Teacher Effectiveness Research Articles

The Effects of Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Students’ Scientific Competency

The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill development, and the cultivation of desirable attributes. This research at hand adopts an exploratory approach, examining two sample groups: 1) Science teachers from secondary schools under the Northeastern Region of Thailand during the academic year 2565–2566, totaling 124 individuals, and 2) Secondary school students receiving instruction in science-related subjects from the aforementioned teachers, with a minimum of one classroom involved. Data collection tools include a survey on TPACK, a scientific competency assessment, and semi-structured interviews. Statistical analysis employs mean, standard deviation, and content analysis. Testing of hypothesis uses One-Way Analysis of Variance (One-Way ANOVA). The study reveals that students taught by science teachers with varying levels of TPACK exhibit statistically significant differences in scientific competency at a 0.05 significance level. When comparing scientific competency with TPACK levels of teachers, statistically significant differences at the 0.05 level are found in two pairs: 1) the Adapting level and the Advancing level and 2) the Exploring level and the Advancing level.

ANALISIS KEMAMPUAN LITERASI SAINS BERDASARKAN KERANGKA PISA DALAM MATA PELAJARAN IPA TERPADU

The goal of education in the twenty-first century is to raise students' scientific literacy. According to the PISA study, Indonesian students have very low levels of scientific literacy, which can be attributed to curricular factors, teacher effectiveness, and student characteristics. Educating future physics teachers about literacy is important because it shapes their behaviour, thought processes, and sense of responsibility for the cosmos and society. Using a mixed methods, this study assesses the scientific literacy of UINAR students aspiring to become physics teachers. The findings indicate that a sufficient 56.27 is the average scientific literacy ability. The learning process is primarily conceptual in nature, with little emphasis on the development of critical thinking skills or enthusiasm for solving scientific literacy problems.

Teacher value-added and the test score gender gap

This paper assesses the effect of teachers on the gender gap in student test scores. It combines different empirical strategies from the value-added and labor economics literature to estimate teacher value-added and its contribution to the math and reading gender gaps. We use rich administrative data from Chile that allow us to follow teachers through different classes in different years. Our main findings indicate that teachers explain up to 18% of student test score variance and help reduce the gender gap in math by 16.9%. The reduction in the math gender gap is greater in voucher schools (16.1%), among students with more educated mothers (24%) and among those with female math teachers (32.2%). We provide evidence supporting a within-class effect, instead of sorting (between-class) effect. We conduct several tests and robustness checks to assess the reliability of our findings.

Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

Does formal teacher competence matter for students’ mathematics achievement? Results from Swedish TIMSS 2019

ABSTRACT Research has accumulated on the effects of teachers on student achievement, especially in mathematics. However, empirical evidence regarding the impact of formal teacher competence indicators presents a mixed picture. This study explores the influence of educational level, subject – and grade-specific specialization, teaching experience, and professional development as indicators of formal teacher competence on student mathematics achievement in grade 4 in Sweden. Utilizing data from TIMSS 2019, the study employs confirmatory factor analysis and multilevel structural equation modeling to also test a latent model of formal teacher competence. Results reveal a positive relationship between formal teacher competence and students’ mathematics achievement, even after controlling for students’ socio-economic status and immigration background. Additionally, selection effects were found, suggesting that students in classrooms with a more advantaged composition had more competent teachers. The study underscores the need for an equitable distribution of qualified teachers across schools, highlighting implications for teacher specialization and allocation.

Student teachers’ motivation to teach: The roles of basic psychological needs, teaching self-efficacy, and teaching emotions from a variable- and person-centered approach

This cross-sectional study explored the effect of student teachers' basic psychological needs satisfaction (BPNS) on their motivation to teach, and the mediating roles of teaching self-efficacy and emotions, based on a sample of 694 student teachers in China. Results revealed that different dimensions of BPNS influenced student teachers' motivations to teach differentially. While teaching enjoyment played a mediating role, teaching self-efficacy served as a more foundational antecedent for motivation to teach. It was also found that approximately half of the student teachers' basic psychological needs were not substantially satisfied. These findings offer insights into enhancing student teachers’ motivation to teach.

유아교사의 근무환경, 직업정체성, 이직의도 간의 경로분석

Objectives This study examines the path relationship between early childhood teachers' work environment, professional identity, and turnover intention, and then confirms the mediating effect of early childhood teachers' professional identity. Methods For this purpose, questionnaires were distributed to 335 teachers working at kindergartens and daycare centers in regions B and K, and 316 were selected for analysis after excluding unreturned and insincere responses. Frequency analysis, path analysis, and mediation effect analysis were performed on the recovered data using SPSS 26.0 and PROCESS macro 4.0. Results The research results showed that, firstly, the working environment of early childhood teachers had a positive effect on their professional identity. Second, the working environment was found to have a negative effect on turnover intention. Third, occupational identity was found to have a negative effect on turnover intention. Fourth, professional identity had a partial mediating effect in the relationship between early childhood teachers' working environment and turnover intention. Conclusions It is believed that improving the working environment of early childhood teachers and enhancing their professional identity will contribute to improving the educational quality of early childhood education institutions by reducing the turnover intention of early childhood teachers.

Self-efficacy and effectiveness of Chinese university teachers

Self-efficacy and effectiveness of Chinese university teachers

The Influence of ICT for Sustaining Teachers Effectiveness in Secondary Schools in Kano State, Nigeria

The Influence of ICT for Sustaining Teachers Effectiveness in Secondary Schools in Kano State, Nigeria

Navigating the Pedagogical Landscape: Exploring the Implications of AI and Chatbots in Nursing Education.

This viewpoint paper explores the pedagogical implications of artificial intelligence (AI) and AI-based chatbots such as ChatGPT in nursing education, examining their potential uses, benefits, challenges, and ethical considerations. AI and chatbots offer transformative opportunities for nursing education, such as personalized learning, simulation and practice, accessible learning, and improved efficiency. They have the potential to increase student engagement and motivation, enhance learning outcomes, and augment teacher support. However, the integration of these technologies also raises ethical considerations, such as privacy, confidentiality, and bias. The viewpoint paper provides a comprehensive overview of the current state of AI and chatbots in nursing education, offering insights into best practices and guidelines for their integration. By examining the impact of AI and ChatGPT on student learning, engagement, and teacher effectiveness and efficiency, this review aims to contribute to the ongoing discussion on the use of AI and chatbots in nursing education and provide recommendations for future research and development in the field.

Teachers' competence: How to protect teachers' mental health from the burden caused by students' private in-class use of technical devices?

The current study investigated how students' private in-class use of technical devices is associated with teachers' mental health. Data of 361 teachers from primary and secondary schools in Germany were assessed via online surveys. The present cross-sectional results show a positive association between burden caused by the students' private in-class use of technical devices and teachers' depression symptoms. Both were negatively linked to teachers' positive mental health (PMH) and teachers' competence in handling students' private in-class use of technical devices. In a moderated mediation analysis, the association between burden and depression symptoms was mediated by PMH. Teachers' competence moderated the link between PMH and depression symptoms. Specifically, the higher the competence, the weaker the relationship between both variables. Thus, the protective effect of teachers' competence could be especially important in persons with low PMH. Competence training in handling students' use of technical devices is discussed as a potential step that could protect teachers' mental health.

Instructional task modality and teacher effects on L2 vocabulary learning: Evidence from adolescent learners

Instructional task modality and teacher effects on L2 vocabulary learning: Evidence from adolescent learners

Research on the Role of Guiding Students to Participate in Skills Competitions on the Development of Young Teachers in Vocational Colleges

This paper explores the role of guiding students to participate in skills competitions on the development of young teachers in vocational colleges. We investigate the impact of skills competitions on the consolidation of professional knowledge, development of innovation capabilities, improvement of hands-on abilities, and enhancement of communication skills with students. The results of this research demonstrate that skills competitions have a positive influence on the professional growth of young teachers. The consolidation of professional knowledge, development of innovation capabilities, improvement of hands-on abilities, and enhancement of communication skills collectively contribute to the effectiveness of young teachers in vocational colleges. It is recommended that vocational colleges prioritize and support the participation of young teachers in skills competitions to foster their professional development.

Critical Analysis of the Role of Teachers and Parents in an Effort to Improve the Disciplinary Character of Students at SD UMP Banyumas

This study aims to: 1) describe the role of teachers in enhancing the disciplinary character of students at SD UMP Banyumas, 2) explore the role of parents in this process, 3) identify supporting and inhibiting factors, 4) evaluate the effectiveness of teachers' roles, and 5) analyze the overall impact of these roles on students' discipline. The research involves principals, teachers, parents, and students using a qualitative approach with a case study method. Data were gathered through observations, interviews, and documentation and analyzed using data reduction, data presentation, and conclusion drawing, supported by source and technique triangulation. The findings reveal that: 1) Teachers act as educators, guides, role models, motivators, and evaluators. 2) Parents contribute to children's discipline by providing explanations and advice, modeling behavior, demonstrating compassion, supervising, and teaching religious values. 3) Supporting factors include a conducive environment, adequate facilities, and strong support from teachers, parents, and the community, whereas inhibiting factors encompass negative peer influence, children's preference for play, media distractions, and the absence of parental supervision. 4) Evaluation methods involve observation, self-assessment, and peer assessment, with results communicated to parents. 5) While teachers generally perform their roles effectively, some areas need improvement. Effective strategies used by teachers include habituation, modeling, lectures, and simulations. Parental involvement is crucial in fostering self-discipline from an early age.

A Study On Relationship Of Teacher Effectiveness With Meta Cognitive Ability, Teaching Style And Digital Competence Among Prospective Teachers

A Study On Relationship Of Teacher Effectiveness With Meta Cognitive Ability, Teaching Style And Digital Competence Among Prospective Teachers

RANCANGAN APLIKASI SPK PENENTUAN WALI KELAS BERDASARKAN PRESTASI GURU DENGAN METODE AHP PADA SMK JAKARTA BARAT 1

A decision support system (DSS) is the definition of a procedural model of data processing and assisting management in making decisions. Computer-based decision support systems can improve decision-making ability to solve problems that appear structured or unstructured. The Analytical Hierarchy Process (AHP) method can be used to solve the DSS problem. This method is one of the most sought-after optimal solutions among several other decision support system method options. The research was conducted at SMKN 1 West Jakarta which aimed to assist the school in selecting homeroom teachers based on the effectiveness of teachers in the learning process to students. The creation of this application is done through data collection, system design, system analysis and database design. The creation of this application program is developed using PHP, the database is MySQL. In running this application, input or alternative information is needed, namely the names of teachers, and the assessment criteria are professional values, pedagogic values, personality values, and social values. The process requirements needed are alternative data entry process, teacher data entry process and also criteria data. The result is a teacher report that is expected to help the principal to determine homeroom based on teacher achievement scores.

The good teacher's Odyssey

The manifestation of the good teacher is a contested discourse within international teacher education. The construct of good teacher emerges from research into teacher education and focuses on teacher quality and effectiveness [42]. While there is significant policy work internationally about the performativity and effectiveness of teachers' practice, there is limited research into the formation of a good teacher using a reflexive methodology. This paper reports on case studies of three Australian schools that comprise qualitative semi-structured interviews with ten beginning teachers. This study uses the construct of “a good teacher” to assess the contextual and professional factors that create good teaching. These case studies have been textually analysed for themes that inform the transition to teaching and ongoing construction of professional identity. The barriers and enablers to the development of good teaching are explored in this paper using Mockler's [20] epistemological framework that recognizes socio-cultural, personal and professional factors in the construction of good teaching. The study reveals the complexity of factors that influence the creation of a good teacher.

Effects of Business Teachers Pedagogical Skills on Male and Female Students in Business Institutions of Lahore

The effectiveness of teachers' pedagogical skills plays a crucial role in shaping students' academic experiences and performance, particularly in business education. This study investigates the impact of business teachers' pedagogical skills on male and female students in business institutions of Lahore, aiming to understand how these skills affect students' academic performance, engagement, and motivation. Using a quantitative research design, data were collected from 300 students through a structured questionnaire, focusing on key pedagogical aspects such as clarity of instruction, teaching methods, interaction with students, and assessment techniques. The findings reveal significant gender differences in students' perceptions, with female students rating pedagogical skills higher than male students across all areas. Correlation analysis indicates strong positive relationships between pedagogical skills and student outcomes, emphasizing the importance of effective teaching practices in enhancing academic performance and engagement. Regression analysis identifies interaction with students and clarity of instruction as key predictors of academic success. These results emphasize the need for business educators to adopt interactive and clear teaching strategies that cater to the diverse needs of male and female students. The study's implications highlight the importance of gender-sensitive approaches and professional development programs in promoting effective pedagogy in business education.

‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’

ABSTRACT In an international policy environment of intensified high-stakes accountability, pupil assessment data are an invaluable commodity and critical indicator of both school and teacher effectiveness. Teachers’ engagement with pupil data and the associated experiences of increased accountability are of great consequence, and highly contentious for perceptions and experiences of policy. In the context of the English primary school, this paper explores the progressively tactical nature of teachers’ enactment of assessment policy, and the impetus to ‘make the data look good’. It draws upon an empirical study of rich qualitative data from 42 interviews with 22 primary teachers employed in the South-East of England. The findings add to an evolving field about ‘gaming’, and particular consequences for teacher identity are discussed. The paper further advances insights about teachers’ experiences of ‘in-school assessment’ as pertinent for understanding gaming. It locates the pupil progress meeting as an iteration of teacher accountability and performativity, and particular site of contestation, and a specific contribution to knowledge in this regard.

Blended Learning as a Strategy to Improve Sustainability and Equity for Professional Development of Rural Teachers

Abstract Teachers in rural areas should receive equal support and professional development training as those in urban areas. It is a strategy to promote education equity for the students in the former area. This study takes the learning experience and teaching practice experience of rural teachers who participated in the Rural Teacher Replacement Training Program (RTRTP) in Guangdong Province, China, as a case. Seventeen rural teachers who participated in the blended training program were chosen as a research sample. The effect of blended training was evaluated at four levels: participants’ reaction, participants’ learning, behavior, and learning results. A model of influencing factors for rural teachers’ blended training was developed. The results showed that rural teachers’ overall satisfaction with the blended training program was relatively high. Teachers reported a greater increase in knowledge skills, but the translation into practical knowledge and the impact on the organization was not as high as expected. Four dimensions and 14 main categories influence the blended training effect of rural teachers. This study provides a reference for improving the efficiency of rural teacher blended training, especially for promoting the teaching practice after teacher training.