High Teaching Loads Research Articles

The Current Practices of Instructional Supervision Approaches and Teachers’ Professional Development in Secondary Schools of Bale Zone of Oromia Region

The research is financed by Haramaya University Abstract The purpose of the study is to investigate the current practices of instructional supervision approaches in secondary schools of Bale Zone. The study particularly focuses on the practices and contributions of instructional supervision approaches, and the factors affecting their implementation in promoting teachers professional development. The study has employed a descriptive survey design, which was supplemented by qualitative research to enrich quantitative data. Data were gathered from nine randomly selected secondary schools in Bale Zone. The respondents included 182(52.8%) teachers were selected using systematic random sampling technique. In addition 54 instructional supervision committee members were included in the study. All nine principals and, eight secondary school supervisors had participated. Questionnaire was the main instrument of data collection supplemented with interview method. Frequency, percentage, and chi-square analysis were employed to analyze the data. While the qualitative data obtained through interview was analyzed using descriptive narrative method. The results of the study reveal that the practices of instructional supervision approaches and their contribution to teachers’ professional development were low. Instructional supervisors were found to get involved in the difficult task of supervision without having prior trainings, and their contributions were also unsatisfactory in promoting professional development of teachers. Furthermore, the study shows that: lack of trained supervisors, lack of supervision manuals, lack of training, shortage of budget, and high teaching load of supervisors and assignment of small number of supervisors hinder proper implementation of instructional supervision. As a result, awareness on the part of instructional supervisors and teachers through seminars, workshops and discussion forums about the different approaches of supervision in order to bring professional growth of teachers and improving their instructional practices were recommended. Moreover, suggestions were forwarded to solve the factors that hinder proper implementation of instructional supervision practices. Keywords: instructional supervision, Teachers professional development, Supervision approach DOI : 10.7176/RHSS/9-9-01 Publication date :May 31 st 2019

Barriers to the advancement of women of color faculty in STEM

PurposeThe purpose of this paper is to highlight critical issues facing women of color (WOC) faculty and to synthesize the research literature in order to offer recommendations for action to address inequities using an intersectionality framework.Design/methodology/approachThe authors conducted a qualitative meta-analysis. Relevant articles were obtained through a search of the EBSCO and Google Scholar databases entering in combinations of specific keywords. In order to be included in this review, the manuscripts had to be published between the years 2001 and 2017; in a peer-reviewed journal; and available through the university library system.FindingsThe majority of manuscripts in the meta-analysis revealed high teaching and service loads, ambiguous standards for tenure and lack of culturally responsive mentorship are challenges experienced by WOC faculty. Moreover, there is limited research that examines STEM WOC faculty experiences at minority-serving institutions and in leadership roles. Further research is needed to examine the long-term efficacy of mentoring strategies and institutional transformation efforts for WOC. These numerous challenges cumulatively undermine institutions’ abilities to implement institutional transformation that impacts WOC in higher education.Originality/valueThe recommendations provided are based on the results of the meta-analysis and are intended to promote systemic change for STEM WOC faculty in institutions through intersectional and transformational approaches.

Aspects that Debilitate the Quality of Braille among Learners with Visual Impairment in Kgatleng District in Botswana

This qualitative study investigated the aspects that debilitate the quality of braille among learners with visual impairment at an institution in Kgatleng District in Botswana. The study was conducted over a two-month period at a school that caters for learners with total blindness. The participants, who included five special education trained teachers and nine learners with visual impairment, were purposively selected. The study utilised interviews and document analysis to collect data. Thematic and content data analyses were done as data from the two data collection methods was integrated. The results of the study indicate that the special education specialist teachers are underutilised in their area of specialty. In addition, the larger school community views it a waste of human resource for specialist special education teachers to instruct learners in braille. Consequently, there is no deliberate program to teach braille to learners with visual impairment especially that both learners and special education teachers have very tight schedules emanating from a packed curriculum and high teaching loads. The onset of the visual impairment also has a significant influence on the rate of learning braille and the development of the sense of touch. The study recommends, among others, a paradigm shift in the inclusive education practices at the school to improve the quality of braille and academic performance of learners with visual impairment. https://doi.org/10.26803/ijlter.17.6.9

FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA

The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.

Tip Confirmation in a University Hospital

To pilot-test feasibility, acceptance and learning-outcomes of a brief interdisciplinary communication skills training program in undergraduate medical education.A two-hour interdisciplinary communication skills program with simulated patients was developed and pilot-tested with clinical students at Hamburg University. Five psychosocial specialties facilitated the training. Composite effects were measured qualitatively and quantitatively.Eighty students volunteered to participate in the pilot-program (intervention-group). Their evaluations of the program were very positive (1.1 on a six-point scale). Benefits were seen in feedback, increase of self-confidence, cross-disciplinary clinical and communication experience. Students who did not volunteer (n = 206) served as the control-group. The intervention-group performed significantly better (p = 0.023) in a primary care communication examination and female students performed better than males. Clinical teachers evaluated the pilot-training very positively with regard to learning-outcomes and feasibility. The positive results from the pilot-training led to implementation into the regular curriculum.A two-hour interdisciplinary communication skills training program is beneficial for medical students with regard to communication competencies, self-confidence and learning-outcomes.The training is feasible within given time-frames and limited staff resources. The high teaching load for small-group-training are split between five specialties. The concept might be an interesting option for other faculties.

Obstacles to Research and Publication in Zimbabwean Higher Education Institutions: A Case Study of the Research and Intellectual Expo

The study was aimed at exploring the quantum and quality of research in higher education institutions (HEIs) in light of the stringent requirements for staff appointment, tenure and promotion. The case study method which falls within the qualitative research paradigm was employed. Documentary analysis was used to determine the trends in the number of articles submitted to the Research and Intellectual Expo (RIE) and those that are eventually published in the Journal of Zimbabwe studies from 2011 to 2014. In addition, interviews with 111 respondents (25 peer reviewers, 11 members of the Journal’s editorial staff, 45 academics, 10 Research Directors and 20 members of the organising Committee) were performed for purposes of obtaining explanations and justifications for the trends obtained from the case study. Results indicate that although the number of articles submitted to the RIE had increased over the years (from 218 in 2011 to 498 in 2014), there are serious deficiencies in research and writing skills among academics in HEIs. However, variations in publication rates exist depending on academic field with those in the science-related disciplines producing better quality research articles than those in education, arts, humanities and social sciences. The major reasons for rejection of papers were poor research and writing skills as well as plagiarism. New forms of academic dishonesty namely: ‘ghost’ researches and unjustified multiple authorship were unearthed. The major challenge faced by the academics in conducting research was the pressure to publish in an environment characterised by high teaching loads and inadequate resources. The paper recommends collaboration by key stakeholders in imparting research and academic writing skills to and academics.

Can a brief two-hour interdisciplinary communication skills training be successful in undergraduate medical education?

ObjectiveTo pilot-test feasibility, acceptance and learning-outcomes of a brief interdisciplinary communication skills training program in undergraduate medical education. MethodsA two-hour interdisciplinary communication skills program with simulated patients was developed and pilot-tested with clinical students at Hamburg University. Five psychosocial specialties facilitated the training. Composite effects were measured qualitatively and quantitatively. ResultsEighty students volunteered to participate in the pilot-program (intervention-group). Their evaluations of the program were very positive (1.1 on a six-point scale). Benefits were seen in feedback, increase of self-confidence, cross-disciplinary clinical and communication experience. Students who did not volunteer (n=206) served as the control-group. The intervention-group performed significantly better (p=0.023) in a primary care communication examination and female students performed better than males. Clinical teachers evaluated the pilot-training very positively with regard to learning-outcomes and feasibility. The positive results from the pilot-training led to implementation into the regular curriculum. ConclusionsA two-hour interdisciplinary communication skills training program is beneficial for medical students with regard to communication competencies, self-confidence and learning-outcomes. Practice implicationThe training is feasible within given time-frames and limited staff resources. The high teaching load for small-group-training are split between five specialties. The concept might be an interesting option for other faculties.

Finding Balance: A Challenge for Untenured Faculty

This study investigated the impact of work overload on untenured faculty (n=38) who teach, research, and serve in the colleges of education at two research intensive universities in the United States. Both of these colleges of education are moving toward a research focus. The transition has created an overload situation by establishing high research expectations while continuing to expect a high teaching load. Thus, the researchers investigated the following two guiding questions: (1) When a college establishes a stronger research focus, does it have a negative impact on untenured faculty? and (2) In what ways can a college (or institution) build support strategies for untenured faculty working an overload? The following ways were mentioned in regards to supporting untenured faculty: (a) make supporting untenured faculty members an institutional priority, (b) have a “point person” who would inform untenured faculty members about deadlines, tenure procedures, etc., (c) assign a research, publication, grant and/or tenure mentor, (d) find ways to reduce high teaching loads if there are also high research expectations, and (e) receive constructive feedback about research.

Goodbye Collaboration, Welcome Partnerships in International Research?

The lack of adequate human resources for health, especially in low-income nations, has been mentioned more than a hundred and one times. The solutions to the problem have also been mentioned more than once. The reasons why we do not have enough or adequate health human resources on the African continent are the following: • Out-migration to high income nations of the world, • Premature deaths, the number of which has been increased by the HIV and AIDS scourge, • Not enough training posts for both pre-service and post-service courses, • Health professionals joining other professions even within their own countries, • Poor working conditions, • Increased disease burden, • Poor skills-mix in the service, • Poor health system planning. The limited research and publication contribution by low-income countries has also been discussed to some extent. Here is the summary of the reasons for this phenomenon: • Lack of funding opportunities, • Isolation, • Lack of time for research and writing, • High teaching load among university faculty, • Poor mastery of the English language, • Biases of international editors, • Journals of inadequate quality. For a long time, access to African research papers has been limited. This has led to a situation in which research output from the continent has been under-used, under-valued, and under-cited in the international and African research arenas. Moreover, many African researchers may have better access to the main information resources and journal articles in Europe and America. This is usually because information from the high-income countries is more readily available than that from developing countries. To be fair, access to global information resources is essential if one must compete at the international level. However, it is equally important that production and access to the local research output from the continent also be enhanced. A recent commentary by John D Holm and Leapetsewe Malete, entitled Nine Problems That Hinder Partnerships (1), discussed the problems of research marriages between researchers from the developed countries in the North and African researchers: • Scholars from developed countries often take the lead in research, while African researchers are relegated to minor roles; • Scholars from developed countries think they know what curriculum is best for universities in the developing world; • Scholars from developed countries think a top-down approach is the most effective way to get things done at universities in developing world; • African universities, students, and faculty members often cannot afford significant project costs; • Projects with developing countries are often done with multiple partners; • Researchers from developed countries often feel an obligation to their financial supporters; • Top-quality universities in Europe and America want to do projects only with institutions of comparable quality; • The risks to the health and safety of students and staff members in Africa are exaggerated; • Teaching African university staff members new skills is often done through quick workshops. I found Holm and Malete’s commentary thought-provoking and here I add my comments.

Growing together: a qualitative study of leading nurse scholars in Thailand

Asia-Pacific nursing education and research is growing but little is known about the nature and development of nursing scholarship in the region. This qualitative study explored the perspectives of 14 leading Thai scholars about the development, facilitators and barriers relating to Thailand's nursing scholarship. In-depth interviews were digitally recorded, and data were subjected to content analysis. Five themes arose: (1) growing together, (2) visionary leadership, (3) external support to grow nurse scholars, (4) developing nursing through research, and (5) barriers to scholarship. A history of visionary nursing leadership was revealed, underpinned by leaders' values of growing nursing together. Resource sharing among universities, and a significant number of scholarships for study abroad were major facilitators of scholarship growth. Barriers to scholarship included high teaching loads, especially for newly graduated faculty; a low rate of research publications; not enough mentorship for research and changes to teaching practice; and a wide range of different agencies providing courses for entry to practice. Scholarship development in Thailand is a role model for a number of South-East Asian countries, with inclusiveness and collaboration to facilitate the growth of nursing education inside and outside of the country as a hallmark of its character. However, against a backdrop of nursing shortages, Thai scholars are challenged, in the future, to produce meaningful research outcomes, including publications of studies; to collaborate with other health professionals; change practices to overcome high teaching loads; and provide the much needed mentorship for young scholars.

THE NATURE OF WORK AND ROLES OF PUBLIC SCHOOL ADAPTED PHYSICAL EDUCATORS IN THE UNITED STATES

The purpose of this study was to describe the nature of work and roles of public school adapted physical educators in selected school districts in the United States. The greatest significance of this study was the creation of information base to guide improvement of service delivery and professional preparation. Participants of the study were 6 females and 2 males with experience teaching (range of 2-23 years) in the field of adapted physical education (APE). Data collection included individual indepths interviews, demographic data sheets and interview notes. Results showed the differences in the nature of work among APE specialists. Participants had high teaching loads (44-90 students) and served wide range of schools (1-20), which created quite different teaching profiles. Most teachers were involved in APE consulting. Results also indicated the needs to incorporate issues of consulting into teacher preparation and change the university studies more relevant to real life teaching.

Inclusive Pedagogy: Teaching Methodologies to Reach Diverse Learners in Science Instruction

This study used quantitative and qualitative methods to examine the use of inclusive pedagogy by science, technology, engineering, and mathematics (STEM) faculty at three community colleges. The purpose was to identify barriers to the adoption of inclusive teaching methods for diverse learners and students with disabilities and to propose ways to break down these barriers. Two hundred and eleven community college STEM faculty members in Western Massachusetts were sent a questionnaire that was administered electronically, and 11 faculty members were interviewed, 9 of whom also were observed in the classroom. The most significant among the barriers reported were the lack of an inclusive mindset, lack of knowledge about pedagogy, high teaching loads, and lack of time for instructional development. Implications for practice and research are discussed.

The Professional Lives of Women Psychologists at Small Colleges

One hundred nine women faculty in psychology departments at small colleges through the United States responded to a survey about the benefits and challenges of establishing a career at a primarily undergraduate institution with an enrollment of 3,000 or fewer students. Participants reported high teaching and service loads, which made it difficult for them to spend time on their research and writing. Descriptions of campus climate were variable—from supportive to very unsupportive of feminist teaching and scholarship. Despite the challenges, the majority of the participants had no regrets about their career paths. Advice to new women psychology faculty at small colleges is presented.

Gender equity in the academic labor market: an analysis of academic disciplines

This study uses hierarchical linear modeling (HLM) to analyze the effect of human capital, structural characteristics of the discipline, and disciplinary labor market conditions on faculty salaries. Faculty in disciplines characterized by relatively low demand, high teaching loads, and low amounts of research funding earn less than do faculty in other disciplines. Additionally, even after controlling for an array of individual and disciplinary characteristics, women faculty members earn less than their male peers.

Collaborating with undergraduates: Obstacles and tips

An increasing number of educators have called for active learning strategies to educate college students. At the same time, college instructors are being called upon to publish at increased rates while maintaining high teaching loads. One way to merge the ideals of active learning with publishing is to engage students, particularly undergraduate students, in collaborative projects. Writing, re‐searching, and publishing with undergraduate students is not an easy task, however. In this paper, we address obstacles that likely keep faculty from working with undergraduate students in this manner. We conclude by suggesting strategies to facilitate student/faculty projects.

Reflection on practice: collaborative action research for new academics

This article examines the experiences of recently appointed academics at two universities, one in the United Kingdom and the other in New Zealand. The groups at each university used collaborative action research methods during an academic year to support their transition. Our study looks at the outcomes of the project and reports on the experiences of establishing an academic career. These experiences are characterised by continually having to rise to new challenges such as getting research programmes under way, dealing with lecture preparation and high teaching loads. New starters reported problems associated with academic identity, lack of support and exploitation. We review our attempts to use collaborative action research to support professional development. In providing a safe community away from departments, we hoped that individuals would systematically enquire into their own practice. The group also served to provide an audience for the publication of this form of research, and as a critical community for contesting ideas and action.

Developing Communication Skills: A Model for German Instruction at the High School

A grant from the German federal government and the support of the Goethe Institute, Atlanta, made it possible to bring together a group of fifteen high school teachers from the southeastern United States for an intensive workshop in German during the summer of 1981.' The rationale, structure, and results of this total immersion seminar are described in this report in the hope that they will inspire other high schools to encourage a new approach to language instruction. Questionnaires returned by the workshop participants indicated that teachers are frustrated. The pressures of overloaded classrooms, high teaching loads, uninspiring textbooks, unsympathetic administrations, and a lack of self-confidence in the use of the target language are hindering effective language instruction. After years of research on a variety of methods, the Department of Germanic and Slavic Languages and Literatures at the University of Florida discovered that the key to effective language education lies in the development of communicative skills.2 In 1978, with a grant from the Exxon Corporation, we established the UF Language Communication Model. Experimentation with the new interactive approach first at the university and then in high schools brought encouraging results.3 However, the communication model requires an attitudinal change on the part of most instructors, making teacher reeducation essential for successful implementation. Thus, it became the objective of the workshop to expose high school teachers to some of the most important components of the model:

British and American Library School Teaching Staffs: A Comparative Inquiry

About 50 per cent of the full-time teachers in British and American library schools responded to a questionnaire covering 15 major characteristics such as general and professional education, experience, publications, and age. Many of the respondents were also interviewed. Despite the differences between the United Kingdom and the U.S. in higher education, the status of library education and the avenues to professional status, the findings over-all show that, in a majority of respects, there is a substantial similarity between the British and American teachers. There are, however, several important differences in the percentages of the two groups having (1) collegiate education; (2) formal academic professional education; (3) public and academic library experience; (4) memberships in non-library academic associations; (5) high teaching loads; and (6) records of extensive publication. The probable causes and the possible effects of these and some of the other differences are suggested.

SOURCES OF DISSATISFACTION AMONG A GROUP OF TEACHERS

Summary. 590 teachers, forming about 72 per cent. of the total output of trained teachers in 1955, from eleven constituent colleges and departments of the University of Manchester School of Education, completed in 1960 a questionnaire reporting, inter alia, current levels of satisfaction and major sources of dissatisfaction in the profession. Results showed that the great majority of subjects, including many then out of teaching, had experienced in the profession a high measure of satisfaction. Those in infant and grammar schools (particularly men teachers in the latter type of school) appeared to derive more satisfaction from their work than did subjects in some other types of school. Some evidence is presented which suggests that head teachers may be very well satisfied with the levels of professional competence of these subjects; but full analysis of these data is not yet completed. Low positive correlations are reported between the ex‐student's practical teaching mark, degree of professional satisfaction and head teacher's rating. Sources of dissatisfaction appeared to be related more closely to factors in the teaching than to those in the training situation. Major areas of dissatisfaction included salaries, poor human relations among the staff, inadequate buildings and equipment, high teaching load, training inadequacies, large classes, expressions of personal inadequacy, lack of time for certain professional duties and low status of the profession in society. In listing items women teachers seemed to be more pre‐occupied with day‐to‐day classroom problems, whilst men found their frustrations in a wider context.