Male Teachers Research Articles

Reflective teaching in Ethiopian secondary schools: examining teachers’ characteristics and engagement

ABSTRACT This quantitative study surveyed 361 secondary school teachers in South and Central Ethiopia to examine their engagement in reflective teaching and its relationship with gender, qualification, and teaching experience. The study used descriptive survey design and structured questionnaire to collect data. Results indicated that teachers had minimal overall engagement in reflective teaching. Results also showed insignificant difference between male and female teachers’ engagement in reflective teaching. However, there were significant differences in teachers’ engagement in terms of their qualification and teaching experience. In this regard, teachers with Bachelor of Education had the highest level of engagement, followed by Master’s and Applied degree holders. In addition, mid-career teachers had the highest level of engagement, exceeding the level both novice and veteran teachers had. The findings suggest the need to revisit existing pre-service teacher education programme, identify teachers’ engagement patterns, identify their specific needs, design and run tailored in-service professional development programmes, and establish support system to promote reflective teaching in Ethiopian secondary schools. Most importantly, the findings suggest the need for teachers to actually engage in reflective teaching in their professional contexts.

Gender Disparities in Book Circulation at a Chinese University Library (2012–2022)

The study explores the significance of gender differences in higher education, using book circulation data from Nanjing Normal University libraries between 2012 and 2022. It aims to analyze gender disparities and calculate the mathematical characteristics of gender prediction probability using the ANN model. The time-series ARIMA model also forecasts the average number of books that male and female teachers and teacher candidates are expected to borrow and renew in the next three years. The findings indicate that men tend to be more focused and persistent readers despite women having a more extensive network of book borrowing ties. Male graduate students and faculty members demonstrate significantly greater individual variability in book renewals than their female counterparts. Additionally, the maximum value of book renewals for male graduate students and male faculty members is notably higher than that of female graduate students and female faculty members. Book renewal frequency is a crucial factor in ANN gender prediction. On average, male readers incur higher overdue fines than female readers, and the overdue fines for both genders during the COVID-19 pandemic were considerably higher than usual. The actual monthly average renewal rates in 2022 exhibited significant fluctuations across genders and academic statuses, highlighting the limitations of the ARIMA model and other factors influencing renewal rates.

Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale

AbstractEvaluating teacher AI competence levels and building effective, safe, and healthy learning environment are crucial steps in transitioning to AI-based education. Current established digital competence frameworks may indirectly address AI competence but often overlook the impact of AI on society, ethics, and assessment. Research on teacher AI competence is at its first stage, primarily focusing on theoretical and professional discussions, along with qualitative investigations. This study aims to propose and confirm the reliability and validity of a scale measuring teacher AI competence self-efficacy (TAICS) in K-12 education. The scale was developed using a Delphi method, and includes six dimensions: AI knowledge, AI pedagogy, AI assessments, AI ethics, human-centered education, and professional engagement. Each dimension contains four items. The scale was evaluated on a sample of 434 K-12 teachers through confirmatory factor analysis and model comparisons. The analyses showed that the scale is consistent across male and female teachers, as well as scientific and non-science teachers. The completed TAICS scale consists of 24 items and encompasses six dimensions of AI competence. It can be used to examine interventions and correlational research, as well as to inform the creation of new strategies and policies for AI in relation to teacher AI competence development.

Training needs for developing blended learning skills and strategies among Arabic language teachers in public schools

The study aimed to know the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools. The researcher used the descriptive analytical approach. The study sample reached (265) male and female teachers of the Arabic language subject in government schools. To achieve the objectives of the study, the researcher prepared a questionnaire as a tool. The study consisted of (21) paragraphs. The study found that the training needs for developing blended learning skills and strategies among Arabic language teachers in government schools in Ma’an Governorate came in at a high level with an overall arithmetic average of (3.7775), as the results show that the paragraph: I provide students with some practical work through blended learning came in first place, where The arithmetic mean was (4.0852). The results also showed that there were no statistically significant differences between the responses of Arabic language teachers regarding the training needs for developing blended learning skills and strategies due to the gender variable, while there were statistically significant differences due to variables of academic qualification and years of experience. Based on these results, the study recommended the need for teachers to develop the skills of designing and implementing.

Gender-focused Training for Non-university Teachers in Spain, through Social Media

The growth of social media has been suggested as a potential tool for teacher training and development. This study aims to identify patterns of SM use in the ongoing education of non-university teachers in Spain from a gender perspective. The research was based on a survey conducted between November 2021 and January 2022 involving 462 male and female non-university teachers. The data presented in this work reveals differences between teachers based on gender and associated patterns. It also highlights variables contributing to a better understanding of SM use and responsible use among female and male teachers. This study emphasizes teachers' role in implementing strategies to increase SM use among the studied population in Spain. This role requires promoting the dissemination and access to scientific knowledge from educational centres, training institutions, and university academic institutions. Actions should focus on providing relevant scientific content in appropriate and attractive formats to increase the use of SM as a continuous training resource.

Instructor Gender Influences Non-Major’s Drawings of an Entomologist

The Draw-a-Scientist Test (DAST) has been extensively researched as a projective test used to assess individuals’ perceptions of scientists. This study investigated student perceptions of entomologists and compared responses of students taught by a male instructor with responses of students who viewed video lectures recorded by the male instructor but interacted with a female instructor. Data were collected from two sections of an introductory entomology course at Oklahoma State University, with one section taught by a male instructor and the other by a female instructor using lecture recordings of the male instructor. Drawings were analyzed for characteristics including facial expression, clothing, equipment, presence of insects, race, and gender. The majority of drawings included smiling faces, glasses, and entomology equipment, while few students illustrated persons of color. Specific criteria to classify drawn entomologists as male, female, or non-gender figures were developed and used to assess drawings. The majority of students in both sections drew male entomologists, consistent with previous DAST studies where male scientists predominate. However, a higher proportion of female entomologists were depicted in the section who interacted with the female instructor. These findings emphasize the impact of instructor gender on students’ perceptions and stereotypes. Even when lectures are given by a male instructor, interaction with a female instructor can positively influence the gender representation in students’ drawings. Efforts should be made to promote diversity and inclusivity in instruction to increase underrepresented groups in science. This study contributes criteria to assess student depictions of gender and provides valuable insights into the gender representation and characteristics depicted in student drawings of entomologists. It highlights the influence of instructor gender on students’ perceptions and stereotypes in entomology and likely applies to other fields of biology.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

The Impact of Workplace Spirituality and Psychological Capital on Elementary School Teachers' Motivation.

To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary school teachers regarding workplace spirituality, psychological capital, and teacher motivation. It also sought to examine the relationships between workplace spirituality, psychological capital, and teacher motivation. Particularly, it aimed to explore the impact of workplace spirituality and psychological capital on teacher motivation. This study included 348 teachers from various elementary schools across Taiwan. Its findings confirmed that the assessments of workplace spirituality, psychological capital, and teacher motivation were both reliable and valid. Male teachers exhibited greater efficacy and resilience in terms of psychological capital compared to their female counterparts. Teachers with more years of experience demonstrated greater efficacy, hope, and psychological capital, while those with fewer years of experience reported higher workplace spirituality. Moreover, workplace spirituality and psychological capital were significantly correlated with teacher motivation. The most influential predictors of teacher motivation were identified as workplace spirituality and psychological capital. As a result, the implication of this study is that school organizations can enhance teacher motivation by promoting workplace spirituality and psychological capital.

The Relationship between Resiliency, Psychological Empowerment, and Teacher Burnout across Different Genders: A Psychological Network Analysis.

Teacher burnout is one of the main reasons leading to decreased teaching performance and occupational mental health issues among teachers, drawing widespread global attention. Previous research has found that both resiliency and psychological empowerment can alleviate teacher burnout, yet there is no study simultaneously examining the relationships between resiliency, PE, and teacher burnout. Furthermore, previous studies have found gender differences in teacher burnout but have not examined the moderating effects of resiliency and psychological empowerment by gender group. Additionally, traditional analytical methods may overlook the compositional connections between these variables. To bridge this gap, we employed psychological network analysis to evaluate the psychological network of teachers with burnout across different genders. Findings indicate: (1) Female teachers exhibit a stronger link between their sense of departmental control and burnout, while male teachers show a stronger connection between solving instructional challenges and burnout. (2) Patience in male teachers' approach to teaching may enhance connections with their environment, and mastering job-relevant skills can boost male teachers' job happiness. (3) Female teachers' "I feel connected to others" demonstrates higher bridge centrality. In comparison, male teachers' "My work is vital to me" shows higher bridge centrality, indicating deeper connections with other symptom clusters. This study reveals the complex interactions among the factors of teacher burnout and investigates how gender differences influence the associations between these factors and burnout, by not only filling gaps in previous research but also offering new perspectives and strategies for understanding and intervening in teacher burnout, especially in the context of gender differences.

School Heads Leadership Competencies: A Comparative Analysis between the Perceptions of Male and Female Secondary School Teachers

This study seeks to investigate the insights of teachers about leadership competencies of secondary school heads in Malakand division. The study population consisted of 8481 teachers working in three districts i.e. Swat, Malakand and Dir lower. By using cluster sampling probability sampling method, 635 teachers were randomly selected as sample of the study. A highly valid and reliable questionnaire gathered data from secondary school teachers, revealing that heads exhibit strong competencies. Technical competency was highly observed, while conceptual competency was less so. No significant difference was found between male and female teachers' perceptions of school heads' leadership competencies. The study recommended that both pre and in-service trainings and leadership development programs may be arranged for heads to enhance their leadership competencies to effectively manage school activities. Senior teachers may also be involved in different school activities.

Analisis Kesiapan Guru dalam Merencanakan Pembelajaran Intrakurikuler pada Kurikulum Merdeka di Kelas II dan V MI Al Hidayah

Readiness is a condition where a person is ready both physically, mentally and mentally to carry out an activity. In this readiness, there are several teacher readiness in planning intracurricular learning in the independent curriculum. The aim of this research is to determine teacher readiness in planning intracurricular learning in the independent curriculum in classes II and V at MI Al Hidayah. This research uses a descriptive qualitative approach. In this study, the research subjects were the teachers of MI Al Hidayah, involving 8 informants, namely 2 male teachers and 6 female teachers. Data collection techniques in this research are interviews and documentation. The data validity technique used by researchers is source triangulation. The results of the analysis show that the readiness of class II and V MI Al Hidayah teachers in terms of understanding CP says that the existing CP is in accordance with the character of students, in terms of formulating TP teachers have several steps in formulating TP, in preparing ATP there are things that teachers must pay attention to. in its preparation. Class II and V MI Al Hidayah teachers are given freedom in planning this lesson, but the dominant teacher chooses the teaching module. Class II and V teachers and other teachers involved have prepared various intracurricular learning plans for the independent curriculum in classes II and V at MI Al Hidayah.

Impact of Teacher’s Effectiveness on the Acquisition of Skills in Early Childhood Education (ECE)

The study was conducted to explore teacher effectiveness in the development of skills in early childhood education (ECE). The aim of this research work was to know to what extent the teacher is effective in the development of skills in early childhood students. Thus, the performance of learners was evaluated based on the impact of ECE resource rooms on the skills development of learners from the teacher's perception. A total of 170 teachers were chosen from elementary and secondary schools as a sample of this study. The effectiveness of the teachers in early childhood education (ECE) was evaluated using a self-created questionnaire. Data entry and subsequent statistical analysis were conducted using the Social Sciences Statistical Package (SPSS 21). The results revealed that male and female teacher perceptions about utilizing ECE resource rooms were different among student skills and competency development. It was concluded that a healthy learning environment is considered to be supportive in augmenting the development of the brain, as well as social and physical. The resource rooms should be established to boost prospective teachers' imagination and enable them to create stories. Teachers should be encouraged to raise discussions among students to gain their attention and support the learning process.

A COMPARATIVE STUDY OF ENVIRONMENTAL AWARENESS OF DIFFERENT LEVEL TEACHERS

This study aims to compare the environmental awareness among teachers at different levels—primary, secondary, and higher secondary—across government and private schools in Jammu City. A sample of 105 teachers was selected through random sampling and assessed using the Environmental Awareness Test for Teachers (EATT) by Dhawan (2011). The study revealed that less than 50% of teachers demonstrated average environmental awareness, with no significant differences found across the teaching levels or between male and female teachers. These results highlight the need for enhanced environmental awareness programs for educators, to better equip them to impart knowledge on environmental issues to students.

Attitudes of Slovenian School Teachers Towards Smart Educational Humanoid Robots in the Classroom

Robots are becoming an increasingly important part of our everyday lives and, consequently, of the education landscape. They can take many forms in education, from simple robots that students assemble and program to more complex (humanoid) robots that can, for example, travel distances when working remotely. The attitude of Slovenian teachers towards the introduction of smart educational humanoid robots into everyday school life was explored. A questionnaire was designed, and the current state of teachers’ attitudes was analysed based on the responses of participating teachers. The results show that negative attitudes towards the use of robots in the classroom prevail and that teachers do not feel qualified to integrate smart educational humanoid robots in education. Statistically significant differences between male and female teachers also emerge in some of the statements. However, teachers expressed positive attitudes towards concrete examples of robot use.

전남 초등학교 교사들의 소규모 학교 근무 경험 탐색

This study explored the experiences of primary school teachers working at small schools and their meanings by using the method of narrative inquiry. The participants were Mr. Park Seung-jin and Mr. Cho Bu-jang, mid-career male teachers with 14 and 19 years of teaching experiences respectively, working at small schools. Mr Park taught at a small school on an island, while Mr. Cho worked in a rural village area in Jeollanam-do. Data were collected through unstructured interviews and analyzed using the three-dimensional space narrative structure proposed by Clandinin and Connelly (2004). The results of the study revealed that Mr. Park Seung-jin's narrative encompassed both negative experiences such as conflicts with colleagues, a heavy workload, and challenges in adapting to a unique culture, and positive experiences related to an effective small school organizational culture. Meanwhile, Mr. Cho Bu-jang's narrative highlighted the difficulties of working as the head teacher of the administrative department (Gyo-moo-boo-jang) in a school where most teachers were less experienced, his aspiration for the ideal small school, and his growth process as a head teacher trying to realize the ideal. From the narratives of the two teachers, it can be inferred that teachers in small schools generally experience the burden of a heavy workload, as well as unfamiliarity and discomfort with unique cultural characteristics. Decision-making processes often involve discussion and consensus among all the teachers. Additionally, teacher experiences in small schools are significantly influenced by administrators and colleagues, while each teacher’s professionalism and attitude have a substantial impact on the entire school. Based on these results and discussions, recommendations have been made to improve the experiences of current and future teachers in small schools.

Understanding the Influence of 21st Century Diverse Mathematics Educators on Secondary School Student Outcomes in Mathematics in Mezam Division, Cameroon

This study explores the influence of 21st-century diverse mathematics educators on student outcomes in secondary school mathematics within Mezam Division, Cameroon. Employing an ex-post facto research design, the study assesses how gender, cultural diversity, and pedagogical diversity among mathematics teachers affect students' academic outcomes. The sample consisted of 518 students from 16 public and private high schools, who had completed their General Certificate of Education (GCE) Ordinary Level exams and were transitioning to Lower Sixth. Data were collected via a self-designed questionnaire, which evaluated perceptions of the impacts of teacher gender diversity, cultural diversity, and pedagogical diversity. Statistical analyses, including one-sample t-tests, revealed that male mathematics teachers had a significant positive impact on student outcomes compared to female teachers. Furthermore, cultural diversity among teachers significantly enhanced students' mathematics outcomes, and pedagogical diversity had a substantial positive effect as well. The findings underscore the importance of balancing gender representation, fostering cultural diversity, and embracing various pedagogical approaches to improve educational outcomes in mathematics. Recommendations include implementing policies for gender-balanced recruitment, supporting cultural inclusivity, and promoting diverse teaching methods to optimize student performance in mathematics.

Mental Health of PE’s Teachers in Indonesia: Analysis between Well-Being Psychological Capital and Social Support with Demographic Factors

Mental health is crucial in education, including physical education. No research has yet profiled the mental health of physical education teachers in Indonesia. This study aims to identify and analyze the mental health conditions of these teachers through well-being, psychological capital, and social support profiles. The sample consisted of 248 physical education teachers in Indonesia. Most participants were male (87.9%), aged 21-40 years (54%), with a sports education background (80.2%), state school status (74.2%), a bachelor's degree (85.9%), and over 10 years of teaching experience (56.9%). The instruments used were the MHC-SF (Mental Health Continuum Short Form), with validity ranging from 0.477 to 0.723 and a reliability coefficient of r = 0.899. The PCQ (Psychological Capital Questionnaire) with validity from 0.233 to 0.49 and r = 0.904, and the MSPSS (Multidimensional Scale of Perceived Social Support) with validity from 0.339 to 0.746 and r = 0.885. The results showed that most teachers' mental health was in the moderate category. In conclusion, no difference in well-being was found among teachers (p> 0.005). However, differences in psychological capital were observed between male and female teachers (p <0.05), and social support varied with age, teaching status, teaching experience, and marital status (p <0.05). Further research is needed to explore the causes of these differences to enhance teachers' well-being.

أبرز المشكلات الشائعة في مكونات القراءة لدى الطلبة ذوي صعوبات التعلم

The current study aimed to identify the most common problems in the reading components among students with learning disabilities from the perspective of Arabic language course's teachers in government primary schools that contain learning disabilities programs in the education departments in Makkah Al-Mukarramah region, and to study the differences in knowledge levels according to the study variables. The final study sample consisted of (224) male and female teachers. To achieve the objectives of the current study, a descriptive survey approach was used, where a questionnaire was prepared as a tool for collecting data. The questionnaire consisted of (36) statements distributed over five dimensions. The results of the current study showed that the most common problems in the reading components among students with learning disabilities came at a level of (medium) agreement in general, with a general arithmetic mean of (3.155), while at the level of the sub-dimensions of the questionnaire, they all came at a level of (medium) agreement. The results also showed statistically significant differences in the total score averages of the questionnaire according to the gender variable in favor of male teachers, the number of years of experience variable in favor of male teachers who have experience from (1-5 years), and the workplace variable in favor of the education departments in the governorates of Makkah Al-Mukarramah and Taif, while the results showed no statistically significant differences in the total score averages of the scale according to the academic qualification variable. Based on the results reached, the researcher recommended several research recommendations and proposals, the most important of which is that the curriculum should include methods that motivate students to return to linguistic dictionaries and glossaries to search for the meanings of new vocabulary, and conduct additional studies aimed at discovering more scientific facts about the phenomenon of reading problems.

Modeling the Relationship between Some Leadership Styles on the Cohesion of the Educational Group using PLS modeling – a Field Study on a Sample of Primary Education Teachers in the City of Messaad

Purpose: This study aims to clarify the relationship between the three leadership styles (democratic, authoritarian, and Delegative) of primary school principals and their relationship to educational group cohesion from the point of view of primary education teachers. Design/Method/Approach: The study is an experimental study that reveals the administrative leadership styles of the school principal and their relationship to the cohesion of his group, using the descriptive, relational approach. We also used the questionnaire tool to collect data for 376 male and female teachers in primary education. Findings: Through analyzing the model, we found that there is a direct relationship between the democratic style of primary education principals in the city of Messaad and the cohesion of the educational group from the teachers’ point of view. While the delegative(Laissez-Faire)leadership style and the authoritarian style do not affect the cohesion of the educational group from the point of view of teachers. Theoretical Implications: This paper presents two significant studies on leadership styles, group dynamics, and cohesion, providing a basis for comparison with the findings of the current study. Additionally, it includes comprehensive definitions of the study's key terms. Originality/Value: This study is one of the first studies that was applied in the researchers’ environment, as this study helps school principals and supervisors adopt the appropriate method in managing their institutions in accordance with the needs and requirements of subordinate teachers in order to work efficiently and provide the best performance. Research Limitations/Future Research: This study provides prospects for future research on appropriate leadership styles as well as factors that help maintain group cohesion. Paper Type: Empirical JEL Classification: C93, D23, C92, M12

Parents’ views on gay male teachers in early childhood education

ABSTRACT The stigma surrounding men’s sexuality in Early Childhood Education (ECE) is complex and part of a sexuality hierarchy within which homophobic, emasculating and disparaging undertones are often used to label male teachers in ECE as gay. In this paper the authors demonstrate the complex and gendered ways in which this stigma unfolds in a South African context and offer a decolonising gender perspective to highlight how the country’s socio-political context impacts on how parents respond to gay men in ECE. The parents in this study expressed tolerance and acceptance of gay men’s involvement in ECE. Notwithstanding, these diverse views, many parents’ tolerance and acceptance of gay men in ECE was found to be powerfully structured along a discriminatory heterosexist culture. Despite this, some parent’s acceptance of gay male teachers in ECE were underpinned by gender-progressive attitudes to focus on curtailing gender discrimination and promoting gender diversity and inclusivity at school.