Female Teachers Research Articles

101 Online Classroom Strategies Training Playgroup Teachers to Improve Bonding

The rise of online teaching is currently being carried out due to a pandemic which results in everyone having to limit interactions, this is aimed at reducing transmission of the coronavirus. Likewise, the existence of online teaching has resulted in the teaching staff, especially playgroup teachers having difficulty making a bonding with their students. They feel limited space and interaction between teachers and students. The existence of this, the researcher conducted a training to increase bonding between teachers and students by providing training in the form of “101 Online Class Strategies” in this training there were 5 teachers involved in this activity. There are 4 female teacher’s and 1 male teacher with the mean pre-test 111.00 and post-test of 115.40. Keywords: Training, Playgroup, Bounding, Teacher, Pandemic

Teachers’ knowledge of soft skills and flipped classrooms: Nursing and health technologies

BackgroundSoft skills and flipped classrooms are important in the fields of education, nursing, and health techniques. AimThis study determined nursing teachers’ knowledge of soft skills and flipped classrooms. DesignThis was a descriptive cross-sectional study with an analytical focus involving 100 teachers. SettingsThe study was conducted at the Higher Institute of Nursing Professions and Health Techniques (ISPITS) at Agadir and its annex in Tiznit. ParticipantsOne hundred permanent and temporary teachers (with an equal distribution of male and female teachers) participated in the survey. MethodsA five-part questionnaire was used to collect data. The independent variable was the use of a flipped classroom and dependent variable was the development of soft skills. SPSS version 25 software was used to process the data. Chi-square test, Ficher's test, binary logistic regression test, and multivariate logistic regression model were employed for data analysis. ResultsIn total, 80 % participants had knowledge of soft skills, and 75 % knew about flipped classrooms. The most important soft skills were considered to be communication, stress management, teamwork, conflict management, problem-solving, time management, critical thinking, autonomy, adaptability, and decision-making. The five soft skills considered most likely to be developed by flipped classrooms were autonomy, analysis, teamwork, communication, and time management. Furthermore, the development of soft skills through the flipped classrooms was independently associated with soft skills training (p = 0.008) and use of flipped classrooms (p = 0.042). ConclusionsTeachers have knowledge of soft skills and flipped classrooms despite a lack of training, and flipped classrooms contribute to the development of soft skills.

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

Preschool female teachers’ acquisition of professional competencies for students with disabilities’ inclusion in mainstream schools

Preschool female teachers’ acquisition of professional competencies for students with disabilities’ inclusion in mainstream schools

The Role of Educational Games in Developing the Social and Emotional Skills Among Primary School Students from the Teachers’ Perspective

The objective of this research is to elucidate the role of educational games in the development of social and emotional skills among students in the lower basic stage. The study employs a descriptive, relational approach. The research population comprises 4,303 male and female teachers in the basic stage, with a study sample size of 242 teachers. The sample is selected using a random sampling method, and data was collected through a questionnaire. The findings reveales that the utilization of educational games by teachers in the basic stage is at a medium level, additionally, the development of social and emotional skills is also at a medium level. Furthermore, a positive correlation is observed between educational games and the development of social and emotional skills. Additionally, no statistically significant differences are found in the responses of the study's participants based on gender.

Continuation of Learning During COVID-19 Situation in Nepal

This study explored the obstacles and ways of continuation for learning faced by school teachers during and after the COVID-19 situation. The quantitative cross-sectional survey research design was adopted. All the school teachers of Nepal were the population for this study and the sample size was 226. The online survey method was adopted for the data collection tools. A set of closed and open-ended questionnaires were distributed to respondents and data was collected using Google Forms. The study seeks the relationship between the independent variables (age, experience of teaching, school location, teacher’s residence, access to the internet, access to digital devices, knowledge about ICTs interest in online teaching) and dependent variables (continuation of online teaching). It was found that the community teaching and homework/ assignment methods were applicable to the rural areas. Continuing online teaching would be inconvenient for the students who had no internet access. According to the teacher's response, it was found that about 90% of students had no access to the internet. Although online teaching was suitable for the COVID-19 situation, it was biased for the maximum number of students. The teacher's interest and the obstacles in the online class and continuation of learning are significantly co-related (0.003 and 0.000 respectively). There was no significant difference between male and female teachers in continuation for online learning but a greater percentage of males are involved in online classes than females. The experienced teachers equally continued their learning of digital skills. There was a problem with the internet/ wifi/ 3G/ 4G network in rural areas. Teacher adjusted their teaching and learning activities even if they had no access to a laptop. The study concludes that teachers are ready for online classes and they regularly update their digital skills with changing times but digital divides created a serious problem with conducting online classes. So, the Government of Nepal should pay attention to teacher training, integration of digital skills in the curriculum, and proper allocation of budget for infrastructure development.

How teacher characteristics shape Chinese undergraduate EFL learners’ enjoyment and anxiety

ABSTRACT Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. This mixed-method study explored the effects of teacher characteristics on learners’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in the Chinese educational context. A total of 347 EFL (English as a foreign language) learners from a provincial key university filled out an online questionnaire. Results showed that participants with male teachers reported more FLE than those with female teachers. Multiple regression analyses revealed that teacher characteristics predicted much more variance in FLE than in FLCA. Teachers’ happiness was the strongest predictor of learners’ enjoyment, while teachers’ strictness was the most significant predictor of anxiety. Qualitative data on students’ enjoyable and anxiety-provoking experiences regarding teachers also indicated that participants experienced more FLE with humorous, patient, supportive, happy, encouraging, and friendly teachers, yet teachers who were strict, frequently practiced random calls, and only spoke English in class would evoke participants’ FLCA. Based on these findings, pedagogical implications for foreign language teaching at the collegiate level are provided.

Workplace Bullying on Academic Female Workers of Higher Education Institutions: A Case Study of LUAWMS, Uthal

The aim of this study was to assess the effects of workplace bullying on academic performance of female workers of higher education institutions. Female employees who work in various departments and fields under various supervisors have a significant place at universities. The effects of workplace bullying on female academic employees at higher education institutions are addressed by this study. The mixed method of research served as the foundation for this study. This study's target population included all female employees, department heads, deans, and teachers. A sample of the six faculties has been chosen. The information was gathered using a carefully thought-out questionnaire. The information was gathered from a few LUAWMS faculties. There are five items in the interview and nearly thirty in the questionnaire for this survey-based data collection method. SPSS and statistical software were used to carry out the analysis process. The study's findings support the association between workplace bullying and female vulnerability, as well as the factors that contribute to workplace bullying, as documented in the literature. Women who work long hours for the benefit of the organization are particularly vulnerable and are more likely to be harassed by men and other coworkers.

Mathematical communication of preservice mathematics teachers in solving gender-biased higher-order thinking skills problems

Mathematical communication is a crucial 21st-century skill related to achievement and other skills. This study aims to analyze the differences in mathematical communication abilities and describe the difficulties male preservice teachers (MPT) and female preservice teachers (FPT) face in solving gender-biased Higher-Order Thinking Skills (HOTS) problems. This research employs a sequential explanatory mixed-methods design. The respondents, selected through purposive sampling, consisted of 4 MPTs and 10 FPTs. Data on mathematical communication abilities were obtained through a gender-biased HOTS problem-solving test. The respondents' difficulties in solving the problems were gathered through interviews. The results indicate differences between MPT and FPT mathematical communication skills using symbols and mathematical notation in solving problems. Student's difficulties in solving gender-biased HOTS problems are unfamiliarity and disinterest in the context. This study implies that education should emphasize contextual understanding and utilize gender-neutral problems to enhance mathematical communication skills.

Assessing the Impact of Technology Use on the Professional Development of Rural School Teachers in China

The focus explored the relationship between the technology used by Chinese rural school teachers and their professional development perceived by them. 200 rural school teachers in China were selected by convenience sampling for this study. Quantitative survey questionnaires were conducted for data collection, and data was analysed using statistical measures. The results of the study revealed that rural school teachers in China reported a high-level use of technology in their teaching lives and their perception of professional development lay in the average range. Furthermore, a significant correlation was found between technology use and the professional development of rural school teachers in China. Additionally, gender differences in the trends of technology use and professional development of male and female teachers were also analysed. It was noted that male teachers had significantly higher technology use and corresponding higher feelings of professional development compared to female rural school teachers. The study has presented policy suggestions for the government and policy framers in how they can design strategies to ensure the optimal and beneficial use of technology for ascertaining the professional development of teachers and improving the overall quality of education in rural schools.

Gender-Related Differences in the Performance of Request in the Algerian Classroom Discourse

Despite extensive research on requests, there remains a notable gap in understanding gender differences in Algerian classrooms. This study investigates how male and female students and teachers formulate requests during classroom interactions, using responses from a discourse completion task (DCT). The aim is to explore how gender influences choice of request strategies and variations in directness, considering social variables such as power dynamics, social distance, and the imposition level among participants. The study focuses on identifying similarities and differences in request behaviors between male and female interactions among Algerian students and teachers, as well as among students themselves. Data were collected through a Discourse Completion Task featuring three scenarios of classroom interactions, involving 115 male and female participants. The findings indicate that gender significantly influences the selection of request strategies and levels among Algerian students and teachers. Female students and teachers tended to employ more indirect request strategies compared to males, who typically favored direct approaches across all scenarios. Furthermore, the study reveals that the degree of directness varied for both genders based on socio-cultural factors such as power dynamics, social distance, imposition levels, and religious norms prevalent in Algerian society. The research highlights that students generally opt for conventional indirect strategies when making requests to teachers. In contrast, direct requests are more commonly used when individuals of equal social status interact or when the requester holds a higher status than the respondent. This study contributes new insights into the impact of gender and socio-cultural factors on request strategies and politeness in Algerian classroom discourse, enriching the field of cross-cultural pragmatics and classroom discourse studies.

The Impact of Female University Teachers' Marital Satisfaction on Teaching Ability: Moderated by Managerial Positions

Work and life are two important and indispensable components of people's social life. Marriage, as a necessary part of most people's life stage, and past studies have also indicated the relevance of marital satisfaction to people's job satisfaction and physical and mental health. The present study aims to quantitatively examine whether their marital satisfaction has an impact on teaching ability from a single-sex perspective among married female university teachers in Guangxi, China. This study employed a quantitative method using the regression method on 556 responses to test the variables relationship by SPSS26. The researcher found that female teachers' marital satisfaction had a positive effect on their teaching abilities; however, female teachers' managerial positions did not moderate the relationship between their marital satisfaction and their teaching ability in the classroom. The exploration of relationships in this study confirms the feasibility of single-sex research for future research regarding the difference between male and female teachers in related areas. At the same time, it is hoped that this study will enable universities and academic faculties to pay attention to the living conditions of teachers and to optimise policies and support for teachers in terms of working hours, career development and work-life balance from a gender perspective.

Male And Female Teachers’ Perspectives on Gender Roles In Early Childhood Education

This study aimed to explore male and female teachers’ perspectives on gender roles in early childhood education and care settings (ECCE). ECCE is often regarded as one of the most gendered spaces that perpetuate binaries between boys and girls. This research adopted a case study approach conducted in a kindergarten in Padang, Indonesia. The study involved two ECCE teachers as participants, one male and one female. This study's results indicate that teachers understand the importance of gender equality in children. However, they still perceive gender as something biological, limiting seeing children as girls and boys. Teachers seem to be confused about the fluidity of gender roles, and hence, it results in resistance to teaching gender-flexible pedagogy

Teacher professional identity: agentic actions of a novice teacher in a challenging school context

ABSTRACT Teachers develop their identity during initial teacher training and continue to develop it throughout their careers. Many teachers in rural schools find themselves teaching in challenging contexts. This study contributes to the body of knowledge by exploring agency as part of the development of a female teacher’s professional identity over six years as she obtains her degree and begins working in a rural town in South Africa. We used a narrative approach to listen to the participant’s stories and present narratives related to the proactive and generative actions that the participant took. By drawing on Bandura’s Social Cognitive Theory (SCT), we illustrate the importance of intentionality, forethought, self-reactiveness, and self-reflectiveness for agentic actions. Bandura’s ecological model highlights the importance of personal, behavioural, and environmental determinants of agency. The findings reveal that teachers experiencing similar challenging school contexts can draw on their skills, knowledge, personal values, and teaching and learning experiences to develop into teachers with a strong sense of agency who remain actively engaged in their school and the wider community. The authors propose that initial teacher educators refer to SCT as a framework during teaching practice to support the development of student teachers’ agency as part of their professional identities.

Professional practice competence of primary school physical education teachers

ABSTRACT This study examined the professional practice competence (PPC) of primary school physical education (PE) teachers. Participants of the study were 382 availably selected primary school PE teachers in Amhara Region, in Ethiopia. Results revealed that, except for their lesson planning (LP), PE teachers’ instructional assessment (IA); their ability to create and maintain a safe and supportive learning environment (CMSSLE), and their overall PPC were low. However, female PE teachers performed their LP better than male teachers. Conversely, female PE teachers, degree holders, beginner and junior teachers, and rural PE teachers demonstrated lower proficiency in IA compared to others. The results also indicated that no significant differences were found in CMSSLE between male and female teachers, rural and urban teachers, and diploma and degree – holder teachers. Accordingly, the regional education bureaus, zonal education departments, and teacher education institutions have to pay due magnanimity and precaution while hiring, training, and deploying PE teachers in different areas of the nation. For the professional development and professional practice competence of PE teachers, need-based and continuous on-the-job capacity-building training should be designed by the concerned education policymakers.

Does scarcity of female instructors create demand for diversity among students? Evidence from an M-Turk experiment

Scarcity of female scholars has been well documented for math-intensive or STEM fields. We investigate whether a lack of female instructors creates a demand for gender diversity on the student side. In an incentivized instructor-choice experiment on MTurk, we experimentally vary the gender balancedness of the instructor pool and ask participants to choose one additional instructor among one male and one female. We find that participants value gender diversity when female instructors are scarce. The effect is statistically significant for women but not for men. We also test for the effect of male scarcity in the instructor pool and find that both, men and women, show a demand for gender diversity.

Preparedness and Competencies of Higher Education Teachers to Teach Online: A Study in North-East India

This study explores the significance of the online teaching ability of higher education teachers, and how teachers perceived their level of competence in teaching online in north-east (NE) India. The Faculty Readiness to Teach Online (FRTO) instrument developed by Martin et al. (2019) was adapted to conduct a study from 130 teachers in higher education institutions across NE India. The ability to teach online was categorised into four categories, i.e., course design, course communication, time management, and technical competence. Structural Equation Modelling (SEM) was carried out to do direct and indirect path analysis of the proposed conceptual model. Multiple regression analysis was used in analysing the demographic profiles of the teachers and their perceptions of the importance of online teaching competencies. The findings indicate that the perceived readiness to teach online was not significantly influenced by course design, course communication, time management and technical competencies. Furthermore, regression analysis showed that both age and gender negatively impacted perceptions towards readiness to teach online, with older and female teachers having lower perception scores.

Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted as general measures of performance-related self-beliefs. Still, due to the contextualized nature of TPACK and potential biases, their use as proxies for actual knowledge has been criticized. Self-reports may be especially gender biased as women often underestimate their performance in STEM subjects. Drawing on a sample of N = 161 mathematics in-service and pre-service teachers, we aim to analyze (i) the structure of the self-reported knowledge and (ii) the relationship between self-reported and contextualized actual knowledge. To this end, we used general TPACK self-reports and a test instrument that infers the amount of knowledge separately for each dimension from performance over multiple authentic demands that teachers encounter teaching secondary school mathematics. The current study shows that the TPACK self-beliefs can be separated and measured reliably. Although all self-beliefs show bivariate relations to corresponding actual knowledge dimensions, this changes for PCK and TPCK self-beliefs when other actual knowledge dimensions are controlled. We interpret these findings that TCK self-belief and to a lesser degree CK self-belief seem to be calibrated according to corresponding actual knowledge, while PCK and TPCK self-beliefs are primarily calibrated according to non-pedagogy-related actual knowledge. Lastly, we do not find gender biases, but a small gender effect with lower actual and self-reported knowledge for female teachers over all dimensions.

Applying Educational Accommodation for ADHD Pupils: Teachers and Parents Perspectives

Attention Deficit Hyperactivity Disorder (ADHD) is one of the disorders that threaten the learning quality of the students. The study aims to identify the degree of application of educational accommodations for students with attention deficit hyperactivity disorder (ADHD) in primary schools from teachers and parents' perspectives. Data have been collected from two samples: 70 primary school teachers and 62 parents of students with ADHD in the Eastern Province and Riyadh, who were chosen randomly. The results showed that there were statistically significant differences between the teachers’ and parents’ perspectives. In the degree of application of educational adaptations for this category of students, it came in favor of teachers. The results showed that there were statistically significant differences in the degree of application of adaptations according to the gender variable, which came in favor of female teachers, and the results also showed that there were no statistically significant differences between schools in terms of supported services for application of educational adaptations for students with ADHD.

واقع إلمام معلمات الدراسات الإسلامية بأساليب مكافحة الأفكار الهدامة بالمرحلة الثانوية بالعاصمة المقدسة

The study aims to evaluate the level of female Islamic Studies teachers familiarity with methods of combating destructive ideas in high school education in the Holy Capital of Makkah. To achieve this, the study used the descriptive analytical survey method, the study sample included (86) female Islamic Studies teachers, and used a questionnaire consisting of 12 items. The study had come to several conclusions, most importantly being: That female Islamic Studies teachers are highly familiar with destructive ideas combating methods, the study scored an arithmetic mean of (3.59), a standard deviation of (.86), and a high level of familiarity. In light of these results, the study made several recommendations.