Concern For Teachers Research Articles

Relationship between Classroom Management Styles and Academic Optimism of Teachers in Public Schools of Gilgit Division, Gilgit-Baltistan

Classroom management has constantly been acknowledged as a salient concern for teachers, and academic optimism is an important characteristic of teachers, which has been limitedly studied in our context. The objectives of the study were to identify classroom management styles exhibited by secondary school-level male teachers in their classrooms, investigate secondary school teachers' academic optimism, and determine the correlation between classroom management styles and academic optimism of secondary school-level male teachers. The study was correlational and based on a quantitative approach. A cluster sampling technique was used. Each government boys high school of Gilgit Division was considered a cluster. There were 46 clusters in the region. All male secondary school teachers (500) in government boys high schools of Gilgit Division comprised a population. A simple random sampling technique was employed to choose 20 clusters, which consisted of a sample size of 217 teachers. Both descriptive and inferential statistics were utilized for the analysis of data. Behaviour and instructional management scale (24 items) were used to measure classroom management styles. Teachers' academic optimism scale (9 items) was used to measure the academic optimism of secondary school-level male teachers. Results of the research expressed that most educators were interventionist, and some were interactionist. In the case of academic optimism, most educators had average academic optimism, and few possessed high academic optimism. Classroom management styles were significantly correlated with the academic optimism of teachers. Similarly, interventionist styles of behaviour and instructional management dimensions were positively related to academic optimism. The statistics used were frequency, percentage, correlation coefficient, probability value and co-variance. Hence, it was recommended for head teachers to furnish such a milieu, which would be suitable for teachers to adopt an interactionist style, and a component of academic optimism be included in refresher courses for in-service teachers and teaching practice of prospective teacher so that their academic optimism could be increased.

Penyuluhan Pentingnya Manajemen Beban Tas Yang Ergonomis Bagi Pertumbuhan Dan Kesehatan Siswa Sekolah di SMAN 72 Jakarta Utara

The odd semester of the academic year 2022 is an important moment for education in Indonesia. After almost three years, students and teachers carried out online learning and teaching processes, finally in the odd semester of academic year 2022, schools especially in province of DKI Jakarta will implement onsite teaching and learning processes. Students will wake up early, prepare and bring their books and bags to their school. One thing that is identical with education in Indonesia is the large number of textbooks that students will carry in their bags, even though the load from the bag will have a long-term negative effect on bone growth and have an bad impact on student’s body posture. This is a point of concern for parents and teachers at SMAN 72 North Jakarta, at the invitation of the school, the author then provided a workshop about the importance of using ergonomic bags for students in order to maintain students' physical and psychological health. The result of this community service activity is a measurement of the satisfaction of the participants, 97.44% of 156 participants were very satisfied and assessed that the workshop gave them benefits in providing new knowledge about ergonomic bags.

An experimental investigation of association between children’s lying and behavior problems

Children’s lying is a major concern for parents and teachers alike, not only because lying is an antisocial behavior but also because children’s lying correlates with other behavior problems, such as aggression and delinquency. Despite considerable correlational evidence demonstrating the relation between children’s lying and behavior problems, experimental evidence is scarce. This study uses a novel task to experimentally examine the relation between lying for personal reward and behavior problem symptoms among 9- to 11-year-old typically developed children (N = 275, 139 boys). Results revealed a positive correlation between children’s lying for personal reward and their behavior problem symptoms, and this correlation increases with age. Overall, this study provides experimental evidence suggesting children’s lying for personal reward is associated with behavior problems.

Expressing emotion

Abstract The acquisition of pragmatic competence, namely, the capability to ‘produce and comprehend […] discourse that is adequate to the L2 socio-cultural context’ (Istvan Kecskes, 2013, p. 64) is a major challenge for learners with a medium-to-advanced level of language proficiency, and a main concern for teachers. To study it, two approaches exist: the ethnopragmatic perspective (Anna Wierzbicka, 2004) and the intercultural pragmatics perspective (Laura Maguire & Jesús Romero-Trillo, 2013). Because of its complexity, the study of emotions is core in pragmatic competence acquisition. This paper explores the way English as a lingua franca (ELF) users with different L1s express their emotions, as compiled in the Corpus of Language and Nature (Romero-Trillo et al., 2013). To do so, 115 texts from L1 German speakers and 115 texts from L1 Brazilian Portuguese speakers are explored following corpus-based and corpus-driven approaches. The former was conducted by analysing the presence in the subcorpora of the items in two emotion word lexicons. To complement the information obtained, further corpus-based analyses of the use of modals and intensifiers employed by the participants to express emotion were conducted. The corpus-driven approach allowed the manual identification of any linguistic unit employed by ELF users to express emotion which had not been previously considered. The results cast light on the linguistic units that ELF users from the two backgrounds employ to express emotion in the same situations. The findings highlight the differences and similarities in their use of the language as well as the suitability of the lexicons to study emotion in ELF.

Trans/Gender-Diverse Students’ Perceptions of Positive School Climate and Teacher Concern as Factors in School Belonging: Results From an Australian National Study

Background/Context: In recent years, numerous, ongoing moral panics with respect to the acknowledgment of gender and sexuality diversity within curriculum/policies have done considerable damage to Australian educators’ confidence and capacity to support gender and sexuality diverse students. Trans/gender-diverse students have been specifically targeted during this period. Purpose: Cisnormative microaggressions are a pervasive element of the Australian school climate, impacting trans/gender-diverse students’ relationships with school-based adults and peers and their experiences of schooling more broadly. This article seeks to contribute to scholarship exploring school well-being for trans/gender-diverse students, inclusive of students’ sense of their teachers’ concern for their personal and academic well-being, and its relationship to students’ perceptions of their school climate. Participants: This article explores data from trans/gender-diverse participants ( n = 685) in the 2021 Free2Be. . .Yet? Australian national online survey of gender and sexuality diverse high school students in Grades/Years 7–12. Research Design: Using students’ self-reported data on selected quantitative measures of school climate with respect to gender and sexuality diversity, alongside perceptions of teacher concern and expectations for success, as selected indicators of school-based well-being, this research sought to identify these variables’ predictive impact on students’ sense of belonging at school. Conclusion: Multiple regression analyses revealed the influence of an accepting and supportive schooling environment for gender and sexuality diversity on trans/gender-diverse students’ sense of school belonging, explaining additional factor variance beyond included demographic factors or students’ sense of teacher concern and expectations. Findings add to the body of existing literature recommending professional development for educators that interrogates and seeks to redress both structural and interpersonal cisnormative microaggressions and articulates the need for gender expansiveness.

Drug addiction in the academic performance of high school students in a rural educational unit

The impact of drug addiction on the academic performance of high school students from the Braulio Hidalgo Loor Educational Unit, Rio Venda-Chone site, is presented, a situation that occurs due to poor performance in the subjects, showing little interest because of their studies, and consequently low grades, which has generated learning problems, in this sense it is an investigation contextualized with reality, and that is added to what is happening in Ecuador. A quantitative study was carried out, and the use of scientific research methods such as inductive-deductive, analytical, and synthetic, for which interviews and surveys of parents, teachers and students were used, the sample being generalized. The result was that poor academic performance is because many young people consume narcotic substances, neglecting their studies and showing little interest in schoolwork, which has led to the concern of parents and teachers.

EMOTION REGULATION AND LEARNING SATISFACTION IMPROVEMENT OF UNDERACHIEVERS BASED ON SIX SIGMA DMAIC

BackgroundSix Sigma has been applied in manufacturing, service, medical and higher education for more than 20 years. Six Sigma is a structured continuous improvement method based on quantitative data analysis to meet the final needs of users. For schools, the core customers are students. Backward students are a special group of students. Whether they can improve their learning psychological satisfaction is not only the concern of students in the learning process, but also the concern of teachers in the teaching process, but also the key link of school education improvement. However, it is still necessary to further evaluate the implementation effect of Six Sigma in schools and deepen the application of Six Sigma in practice.Subjects and MethodsThis study takes m school in Tianjin as an example. Based on the psychological learning satisfaction model of backward students, six sigma DMAIC method is used to improve the satisfaction of backward students. Firstly, the classical satisfaction model is selected as the basic reference. According to the characteristics of backward students and group characteristics, the psychological learning satisfaction model of backward students is constructed. SPSS22. 0 is used to test the reliability and validity of the questionnaire, amos17. 0 is used for data analysis and model fitting. At the same time, the study used (DASS-21) to conduct a questionnaire survey on the sample. The table was compiled by Ji Jiajun and Lu Jiamei (Ji Jiajun, 2010). It has 25 questions and is divided into six dimensions, including emotional perception, emotional evaluation, emotional regulation self-efficacy, effective application of emotional strategies, emotional control and emotional regulation reflection. It is presented in the way of self-report of the respondents. For each question, from the six options, please choose one that is in line with your actual situation. From completely inconsistent to fully consistent with the six options, score 1, 2, 3, 4, 5 and 6 respectively. Teachers with high scores have strong emotional regulation ability. On the six dimensions of this questionnaire α The coefficient is tested to obtain the results of each sub dimension α The coefficients were 0.726, 0.668, 0.831, 0.772, 0.637 and 0.629 respectively α The coefficient is 0.881 The purpose of curriculum improvement is to find out the key improvement factors to improve the psychological learning satisfaction of backward students.ResultsThis study enriched the practice of Six Sigma DMAIC method in school backward students, and found the key factors to improve the psychological learning satisfaction of backward students through DMAIC method. In the whole process of DMAIC improvement, we found that based on the psychological learning satisfaction model of underachievers, the expectation of underachievers has a greater impact on psychological learning satisfaction. Perceived quality affects psychological learning satisfaction. Self efficacy not only directly and significantly affects the psychological learning satisfaction of backward students, but also indirectly affects the psychological learning satisfaction of backward students through the intermediary effect of expectation and perceived quality. This study also confirmed the positive effects of perceived quality, expectation and self-efficacy on psychological learning satisfaction. Provide relevant data support for teachers and school administrators to help them better implement DMAIC method. The study also found that there was a negative correlation between learning anxiety and achievement. Similarly, there is a significant negative correlation between anxiety and self-efficacy. State anxiety, trait anxiety and learning anxiety are all positively correlated. The “anxiety” component of personality characteristics plays a great role in the generation of anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). There was a positive correlation between self-efficacy and achievement. Research shows that anxiety, gender and self-efficacy can be used as comprehensive variables to measure academic achievement.ConclusionTaking the psychological learning satisfaction of underachievers as the research result, this study puts forward the transformation strategies to help underachievers improve their psychological learning satisfaction. DMAIC method is suitable for improving the psychological learning satisfaction of backward students from two aspects: the process of educational service and the learning effect of training objects. This paper extends the DMAIC method to schools, confirms the role of DMAIC method in improving the psychological learning satisfaction of backward students, is conducive to the improvement of teachers' teaching process, and provides a new perspective for other schools to improve the psychological learning satisfaction of backward students.

Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.

Using a community-partnered research framework, the goal of this study was to rapidly assess coronavirus disease (COVID-19) impact on teachers, students, and families and guidance received to navigate distance learning. Participants were teachers (N = 430) working in elementary schools (n = 301), middle schools (n = 56), high schools (n = 60), and other schools (n = 13) in two large urban school districts heavily impacted by COVID-19. Results indicated teacher concerns regarding student instructional loss and exposure to direct and indirect COVID-related trauma. There were mean differences in teacher concern by school level (p = .001, η² = .033) with elementary teachers reporting the greatest concerns regarding instructional loss. Over 40% of teachers reported that more than 20% of their students had a family member infected with COVID-19 or employed as a frontline healthcare worker. Approximately 99% of teachers reported a significant gap in student access to the internet and distance learning devices. Teachers reported receiving more school than district guidance regarding distance learning, student engagement, and using social emotional learning (SEL) programs. Results informed professional development priorities for educators and immediate supports needed for students and families. Study limitations and future directions for research and practice are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Teacher Readiness in Handling Inclusive Students in Elementary School

Inclusive schools often experience difficulties and obstacles in providing services to inclusive students. This study analyzes the forms and factors influencing teacher readiness to handle inclusive students in elementary schools. This research uses a qualitative research type with a descriptive approach. The implementation of this research starts from the design, research, implementation, data analysis and making research reports. Data collection techniques used in this study include interviews, observation, and documentation. The subjects and objects of this research were the principal, 2 teachers, one first grade student, and one second grade student. The results of interviews and observations clearly show that teachers are not ready to handle inclusive students due to the lack of knowledge and concern of teachers for inclusive students. Lack of class teacher acceptance of inclusive students includes internal factors in the form of physical, mental and emotional conditions, motivation to improve experience and maturity. The negative attitude factors of teachers towards inclusive students include internal in the form of emotional conditions and social competence. Teachers' lack of knowledge and understanding about dealing with inclusive students includes external factors in the form of skills, knowledge, intelligence, and professional competence.

Identifying Concern and Stress of Parents, Students and Teachers with the Social Distance Planning Process and Reopening of Schools during Covid-19 Pandemic: A Qualitative Study

Background: With the closure of schools as a result of the social distancing plan, the negative emotions that individuals experience became complicated. Therefore, the present study provided a deep understanding of the concerns and stresses of parents, students, and teachers about the process of social distance planning and reopening of schools during COVID-19 pandemic.&#x0D; Methods: This directed qualitative content analysis was conducted in 2020. The data for this study were collected through semi-structured interviews with teachers (n=28), students (n=20), and their parents (n=32) in Tuiserkan County. Sampling was performed by purposeful sampling method with the maximum variation. Data analysis was performed simultaneously with data, collected by content analysis method.&#x0D; Results: In general, 90% of participants were stressed and concerned about the social distancing plan and the reopening of schools during Covid-19 pandemic. During data analysis, 74 primary codes, 13 sub-themes and 4 themes were obtained. The themes included predisposing factors (knowledge and attitude), reinforcing factors, enabling factors, and quality of life.&#x0D; Conclusion: Identifying and explaining the concerns and stress of parents, students and teachers about the process of social distance planning and reopening of schools during infectious diseases such as COVID-19 pandemic will help policy-makers and administrators for planning and interventions related to this.

Challenges of Physical Education Teachers using Online Learning Modality in Times of COVID-19 Pandemic

The COVID-19 pandemic was primarily responsible for school closures and no face-to-face classes. Physical education classes were severely impacted because physical education teachers must not only teach theories but also perform actual movements. Due to this predicament, this research aimed to investigate the challenges encountered by teachers of Online Learning Modality (OLM) in physical education in times of the COVI-19 pandemic. The study utilized qualitative research design with the use of a phenomenological approach to collect and analyze the data. An in-depth interview was conducted to gather the data, involving six physical education teachers. Based on the data collected from participants using the online learning modality, five themes emerged: poor internet connection, difficulty in teaching, learning modalities, learning assessment, and health and well-being. Furthermore, an intervention plan was developed to address the gap needed to improve the areas of concern of physical education teachers in order to establish a quality of instruction in the university's field of physical education program using the online methods of teaching. Moreover, a similar study can be conducted on the basis of PE instruction and student performance in the field of physical education using an online learning modality.

An Innovation and Entrepreneurship Management System for Universities Based on Cluster Analysis Theory

With the development of the market economy and changes in the demand for talents in the market, the cultivation of innovation and entrepreneurship (IAE) among university students has been emphasized, and how to improve the quality of IAE education and promote the overall development of university students has become a key concern of university teachers. Therefore, the design and implementation of the IAE project management system should be explored in the study, starting from the IAE education of university students. The thesis addresses the current situation and characteristics of IAE development of university students and develops a WEB system applicable to the project management of IAE for university students at this stage. Cluster analysis is a mathematical statistical method for grouping and categorising similar data. The design of a classification system based on university innovation and entrepreneurship data proposes a new definition of outlier index for outliers detected in real time, combined with the concept of CBLOF(t). On this basis, the system also implements the monitoring function for abnormal data, thus serving as system optimisation and fault warning. The system implements the main functions such as login, registration, project release, project declaration, and management.

A Study on the Stages of Concern of Early Childhood Teachers Regarding the Nuri Curriculum Revised in 2019 and Play Understanding and Play Execution materials

목적 본 연구의 목적은 2019 개정 누리과정 및 놀이이해&#8901;놀이실행자료에 대한 유아교사의 관심도에 대해 알아봄으로써, 2019 개정 누리과정의 현장에서의 성공적인 실행과 놀이이해&#8901;놀이실행자료의 보다 적극적인 활용을 위한 방안을 모색하는데 필요한 기초 자료를 제공하는 것이다. 방법 이를 위해 공&#8901;사립 유치원 교사 195명과 국공립, 민간, 직장 어린이집 보육교사 119명 총 314명을 대상으로 설문지를 사용하여 2019 개정 누리과정과 놀이해&#8901;놀이실행자료의 관심도를 측정하였다. 연구 대상자들의 관심도 단계별 빈도와 백분율을 구하고, 개인 배경 변인에 따른 관심 단계별 구성 비율에 차이가 있는지를 알아보기 위해서 카이(X2)검증을 실시하였다. 결과 연구결과 첫째, 2019 개정 누리과정에 대한 관심도는 지각적, 정보적 단계가 가장 높게 나타났으며, 학력이 높을수록 그리고 국&#8901;공립유치원일수록 관심도가 높게 나타났다. 둘째, 놀이이해&#8901;놀이실행자료에 대한 관심도 역시 특별한 관심을 가지고 있지 않거나 잘 모르는 지각적 관심 단계가 가장 높게 나타났으며, 연령과 경력이 높을수록 관심도가 높게 나타났다. 결론 본 연구결과를 토대로 2019 개정 누리과정 및 이의 실행을 돕기 위해 개발된 현장지원자료의 활용을 중심으로 예비교사교육 방안에 대하여 논의하였다.

ANALYSIS OF TEACHERS’ LANGUAGE POLITENESS DURING TEACHING ENGLISH

The objective of the study was to express language politeness in teacher-student conversations to the way educating and learning at SMP Negeri 21 Medan. This study makes use of qualitative method. The techniques used in data collection are observation, transcription techniques, and take notes techniques. The target is to find out the use of language politeness principles in learning activities on the choice of words and polite ways of speaking between teachers and students. The outcomes of this study show that use of politeness in language is influenced by teacher’s emotions and there are seven maxims out of ten maxims use used by teacher’s in language politeness namely 1) opinion reticente maxim, 2) agreement maxim, 3) sympathy maxim, 4)generosity maxim, 5) approbation maxim, 6) obligation of S to O Maxim, 7) Tact maxim. In conclusion, the politeness of communication between teacher’s and students tends to use Indonesian rather than English. This is a concern for teachers in teaching in class by speaking polite language.

Teacher Concern During COVID-19: Associations With Classroom Climate

In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (N = 1,022) and teachers (N = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment. Impact Statement The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic. The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.

Постобразование, что после? Часть 1

The concern of teachers, schoolchildren and parents about the current state of education is regularly sanctified both in the media and in the fundamental analytical works of specialists. The need for new ways and methods of organizing education rests on the one hand on official standards that are completely illegitimate in the eyes of the public, and, secondly, in the absence of alternative viable projects based on the continuity of educational constructs, taking into account the traditional cultural characteristics of the Russian people, which are so rich in domestic pedagogy and psychology.

Enhancing teachers’ STEM understanding through observation, discussion and reflection

ABSTRACT Effective teaching of STEM has become a significant concern for teachers’ professional development (PD). Many teachers are not familiar with STEM strategies and do not possess the disciplinary knowledge or pedagogical strategies demanded by STEM teaching. The purpose of the study reported in this paper was to explore the path and model of Chinese teachers’ professional development about STEM understanding based on their participation in the Zhejiang-Indiana STEM summer programme. This programme capitalises on strategies referred to as the observation-discussion-reflection (ODR) framework. The participants were 82 teachers who specialise in science, technology, or mathematics and who attended the training activities. There were two weeks of training interventions. Statistical analysis of two groups of teachers’ pre-test and post-test, as well as the comparative analysis of two groups, were conducted. The changes in teachers’ STEM discipline knowledge as well as their abilities and attitudes were investigated. Overall, the findings indicate variations in how teachers understand the different components of STEM knowledge with integrated knowledge requiring the most attention for further professional development.

Incorporating creativity in science and mathematics teaching:

Although creativity constitutes part of 21st century skills, realizing a curriculum that emphasizes creativity in science and mathematics appears to be a challenge. In this study, we investigate how lower secondary science and mathematics teachers understand the concept of creativity, how it can be promoted, and what hinders creativity in schools. Eight teachers were involved in the study, and their views were investigated through group interviews. It was revealed that teachers adopt three perspectives pertaining to how creativity can be fostered in the classroom: the nature of tasks and how they are presented and organized, the need for background knowledge, and the requirement of a supportive classroom environment. A major concern for teachers was how creativity could form part of the assessment process, since assessment systems influence what occurs in the classroom. Further, school cultures that emphasize objectivity and documentability tend to result in teachers prioritizing convergent thinking and the reproduction of knowledge, preventing the inclusion of creativity in teaching. The core values and principles for learning stated in the new curriculum introduced in Norway in 2020 include that students should experience the joy of creating, engagement, and the urge to explore. The results indicate that assessment dilemmas are the main obstacles in the realization of these intentions.

Influence of School Counsellors in Study Habit of Asolescents in Some Selected Schools in South – West Nigeria

Cousellors assists students in their study habits which include learning and concentration. Study habits have been a major concern for both students, school counsellors, parents and teachers. The work focuses on influence of school counsellors in the study habits of in-school adolescents in Nigeria. The study was carried out in secondary schools in south-west, the design adopted for the study was ex-post facto research design. Four hundred (400) participants were used for the study, these include (50) school counsellors, (50) were teachers, while ( 150 male and 150 female) were students. Two Questionnaires was used for the study, which was 30 items for Students Study Habits Questionnaire (SSHQ) and 50 items for Counselling Services for Students and Teachers questionnaire (CSSTQ). Testing for the study was at 0.05 level of significance. Findings of the study showed that school counsellors has impacted on study habits of adolescents in school using mainly learning, concentration, academic and personal-social counselling method to aid the students. Scholars recommend that school counsellors should encourage the use of library among students in schools.

Exploration and Practical Research on the Integration of Modeling Thought into Economics Teaching in Colleges and Universities

How to make students apply their theoretical knowledge to practice and complete the teaching objectives of macro and micro economics through economics teaching reform is a common concern of teachers majoring in economic management in many colleges and universities. Starting from the necessity and significance of modeling thought in economics teaching, this paper demonstrates the practical application of mathematical modeling in economics teaching, and puts forward the way of integrating modeling thought into economics teaching in Colleges and universities.