Teacher Effectiveness Research Articles

Effect of principal’s feedback on online teaching during COVID-19 pandemic

The main purpose of the study was to explore the effect of principal’s feedback on Online Teaching during Covid - 19 Pandemic. Objectives of the study were to study the effect of Principal’s feedback on Teaching effectiveness of Primary and Secondary school teachers by considering (1) preteaching effectiveness, (2) Teacher morale & (3) Job satisfaction as covariate. Null hypotheses were formulated for testing. The Nonequivalent control group design given by Stanley and Campbell (1963) was used for this experimental study. Purposive sampling technique was used due to the pandemic year. There were 65 primary and Secondary school teachers and 4 Principals out of which 34 teachers were randomly assigned in the treatment group and 31 teachers were randomly treated in the Control group. Data were collected by standardized scales and questionnaire. The one way Analysis of Covariance was used for data analysis purpose. It was revealed in the study that the Principal’s feedback provided to the school teachers was effective on increasing Teaching effectiveness. The study included the implications for the Students, teachers, School Principals and the School Managements.

Effect of Teachers’ Perception Towards Performance Appraisal on Its Implementation in Public Secondary Schools in Mbooni East Sub-County, Kenya

The purpose of this study was to investigate the effect of teachers’ perception of performance appraisal on its implementation in public secondary schools in Mbooni East Sub-County, Kenya. The study was based on the Expectancy Theory of Motivation and was conducted using a descriptive survey design. The target population was 47 Principals and 416 teachers in public secondary schools in Mbooni-East Sub-County. A sample of 19 Principals and 126 teachers was selected through both stratified and simple random sampling. Quantitative data was then analyzed using descriptive statistics. Qualitative data was categorized into themes in accordance with the research objective and presented in narrative form. Results revealed that teachers’ perception of performance appraisal affected its implementation. In as much the teachers’ both negative and positive perceptions about the implementation of performance appraisal, they noted that performance appraisal had had a positive impact on their teaching standards and their teaching profession as a whole. The Ministry of Education should organize more workshops and seminars to sensitize teachers on the importance of performance appraisal and how to use the TPAD tool. The Ministry should also engage teachers in public participation to ensure that they incorporate the required changes in the performance appraisal process to make it more productive.

Effects of professional development program on primary science teachers’ ICT use in China: mediation effects of science teachers’ knowledge, beliefs and instructional practice

Faced with international science and technology competition, strengthening information, communication, and technology (ICT) use has become the core goal of science education. Many studies have revealed that teachers’ professional development programs could influence ICT use. However, whether the relationship could be mediated by teachers’ knowledge, beliefs, and instructional practice remains unclear, especially in the context of China. Based on the Sociocultural Model of Embedded Belief Systems, a hypothesized model from teachers’ professional development to ICT use that meditated by science teachers’ knowledge, beliefs, and instructional practices was constructed. With the Structural Equation Model (SEM) method, 131,134 Chinese primary science teachers were surveyed to detect the interrelationships among the factors in the model. The path analysis revealed that: (1) Science teachers’ professional development has not positively influenced ICT use, while science teachers’ knowledge, beliefs, and instructional practices could significantly influence science teachers’ ICT use; (2) Science teachers’ knowledge, beliefs, and instructional practices not only respectively play a mediating role but also play a chain mediating role in the process of teachers’ professional development influencing ICT use.

Assessing the relationship between information overload, role stress, and teachers’ job performance: Exploring the moderating effect of self-efficacy

The integrated technologies’ role has increased at educational institutes, and multiple information resources have increased the phenomenon of information overload and role stress among teachers. This study investigated the relationship between information overload, role stress, and teachers’ job performance. Additionally, explored the moderating effect of teachers’ self-efficacy. This study employed a quantitative research design and used a survey approach. Data was collected from 284 teachers working in the public –sector primary, middle and secondary schools. IBM SPSS and SmartPLS 3.0 were used to analyze the data. Findings indicated that information overload has a negative direct effect on teachers’ job performance. Further, information overload has a positive and significant impact on role stress that decreases job performance. Moreover, the mediator ‘role ambiguity’ has significantly mediated the effect of information overload on the job performance. However, the impact of information overload was not passing through the mediator role conflict. Self-efficacy has a moderating effect on the relationship between information overload, role stress, and job performance. Additionally, this study has also discussed theoretical and practical implications.

Exploring the Relationship Between Principal Positive Instructional Supervision and Teacher Teaching Effectiveness: A Cross-Sectional Study in Taiwan

ABSTRACT Research shows that positive instructional supervision by principals cultivates a conducive teaching environment, promoting student success. This study, set in Taiwan, examined the relationship between principals’ positive instructional supervision and teachers’ teaching effectiveness. As a cross-sectional study, it utilized a stratified sampling method, collecting 900 valid survey scales from elementary school teachers in Taipei City. Employing a structural equation model, the study identified principals’ positive instructional supervision had a positive effect on teachers’ teaching effectiveness. Implications emphasize the potential enhancement of teacher effectiveness through positive supervision and clear goal-setting. Long-term positive relationships between principals and teachers enrich positive supervision partnerships.

Effectiveness of Teachers’ Professional Learning Communities on Primary and Secondary School Performance from the Perspective of Professional Learning Community Leaders

<p>本研究係探究109 學年度中小學教師專業學習社群之運作成效，以問卷調查社群召集人， 採Stufflebeam CIPP 評鑑模式設計問卷，抽樣調查3,589 位，以描述性統計、卡方檢定、 逐步多元迴歸分析進行分析。本研究問題為：一、召集人培訓、運作內容、運作型式與 運作成效四個變項之成效為何？二、召集人培訓與運作因素是否具顯著相關？三、運作 因素對教與學助益、成員持續參與的預測力？根據分析結果，本研究結論為：一、召集 人培訓、運作內容、運作型式與運作成效四個變項成效顯著。二、召集人培訓結果與運 作因素具顯著相關。三、運作因素對教與學助益、成員持續參與具顯著影響力。</p> <p> </p><p>The purpose of the study is the effectiveness of teachers’ professional learning communities (PLC) based on the perspective of PLC’s leader. The research tool is designed on the Context, Input, Process, and Product (CIPP) program evaluation model. Three research questions: 1) What are the effects of the four variables of PLC’s leader, PLC operation content, PLC operation type, and PLC operation effectiveness? 2) Is there a significant correlation between PLC’s leader training and PLC operation factors? 3) What is the predictive power of PLC operation factors on teaching and learning benefits, members’ continuous participation? The research findings include: 1) The training of PLC’s leader, the operation content, the operation type and the operation effect of PLC are all significant. 2) The training results of PLC’s leader and the operation factors have significant performance. 3) The operation factors have a significant impact on teaching and learning improvement, and members’ continued participation.</p> <p> </p>

THE MEDIATING EFFECT OF WORK ENGAGEMENT ON THE RELATIONSHIP BETWEEN THE LEADERSHIP BEHAVIORS AND TEAM EFFECTIVENESS AMONG PUBLIC ELEMENTARY TEACHERS

The purpose of this study was to determine the mediating effect of work engagement on the relationship between the leadership behaviors of school heads and the team effectiveness of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Baganga North and South Districts, province of Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that there is a very high level of leadership behaviors of school heads, team effectiveness, and work engagement of teachers. Also, results revealed that there is a significant relationship between leadership behaviors of school heads and team effectiveness of teachers, a significant relationship between leadership behaviors and work engagement of teachers, and a significant relationship between work engagement and team effectiveness of teachers. Further, work engagement has a partial mediating effect on the relationship between the leadership behaviors of school heads and the team effectiveness of teachers among public elementary schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Design, protocol and baseline data of Nurturing Healthy Teachers, a cluster non-randomized controlled trial to improve the health, well-being, and food security of preschool and elementary school teachers in Houston, Texas

BackgroundWe present the conceptual framework, design, and study measures of Nurturing Healthy Teachers, a quasi-experimental study to examine the short- and long-term effectiveness of the Nurturing Healthy Teachers (NHT) nutrition intervention on food insecurity, dietary behaviors, mental health and cardiometabolic health among preschool and elementary school teachers. MethodsA convenience sample of 28 elementary schools with pre-kindergarten and elementary classrooms were recruited in Houston, Texas. Nurturing Healthy Teacher intervention includes Brighter Bites, an evidence-based coordinated school health program that combines access to fresh produce and nutrition education, and Create Healthy Futures, a web-based nutrition education program that targets nutrition knowledge, self-efficacy, mindfulness, and social support to create healthy habits among teachers. The primary outcome is food insecurity. Secondary outcomes include diet quality, mental health, and cardiometabolic health. Metabolic markers and skin carotenoid levels were assessed using in-person assessments, while all other measures were obtained via questionnaire. ResultsAt baseline, most of the participants were female, 63 % identified as Hispanic, were highly educated, and had a mean age of 42.6 years. Overall, 50 % of teachers were classified as being obese and 20 % had high cholesterol. At baseline teachers had a mean HbA1c (%) of 5.6 %.Moderate to severe depression was experienced by 18 % of teachers and 23 % of teachers experienced moderate to severe anxiety. ConclusionsThe results of this study will inform next steps towards future implementation and evaluation of teacher-focused interventions.

The Influence of School Principal Leadership on Teacher Performance in Private Vocational Schools in Biak Numfor Regency, Papua Province

Achieving national education goals heavily relies on the effectiveness of teachers, who serve as the cornerstone of educational excellence. However, the variance in teacher performance remains a challenge, necessitating exploration into influential factors. Among these, principal leadership emerges as a significant determinant. This study endeavors to examine the influence of principal leadership on teacher performance within private vocational schools in Biak Numfor Regency, Papua Province. Employing a quantitative correlational approach, data was collected from 115 teachers through questionnaires and document analysis. Utilizing simple linear regression, the analysis revealed a substantial positive correlation between principal leadership and teacher performance, accounting for 31.4% of the variance. The findings underscore the pivotal role of principal leadership in enhancing teacher performance, underscoring the imperative for cultivating effective leadership within educational institutions. These insights hold profound implications for educational policymakers, administrators, and stakeholders, emphasizing the need for targeted interventions to bolster leadership capabilities and thereby elevate overall educational outcomes.

유아교사의 수학적 상호작용에 대한 수학지원지식의 영향

Objectives In this study, it was verified whether the moderating effect of teaching creativity on the effect of early childhood teachers' play teaching efficacy and mathematics pedagogical content knowledge on mathematical interaction was significant.
 Methods For this purpose, 300 nursery class teachers working at daycare centers and kindergartens in the metropolitan area were selected. As a measuring tool for the mathematical interaction of early childhood teachers, Kim and Kwon (2022)'s tools and early childhood teachers' mathematics subject pedagogical knowledge tool developed by Hong and Jeong (2012) were used to find out mathematics pedagogical content knowledge. In order to measure teaching creativity, the ‘teacher's creative teaching-learning test tool’ developed by Cropley (2004) was modified and adapted by Baek and Kim (2008) and validated and verified. For data analysis, frequency, percentage, average, reliability analysis, partial correlation analysis, multiple regression analysis for moderating effect analysis, and moderating effect analysis were conducted using the SPSS 22.0 program. At this time, a hierarchical multiple regression analysis was conducted after injecting the status of tenure and training, career, number of times of use of study materials, and the number of homeroom teachers as control variables.
 Results The effect of mathematics pedagogical content knowledge on the mathematical interaction of early childhood teachers was regulated by teaching creativity.
 Conclusions This study found that the early childhood teacher's teaching creativity plays a role in regulating the effect of mathematics pedagogical content knowledge on mathematical interaction, and thus the role of teaching creativity is important in the variables that affect mathematical interaction. Therefore, it was revealed that educational and institutional support for improving teaching creativity is needed first.

예비중등음악교사의 국악지식 형성배경이 국악 수업 설계에 미치는 영향

Objectives The purpose of this study was to specify the relationship between variables related to Korean Traditional Music Class Design, such as pre-service teachers’ Background of Traditional Korean Music Knowledge Formation, and their general characteristics of demographic.
 Methods For this purpose, an online survey was conducted on 80 students majoring in music education at graduate schools of education located across the country to measure the general characteristics of the research subjects, the Background of Korean Traditional Music Knowledge Formation and Pedagogical Content Knowledge(PCK) shown in Korean traditional music class design. First, an independent samples t-test and one-way ANOVA were conducted to confirm differences in Pedagogical Content Knowledge according to general characteristics such as gender, marital status, and number of graduate schools attended, etc. Next, the sub-factors of general characteristics that showed significant differences as a result of the independent sample t-test and one-way analysis were set as control variables, and each sub-factors of the background of Korean traditional music knowledge formation(KTM); intra-personal formation background, contextual formation background) was set as an independent variable. Hierarchical multiple regression analysis was conducted to confirm the influence of variables on the design of Korean traditional music classes.We surveyed 80 graduate students majoring in music education located across the country and measured their general characteristics of demographic, PCK(the teaching content knowledge) that appear in the design of Korean traditional music classes, the Background of Korean Taditional Music Knowledge Formation, Statistical analysis, correlation analysis, independent samples t-test, one-way ANOVA, and Hierarchical regression analysis were performed.
 Results First, in terms of differences in the level of Korean traditional music class design according to the general characteristics of prospective secondary music teachers, the experience of taking Korean traditional music courses and Korean traditional music training experience, which were mentioned as important in previous studies, did not appear statistically significant. Second, this study examined the effects of pre-secondary music teachers' backgrounds on the design of Korean music lessons and found that among the sub-factors of teaching content knowledge measured through lesson design, the effects of contextual backgrounds on curriculum knowledge and intrapersonal backgrounds on content knowledge were statistically significant.
 Conclusions The results showed that there was a difference in scores among the sub-elements (pedagogical knowledge, curriculum knowledge, and content knowledge) of the Korean traditional music class design designed by prospective secondary music teachers, and it was confirmed through research that the background of Korean traditional music knowledge formation had an influence on the Korean traditional music class design.

Effects of teachers’ stress and burnout on their professional performance in public secondary schools in Kenya

This study explores the effects of stress and burnout on teachers in public secondary schools in Kenya. The research aims to assess the prevalence of stress among teachers, examine its diverse effects on professional performance, and propose implications for educational stakeholders. Utilizing a descriptive survey design, data was gathered through self-constructed questionnaires and interviews. The sample size of the study consisted of 240 teachers and 20 principals from 20 secondary schools. The findings reveal a significant majority of teachers (81.9%) acknowledging the influence of stress and burnout on their performance. This study illustrates the adverse effects reported by teachers, including low output, poor delivery in class, demotivation, lack of concentration, and disorganization. These outcomes underscore the urgent need for targeted interventions and support mechanisms to enhance teacher well-being and the overall quality of education in the region. Implications for policymakers and educational institutions involve prioritizing teacher well-being, implementing organizational support structures, and integrating stress management modules into professional development programs. The study also emphasizes the need for ongoing research to further understand the specific causes and manifestations of stress among teachers in the Kenyan context. Addressing these challenges not only safeguards the well-being of individual educators but also bolsters the resilience and effectiveness of the teaching community, ultimately enhancing educational outcomes for students.

중학교 교사의 인권침해경험과 교사효능감의 관계: 수업효능감과 생활지도효능감을 중심으로

Based on the data of middle school teachers in 2021 from the Gyeonggi School Education Survey, this study explored the actual situation and related factors of teachers' human rights violation experiences and analyzed the relationship with teacher efficacy (instructional efficacy and life guidance efficacy). The results showed that the majority of middle school teachers had experienced human rights violations by students, and that teacher gender, teaching experience, school climate, and the average number of hours per week of students in the classroom were related to this. When other factors were considered, it was found that teachers who had experienced human rights violations by students had significantly lower teaching effectiveness and life guidance effectiveness.
 Based on these results, we suggest the following implications for teacher policies in Korea. First, the concept of teaching rights should be expanded to include the basic human rights of teachers in educational activities and include violations of teachers' human rights in addition to violations of teaching and life guidance. Second, existing data on teacher rights violations do not adequately reflect the full range of teacher rights violations, so it is necessary to improve them. Third, since the degree of human rights violation negatively affects teachers' sense of teacher effectiveness, it is necessary to actively protect teachers and provide psychological support and training so that they can regain confidence in teaching and life guidance

중학교 교사의 인권침해경험과 교사효능감의 관계: 수업효능감과 생활지도효능감을 중심으로

Based on the data of middle school teachers in 2021 from the Gyeonggi School Education Survey, this study explored the actual situation and related factors of teachers' human rights violation experiences and analyzed the relationship with teacher efficacy (instructional efficacy and life guidance efficacy). The results showed that the majority of middle school teachers had experienced human rights violations by students, and that teacher gender, teaching experience, school climate, and the average number of hours per week of students in the classroom were related to this. When other factors were considered, it was found that teachers who had experienced human rights violations by students had significantly lower teaching effectiveness and life guidance effectiveness.
 Based on these results, we suggest the following implications for teacher policies in Korea. First, the concept of teaching rights should be expanded to include the basic human rights of teachers in educational activities and include violations of teachers' human rights in addition to violations of teaching and life guidance. Second, existing data on teacher rights violations do not adequately reflect the full range of teacher rights violations, so it is necessary to improve them. Third, since the degree of human rights violation negatively affects teachers' sense of teacher effectiveness, it is necessary to actively protect teachers and provide psychological support and training so that they can regain confidence in teaching and life guidance

The Effect of Infrastructure Management and Work Environment on the Effectiveness of Teachers' Work in Madarasah Ibtidaiyah

The investigation employs a quantitative strategy utilizing a survey research methodology. The research is carried out at Private Islamic Elementary Schools in the KKMI Cluster of Pancatengah Sub-District, Tasikmalaya Regency. A Simple Random Sampling technique is applied, involving a sample size of 92 teachers. Questionnaires are used for data collection, and data analysis is conducted using SPSS version 24 for Windows. The research outcomes are outlined as follows: (1) There is a noteworthy positive impact of facility management on teachers' work effectiveness at Private Islamic Elementary Schools in the KKMI Cluster of Pancatengah Sub-District, Tasikmalaya Regency, substantiated by the computed t-value surpassing the tabulated t-value (6.626 > 1.987) with a coefficient of determination of 0.553, indicating a 55.3% influence. (2) There is a significant positive effect of the work environment on teachers' work effectiveness at Private Islamic Elementary Schools in the KKMI Cluster of Pancatengah Sub-District, Tasikmalaya Regency, validated by the calculated t-value exceeding the tabulated t-value (5.351 > 1.987) with a coefficient of determination of 0.494, signifying a 49.4% impact. (3) There is a substantial positive combined impact of facility and infrastructure management and the work environment on teachers' work effectiveness at Private Islamic Elementary Schools in the KKMI Cluster of Pancatengah Sub-District, Tasikmalaya Regency, confirmed by the computed F-value surpassing the tabulated F-value (86.960 > 3.10) with a coefficient of determination of 0.661, indicating a 66.1% effect. In summary, both facility and infrastructure management and the work environment positively and significantly influence teachers' work effectiveness at Private Islamic Elementary Schools in the KKMI Cluster of Pancatengah Sub-District, Tasikmalaya Regency, both individually and collectively. This study suggests that all stakeholders should actively manage and maintain facilities and infrastructure while preserving the school's work environment to enhance teacher effectiveness consistently.

Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers' Inclusive Role Identity, and Efficacy.

This research examined the effects of principal transformational leadership on teachers' inclusive teaching behaviour, with a particular inquiry into the mediating effects of teachers' inclusive role identity and efficacy for inclusive practice, as informed by identity theory and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 712 teachers delivering inclusive teaching in primary or secondary schools in China. The results revealed the sequentially mediating mechanisms of teachers' inclusive role identity and efficacy underlying the principal transformational leadership effects on teachers' inclusive teaching behaviour. Research implications are also discussed.

Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math

AbstractIncreasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.

Elevating Teacher Effectiveness:The Role of Spirituality in the Four Levels of Classroom Leadership

Elevating Teacher Effectiveness:The Role of Spirituality in the Four Levels of Classroom Leadership

The Effect of Digital Literacy, Innovative Work Behavior, and Interpersonal Communication on Teachers Performance at Madrasah Aliyah

Education has a crucial role in the advancement of a country. The disparity in the quality of education can be attributed not only to the educational process, but also to the subpar performance of teachers as educators. The objective of this study is to ascertain the impact of digital literacy, innovative work behaviour, and interpersonal communication on teacher performance. This study use statistical survey methodology to authenticate its conclusions. The Partial Least Squares Structural Equation Model (PLS-SEM) was employed by the researchers. The Serang City area in Indonesia is home to a collective of 19 public elementary schools. The research sample comprised 19 school administrators and 81 state elementary school teachers in Serang City, Banten, Indonesia. We implemented the sampling process using a stochastic technique. PLS path modelling is employed in data analysis. The research findings indicate a significant impact of innovative work behaviour, digital literacy, and interpersonal communication on teacher effectiveness, with a p-value of less than 0.05 for each relationship. The research findings hold considerable ramifications for school principals seeking to enhance teacher effectiveness.

Practice in the system of training the future educator: Opportunities and advantages

Relevance. The article theoretically and innovative substantiates the need to strengthen the practical component in the process of professional training of the future teachers of Hryhorii Skovoroda University in Pereiaslav; the features of pedagogical practice organization are covered; the attention is paid to the importance and consistency of pedagogical practices; the advantages and disadvantages in organization and carrying out of the educational practice in secondary educational institutions are identified; the role of methodical and practical training support by the executives of pedagogical practice is revealed.Purpose. Purpose of the article is to investigate and test the effectiveness of the future teacher�s competent professional practical training in the course of educational-productive practice in secondary schools. To substantiate the possibilities of organizing pedagogical practice through building of an individual trajectory for the development of a future teacher.Methodology. Used for research methods theoretical: analysis, generalization, comparison; empirical: observation, studying of the products of students� activity, questionnaires, conversations, interviews, discussion, testing, pedagogical prognostication, pedagogical experiment for revealing the results of experimental work; methods of mathematical statistics.Results. The findings reveal that structured pedagogical practices contribute significantly to the professional growth of future teachers, enhancing their motivational, value-oriented, practical, communicative, and creative competencies. The study confirms that a well-organized practice setting supports the theoretical knowledge with practical skills, facilitating a deeper understanding and application of educational concepts.Conclusions. The study concludes that pedagogical practices are crucial for the holistic development of future teachers, enabling them to apply theoretical knowledge practically and creatively in educational settings. The structured approach used in organizing these practices ensures the effective development of necessary professional competencies, affirming the relevance of practical training in teacher education programs.