Female Teachers Research Articles

Burnout of special education teachers in Saudi Arabia’s inclusive education schools

IntroductionBurnout is a serious phenomenon that negatively affects teachers’ professional performance. The current study aims to determine the level of burnout among special education teachers in inclusive education schools in the Kingdom of Saudi Arabia.MethodsIt used a descriptive survey approach by employing an online questionnaire to collect data from 137 special education teachers in inclusive education schools.Results and discussionThe study found that the level of burnout among special education teachers was average, with an arithmetic mean of 2.907 and a relative weight of 48.40%. Male teachers had higher levels of burnout than female teachers. Moreover, teachers specialising in deafness and hearing loss had higher levels of burnout than teachers in other subspecialties. The other variables, such as educational level and experience, had no significant effect on the dimensions of burnout or overall level of burnout. This study recommends the provision of intervention programmes to help reduce teachers’ burnout levels. In addition, there is a need to reduce the workload and tasks assigned to special education teachers in inclusive education schools.

Can AI Level the Playing Field? How AI-Assisted Assessment Impacts Gender Bias in Student Evaluations of Marketing Instructors

Marketing instructors increasingly are using artificial intelligence (AI) to improve efficiency in course planning and assessment. However, scholarship has yet to show how such use impacts student evaluations, which are often skewed by gender bias. Toward this aim, we conducted a quasi-experiment in which college-student participants viewed student work along with instructor feedback under four experimental conditions. In one condition, participants were told the grade and feedback were written by the instructor and, in another, that the feedback was generated by an AI tool trained by the instructor. Instructor gender was also manipulated. Participants evaluated the assessment and the instructor using measures of agency and competence. We found that perceptions of agency and competence were higher for male instructors than for female instructors who did not use an AI tool. However, when instructors used AI, marked reductions in gender differences occurred. These findings suggest that AI complicates perceptions of agency and competence enough to potentially level the playing field for female instructors. However, perceptions of instructors were universally more negative when participants were told the assessment was created with AI, regardless of instructor gender. Therefore, attempts to use AI as an assessment tool should be made with caution.

Competencies of Jordanian Teachers of Grades 1-3 With Dyslexic Students in Light of Some Variables

The study aimed to reveal the competencies of Jordanian teachers of the first three grades in dealing with students with dyslexia, and its relationship to the variables of teaching experience, undergoing previous training courses in dyslexia, and the grades they teach. The study sample consisted of (86) male and female teachers who were selected randomly in schools affiliated with the Directorate of Education of Wadi Al-Seer District in the capital, Amman. The study followed the descriptive approach. To achieve the study objectives, the researchers developed a scale of competencies for teachers of the first three grades related to students with dyslexia. It consisted of (41) paragraphs distributed over three dimensions: The first dimension: includes the nature and causes of dyslexia. The second dimension: includes the diagnosis and symptoms of dyslexia. The third dimension: includes therapeutic interventions for dyslexia. The researchers verified the validity and reliability of the scale. The results showed that the competencies of Jordanian teachers of the first three grades in dealing with students with dyslexia were average across the scale dimensions as a whole, with the “diagnostic competencies” dimension ranking first, followed by the “nature and causes of dyslexia” dimension in second place, and the “treatment of dyslexia” dimension in last place. The results also indicated that there were statistically significant differences in the competencies of teachers of the first three grades according to the variable of teaching experience, and the differences were in favor of those with experience ranging between (6 years and less than 11 years). As for the variable of grades (first, second, third) taught by primary school teachers, the differences were in favor of teachers of the first grade, followed by the third grade and then the second grade. As for the variable of attending training courses, the differences were in favor of teachers of the first three grades who attended previous training courses in dyslexia. In light of these results, a set of recommendations were presented.

Unveiling Pre-Service Teachers’ Self-Efficacy: A Comprehensive Analysis of Teaching Materials Utilization

This study investigated pre-service teachers’ self-efficacy in teaching materials utilization (TMU) focusing on the aspects of message design, usage, and visual design, and how demographic factors such as gender, age, university type, year of study, and teaching branch affect their self-efficacy in TMU. A group of 347 pre-service teachers studying at the faculty of education in different universities across Turkey were measured for their self-efficacy in the aspects of message design, usage, and visual design in teaching materials. The study quantitatively revealed that pre-service teachers demonstrated high levels of self-efficacy in all three domains. Notably, pre-service teachers’ self-efficacy varied significantly across demographic variables. Female pre-service teachers generally exhibited higher self-efficacy across all the subscales compared to their male counterparts. Age was also found to influence their self-efficacy in that older participants displayed greater competence. The pre-service teachers from foundation universities showed higher self-efficacy than those from state universities. However, the year of study did not significantly affect self-efficacy levels. Furthermore, significant differences in self-efficacy were also observed across different teaching branches, particularly in message design and usage, but not in visual design. This study contributes valuable insights for teacher education programs by emphasizing the importance of demographic considerations in developing teaching materials competencies among pre-service teachers.

What Affects Teachers’ Use of Technology: Teachers’ Beliefs Regarding Technology, Teachers’ Technological Skills, or Available Sources of Support?

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers’ beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers’ use of technology in education. Teachers’ technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers’ use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning.

REVOLUTIONIZING COLLEGE EDUCATION: AI AWARENESS AND UTILIZATION IN CLASSROOM TEACHING

The study aims to investigate AI awareness and its utilization in classroom teaching among college teachers in North Bengal, focusing on variations by level, gender, age, and type of college. Using the stratified random sampling technique, 333 college teachers were selected for the sample of the study. Data were collected using the AI Awareness and Utilization Scale (AIAUS) developed by Singh (2024) for college teachers. The data were analysed with the help of z-score range, t-test, and 2x2x2 Factorial Design ANOVA. Results revealed that only 10% of teachers exhibited high levels of AI awareness and its utilization, while 50 % had average levels and 40% had low levels. Further, male teachers demonstrated higher AI awareness and utilisation than female teachers. Additionally, teachers from private colleges showed better AI awareness and utilization than teachers from government colleges. The study further found that gender, age and types of colleges significantly influence AIawareness and its utilization. However, there was no significant interaction effect between these variables on AI awareness and utilization among college teachers in North Bengal.

Recovery experiences and burnout among female compulsory school teachers in Sweden

Recovery experiences and burnout among female compulsory school teachers in Sweden

A Research Note on Maternity Leave and Children's Outcomes: The Case of Parental Teachers.

This research note examines the long-term effect of female teachers' longer maternity leave on children's education and disability in Vietnam. Having a child a few months before or just after the summer vacation can increase paid leave for female teachers. Using variation in months of childbirth and applying difference-in-differences with family fixed-effect estimators, I find that female teachers in Vietnam tend to avoid giving birth during summer vacation. In the long run, longer maternity leave is positively associated with their children's education and negatively associated with the probability of child disability.

Degree of Government School Principals' Practice of Technological Leadership in the Directorate of Education\ North Hebron from the Teachers' Perspective

The study aimed to identify the degree to which government school principals' practice technological leadership in the Directorate of Education\ North Hebron from the point of view of teachers, as the study population consisted of (2273) male and female teachers, including (1013) male and (1260) male teachers. The study sample was a simple random sample of (132) male and female teachers. The researchers used the questionnaire as a tool for their study, and it consisted of (22) items. The results of the study indicate that the degree to which government school principals’ practice technological leadership in the Directorate of Education/North Hebron from the teachers’ point of view on the overall score came in at a moderate degree, with an arithmetic average of (3.34). The results also indicated that there were no apparent differences in the degree of practicing technological leadership depending on the variables of the study: gender, years of experience, and educational qualification. The researchers recommended involving public school principals in training courses on the concept of technological leadership, its fields, and how to employ technology in this, and providing technological support to schools. The originality of this study lies in its focus on the topic of technological leadership within the Directorates of Education in Palestine in general, and specifically in North Hebron, as it represents an innovative and practical step implemented by the Ministry of Education.

Levels of Psychological Burnout Among Female Special-Education Teachers Working with Children with Disabilities: A Comparative Study between Jordan and Qatar

ABSTRACT The study aimed to discover the levels of psychological burnout (PB) among female special-education (FSE) teachers in inclusive schools in Jordan and Qatar, and to examine relationships between some demographic variables and PB. A random sample of 314 FSE teachers participated in the study by completing the study scale (Maslach PB inventory (MBI)); 30 teachers were later interviewed. The results showed a low level of psychological burnout among FSE teachers. The level of psychological burnout was moderate regarding emotional exhaustion, whereas it was low regarding depersonalisation and a sense of reduced personal accomplishment. The results also showed that the main predictors of psychological burnout were the age of the teacher (for the depersonalisation) and the level of disabilities of the child for whom they were responsible (for both depersonalisation and lack of a sense of personal accomplishment factors). More studies should be conducted to explore the factors that cause emotional PB among FSE teachers.

Opportunities and Challenges of Online Professional Development Training: Perspectives of Private Schools’ Teachers

Objectives: This study aimed to explore the perspectives of English Language teachers in private Schools regarding opportunities and challenges of online professional development (PD) programs. It also investigated their attitudes towards these online programs. Methods: The qualitative method was employed to provide in-depth insights into the complex and nuanced perspectives of teachers regarding online professional development (PD), 5 Semi structured focus group interviews were conducted via Zoom platform with a subset of English Language teachers (N=20) randomly selected from a total of 100 male and female English Language teachers in 6 private international schools at Ajman Educational Zone. The interview main questions and follow up ones were validated by a jury of experts. Inter-rater reliability was also conducted to ensure the accuracy and precision of the results analysis. In addition, two research main questions were used to guide the study. Results: The results showed that Online Professional Development Programs granted teachers professional development training opportunities in terms of quality and quantity as well as types and varieties since these programs are flexible, and affordable. They could also save time, efforts, money, and energy. In contrast, the challenges lied in language barriers, and appropriateness for the specific needs of teachers, students, subjects, and context. Additionally, most teachers developed positive attitudes towards online professional development programs. Conclusion: It could be concluded that online professional development training programs were beneficial for teachers who developed mostly positive attitudes in various aspects like flexibility, affordability and variations though there were some barriers like appropriateness and language barriers.

Unveiling the numerical insights: A study on number sense skills of first graders and their teachers

This study explores the number sense skills of classroom teachers and first-grade primary school students in Uşak, Turkey, examining the impact of various demographic factors. A quantitative research design was employed, utilizing a survey model to gather data from 102 teachers and 341 students. The Number Sense Test (Teacher Form), developed by Kayhan Altay (2010), and the Number Sense Screener (Student Form), adapted by Uyanık Aktulun (2018) based on Jordan et al. (2010), were used as measurement instruments. The results revealed significant differences in number sense skills among teachers based on gender, professional experience, and training, and among students based on gender and parental education levels. Male teachers exhibited higher number sense skills compared to female teachers, and those with more professional experience and specific number sense training performed better. Among students, males outperformed females in certain number sense subcomponents, and higher parental education levels were associated with better student performance. These findings highlight the importance of targeted professional development for teachers and the crucial role of parental education levels in children's numerical development. The study underscores the need for early intervention programs and parental involvement to foster strong number sense skills, which are foundational for later mathematical achievement.

고등학교 교사의 교직이탈 의도 영향요인 분석: PISA 2022 한국 자료를 바탕으로

The purpose of this study was to analyse the factors influencing high school teachers' intention to leave teaching and to explore educational alternatives to increase teachers' job satisfaction and reduce the risk of teacher attrition. To this end, a multilevel logistic regression model with intention to leave teaching as the dependent variable was analysed using Korean data from PISA 2022. The results showed that teachers with more than 30 years of experience who are approaching retirement age and female teachers were more likely to leave teaching than other groups. The risk of considering attrition was also increased if teachers had students with emotional behaviour problems in their classrooms or if their school had a high number of parents with graduate degrees. Collaborative relationships with colleagues were found to be protective against teacher attrition, while a school climate that encouraged parental involvement in school activities was found to increase the risk of teacher attrition. In addition, higher job stress related to teaching and assessment and lower job satisfaction were associated with higher intentions to leave teaching. Based on these findings, schoolᐨlevel efforts to reduce the risk of teacher attrition in high school are discussed.

Educational Beliefs, Core Values, And Professional Ability Among Chinese University Teachers

This study takes Chinese university teachers as the survey object, considering gender, age, years of service, education and other factors, to explore the relationship between their educational beliefs, core values and professional competence. The survey results show that teachers generally hold strong educational beliefs, in particular the value placed on student-centred learning and whole-person education, including academic achievement and all-round development. Core values such as fairness, integrity and rigor are given priority in teaching. However, the emphasis on intercultural communication skills and continuing professional development is significantly inadequate. Female teachers scored significantly higher than male teachers on educational beliefs, core values, and professional competence, suggesting the need for tailored strategies to address these differences. The study highlights a significant positive correlation between educational beliefs, core values, and professional competencies, suggesting that strengthening these areas can lead to an overall improvement in educational quality and inform higher education policy in China.

Impact of family and work conflicts on job satisfaction, life satisfaction and health of female teachers in Ethiopia: the moderating role of resilience

Impact of family and work conflicts on job satisfaction, life satisfaction and health of female teachers in Ethiopia: the moderating role of resilience

Emotional Manifestations of Male and Female Teachers with Different Levels of Conflict Resilience

Emotional Manifestations of Male and Female Teachers with Different Levels of Conflict Resilience

Research on the research motivation mechanism of young teachers in colleges and universities based on organizational support theory

This study, based on organizational support theory, explores the relationship between young college teachers' sense of organizational support, professional identity and research motivation, with the aim of revealing their incentive mechanism. The study shows that teachers' perception of school support significantly and positively affects their research motivation, including the two dimensions of instrumental support and emotional support. The results of a questionnaire survey of young teachers from 120 universities across the country show that there is a significant positive correlation between the sense of organizational support and research motivation, and that professional identity plays a mediating role between the two. In addition, the study also found that gender differences play a moderating role in the relationship between organizational support and research motivation, and there are significant differences in the performance of male and female teachers in this relationship. Based on these findings, this paper suggests that universities should create a good organizational support environment, pay attention to enhancing teachers' sense of professional identity, and consider gender differences in policy formulation, in order to more effectively motivate teachers' research motivation and thus improve overall research efficiency and quality. The research results provide practical guidance for the research management and incentive mechanisms of university teachers, and enrich the application of organizational support theory.

Secondary School Teachers’ Intuition Towards Transformative Techno Pedagogy (TTP) in Capital Complex of Arunachal Pradesh

One of the modern trends of pedagogical approach is "transformative techno pedagogy” which motivates teachers to help pupils avail of opportunities that are based on "transformative techno pedagogy," it prepares pupils with logical thinking, critical & analytical thinking skills, as well as comprehensive understanding to build the potential to become social and emotional beings as a whole (Levitt,2008) as well as mastery over the content through the implementation of various dimensions of TPACK. As a result, implementation of transformative techno-pedagogy in the 21st century becomes significant. Transformative techno pedagogy related strategies are mandatory to implement in regular classroom settings for effective teaching. Thus, the current study is an attempt to find out Intuition of secondary school teachers towards Transformative Techno Pedagogy (TTP) in relation to gender and qualification. For this purpose, Descriptive cum survey method has been used by the researchers. Data were collected randomly form the target population and selected 200 secondary school teachers from Capital Complex of Arunachal Pradesh. Data was collected by using a self-developed intuition scale. Data was analysed through statistical techniques such as frequency, percentage, Mean, Standard Deviation (SD), Standard Error of Mean (SDE), & 't' test. The result of study reveals that teachers are having average level of intuition regarding Transformative Techno Pedagogy (TTP). The Study also reveals that there is significant difference found between Male and female secondary school teachers and on the other hand there is no significant difference was found based on qualification.

An Investigation of High School Preservice Teachers’ Self-Efficacy in Teaching Mathematics

The influential theory proposed by Bandura suggests that teachers with high self-efficacy—those who strongly believe in their abilities—are more likely to effectively enhance learners’ performance. Numerous studies have consistently provided substantial evidence supporting this claim. Therefore, it is essential to investigate preservice teachers’ self-efficacy in teaching mathematics and their expectations for outcomes. This study aims to ascertain the self-efficacy beliefs of preservice high school teachers regarding mathematics instruction. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) survey was completed by 63 participants from a rural institution. This survey was administered after the completion of a Mathematics Methods course but before the onset of the school experience exercise (practicum). The MTEBI consists of 21 items and uses a five-point, forced-choice Likert-like scale to assess participants’ perceptions of their effectiveness in teaching mathematics. The survey evaluates two subscales: Personal Knowledge of Mathematics Teaching Efficacy (PMTE) and Expectancy of Mathematics Teaching Outcomes (MTOE). The results on the PMTE subscale showed a mean score of 43.1 and a standard deviation of 6.1, indicating that respondents possess good personal mathematics teaching efficacy. On the MTOE subscale, the participants had a mean score of 31.5 and a standard deviation of 3.72, reflecting a positive anticipation of learners’ mathematics learning outcomes. The research also found no statistically significant differences in self-efficacy in teaching mathematics or expectations between the two genders. However, female preservice mathematics teachers reported a notably higher average in teaching self-efficacy and teaching outcome expectancy compared to their male colleagues. Consequently, this study concludes that although female preservice teachers may be more effective than their male counterparts, there is a general need to enhance self-efficacy among all preservice teachers by providing various opportunities, such as increased coursework, field experiences, and peer mentoring.

Spatial analysis of socio-demographic characteristics and stress management among female teachers in public schools in Rivers State: an intervention study

Spatial analysis of socio-demographic characteristics and stress management among female teachers in public schools in Rivers State: an intervention study