Teacher Effectiveness Research Articles

유아교사의 교육신념, 반성적 사고와 교사-유아 상호작용이 민주적 학급 운영에 미치는 영향

Objectives The purpose of this study was to examine the effects of early childhood teachers' educational beliefs, reflective thinking, and teacher-young children interaction on the democratic classroom management.
 Methods For data collection, 310 early childhood teachers in Gyeonsangnamdo were surveyed by questionnaires about teachers’ educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management from 1 Feb. 2023 to 28 Feb. For data analysis, descriptive statistics, ANOVA, Pearson’s correlation, and hierarchical multiple regression analysis were used by SPSS 27.0. statistical program.
 Results First, early childhood teachers' educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management were high level. Second, there were found some significant positive correlations among early childhood teachers’ educational beliefs, reflective thinking, teacher-young children interaction, and democratic classroom management. Third, early childhood teachers’ educational beliefs, reflective thinking, and teacher-young children interaction were found to influence on the democratic classroom management.
 Conclusions In order to promote early childhood teachers' democratic classroom management, it is important to increase the level of teaching beliefs, reflective thinking, and teacher-young children interaction is required to support this.

Effect of Verbal Encouragement on Performance and Affective Responses in Male Sport Science Students during Sprint Modalities.

This investigation aimed to examine the effect of verbal encouragement teacher to student (VETS) versus verbal encouragement student to student (VESS) on physical performance and affective responses during different modalities of sprint tests in active male students. In a randomized crossover design, twenty-two male sport science students (age: 21 ± 1.2 years, body height: 1.77 ± 0.3 m, body mass: 76.6 ± 2.1 kg, BMI: 22.9 ± 1.3 kg·m-2) performed linear and change-of-direction sprint tests under one of three conditions: (1) VETS; (2) VETS; (3) no verbal encouragement. In each condition, participants performed the 20 m sprint test, the 10 × 2 sprint test, and the L sprint test. The assessed parameters comprised physical performance, rating of perceived exertion (RPE), and a feeling scale. Post hoc test analysis indicates a significant increase in physical performance during VETS and VESS conditions compared to the control condition due to a decrease in sprint in line 20 m (VETS: p < 0.001, d = 0.55; VESS: p = 0.016, d = 0.41), sprint 10*2 (VETS: p < 0.001, d = 0.64; VESS: p = 0.05, d = 0.36), and sprint L (VETS: p = 0.001, d = 1.19) times compared to the control condition. Moreover, the feeling score was greater after VETS compared to other conditions (p = [<0.001-0.001], d = [0.77-1.18]). In addition, the RPE had no effect on sprint performance between the different conditions. It is indicated that VETS, rather than VESS, is a more significant and effective way to increase effort intensity and positive feelings during sprinting modalities.

Language lesson learned—foreign-origin teachers and their effect on students’ language skills

International migration increases classroom diversity around the world, but little is known about the effect of foreign-origin teachers on students’ academic achievement. This study investigates whether foreign-origin teachers causally affect their students’ academic performance. Exploiting within-student variation in assignment to teachers in Germany, I find that teachers who are immigrants or descendants of immigrants significantly increase the reading comprehension of their students in secondary school, but do not affect their math skills. This study is the first to investigate bilingualism as a potential mechanism and shows that the effect on reading comprehension is driven by bilingual foreign-origin teachers. Given their own experience in language learning, they seem exceptionally well-equipped to teach languages. This study contributes to the scant evidence on the causal relationship between teachers’ foreign origin and students’ academic achievement in light of a large and persistent achievement gap between native and foreign-origin students.

A performance-based contract of employment as an innovative mechanism for stimulating the work of scientific and pedagogical workers

The modern education system is subject to changes, accompanied by the introduction of a number of innovations, because it must adapt to the requirements of a dynamically developing society. Among such innovations is the introduction of an effective contract in the state universities as an innovative mechanism for stimulating the work of scientific and pedagogical workers. The need for criteria-based assessment of the effectiveness of a higher school teacher, depending on the individual results of his work, has actualized the importance of studying the problem of an effective contract model in higher education and identified the research problem: what is the essence of an effective contract as an innovative mechanism for stimulating the work of scientific and pedagogical workers? The purpose of the research is to reveal the essence of an effective contract as an innovative aspect of stimulating the professional activity of a university teacher and its main components. The following research methods were used: analysis, synthesis, description, interpretation, comparison. Systematic and logical approaches were used. The results of the research: 1) the concept of «performance-based contract of employment» in the legal and scientific-pedagogical field has been described; 2) a brief overview of the concept of an performance-based contract of employment abroad and in Russia has been carried out; 3) the principles for developing criteria for professional achievements of teaching staff have been substantiated. Key conclusions: 1) performance-based contract of employment is a balanced decomposition of criteria and performance indicators of the professional activity of a higher school teacher; 2) foreign and domestic concepts of a performance-based contract of employment are largely similar and include a set of interrelated components that reveal all aspects of a teacher’s professional activity: teaching, methodological, scientific,educational and sports; 3) the main principles of criteria-based assessment of scientific and pedagogical workers are: complexity, objectivity, quantitative assessment, adaptability, stimulation and motivation.

The Application of Constructivist Learning Theory to English Reading Teaching of Senior High School

With the vigorous implementation of education reform and the widespread implementation of quality education, the role of constructivist learning theory in English teaching, especially English reading teaching, has become increasingly prominent. This paper first learns about the current situation of high school English reading through investigation and research, and the overall low interest and learning motivation of students in English reading, and the low effectiveness of teachers' English reading teaching concepts and methods, and then puts forward the application strategies and methods of constructivist learning theory in high school English reading teaching: stimulating students' reading motivation through heuristic teaching, creating students' reading meaning background through contextual teaching, cultivating students' reading collaboration spirit through cooperative learning, and improving students' reading construction ability through inquiry learning.

TELLTALE SIGN OF CALIBER TEACHERS: SURFEIT OF BRILLIANCE IN TEACHING ELEMENTARY LEARNERS

The teacher is the main actor in the learning process. It is teachers who consider effective learning strategies to be applied. A large number of variations in the quality of teaching are explained by the characteristics of teachers, teachers are central in the process teaching and learning, teachers have a major role in building student personality, teachers are learning managers in a large system of education that enlightens students. This study will lend to the body of knowledge surrounding teacher effectiveness. It is also significant in that it is transferable to a greater population of teachers in kindergarten through sixth grade and therefore may have implications for understanding and improving teacher effectiveness in the greater education population. The researcher made these qualitative assumptions that consist of the methods used in the process of qualitative research (Creswell 2003). The procedures used by the researcher are inductive and are based on the researchers own experience in collecting and analyzing data. The research here is the product of the values of the researcher. The implication for positive social change of this qualitative phenomenological research study was guided by four research questions. Despite the limitations, after the review and ensuing analysis of interview transcripts and observation notes the researcher was able to gain insight into the phenomenon of characteristics of high-quality teachers. It was found that high-quality teachers use a variety of strategies that are carefully chosen based on student needs, student learning styles, and student abilities to meet the needs of diverse learners. Higher-order questioning was identified as a prevalent teaching strategy used in the classrooms of high-quality teachers which resulted in a high level of classroom discussion. A high level of student engagement was also prevalent in the classrooms of high-quality teachers. A quantitative study could be conducted to further investigate the relationship between high-quality teachers and their impact on student achievement about GPA and scores on state standardized tests. A qualitative study could be conducted to determine strategies for facilitating the development and growth of the identified characteristics of high-quality teaching to improve teaching quality KEYWORDS: Telltale Sign, Caliber Teachers, Surfeit of Brilliance, Teaching Elementary Learners

A STUDY ON AWARENESS ANN IMPACT OF ONLINE LEARNING PLATORM

This study investigates the awareness and impact of online learning platforms among students in India. The research aims to understand the extent of students knowledge about various online learning platforms, their usage patterns, and the perceived benefits and challenges associated with these platforms. A mixed-methods approach was employed, including surveys and interviews with students from different educational backgrounds. The findings reveal that while there is a high level of awareness about online learning platforms, usage varies significantly among students. The study also identifies several factors influencing the adoption of online learning, such as access to technology, internet connectivity, and the perceived quality of online courses. The results suggest that online learning has the potential to complement traditional education methods but also highlight the need for addressing barriers to access and enhancing the overall quality of online learning experiences. KEYWORDS: Online learning platforms, Awareness, Access to education, Online courses, User experience, Learning outcomes, Student engagement, Teacher effectiveness

Does Teacher Burnout and Academic Stress Influence Teacher Effectiveness – A Systematic Review

The current study aims to investigate whether teacher burnout and academic stress hinder the effectiveness of secondary school teachers. To identify the research gap, a systematic review of pertinent literature concerning teacher effectiveness and related variables, including demographic factors, was conducted. The following steps were undertaken: Initially, literature was searched across various platforms such as Google, libraries, and books, resulting in the retrieval of 30 survey research papers from diverse journals. Subsequently, these studies were systematically analyzed and discussed, with findings summarized in a table spanning pages 2 and 3. The systematic review adhered to specific steps to survey the related literature. Firstly, during the planning stage, clear "inclusion and exclusion criteria" were established to systematically identify relevant literature. Secondly, in the review stage, a comprehensive "Summary of the Findings" was meticulously analyzed and discussed following the recording of identified studies in a "Systematic Review Table."

Exploring the multi-level impacts of a youth-led comprehensive sexuality education model in Madagascar using Human-centered Design methods.

Comprehensive sexuality education (CSE) is recognized as a critical tool for addressing sexuality and reproductive health challenges among adolescents. However, little is known about the broader impacts of CSE on populations beyond adolescents, such as schools, families, and communities. This study explores multi-level impacts of an innovative CSE program in Madagascar, which employs young adult CSE educators to teach a three-year curriculum in government middle schools across the country. The two-phased study embraced a participatory approach and qualitative Human-centered Design (HCD) methods. In phase 1, 90 school principals and administrators representing 45 schools participated in HCD workshops, which were held in six regional cities. Phase 2 took place one year later, which included 50 principals from partner schools, and focused on expanding and validating findings from phase 1. From the perspective of school principals and administrators, the results indicate several areas in which CSE programming is having spill-over effects, beyond direct adolescent student sexuality knowledge and behaviors. In the case of this youth-led model in Madagascar, the program has impacted the lives of students (e.g., increased academic motivation and confidence), their parents (e.g., strengthened family relationships and increased parental involvement in schools), their schools (e.g., increased perceived value of schools and teacher effectiveness), their communities (e.g., increased community connections), and impacted broader structural issues (e.g., improved equity and access to resources such as menstrual pads). While not all impacts of the CSE program were perceived as positive, the findings uncovered opportunities for targeting investments and refining CSE programming to maximize positive impacts at family, school, and community levels.

The impact of observers’ beliefs on the perceived contribution of a Research Lesson

Recently, Lesson Study (LS) has gained popularity in countries worldwide because of its potentially positive effects on teachers’ practices (e.g., reflection, cooperation, and pre-service development) and students’ learning. However, despite global interest in LS’s implementation, an important gap exists between Japanese LS and its implementation in other countries, which may be due to several reasons, such as differences in culture and educational systems or teachers’ beliefs. In this study, we examined the effect of teachers’ beliefs on their evaluation of LS in Chile. We administered a questionnaire to 94 teachers who participated in the Research Lesson (RL) as observers. The questionnaire assessed teachers’ beliefs and RL’s contributions to knowledge of the subject matter, instructional strategies, monitoring skills, lesson planning, and student understanding. Using a stepwise logistic regression, after controlling for sex and occupation, we found that the observers’ beliefs influenced their perceptions of RL’s contributions to monitoring, assessment, and instruction. Participants with student-focused beliefs were more likely to find that RL contributed to their monitoring skills and ability to assess students’ understanding of content. The results regarding instructional strategies were mixed. Our findings can help devise strategies to increase the effectiveness of LS implementation. For example, by designing two types of LS, one adapted to teachers with student-focused teaching beliefs and the other to teacher-focused teaching beliefs. To the best of our knowledge, this dual strategy is not part of LS implementation, at least in Chile. LS teams could easily explore this dual strategy, which could improve teachers’ professional development.

Organizational climate of kindergartens and teacher professional learning: mediating effect of teachers' collective efficacy and moderating effect of mindfulness in teaching.

This study was aimed at testing a moderated mediation model of teaching mindfulness and teachers' collective efficacy in the relationships between the organizational climate of kindergartens and teacher professional learning. A sample of 1,095 kindergarten teachers completed self-report questionnaires assessing their perceptions of the organizational climate of kindergartens, collective efficacy, teaching mindfulness, and professional learning. Controlling for teaching experience and kindergarten level, the results show that kindergarten organizational climate significantly and positively predicted teacher professional learning and the collective efficacy of teachers played a partial mediating role between them.Furthermore, moderation analysis revealed that teaching mindfulness moderated the relationship between kindergarten organizational climate and teacher professional learning. These results expand our understanding of how the organizational climate of kindergartens affects teacher professional learning. In practice, professional learning of kindergarten teachers can be facilitated by creating an open organizational climate and improving their ability to perceive the collective. Furthermore, the moderating role of teaching mindfulness suggests that intervening in teachers' teaching mindfulness possibly is an influential way to maximize the impact of kindergarten organizational climate on professional learning.

The Power of Planning: How Lesson Plans Enhance Teacher Clarity and Classroom Management

Effective teachers rely on clear communication and well-managed classrooms to foster student engagement and achievement. This study investigates the impact of lesson planning on these crucial aspects of teacher effectiveness. By analyzing existing research, the paper finds a positive connection between lesson planning and both teacher clarity and classroom management. Lesson plans equip teachers with the tools to organize content logically, anticipate student difficulties, and develop clear instructional strategies, leading to reduced student confusion and enhanced communication. Furthermore, lesson planning allows for proactive strategies to address potential classroom challenges, promoting a more structured and efficient learning environment. This paper contributes to the existing research by emphasizing the multifaceted benefits of lesson planning, not just for teacher clarity but also for creating a well-managed learning environment that fosters student engagement.

BRIDGING THE GAP: A QUALITATIVE ANALYSIS OF GENDERED PERCEPTIONS ON GOOD AND EFFECTIVE ENGLISH TEACHER

This study endeavors to delve into the nuanced perceptions of male and female students regarding the attributes of a good and effective English teacher, employing a descriptive qualitative research design. Conducted at SMA Negeri 1 Tabanan, the research engaged three class representatives encompassing a total of 108 students. Through an open-ended questionnaire featuring 10 statements each on the qualities of a good and effective English teacher, a rich dataset emerged from the insights of 85 participants (55 females and 30 males), meticulously collected via a streamlined Google Form. The intriguing findings unveiled a distinctive trend among female students, who showcased a penchant for the emotional facets of teaching, placing a premium on qualities such as empathy, understanding, and sensitivity when conceptualizing an exemplary teacher. In contrast, their male counterparts demonstrated a pragmatic stance, valuing a teacher's keen awareness of their competency level. A unanimous agreement from both genders emerged, highlighting the pivotal role of a flexible and adaptable teaching approach for an English teacher's effectiveness, ensuring adept navigation of unforeseen challenges and the cultivation of a thriving learning environment for all students

Feasibility of Partnering for Change (P4C) to create inclusive learning environments in Swedish compulsory schools

ABSTRACT Many pupils experience restricted participation in Swedish schools due to a non-inclusive learning environment. Partnering for Change (P4C) is an evidence-based service delivery model, developed and employed successfully in Canada to create inclusive learning environments. P4C could potentially be used in Swedish schools, but its feasibility outside Canada is unknown. The aim of this study was to investigate the feasibility of P4C in Swedish compulsory schools. Fifteen interviews with teachers, occupational therapists (OT), and principals conducted after four months of applying P4C in seven classes, were analysed using deductive content analysis based on five feasibility areas. Quantitative questionnaire data concerning implemented interventions were analysed using descriptive statistics. Findings showed that participants considered P4C acceptable and its implementation possible. P4C integrated well with, and extended, schools’ existing work on inclusive learning environments. Teachers and OTs implemented 83 interventions, indicating a need for improvements in the learning environment, which P4C helped to address, as positive effects for both pupils and teachers were noted. In summary, P4C was considered feasible in fostering inclusive learning environments in Swedish compulsory schools, offering potential value to the pupil health team without requiring further adaptions.

Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya

This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience. The study explored teachers' participation in professional development programs, revealing substantial engagement in subject-specific training among other capacity building programs. Findings indicated high agreement among teachers on statements related to syllabus completion, assignment design aligned with objectives, and regular collaboration with colleagues. Some areas for potential improvement were identified, including the incorporation of student questions to guide lessons, ensuring adequate instructional materials, and integrating higher-order thinking strategies. Capacity building was found to have a significant influence on the effectiveness of teachers in instructional delivery, whereby teachers who had attended more courses obtained higher means scores in instructional delivery than those who had attended fewer or no courses. The study contributes to the understanding of teacher capacity development's impact on instructional practices and effectiveness. The findings underscore the importance of ongoing professional development tailored to teachers' needs, emphasizing collaborative strategies and resource provision. Policymakers, educational administrators, and teachers can leverage these insights to inform targeted interventions that enhance the overall quality of instruction in Kenyan public secondary schools.

Professional Commitment of Secondary School Teachers in relation to Self-Efficacy and Teacher Effectiveness

Professional commitment and self-efficacy are essential factors that influence teacher effectiveness. Teachers who are committed to their profession and have high self-efficacy are more likely to be motivated, engaged, and dedicated to their work, which can positively impact student learning outcomes. Professional commitment and self-efficacy are closely related to each other and can influence each other. Teachers who have high self-efficacy are more likely to be committed to their profession, while teachers who are committed to their profession are more likely to have high self-efficacy. Therefore, it is essential for schools and administrators to support teachers in developing and maintaining high levels of professional commitment and self-efficacy.

The Experiences of Non-Physical Education Generalist Teachers in Implementing PE in the Primary Grades: Implications for Capability Development Initiatives

This research aims to explore the experiences of non-physical education teachers in implementing physical education in the primary grades as a basis for creating feasible capability-building initiatives. Employing a qualitative-descriptive research design, in-depth interviews were conducted with twenty non-physical education generalist teachers using a guided interview questionnaire validated by experts. Through the triangulation of results, this study uncovers the creativity and resourcefulness exhibited by generalist teachers in lesson preparation. However, several challenges impede their successful implementation of physical education, including the risk of injuries, inadequate equipment, a lack of training or seminars, insufficient teaching strategies, and personal health issues. The findings inform the development of conclusions and recommendations to enhance the effectiveness of generalist teachers in teaching physical education in primary grades.

Effect of Teachers' Work-Related Burnout on Emotional Empathy at the Higher Education Level

Teachers’ burnout is a contributing factor to many teachers leaving the field of education early in their careers and emotional empathy is also related to teachers’ burnout. The factors of emotional empathy are interpersonal emotional empathy and intrapersonal emotional empathy. The objectives of the study were to examine teachers’ work-related burnout and emotional empathy at higher education levels and to investigate the effect of teachers’ work-related burnout on emotional empathy at higher education levels. The research design is based on causal-comparative. The population of the study includes teachers’ of social sciences and humanities from different public and private universities in Lahore. 100 teachers were selected by using a multi-stage sampling method. Maslach Burnout Inventory (MBI) and Toronto Empathy Questionnaire were used to conduct the study. The results show that teachers’ work-related burnout hurts teachers’ emotional empathy.

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.

Development of Religious Character to Improve the Effectiveness of Teacher and Student Communication

Objective: This research focuses on the development of the religious character of Ihsanul Fikri Integrated Islamic Vocational High School Magelang. The formulation of the problem in this study is, 1. How student characteristics are related to religious character. 2. How is the development of religious character? 3. How does the development of religious character affect student behaviour? Theoretical framework: The theoretical framework of this study is to identify student characteristics related to religious character, find patterns of religious character development, and analyze and describe the impact of religious character development on student behaviour. Creating open communication patterns, building cooperation to realize effective communication in developing religious character and developing religious character through extracurricular activities at SMK IT Ihsanul Fikri Magelang. Method: The methodology of this study uses a qualitative approach. This research is a research approach that produces descriptive data, written or oral data, and the observable behaviour of people. The data collection of this study was carried out by observation, interviews, and documentation. Results and Discussion: The results of this study found that students of SMK IT Ihsanul Fikri have different religious character characteristics. Students of SMK IT Ihsanul Fikri do come from different family backgrounds, but along with the development of time and the concept of thought that has been built at SMK IT Ihsanul Fikri, students have understood the importance of religious character so it needs to be emphasized in everyday life. Conclusion: The pattern of teacher communication in developing religious character is a) building open communication patterns, b) Building cooperation to realize effective communication in developing religious character, and c) developing religious character with extracurriculars integrated with superior programs. The impact of the development of religious culture is religious behaviour, positive thinking, and the growth of good civilization. Religious development in schools cannot be separated from school leadership and teachers as the main actors who determine and colour school life and the daily lives of students and school residents.