Non-university Teachers Research Articles

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.

Social media and non-university teachers from a gender perspective in Spain

Social media and non-university teachers from a gender perspective in Spain

Mobbing as a Predictor of Health Risk Behaviours and Seeking Specialist Support in Non-university Teachers

Mobbing as a Predictor of Health Risk Behaviours and Seeking Specialist Support in Non-university Teachers

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

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

Job effectiveness and satisfaction among non-university teachers: review of an assessment instrument

Considering the development of the Social-Cognitive theory carried out by A. Bandura, this article is aimed at analyzing the characteristics of an instrument used to assess the satisfaction among teachers of primary and secondary schools, and its relationship with the beliefs or perceptions about the effectiveness of their working environment. To this end, we selected a sample made up of 500 nonuniversity teachers (250 from primary education and 250 from secondary education) from schools in the Autonomous Community of Galicia. The subjects were asked to fill in a questionnaire made up of 43 closed-category questions in Likert scale format. Two confirmatory factorial analyses were performed in order to check whether the factorial structure of the scale was the expected one according to its size, which led us to a 13-item scale with a good reliability (a=.958) and validity. Moreover, the results and proper adjustment that we obtained allow us to establish a very rough framework of the influence relations between the different dimensions proposed by the final model.

The role of psychosocial risks in burnout, psychosomatic disorders, and job satisfaction: lineal models vs a QCA approach in non-university teachers

This study aims to assess the effect of psychosocial risks and resources on burnout, psychosomatic disorders, and job satisfaction using Hierarchical Regression Modelling (HRM) and Qualitative Comparative Analysis (QCA). Method. The sample consisted of 9020 non-university public education teachers (M age = 45.33 years, SD = 9.15; 72.5% women). Results. Demands variables (Workload, Emotional labour, Imbalance, and Interpersonal conflict) were better predictors than resources variables (Job autonomy, Social support, and Resources at work). Resources also significantly improved the model’s predictive capacity, except in the case of Indolence. In the QCA results, none of the conditions seems to be necessary. Regarding sufficiency, the combination of the different conditions explains between 44–49% of high levels of Burnout and between 40–47% of low levels of Burnout; between 44–47% of high levels of Psychosomatic disorders and 40–47% of low levels of Psychosomatic disorders; 49% of high Job satisfaction levels and 45–56% of low Job satisfaction levels. Conclusions. The results show that QCA models have better explanatory capacity than HRM. Some variables were not significant in HRM, but they were present in combination with other QCA model variables. The findings contribute to understanding how psychosocial risks affect workers’ health and job satisfaction.

Vocal Problems and Burnout Syndrome in Nonuniversity Teachers in Galicia, Spain

Introduction: Voice disorders and burnout syndrome are common among teachers. This study aimed to explore the relationship among vocal problems, burnout syndrome, and some personal work factors. Methods: This cross-sectional descriptive study enrolled 90 nonuniversity teachers who completed the Multidimensional Vocal Scale for Teachers (EVM-D) to evaluate vocal problems and an adapted Spanish version of the Maslach Burnout Inventory-Educators Survey (MBI-ES) to detect burnout syndrome. Results: Overall, 16% of teachers expressed symptoms compatible with burnout, and 60% of them were in the interval above the 75th percentile of the EVM-D, i.e., they had a high risk of vocal problems. An association between burnout and more vocal problems was established among teachers, particularly between the vocal symptoms and vocal abuse dimensions with the emotional exhaustion subscale of the MBI-ES. A history of anxiety/depression and fewer years of professional experience were associated with more vocal problems. The burnout group perceived more “loss of vocal power,” “vocal fatigue,” “vocal effort,” and “hoarseness.” Vocal abuse items received the highest scores of EVM-D. However, only “shouting” in the classroom was significantly different between the groups with and without burnout. Conclusion: Emotional exhaustion of burnout syndrome, history of anxiety/depression, and a shorter professional experience were associated with vocal problems, which could limit the performance of teachers. Reducing classroom noise, establishing strategies to avoid shouting, or strengthening personal accomplishments in teachers could be useful in breaking the cycle of vocal problems and emotional exhaustion, particularly at the beginning of their professional experience.

Interest of non-university teachers in educational research projects

INTRODUCTION. Educational research is a source of proven information and evidence for improving classroom teaching. The theoretical framework for this study is based on the concept of teacher motivation to engage in educational research. METHOD. This study examined the levels of interest and participation in educational research of a sample of 429 teachers. RESULTS. The results showed that there is a high correlation between all variables (participation, research competencies, motivation, and research knowledge) and three distinct teacher clusters/groups were determined. The first cluster was characterized by a high level of interest in research and active participation in research activities. The second cluster had a moderate level of interest and believed that research was positive and necessary but did not participate in research. Finally, the third cluster had no interest in research and did not participate in research activities. DISCUSSION. These results have important implications for promoting research in the education field and suggest that efforts are needed to specifically engage the teachers who are currently not interested in research or are not involved in research activities.

Assessing Non-University Teachers’ Self-Perception of Entrepreneurial Competence: A Study of the Teachers of the Sagrada Familia Foundation in Spain

Different studies highlight the importance of developing entrepreneurial competence (EC) from the earliest educational levels, as well as during the teacher training stages, as they are considered to be facilitating and transforming agents in the integral development of students. The purpose of this research is to analyse the self-perceived level of knowledge and implementation of EC among active teachers from non-university centres managed by the Sagrada Familia Foundation, Spain. After designing a questionnaire based, among others sources, on EntreComp and EntreCompEdu frameworks, an expert judgement was carried out. A total of 326 participants answered the questionnaire. The result show that more than 70% of respondents had not heard about EntreComp and EntreCompEdu; more than 50% had no knowledge of entrepreneurial education (EE); and the respondents as a whole stand out in terms of perseverance, motivation, autonomy, decision-making and teamwork; only 14–18% of respondents plan subjects that pay attention to ECs. Moreover, almost 50% of respondents state that they use participatory learning methodologies, while only 13% believe that when evaluating pupils’ performance, it is necessary to support sharing achievements and progress with internal and external agents; only a further 15% involve students in the assessment process. We must advocate and work for the development of ‘teacherpreneurs’, and start developing EC in all stages of teacher training.

Brief Version of the Frankfurt Emotional Work Scale and Gender Difference in Emotional Labour

This study was designed to assess the psychometric properties of a brief version of the Frankfurt Emotion Work Scale (FEWS) adapted to Spanish in a sample of teachers, taking into consideration gender differences. Method: The sample consisted of 9020 teachers of public education in the Valencian Community (Mage = 45.33 years, SD = 9.15; 72.5% female). Results: The psychometric properties are adequate. It consists of 12 items grouped into six factors that explain 79.54% of the variance. Cronbach’s alpha and composite reliability coefficients (CRC) for the full scale are adequate: α = 0.79; CRC = 0.90. Confirmatory Factorial Analyses also confirm the structure of the scale (χ2 = 890.36, S-B χ2 = 747.38, df = 39, NFI = 0.945, NNFI = 0.911, CFI = 0.947, IFI = 0.947, MFI = 0.925, and RMSEA = 0.069). Convergent and discriminant validity were also probed. Finally, a gender effect over Emotional labour was found, there was a difference between gender in the scale and all of the dimensions of the questionnaire, with higher values on women. Conclusions: according to the results of this study, the use of this diagnostic tool for Spanish non-university teachers appears to be justified.

Development of Digital Teaching Competence: Pilot Experience and Validation through Expert Judgment

The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quantitative validation design was established using the expert judgement technique. To measure the level of the expert coefficient, the expert competence (K) index was calculated for a random sample of 292 subjects participating in the study: teachers belonging to preschool and primary schools in the Andalusian community. The responses of those experts who scored ≥0.8 on the external competence index were then selected. The results demonstrate the validity of the tool produced (T-MOOC) as well as the uniformity of the criteria of the experts participating in the evaluation. Consequently, the necessary structuring of personalised training plans supported by reference models is discussed.

The Influence of COVID-19 and Psychosocial Risks on Burnout and Psychosomatic Health Problems in Non-University Teachers in Spain during the Peak of the Pandemic Regressions vs. fsQCA

During the COVID-19 pandemic, teachers had to adapt to the changes caused by remote working, experiencing prolonged stress situations that together with psychosocial factors can lead to burnout and psychosomatic health problems. This study focused on analyzing the influence of COVID-19 and psychosocial risks on psychosomatic problems and burnout at the peak of the pandemic in Spain, from March to April 2020. It combined two methodologies, hierarchical regression models (HRM) and qualitative comparative analysis (QCA). The two methodologies demonstrated greater predictive power for psychosocial demand factors (workload and role conflict) on burnout and psychosomatic health problems. In addition, the fsQCA models demonstrated the contribution of job insecurity and the lack of organizational justice, resources and COVID-19 information. These results can be used by educational managers to improve the daily work of teachers, impacting on the quality of teaching, as well as their response to pandemics, which will benefit society.

Effective Personality as a Protective Factor in Teachers' Occupational Health.

In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers’ occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers’ Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPE-A). The sample consisted of 700 non-university teachers aged between 26 and 66 years, M = 47.65 SD = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers’ Occupational Health (r = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers’ Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain—Self-efficacy and satisfaction—and the lower the result in health loss—burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers’ occupational health, which strengthen and improve personal and socio-affective competencies.

Attitudes and Perceptions of School Teachers in Melilla Regarding the Care Provided to Students with Type 1 Diabetes.

The main objective of the study was to assess the perception of non-university teachers in the city of Melilla to help students with type 1 diabetes mellitus (T1DM), as well as their attitudes towards helping these students in diabetic emergencies. This observational, descriptive, cross-sectional study analyzed the answers given by 441 teachers from 25 public institutions in the city of Melilla to a survey on the attitude and perception regarding the capacity of educational institutions (16 questions) to help and manage students with T1DM. Out of 47.6% of teachers who represent having had students with TIDM, only 4.8% acknowledged having been trained in diabetes. The percentage that has experienced a hypoglycaemia episode at the institution was 29.9%. More than half of participants acknowledged that their educational institution is not prepared to manage diabetic emergencies. Only 5.7% stated their institutions have glucagon in their first-aid kit and less than half of participants (44.7%) would be willing to administer it if necessary. Teachers of educational institutions believe they have not been particularly trained in the care of students living with T1DM and point out that their educational institutions are not prepared to help in diabetic emergencies.

Design and Validation of t-MOOC for the Development of the Digital Competence of Non-University Teachers

MOOCs are configured as one of the technologies that have been gaining ground in the educational field as a new approach in virtual education. In the past few years, its presence in educational institutions has increased. In addition, the level of research and publications that revolve around these technological developments is increasing. In this sense, this research focuses on the design and validation of the structure, content and tasks of a t-MOOC for the development of the Digital Competence of non-university teachers based on the DigCompEdu Framework of the European Union. For this, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people. The results demonstrate the validity of the training proposal, as well as the uniformity of criteria of the experts. In this sense, the application and benefits of t-MOOCs as tools for competence development are discussed.

Message From the Editors

Dear Colleagues
 It is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 6 full length articles written by authors from Spain, Turkey, Cyprus.
 The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Baena Ampudia, Ana Mª; Fernández Tilve, Mª Dolores have carried out an unprecedented and ongoing survey in Galicia with the intention of taking a closer look at continuing education for non-university teachers promoted by trade union organisations. On the other hand, Magda Maria Ventura Gomes da Silva, María del Pilar Quicios García investigate some results of an international research on the social risk manifestations published in eight periodicals in Rio de Janeiro (five newspapers: O GLOBO, EXTRA, MEIA HORA, O DIA, EXPRESSO and three magazines: ÉPOCA, ISTO É, VEJA) from July 2013 to December 2014. The results of the qualitative study were obtained by analysis of the most frequent categories of the social risks found. Also, Pelin Piştav Akmeşe, Nilay Kayhan aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. In addition to these, Eser Ceker and Fezile Ozdamli aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of PBL). Also Murat Tezer, Celalettin Ozden and Mucahit Elci investigate the relationship between academic achievement and attitudes towards technology and design lesson of the middle school eighth grade students. Finally Basak Baglama and Mukaddes Sakalli Demirok aims to determine the views of preservice special education teachers about early childhood intervention.
 I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.
 Best regards,
 Editor-in-Chief
 Prof. Dr. Huseyin Uzunboylu
 Executive Editor
 Assoc. Prof. Dr. Cigdem Hursen

Development of Burnout Syndrome in Non-university Teachers: Influence of Demand and Resource Variables.

Psychosocial risks at work are an important occupational problem since they can have an impact on workers' health, productivity, absenteeism, and company profits. Among their consequences, burnout stands out for its prevalence and associated consequences. This problem is particularly noteworthy in the case of teachers. The aim of the study was to analyze the influence of some psychosocial factors (demand and resource variables) and risks in burnout development, taking into consideration the levels of burnout according to the Spanish Burnout Inventory (SBI). This paper contributes to advancing knowledge on this issue by analyzing the influence of work characteristics and personal characteristics on the progress of burnout. The sample consisted of 8,235 non-university teachers (2,268 men 27.5% and 5,967 women 72.5%), aged 22 to 70 (M = 45.16, SD = 9.18). For this purpose, statistical modeling by logistic regression was used. The results of this study showed that No burnout level was positively related with resources variables and negatively with demand variables. In the Medium-High levels and the higher levels of burnout (i.e., Profile 1 and Profile 2), there is a positive relation with demand variables and a negative one with resource variables. In conclusion, demand variables cause an increase in the burnout levels, influencing positively the movements between the levels of No burnout to Medium-High levels of burnout and Medium-High levels to Profile 1. At the same time, resource variables had a negative influence on burnout. However, the results in the movement between Profile 1 and Profile 2 were not expected. The variable Imbalance had a negative relationship with the movement between Profile 1 to Profile 2, and Social support and Autonomy at work had a positive relationship with this movement. Therefore, when professionals feel higher levels of burnout, lack of imbalance together with social support and autonomy could contribute to increased feelings of guilt and risk of higher burnout.

Avances y resistencias del profesorado ante el uso de los Smart Mobile Devices (SMDs) y los Social Network Sites (SNS)

Los dispositivos móviles inteligentes (SMD) y las redes sociales (SNS) han sido responsables de introducir amplias innovaciones en el campo de la educación. Las percepciones de los docentes sobre la utilidad educativa de los SMD y los SNS pueden ser un facilitador o una barrera para su uso en las aulas. La presente investigación pretende conocer, a través de un estudio predictivo, la utilidad percibida sobre los SMD y los SNS de los docentes españoles y analizar la influencia de las variables demográficas (edad, género y nivel educativo) sobre ella. La muestra comprende 2,659 profesores de toda España de niveles educativos no universitarios. Para la recogida de datos se ha empleado un cuestionario ad hoc previamente validado. Los resultados apuntan a que las variables sociodemográficas, la disponibilidad de recursos tecnológicos y la presencia en redes sociales pueden predecir la percepción del profesorado sobre su utilidad para los procesos de enseñanza-aprendizaje.

Ciencia CreActiva. ¿Cómo sensibilizar a docentes y estudiantes de ámbitos educativos no universitarios en la economía circular?

Este artículo forma parte de un proyecto de investigación financiado por la FECYT (España)que busca una mejora educativa en el ámbito de la sostenibilidad y la tecnología relacionada con la economía circular entre el alumnado preuniversitario de la Comunidad de Castilla-LaMancha (España). La educación es la más adecuada vía de entrada de la conciencia ciudadanarespecto de la economía circular, y las acciones en los docentes permean después a su alumnado.Por ello, en este artículo se midió el grado de sensibilización de los docentes de educación nouniversitaria en relación con la economía circular, se determinó el tipo de acción didáctica quepodía ser efectiva y se presenta una intervención educativa integral llevada a cabo con ellos através de un curso de formación semipresencial. El principal recurso didáctico utilizado fue elvideo, con entrevistas a mujeres científicas y a expertos educativos en ámbitos de sostenibilidad yeconomía circular. La metodología empleada fue cuantitativa en el análisis de la sensibilización delprofesorado (para lo que se ha empleado como instrumento un cuestionario), y cualitativa para elanálisis del tipo de acción didáctica (grupo focal de expertos). Los resultados acerca del nivel desensibilización del profesorado obtenidos arrojan que el interés de los docentes por la economíacircular es medio-bajo, y que entre los interesados el grado de compromiso y preocupación sesitúa entre alto y muy alto (83%). Las dimensiones analizadas en el grupo focal apuntan a laadecuación curricular, las medidas educativas, las metodologías, los recursos y materiales. Altérmino de la intervención presentada se espera obtener un repositorio de videos creados por los propios estudiantes que puedan ser integrados en nuevas propuestas educativas, favoreciendo,con ello, un mayor compromiso entre la comunidad educativa ante esta problemática.

Stay at Home and Teach: A Comparative Study of Psychosocial Risks Between Spain and Mexico During the Pandemic.

Context:The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19.ObjectivesThe aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19.MethodsData were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24–60 (M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020.ResultsData analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency.ConclusionThe results underline the importance of the professional’s perception of resources during a health emergency, which could prevent to some extent burnout and possible alterations associated with it. The measures taken by the responsible entities and the provision of information do affect teachers not only directly but also indirectly by making them more vulnerable to psychosocial risks that could affect their health and professional performance, thus affecting students as well.