Attitudes Of Teachers Research Articles

Voluntary Work for Children in the Republic of Croatia

In today's uncertain world events, it is necessary to promote volunteering from early education. Therefore, it is important and necessary to introduce such extracurricular activities from the first grade of primary school. In the Republic of Croatia, there are various humanitarian organizations that gladly accept any kind of help. Therefore, we need to find teachers who will use their influence to motivate children for humanitarian action and make them aware of the importance of empathy and helping others on a daily basis. This study shows the activities of first-graders to fourth-graders of primary school in the Republic of Croatia. The school curricula in 21 Croatian counties were randomly analysed, and the results are represented in this study. The results show that teachers who organize volunteer activities for their students have a greater level of agreement with the statements that a positive attitude of teachers about volunteering encourages volunteer activities in school. It also helps to enrich the school prevention program by establishing a volunteer club within the school, where volunteering should be encouraged in the classroom class. Volunteering should be encouraged at the school's Student Council, and volunteering should be planned in the school curriculum for participants who do not organize volunteer activities for their students. It can be concluded that teachers have positive attitudes about volunteering within the school. However, participants show significant differences in attitudes regarding gender and personal experience of volunteering.

Perceptions of COVID-19 Online Learning Students Based on Dreem in Class 2020 Students of the Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia

A learning environment is anything that can influence changes in attitudes in teaching and learning activities which will further influence the achievement of learning outcomes and student development. A researcher wants to carry out research on student perceptions regarding changes in the online learning environment due to Coronavirus Disease 19 (COVID-19) in the Faculty of Medicine, Universitas Airlangga. The study aimed to describe the perceptions of the students toward five aspects of an online learning environment. This study was a descriptive research using a quantitive approach and the sampling technique used simple random sampling with 167 medical faculty student class 2020. One hundred sixty-seven respondents' data were collected using the specific measurement tool Dundee Ready Education Environment Measure (DREEM) to measure the learning environment with univariate analysis. The results obtained from this research showed that the perception of students at the Faculty of Medicine, Universitas Airlangga towards the online learning environment is quite good with a score of 139.48. The result of this study indicated that the mean DREEM score was 139.48/200 (SD 22.76) is in the good category. Although the learning environment is in a good category, several points need to be improved so the faculty can increase the quality of the medical education.

Attitude of Preschool Teachers towards Special Educational Needs Students

Attitude of Preschool Teachers towards Special Educational Needs Students

Exploring Job Attitudes among Junior High School Teachers in Technology and Livelihood Education: A Foundation for Teacher Development and Enhancement

This research aimed to gather information about the “Job Attitudes of Junior High School Teachers Teaching Technology and Livelihood Education”. The objectives of the study were to determine the job attitudes of Junior High School TLE Teacher; and to find out the significant differences in the job attitudes of Junior High School TLE Teachers when grouped according to age and school assignment. This research utilizes a descriptive survey method. There were thirty purposively selected Junior High School TLE Teachers in the municipality of Barotac Nuevo. The result revealed that the job attitudes of TLE Teacher was high. As to age 25-30, 31-40, and 41-50 years old, job attitudes towards organizational commitment revealed in all the variables same with the school assignment, in Jose Monfort Science High School, Salihid National and Barotac Nuevo National Comprehensive High School TLE teachers’ job attitudes towards organizational commitment were very high. There are no significant differences in the job attitudes of Junior High School TLE Teachers when grouped according to age and school assignment with p-value higher than the set of .05 alpha level of significant, which means the null hypothesis were accepted. The following are the suggested researchers retooling activities to be used to improve TLE teachers’ attitude towards their job: 1. providing feedback and support on remote learning, 2. facilitating communication and collaboration, and 3. identifying upskills within existing teacher competencies.

Отношение педагогов к инклюзивному образованию в школе

<p>The work is aimed at identifying the attitude of teachers of general schools to inclusive education. The article presents the results of an empirical study obtained on a sample of teachers of Chelyabinsk (N=678). The study involved respondents aged 20 to 77 years, of which 94% were female and 6% male. The study included the study of three aspects of attitude: modality, character and position. A mass online survey was used, conducted using the Internet service “Yandex. Forms”. The results obtained allow us to say that teachers demonstrate a predominantly positive attitude towards inclusion (63,8%), regardless of their length of service and participation in the implementation of adapted educational programs. It is noted that the attitude towards inclusive education is characterized by the unwillingness of teachers to take a responsible position; weak desire to interact with parents; low readiness to improve their qualifications in matters of inclusion.</p>

Fostering Tech Integration: Teachers' Attitudes Mediating Lifelong Learning and Technology Integration Self-Efficacy

What matters in education now is teaching and learning in a transformational era. It is primarily about what we demand from education and how we acquire information. To manage the dynamism of learning and teaching, it is crucial to research the teachers’ integration of technology in the context of lifelong education. This study investigates how teachers’ perspectives of lifelong learning and technology attitudes influence technology integration self-efficacy. A structural equation model was constructed to represent the causal relationships between variables. In the 2021-2022 academic year, 386 teachers from various high schools in Eskişehir, Türkiye, were selected using the stratified sampling method. Descriptive analysis and simple linear regression analysis were used to analyze the data, and exploratory and confirmatory factor analysis determined the structural validity of the scales. The validity of the structural equation model was tested by means of path analysis and the model was found to be acceptable. Results show that teacher attitudes mediate between lifelong learning and technology integration self-efficacy, thereby influencing successful technology integration in the classroom. Examining the relationship between teachers’ perceptions of lifelong learning and their level of competence in adapting to technological advances is expected to contribute to relevant studies in this area.

Effect of Teachers Attitudes towards Teaching on Students’ Performance in Mathematics Subject in Public Day Secondary Schools in Rwanda: A Case of Huye District

The study investigated how teachers' attitudes toward teaching influenced students' academic progress in mathematics in a public secondary school in Huye District. Specifically, the research identifies the teachers' attitudes toward teaching that could influence the achievement of pupils in Mathematics-related subjects in public day secondary schools in Huye district. Guided by the Theory of Planned Behavior, this study used a combined method approach to collect both quantitative and qualitative data to examine how teachers' attitudes influence their teaching practices in Mathematics. Purposive and random sampling were applied to select sectors, schools, and participants, allowing for systematic data collection and analysis on teachers' attitudes and their influence on students’ performance. The target population for this study was 200, including 3 sector educational officers, 5 head teachers, 25 mathematics teachers and 167 Mathematics students; and the Yamane method was used to calculate a sample size of 134 respondents including 2 sector educational officers, 3 Head teachers, 15 teachers and 114 students. Primary data sources included surveys, while secondary data came from observation and interview methods. This study used purposive, stratified and simple random sampling procedures to create a sample group of respondents. The research collected and analyzed data using both quantitative and qualitative approaches. Content analysis helped with qualitative data analysis, while quantitative data was presented in SPSS Version 21.0 utilizing statistical methods such as descriptive (frequency, percentage, imply and deviation from the mean) and inferential statistics (correlational and regression analysis). For the study objective, the results show that 76.3% strongly agreed that teachers' communication skills, 69.3% strongly agreed that effective goal-setting, 64.9% strongly agreed that lesson preparation, 61.4% strongly agreed that lesson preparation, 78.1% strongly accepted that professional commitment, and 68.0% highly agreed that adaptability and flexibility reflect my teachers' attitudes toward teaching. 64.9% strongly agreed that early arrival in class during the teaching lesson reflects the teachers' attitudes toward teaching. The study found a strong positive correlation between exams, test results, and factors like interpersonal skills, goal-setting, lesson preparation, and professional commitment, which all contributed to improved student performance. The researcher concluded that early attendance and communication skills of teachers were also linked to positive educational outcomes, with tests enhancing performance across subjects. With a p-value below 0.05, the study showed that active class participation boosts effectiveness. Recommendations included improving teacher attitudes towards math, enhancing confidence, making Math enjoyable, investing in teacher training, providing resources and encouraging community involvement in Math careers. Regular follow-ups and ongoing professional development for teachers were also advised.

Increasing the Effectiveness of the Educational Process Through the Integration of Technology and the Use of Modern Methodologies in Humanities

Technology applications in Albanian Pre-University Education have changed the way of teaching and learning. Teaching/learning theories have also evolved, which form the foundations of designing the learning process for increasing learning outcomes. The curriculum of pre-university education, based on the constructivist theory of learning "learning by doing", creates conditions for the use and integration of technology during the learning process. Technology and learner-centered teaching promote high levels of creative and creative thinking. The teacher's attitude and perception towards this approach often prevents them from integrating it into their subjects. The purpose of the work is the use of Information and Communication Technology for the improvement of the teaching process through the implementation of modern methodologies in the humanities. The methods used in the work are those of analysis, synthesis, evaluation, etc. . The use of technology in the classroom makes the learning process more effective and attractive when it is developed according to appropriate teaching methodologies, increasing its positive impact on the student and learning outcomes. Received: 11 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

The Impact of Teachers' Attitudes on the Effectiveness of Teaching with the Student in the Center

Student-Centered Teaching has become a term in everyday use among teachers. Competency-based curriculum implementation and comprehensive school change efforts in the constructivist context promote this paradigm. This climate of discussions and constructive debates has encouraged educational researchers to undertake various studies. Teachers change more slowly as they are closely tied to traditional teaching. Experience, familiarization with formative practice, assessment of work in the results of students' learning made the teachers distrustful of the new. Specifically, this paper studies the impact of teachers' attitudes on the effectiveness of student-centered teaching. Driven by the impressions during the training of primary education teachers, dilemmas were observed from their conception, belief and convictions on the effectiveness of teacher-centered learning. The conducted study sheds light on the influence of the teacher's attitude on the effectiveness of this approach. The study was based on the online survey through the Google Forms platform of 203 teachers from the schools of ZVA Durrës. Data were analyzed through the SPSS program and discussed through meta-analysis with publications in the field mainly in the last ten years. The study concluded that teachers' attitude towards student-centered learning determines the level of implementation of active learning and overcoming difficulties for its effective implementation. The more convinced the teachers are in the effectiveness of student-centered teaching, the greater their and the students' commitment will be. Other factors affecting this process are strongly influenced by this attitude. Factors such as limited time, physical environment, material base, overload, student motivation and the preparatory work itself, which in many studies are defined as barriers, are easily overcome under the influence of the teachers' positive attitude. The paper closes with some recommendations for teachers and other studies in this field. Received: 15 September 2024 / Accepted: 1 November 2024 / Published: 05 November 2024

Teacher perspectives and barriers in implementing inclusive education for Indian children with special needs: A pilot study

AbstractInclusive education is crucial for integrating children with special needs into mainstream educational settings. This pilot study explores the attitudes of teachers in India toward providing inclusive education to children with disabilities, and the challenges they face. As the Indian education system continues to evolve, there are significant gaps in teacher preparedness and the availability of resources, especially given the socio‐cultural and economic diversity of the country. The study aims to assess the perspectives of 30 primary and secondary school teachers regarding their experiences with inclusive education, focusing on their attitudes, challenges, and the resources available for supporting students with special needs. A mixed‐methods approach was employed, utilising surveys and interviews to gather both quantitative and qualitative data. The results indicate that while many teachers hold a positive attitude toward inclusive education, they face numerous challenges in its implementation, including a lack of specialised training, insufficient support services and inadequate teaching materials. Teachers expressed particular difficulty in supporting students with severe disabilities due to the lack of behavioural and psychological services in schools. This study emphasises the importance of continued teacher training and infrastructure improvements to foster effective inclusive education. It also highlights the need for policy changes, such as the integration of the Samagra Shiksha scheme and recognition of the 2016 Rights of Persons with Disabilities Act, to support teachers in overcoming the barriers they face. The findings from this pilot study will inform a larger, more comprehensive study, and provide the foundation for future reforms of inclusive education in India.

An Examination of Secondary English Language Arts and Social Studies’ Teachers’ Perceptions of Literacy Integration in Their Content Area Classrooms

Secondary students continue to struggle with achievement gains in literacy. Content area teachers have the responsibility of providing literacy integration to support struggling students and help close the achievement gap in their content area classrooms. With this responsibility, it is important to examine content area teachers’ perspectives and instructional needs related to the role of literacy integration in their content area. Using a correlational research design and multiple regression analysis of survey data, this study examined the relationships between secondary English Language Arts and Social Studies teachers’ perceptions of ease of use, usefulness, and attitude toward literacy integration of effective literacy practices in grades 6-12. Results from this study showed a significant relationship between ease of use and teacher attitude, as well as teacher attitude and integration of literacy instructional practices. The results also showed the significance of ease of use when integrating literacy practices into secondary content area classrooms. Findings from this study may provide much needed insight to school- and district-based literacy professionals and administrators about how to support the instructional decisions of English Language Arts and Social Studies related to integrating literacy practices in their secondary content area classrooms.

Teachers’ Attitudes Towards STEM Education: Exploring the Role of Their Readiness via a Structural Equation Model

Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of twenty-first century education. Educators play a vital role in executing a cohesive approach to interdisciplinary teaching and learning; hence, considerable focus has been directed towards the elements influencing teachers’ attitudes. The study aimed to provide empirical evidence illustrating the significant influence of teachers’ readiness on predicting attitudes. This was achieved by developing a conceptual model that explores the factors affecting individuals’ attitudes towards teaching STEM courses. The emphasis was put on self-efficacy, commitment, cognitive readiness, emotional readiness, and teaching attitudes. A total of 494 Greek primary and secondary education teachers participated electronically in the survey, answering according to the TRi_STEM and TASET scales. The validity of the conceptual model was evaluated using a structural equation model (SEM). The results demonstrated a positive association among all six factors. More notably, general attitudes towards teaching impact positively, either directly or indirectly, the four readiness variables and, finally, teachers’ attitudes towards STEM education. The current study contributes to the existing body of the literature by identifying and analyzing critical attributes that substantially impact teachers’ attitudes towards teaching STEM courses.

Teacher’s Gender-Biased Attitude on Female Students Performances in Science Subjects in Secondary Schools in the Kumba Municipality

Purpose: The purpose of this study is to examine the influence of teachers gender-biased attitude on female students performance in science subjects. Materials and Methods: It was a survey study using three sets of questionnaire, Data were obtained form 172 parents, 298 students and 79 science teachers in Kumba Municipality. Descriptive and inferential statistical techniques were applied to obtain percentages, bar charts, means, standard deviation, x2 – and Z- values. Findings: The data analysis showed that teachers attitudes towards the female students tend to affect these students’ achievements in science subjects. More of the female students (38 out of 49) who said teachers had positive attitudes passed than those who said teachers attitudes were negative (7 out of 97). Implications to Theory, Practice and Policy: Based on the results, the researcher recommends that; Teachers should be aware of the differences boys and girls bring to the learning of science, girls should be encouraged to observe female role models in science careers and strive to be like them.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

TEACHING COMPUTATIONAL THINKING IN LEARNING COMMUNITY: A CASE STUDY OF SOLKAN PRIMARY SCHOOL

Slovene kindergartens and schools have introduced a learning community where teachers learn from and with each other, acquire knowledge, and strengthen students' skills. The success of such connections depends on shared values, attitudes, beliefs, and supportive mutual relationships. Teachers are essential when Slovene school participates in development projects B-RIN, aimed at introducing fundamental computer science and informatics content and computational thinking into kindergarten groups and school classes. When selecting members of the development team, the participants were guided by the criterion that the selected educators and teachers are open to exploring their teaching practices, capable of continuously upgrading and evaluating their pedagogical work, and developing and improving their teaching approaches based on the study of their practice, emphasizing student-centred approaches. The purpose of this contribution is to highlight the implicit theories and attitudes of the development team and school staff regarding the understanding and importance of introducing fundamental B-RIN content and computational thinking into teaching, not only in the STEM field but also in other subject areas, and to present the approaches with which participants have influenced the implicit theories and attitudes of teachers and educators within our VI organization. This is also because training students in computational thinking and fundamental computer science and informatics content significantly impacts the development of metacognitive strategies, such as problem-solving skills, especially for open-ended problems, self-regulation learning skills, perseverance in facing failure, consequently greater resilience, and encouraging creativity. Therefore, it also broadly impacts the mental health of students. Keywords: computational thinking, implicit theories and attitudes, learning community, metacognitive strategies, development team

The Impact of Teacher Attitudes and Beliefs on the Integration of Gamified Learning: A Study of Key Attitudinal Variables

The present study aims to explore the perspectives of educators in Saudi Arabia regarding the implementation of gamified learning approaches and their impact on the incorporation of gamified elements within educational environments, specifically emphasizing student engagement. A comprehensive dataset was obtained from a heterogeneous sample of educators hailing from the Kingdom of Saudi Arabia (KSA) by employing a rigorous quantitative research methodology. The study used a questionnaire survey to collect data from 100 teachers. The findings of this study unveiled an encouraging inclination among these teachers toward adopting gamified pedagogical techniques as an effective means of instruction. This study elucidated a robust association between positive teacher attitudes and the successful incorporation of gamified elements within instructional frameworks, leading to heightened levels of student involvement. While the experience of teachers certainly plays a role, it is important to acknowledge that the influence of positive attitudes towards gamification outweighs this factor. The results of this study highlighted the profound impact that gamified learning can have on promoting student engagement, underscoring its potential to bring about transformative changes in the educational landscape. Furthermore, these findings emphasized the critical role of cultivating positive teacher attitudes in ensuring the successful integration of gamified learning strategies.

Teachers’ Attitudes Toward the Educational Inclusion of Children with Disabilities in Omani Kindergartens

This study investigated the attitudes of female teachers (N = 169) toward the educational inclusion of children in kindergarten within the Sultanate of Oman. A Digital survey was conducted to gather insights into the teachers’ perspectives across two domains: the learning environment (LE) and the Impact of Early Inclusion in Kindergarten (IEIK). The results indicate that teachers demonstrate strong support for the inclusion of children with disabilities in kindergarten, underscoring the importance of establishing a conducive learning environment. This includes recommendations for increasing the number of teachers, modifying school infrastructure, and adapting curricula to accommodate the diverse abilities of all students. A comparative analysis of the two domains reveals a greater endorsement among teachers for issues related to the physical environment over those pertaining to the non-physical environment. The study concludes with a discussion of the implications of these findings. Keywords: Educational Inclusion, children with disabilities, Oman, Kindergarten, teachers’ attitudes

Effective Strategies for Working with Children with Autism in Mainstream Classrooms

In this study the education is identified as one of the key performance areas in the occupational therapy practice framework. The occupation of education includes academic (math, reading , writing), non-academic (recess, lunch, self-help skills), extracurricular (sports, band, cheerleading, clubs), and prevocational and vocational activities. The objective of this study is to assess out the effectiveness of classroom strategies for children with autism in mainstream classroom. The methodology adopted under this study is 20 children with autism and 24 teachers were included in the control group(N=10,12) and experimental group(N=10,12). Canadian Occupational Performance Scale, Teachers Attitude Towards Inclusion Scale, and Behaviour Rating Scale were used before and after the use of classroom strategies. The results of this study are experimental group, COPM, there was a significant difference in the pretest and post-test of the performance (p=0.005) and satisfaction (p=0.013) component of COPM. When goals addressed in the control and experiment groups were compared between groups, it showed significant difference in the post tests of both the groups in performance (u=0.005) and satisfaction (u=0.005) component of COPM. The pre-test and post-test of the POS (attitude towards student with disability in inclusive setting) and total component showed significant difference (p= 0.003 and 0.004) whereas there is no significant difference in the control group. The classroom strategies have a positive effect on the occupational performance for children with autism in mainstream classroom. It is effective in bringing positive attitude among teachers towards inclusion. It also improves the classroom behaviours of the children.

The Adoption and Usage of ICT in Teaching and Learning in Tanzanian Secondary Schools: A Systematic Review

This systematic review aims to enhance understanding of the level and factors affecting the adoption and use of ICT in teaching and learning in Tanzanian secondary schools over a 10-year period from 2015 to 2024. The review involved a comprehensive literature search across various online research databases and institutional library sources for studies published within this timeframe. Extracted data included year of publication, level of ICT adoption and use, geographical scope, factors influencing adoption and use, target population, and type of school ownership. A total of 544 records were identified from different databases and repositories, with 266 screened, 48 full-text articles assessed for eligibility, and 17 articles ultimately meeting the inclusion criteria for analysis. The qualitative analysis of these studies revealed that, overall, the adoption and use of ICT in Tanzanian secondary schools remained low. Key factors affecting effective integration of ICT included insufficient ICT infrastructure (94.1%), limited ICT skills and knowledge among teachers (47.1%), inadequate teacher training (29.4%), teacher attitudes, perceptions, and experience (23.5%), and a lack of technical support (23.5%). The review concludes that ICT adoption and usage in Tanzanian secondary schools is at a low level. It is recommended for an increased investment in ICT infrastructure to ensure that public secondary schools, in particular, have access to the necessary technological resources for teaching and learning.

The impact of teacher empowerment on school effectiveness: A mixed-methods study

This study aims to explore the impact of empowerment on school effectiveness and examine more broadly the findings of early research. This mixed study used an exploratory sequential design. The initial stage of research uses qualitative methods followed by the quantitative stage. In the qualitative stage, research data were collected through in-depth interviews with 19 teachers determined by purposive sampling. The research findings at the qualitative stage were then followed up for wider testing using a larger population and sample. A total of 104 teachers were determined as research samples using proportional random sampling techniques from a population of 712 teachers in 39 high schools in North Sumatra Province, Indonesia. Qualitative findings provide evidence that psychological and structural empowerment have the same qualities as employment involvement and that empowering working conditions affects the attitude of teachers that their work is important. They can do work and set choices; have an impact on their departments and tend to show autonomy that generates more energy and ability in their work. Quantitative findings explain that structural empowerment influences psychological empowerment at 45.6% and has influence on school effectiveness at 43.9%. Psychological empowerment has influence on school effectiveness at 64.3%. Structural empowerment has influenced school effectiveness through psychological empowerment of 48.2% and a total influence of 92.10%. Qualitative findings suggest that the strength of structural and psychological empowerment determines school effectiveness.