Lived Experiences Of Teachers Research Articles

Schools as inclusive workplaces: understanding the needs of a diverse teaching workforce in Australian schools

AbstractThis paper draws together academic and policy literature around the value of a culturally, linguistically and racially diverse (CLRD) teacher workforce in Australia. While Australia’s population is becoming more diverse, the teaching population is significantly less so, with far fewer teachers born overseas and/or speaking a language other than English at home. This paper seeks to address some reasons for this lack of diversity, and the lived experiences of teachers from diverse backgrounds, including the unique contributions CLRD teachers make to their school communities and the challenges they face. We begin by describing how CLRD experiences are understood within the Australian education context, and the contributions made by CLRD teachers to their school communities, the barriers to entry, and the experiences of exclusion and discrimination faced by many CLRD teachers in Australian schools. We conclude by highlighting the critical need to support CLRD teachers, by ensuring that schools are culturally safe and inclusive workplaces for teachers, as a necessary precursor to ensuring the same for students.

Exploring Teachers’ Experiences with Capability Level in Performing Each Objective of Content Knowledge and Pedagogy Domain

This research analyzed the teacher’s capability level in performing each objective of the content knowledge and pedagogy domains, as well as the lived experiences of teachers. In this study, a convergent parallel mixed-method research design was used. From the medium school category of the Caraga North and South District, Division of Davao Oriental, there were 81 teachers in the quantitative aspect of the study and 20 participants in the qualitative part, for a total of 101 participants. The researchers used a survey questionnaire that was adapted from the Results-Based Performance Management System of 2018. Data analysis revealed that the teacher’s capability level in performing each objective of content knowledge and pedagogy domain was high, which has an overall mean of 2.94. Qualitative findings revealed that teachers applied content knowledge across curriculum teaching areas; similarly, they aligned lessons from the curriculum guide’s learning competencies, provided interactive activities, and used visual presentations, pictures, songs, stories, and videos. The teachers enhanced literacy and numeracy skills; correspondingly, they integrated worksheets for numeracy concepts and the Marungko approach as basic steps in teaching reading and writing. The teachers developed higher-order thinking skills; identically, they provided real-world problems and created or innovated activities as teaching strategies. Based on the results, it is recommended to conduct a similar study, emphasizing the remaining indicators of content knowledge and the pedagogy domain.

Calibrating the lives and lived experiences of teachers in India: A plea for research

The purpose of this study is to highlight the insufficient understanding of the lives and concerns of government schoolteachers in India, who are often blamed for the deteriorating state of public schools in the country. It examines previous studies on the subject and contends that they have not adequately represented the teachers' perspectives and voices. In order to gain a more comprehensive understanding of the Indian teaching workforce, it is crucial to conduct research that delves into the personal lives and experiences of Indian teachers. To this end, this review paper adopts a hermeneutic approach to select relevant studies for analysis. We explore the evolution of research on the lives of teachers as a distinct field of study, and introduce several prominent studies in this area to provide a foundation for future research in the Indian context. Ultimately, we identify several key questions that can be addressed through an examination of the lives of Indian teachers.

A Convergent Study on Capability and Development Priority of Curriculum and Planning Domain

The teacher’s pedagogical knowledge helps curriculum content to convert into meaningful learning activities anchored to the principles of learners’ needs and teaching resources. This research analyzed the teacher’s capability level in performing each objective and development priority given to each objective of the curriculum and planning domain, and the lived experiences of teachers on the performance of the curriculum and planning domain. In this, a convergent parallel mixed-method research design was used in which both quantitative and qualitative methods were conducted simultaneously. One hundred ninety-seven (197) respondents in the quantitative part and fifteen (15) informants in the qualitative part of Tarragona District, Division of Davao Oriental. The researchers used a survey questionnaire that was adapted from the Results-based Performance Management System of 2018. Interviews and focus group discussions were also held. Data analysis revealed that the teacher’s capability level in performing each objective was high and development priority given to each objective was also high. There was a low but positive correlation between the teacher’s capability level in performing each objective and the development priority is given to each objective. Qualitative findings revealed that teachers developmentally sequenced lessons; similarly, they scaffold and motivate learners to complete the tasks and plan the lessons ahead of time to ensure long-lasting engagement. The teachers utilized learning resources specifically ICT; consequently, they organized appropriate videos, slide presentations, and activity sheets that matched the instructional objectives. The teachers joined in collaborative activities to improve teaching practices; they attended sessions of school learning action cells, shared new teaching strategies with other teachers, and visited nearby schools for benchmarking. Based on the results, it is recommended to conduct a similar study emphasizing the remaining indicators of the curriculum and planning domain, namely, relevance and responsiveness of learning programs and learning outcomes aligned with learning competencies. Keywords: curriculum and planning domain, descriptive-correlation, convergent parallel mixed method

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD.

Do innovative approaches to time allocation and timetable organisation provide a compelling alternative to traditional models?

ABSTRACT Innovative time allocation and timetable organisation can support the aim of providing students with individualised learning opportunities and deeper engagement with learning. Traditionally, time within schools is maintained and distributed through Western approaches to administration and organisation, which are socially and culturally produced and often deeply ingrained in practice. The turn to Innovative Learning Environments (ILE) in a growing number of international jurisdictions provides schools the opportunity to develop alternate time allocation and timetable organisational practices. To address the question, which is the title of this article, we have taken the socio-material perspective that there is a dialectical interplay of space, time and the lived experience of teaching and learning. This article’s question is derived from a larger qualitative New Zealand study of two schools; a secondary college, and a “junior college”. Participants included senior leaders, teachers and students who have a lived experience of alternative organisational approaches in open plan, flexible learning environments. This study explored the relationships between temporal and curricular organisational practices, pedagogy, and learning environments, whilst critically examining the underlying priorities and values these altered systems imply. This study makes a valuable contribution to innovative learning environments research as few studies focus specifically on timetable structures in this field. In conclusion, our analysis of findings indicates that progressive alternatives can make a compelling alternative to traditional models of temporal organisation.

Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis.

The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020–2021 academic year. The lived experiences of teachers (N = 52) across 11 elementary schools in the Great Plains region were captured through open-ended questions as the teachers transitioned from in-person to remote learning. A phenomenological approach was utilized to analyze the challenges expressed by teachers as they faced instability and additional professional demands. Given that stress and other factors that strain mental health exist within multiple layers of an individual's social ecology, a modified social-ecological framework was used to organize the results and themes. Findings suggest that during the academic year, teachers experienced stressors related to their personal and professional roles, concerns for students’ well-being which extended beyond academics, and frustrations with administration and other institutional entities around COVID safety measures. Without adequate support and inclusion of teacher perspectives, job-related stress may lead to teacher shortages, deterioration of teacher mental health, and ultimately worse outcomes for students. Implications for policy, research, and practice are discussed.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12310-022-09533-2.

Lived Experiences of Teachers in Implementing Assessment Methods amid Modular Instruction: Phenomenological Study

This phenomenological study aims to gain an in-depth understanding of the lived experiences of teachers of Juan Villablanca Memorial High School as well as the challenges they have faced and their coping mechanisms upon the implementation of their assessment methods amidst modular instruction. This research employed the phenomenological method of inquiry as the study's research design to provide a thorough description of the shared experiences of teachers. Through purposive sampling, four teachers from Juan Villablanca Memorial High School were chosen as the participants of this study and were subjected to a face to face, semi-structured interview with open-ended questions. After the data analysis, three overall themes emerged from the rich and thick descriptions from key informant interviews: (1) Experiences of Teachers; (2) Challenges faced by Teachers; and (3) Coping Mechanisms. This research is helpful to DepEd policymakers, teachers, and future educational researchers to understand the first hand experiences, challenges and coping mechanisms teachers have with the implementation of their assessment methods amid modular instruction to create policies and interventions that would address such gaps and struggles. The findings of this research would be valuable for professional development planning, educational training, and especially the creation and usage of appropriate assessment methods wherein teachers can use to transcend the evolving facet of education.

Lived Experiences of Teachers in Coastal Areas toward Modular Instruction amidst the Covid-19 Pandemic

This study explored the lived experiences of elementary teachers who were assigned in schools along coastal areas as they employed modular instruction amidst the COVID-19 pandemic. It inquired into the ways these teachers perceived modular instruction, their experiences with it, and the mechanisms they adopted as they met challenges brought by its abrupt implementation due to the pandemic. As a qualitative study, it utilized a profile questionnaire and in-depth interviews among 12 participants to gather the needed data and applied Collaizi’s method of phenomenological data analysis to interpret the same. Results revealed that the teacher-participants, regardless of age, sex, and the number of years in service, were all dedicated, committed, and passionate about teaching their students despite the new mode of instructional delivery as using modules was the only suitable and appropriate method of teaching in coastal areas. Their lived experiences were very much different from the experiences that they had in the traditional face-to-face classes because, despite the tight schedule and bundles of paperwork they faced every day (e.g., the printing of modules, accomplishing school reports, etc.), they still had to conduct house-to-house visitation to facilitate students’ learning while staying at home. Although they considered going to school and to their students’ homes as a risk to their health and to their own families, they remained faithful to their profession because they believed that it was only through modules that their students could learn amidst the pandemic. The study also showed that to be able to adapt to the new normal education, teachers in coastal areas should just embrace this peculiar learning setup, develop skills in time management, and be more flexible, resourceful, responsible, patient, and passionate.

Lived Experiences of Teachers, Parents, and Learners in Science Amidst Pandemic

COVID-19 pandemic has affected the educational system worldwide. Policies were created and implemented to guide the schools to offer flexible learning. Nevertheless, its implementation was partly in favor of those on the mainland. So, the author explored the lived experiences of teachers, parents, and learners in Science about their problems encountered, coping mechanisms, and perception of the learning modality in an island school. With this, an in-depth interview was employed to gather the data and was triangulated through observation and focus group discussion. Thematic analysis revealed that the complexity of the topics, the conduct of experiments and its materialization, and the unreliability scores of the learners were Science teachers' problems; their coping mechanisms were teacher-parent communication, additional learning resources, and house-to-house visitation; their perceptions disclosed that the learning modality is difficult. Participants' perception of the modular approach is attributed to their problems and coping mechanisms. Hence, the Department of Education may provide professional opportunities such as seminars, workshops, and training to enhance the skills of the teachers needed and relevant to the current setting of education. Keywords: Lived Experiences, Coping Mechanism, Problems Encountered, Perception

A Phenomenological Study on the Lived Experiences of Teachers in South East Asia in the Time of Covid-19

This research explored the lived experiences of teachers in Southeast Asia in the time of COVID-19. Teaching in the time of COVID-19 is a life-changing experience. The study was anchored on Crotty’s Ontological, Epistemological and Axiological theories as lens and guideposts in the conduct of the research. It employed descriptive qualitative research design specifically phenomenology. In-depth interview and thematic analysis were utilized to unveil the responses and narratives of the sixteen local and foreign teacher-participants from the ASEAN countries such as the Philippines, Myanmar, Thailand, Cambodia and Vietnam. The data obtained through an in-depth interview were video recorded via Zoom to document it in detail and the responses of the participants were then analyzed using thematic analysis. The findings revealed that the lived experiences of the teachers were stressful and exhausting, life-changing, transforming and challenging. The challenges and barriers they encountered were varied: lack of pedagogical digital competence, poor to no internet connectivity, online classroom management issues and scarcity and management of resources. Becoming more responsible and taking more initiative and getting colleague and management support were the coping mechanisms that helped the teachers overcome their challenges. Thus, the study concluded that the lived experiences of teachers in the time of COVID-19 were life-changing. The study further recommended that schools may conduct regular professional development training, check and upgrade internet connection of teachers and students, hold seminars on mental health, encourage teachers to pursue graduate studies, consider not cutting off salary and implement a Parent Support Intervention System. A Teaching-Learning Continuity (TLC) Action Plan was crafted as a support intervention to teachers in teaching in the new normal.

The Teaching of Literature: Voices and Lenses

This paper is concerned with evaluating the teachers’ familiarity and awareness of the different literary lenses in the light of the teaching literature. This study explored the lived experiences of teachers in teaching the core subject of 21st Century Literature of the Philippines and the World in Senior High School. This research utilized the descriptive phenomenological design, in order to explain the lived experiences of the five Senior High School Literature teachers using an interview guide questionnaire. Significant themes were inserted that emerged after gathering the data, namely: Theme 1: I find ways, Theme 2: I feel Lit!, Theme 3: I teach through lenses. In conclusion, the literature provides unlimited opportunities for students to express themselves and to learn best with appreciation and critical analysis. Furthermore, the use of literary lenses in senior high school is necessary for the references and in the instruction to be efficient in analyzing literary works.

Mediating effect of burnout on the relationship between grit and turnover intentions among the private tertiary school teachers in Region XI: a convergent design

This study aimed to investigate the mediating effect of burnout on the relationship between grit and turnover intention of private tertiary school teachers in Region XI. A convergent mixed-methods design was utilized. A total of 303 private tertiary school teachers who were at least three years already in the service in Region XI were selected using purposive sampling technique. Adapted survey tools and interview guide questions were used to gather the essential data. The statistical tools used were mean, standard deviation, Pearson Product Moment of Correlation, and the Sobel z-test. The Colaizzi’s method was utilized to elucidate the qualitative data. The findings revealed that private tertiary school teachers’ level of burnout and turnover intention were low, and their level of grit was high. Moreover, the relationship among these variables was significant. Also, the mediating effect of burnout on the relationship between grit and turnover intention was significant, although it was just partial. The lived experiences of teachers were explained further by the themes revealing personal, work, and client-related burnout; positive dispositions on the teaching profession; underlying reasons for low level of attrition; and invigorating grit and strength as reasons to stay. Furthermore, the impact of these experiences on their beliefs and attitudes included: staying is beneficial, adhering commitment to excellence, and demonstrating positivity in all circumstances. Finally, the quantitative findings corroborate with the qualitative findings.

Educators’ personal resilience in the context of disasters triggered by natural hazards: The case of the United States Virgin Islands (USVI)

Teachers are key agents in fostering community resilience given their role as educators, their influence on children's development, and their emotional support of children exposed to natural hazards-induced psychosocial impacts. Teacher training does not include the skills necessary for fostering adaptive capacity or cultivating personal resilience necessary for maintaining pedagogical practices during and post natural hazards. This paper explores the adaptive strategies teachers employ to develop personal resilience. In-depth interviews are conducted with secondary school teachers, residing in a natural hazards-prone community, namely the United States Virgin Islands (USVI). The findings indicate that reliance on social networks and the espousal of a narrative of recovery were vital adaptive strategies deployed by teachers. Their personal resilience was contingent on engagement with members of their social circles and it was also strengthened by the positive attitudes they espoused. The accounts from participants augment knowledge on the lived experiences of teachers and move beyond transactional views of this group (i.e., essential workers who help youth at point of trauma) to holistic frames of them as social beings with psychosocial needs and with the capacity to contribute to community narratives of empowerment and resilience. Further research on this relatively nascent dimension of disaster research is needed so as to provide further insights that can help inform the creation of mitigation related outreach programs. The current study is specific to the USVI, however the methods deployed can be replicated in the other vulnerable locations to better understand the role of teachers in mitigation efforts.

Capability Level and Development Priority of Learning Environment and Diversity of Learners’ Domain

Creating a conducive learning environment has been a target to build a supportive and peaceful classroom where diverse learners were engaged for them to learn better. This research analyzed the Teacher’s capability level in performing each objective and the lived experiences of teachers on the performance of the two domains. In this, a convergent parallel mixed-method research design was used in which both quantitative and qualitative methods were conducted simultaneously. Eighty-five (85) respondents in the quantitative part and sixteen (16) informants in qualitative part of a small school category of Tarragona District, Division of Davao Oriental. The researchers used a survey questionnaire which was adapted from Results based Performance Management System of 2018. Interviews and focus group discussions were also held. The majority of the respondents had the age bracket from 25 to 30 years old, with Teacher I regular permanent status, rendered from 0-3 years in service, and earned bachelor’s degree as highest educational attainment. Data analysis revealed that the Teacher’s capability level in performing each objective was high. Qualitative findings revealed that teachers managed classroom structuring properly; similarly, they ensure a well-ventilated classroom, arranged seats, and organized resources and instructional materials. The teachers managed and checked learners’ behavior; similarly, they set classroom rules, remind rules from time to time, impose positive reinforcement, and apply intrinsic and extrinsic motivation. The teachers used differentiated, developmentally appropriate learning experiences; similarly, they gave tasks that were suited to the interest and learning capabilities of the students.

Real Time Responses: Front Line Educators’ View to the Challenges the Pandemic has Posed on Students and Faculty

After months of school closures, a variety of educators were surveyed with the goal of understanding their lived experience of teaching during a pandemic and the supports they needed to be successful during this challenge. The educators span different grade levels, school districts, and states. Their responses were illuminating for educational leaders when planning for a new school year. The purpose of this research brief was to collect real time responses from educators as they attempted to meet the varied challenges of educating during a pandemic. The questions focused on strengths needed by the educator, characteristics observed in successful students, and school supports that were helpful to gain successful outcomes. A variety of educators, spanning from kindergarten through high school, were surveyed. All participants were asked the same questions, and their responses were collected, coded, and organized around different educational leadership themes: teacher efficacy, school culture, and student resiliency. The goal of this research brief was to gain crucial information while educators were facing the pandemic and use their responses to frame a conversation for educational leaders as they plan for upcoming challenges they may face. From this research brief, characteristics of success begin to emerge. What does an educator need to focus on to be successful? What can we learn from our most successful students? What role can a school’s culture play, even when no one is there?

Balancing act: A phenomenological study on lived experiences of teachers in calbayog city, Philippines

This research study employed a Phenomenological Research Design to identify and explore the duties encompassed in the workday of a college teacher. This study was anchored on the following theories: Wickens’ Multiple Resources Theory, Juran’s 80/20 Theory and Parkinson’s Law. From the data analyses and upon utilization of a semi-structured interview and subsequent implementation of the Colaizzi Process, three major themes emerged: (1) Chrono-Juggling; (2) Impact and Sacrifices; and (3) Finding Inspiration and Inducement. The result showed that these teachers experienced a difficult time balancing roles inside and outside the school. They commonly end up spending most of their time at schools and related activities sacrificing personal moments. It is recommended that the institution should provide support and development program for the college teachers especially in areas that provides options that balance personal and professional time.

Contemplating on the Phenomenon of Resilient Teacher: Attitudes and lived experiences of teachers’ phenomenology

هدف: پژوهش حاضر با هدف شناسایی و تبیین پدیده‌ تاب‌آوری معلمان در مدارس به‌منظور ایجاد یک چهارچوب مفهومی مناسب و توسعه مبانی نظری و عملی آن انجام شده است چرا که تاب‌آوری یک مفهوم پیچیده چندبعدی است که عوامل مؤثر بر آن و ابعاد سازنده آن درهم‌تنیدگی قابل‌توجهی با یکدیگر دارند و جهت ایجاد اثری مثبت، ضروری است تاب‌آوری به صورت یک سازه یکپارچه مورد توجه قرار گیرد.مواد و روش‌ها: این پژوهش با رویکرد کیفی و با استفاده از روش پدیدارشناسی انجام ‌شده است. شناسایی ابعاد پدیده تاب‌آوری نیازمند رویکردی عمیق و موشکافانه در جستجو بوده که برای این منظور رویکرد کیفی و روش پدیدارشناسی می‌تواند به خدمت گرفته شود. مشارکت‌کنندگان پژوهش شامل معلمان نمونه و با تجربه مدارس بودند که از میان آن‌ها 20 نفر به‌عنوان اطلاع‌رسان از راه نمونه‌گیری هدفمند نوعی انتخاب شدند تا جایی که تحلیل‌ها به اشباع نظری رسیدند. برای جمع‌آوری اطلاعات از مصاحبه‌های نیمه ساختاریافته استفاده شده است که به این شیوه، تاب‌آوری و ابعاد آن از میان نظرات و دیدگاه‌ها و تجارب زیسته معلمان، شناسایی گردید. روش تحلیل داده‌ها، تحلیل محتوای استقرایی با استفاده از کدگذاری در سه سطح باز، محوری و انتخابی بوده است. بدین‌ترتیب که ابتدا کدهای باز انتخاب شده‌‌اند، سپس کدهای باز با معانی مشترک، در کنار هم سازماندهی شده و کدهای محوری را تشکیل داده و در نهایت براساس کدگذاری انتخابی حول مفهوم تاب‌آوری، تجمیع شده‌اند.بحث و نتیجه‌گیری: نتایج و یافته‌ها نشان دادند که تاب‌آوری یک مفهوم چندبعدی و شامل ابعاد شناختی، عاطفی، اجتماعی، رفتاری و فیزیکی/ جسمانی می‌باشد. تاب‌آوری معلمان نه فقط یک مفهوم علمی-فنی، بلکه نوعی بودن توأم با آرامش و فرهیختگی اندیشه و رفتار است که از دو جهت برای معلمان به‌عنوان الگوی فکری و رفتاری دانش‌آموزان مورد توجه است؛ از یکسو تاب‌آوری، شناخت و اندیشه و رفتار معلم را در موقعیت‌های مختلف به‌ویژه آن‌ها که توأم با خستگی و اضطرار خاطر است، نشان می‌دهد و این خود رفتاری متین و آرام و تأثیرگذار در شخصیت وی پدید می‌آورد که در چنین فضای یادگیری، دانش‌آموزان به درجات بالاتری به اهداف آموزشی و پرورشی مدرسه و کلاس درس نائل می‌شوند. از جانب دیگر، دانش‌آموزان و معلمان در تعامل با یکدیگر، ظرفیت‌های روحی و اخلاقی تأثیرگذاری که تاب‌آوری نشان‌دهنده آن‌هاست را در مدرسه درک کرده و الگوی اندیشه و رفتار خود قرار خواهند داد. تفاوت است بین معلمانی که شتاب‌زده و گرفتار هیجانات دست به تصمیمی می‌زنند با معلمانی که عالمانه و توأم با آرامش و تسلط بر شرایط، عملکرد خود را حفظ کرده و بحران‌ها و اضطرارها را مدیریت می‌کنند. دانش‌آموزان و معلمان دیگر، در چنین فضایی است که شخصیتی پخته پیدا کرده در مواجه با رخدادهای فردی و حرفه‌ای خود، به شکل مؤثری عمل می‌کنند. در پایان در مورد یافته‌ها با توجه به زمینه و فرهنگ حاکم بر معلمان و مدارس کشور بحث شده است و راهکارهایی برای پژوهشگران علاقه‌مند مطرح شده است از جمله این پیشنهادها می‌توان به شناخت و تقویت تاب‌آوری معلمان از طریق برگزاری دوره‌ها، سمینارها، دوره‌های ضمن خدمت و کلاس‌های آموزشی یاد کرد. از طرف دیگر، تشویق معلمان به خودسازی که خواهد توانست ابعاد عاطفی و روانی معلمان را تقویت کرده و بهبود بخشد.

Present-Moment Awareness and the Prosocial Classroom: Educators’ Lived Experience of Mindfulness

This study seeks to better understand the lived experience of teachers who participate in mindfulness training and its effects on their classrooms by evaluating a mindfulness-based teacher professional development curriculum. Eighty teachers and other school staff completed an 8-week mindfulness training program; pre- and post-test scales were administered, along with individual exit interviews and focus groups. This study focuses mainly on the qualitative findings and one subset of the quantitative findings (the Time Management Stress Subscale in the Teacher Stress Inventory). Teachers described their experience of slowing, pausing, and stopping as a key component of greater social-emotional competence in the classroom. The findings add to what we already know about how mindfulness skills empower teachers to respond to classroom pressures in ways that improve classroom culture for the benefit of both educators and students. Cultivating present-moment awareness through mindfulness training may improve the social-emotional competence of educators and support the prosocial classroom. More research is needed to determine if helping educators change their relationship to time may be an important key to accessing greater levels of awareness that allow for the development of mind states that form the basis of the prosocial classroom.

Teachers’ Pedagogical Practices and Students’ Learning Experiences in an Ethiopian University Setting

There is a growing interest among higher education (HE) researchers regarding the relevance of measuring quality via the lived experiences of teachers and students. However, relatively few studies have examined more broadly the pedagogical practices and student learning experiences in HE. In addition, there is a minimal study that compared students’ perceptions of learning behaviors with that of their teachers. The current study explores students’ and teachers’ perceptions about the existing pedagogical practices and learning experiences by analyzing each group’s responses and examining similarities and differences between their perspectives. For this, undergraduate students (n = 536) and teachers (n =89) at Jimma University, Ethiopia voluntarily participated in filling out two separate questionnaires. The findings show that university teaching and student learning in Ethiopia face considerable challenges that originated from different sources of influences, including input, process, and outcome dimensions. As the study participants reported, they faced high challenges in teaching and learning mainly due to the shortage of required inputs and processes. The role of pedagogical practices and learning experiences within universities' quality measurement and developing strategies to use such data for continuous quality improvement are discussed.