Attributes Of Teachers Research Articles

Learner Profile Attributes in IB Teaching: Insights from a Continuum School in Turkey

This article presents findings from a case study of a K-12 school in Turkey where teachers shared perceptions of how the International Baccalaureate Learner Profile attributes related to their own practice. While discussing the interdependency of the attributes, teachers considered that being an inquirer is the most valuable attribute for effective International Baccalaureate teachers. Participants at all grade levels believed that being open-minded and r eflective were important attributes. Despite the importance of inquiry, participants shared that they feel most capable of implementing the attribute of being knowledgeable. The conceptual framework developed for this study may be used by schools and teacher educators to develop attributes of teachers who can help students become global citizens with intercultural understandings.

Relationship of Variables with Student Performance in Distance Professional Education

This research aims to analyze the relationship between interaction, interactivity, student attributions and quality of life, teacher attributions and the performance of EaD/IFFAR students. As a research methodology, action research was used. In the 1st Cycle (Diagnostic Action Research), the studies generated evidence that EaD/IFFAR students are characterized as an adult audience, most of them female, male students have a higher average of digital literacy, while female students have better performance. In the 2nd Cycle (Discipline Intervention), it was observed that in the discipline that received the intervention process, students presented the highest levels of interaction and performance. And, at the end of the 3rd Cycle (Definition of the Structural Model), the research objective was confirmed, which relates the Student Attributions to their school performance. In addition to having a direct and positive relationship, it recorded the highest coefficients of explanation (R²), containing the highest index of the model, being classified as moderate and significant. It is also noteworthy that the relationship between the variable Student Attribution and Performance was the one that registered the greatest effect in the research, being also classified as having a moderate effect. Keywords: Distance professional education. Moodle. Distance education student attributes. Distance Education Student Performance.

Law abidance leadership education for university students in Hong Kong: Post-lecture evaluation.

Law abidance is very important for effective leaders. Without law abidance, abuse of power and corruption would easily happen, which would eventually erode organizational health. To promote law abidance leadership in university students in Hong Kong, we developed a law abidance leadership program with 3 h of face-to-face lecture and 7 h of self-study of materials disturbed to students. To understand students' perception of the 3-h lecture, we conducted a post-lecture evaluation study using a 26-item measure (N = 914). Results showed that the scale possessed good reliability and validity. Confirmatory factor analyses showed that the assessment tool has three internally consistent and factorial invariant dimensions: program attributes, appreciation of law abidance, and teacher attributes. Regarding students' perception of the program, students were generally satisfied with the lecture attributes, including design, content, lecture atmosphere, teaching quality, and benefits to students. In particular, students agreed that the lecture helped them understand the importance and value of law abidance and national security; over 95% of the students indicated that they would try their best to serve as law-abiding citizens and socially responsible leaders. Multiple regression analyses showed that program attributes, appreciation of law abidance, and teacher attributes predicted overall satisfaction with the lecture. Qualitative comments of the student echoed the quantitative findings, with most of the comments being positive in nature. The present study replicated the findings reported previously. Local and international contextual factors relevant to the interpretations of the findings are highlighted.

Applying the mixed-blessings model and labeling theory to stigma in inclusive education: An experimental study of student and trainee teachers' perceptions of pupils with ADHD, DLD, and intellectual disability.

Institutional and individual stigmatization represent major barriers that prevent children with disabilities from accessing education. It can be presumed that children with disabilities are labeled as such even in inclusive educational settings and that teachers' attitudes toward inclusive education and children with disabilities play a crucial role in this context. Against this background, the present study aims to (a) apply and conceptualize the mixed-blessings model in the context of stigma-related reactions to children's disability labels in inclusive education and (b) shed light on the causal attributions of teachers that underlie stigma-related attitudes toward children with various disabilities. A 3 × 2 × 2 × 2 × 2 online experiment examined the ways in which disability-specific causes and symptoms, the type of disability in question, the children's sex, and efficacy cues regarding educational efforts affect future teachers' attitudes toward and expectations of inclusive education as well as their social distance toward children with disabilities. The participants in this experiment were N = 605 German student and trainee teachers representing different types of teaching professions. A multivariate analysis of variance (MANOVA) revealed that, in particular, the cause attributed to the disability, the depicted type of disability and the probability of learning success led to changes in attitudes. Respondents' teaching self-efficacy and their status as students or trainees emerged as moderators of the effect of pupils' type of disability. As a result, teacher education and training as well as communication regarding pupils with disabilities require a high degree of sensitivity to disability-specific and efficacy-related cues to prevent (accidental) professional or institutional stigmatization.

Determinants of Mathematical Educational Achievement in Cameroon

This article presents a quantitative analysis of the determinants of student scores on a standardized mathematics assessment in Cameroon, a sub-Saharan African country with Francophone and Anglophone school systems. Using the mathematics component of the 2014 Programme d’Analyse des Systèmes Educatifs de la CONFEMEN survey, we examined the importance of community, school and classroom resourcing, teacher attributes, student characteristics, and family circumstances. Our results generally suggest that both school and family factors play a role in determining student achievement in mathematics. We found that student mathematics scores are highest for males, younger students, non-grade repeaters, urban students, when teachers are better resourced, and when students come from well-off family situations with parents who are able to read. Analyses of sub-samples and an expanded sample (with interaction effects) generally corroborate these results but also reveal further differences, including between the Francophone and Anglophone school systems. Finally, the results indicate that the kindergarten program is not systematically associated with better mathematics test scores, suggesting that this policy may need further study and modification.

Are We There Yet?: An Analysis of the Competencies of BEED Graduates of BPSU-DC

The Commission on Higher Education is committed to developing competency-based learning standards that comply with existing international standards which is evident with the release of CMO No. 46 s. 2012 and CMO No. 74 s. 2017. This study aims to investigate if the graduates of the BEEd program of Bataan Peninsula State University Dinalupihan Campus have met the expectations provided in CMO No. 74 series of 2017. This study uses an explanatory-sequential design which is a two-phase approach, where quantitative results of the study, from collected quantitative data using a survey questionnaire in phase 1 were followed up and supported by qualitative data collected in phase 2 to further explain the findings. The results of the study indicate that significant difference is evident in the competency of the respondents based on the expected competencies as stated at CMO No. 74, series of 2017 in terms of in-depth understanding of learners; pedagogical content knowledge; assessment and evaluation; communication, higher order thinking, and technology; attributes of model teacher; personal and professional development; when respondents have grouped accordingly, as provided by the p-values which are statistically lesser than the alpha of .05. In general, graduates confidently believes that they possess the competencies stated and describe in CMO No. 74 s. 2017, their Cooperating Teachers and Coordinators, however, based on their qualitative responses, pointed out that there are still areas of competencies that are needed to be developed among the graduates. The result of the study indicates that the institution should revisit the program implementation of CMO No. 46 s. 2012, focusing on competencies stated in CMO No. 74 s. 2017. Keywords: Competencies, Guidelines, Policies, Standards

Minding the complexities of psychotropic medication management for children and youth in the foster care system: Paper 1: The facilitators and barriers to learning about trauma-informed medication management

The phenomenon of inappropriate polypharmacy among the foster care population arises in part due to the challenges related to integrating trauma-informed principles into service delivery. It is further exacerbated by the complexity of intersecting systems in which child welfare case workers need to communicate, including foster and biological parents, social service agencies, and advocates. Yet, there is limited research about trauma-informed psychotropic medication management interventions for child welfare staff. This pilot study was conducted to evaluate a trauma-informed psychotropic medication management intervention and is reported in two manuscripts, pertaining respectively to the facilitators and barriers to learning, and perceived individual and institutional trauma responsiveness. The intervention comprised of a 2-hour-long training session for child welfare staff and a 3-month web-based curriculum for leadership personnel, aiming to increase their understanding of trauma-informed psychotropic medication management. In the first paper, we report on the facilitators and barriers to learning, grouped into three categories: teacher attributes, learner attributes, and situational factors. In the second paper, in addition to trauma responsiveness ratings, we also provide a detailed account of one participant's life experience and perceptions of the intervention provided, as an exemplar of the psychosocial facets of resilience. The ABC Medication Scale scores that measured staff knowledge, attitudes, and behaviors associated with medications used to treat mental health symptoms showed a significant change in scores following training. Based on these findings, we provide practical solutions to address situational factors that are worth considering when providing training for child welfare staff. PAPER 1 ABSTRACT: THE FACILITATORS AND BARRIERS TO LEARNING ABOUT TRAUMA-INFORMED MEDICATION MANAGEMENT: Given that foster care children experience many challenges that threaten their well-being, their physical and mental health needs tend to be greater than those of their peers who are not in foster care. However, owing to the transient nature of the foster care placements, as well as continuous changes in medical providers and counselors, the screenings, supportive interventions, and treatments they receive may be fragmented. This is particularly problematic when considering that many of these children are medicated as a means of managing their behavior. Moreover, children in foster care are also more vulnerable to having the medications and diagnoses accumulate due to frequent placement changes and lack of treatment continuity. Our research was guided by the question "What are the facilitators and barriers to learning about trauma-informed psychotropic medication management?" We developed an intervention to address the issue of inappropriate polypharmacy and examined the facilitators and barriers to learning using a mixed methods design. The facilitators to learning were instructor-specific (e.g., reputation, teaching style, capacity for selecting and implementing relevant resources), learner-specific (altruism, capacity to see personal relevance in the learning situation, desire for knowledge/competence, career advancement/recognition-seeking), and situational (immediacy/on-demand resources, reinforcement of pleasant learning experience). Barriers were largely situational (workload and family demands). Based on these findings, we provide practical strategies for addressing situational factors that are worth considering when designing training curricula aimed at child welfare staff.

A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school

ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.

Attributes of excellent clinician teachers and barriers to recognizing and rewarding clinician teachers' performances and achievements: a narrative review.

BackgroundOver the last 31 years, there have been several institutional efforts to better recognize and reward clinician teachers. However, the perception of inadequate recognition and rewards by clinician teachers for their clinical teaching performance and achievements remains. The objective of this narrative review is two-fold: deepen understanding of the attributes of excellent clinician teachers considered for recognition and reward decisions and identify the barriers clinician teachers face in receiving recognition and rewards.MethodsWe searched OVID Medline, Embase, Education Source and Web of Science to identify relevant papers published between 1990 and 2020. After screening for eligibility, we conducted a content analysis of the findings from 43 relevant papers to identify key trends and issues in the literature.ResultsWe found the majority of relevant papers from the US context, a paucity of relevant papers from the Canadian context, and a declining international focus on the attributes of excellent clinician teachers and barriers to the recognition and rewarding of clinician teachers since 2010. ‘Provides feedback’, ‘excellent communication skills’, ‘good supervision’, and ‘organizational skills’ were common cognitive attributes considered for recognition and rewards. ‘Stimulates’, ‘passionate and enthusiastic’, and ‘creates supportive environment’, were common non-cognitive attributes considered for recognition and rewards. The devaluation of teaching, unclear criteria, and unreliable metrics were the main barriers to the recognition and rewarding of clinician teachers.ConclusionsThe findings of our narrative review highlight a need for local empirical research on recognition and reward issues to better inform local, context-specific reforms to policies and practices.

Knowledge Transfer in a Two-Mode Network Between Higher Education Teachers and Their Innovative Teaching Projects

Knowledge transfer (KT) and innovation diffusion are closely related to each other because it is knowledge regarding an innovation that gets adopted. Little research in learning analytics provides insight into KT processes in two-mode networks, especially in the context of educational innovations. It is unclear how such networks are structured and whether funding can create a network structure efficient for KT. We used a case-study approach to analyze a two-mode network of 208 university members (based on archival data) who worked together on 91 innovative teaching projects. Our results show that the two-mode network displays a decentralized structure and more clustering than can be assumed by chance, promoting KT and learning. To gain a deeper understanding of the kind of knowledge that is transferred in the network, we analyzed the effects of different educational innovation elements (e.g., game-based learning) as attributes of higher education teachers. Overall, our results suggest that funding and the creation of project structures in the context of educational innovation is a sustainable way to create KT, and therefore organizational change. Furthermore, the results imply that university practitioners need to implement networking interventions to create more connections between subgroups in teacher-related networks.

Behavioral Patterns and Professional Attributes of Filipino Subject Teachers in Relation to Students’ Performance

The study generally aimed to determine the behavioral patterns and professional attributes of Filipino subject teachers in relation to students’ performance in selected secondary schools in Area III, Leyte Division. A standardized questionnaire was used to gather information from the Filipino subject teachers regarding their behavioral patterns and professional attributes in relation to the students’ performance. The data were analysed and interpreted with the aid of the statistical tool. Weighted mean was used in determining the behavioral patterns of Filipino subject teachers. As a result of the survey conducted data gathered were the following: Professional attributes of Filipino subject teachers in terms of educational attainment, majority had earned MA units; as to teaching experience, they have rendered 10-14 years; and relative to in-service training, majority of them attended at the division level. With regards to the behavioral patterns of Filipino subject teachers as evaluated by the students, it was perceived good. Further, on the level of students’ performance, they were rated satisfactory performance.

Literature Review of Good Teachers: The Attributes and Gaps of Indonesian Teachers as a Profession

Attributes of good teachers are under-research, particularly in comparison between the Indonesian context and worldwide. This review aims to find out the compatibility and the gap of the good teacher attributes between the teachers of Indonesia and worldwide. The main inclusion criteria were the articles published in English between 2007 and 2020. The authors collected 206 articles; however, 174 articles were excluded. The authors reviewed 32 that met the inclusion criteria. The findings indicate that the good teacher attributes of Indonesia are compatible with the global ones, and the gap is mindfulness attribute. It is the consciousness of a professional choice to get feeling peace in life. Implications of these findings are theoretical and practical.
 
 Received: 2 November 2021 / Accepted: 20 January 2022 / Published: 5 March 2022

Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers

Identifying characteristics of effective teachers has always been a topic of paramount importance. Accordingly, an extensive volume of theoretical endeavours and empirical research has been devoted to the investigation of typical attributes that effective teachers possess in diverse contexts. Yet, current understanding of the issue in Vietnamese setting remains limited. Given that perceptions about effective teachers’ qualities have been typically found to be highly context-bounded, gaining an insight into these attributes in this under-researched context is expected to provide a solid foundation for further attempts to improve the quality of teaching and learning. The present study responds to this pressing need by exploring the perceptions held by 200 learners and 22 teachers in a language school in Vietnam, employing questionnaires for collecting both quantitative and qualitative data. A theoretical framework adapted from Shulman’s (1986, 1987) model of teachers’ knowledge base was employed. Findings from the study revealed both convergence and mismatches in the perceptions held by the teacher and learner groups. As a whole, teachers, and learners convergently prioritised teachers’ subject matter content knowledge as most important, compared to pedagogical content knowledge and teachers’ identity and interactions with learners. Both groups also voted teachers’ ability to provide clear instructions and explanations as the most important pedagogical feature of effective teachers and uniformly downplayed the role of sociocultural knowledge and the ability to effectively use technology. More in-depth analyses, however, showed that teachers placed more importance over the pedagogical aspects of subject matter knowledge, language proficiency, and teaching methodology, whereas learners more appreciated the psychological and motivational aspects. In particular, the teacher participants highly valued the teachers’ ability of classroom management, material adaptation, and facilitating students’ engagement in learning activities. In contrast, qualities most desired by learners included a positive attitude towards the teaching career and teachers’ willingness to care, understand learners’ problems, encourage, and treat all students on a fair basis.

Who Is Responsible for Students’ Challenging Behaviour? A Study of the Causal Attributions of Teachers to Challenging Behaviour in Primary Schools in West Bengal, India

The aim of the study was to understand the causal attributions of teachers to challenging behaviours in primary classrooms in West Bengal, India. Data from 21 teachers from government and private primary schools were collected using semistructured interviews. The study investigated the types of challenging behaviours as perceived by teachers, their causal attributions, and the strategies suggested by the teachers for managing them. The participants described challenging behaviour broadly, and it was divided into four categories: aggression, disruption, talking, and noncompliance. They reported the causes of challenging behaviours in five broad categories: home- and parent-related causes (family violence, busy parents); social causes (socioeconomic conditions); student-related causes (disabilities); school- and teacher-related causes (large class sizes); and government- and policy-related causes (banning corporal punishment). The teachers predominantly recommended employing proactive strategies, such as improving teaching strategies, collaborating with parents, and building relationships with students. A small group of teachers recommended using reactive (e.g., discipline and threats) strategies to manage challenging behaviours in their classrooms.

The Impact of Work Environment and Teacher Attributes on Teacher Job Satisfaction

The Impact of Work Environment and Teacher Attributes on Teacher Job Satisfaction

Preservice Teacher Attributes and Attitudes Toward Promoting Physical Activity in Schools

Preservice Teacher Attributes and Attitudes Toward Promoting Physical Activity in Schools

KONSEP DAN PERANAN PENDIDIK DALAM PERSPEKTIF ISLAM

Educators have been limitedly defined as teachers and lecturers who teach in formal institutions. This notion of educators, however, needs to be conceptualized to identify the true nature of educators. This particular manuscript explores concepts of educators from various literature to come up with the true nature of educators. This is library research, in which various literature on the nature of educators are explored and reviewed using content analysis strategy. The findings suggest that educator is not defined in limited notion, in which teachers and lecturers are only educators recognized. Educators are not limited to those whose formal accupation is teaching or lecturers in formal education institutions. There are various levels of educators: the first and the foremost known educator is Allah SWT, the almighty God as He teaches human being through revealation; the second educator in the Islamic literature refers to the Prophet Muhammad PbuH. Through his teaching Muslims recognize Islam and its teaching. Parents and teachers are the next two types of educators as found in our analysis of literature. This article also identifies several attributes of teachers according to Islamic literature, one of which is faithful to Allah, have strong characters, knowledgeable and communicative

ATTRIBUTES OF EFFECTIVE FOREIGN LANGUAGE TEACHERS: INSIGHTS FROM UKRAINE

The paper set out to explore pre-and in-service foreign language teachers’ perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students’ and teachers’ views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners’ test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers’ personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers’ cognitions in teacher education programmes.

Teachers' Dispositions Toward Mindfulness in EFL/ESL Classrooms in Teacher-Student Interpersonal Relationships.

The psychological factors of English as a foreign language (EFL) and English as a second language (ESL) teachers have significant roles in any language learning context. Previous studies in the related literature have shown that L2 learners’ learning, psychological factors, and emotional factors are closely related to teachers’ psychological factors. Mindfulness as one of the psychological attributes of L2 teachers and as a complex and multi-faceted construct influences l2 teachers’ professional development. Hence, this study aims to review the notion of mindfulness and its role in L2 teaching as a profession and pave a way for further research, highlighting its indispensable role in teacher-student relationships. To achieve this goal, this study has reviewed the theoretical perspectives of mindfulness, the construct of mindful L2 teaching education, and mindfulness as a closely related concept to teacher wellbeing. Based on the findings, some pedagogical implications for the policymakers, teacher trainers, materials developers, L2 teachers, and learners are provided. Finally, directions for future research are suggested to the interested L2 researchers.

Similar work, different pay? Private school teacher working conditions in India

As the private education sector grows across the globe, private providers by extension are becoming significant employers of teachers. In India, more than 3 million teachers are employed in the private sector, contributing to meeting the rapidly expanding educational demands and learning needs of children. Teacher working conditions are crucial to ensure teacher retention and success within the education system. We use the 2011–2012, nationally representative employment data from India, to investigate private teacher working conditions. We conduct a series of regression analysis to account for the differences in demographic attributes of public and private teachers, differences in rural and urban growth of private schools and cross-state variations. We find that, compared to public school teachers, private school teachers experience less favorable monetary and non-monetary working conditions including less access to paid leaves, pension and health care. They also experience lower job security in terms of the existence of a contract and the length of contract period. Private school teachers also have a lower access to teacher unions and thus weaker collective bargaining to negotiate their working conditions. Private teachers are more frequently likely to seek additional work and alternate work. Some noteworthy differences in teacher demographics in rural and urban areas (urban teachers are more likely to be female, somewhat older, and more educated) notwithstanding, these patterns of public-private teacher working conditions are consistent across rural and urban location. We conclude with reflections on potential explanations for these results and suggest steps for future research.