Teacher Behavior Research Articles

Boundary-blurred behaviors in academic teachers-students facebook interaction: are guidelines needed? A cross-sectional study

BackgroundCommunication via social networks has different norms than in the “offline” world and broadens the sphere of student-teacher interactions. Facebook is mainly used for social interaction and information sharing. However, it also serves as an education and learning platform. This risks boundary-blurred behaviors between students and their academic teachers in the virtual space. The current study examines the differences in perceived subjective norms, attitudes, and reported behaviors of academic teachers and nursing students’ boundary-blurred behaviors with each other on Facebook.MethodsA cross-sectional study was utilized, guided by the Theory of Reasoned Action (TRA), examining attitudes, subjective norms, and reported virtual behaviors that signify blurred student-teacher boundaries. Data were collected among 223 nursing students and 78 academic teachers. The university’s ethics committee approved the research (#21.9.19).ResultsConsistent with the TRA, a significant correlation was found between virtual boundary-blurred behaviors and attitudes (r = .55, P < .001), university subjective norms (r = .48, p < .001), and peers’ subjective norms (r = .47, p < .001). Nursing students’ attitudes were significantly (t = 5.81; p < .001) more favorable towards boundary-blurred behaviors (M = 2.40, SD = 0.91) than those of academic-teachers (M = 1.71, SD = 0.83), and so were the perceived subjective norms of their student peers (M = 2.72, SD = 1.15) compared to those of their teachers (M = 2.09, SD = 1.14). Interestingly, the difference in reports of boundary-blurred Facebook behaviors between teachers (M = 1.36, SD = 0.52) and students (M = 1.49, SD = 0.70) was not significant. Boundary-blurred behaviors for teachers were best predicted by attitudes and perceived subjective norms of the university [R2 = 0.62; F(5,72) = 23.31], and for students by attitudes and perceived subjective norms of their peers [R2 = 0.45; F)5,216) = 28.88].ConclusionsThe differences demonstrated between students and teachers may emanate from the perception of the teacher’s role and generational gaps. These may lead to miscommunication and the crossing of boundaries. The findings indicate the importance of setting more explicit guidelines for using social media in the context of student-teacher communication.

Does relational context matter? Trust in principal as a moderator between distributed leadership and organisational citizenship behaviours in Turkish schools

This study investigates how and under what conditions distributed leadership influences teachers’ organisational citizenship behaviours. Using survey data from a sample of 419 teachers working in primary and secondary schools across six provinces in Türkiye, the current study tested a moderation model of distributed leadership’s impacts on teachers’ organisational citizenship behaviours, with trust in principal as the moderator. A regression-based moderation analysis was performed to examine the relationships between the study variables. The results demonstrated that distributed leadership is significantly associated with organisational citizenship behaviours, and trust in principal significantly moderates this link. Furthermore, distributed leadership fails to exert a significant influence on organisational citizenship behaviours when trust in principal is relatively low, indicating the pivotal role of trust as a relational context factor in elucidating the leadership’s impact on organisational citizenship behaviours. The results contribute to a deeper understanding of how the relational aspects of the workplace influence the impact of distributed leadership practices on positive teacher behaviours. The study has several implications for theory, policy and practice.

LEADERSHIP PRACTICES OF SCHOOL HEADS AND WORK TASK MOTIVATION AS PREDICTORS OF TEACHERS’ BEHAVIOR

This study determined the significant influence of school head leadership practices and work task motivation as predictors of teachers’ behaviour. The quantitative approach using the correlational technique and analysis was utilized in this study with a sample of 325 teachers from the elementary schools of Caraga District, Schools Division of the City of Davao Oriental. Sets of adapted survey questionnaires were used to obtain data from the respondents subjected to content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, and Multiple Regression Analysis. The results reveal that the leadership practices were rated very high, and work task motivation was also rated as high. At the same time, teacher behaviour was rated high. Moreover, a significant relationship existed between these variables. A significant relationship between leadership practices and teacher behaviour was significant. A significant relationship between work task motivation and teacher behaviour was also significant. The extent of the influence of predictor variables on teacher behaviour was proven significant in the study.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0789/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Model analysis of private teachers' innovative work behavior improvement after the COVID-19 pandemic

After the COVID-19 pandemic, educational organizations' learning process experienced significant changes, especially related to innovative work behavior. It is undeniable that building innovative work behavior requires strong self-efficacy and organizational commitment and is supported by conducive workplace happiness. This research aims to analyze models for improving the innovative work behavior of private teachers after the COVID-19 pandemic based on self-efficacy, organizational commitment, and workplace happiness. The research model is oriented towards a quantitative causality approach. Data was collected online using a Google form, and a sample of 100 teachers was obtained. Using a purposive sampling formula, the foundation for sample determination is geared toward a non-probability sampling strategy. Instrument tests, normality tests, regression tests, correlation tests, hypothesis tests, and coefficient of determination were all utilized in data analysis. The results of the study demonstrate that innovative work behavior is highly influenced by workplace happiness, organizational commitment, and self-efficacy. According to the study's conclusions, encouraging creative work behavior requires teachers to have the confidence to do so. Furthermore, the psychological state of educators has a significant impact on their ability to generate novel and creative ideas.

Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective

Abstract Teaching science in English is increasingly common worldwide. This study explores the role of language in science meaning-making during classroom interactions by drawing on video-recorded classroom observations of four biology lessons in secondary English medium instruction (EMI) settings in Hong Kong. Informed by systemic functional linguistics (SFL), we integrate classroom interaction analysis with Lemke’s approach to thematic analysis. The results reveal similar interactional patterns across full- and partial-EMI science classrooms, characterised by a lack of interactivity and authoritative teacher behaviour in selecting student responses to engage with. During extended initiation–response–feedback exchanges, teachers’ feedback on students’ responses appears to underscore the importance of teachers’ modified input – specifically input emphasising semantic relations within the field of biology – in developing students’ content knowledge and language skills. The implications of the findings for applying SFL pedagogies in EMI science classrooms to improve teacher–student interaction are discussed.

Teaching Topic Preferences in the Nature–Human–Society Subject: How Trainee Teachers Justify Their Likes and Dislikes

This study focuses on the description and explanation of trainee teachers’ attitudes in specific educational situations. More precisely, it demonstrates the reasons why they prefer to teach certain Nature–Human–Society topics over others and, conversely, why they do not like teaching some of those topics—particularly science topics relating to physics and technology. The description of these arguments is relevant because trainee teachers’ attitudes can have an impact on later teacher behavior, especially in a multidisciplinary subject such as Nature—Human–Society, where different topics can be given different amounts of time and importance in class. The results of this study are based on a survey of a student cohort in teacher training in Switzerland. The arguments for liking or disliking a total of twelve teaching topics in the subject Nature–Human–Society were elicited through open-ended questions and theoretically assigned to three attitude dimensions—cognitive beliefs, affective access, and perceived control—following qualitative content analysis. Differences in the reasons for liking and disliking certain teaching topics are shown, as well as the general finding that liking teaching topics is primarily based on cognitive beliefs, while disliking teaching topics is primarily attributed to lacking perceived control or lacking affective access to trainee teachers.

A Meta-Analytic Review of Personality and Teacher-Student Relationships.

This meta-analysis provides the first comprehensive synthesis of associations between student and teacher personality traits and the quality of teacher-student relationships. Fifty-five studies met the eligibility criteria, contributing a total of 238 effect sizes. We used multivariate meta-analysis with robust variance estimation (RVE) to model the dependency of effect sizes. Student prosocial behavior (ρ = 0.59) and proactive personality (ρ = 0.48) were the strongest predictors of positive teacher-student relationship quality. All Big Five traits of students, except neuroticism, showed significant positive associations, with all correlations exceeding 0.4 when holding constant with all other moderators. Teacher agreeableness (ρ = 0.31) and conscientiousness (ρ = 0.29) yielded modest associations. Students with less emotional stability or aggressive behaviors were more likely to experience negative teacher-student relationships, such as conflict and dependency. Our findings highlight the critical role of student personality in explaining the quality of teacher-student interactions. Multiple traits appear equally important, as indicated by comparable effect sizes. The literature is relatively limited when it comes to teacher personality. We were unable to examine teacher traits in relation to teacher-student conflict and dependency, but, overall, agreeable and conscientious teacher behaviors appeared to be important for favorable interactions, whereas teacher neuroticism may undermine the quality of such interactions.

Exploring the Link between Transformational Leadership and Teacher Innovation

Transformational leadership is a shared belief between academic leaders and their followers. Studies support the significant and progressive influence of transformational leadership behavior on academic followers, especially teachers. The close relationship between transformational leadership in the university and teachers’ organizational commitment paved the way for a proposed theoretical analytical model to understand how university leadership affected teachers’ organizational commitment. The technological demand, the innovation of teachers, and transformative leadership in the educational system are also faced in China. In the university context, Chinese university professors’ innovative work behavior is found to be directly linked to their transformational leadership and trust. For this reason, the study on transformational leadership and innovation was conducted for its influence on the university teachers’ enhancement plan in China. Through quantitative descriptive comparative design, the evaluation, experiences, and behaviors of university teachers across different areas of specialization were compared between transformational leadership and teacher innovation. This study was anchored on the elements of transformational leadership theory specifically the intellectual stimulation element of transformational leadership theory which was focused on innovation. Results revealed that teachers’ assessments regarding perceptions of transformational leadership “expects excellence” was more evident than “respect others.” While teachers’ innovative work behavior was generally average, teaching content was viewed as most favorable, and challenges/issues were the least. Since transformational leadership was positively correlated with the assessment of the innovative work behavior of teachers, recommendations were noted in designing the enhancement plan for university teachers to strengthen the link.

Revisiting Demotivators in the EFL Classroom: The Interaction Effect between Gender and Performance on Negative Teacher Behavior

Revisiting Demotivators in the EFL Classroom: The Interaction Effect between Gender and Performance on Negative Teacher Behavior

XÂY DỰNG THANG ĐO XÁC ĐỊNH CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN HÀNH VI CỦA GIÁO VIÊN TRUNG HỌC CƠ SỞ TRONG VIỆC TRIỂN KHAI CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Drawing on the TPB theory and the CBAM model to analyze teachers' attitudes toward innovation in curriculum development, this study has developed a scale to identify factors influencing the behavior of middle school teachers in implementing the 2018 general education program. Our survey was conducted online, involving 250 middle school teachers representing diverse regional characteristics. Structural equation analysis of the results demonstrated the scale's reliability and validity, effectively identifying factors affecting teachers' behavioral intention to implement the 2018 program. The primary factors influencing the behavioral intentions of Vietnamese secondary school teachers towards the 2018 program were found to be subjective norms, personal autonomy, and teachers' attitudes, aligning with research from other countries. Additionally, by delving into broader literature and discussion, we propose that our findings can contribute to studies on behavioral intention to implement the 2018 curriculum and innovation in education more broadly, particularly for school teachers.

Promoting social competence and social inclusion in the preschool: a peer-based relational intervention

ABSTRACT Reviews concerning the enhancement of preschool children’s social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children’s communication, empathic response and non-homophilic choice of friendship/work mates. Within this design-based approach, a three-phase comparison was made in 14 English preschool classrooms. Results identified changes attributed to the intervention regarding: teacher behaviour (movement from giving directions to observation and support); child behaviour (enhanced reciprocal communication, empathic response to others and engagement in cognitively challenging activities) and an expansion of socially inclusive play/work mates. Not all teachers/classes responded to the relational approach in the same manner: those that engaged actively in the approach encouraged more social competence enhancements amongst children; those with lower engagement identified support/implementation problems and children showed less social competence advances.

Teachers as silencers: a Q methodology study into teachers’ characteristics contributing to unwillingness to communicate among foreign language learners

ABSTRACT Purpose This Q methodology study explored foreign language learners’ divergent viewpoints on teachers’ characteristics that contribute to unwillingness to communicate (unWTC). Design/methodology/approach Q sorting was administered in-person with 40 Chinese undergraduate students enrolled in several Thai as a Foreign Language courses at a university in Thailand. The students sorted 30 statements, each reflecting distinct teacher characteristics that potentially silence them in the classroom, onto a forced-distribution grid. All Q sorts were analyzed using inverted factor analysis, followed by semi-structured interviews with six of the participants. Findings The findings revealed three profiles of characteristics that contribute to L2 unWTC, namely, the impatient teacher, the uninspiring teacher, and the intimidating teacher. These profiles were found to hinder different groups from engaging in L2 communication. The findings are discussed in relation to relevant educational theories, and implications are presented. Originality/value This study highlights the importance of understanding and addressing specific teacher behaviors that influence learners’ L2 WTC. By identifying and mitigating these behaviors, educational institutions can create more supportive and encouraging learning environments that promote greater engagement and success in language learning.

A study of the doctoral preparatory behaviour of female teachers in independent colleges in China: The moderating role of perceived risk

This study is based on the theory of planned behaviour, and its aim is to understand the impact of doctoral pursuit intention on the doctoral preparatory behaviour of female teachers in independent colleges in China, as well as to determine the moderating effect of perceived risk between doctoral pursuit intention and doctoral preparatory behaviour. The participants in the study were female teachers from independent colleges in China, who were recruited between February and March 2024 based on convenience sampling. 776 valid questionnaires were obtained, and the data were analyzed using a hierarchical regression method. According to the results, a doctoral pursuit intention has a significant and positive predictive effect on doctoral preparatory behaviour, while the perceived risk has a significant and negative moderating effect between doctoral pursuit intention and doctoral preparatory behaviour. This indicates that female teachers with high doctoral pursuit intention more actively prepare to pursue a doctoral degree when the perceived risk is low, whereas the doctoral preparatory behaviour of those with high perceived risk shows a limited increase as their doctoral pursuit intention increases. Therefore, female teachers’ pursuit of a doctoral degree should be supported on an individual basis and analysed within the broader context of the transformation of independent colleges.

The influence of transformational leadership on knowledge sharing of teachers: the roles of knowledge-centered culture and perceived organizational support

Purpose The purpose of this study is to explore the effect of transformational leadership (TL) on tacit and explicit knowledge sharing (KS) of teachers through the mediating role of knowledge-centered school culture (KSC). This study also attempts to bring a deeper insight into the correlation between KSC and KS behaviors by exploring the moderating effect of perceived organizational support (POS). Design/methodology/approach The paper used a quantitative approach and structural equation modeling to examine the relationship among the latent factors in the research model using data collected from 293 teachers in Vietnamese universities. Findings The findings indicated that TL positively influences tacit and explicit KS behaviors of teachers directly or indirectly through its positive effect on KSC. In addition, the paper highlights the moderating role of POS in strengthening the impact of TL on tacit and explicit KS behaviors of teachers. Research limitations/implications This paper emphasizes the need to practice TL as an effective pathway to foster tacit and explicit KS behaviors of teachers in higher education. Originality/value The paper significantly contributes to enhancing understanding of the antecedent role of TL in fostering knowledge-centered culture and KS behaviors of teachers under the moderating effects of POS in higher education.

An experimental analysis of the relationship between the evaluations of artificial intelligence and pre-service teachers

One of the potential benefits of AI is that it may allow optimizing teachers' tasks, enabling them to be more efficient in their work. This study aimed to analyze potential differences between the evaluations given by pre-service teachers and the evaluations given by different generative AIs. A total of 507 pre-service teachers participated, who were provided with a rubric to evaluate 12 texts of different types and qualities. The results showed how the performance of generative AIs in evaluating written tasks replicated the functioning of pre-service teachers quite accurately, with ChatGPT being the AI that best replicated the behavior of pre-service teachers, with an accuracy close to 70% of the evaluation provided by humans. Similarly, there were minimal differences in the evaluations given by pre-service teachers based on their gender and academic year. Likewise, generative AI overestimated scores provided for texts. However, this overestimation decreased as the performance of pre-service teachers improved. Thus, assessments provided by high-performing pre-service teachers were more aligned with those provided by generative AI compared to students with lower performance. These results are useful as they highlight how generative AI could be an aid tool guiding the pedagogical knowledge of pre-service teachers in digital assessment tasks.

유아교사의 감성지능, 놀이교수효능감이 창의적 교수행동에 미치는 영향

Objectives The purpose of this study is to examine the general tendencies of early childhood teachers' emotional intelligence, play teaching efficacy, and creative teaching behaviors, and to investigate the relationships among these variables. Additionally, the study aims to analyze the effects of emotional intelligence and play teaching efficacy on creative teaching behaviors. Methods This survey research was conducted on early childhood teachers in Gyeongnam. Data was collected from September 6, 2022 to December 2, 2022, and 262 questionnaires were collected. The statistical analysis was conducted using the SPSS 27.0 program, which included descriptive statistical analysis, t-test, one-way ANOVA, Pearson's correlation analysis, and hierarchical multiple regression analysis. Results The emotional intelligence, play teaching efficacy, and creative teaching behavior of early childhood teachers were found to be generally higher, with statistically significant differences depending on education and career. A significant positive correlation was observed between all three variables: emotional intelligence, play teaching efficacy, and creative teaching behavior. The factor with the highest effect on creative teaching behavior was belief in play teaching efficacy, followed by emotional utilization as a sub-factor of emotional intelligence. Conclusions In order to facilitate of more effective creative teaching behavior among early childhood teachers, it is essential to implement structured educational programs that enhance their emotional intelligence and play teaching efficacy.

Views of Assessment and Evaluation Experts on Assessment and Evaluation Units in Schools

In this study, it was aimed to reveal the views of assessment and evaluation experts on assessment and evaluation units in schools. Participants were selected from the schools where the assessment and evaluation unit is located and from among the schools that the researchers could easily contact. In this context, seven assessment and evaluation experts were selected from schools where the unit existed as participants. In order to seek answers to the research problems, expert opinions were obtained through a semi-structured interview form and by interview technique. According to the results of the research, assessment and evaluation experts stated that traditional and complementary assessment and evaluation approaches are mostly used together in schools. According to another result, it was stated that an assessment and evaluation unit affected the behaviors of teachers, administrators, and parents positively. In teacher-administrator and teacher-parent relations, that this department provides objective data with unbiased evaluation provides an objective perspective on transferring shortcomings. In addition, it was concluded that the coordinated and harmonious relationship of this unit with other departments (such as the curriculum development unit and counseling unit) positively affects the school climate as it increases the quality of the school education policy and ensures that all educational activities are carried out systematically. In line with the results of the research, it is recommended that assessment and evaluation units be established in schools to coordinate with Assessment and Evaluation Centers.

Factors Influencing on Students’ Learning Problem at Primary School in Phonthong District, Luang Prabang Province

This research focuses on factors as problems influencing student learning quality at primary school in Phonthong District, Luang Prabang province. The objective included 1) the level of importance of the problems to the student’s learning quality at primary school in Phonthong District, Luang Prabang province, and 2) factors as problems influencing student learning quality at primary school in Phonthong District, Luang Prabang province. The study was conducted with 25 primarry school and 535 primary students from grade 3 to grade 5. This quantitative research utilized questionnaires for data collection and the data were analyzed using the descriptive statistic by Program SPSS and inferential statistics by Program MATLAB. The results that the condition of learning problems of primary school students in Grade 3 - Grade 5 in Phonthong District, Luang Prabang Province as a whole is a moderate level of problems such as student's personal, academic behavior, parents' attention to the student's education, the location of the school, the relationship between students and friends in the classroom, the relationship between the student and the teacher and the teacher's behavior towards the student as a whole are moderate level. So, the most problematic factors for primary school students are the parents' attention to the students' learning, the teacher's behavior towards the students, the student's learning habits, the school's location factor, the relationship between the students and the teacher, the relationship between the students and their friends in the class and finally the personality factors of the students respectively.

The Implementation of English as a Foreign Language and the Effective Behavior of Teachers in Chinese Private Colleges under the Background of Blended Learning

The Implementation of English as a Foreign Language and the Effective Behavior of Teachers in Chinese Private Colleges under the Background of Blended Learning

Math and German motivation transitions in early adolescence

BackgroundSome students are more motivated that others in one or multiple academic domains, and more motivated in one domain than another. These inner hierarchies of motivational beliefs are important because they can influence students’ achievement and study or career choices. However, little is known about the heterogeneity in inner hierarchies of motivational beliefs during early secondary school, when motivation typically declines. AimsThe aims of this study were to (1) identify profiles of self-concept and intrinsic value in mathematics and German during the first two years of secondary school, (2) explore stability and change in these profiles, and (3) explore how profile membership relates to student competence and gender, and perceived teacher behaviour. SampleParticipants were 721 secondary school students from Germany. MethodsStudents completed measures of self-concept, intrinsic value, and competence in grades 5 and 6, and measures of perceived teacher behaviour in grade 5. Data were analysed using latent transition analysis. ResultsFive profiles characterised by inter- and intraindividual differences in self-concept and intrinsic value were identified. Membership in these profiles was relatively stable. Inner hierarchies of self-concept and value were related to competence, with students demonstrating higher competence in domains they were more motivated in. Gender and perceived teacher behaviour were related to profile membership, but not profile transitions. ConclusionsWhen supporting the motivational development of students during the first two years of secondary school, teachers may need to adopt a holistic approach that recognises the heterogeneity in students’ inner hierarchies of motivational beliefs.