Educational Expectations Research Articles

School emphasis on academic success: the role of principal qualifications.

The purpose of the present study was to relate a principal's qualifications with a school's emphasis on academic success. Participants were n = 206 principals of respective schools in Saudi Arabia that took part in the study as a function of the TIMSS-2019 assessment. Principals were administered the eleven-item "School Emphasis on Academic Success" scale. A binary covariate defining low and high principal qualifications was computed. The Multiple Indicators Multiple Causes (MIMIC) model was involved with the latent means of both a general and three specific factors being regressed on the covariate to evaluate latent mean differences across differentially qualified principals. Furthermore, each one of the instrument's indicators was regressed on the principal covariate to evaluate the presence of Differential Item Functioning (DIF) or in other words additional effects due to item content. Results indicated a significant omnibus effect for the general factor only, with highly qualified principals holding significantly more positive beliefs about how parents, teachers, and students feel about their school's emphasis on academic success. Further analyses at the item level indicated that "teacher expectations" were the single item presenting a DIF effect with highly qualified principals having stronger beliefs about their teacher's expectations of student success over and above the latent factor mean. Results are discussed on how they inform educational policy and practice.

English-Medium Instruction for the Internationalization of the Curriculum: Teachers’ Motives and Expectations

This research article presents the results of a research that aimed to analyze the motives and expectations of teachers from a public university in northwestern Mexico when participating in the internationalization of the curriculum through Englishmedium instruction (EMI). The analysis is based on the variables such as discipline, seniority, type of contract and frequency of teaching in English. A mixed methodology was employed to analyze quantitative and qualitative data, collected through a digital instrument addressed to a total of 42 teachers who were accredited to teach subjects in English, and 36 complete questionnaires were answered. The results allow us to conclude that most professors from all disciplines agree that their main reason for participating in internationalization through EMI is “to support institutional initiatives”; in contrast, “receiving economic incentives from institutional programs” was a reason for participation with marked differences according to discipline and type of contract. The qualitative analysis concludes the existence of positive conceptions around this type of education, as it is favorable for the university and a possible source of economic remuneration. Although teachers express an intrinsic motivation towards training and teaching in English, the lack of equal economic incentives could be a cause of limited teacher participation.

The sense of inadequacy and uncertainty arising from teacher work: Perspectives of pre- and in-service teachers

This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncertainty about whether they can meet society's expectations of teachers. This phenomenon has been studied before, but most relevant research has addressed pre- and in-service teachers separately; hence, the commonalities and differences between these groups have been ignored. The present study focuses on Finnish pre- and in-service teachers’ experiences of inadequacy and uncertainty in teacher work. The data consist of 37 pre-service teachers’ and 21 in-service teachers’ written narratives on teacher work. Narrative categorical analysis resulted in four conceptual categories: 1) the sense of inadequacy and uncertainty stemming from the nature of teacher work, 2) the sense of inadequacy and uncertainty stemming from a lack of concreteness in teacher education, 3) the sense of inadequacy and uncertainty stemming from not fulfilling societal ideals of a proper teacher, and 4) coping with inadequacy and uncertainty. The second and third categories were found only among pre-service teachers. The findings suggest that feelings of inadequacy and uncertainty arise from various interacting factors, including the solitary nature of teaching responsibilities, heavy workloads, and the demands imposed by the national curriculum. The pre-service teachers had a realistic understanding of the demands and responsibilities of teaching. The in-service teachers’ experiences related more closely to the actual concrete practices of teachers’ everyday work, whereas the pre-service teachers’ concerns were more general. The implications for the development of initial and in-service teacher education are discussed.

Avaliação da participação do estudante no método do caso: elementos a considerar para sua incorporação em ambientes digitais

Abstract The transformation of learning assessment processes has become critical for educational institutions that apply the case method, according to international accrediting agencies. With the progressive inclusion of virtual or hybrid environments for this methodology, especially after the Covid-19 pandemic, and the expectations of Education in the fourth industrial revolution, it is relevant to explore the evaluation complexities associated with the case method. A multiple case study was conducted to identify the main problematic aspects of evaluation with this methodology. 58 sessions were documented with 2,596 students from 4 top management programs and 36 professors of different nationalities. The results highlight that student participation in plenary sessions is a decisive factor for evaluation, but it is affected by how the professor gives the floor, generally in a rather heterogeneous way, generating inequitable opportunities. The transformation of evaluation in the case method is critical given the inclusion of virtual environments. A study identified that the unequal participation of students, due to how the floor is given, affects equitable opportunities in evaluation.

Traditions, Rituals and Policy on Gender Discrimination in Nepal

This research investigates the impact of cultural traditions on gender discrimination in Nepal, particularly through the lens of sex-selective abortion. Despite some progress, deeply rooted cultural practices continue to influence policy-making and implementation, especially regarding gender issues. These traditional customs persistently shape childbirth practices, educational opportunities, and basic rights, perpetuating gender discrimination. This study examines how entrenched cultural norms both support and hinder the advancement of gender equality in Nepal. Focusing on the interaction between cultural traditions and gender-related policies, the research explores how these customs affect birthing practices and healthcare policies. It also analyzes the cultural norms that dictate educational expectations for women and girls and evaluates the broader implications for gender rights. The study highlights how ritualistic childbirth practices and gender-specific educational expectations create disparities and challenge the effectiveness of gender equality initiatives. Recent reforms and cultural shifts in Nepal reflect efforts to address these gender imbalances. This study emphasizes the need for policy frameworks that respect cultural traditions while promoting gender equality. By integrating primary qualitative data with secondary sources and using descriptive and analytical methods, the research provides a comprehensive view of the challenges and opportunities in aligning tradition with modern gender equality goals. Ultimately, the study advocates for ongoing reform and cultural adaptation to effectively combat gender discrimination and ensure equal rights for all individuals in Nepal. It underscores the importance of developing policies that acknowledge and integrate cultural contexts while striving for genuine gender equality.

The Relationship between High School Students' Time Preferences and Educational Expectations: Estimation of a Cross-Lagged Effects Model Using Panel Data from Two Time Points

The Relationship between High School Students' Time Preferences and Educational Expectations: Estimation of a Cross-Lagged Effects Model Using Panel Data from Two Time Points

Developing professional identity: Narratives of preservice preschool teachers

The purpose of this study was to examine the professional identity development of preservice preschool teachers. In this research, currere method, which is an educational autobiography creation technique, was used. A total of 20 Turkish female preservice preschool teachers participated in the study. The data of research was collected via autobiographies written by preservice preschool teachers. The results indicate that preservice preschool teachers were influenced by their families and by their passionate teachers in their past educational life. Also, the future expectations of preservice teachers have an effect on their present educational experiences. In addition, preservice teachers stated that the autobiographical writing process providing them with the opportunity to review their past, present and future expectations. They stated that this opportunity helped them get to know themselves better and structuring their ideas about their personal and professional lives.

The teacher of the future and the teacher’s future in a changing profession.

This article presents the results of a sociological study, the subject of which is the process of young teachers starting their professional activity in the context of changing conditions. The purpose of the research is to study how young teachers evaluate the teachers' profession and see their future in the context of ongoing changes. The results obtained during the study include: the impact assessment of the education on the process of entering the profession and the choice of secondary employment; identifying the characteristics of the social interaction of a young teacher with students and their parents, in the context of changes occurring in the profession; proposals for the development of a professional group of teachers; identifying gaps between the professional expectations of young teachers and actual professional activities. The method of this study is interviewing young teachers working in schools in the Moscow region. A total of 64 in-depth telephone interviews were conducted. The novelty of the research lies in the study of the complex social phenomenon of entry and retention of young teachers in schools in the context of the profession’s changes, as well as an acute shortage of teaching staff. Scope of application of the results: the results of the study can become an information base for updating educational programs of universities, creating mechanisms for solving problems of shortage of teaching staff at the regional level, developing the professional community and preserving the teaching profession. The main conclusion of the study is that preserving the teaching profession and teachers in the profession involves abandoning a narrow understanding of rationality based on an economic approach and focusing on the value of teaching work as such.

Communication, Cognition and Competency Development in Healthcare: A Model for Integrating Cognitive Ethnography and Communication Skills Training in Clinical Interventions.

The aim of this study was to conduct and evaluate the Blended Learning communication skills training program. The key objective was to investigate (i) how clinical intervention studies can be designed to include cognitive, organizational, and interactive processes, and (ii) how researchers and practitioners could work with integrated methods to support the desired change. The method combined design and implementation of a 12-week Blended Learning communication skills training program based on the Calgary-Cambridge Guide. The training was implemented in a patient clinic at a Danish university hospital and targeted all healthcare professionals at the clinic. Cognitive ethnography was used to document and evaluate healthcare professionals' implementation and individual competency development, and support the design of in-situ simulation training scenarios. Thirteen participants completed the program. The synergy within the teams, as well as the opportunities for participants to coordinate, share, discuss, and reflect on the received knowledge with a colleague or on-site researcher, affected learning positively. The knowledge transfer process was affected by negative feedback loops, such as time shortages, issues with concept development and transfer, disjuncture between the expectations of participants and instructors of the overall course structure, as well as participant insecurity and a gradual loss of motivation and compliance. We propose a novel 3-step model for clinical interventions based on our findings and literature review. This model will effectively support the implementation of educational interventions in health care by narrowing the theory-practice gap. It will also stimulate desired change in individual behavior and organizational culture over time. Furthermore, it will work for the benefit of the clinic and may be more suitable for the implementation of communication projects than, for example, randomized setups.

Functional difficulties in children and youth with autism spectrum disorder: analysis of the 2019 Canadian Health Survey on Children and Youth.

This study examined the prevalence of functional difficulties and associated factors in Canadian children/youth aged 5 to 17 years diagnosed with autism spectrum disorder (ASD). We analyzed data from the 2019 Canadian Health Survey on Children and Youth (CHSCY), a nationally representative survey of Canadian children/youth that used the Washington Group Short Set on Functioning (WG-SS) to evaluate functioning in six daily tasks. For each functional domain, binary outcomes were derived (no/some difficulty, a lot of difficulty/no ability). We used logistic regression to identify associations between demographic characteristics, educational experiences, and perceived mental and general health and the most common functional difficulties, namely those related to remembering/concentrating, communication and self-care. All estimates were weighted to be representative of the target population. The bootstrap method was used to calculate variance estimates. Analysis of the records of 660 children/youth with ASD revealed that the most common functional difficulties were remembering/concentrating (22%; 95% CI: 18-27), communicating (19%; 95% CI: 15-23) and self-care (13%; 95% CI: 10-17). Lower perceived mental health was associated with increased functional difficulties with remembering/concentrating. ASD diagnosis at a lower age and lower perceived general health were associated with increased functional difficulty with communication. Parental expectations for postsecondary education were associated with decreased functional difficulty for self-care. One or more functional difficulties from the WG-SS was present in 39% of Canadian children/youth aged 5 to 17 years with ASD. Functional difficulties with remembering/concentrating, communication and self-care were most common.

Self-management education for hypertension, diabetes, and dyslipidemia as major risk factors for cardiovascular disease: Insights from stakeholders' experiences and expectations.

Cardiovascular disease (CVD) is a leading cause of premature death, with hypertension, diabetes, and dyslipidemia as major risk factors. Effective self-management (SM) is crucial for controlling these conditions and improving quality of life. This study examines stakeholders' experiences and expectations of SM education to enhance program development. This study employed a qualitative grounded theory approach to explore the perspectives of three stakeholder groups: 19 patients with hypertension, type 2 diabetes, and dyslipidemia, 11 primary healthcare providers, and five provincial health policymakers and managers. Data were collected via semi-structured patient interviews and focus group discussions(FGDs) with health professionals. Coding and analysis were conducted separately using Corbin and Strauss principles with ATLAS. ti version 9.0 software. Most patients were women (68%) aged 50-60 years (37%), with education levels from illiterate to master's degree; 32% had completed primary school. Most were housewives (52%), and 12 had multiple chronic diseases. Healthcare providers included six community health workers and five primary care physicians, with average experience of 12 and 19 years, respectively. Health policymakers and managers averaged 25 years of experience. Patient interviews and FGDs resulted in 12 and 13 subthemes, respectively, with five subthemes common to both sources. These subthemes were grouped into broader main themes, including "effective content design," "effective presentation and delivery," "characteristics and conditions of involved parties," and "educational needs," collectively reflect the central concept of "effective self-management education". Although the core concept and its main themes were evident and consistent across stakeholder groups, significant variations in subthemes from each stakeholder emerged. This underscores the importance of considering diverse viewpoints and highlights that, while overarching concepts may seem uniform, exploring the details of stakeholder perspectives is crucial for understanding their nuanced opinions. Effective education should integrate these insights, focusing on tailored communication, interactivity, and active monitoring.

Public expectations of police education in England and Wales

Abstract The current Police Entry Qualifications Framework in England and Wales has undergone much debate since its inception in 2018. Recently the Home Secretary backtracked on over a decade’s worth of party policy and undid the requirement for all new police officers to hold or obtain a degree in Professional Policing. This has been immediately followed by several chief constables and elected police and crime commissioners (PCC’s) dropping the requirement for a degree completely. Some have been quoted as saying “the public don’t want police officers sat in classrooms” or words to that effect. Yet no studies exist that do examine what the English and Welsh public do expect educationally of their police force. This study fills that gap by surveying n = 520 members of the public to ascertain their views. It finds that whilst a two-thirds majority of the public ostensibly say they don’t believe police officers need a degree, more than nine out of ten expect them to have some kind of police-specific higher education qualification. They would also feel overwhelmingly more confident if an officer investigating a crime they were a victim of, held a relevant policing-related degree qualification. This dichotomy is then analysed against the wider background of HE and vocational qualifications. It concludes that the problem is not with a requirement for higher education in policing, but the ‘d word’ itself and the marketing of the degree as a ‘requirement’ versus a degree as an ‘achievement’.

Awareness of issues in research and educational activities and expectations for young researchers' activities and supporting

To understand the actual situation and needs of young researchers and to provide reference for the management of Young Researchers Association (YRA) and the Japanese Society for Hygiene activities in the future. An Internet survey was conducted on 67 members registered in YRA of the Japanese Society for Hygiene. The questions included those on basic information, research content and impressions about the activities of the society. Although members of YRA differ in backgrounds, research method used, and years of research experience, the respondents rated the organization as highly useful and participated continuously. In particular, they considered that participation in the planning of academic conferences and summer gatherings of YRA not only helped improve interpersonal relationships and expertise, but also provided opportunities to consult regarding educational activities and collect information. Regarding the format of conferences, it was shown that the majority of requests were for a hybrid format. It was also shown that most of the respondents expected opportunities for collaboration and joint research through participation in YRA. Through YRA, we would like to contribute to the further revitalization of young researchers and the Japanese Society for Hygiene by understanding and responding to the needs of diverse young researchers.

Https://rsisinternational.org/journals/ijriss/articles/challenges-in-supporting-visually-impaired-students-with-additional-disabilities/

This abstract explores the key barriers—communicational, technological, and attitudinal—that special educator face in accommodating children with visual impairment and additional disabilities under Samagra Shiksha Abhiyan. Communicational barriers arise due to the multifaceted needs of these children, requiring specialized methods such as braille, tactile aids, and adaptive communication strategies. However, the lack of adequate training and resources often hinders educators’ ability to effectively engage these students. Technological barriers further exacerbate the challenge, with insufficient access to and knowledge of assistive technologies like screen readers and adaptive devices limiting the support that can be provided. The rapid evolution of technology, coupled with financial and infrastructural constraints, leaves many educators struggling to keep pace with the tools necessary for inclusive education. Attitudinal barriers, stemming from societal biases and low expectations, significantly impact the educational experience of these children. Negative perceptions among educators, peers, and the broader community can lead to marginalization and inadequate support, undermining the inclusive goals of the program. Addressing these barriers is crucial for achieving the equitable educational opportunities envisioned by Samagra Shiksha Abhiyan. A focused approach that enhances training, improves technological access, and shifts attitudes towards inclusivity is essential for the full participation and success of children with visual impairments and additional disabilities. The accommodation of children with visual impairment and additional disabilities under Samagra Shiksha Abhiyan is fraught with significant challenges, particularly in terms of communicational, technological, and attitudinal barriers. Communicational barriers emerge as special educators struggle to address the complex needs of these students, who require specialized communication methods such as braille, tactile learning tools, and adaptive communication strategies. These methods are often not adequately supported by the existing infrastructure, and educators frequently lack the necessary training to implement them effectively. Technological barriers further compound the issue, with limited access to advanced assistive technologies such as screen readers, braille displays, and other adaptive devices. Even when these technologies are available, the rapid pace of advancement and the lack of proper training leave many educators unable to fully utilize them to support student learning. Attitudinal barriers represent another significant obstacle, as societal biases and misconceptions about the capabilities of children with multiple disabilities can lead to their marginalization. These attitudes, often reflected in the lower expectations of educators and the broader educational community, undermine efforts to provide a truly inclusive education. Addressing these barriers is crucial for realizing the goals of Samagra Shiksha Abhiyan and ensuring that all children receive the support they need to succeed in an inclusive educational environment.

Enhancing academic engagement through students' perceptions of teacher expectations: the mediating role of intentional self-regulation in middle school.

In the context of evolving educational standards, enhancing students' academic engagement has emerged as a critical factor in mitigating the risks of school aversion among middle school students. This study examines the longitudinal effect of middle school students' perceptions of teacher expectations on their academic engagement, as well as the mediating role of intentional self-regulation in this dynamic. A six-month longitudinal survey was conducted with 702 Chinese middle school students through three waves of questionnaires. The results showed that students' perception of teacher expectations significantly predicted their academic engagement, with higher perceived teacher expectations leading to increased academic engagement. Furthermore, the study revealed that intentional self-regulation played a pivotal mediating role in the relationship between students' perceptions of teacher expectations and academic engagement. Students' perceptions of teacher expectations at Time 1 positively influenced their intentional self-regulation at Time 2, which subsequently enhanced their academic engagement at Time 3. These findings highlight the crucial impact students' perceptions of teacher expectation on adolescents' academic motivation and provide guidance for educators to implement proactive strategies that enhance students' academic development.

Parental Educational Expectations, Academic Pressure, and Adolescent Mental Health: An Empirical Study Based on CEPS Survey Data

Parental Educational Expectations, Academic Pressure, and Adolescent Mental Health: An Empirical Study Based on CEPS Survey Data

Generational and Sociodemographic Differences in the Impact of Educational Expectations on Bachelor’s Degree Completion: The Monitoring the Future Study

Generational and Sociodemographic Differences in the Impact of Educational Expectations on Bachelor’s Degree Completion: The Monitoring the Future Study

Reflecting on a Decolonial educational praxis in South African public schools

The continuing educational crises and the recurrent discourse on educational reform in South Africa foreground critical questions on what constitutes a viable philosophical and pedagogical strategy for the country. This article examines the transformative praxis of a dissident teachers' organisation, the Teachers' League of South Africa (TLSA or the League), and how the development of its distinctive non-racist and non-collaborationist worldview provide meaningful possibilities for present-day educationists seeking a progressive educational alternative. The article draws on decolonial and critical education theories to engage the views of TLSA teachers and non-League education activists. Documentary material on the TLSA and its umbrella body, the Unity Movement, provide key primary sources for the article. In addition, secondary information linked to the broader liberation movement offers valuable insights and perspectives on what could be defined as an alternative educational praxis. Overall, the article examines whether the coexistence of the TLSA's holistic educational outlook and 'egalitarian oriented' counter-consciousness, offers tangible possibilities for exploring an emancipatory decolonial education.

유아교사의 개인 배경 변인에 따른 전문성 지원환경 인식 차이 연구

Objectives In this study, we tried to analyze and discuss the differences in perception of early childhood teachers' personal background variables(age, academic background, career, type of early childhood education institution, and age) (opportunities for professional learning and development, relationship between teachers and directors, expectations for teachers and infants, and decision-making).
 Methods A total of 624 early childhood teachers working in kindergartens and daycare centers in the metropolitan and non-metropolitan areas were surveyed to collect data. Using SPSS 21.0, independent sample t-verification, ANOVA, and Scheffé follow-up verification were conducted to analyze differences in recognition and technical statistics such as internal consistency analysis, data normality verification, mean and standard deviation.
 Results In terms of professional learning and development opportunities, there were significant differences in perception according to the age, career, type of early childhood education institution, and age of the teacher and director. In the perception of expectations for teachers and infants, there was a significant difference according to the age of teachers and the type of early childhood education institution. However, in the case of teacher autonomy and decision-making, no significant difference in perception was found according to individual background variables.
 Conclusions Based on these findings, it was suggested that it is necessary to establish a professional support environment considering the individual characteristics of early childhood teachers, and that discussions on the professional support environment for early childhood teachers need to be approached by subdividing them into sub-variables as well as higher concepts. In addition, the necessity of activating various in-house activities, seminars, and study meetings in consideration of teacher experience to support the professional development and learning of early childhood teachers was discussed.

Head teacher’s adviser for moral education and interaction with children’s public organizations: evaluating expectations and potential for improving the quality of moral education in Russian sec-ondary schools

Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work. Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience. Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed. Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.