Male Teachers Research Articles

The Organizational Ambidexterity of School Principals in Hebron Governorate from the Teachers' Point of View

This study aimed to determine the extent of organizational ambidexterity among school principals in Hebron governorate, as perceived by teachers. Additionally, it sought to investigate whether there were statistically significant differences, at a significance level of α≤ 0.05, in the average responses of the study sample members based on the following variables: gender, educational qualification, years of experience, and educational stage. The study adopted an analytical descriptive (quantitative) approach.
 
 During the academic semester of 2022/2023, a sample of 323 male and female teachers was selected using the stratified random sampling method. These teachers were given a questionnaire consisting of 46 items, divided into four areas: ambidexterity in optimizing opportunities, ambidexterity in exploring new opportunities, ambidexterity in maximizing material resources, and ambidexterity in maximizing human resources.
 
 The study findings revealed a high degree of availability of organizational ambidexterity among school principals, as perceived by teachers. The total score indicated an arithmetic mean of 3.88. Furthermore, there were no statistically significant differences, at a significance level of α≤ 0.05, in the average responses of the study sample regarding the availability of organizational prowess, with respect to the variables of educational qualification and years of experience. However, statistically significant differences were observed, at the same significance level, in the average responses of the study sample regarding the availability of organizational prowess, based on the variables of gender and educational stage.

EXPLORING CHINESE EFL UNIVERSITY TEACHERS’ BELIEFS ABOUT CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD)

The study investigates Chinese EFL university teachers' beliefs about Continuous Professional Development (CPD) in China with a quantitative research method. 678 questionnaires were acquired from seven major parts of China. Descriptive analysis and comparative analysis were employed to examine the demographic factors for teachers’ belief about CPD in three aspects: updating activities (UA), reflective activities (RA) and collaborative activities (CA). Findings indicate that teachers' beliefs of reflective activities about CPD were relatively stronger than collaborative activities and updating activities. There are gender differences in reflective activities; female teachers’ beliefs about CPD in the reflective activities were relatively stronger than those of male teachers. For age differences, the data showed that the reflective activities increase almost the same as the age growth, but the age group (41-45) and (46-50) as an exceptional. For regional differences play a significant role in determining teachers’ beliefs in all three activities, future research is needed to identify the underlying mechanisms driving these regional differences. University rankings differences in updating activities showed its significance. The implications of these findings are crucial for teacher educators, and training planners to promote stronger beliefs with a much clearer plan for the reasonable arrangement and design of three activities among teachers.

كفاءة التوزيع الجغرافي لمدارس التعليم المتوسطفي مركز قضاء الصويرة

The study aims to determine the efficiency of geographical distribution of middle education schools in the center of Essaouira district, the educational indicators according to the Iraqi standard, and do they represent the reality adopted by the research in the contemporary stage of the academic year 2021-2022. The study concluded that there was alarge deficit in all educational indicators according to the local standard, as the deficit in the number of school buildings reached (9) school buildings, at a rate of (53%), and in the number of school classes, which amounted to (69) classrooms, at a rate of (33%), In the number of male and female teachers, their number is (114) male and female teachers, at a rate of (32%), in addition to the low average educational area for male/female student, amounting to (23 m2), with a significant deficit of (85%) in the city of Essaouira

The work experience of male nursing teachers in Chinese universities: a phenomenological study

The work experience of male nursing teachers in Chinese universities: a phenomenological study

Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics

Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities.

Relationship between conflict factors and enrolment of girls in rural public primary schools in Samburu County, Kenya

The study sought to investigate the relationship between inter-group conflict and enrolment of girls in rural public primary schools in Samburu County, Kenya. Despite Kenya’s government’s effort to promote girls’ education, gender disparities still exist in rural areas. Thus, the objectives of this study are to examine the relationship between selected factors of loss of human lives, loss of livelihood source, displacements, fear of attack, and learning disruption and enrolment of girls in rural public primary schools in Samburu County, Kenya. The researcher used a descriptive correlation survey design. The study was viewed from the premise of Social Conflict Theory by Oberschall. The target population of the research was 136 female teachers and 135 headteachers who happened to be male teachers from rural public primary schools in Samburu County. The sample size for the study was 136 female teachers and 27 headteachers. Out of these, 14 female teachers and 3 headteachers were used for piloting. The researcher used the census method for female teachers who responded to the questionnaires, and a purposive sampling technique was applied for head teachers whose data was obtained using interview schedules. The Pearson Correlation Coefficient showed a statistically significant moderate negative correlation of -0.537 with a p-value (Sig.) of 0.005, indicating significance at the 5 per cent level. This indicates that higher levels of inter-group conflict factors are linked to a reduction in girls’ enrollment in the region. The study recommends the government’s resolve to end inter-group conflict in Samburu County.

Relationship between selected socio-cultural factors and enrolment of girls in rural public primary schools in Samburu County, Kenya

This study sought to examine the relationship between selected socio-cultural factors and the enrolment of girls in rural public primary schools in Samburu County, Kenya. The Kenyan government strives to promote girl child education as is depicted in the Kenyan Constitution, 2010 and Basic Education Act, 2013. The researcher used a descriptive correlation survey design. The study was guided by Social Conflict Theory by Oberschall. The target population of the research was 136 female teachers and 135 headteachers who happened to be male teachers from rural public primary schools in Samburu County. The sample size for the study was 136 female teachers and 27 headteachers. Out of these, 14 female teachers and 3 headteachers were used for piloting. The researcher used the census method for female teachers who responded to the questionnaires, and a purposive sampling technique was applied for head teachers whose data was obtained using interview schedules. From the hypothesis, the Pearson Correlation Coefficient revealed a statistically significant negative correlation of -0.503 with a p-value (Sig.) of 0.045 less than the .05 p-value. The significance level, at 5 per cent, indicates that with higher socio-cultural factors, there will be a corresponding decrease in girls' enrolment, thus making the null hypothesis to be rejected. The study recommends a holistic approach to enhance girls' education in Samburu County. This behooves educational planners include raising public awareness about the importance of girls' education challenging traditional beliefs and increasing the presence of female teachers.

The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers

ABSTRACT In light of some of the challenges of the present day, such as the changes brought about by the COVID-19 pandemic, the needs of the 21st century, and post-method pedagogy, reflection in education has become a must rather than a luxury. Despite the attention given to this line of research, studies on reflection in Morocco are relatively scarce. Therefore, this study aims to shed light on reflective thinking among Moroccan EFL teachers. It seeks to investigate 1) whether there is any significant difference between male and female teachers in reflective thinking, and 2) whether teaching experience significantly differentiates teachers’ reflective thinking. Data was collected from 127 teachers using the Teachers’ Reflective Thinking Questionnaire. The relevant statistical tests used revealed that neither gender nor teaching experience made a difference in reflective thinking among our sample of teachers. Building on this, it is high time other factors that may affect teachers’ reflective thinking were considered. To this end, valuable implications for language teaching and teacher training in Morocco are drawn based on the results of this study including the provision of professional development opportunities to equip preservice and in-service teachers with the skills needed to become successful reflective practitioners.

The Effectiveness of a Group Guidance Program Based on Mindfulness in Improving Job Satisfaction Among Male and Female Teachers

The study aimed to identify the effectiveness of a group guidance program based on mindfulness in improving job satisfaction among male and female teachers. The study sample consisted of (60) male and female teachers, divided into two groups: an experimental group that underwent a group guidance program to improve job satisfaction for a period of eight weeks, at a rate of two meetings per week, the duration of each meeting (60) minutes. His control group was not subject to any program. The job satisfaction scale (pre-measurement) was applied to all study members, then the guidance program was applied to the members of the experimental group, and the study scale (post-measurement) was reapplied, and the results indicated an improvement in the level of job satisfaction in the experimental group, and no effect of sex appeared.

Altruism among the Teachers Working at UNRWA Schools in Jordan

This article addressed the reality of altruism among the teachers working at the schools of UNRWA in Jordan. The sample of the study consists of (150) male and female teachers. Those teachers were chosen from UNRWA schools in Jordan. To meet the objectives of the study, a two-part survey was developed. The first part collects the relevant data about demographic characteristics. The second part collects data about (the teacher's altruistic acts for the favor his students, colleagues, and the school administration). The study found that there is a significant difference at the level of significance (α = 0.05) between the respondents’ attitudes towards the targeted reality for the favor of the females. There is no significant difference between the respondents’ attitudes towards the targeted reality. The researcher recommended that teachers must be provided by more training courses about altruistic behaviors in the educational field and other fields.

Pre-Service Teachers' Perceptions of Identity Formation in Ghana

This paper reports on a study that investigated the perception held by pre-service teachers on identity formation. The study was purely quantitative involving 522 pre-service teachers. Data was obtained through the use of a set of questionnaires. Means, standard deviations, and independent t-tests were used in analysing the data. The results show that many of the respondents highly felt that identity formation is the way they view and understand themselves as teachers. In addition, they felt that identity formation is how they are recognised as a certain kind of persons, connected not to their internal states but to their performances in society. On the other hand, many of the pre-service teachers had different perceptions about identity formation. Thus, they disagreed that identity formation is about how they talk or think about themselves, or how others talk or think about them. The study further found no statistically significant difference between male and female pre-service teachers regarding their perceptions of identity formation. It is recommended that teacher educators must formulate and implement teaching philosophies that will reflect proper identity formation of pre-service teachers. Also, teacher education institutions must liaise with the National Teaching Council to periodically review the curriculum taking into consideration the demands of the 21st century teaching profession.

Identifying Conflict Management Methods of School Principals as Perceived by School Teachers in Jordan

The main purpose of this study was to identify conflict management methods used by secondary school principals based on the perspective of teachers. A sample of 256 male and female teachers participated in the study. The concept of conflict management was measured using cooperation, avoidance, waiver, competition, and settlement as a method to manage conflicts among teachers. The findings of the study indicated that ‘settlement’ was the most preferred method for conflict management by school principals, followed by cooperation, then by the waiver. Avoidance was the least preferred method to be used by school principals in conflict management. The results of the study revealed statistically no significant differences in gender, educational qualification, and experience among participants on the perceived conflict management method used by the school principals (p-value >0.05). The study recommended training courses for school principals to raise their awareness of conflict management.

PENGARUH LINGKUNGAN KERJA DAN KOMPETENSI GURU TERHADAP KINERJA GURU DI GUGUS VI KECAMATAN SERIRIT

This study aims to determine the effect of the work environment on teacher performance in Cluster VI Seririt District and to determine the effect of teacher competence on teacher performance in Cluster VI Seririt District. The type of research in this study was quantitative, with a total population of 47 teachers and a sample of 18 male teachers and 29 female teachers for a total of 47 people. The data analysis technique used in this study is multiple linear regression analysis, classical assumption test, model feasibility test (goodness of fit) using the SPSS Version 21.0 application for windows.
 The results of this study indicate that the work environment has an effect on teacher performance in Cluster VI Seririt District of 0.468. The results of testing the hypothesis with the T-test found that t-test > t-table (2.753 > 1.677). This shows that the work environment has a significant positive effect on teacher performance seen from a significant level of 0.009 <0.05. Teacher competence has an effect on teacher performance in Cluster VI Seririt District of 0.363 with the results of testing the hypothesis with the T-Test it was found that t-count > t-table (2.670 > 1.677), this shows that teacher competence has a positive and significant influence

The Themes Present in the Qualitative Portion of the Student Evaluation of Teachers with Emphasis on the Differences in Themes among the Sex and Academic Rank of Faculty Members in a State University in the Philippines

This paper identified the themes present in the comments of the students of a state university in the Philippines in the qualitative portion of the student evaluation of teachers (SET) for two semesters, one before the pandemic and the other during the pandemic. Thematic analysis revealed the following themes present: (a) general positive comments, (b) general negative comments, (c) expressions of gratitude, (d) wishes and greetings to the teacher, (e) positive comments on teaching method, (f) negative comments on teaching method, (g) positive comments on teachers’ demeanor, and (h) negative comments on teachers’ demeanor. There were no differences in the themes between male and female teachers and among instructors, assistant professors, associate professors, and professors. Similarly, there were no differences found in the themes identified before and during the pandemic. The thematic analysis showed that many students made only general comments that were not helpful at all in improving teaching effectiveness. Thus, it is recommended that in the SET instrument, instruction should be given to students to make their comments specific so that teachers will know what exact things they are doing well or not. Knowing these will help improve their teaching. It was noted that there were numerous negative comments on the teachers' teaching methods and demeanor. Hence, it is recommended that the university craft intervention measures that will acquaint teachers with the various methods of teaching, considering that at the tertiary level, many teachers are not education majors trained in pedagogy. In addition, seminars and workshops regarding teacher demeanor are suggested.

Gender Differences in Teachers' Digital Literacy Skills in Teaching STEAM

Teachers’ characteristics such as educational level, age, gender, educational experience and digiyal literacy for educational purposes can influence the adoption of an innovation in teaching. This study aimed at analyzing the impact of gender differences on teachers' digital literacy skills in the teaching of STEAM in secondary schools. This study was descriptive research which adopted a Survey type. Four research questions were raised. The population for this research comprised science teachers in Kaduna State secondary schools. A simple random sampling technique was used to select 150 senior science teachers across the three local governments. The questionnaire was designed to elicit information from the senior secondary school teachers on the impact of gender differences on teachers' digital literacy skills in teaching STEAM. Data collected was analyzed using descriptive statistics tools which include pie charts and bar chat. The findings of the study showed that the number of male secondary school teachers was higher than their female counterparts involved in the teaching of STEAM in senior secondary schools. A significant difference exists in the number of male teachers that possess laptop devices compared to their female counterpart. A higher percentage of male teachers possess more digital skills than their female counterpart, lack of school support, limited time and lack of internet access are the major factors affecting the use of digital skills in teaching STEAM. This study recommends that schools should provide the needed facilities required in teaching STEAM based on global best practices.

Learning-Oriented Assessment (LOA) Implementation in EFL Tertiary Contexts: Towards a More Task-based Learning (TBL) Environment

Over the past decade, learning-oriented assessment (LOA) has gained increasing attention as an emerging approach to classroom-based assessment. LOA prioritises learning and focuses on engaging learners actively in assessment and feedback activities. To enhance the learning environment in higher education, it is crucial for teachers of English as a foreign language (EFL) to be aware of and implement innovative assessment methods that support student learning, such as LOA. The purpose of this mixed-methods study was to investigate the knowledge, use, and challenges of LOA in tertiary contexts. A total of (93) male and female EFL teachers teaching in tertiary education participated in the study. An adaptation of The Teachers' Learning-Oriented Assessment Questionnaire survey (Alsowat, 2022) and items from semi-structured interviews (Fazel & Ali, 2022) were used to collect the data for this study. The findings of this study show that EFL teachers had good knowledge of LOA concepts but suggest that they need further focused training on the implementation of LOA. The study also shows that the teachers faced pedagogical, practical, attitudinal, and institutional challenges that prevented the better implementation of LOA practices.

Job Satisfaction among Vocational High School Teachers by Demographics Factors In Educational Institutions

Objective: Job satisfaction is an essential factor that needs attention from leaders in educational institutions. If teachers in educational institutions have job satisfaction, this will impact their job performance. This study analyzes job satisfaction from demographic factors of age, gender, tenure, and marital status of vocational high school teachers in Surabaya. Method: This study used quantitative methods. This research was conducted in educational institutions, especially in vocational high schools. The subjects of this study used 160 vocational high school teachers in Surabaya. The sampling technique used convenience. The data analysis technique used an independent sample t-test. The results of this study indicate that there are differences in job satisfaction by demographic elements consisting of age, tenure, gender, and marital status. Results: The results of this study indicate that teachers who are more than 35 years of age have higher satisfaction, teachers who have more than five years of tenure have higher job satisfaction, female teachers have higher job satisfaction than male teachers, and married teachers have higher job satisfaction than unmarried teachers. Novelty: Previous research has studied the impact of job satisfaction, but to researchers' knowledge, more research is needed to study job satisfaction from demographic factors in vocational high school teachers. Therefore, this topic is interesting to study, considering that demographic factors are a point of view that is rarely used to study individual variables.

English Language Teaching through Communicative Method: A Qualitative Study of Pre-service Teachers' Perceptions

Objective: This study aims to explore pre-service English teachers' perceptions of implementing the Communicative Language Teaching Method (CLT) after being exposed to theoretical and practical pedagogical aspects of CLT through the Teaching English as a Foreign Language Methodology (TEFL 1) course. Method: The present study was a qualitative research as it employed an online survey following the participants' teaching demonstration and reflections as instruments to collect the data. The sample group in the study consisted of 30 EFL male and female pre-service English teachers studying at a private university in a remote area in West Timor-Indonesia. Results: The results indicated that although most participants were highly optimistic about using communicative language teaching methods, they suggested several challenging factors and solutions to promote students' active interaction in CLT classrooms. Novelty: This study attempted to make the TEFL 1 course more relevant for pre-service teachers and promote CLT enactment in English teaching. Ultimately, it is expected that such initiatives encourage pre-service English teachers to implement interactive teaching methods in their future teaching professions.

Should the Presence of Male Teachers in Classroom Be Increased?

The percentage of male primary school teachers participating in the classroom has been a very small fraction. Only about 30% of primary school teachers are male compared to female teachers. In fact, the over-reliance on female teachers in primary schools has led to some psychological problems among some students. These include stereotypes of male teachers as “hard” and unapproachable. From the perspective of male students, they are more likely to be labelled as “feminine”. As more and more primary schools have increased their emphasis on the participation of male teachers in the classroom, student achievement has not only improved, but their perceptions of gender identity have also become more holistic. In addition to this, a reasonable ratio of male to female teachers will also have a more positive impact on the composition and behaviour of parents in the family. Therefore, the lack of male teachers in primary schools can be effectively balanced through reasonable training methods and fair recruitment channels. It will also contribute to the more comprehensive development of students.

Does distance teaching of science and mathematics meet teachers’ expectations?: Science and mathematics teachers’ perceptions, attitudes, and challenges of distance education

The most important benefits appear in ability of distance education (DE) to face challenges related to classroom education, as student’s absence from lesson does not affect it. DE also reduces waste of time and money to reach school or university and enhances aspects of self-responsibility. When student is self-disciplined, she is given a greater opportunity to expand sources of knowledge. This study aimed to explore to which extent Jordanian science and mathematics teachers satisfied towards DE and identify their attitudes and challenges they faced considering some variables: teachers’ gender, region, school stages they teach, experience, knowledge in technology skills, and specialization. Study population consisted of all Jordanian teachers in public schools from all regions in Jordan. The study sample included 499 male and female teachers. We developed a study questionnaire, which contained 27 items. After examining its validity and reliability, it was spread out electronically according to snowball method. The study showed several results, science and mathematics teachers’ satisfaction of DE was moderate, and there were no statistically significant differences in value of importance of DE for all variables except teachers’ competence of information and communications technology (ICT) knowledge and skills. The results indicated that level of Jordanian teachers’ attitudes to DE was moderate, and there is a difference in their attitudes towards DE in favor of teachers who master ICT knowledge and skills. The results showed a difference in teachers’ attitudes according to their specializations for benefit of scientific track while there were no statistically significant differences for rest of the study variables. Finally, the results pointed out that there are many challenges facing teachers in DE, which came in strong category. The study results presented no statistically significant differences regarding challenges teachers faced in DE in all study variables. The study suggests training teachers on employing DE strategies effectively and implementation of digital applications and educational media. Also, it suggests redesigning academic content according to DE models and theories, designing assessment strategies and tools to measure achieving of the learning outcomes, providing schools with infrastructure of DE, and providing free and sufficient internet services and computers or laptops for teachers.