Teacher Feels Research Articles

Searching for the Forest among the Trees

Searching for the Forest among the Trees

PROBLEMATIKA PEMBELAJARAN DARING (Kesulitan Yang Dihadapi Guru Dan Siswa SMP Swasta Nur Ihsan)

Abstract: This study aims to analyze the difficulties facing teachers and private junior high school students Nur Ihsan, with two focus research studies that are problematic use of online learning media for teachers and students, printing a sanctions of online learning material for teachers and students. This research is implemented in private junior high school nur Ihsan on Febuari-October 2021. This research uses a qualitative method based on case studies. Data collection using observation, interview and documentation techniques. Then in the analysis with the data reduction stages, data sanctions, and concludes. The results showed that (1) Problematic Media's use of online learning for teachers and students at private junior high school Nur Ihsan in the COVID-19 period: The teacher is only bias using the WhatsApp app for teaching and learning processes, not utilizing other learning applications, not all students have a mobile phone, unstable network due to the conditions of residence from teachers or students who have unexed internet connection and purchase of expensive internet quotas. (2) Problematics in the Energy Learning Materials for Master and Private SMP Students Nur Ihsan in the Cove "-the 19th of the Creative Master In the Self-Speaking Learning Memorials only gives the textbooks to the students. Teacher feels limited in delaying materials and rapid changes from face-to-face learning switch to learning online making teachers less prepared in carrying out learning processes online.
 
 Keyword: Education, Daring, Covid-19

Interviewing adolescent girls about sexual and reproductive health: a qualitative study exploring how best to ask questions in structured follow-up interviews in a randomized controlled trial in Zambia

BackgroundNumerous studies have documented inconsistent reporting of sexual behaviour by adolescents. The validity and reliability of self-reported data on issues considered sensitive, incriminating or embarrassing, is prone to social-desirability bias. Some studies have found that Audio Computer-Assisted Self Interviewing (ACASI) that removes the personal interaction involved in face-to-face interviews, decreases item non-response and increases reporting of sensitive behaviours, but others have found inconsistent or contradictory results. To reduce social desirability bias in the reporting of sensitive behaviours, face-to-face interviews were combined with ACASI in a cluster randomized trial involving adolescents in Zambia.MethodsTo explore adolescent girls’ experiences and opinions of being interviewed about sexual and reproductive health, we combined Focus Group Discussions with girl participants and individual semi-structured interviews with teachers. This study was done after the participants had been interviewed for the 6th time since recruitment. Young, female research assistants who had conducted interviews for the trial were also interviewed for this study.ResultsRespondents explained often feeling shy, embarrassed or uncomfortable when asked questions about sex, pregnancy and abortion face-to-face. Questions on sexual activity elicited feelings of shame, and teachers, research assistants and girls alike noted that direct questions about sexual activities limit what the participant girls may be willing to share. Responding to more indirect questions in relation to the context of a romantic relationship was slightly easier. Efforts by interviewers to signal that they did not judge the participants for their behavior and increased familiarity with the interviewer reduced discomfort over time. Although some appreciated the opportunity to respond to questions on their own, the privacy offered by ACASI also provided an opportunity to give false answers. Answering on tablets could be challenging, but participants were reluctant to ask for assistance for fear of being judged as not conversant with technology.ConclusionStrategies to avoid using overly direct language and descriptive words, asking questions within the context of a romantic relationship and a focus on establishing familiarity and trust can reduce reporting bias. For the use of ACASI, considerations must be given to the context and characteristics of the study population.

Physical Learning Environment and Learning Functioning among Students from the Point of View of Teachers in the Arab Education System in Israel

This study examines the influence of the physical learning environment on students' performance, as perceived by teachers in elementary schools in the Arab education system in Israel, which function within a reality of exclusion and ongoing discrimination. Studies point to the importance of the design of the physical learning environment and its significant influence on students' functioning in several areas: emotional, cognitive, social, and aesthetic. The physical learning environment has a significant influence, both on the feelings of students and teachers, and on the way students function in various fields. Teachers can influence a variety of components in the school's physical learning environment to promote meaningful learning and create an environment that empowers learning, independent thinking, creativity, and self-learning and encourages personal growth and social involvement. This study is a correlational study administered among 200 Arab teachers from elementary schools. Teachers answered a questionnaire examining the relationship between the physical learning environment and the learner's functioning.. In order to test the hypotheses, we used the SSPS statistical analysis program. The main results indicate that the physical learning environment affects the students' performance in the following areas: emotional, cognitive and emotional. Details of findings relating to teachers' personality variables will be reported in the article. Implications and directions for future research are discussed.

Thriving Amidst the Pandemic: Examining the Lived Experiences of Work from Home Filipino Teachers

The purpose of this study is to investigate the mental, physical, emotional, social, and spiritual experiences of work-from-home (WFH) Filipino teachers. It also provides descriptions of the positive and negative aspects of working from home and how they adapt to the new culture. This study describes exceptional or new thoughts and feelings of WFH Filipino teachers. Using a qualitative phenomenological methodology, the researchers explored teachers’ lived experiences in teaching in a work-from-home environment. This study included ten (10) teachers from both public and private schools in Metro Manila. Analyses of the data revealed key themes from the teachers’ perspectives of the work-from-home environment. Respondents accepted the new culture of working from home, opened their minds to all possibilities, and were eager to learn new things to adapt to changes. Online teaching-learning is not possible without the respondents' participation in training and seminars. Technical issues, communication concerns, student learning conditions, family concerns, household issues, and health conditions are some of the challenges in teaching and working at home based on the research. Teacher participants expressed that WFH experiences were challenging and exhausting but they found it fulfilling as well. They cultivated the teachers’ traits of being flexible, innovative, dynamic, and sociable despite the many challenges that they have encountered in the intricate setup to enhance success and effectiveness in the teaching and learning process.

Retention intention: Modeling the relationships between structures of preparation and support and novice teacher decisions to stay

To understand how preservice teacher preparation and in-service support structures impact the retention of novice teachers, a structural equation model utilizing a large-scale, nationally representative sample was proposed and tested. The model revealed a chain of significant directional relationships between preservice structures and feelings of preparedness and between in-service support structures and feelings of being supported. These feelings were shown to significantly lower teacher feelings of being burned out which then significantly impacted teacher retention. Knowledge about how aspects of teacher preparation and support structures impact retention decisions can help stakeholders make better informed choices regarding what they offer their teachers.

How Teachers Feel About Arming Educators In K-12 Schools: A Statewide Investigation

ABSTRACT Calls to weaponize teachers with guns as a means of enhanced school safety and protection against a school shooting have intensified in recent years. Arguments for and against arming teachers are relatively well-established, but a paucity of scholarly research exists regarding its effectiveness and whether teachers generally support carrying guns on school grounds. Using survey methodology, the current study sought to better understand teacher perspectives on guns in K-12 schools. The majority of respondents opposed allowing armed teachers and indicated no desire to carry a gun at school. Regression analyses demonstrated a consistent impact of political party, gender, and rural teaching on items assessing support for armed teachers. These findings, among others, draw attention to the importance of educational stakeholder representation in future policy considerations and highlight the need for additional research that focuses on understanding the actual and perceived impact of arming teachers in school buildings.

Odczucia uczniów i nauczycieli w erze nauczania zdalnego. Wyzwanie podparte psychodynamiczną analizą tradycyjnych odniesień w edukacji

This article presents an exploratory study about how the pandemic period impacted feelings of teachers, children and teens. We analyze the materials of a narrative from within, made up of words that tell of the experience as it happens. In particular, through these materials we present the feelings experienced by the students and the teachers at school in the DAD era. The validity of traditional references in pedagogy is confirmed by the fundamental roles of actors, i.e. teachers and students of educative action even in the pandemic period.

The Online Education System: COVID-19 Demands, Trends, Implications, Challenges, Lessons, Insights, Opportunities, Outlooks, and Directions in the Work from Home

The aim of this exploratory research is to identify how working from home and the consequent social isolation interfered in teachers’ work and students’ learning and to identify the challenges, difficulties, advantages, opportunities, demands, trends, implications, outlooks, lessons, directions, and feelings of students and teachers in the teaching processes during the COVID-19 pandemic period. To reach its aim, the authors of this paper developed searches and scientific databases and they also sent an email questionnaire to Rio de Janeiro city schools. The descriptive analyses were made by descriptive statistics (proportions, rates, minimum, maximum, mean, median, standard deviation, coefficient of variation—CV). The results show that working from home and the consequent social isolation interfered in the students’ and teachers’ feelings and sensations and highlight the words “frustration”, “hope”, and “strangeness”. From the sample, 96.4% of the teachers affirmed that working from home and the social isolation interfered in their work and 97.4% of the teachers affirmed that working from home and the consequent social isolation interfered in the students’ learning. This research is the starting point to boost discussions on the subjects of COVID-19, working from home, social isolation, and education. This paper will support researchers in the development of future studies related to the subjects.

EFEKTIVITAS BAHAN AJAR SASTRA BERBASIS APLIKASI WIKI-TERSTRUKTUR UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU

Online learning conducted during the Covid-19 pandemic requires teachers to be creative in implementing strategies to convey material by building a strong and progressive pedagogical atmosphere. This study aims to describe the use of literature teaching materials based on the Wiki-Structured Application (WSA) as a solution to a pedagogical crisis so that online learning by teachers is substantially as effective as offline learning. Indonesian junior high school teachers were involved in this study. Quantitative-descriptive method is used in this study. Data collection was carried out by using a survey of learning using these teaching materials. Presentation of data uses descriptive statistics either using numerical or graphical representations. The results show that 1) The teacher feels that WSA is helped in managing teaching materials, especially in literature 2) WSA is effectively used as a medium for learning literature 3) WSA contains features that can visualize abstract concepts in literature subjects.

EFEKTIVITAS BAHAN AJAR SASTRA BERBASIS APLIKASI WIKI-TERSTRUKTUR UNTUK MENINGKATKAN KOMPETENSI PEDAGOGIK GURU

Online learning conducted during the Covid-19 pandemic requires teachers to be creative in implementing strategies to convey material by building a strong and progressive pedagogical atmosphere. This study aims to describe the use of literature teaching materials based on the Wiki-Structured Application (WSA) as a solution to a pedagogical crisis so that online learning by teachers is substantially as effective as offline learning. Indonesian junior high school teachers were involved in this study. Quantitative-descriptive method is used in this study. Data collection was carried out by using a survey of learning using these teaching materials. Presentation of data uses descriptive statistics either using numerical or graphical representations. The results show that 1) The teacher feels that WSA is helped in managing teaching materials, especially in literature 2) WSA is effectively used as a medium for learning literature 3) WSA contains features that can visualize abstract concepts in literature subjects.

Perceptions of secondary school teachers towards school expulsion of pregnant adolescents at Igunga District, Tanzania-a qualitative study.

Background:In Tanzania, adolescent pregnancy results in a denial of the girl's fundamental right to education. School expulsion of pregnant adolescents is a common practice exercised by teachers in this country for decades. This study aimed to explore the perceptions and feelings of secondary school teachers towards this practice.Methods:The study used a qualitative approach comprising focus groups and individual semistructured interviews with a purposive sample of sixteen teachers and nine headmasters (n = 25) from nine secondary schools of the rural Igunga district, in Tabora region, Tanzania. Data was collected in March to June 2017 and submitted to thematic analysis.Results:Though most participants were not satisfied with the practice, their role on the expulsion of pregnant students was perceived as mandatory by law and regulations. Main argument in favor was its deterrent effect, yet the review of schools’ registries did not sustain that perception. Stigma and fear of contamination added a relevant contribution to its implementation. Conflicting feelings among teachers were also disclosed.Conclusion:This study was of most value to understand current perceptions and feelings of those who exercise the practice of banning pregnant adolescents from school in Tanzania, while having identified some of the cultural and social believes acting as influential factors in its pervasiveness. International and national human rights organizations should increase their efforts and campaigns in order to strength social awareness of the benefit of females’ education to society as a whole and of adopting policies and practices in support of their equal right to education.

Students' Politeness Strategies to Lecturers in Sending Messages through WhatsApp

One of the issues that students face today is a lack of politeness in their language. Students' politeness is reflected in their attitudes when sending messages to lecturers. The objective of this study was to determine how polite students are when communicating with their lecturers through WhatsApp. This study was conducted at a private university in Sukoharjo. The data was obtained from student texts in the lecturer's WhatsApp app. The data was analyzed using Brown and Levinson's (1987) FTA theory on politeness strategies. According to the findings of the study, some students were found sending messages without greeting the lecturers and instead conveying their intentions directly. FTAs are common, and students frequently threaten the lecturers' faces. The words used in a student's message can have an effect on the teacher's feelings and make the conversation appear informal. Students appear to be unaware of social distance, roles and status, and power dynamics when interacting with lecturers. Some students treat lecturers as equals, which comes across as rude and disrespectful. It is strongly suggested that this topic be expanded upon and discussed in a broader context and area for future research. More research could look at this issue from a different perspective.

Janusz Korczak as perceived in education and art

ABSTRACT This article examines the similarities and differences between Janusz Korczak’s concept of the teacher and the concept of the teacher in contemporary Israel. It also examines the correspondence between Korczak the man, his principles, and educational endeavours, as well as his portrayal in painting and sculpture. The findings show that the more freely a teacher feels able to work within the education system, the greater the satisfaction. This trend was evident in all three satisfaction criteria: decision-making, general satisfaction, and satisfaction with the students. The findings show that teachers and principals see their role in the way portrayed in the works of art commemorating Korczak and his educational work. This teacher, educational leader and visionary remains relevant to this day, and perhaps now, more than ever.

Teachers' Attitude and Feelings of Self-Efficacy Toward Student Mental Health Needs

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The purpose of this quantitative survey study is to examine elementary, middle, and high school teachers' sense of self-efficacy and attitudes toward mental health needs. The results indicate a statistically significant positive correlation between teachers' attitudes and self-efficacy toward effecting change for students with mental health needs. OTs are well suited to help teachers address mental health needs of students in their classroom. Primary Author and Speaker: Yan-hua Huang Additional Authors and Speakers: Patricia Ling, Yola Lin, Rianna Wong, Megan Lee, and Michelle Wong

What kind of support do teachers really need in a blended learning context?

Teachers in higher education are the principal participants in blended learning (BL). Without their engagement, any attempt at BL might fail. In the process of BL implementation, they are faced with various challenges and are mostly not well prepared. However, studies have often neglected the feeling of teachers and their anxieties during BL implementation. There is insufficient research on teacher-related factors, especially teacher support. To address this question, a questionnaire was conducted among 123 respondents from 10 universities in China between March and May 2020. An analysis of the data collected shows that BL is widely recognised by teachers, but they lack confidence in their competence in BL implementation. The top three difficulties that faculty face are increased workload, a lack of funds to build their own courses and a lack of time to prepare online activities. Further, respondents have a clear need for pedagogical support, financial and infrastructure support, policy support, technical support and emotional support. These findings indicate that a targeted support system should be constructed to address these difficulties. Special attention should be paid to formulating BL guidance, offering a supportive environment that values BL efforts and relieving the workload of faculty.
 
 Implications for practice or policy:
 BL teachers need various support to design and implement BL courses.
 
 Higher education institutions should formulate guidance and clarify the definition and key implementation elements to guide BL practice.
 Management departments of higher education institutions should take effective measures to alleviate the burden of teachers.
 The training of teachers in the application of BL technology should focus on strengthening technological content knowledge and technological pedagogical knowledge.

English teachers’ perceptions and constraint on the use of authentic assessment in teaching English

This study aims to determine teacher perceptions of authentic assessment, and to find out the teacher's problems in implementing authentic assessment and solutions that can be done by English teachers in overcoming problems in implementing authentic assessment. In data collection, researchers used questionnaires, interviews and documentation to junior high school teachers in Banda Aceh, then analyzed the data using descriptive-quantitative analysis techniques. The results showed that the English teacher's perceptions of authentic assessment were in the medium category, starting from the teacher's absorption of authentic assessment information, understanding and assessing the authentic assessment of the 2013 Curriculum. learning so there is not enough time; teachers still do not understand the preparation of authentic assessment instruments and rubrics. Teachers still have difficulty sorting between the three aspects to be assessed, namely aspects of attitude, knowledge and skills; The teacher feels overwhelmed because if there are many students, a lot of time and money will be needed to implement authentic assessments; The teacher finds it difficult because they have to add up each score obtained by the students as a whole and then describe the value obtained. Finally, the teacher's efforts to overcome this difficulty by participating in peer discussion training between teachers, especially English teachers, as well as attending training and assistance by the Government or the Ministry of Education and higher education institutions.

Online Teaching Self-Efficacy – How English Teachers Feel During the Covid-19 Pandemic

The transition from traditional face-to-face to online teaching during the Covid-19 pandemic happened so rapidly that most teachers started teaching without enough training, preparation, and knowledge of online teaching. In order to better understand this current teaching paradigm, the present research examined how English teachers perceive their own ability to teach online. It investigated English teachers’ self-efficacy to teach online by surveying 138 EFL university teachers in Japan. A survey with 29 Likert-scale and two open-ended questions was developed to examine four latent constructs of online English teaching self-efficacy: technology, pedagogy, communicative language teaching, and self-management. Results of the survey found that English teachers were highly self-efficacious toward teaching online. They were most self-efficacious toward the usage of technology, followed by pedagogy, communicative language teaching (CLT), and least efficacious toward self-management when teaching online. Teachers had high self-efficacy for using different online platforms, organizing group work activities, and conducting formative assessments for evaluation. On the other hand, teachers had lowest self-efficacy for maintaining the balance between research and teaching activities. This paper concludes with some pedagogical implications for English teachers when teaching online.

Beginner’s Luck or Misfortune: Challenges in the Early Years of Professional Career of Accounting Science Professors in Brazil

The aim of this paper is to understand how the accounting professor in Brazil begins his teaching profession, and the challenges faced, the expectations raised, and the stimuli received in the early career years. The survey was carried out through semi-structured interviews with twenty-two accounting professors to identify the meaningful experiences in the beginning of their careers. The interviews were guided from the narrative of the subjects and the evidence was analyzed making use of thematic analysis templates, resulting in two main categories: previous and early career experiences; and challenges, expectations and influences in the early teaching. The results point that the meaningful experiences, which contributed for the teaching, were obtained through academic tutoring in undergraduate course, and teacher training in postgraduation, as well as in the several professional areas of the accountant, in the job market. The entry in the career was marked by the challenges of age, lack of preparation and insecurity. This study contributes to reflecting a new look for experiences in undergraduate program, such as academic tutoring, as “the first teaching opportunity”; and for the implementation of “introductory” teaching, and continuing education courses in the Educational Institutions, so that the teacher feels as he is part of the process when he understands the positive impacts of his participation, for his personal and professional development.

Mammies, brute Negroes, and white femininity in teacher education

In this article, we examine two stories about white femininity. The first, written by Danielle, was an assignment in a pre-service teacher education course. The second story is of the fictional Lily—the main character of an internationally best-selling novel. In our analyses, we pay special attention to how enduring racist images and caricatures of black people function in the complex social construction of white femininity. We conclude that teacher education efforts in the United States are undermined by the workings and power of enduring racist stereotypes in the thinking, feeling, and action of white teachers.