Teacher Behavior Research Articles

Perceptions of Effective and Ineffective Teaching: Insights From Students

The aim of this study was to assess how students perceive teacher behaviors. The participants, responded to a survey consisting of a short version of the Teacher Behavior Checklist (TBC). The result revealed five dimensions of teacher behavior. We named these dimensions Superlative/Superhuman, Pro-social, Professional, Absent, and Insecure. The positive dimensions, superlative and pro-social had the highest overall rankings, and professional came third. The two negative aspects were behaviors that the students associated with negative teacher behaviors. The analysis revealed differences according to gender as female students rated four of the five dimensions as more important. There were also differences according to educational level. Students at Upper secondary school students rated the pro-social dimension with characteristics, such as, good listener, relation builder and understanding higher. University students had lower tolerance for the absent dimension and stressed the behaviors associated with improving critical thinking skills when compared to the younger sample.

Supervision Efforts to Improve Teacher’s Competency

The aim of this research is to look at teacher behavior and skills in order to improve a teacher’s competency. Teachers’ professional abilities require them to be able to increase their role, both as informator, organizer, motivator, director, initiator, transmitter, facilitator, intermediary, and evaluator, so as to be able to increase the role of teachers. This research uses qualitative methods through observation, documentation, and responses from teachers and school principals. The results of this research show the importance of implementing supervision in the academic field to improve teacher competence and the quality of learning through a good learning process and supervision of routine school activities that are running well. Good school facilities support teachers in delivering material and make teachers professional teachers. Supervision has a role in optimizing the responsibilities of all supervision activities related to the use of all research efforts focused on all aspects that are determining factors for the success of education at the institution.

Students’ Attitudes of Motivational Strategies in EFL Secondary School Contexts in Iraqi Kurdistan

Motivation plays a vital role in the second language learning process (Gardner, 1985), urging many researchers to look into strategies for generating and maintaining students' motivation in language teaching classes. The current study aims to investigate students' attitudes towards motivational strategies in EFL secondary school contexts in Iraqi Kurdistan. The design of the study followed a quantitative approach. The study's primary tool for collecting data was a questionnaire. Three hundred and ninety-one students (221 females and 170 males) from eleven public secondary schools in Shaqlawa district participated in the study. The data was analyzed through SPSS. The study's results demonstrated that Iraqi-Kurdistan secondary school students have positive attitudes towards the motivational strategies employed by their teachers. Moreover, the findings revealed that the teacher's behaviour scale is the motivational scale with the highest level of agreement among students, followed by the goals scale. In contrast, second language-related values and group work emerged as the motivational scales with the lowest level of agreement.

Teacher’s Intention to Report Child Abuse and Neglect in Romania: A Mixed-method Study

"Child abuse and neglect (CAN) have long-lasting effects on a child’s physical, social, and psychological development. Teachers have a unique position to identify, protect, and intervene in these cases, but they often fail to help children in need. This study aims to describe and investigate the factors associated with CAN reporting behavior of school teachers and counselors from Romania using the Theory of Planned Behavior (TPB) as a framework. Methods. We conducted a mixed-method study using a modified version of the Child Abuse Intention to Report Scale (CARIS-R). 1025 teachers (91,7% female) participated in the survey. Quantitative and qualitative data analyses were performed to explore the predictors of intention to report CAN and the reasons to report CAN. Results. More than half of the teachers (51.9%) suspected at least one CAN case, but only 28.1% reported their concerns. Attitudes towards child discipline and professional responsibility, direct subjective norms, and perceived behavioral control were significant predictors of intention to report CAN. Eight categories of reasons might influence a teacher’s decision to report CAN, including the type of abuse, the teacher’s characteristics, or the perceived social support. Conclusions. This study’s findings contribute to our understanding of the individual factors that can influence teachers’ intention to report CAN in Romania. Teachers from Romania should have the opportunity to participate in evidence-based training, which fosters their confidence in making CAN reports. Keywords: child abuse and neglect; intention to report CAN; teachers; theory of planned behavior; knowledge."

The Development of Reading Literacy Using Metacognitive Reading Strategies with Analysing Text Structure

The objectives of this research were to 1) develop reading literacy using metacognitive reading strategies with analysing text structure, 2) develop metacognitive reading behaviours using metacognitive reading strategies with analysing text structure, and 3) study the relation of reading literacy and metacognitive reading behaviours of Mathayomsuksa 1 students after learning by using metacognitive reading strategies with analysing text structure. The samples were 30 of Mathayomsuksa 1/1 students who enrolled Thai language subject in semester 1, academic year 2023 at Kham Kaen Nakhon School, The Secondary Educational Service Area Office KhonKaen. Research instruments were six lesson plans using Metacognitive Reading Strategies with Analysing Text, post-lesson report, teaching behaviours of teachers and learning of students report, metacognitive reading strategies with analysing text checklist, reading literacy framework process checklist and reading literacy assessment. The instruments used to evaluate the research were reading literacy test and reading behaviours questionnaire. Statistics used for data analysis were mean, standard deviation, percentage, Pearson correlation coefficient and content analysis. The findings indicated that 1) the percentage of the students’ reading literacy scores were 83.07 and 80 percentages of the students met the criteria which was at a higher level, 2) the student’s metacognitive reading behaviours were at a high level and 80 percentages of the students met the criteria at a higher level and 3) metacognitive reading behaviours and reading literacy were related after using metacognitive reading strategies with analysing text structure.

Uncovering insights from big data: change point detection of classroom engagement

Expectations of big data across various fields, including education, are increasing. However, uncovering valuable insights from big data is like locating a needle in a haystack, and it is difficult for teachers to use educational big data on their own. This study aimed to understand changes in student participation rates during classes and teachers’ teaching styles by analyzing educational big data. In the analysis, data from 120 students and two mathematics class teachers at a public junior high school in Japan were used. We applied the pruned exact linear time (PELT) algorithm to automatically identify significant changes in student participation during class. Based on the information obtained, we analyzed the interaction logs of teachers’ e-book readers and clarified the relationship between student participation rates and teacher behavior patterns. Change point detection using the PELT algorithm showed a high F1-score of 0.7929, indicating good overall performance. We also investigated whether there was a relationship between class differences and teachers’ actions and found a statistically significant difference. The results provide clues for improving student learning engagement and teachers’ teaching styles, and they are expected to improve the quality of education by automatically identifying notable cases from educational big data. However, further research is required to improve data analysis methods, such as adjusting the parameters of algorithms based on the situation.

Impact of Transformational Leadership Style of School Heads on Altruism Organizational Citizenship Behavior of Teachers.

The purpose of this study was to identify the effects of principals' transformational headship style on teachers' Altruism organizational citizenship behavior (AOCB). This specific research fills the existing gap in the relationship between these variables. The study included entire Heads and Teachers of Public Sector Secondary Schools in 4 Southern districts of Khyber Pakhtunkhwa as the population. By using L.R Gay's (2003) sample size ratio formula, 8% of the population was selected as samples for the study. For data collection,the first instrument was the Short Form Multifactor Leadership Questionnaire (MLQ) 1995 developed by Bass and Avolio to test the transformational leadership behavior of Heads and the second instrument was the organizational-citizenship-behavior scale (OCBS), produced by Podsakoff & colleagues (1990) to assess the rank of the Altruism citizenship behavior of teachers in Southern districts of Khyber Pakhtunkhwa (KP). The data were organized and the responses to each item were analyzed using relevant statistics. The findings of the study exposed that there is a significant relationship between the Transformational Leadership behavior of Heads and the Altruism Organizational-Citizenship Behavior(AOCB) of Teachers of Secondary Schools in the southern districts of Khyber Pakhtunkhwa (KP) province

Navigating Educational Leadership: Insights into the Effective Practices in Pakistani Schools

Today, educational leadership is extensively investigated, with an focus on the most common styles. The scale of effective educational leadership behavior depicts a visionary, proactive, knowledgeable, and change-agent leader in an academic setting. The current studyn investigates school teachers' perspectives on the effectiveness of their principal's leadership behavior in the school Education department in Punjab. It also examines the extent of disparity in the perception of participants due to gender and sector. The results indicated that these factors play a significant role in how teachers perceive the effectiveness of the educational behavior of head teachers. The head teachers were found to have effective educational leadership behavior as described by their relevant school teachers.

Role of Non-verbal Communication Skills of Teachers and its Impact on Achieving Classroom Learning Objectives at Secondary Level

This descriptive study intends to investigate the influence of a teacher’s nonverbal communication on classroom learning objectives using a descriptive technique. This also determined the association between the unspoken behaviours of teachers working in various educational systems. The main objective of the research is to understand how non-verbal communication skills, including facial expressions, eye contact, pitch of voice, and physical appearance, collectively contribute to achieving classroom learning objectives. The quantitative survey method was used to present the study. This research was descriptive in nature. A 5-point Likert scale questionnaire was developed for data collection. This questionnaire was administered to a sample of 400 respondents who were randomly selected from 40 public and private secondary schools in Multan. Using SPSS software, the acquired data was tabulated and evaluated. The collected data was tabulated, analysed, and interpreted in the form of mean, frequency, percentage, and standard deviation. Both descriptive and inferential statistics were used to arrive at the conclusions. Frequencies and percentages were computed to illustrate the demographic items and questions, and one-way ANOVA and the independent sample t-test were utilized to illustrate the variations in teacher perspectives depending on various factors related to demographics.

Research on the Performance Evaluation System of Teachers in X University based on Analytic Hierarchy Process

In 2019, the gross enrollment rate of higher education in China was 51.6 %, and higher education has entered a period of universalization. the gross enrollment rate of higher education in China has reached 60.2 % by 2023. The change in education methods has caused problems such as declining teaching quality and shortage of school resources in colleges and universities. College teachers are the disseminators of culture, the backbone of teaching and educating people, and a group of high-quality talents in society and colleges and universities. They are the key to improving the quantity and quality of talent training in colleges and universities [1]. In this context, the performance evaluation of college teachers is particularly important, and the performance evaluation system of college teachers is a weather vane of teacher behavior. A scientific and reasonable performance evaluation system for college teachers can effectively motivate teachers to improve their teaching ability, education ability, scientific research ability, social service ability, etc. This paper uses the Delphi method to screen and determine the evaluation indicators initially extracted, and establishes a local university performance evaluation index system that includes the first-level indicators of teacher ethics, teaching level, scientific research ability and social service, 11 second-level indicators and 29 third-level indicators. In order to verify the effectiveness of the index system, a combination of qualitative and quantitative methods is used to take X University as an example. On the premise of understanding the current status of teacher performance management in X University, the performance of teachers in X University is evaluated. Finally, the performance evaluation results of X University are analyzed, and according to the actual situation of X University, suggestions are put forward for the performance evaluation of teachers in X University from three aspects: strengthening teacher workload management, improving performance evaluation feedback mechanism, establishing teacher performance incentive mechanism, strengthening teacher social service, and improving teacher scientific research ability.

The Relationship between School Managers' Authentic Leadership Behaviors and Teachers' Emotional Labor Behaviors

This study examines the relationship between authentic leadership behaviors of school administrators and emotional labor behaviors of teachers. A total of 426 teachers working in Istanbul participated in the study. In this quantitative study using relational survey model, Demographic Information Form, Authentic Leadership Scale and Emotional Labor Scale were used in the data collection process. As a result of the study, it was found that teachers' emotional labor behaviors and deep acting sub-dimension did not differ significantly according to gender. However, they differed in the sub-dimensions of surface acting and genuine emotions. While there were significant differences in general emotional labor level and genuine emotions sub-dimension according to age variable, there were no significant differences in surface acting and deep acting sub-dimensions. It was observed that teachers who chose the teaching profession voluntarily had a higher level of genuine emotions than those who chose the teaching profession with the influence of family and environment. A positive relationship was found between self-awareness, balanced processing and an internalized moral perspective, sub-dimensions of authentic leadership, and emotional labor behaviors. No significant relationship was found between relational transparency and emotional labor behaviors.

Strategies for Strengthening Character Education Through the Integration of Islamic Values: The Role of Teachers as Role Models in the Context of Contextual Learning

This research focuses on the integration of character values in the Islamic Religious Education curriculum and the role of teachers as exemplary models in shaping students' character. The purpose of this study is to explore how contextual teaching approaches and consistency of teacher behavior can affect the internalization of character values by students at Nurul Jadid Junior High School. This study uses a qualitative approach with a case study method, where data is collected through in-depth interviews, participatory observations, and document analysis. The collected data was analyzed using an interactive model from Miles and Huberman, which included the stages of data reduction, data presentation, and conclusion drawn/verification. The results of the study show that the integration of character values such as honesty, responsibility, tolerance, and cooperation in the curriculum, as well as the role of teachers as role models, is very effective in shaping students' character. The implications of this study confirm the importance of developing contextual teaching methods and consistency of teacher behavior to support more effective character education. This research makes a significant contribution to the literature on character education, especially in the context of Islamic Religious Education.

INFLUENTIAL EDUCATORS: UNDERSTANDING THE IMPACTS OF TEACHER BEHAVIOR ON ELEMENTARY STUDENT PERSONALITIES

This study delves into influence of teacher behavior on elementary school students, with a focus on their behavior development. Its primary objectives encompass understanding the driving forces behind student growth at the elementary level and identifying core factors shaping their personalities. Employing a quantitative research approach through a descriptive design, the investigation centers on impact of teachers' conduct on student behavior evolution. Study acknowledges the standing of personal ethical principles and individuals’ freedom while underscoring the significance of instilling universally recognized behavioral values and virtues among elementary-level students in Pakistan. Data collection method involved a meticulously crafted questionnaire, comprising distinct items that inquired about impact of teachers' behavior on students’ moral development. The study extensively analyzed data using descriptive and inferential statistics in SPSS, including T-test. This underscores teacher significance beyond academics, enhancing ethical growth & responsibility. The study emphasizes universal consensus on vital role of positive teacher-student relations in elementary education for student development.

Creativity-Fostering Teacher Behaviors in Higher Education: A Transdisciplinary Systematic Literature Review

While society’s demand for creativity is echoed across the world, teachers in higher education often struggle to support students’ development of creative competencies. This transdisciplinary systematic literature review of 58 peer-reviewed empirical studies provides a comprehensive overview of creativity-fostering teacher behaviors identified across all academic disciplines in higher education. In our thematic analysis, we identified 22 themes grouped into six overarching dimensions (the six dimensions of fostering creativity, namely, [a] affective, [b] cognitive, [c] behavioral, [d] metacognitive, [e] creativity-in-action, and [f] uncertainty). Based on these dimensions, we developed a new conceptual model of teacher behaviors for creativity: the “meta-creativity” model. This model highlights the transdisciplinary, interactive, and interdependent nature of creativity-fostering teacher behaviors, which are subject to the conflicting needs and tensions of creative processes. This review provides key practical insights for teachers, administrators, and policymakers and new research directions for a more holistic approach to teaching for creativity.

CARE IN THE CASE OF ASD – ASD

This work will address the importance of specialized educational care in the pedagogical development of children with ASD-Autism Spectrum Disorder. The purpose is to discuss the exceptionality that educational support, accompanied by a structured and multidisciplinary team, favors the education of children with autism. This Article will emphasize the progress the school provides in the trajectory of students with a specific need, such as those with ASD. The positive favoring that a specialized educational service and its use and applicability policies present will be reported through the relevance that a multidisciplinary resource room, together with a network of qualified employees and family support can provide in the pedagogical, moral and social learning of the students with autism, since special education produces positive and lasting results for life in the individual who enjoys it. In addition, pointing out the emergence of the term autism and the contextualization discussed in Specialized Educational Service - AEE based on the Guidelines of the Ministry of Education, as well as mentioning important points in the teacher's behavior in situations of non-articulated debates in the classroom about inclusion, improving the experience of class through the development of the child with Autism Spectrum Disorder.

Warm Teachers Make Enthusiastic Students: How Teachers Build Positive Relationships With Students

In addition to their teaching responsibilities, teachers must possess social competence, particularly in interacting effectively with their students. Previous research highlights a significant correlation between the quality of teacher-student relationships and the level of conflict within the classroom. Therefore, teacher competence in fostering positive relationships with students is essential for creating an environment of positive discipline. This research aims to enhance teachers' understanding of the fundamental principles of positive relationships through a training program titled "Warm Teachers Make Enthusiastic Students." The findings demonstrate an improvement in teachers' knowledge concerning the foundational principles of positive relationships, including encouragement, a focus on solutions, and a balanced approach of kindness and firmness. However, there was no observed increase in knowledge about the importance of caring among the teachers. The study also includes a qualitative analysis of teacher behaviors during the training sessions. It provides insights into how teachers applied the principles discussed and their overall engagement with the training material. This analysis underscores the significance of continuous professional development in the social competence of teachers, which is vital for fostering a supportive and productive classroom environment

Job stressors and the innovative work behaviour of STEM teachers: serial multiple mediation role of creative self-efficacy and creative motivation

ABSTRACT STEM education is crucial in the digital intelligence era, imposing new demands and challenges on teachers. However, there is limited focus on the job stress and innovative work behaviour of STEM teachers, particularly on how job stressors influence their innovative behaviour. This study, from the perspective of school organisational administrators, based on the JDCS Model and social learning theory, surveyed 849 primary and secondary school STEM teachers across 11 provinces in China using scales for Job Stress, Creative Self-Efficacy, Creative Motivation, and Teachers’ Innovative Work Behaviour. Results indicated that job demand positively influences innovative work behaviour directly and indirectly through creative motivation and the serial mediation of creative self-efficacy and creative motivation, contributing 38.4%. Job control also positively influences innovative work behaviour indirectly via creative self-efficacy and the serial mediation of creative self-efficacy and creative motivation, contributing 32.2%. Similarly, job support impacts innovative work behaviour indirectly through creative self-efficacy and its serial mediation with creative motivation, contributing 21.9%. Collectively, job demand, control, and support affect STEM teachers’ job stress. It is recommended that school administrators balance job demand and support, adjust job control, and provide targeted support to enhance teachers’ creative self-efficacy and motivation, fostering innovative work behaviour.

The role of job resources and psychological empowerment in enhancing innovative work behavior in Chinese higher education

This research examined the relationship between job resources (social support, job autonomy, and colleague feedback) and innovative work behaviors of university teachers based on social exchange theory. The mediating role of psychological empowerment (meaning, competence, self-determination, impact) was also examined in the relationship between job resources and innovative work behaviors. Based on the established measurement scales, the questionnaire was used to collect data through quota sampling and purposive sampling methods. Empirical investigation was conducted with confirmatory factor analysis and structural equation modeling analysis. The results reveal that job resources were significantly and positively correlated with innovative work behaviors, and psychological empowerment mediated the relationship between job resources and innovative work behaviors.

The total contribution of the direct and indirect influence of servant leadership on innovative work behavior

This study aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.

Implications of Implementing Teacher Training Programs on Improving Teacher Work Performance Through IHES -Based Teaching Practices

This study aims to analyse the behaviour of the Sekolah Rendah Agama (SRA) Jabatan Agama Islam Selangor (JAIS) teachers in teaching and learning activities (PdP) after going through the teacher training programme based on the Integrated Holistic Education System (IHES). The study also analysed the contributions that existed regarding teachers’ ; behaviour in teaching that influenced the level of performance of SRA JAIS teachers in performing tasks. The study employed a quantitative approach using the questionnaire form as a research instrument based on the Kirkpatrick assessment model to explain the behaviour aspects of SRA JAIS teachers in implementing PdP. The study sample consisted of 535 SRA JAIS teachers from a total population of 5,489 teachers covering nine districts in Selangor. The analysis was performed using the SPSS Programme Version 22.0 software to provide descriptive and inferential statistics for the study. Descriptive study findings show that the mean value is high in the whole aspect of teacher behaviour in PdP. However, there are high-quality items regarding the behaviour of the teacher involving the three items. Through double regression analysis (stepwise), there is a significant correlation between contribution and performance among teachers in schools. The implications of this study suggest that JAIS should provide specific training related to the teaching approach to improve the quality of teachers. In conclusion, the change in teacher behaviour from the PdP aspect has contributed to the overall level of teacher performance and needs to be improved from time to time in accordance with current educational needs and developments.