Male Teachers Research Articles

The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study

The current study aimed to investigate the impact of Mindfulness-based cognitive therapy counseling program in enhancing the psychological resilience of basic education teachers in the Dhofar Region, south of the Sultanate of Oman. The experimental study sample consisted of (60) male teachers in cycle two of basic education in Dhofar Governorate with low psychological resilience scores. This sample was randomly divided into two equivalence groups: one experimental group and the other control group. Each group consisted of (30) male teachers. The counseling program was applied for the male teachers in the experimental group rather than the control group to develop psychological resilience with them. The researchers have used the psychological resilience scale (prepared by the researchers) and a counseling program based on mindfulness-based cognitive therapy (prepared by the researchers). The results of the study indicated that there were statistically significant differences at level (0.01) between the mean scores of the experimental and the control group in the post-test on the psychological resilience scale in favor of the experimental group. There are also statistically significant differences at the level of (0.01) between the mean scores of the experimental group in both the pre-test and post-test on the psychological resilience scale in favor of the post-test. This revealed the effectiveness of mindfulness-based cognitive therapy in increasing the level of psychological resilience among male teachers as the scores of teachers rose significantly on the pre-test. In addition, the study has also concluded with finding non-statistically significant differences at the level of (0.05) between the mean scores of the experimental group in both pre-test and follow-up tests on the psychological resilience scale. The results emphasise continuing mindfulness-based cognitive therapy's effectiveness in increasing psychological resilience among male teachers. In the light of the results, it can be recommended by: Organizing workshops and open discussion forums between teachers, as this approach will significantly motivate social relations, reinforce confidence among teachers, and enhance occupational performance.

Teacher, Model, Father: An Autoethnography of Long-Term Mentoring Between a Male Teacher and a Male Student

Teacher, Model, Father: An Autoethnography of Long-Term Mentoring Between a Male Teacher and a Male Student

IMPACT OF MOTIVATION ON EDUCATOR’S PERFORMANCE IN THE EDUCATION INDUSTRY

Motivation is a critical variable in educational institutions as it upgrades staff performance and efficiency. The current study aimed to explore the impact of motivation on teachers’ job performance. In order to investigate the impact of motivation on job performance of school/college/university teachers, a descriptive survey design was employed through closeendedquestions. The target population of the present study was all the male and female teachers from various schools/colleges/universities from Delhi NCR, India. The study sample size was 120 teachers/professors which were selected on the basis of convenience sampling. The researcher usedthe questionnaire as data collection instrument on 5-point Likert scale. The results validated the research questions and proved statistically significant impact of teacher’s motivation on job performance.

The Level of Academic Integrity among Secondary Stage Science Teachers in Virtual Learning Environments in the City of Irbid

This study sought to determine the level of academic integrity of science teachers in virtual learning environments. The study sample consisted of (276) male and female science teachers for secondary school, from Irbid directorate of eduation. To achieve the study objectives, data were collected using academic integrity questionnaire after the validity and reliability of the test were assured. The results of the study showed that the level of academic integrity among teachers was moderate. Statistical significant differences were found in the level of academic integrity due to the gender variable, in favor of male teachers, and no statistical significant differences due to experience and specialization variables.

The Degree of Using Information Technology by School Principals within the Green Line from the Teachers' Point of View

The study aimed to identify the degree of using information technology by school principals within the Green Line from the teachers' viewpoint. The descriptive survey methodology was used, and the questionnaire represented the tool for data collection. Its validity and reliability were confirmed, as it was applied to a simple random sample of (392) male and female teachers. The results showed that the degree of using information technology by school principals within the Green Line from the teachers' point of view was high. The existence of statistically significant differences due to the gender variable in favor of males and the absence of statistically significant differences due to the variables (Academic qualifications, Years of experience). The study recommended conducting training programs to raise the technological knowledge skills among principals.

The Effect of Training Program Based on Instructional Practices According to the (NCTM) Standards on Improving the Pedagogical Knowledge among Mathematics Teachers in Jordan

The current study aims at revealing the effect of a training program based on teaching practices according to NCTM standards in improving the pedagogical knowledge of mathematics teachers. The study followed the semi- experimental method. To achieve the aims of the research, a training program that is based on the standards of NCTM was designed. The program consists of eight packages which are (Establish mathematics goals to focus learning, implement tasks that promote reasoning and problem solving, Use and connect mathematical representations, facilitate meaningful mathematical discourse, pose purposeful questions, build procedural FLuency from conceptual understanding, support productive struggle in learning mathematics, Elicit and use evidence of student thinking). After confirming the validity of the tool, a sample of (20) male and female teachers from Deir Ala Directorate of Education in the academic year 2020-2021.To reveal the effectiveness of the program, a test in pedagogical knowledge was prepared. The test consists of six respects which are identification of mathematics content, the pedagogical knowledge of the mathematical content and knowing students' thinking.  The test validity and reliability were checked. The results of the study showed that there were statistically significant differences between measuring averages in the post application of the test. These results were pro- sample in all dimensions and in the total degree. Depending on these results, the study asserted the necessity for the training department in the Jordanian Ministry of Education to benefit from the suggested and used program in the study to focus more on the teaching practices.

القيادة المستدامة لدى مديري المدارس الثانوية بمدينة جدة وعلاقتها بالالتزام التنظيمي للمعلمين من وجهة نظرهم

The aim of the research is to identify the degree of implementation of sustainable leadership by school principals in Jeddah and its relationship to organizational commitment from the teachers' point of view, and the degree of practice of organizational commitment by teachers in the Kingdom from the teachers' point of view, as well as to reveal the relationship between sustainable leadership and organizational commitment, and also to reveal the differences between the degree of practice of school principals in Jeddah for sustainable leadership in the light of the variables of gender and experience and the detection of differences in and the degree of perception of teachers in Jeddah applying organizational commitment in the light of the variables of gender and experience. To achieve the objectives of the study, a quantitative approach was followed that combines the survey and correlation methods. The sample of the study consisted of (612) male and female secondary school teachers. The researchers used the sustainable leadership questionnaire prepared by Kalvan (2015) and the organizational commitment questionnaire prepared by Ghali and Dahleez (2015). The results of the research showed that the general trend of school principals' practice of sustainable leadership is high from the teachers' point of view. The results also showed that the general trend of teachers' practice of organizational commitment was high. It was also found that there is a statistically significant positive relationship between sustainable leadership and organizational commitment. Also, the results showed that there were statistically significant differences in the degree of practicing sustainable leadership by school principals in Jeddah from the point of view of their teachers, due to the gender variable in favor of females. Also, there are no statistically significant differences in the degree of practice of sustainable leadership by school principals in Jeddah from the point of view of their teachers due to the variable of experience There are also statistically significant differences in the degree of teachers' perception of organizational commitment in Jeddah due to the gender variable in favor of females. There are also statistically significant differences in organizational commitment attributed to experience in favor of teachers with years of experience between 10-20 years.

Academic Self-problems of Candidate Teachers of Native Language: “I am not sure what or how to learn.” But I must be sure of what I can teach.”

Academic self-concept is an individuals’ self-definition using their experiences in the educational process or their views on their own skills and interests. This study aims to determine the academic self-perception of teacher candidates of native language. This study was conducted with a qualitative approach in a phenomenological design. The study group consisted of 10 female and 6 male native language teacher candidates at a university located in the eastern part of Turkey. During the data collection process, semi-structured interviews were conducted with open-ended questions, the data collected with a voice recorder was converted into a written text. Participant views were subjected to content analysis. The first, last, and focus codings were completed for “coder reliability;” and an external controller was also used. In this study, the data source was diversified with reminder notes and observation reports for stability and transparency. The findings revealed that most participants had high verbal abilities and interests, and weak numerical abilities and interests. Additionally, the views that they were unable to make the right choices in line with their abilities and interests and therefore could not achieve their academic self-concept and goals are remarkable.

Attitudes of Teachers towards Individuals with Mental Health Problems and Affecting Factors

Aim: Teachers are in a good position to provide first aid to students with mental health problems. The aim of the study is to determine the attitudes of teachers towards individuals with mental health problems and the factors affecting them. Materials-methods: The research, which is a cross-sectional descriptive study, was conducted with teachers reached online via social media. Sociodemographic information form, Hospital Anxiety-Depression Scale and Community Attitudes towards the Mentally Illness Scale were applied to the teachers via Google forms. The data were evaluated with the SPSS 20 statistical program. A p value of <0.05 was considered statistically significant. Results: In this study, 477 teachers were participated. Psychological Counseling and Guidance (PCG) teachers' “mental health ideology” (19.24±3.99) and “goodwill” scores (18.07±3.16) were found to be lower than the scores of preschool and classroom teachers (p=0.001; p=0.014). The goodwill score of male teachers (20.27±3.66) was found to be higher than which of female teachers (19.38±3.19). The risk of anxiety was found in 17.00% of the teachers participating in the study and the risk of depression was in 27.62%. The goodwill approach of teachers with anxiety risk to those with mental problems was lower than those without anxiety risk (p=0.003). Conclusion: It is noteworthy that the attitudes of teachers towards individuals with mental health problems are at a moderate level, and that the attitudes of teachers who are especially young, women and who frequently encounter these patients are negatively affected.

Occupation and tongue cancer in Nordic countries.

Almost 200,000 tongue cancers were diagnosed worldwide in 2020. The aim of this study was to describe occupational risk variation in this malignancy. The data are based on the Nordic Occupational Cancer (NOCCA) study containing 14.9million people from the Nordic countries with 9020 tongue cancers diagnosed during 1961-2005. The standardized incidence ratio (SIR) of tongue cancer in each occupational category was calculated using national incidence rates as the reference. Among men, the incidence was statistically significantly elevated in waiters (SIR 4.36, 95% confidence interval (CI) 3.13--5.92), beverage workers (SIR 3.42, 95% CI 2.02-5.40), cooks and stewards (SIR 2.55, 95% CI 1.82-3.48), seamen (SIR 1.66, 95% CI 1.36-2.00), journalists (SIR 1.85, 95% CI 1.18-2.75), artistic workers (SIR 2.05, 95% CI 1.54-2.66), hairdressers (SIR 2.17, 95% CI 1.39-3.22), and economically inactive persons (SIR 1.57, 95% CI 1.42-1.73). Among women, the SIR was statistically significantly elevated only in waitresses (SIR 1.39, 95% CI 1.05-1.81). Statistically significant SIRs ≤ 0.63 were observed in male farmers, gardeners, forestry workers and teachers, and in female launderers. These findings may be related to consumption of alcohol and tobacco, but the effect of carcinogenic exposure from work cannot be excluded.

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

Obstacles facing teacher of students with learning disabilities in applying curriculum-based measurement at learning disabilities resource rooms

This study aimed to identify the obstacles facing teachers of students’ with learning disabilities in applying curriculum-based measurement in learning disabilities resource rooms. The study sample consisted of 121 male and female teachers. To achieve the objectives of the study, a questionnaire was used, which in its final form consisted of 24 items. Its validity and reliability were verified before it was applied to the study sample.The results of the study showed that the level of obstacles facing learning disabilities teachers in applying curriculum-based measurement in learning disabilities resource rooms was moderate. The results also showed that there were no statistically significant differences due to the variables: gender, level of education, and years of experience in the level of obstacles facing teachers of students with learning disabilities. However, the results showed that there were statistically significant differences on the two dimensions roles and responsibilities of teachers of students with learning disabilities, the school administration attributed to those with experience categories less than 5 years, and 5 years to 10 years.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Teachers' Perceptions and Practices of Using Instructional Materials: Evidence from Haramaya Town

The purpose of this research was to examine how instructional materials are perceived and utilized by primary school teachers in Haramaya town. The study utilized a mixed-methods design and collected data through a questionnaire and interview from 123 randomly selected primary school teachers. The collected quantitative data were analysed using descriptive statistics (percentages, mean, and standard deviation) and inferential statistics (independent sample T-test and one-way ANOVA). Qualitative data were analysed through word description and narration. The study results indicated that most teachers had a positive perception of the use of instructional materials in teaching and learning, but their practices were found to be infrequent. Additionally, there was no significant difference in the utilization of instructional materials between male and female teachers, and no significant difference was found based on teachers’ educational qualifications. However, there was a significant difference in experience among teachers. Therefore, it is recommended that the Haramaya Town Education Office provide training to improve teachers’ utilization of instructional materials to enhance the teaching and learning process in primary schools

Analysis of the facade and spatial quality of educational buildings of the first national architecture period: The case of Konya

In the last years of the 19th century, architects who were under the influence of the nationalist ideas that developed in the last years of the 19th century and were strengthened with the declaration of the constitutional monarchy, led to the emergence of the First National Architectural Period as a reaction. They also considered this period as an eclectic architectural style in which they reinterpreted the facade, plan and ornamental elements of Ottoman and Seljuk architecture with Western construction techniques. In this architectural process, many public buildings, hotels, bank buildings, ministry buildings, educational buildings and residences were built. Educational buildings are an important group among the new types of buildings constructed in Konya, which has maintained its political and cultural importance throughout history. In this study, the façade and spatial quality analyses of the Sanayi Mektebi, Male Teachers' High School (Dârü-l Muallimin), Girl Teachers' School (Dârü-l Muallimat) and Gazi Mustafa Kemal, Hakimiyet-i Milliye and İsmet Paşa Primary Schools, which are among the educational buildings built during the First National Architectural Period and which contributed to the identity of the city of Konya, were examined. The authenticity and conservation values of the selected educational buildings were determined and compared with each other. According to the results obtained from the façade and spatial analyses of these samples; authenticity values are determined depending on the rate of having the characteristics of the period and conservation criteria. The fact that no previous study has been carried out in this period and group of buildings using the method defined increases the originality value of the subject.

Gender Representation in Directive Speech Acts of Teachers: A Study on Indonesian Language Learning in Automotive Vocational High Schools in Pasaman District

This study aims to examine gender representation in directive speech acts of Indonesian language teachers in Pasaman Regency Automotive Department Vocational Schools. Included in the type of qualitative research, this research applies descriptive analysis method. The research data is in the form of directive speech of male teachers and female teachers in Indonesian language learning at SMK Department of Automotive Pasaman Regency. It can be concluded that Indonesian teachers use various forms of directive speech acts, such as directions, orders, and instructions to students. Variants of the use of directive speech acts also show variations between male and female teachers, with three dominant variants commonly used by male teachers and five variants commonly used by female teachers. The results also reveal that female teachers tend to use the speech act of ordering or commanding as the dominant form, although they also show a sense of solidarity by using the speech acts of suggesting and advising. On the other hand, male teachers are more inclined to the direct approach and commanding without preamble. This difference reflects the complexity of the relationship between men's and women's language and thinking in the learning context.

A Comparative Study of Male and Female Secondary School Teachers with Respect to Their Teaching Competence, Self Esteem, Sense of Homour and Classroom Climate

The research was conducted to make the comparative study of male and female secondary school teachers with respect to their teaching competence, self esteem, sense of humour and classroom climate. Quantitative approach was used in the study. Survey method was used for data collection. 900 teachers from government as well as private senior secondary schools have been selected. Data were collected through questionnaire. The study reveals that with respect to teaching competence and sense of humour the female teachers performed more homogeneously as compared to their male counterpart. But the mean score of teaching competence of male and female secondary school teachers differ significantly where as the mean score of sense of humour of male and female secondary school teachers do not differ significantly (at 0.01 level of confidence).

Criticize my Code, not me: Using AI-generated Feedback in Computer Science Teaching

Large Language Models (LLMs) like ChatGPT can help teachers to tailor learning tasks for their students, combining learning objectives and storytelling to raise interest in the subject. AI-based learning task design can help to support competency-based learning, especially for girls in STEM courses like computer science, where otherwise the “Leaky STEM pipeline” (Speer 2023) leads to a constant loss of female students over school time. LLMs support many steps of the creation cycle of learning tasks. One important step is the feedback process between teachers and students during and after solving the tasks. Students need person-related as well as process-related feedback to make progress. Sometimes problems occur when teachers give feedback in a way that embarrasses or hurts the students. Especially female students often need more confirmation to make them aware of their progress, but studies show that boys demand and get more attention by teachers in this situation. This is one of the many reasons why girls lose motivation and interest in STEM courses over time. Since male and female teachers differ in expressing feedback without being aware of it, it is necessary to raise their consciousness. LLMs like ChatGPT can be used in two scenarios here. The first scenario is helping teachers to formulate objective feedback in a way that is adequate and understandable for the target group – e.g., young girls or boys - in a specific situation. The second scenario is training the teacher in a Socratic way, where the LLM simulates a student receiving the feedback and reacting to it according to established communication models like the Four Ears-model by Schulz von Thun (Schulz von Thun 1981) or Berne’s Transactional Analysis (Berne, 1964). This case study provides examples and prompting schemes for both scenarios and discusses the fragile balance between avoiding gender stereotypes in LLMs and giving more helpful and sustainable feedback for female students to foster self-esteem and competency-awareness.

Analysis of Elementary School Teachers' Understanding of the Nature of Science based on Gender and Teacher Certification

This study aims to analyze the understanding of elementary school teachers regarding the Nature of Science based on Gender and Teacher Certification. The research method used is a descriptive method with a quantitative approach. This research was conducted using a research instrument in the form of questionnaires. The population of this study is elementary school teachers in Indonesia, The research sample is teachers from 65 elementary schools in Indonesia. The results showed that male teachers' understanding of the nature of science was higher than that of female teachers. Then the results of research on the understanding of elementary school teachers about the nature of science based on educator certification show that certified elementary school teachers have a higher understanding of the nature of science than elementary school teachers who have not been certified. The greatest nature of science is in the nature of the scientific method in the scientific attitude component.

Exploring the relationships among music performance anxiety, teaching anxiety, and self-efficacy of Chinese preservice music teachers.

This quantitative study aimed to explore the relationships among music performance anxiety (MPA), teacher anxiety (TA), and self-efficacy (SE) through a survey study of Chinese preservice music teachers (N = 237). We also examined gender, grade, primary instrument, secondary instrument, music learning time length, and time spent in four activities: peer teaching, practicum, internship, and private teaching as potential predictors of MPA, TA, and SE. Results indicated that the higher the self-efficacy, the lower music performance anxiety and teaching anxiety; Simultaneously, the increased music performance anxiety was associated with an increased teaching anxiety. Partial correlation results indicated a significant but negative correlation between TA and SE with MPA controlled. Teaching anxiety, followed by primary piano, was the strongest predictor of MPA. MPA, followed by SE and peer teaching, was the strongest predictor of TA. TA, followed by grade level, was the strongest predictor of SE. The results from the multivariate analysis of variance revealed that the SE of male preservice music teachers were significantly higher than their female counterparts. As a study implication, music teacher educators may consider interventions and support mechanisms that address both types of anxiety simultaneously to improve overall teacher preparedness.