluation process. Analysis of data was done with the help of percentage. It was concluded from the study that teachers of secondary level had satisfactory knowledge about continuous and comprehensive evaluation process, tool construction, process of evaluation as well as they showed a positive attitude towards continuous and comprehensive evaluation process

Quality Assurance Practices in the University: "The impact of Quality Services and Teaching Quality Services on Students' Satisfaction using Data Science Techniques."

This study investigates student satisfaction regarding quality assurance practices in universities, the impact of quality services, which include infrastructure-related services/facilities, and teaching quality (such as teaching contents, teaching methods, and teaching attitudes). By paying close attention to these factors and constantly looking for ways to improve, universities can ensure the highest possible experience. This will not only increase satisfaction but will also attract more students to their institution. The study will be exploratory in nature, with a structured questionnaire used to collect data from students. Moreover, using data science techniques, collect and analyzed the students feedback data and academics performance metrics. This data will then be analyzed using research tools to calculate the study's findings. The study's findings indicate that quality assurance practices such as quality services and teaching quality services have a significant effect on student satisfaction. As a result, it is concluded that yes, that is correct, universities must focus on providing quality services and teaching quality services to increase student satisfaction. This includes adapting to updated quality assurance standards and using appropriate pedagogical tools to effectively impact student satisfaction.

Towards a Safe School Climate": the Knowledge and Attitudes of Teachers towards Bullying and Bullying Prevention

Bullying is an escalating worldwide problem that can manifest in any educational institution. Bullying can be defined as a repetitive and deliberate act of causing harm within a personal relationship characterized by an unequal distribution of power. The study aims to assess Arabic teachers' perspectives on bullying and their comprehension of its diverse manifestations and consequences. The research was carried out in Hail City, specifically in primary schools, with the participation of 51 Arabic teachers. Using questionnaires to measure attitude and knowledge along with demographic information, the researcher determined 5 main hypotheses assuming that attitude and knowledge of bullying will be correlated, teachers' experience will affect their knowledge and attitude, gender will affect attitude and finally, teachers' attitude is significantly predicted by teacher's knowledge, experience, and educational level. The current study examined the relationship between understanding bullying and attitudes towards it. Moreover, the study unveiled that female educators demonstrate more positive attitudes towards bullying. Furthermore, there is a notable correlation between the level of experience among teachers and the positivity of their attitudes, indicating that greater experience is associated with more favorable attitudes. No discernible influence was detected for any other variables on either the level of awareness regarding bullying or the attitude toward it. The viewpoints of educators toward bullying and their degree of comprehension have a substantial influence on the welfare of both individuals who engage in bullying and those who are targeted by it. To rectify misunderstandings regarding bullying and foster a more thorough comprehension inside educational institutions in Saudi Arabia, it is crucial to execute multiple interventions.

Environmental Factors, Undergraduate Science Education Students’ Achievement, and Interest in Nigeria Universities: Implications for Funding

This study investigated the effects of environmental factors on the academic performance and interest of undergraduate scientific education students in Nigerian universities, as well as the funding implications. A descriptive survey research design was used in the study. The study included 270 final-year undergraduate students from the Department of Science Education at two Nigerian universities: Chukwuemeka Odumegwu Ojukwu University, Igbariam, and Nnamdi Azikiwe University, Awka. Both universities are located in the sixth state of Anambra. The study used a sample of 161 students, 56 of whom were male and 105 of whom were female, that was drawn by chance sampling methods. Three experts verified the questionnaire, which was used as the data gathering tool. Using the Cronbach Alpha formula, the dependability of 0.90 was determined. The hypothesis was examined using t-test statistics at the 0.05 level of significance, and the research topic was addressed using mean and standard deviation. The study's conclusions showed that, while gender had no discernible impact on how science education students responded to the aforementioned environmental factors, socioeconomic background, good school infrastructure, extracurricular activities, class size, accommodations, attitudes of teachers and parents, appropriate teaching methods, and poor lighting in school buildings and hostels could all affect students' interest and achievement in science education at universities. Further strategies for enhancing the environmental elements that affect academic achievement and interest of science education students in universities include the government's and alumni's funding of science labs and infrastructure, fostering university competition, using appropriate teaching methods, and properly citing of schools.

Teachers’ Knowledge, Attitude, and Practice on Schoolchildren’s Visual and Eye Health: A Scoping Review

Abstract Studies on knowledge, attitude, and practice (KAP) of teachers regarding schoolchildren’s visual and eye health is an important step before implementing further collaboration between education and healthcare system. The input in this field is limited as many countries are at the early stage of involving teachers in school health screening programmes. This review aims to understand the level of KAP among teachers on schoolchildren’s visual and eye health and the methodology used to conduct these studies. This scoping review was conducted based on Arksey and O’Malley’s framework for scoping studies. A systematic search using electronic databases (Scopus, Web of Science, PubMed and Ebscohost) was conducted to identify relevant articles, imported into the Rayyan web application for review management. Mendeley desktop was utilised for citation management. A total of 463 articles were identified during the selection process, and 17 articles were included in this scoping review after eligibility screening. These studies were grouped into three designs: cross-sectional, intervention, and qualitative. This scoping review revealed that the level of knowledge and practice among teachers on schoolchildren’s visual and eye health was low to moderate, while the level of attitude was good. Some misconceptions exist among teachers regarding children’s visual and eye health. Training programmes for teachers are crucial to significantly improve their KAP levels. Most of the teachers lacked the knowledge and practice concerning children’s visual and eye health. However, with a good attitude, their awareness level can be upgraded with proper training, eye screening facilities, and access to information.

Music Teacher Competences Oriented Toward Inclusive Education: An Analysis of Proposals in the Initial Pre-Service Teacher Training Phase

Initial pre-service teacher training should include insights and learning that are closely related to classroom practice. In this paper, we analyse the expectations voiced by pre-service teachers studying toward a master’s degree in secondary education as well as by in-service teachers. Both groups participated in a 6-month professional development project focusing on the competences they need as music teachers in order to achieve inclusion in the classroom. Results from interviews and focus groups confirm that music teachers require multidimensional and correlated training that combines and integrates didactic, pedagogical, disciplinary, and transversal competences in their professional practice. Multidimensional correlated training and a critical teaching attitude are essential for teachers to be equipped to rationally address music learning needs and problems in the inclusive classroom. Findings of this exploratory study can be used as guidelines for policy makers and curriculum developers.

영아교사의 부모교육역량 제고를 위한 교사교육 프로그램 개발 및 효과

The purpose of this study is to develop an educational program to enhance the parental education competency of infant teachers so that infant teachers can recognize their role as parental educators and implement parental education in the child care field. To this end, prior research analysis and a demand survey were conducted in the analysis and design stage and 288 teachers in charge of the 2-year-old infant class and 239 parents with 2-year-old children. In the implementation stage, a program (draft) was executed for 10 infant teachers, and in the evaluation stage, the final program was developed by revising and supplementing based on the data collected in the implementation stage. The educational program to enhance the parental education competency of infant teachers aims to enhance the knowledge, skills, and attitudes of teachers, which are the categories of parental education competency of infant teachers, and the educational content was organized by selecting eight topics in connection with the educational goal. Teaching and learning methods are conducted through lectures, field case-oriented discussions, temperament tests, field visits, and role-play activities through cases, and are operated offline for the 8th session (16th session). The results of this study suggest that programs to enhance parental education competency of infant teachers should be actively implemented, and programs that can comprehensively enhance parental education competency are needed.

Teachers' non‐response bias in questionnaires about their attitude towards inclusive education

AbstractThe attitude of teachers towards inclusive education is a key issue for the success of inclusive education. Many studies have been designed to assess teachers' attitudes, but none have looked at the bias caused by teachers' non‐response to questionnaires on their attitudes. Non‐response biases are difficult to identify because it is impossible to access the responses of individuals who do not wish to reply. It is therefore necessary to use other data. This article examines the non‐response biases of teachers in questionnaires about their attitude towards inclusive education by cross‐checking the responses of parents of children with a disability (N = 382) regarding the quality of their child's inclusion and the responses or non‐responses of teachers to questionnaires about their attitude (N = 48 responses). This study shows that the non‐responses of teachers are not random and are associated with poorer well‐being and social inclusion at school, a lower sense of belonging and higher levels of bullying. This significant non‐response bias of teachers leads us to question the existence of a potential positivity bias in previous studies.

Attitudes of Slovenian School Teachers Towards Smart Educational Humanoid Robots in the Classroom

Robots are becoming an increasingly important part of our everyday lives and, consequently, of the education landscape. They can take many forms in education, from simple robots that students assemble and program to more complex (humanoid) robots that can, for example, travel distances when working remotely. The attitude of Slovenian teachers towards the introduction of smart educational humanoid robots into everyday school life was explored. A questionnaire was designed, and the current state of teachers’ attitudes was analysed based on the responses of participating teachers. The results show that negative attitudes towards the use of robots in the classroom prevail and that teachers do not feel qualified to integrate smart educational humanoid robots in education. Statistically significant differences between male and female teachers also emerge in some of the statements. However, teachers expressed positive attitudes towards concrete examples of robot use.

TEACHER TRAINEES’ ATTITUDE TOWARDS WEB-BASED EVALUATION: A STUDY BASED ON PURULIA DISTRICT

As we know, the four essential components of education are teaching, learning, course content or curriculum, and evaluative process. Thus, the evaluation process is an integral part of the educational system. Through evaluation, we know whether the students attain the learning experiences and vice versa and whether the teaching strategies are effective within the teaching-learning processes. Thus, the academic world is tailored to invent several techniques and procedures for evaluation processes. This article explores the attitude of teachers’ trainees towards a web-based evaluation system. The study's main objective is to determine the attitudinal differences towards web-based evaluation systems in terms of gender, locality, and stream of study. This study is based on descriptive-cum survey type research. Using a purposive sampling technique, the study sample consists of 46 teacher trainees (male =10, female =36). The research findings revealed no significant attitudinal difference between teacher trainees' views on web-based Evaluations regarding their gender, locality, and stream. It means that with respect to gender, locality, and stream, all have favorable opinions and attitudes towards Web-Based evaluation. It also indicates that technology significantly impacts all sectors, including students who want to develop an inclusive education by incorporating technology in educational sectors. According to the study outcomes, it can be said that technology-driven education is the most welcome at this juncture. Thus, we must become familiar with technology and build our educational process on technological intervention or artificial intelligence support. KEYWORDS: Teacher trainees’, Attitude, Web-based Evaluation system.

Аpplication of Digital Technologies in the Chemistry Classroom: Teachers’ Attitudes in 2019 and 2022

The successful integration of digital technologies in teaching depends on the skills and attitudes of the teachers. The presented research compares the attitudes of Bulgarian chemistry teachers for the application of digital technologies in the classroom before and after the distance learning, which became necessary in the period 2020 – 2022. The research instrument is a questionnaire containing 35 items and the survey was conducted online. Forty-eight chemistry teachers participated in the survey in 2019 year, and in 2022 – 49 teachers. Data were compared by non-parametric Mann-Whitney test. The results show significant differences in the attitudes of the chemistry teachers towards the application of digital technologies in the classroom, especially regarding their benefits in teaching and learning.