Part-time Teachers Research Articles

Revisiting higher education: Identifying the support needs of fractional academic staff teaching online

Fractional, or part-time teachers, commonly referred to as 'tutors,' have long been integral to higher education worldwide. Today as more and more universities are switching their educational modes to online and hybrid teaching and learning, a consequence of post Covid-19, the necessity to hire more online fractional academic staff has become even greater. However, for decades their role is often neglected, and they frequently lack the support required to fulfil their teaching responsibilities effectively. In the context of Malaysia, to date very limited empirical finding is available that investigates the support needs of fractional academic staff teaching online. The study reported in this paper is part of a larger study on higher education professional development among adjunct faculty. Understanding the needs of one of the largest faculties can offer valuable insights for enhancing the quality of online education. The main purpose of the study was to explore the support needs of fractional academic staff teaching online as perceived by the tutors themselves. The study adopted a mixed-method research design, utilizing questionnaire for quantitative approach followed by focus-group discussion as the qualitative approach. To understand if tutors were significantly more interested in one form of support to another, a Kruskal-Wallis ANOVA analysis was used. As for data obtained through focus-group discussion, thematic analysis was applied to identify most important and least important topics. The findings of the study revealed that fractional staff teaching online required four support needs, namely, professional support which included continuous online training programmes and seminars, structured operations and organizations that provide well-defined job descriptions related to their teaching roles, better recognition for their valuable contributions as well as better facilities by providing equitable workspace facilities. This study has crucial implications that suggest a need for a more inclusive and supportive approach to managing and developing fractional academic staff, particularly those involved in online education.

Teilzeitbeschäftigung und psychische Gesundheit bei Gymnasiallehrkräften

Part-time employment and mental health among upper secondary school teachers Objective: Due to the acute shortage of teachers, there is a debate in Germany about increasing the teaching obligations for part-time teachers (PTT). Many secondary school teachers work part-time in order to cope better with the high workload. Whether a reduction in teaching hours has a favourable effect on mental health is not yet known. Therefore, this study of PTTs investigates the association between real weekly working time and their mental health (inability to recover, burnout risk). Methods: The cross-sectional study included 5905 PTTs at German secondary schools (women: 81 %, average age: 44 ± 9 years), who recorded their working time daily over four weeks. Four part-time groups (PTG) were formed based on the percentage of teaching obligations of a full-time position: maximum (<100–90 %=PTGmax – reference group), high (<90–75 %=PTGhigh), medium (<75–50 %=PTGmed) and low (<50 %=PTGmin). These groups were compared in terms of their average weekly working time and their average time spent on teacher-specific activities (teaching, teaching-related and non-teaching activities) as well as their mental health. Results: The majority of PTTs exceed their contractually agreed working time. Unpaid overtime increases the lower the teaching obligation and averages between –0.4 (PTGmax) and 7.3 (PTGmin) hours/week. The reduction in teaching time has no association with mental health. One third of PTTs reported an inability to recover, 47 % reported burnout symptoms and 3 % reported burnout syndrome. Conclusion: The actual working time/week of PTTs at secondary schools varies greatly and sometimes includes considerable overtime. There is also a risk of mental health disorders for PTTs and therefore a need for preventative measures. Instead of a legal obligation, PTTs should rather be encouraged to voluntarily increase the number of their teaching hours in order to counteract the general shortage of teachers. Keywords: part-time teachers – unpaid overtime – mental health – ability to recover – burnout risk

Right to Employment Protection of the Adjunct and Internal Full Time Contract Faculties in the Tribhuvan Univer

This study explores at the legal rules for recruitment part-time and full-time contract teachers at Tribhuvan University (T.U.) in Nepal. It focuses on how they are recruitment, selection, and how their rights are protected. The study uses legal documents like the T.U. Act and court cases from other countries to examine these issues. The findings show how T.U. uses part-time teachers, how it hires them, and how decisions made by the administration can affect them. The study also highlights international court cases to see what they say about following proper procedures, meeting contract obligations, and protecting the rights of teachers. Based on this, the study suggests ways to improve the situation, i.e., considering the needs of teachers, following labor laws, and having clear rules about academic freedom and job security. It also suggests making contracts clearer and giving teachers more rights, such as knowing more about their jobs and being able to bargain together as a group.

Building a Hierarchical and Classified “Two-Way” Training System and Cultivating a Dual-Teacher Innovative Teaching Team Through School-Enterprise Cooperation

Teachers are the first resources for the development of schools and actively exploring the construction of double professional teams in vocational education in the new era. It is a decisive factor for the reform and development of higher vocational education to further carry out the fundamental task of moral cultivation and forge the party, so that the people are satisfied with high-quality professional double-teacher innovative teachers and serve the “double high” construction better. Given the difficulty in recruiting and training full-time and part-time teachers, the information database of full-time and part-time teachers is constructed and the double-qualified teacher team is cultivated jointly by schools and enterprises. According to the different abilities of teachers and the needs of individual development, the hierarchical and classified “two-way” training mechanism is implemented to improve the education and serviceability of the double-teacher team. Given the tedious work of the school, the double teacher training platform is built and the key work characteristic is paid close attention, to improve professional serviceability. It has built a team of high-quality double-qualified teachers with noble ethics, exquisite professional skills, reasonable structure and vigour, which provides solid support for the high-quality development of high-level professional groups in the school.

An Examination of Students’ Perspectives of Medical English Course Quality in Guangdong Medical Universities

Phenomenon: In China, medical English courses are critical to medical education, equipping Chinese students with the linguistic tools necessary for international medical practice and collaboration. However, a disconnect persists between the pedagogical approaches of medical practitioners and language educators, leading to a curriculum that emphasizes grammatical accuracy over practical communication skills. This misalignment results in student disengagement and falls short of addressing the real-world demands of the medical profession. With the growing importance of English proficiency in the global health sector, the need for significant improvements in medical English education is evident. This study delves into the underlying causes of student demotivation and aims to reconcile educational delivery with the evolving expectations of the medical field. Insights gained from this research will inform targeted interventions, promising to enhance medical English courses and support improved educational experiences for Chinese medical undergraduates. Approach: This cross-sectional quantitative study surveyed 3,046 second-year medical students from four medical universities in Guangdong Province, China, leveraging means-analysis and Expectancy-Disconfirmation Theory (EDT) as its foundation. The research was conducted at the end of the 2022–2023 academic year, utilizing a questionnaire to assess students’ perceptions of their medical English courses. Importance-Performance Analysis (IPA) was the primary analytical tool to discern discrepancies between students’ expectations and experiences. Findings: The IPA revealed that course content, classroom environment, and instructor effectiveness were pivotal factors influencing the perceived quality of the medical English courses. Students expressed a need for practical and relevant course material, with current content and textbooks falling short of preparing them for future medical communication demands. Additionally, while learning technologies were acknowledged, there was a discernible preference against their excessive application, suggesting a misalignment between student satisfaction and learning outcomes. Insights: This study highlights the need for innovative staffing models, refined qualifications for part-time instructors, development of collaborative and practical teaching materials, and focused training for medical English instructors. It also emphasizes the judicious integration of e-learning to enhance the learning experience. These insights aim to improve instruction quality by informing potential pedagogical adjustments and resource allocations in medical English education.

Motivation and Job Satisfaction of Part-Time Instructors at ISPSC

This study was conducted to assess the perceived level of job satisfaction of Part time Instructors in Ilocos Sur Polytechnic State College concerning their motivation level. The research identified the profile of the respondents concerning their age, sex, civil status, salary, educational attainment, length of service and number of trainings and seminars attended. This study aimed to evaluate motivation in terms of physiological needs, safety and security needs, social needs, self-esteem needs, self-actualization needs, work itself, advancement and job satisfaction in terms of salary and benefits, job opportunities, work recognition, working condition and supervision and among part- instructors in Ilocos Sur Polytechnic State College. The study used descriptive and correlation research design. It involved the one hundred fifty-four (154) Part-time Instructors of the six campuses of Ilocos Sur Polytechnic State College This study used survey-questionnaire composed of three parts to gather the data needed. The first part of the questionnaire includes the profile of the Part-time Instructors of ISPSC which served as the respondents. The second part of the questionnaire consists of the level of motivation and the third part is about the Job satisfaction of the respondents. The questionnaire was collected for tabulation. Mean, standard deviation, pearson correlation coefficient, chi-square test for independence, one way annova were used to analyze the data. Based on the findings of the study, the following conclusions were drawn: Demographic factors such as age, sex, civil status, length of service, salary and education level varies, thus, do not significantly influence their motivation and job satisfaction. Secondly, while Part-time Instructors exhibit high motivation in areas like social connections and career advancement opportunities, their motivation in physiological and safety needs is moderate. Thirdly, they express satisfaction with job opportunities and recognition but show lesser satisfaction with salary and benefits, suggesting room for improvement in compensation packages. Moreover, the study emphasizes the strong link between motivation and job satisfaction, highlighting how motivated part-time faculty tend to be more engaged and resilient. Overall, the consistently high levels of motivation and job satisfaction across ISPSC campuses reflect a positive organizational climate and effective management practices, with potential for further enhancement through fostering an inclusive and supportive work environment. The recommendations presented to the college cover a range of aspects to enhance Part-Time Instructors' experience at ISPSC. First, it is suggested that salary increases or modifications be made, maybe based on merit, in order to address particular issues raised by employees. Transparency and clear communication about such modifications should be prioritized. Second, it's critical to emphasize open and honest communication on the causes of any delays in salary, benefits, and perks. Clarity regarding compensation guidelines and career progression prospects should also be provided. Thirdly, it's important to keep work schedules flexible to meet the needs of part-time instructors in terms of both their personal and professional obligations. In order to improve teaching abilities and career advancement, it is also stressed how crucial it is for part-time faculty members to participate in organized professional development programs that include workshops and advice from seasoned faculty members. Finally, the need to continuously address motivation and job satisfaction among part-time faculty is emphasized, suggesting a focus on both addressing concerns and highlighting positive aspects of the work environment to cultivate a supportive and satisfying workplace culture.

EXPLORING STAFFING PATTERNS AND MULTILINGUAL CLASSROOMS IN TEACHING JAPANESE AS A FOREIGN LANGUAGE

Multilingual classrooms are becoming more common worldwide due to increasing mobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. The wide geographic distribution of the respondents (274 teachers from fifty-seven countries and regions) made it possible to collect data from a more representative sample and draw meaningful conclusions about the spread of multilingual classrooms that would be impossible in smaller-scale research. The study’s primary results show the proportion of multilingual classrooms among countries in different regions and across different educational stages, the distribution of Japanese language instructors in various educational stages depending on the highest level of formal education attained, and the proportion of part-time instructors working in different academic institutions.

Research on the Cultivation Path of "Dual-teacher" Teacher Team in Higher Vocational Colleges Based on the Integration of Industry and Education

The essence of "dual-teacher" teacher team in higher vocational education remains that of educators, who should possess both theoretical and practical teaching capabilities. This requires teachers to have proficient industry practice skills and the ability to demonstrate these skills through various teaching methods to better assist in enhancing students' practical abilities. This article explores the establishment of a platform for cultivating "dual-teacher" teacher teams through the integration of industry and education, focusing on improving the practical and teaching abilities of higher vocational teachers. It discusses collaborative efforts with industry associations and enterprises to establish long-term and relatively stable cooperative forms, exploring diverse cooperative paths. The implementation of seven projects is proposed to promote the cultivation of "dual-teacher" teacher teams in higher vocational education. These projects include enterprise internships for higher vocational teachers to gain practical experience, the construction of full-time and part-time teacher teams, training and assessment for professional skill level certificates, engaging in social services, the development of practical training facilities, and the construction of course resources and innovation in teaching methods and reforms. These initiatives aim to foster a "dual-teacher" teacher workforce that is well-equipped with both theoretical knowledge and practical skills, thereby enhancing the quality of higher vocational education.

Study on the Influence of Transformational Leadership on the Team Performance of High-level Part-time Teachers

This paper aims to examine the impact of transformational leadership on the performance of high-level part-time faculty teams. First research background and objectives, and then a literature review of transformational leadership, high-level part-time faculty, and performance impact. Next, detail the study methodology, including study design, sample selection and sampling methods, data collection tools and procedures, and data analysis methods. The implications of the results were subsequently presented and interpreted, and the study hypotheses were tested and analyzed. The research discussion section will explore the positive impact of leadership, high-level part-time faculty, and performance impact. Next, detail the study methodology, incl leadership styles on the performance of high-level part-time faculty teams, as well as strategies to improve performance. At the conclusion. Through this study, a better understanding of the role of transformational leadership on high-level part-time faculty team performance and strategic recommendations for improving team performance.

Research on the Teaching Reform of Pre-Primary Education Specialty Practice Course Under the Demand Orientation

With the further deepening of preschool education reform in China, high-quality preschool teachers have become highly sought-after in the job market, thereby creating more job opportunities for students studying preschool education. Colleges and universities should align their curriculum with the demands of the industry by optimizing the teaching practice system for preschool education courses, establishing off-campus training bases, and regularly organizing student placements in kindergartens. They should also prioritize employment-oriented approaches by collaborating with kindergartens to develop practical courses tailored to preschool education, thereby enhancing the curriculum system. To enrich the teaching staff, a “double tutor” teacher team should be established, integrating kindergarten teachers as part-time instructors to create a professional and diversified teaching faculty. Additionally, a teaching evaluation system focusing on post-competence should be implemented to foster the holistic development of students, consequently enhancing the quality of preschool education personnel training.

Improving part-time instructors’ student failure rate with an educational engagement information system

Improving part-time instructors’ student failure rate with an educational engagement information system

SCHOOL CLIMATE AND PART-TIME TEACHERS’ JOB SATISFACTION: A STUDY INVOLVING A TALIS SAMPLE FROM SERBIA

This study aimed to determine part-time teachers’ attitudes (based on a sample of respondents from the Republic of Serbia) (N=727) about school climate and job satisfaction; it also aimed to examine the nature, level, and intensity of the connection between these two complex variables. To examine such attitudes, we used several questionnaires on school climate and job satisfaction extracted from the Teaching and Learning International Survey (TALIS), 2013. Based on the instrument we utilised, the school climate could be categorised and studied as a two-component dimension reflecting two aspects of part-time teachers’ school life: general school issues, and issues related to students’ needs and well-being. We concluded that there is a significant correlation between part-time teachers’ school climate and job satisfaction. School climate explains 27% of the job satisfaction variance, indicating the importance of the observed regression relationship.

身份认同视角下高职院校兼职教师的认同危机与破局

身份认同视角下高职院校兼职教师的认同危机与破局

PRINCIPALS’ USE OF COMMUNITY FINANCIAL RESOURCES AND ITS IMPACT ON THE MANAGEMENT OF SECONDARY SCHOOLS IN FAKO DIVISION, SOUTH-WEST REGION OF CAMEROON

This study was designed to examine principals’ use of community financial resources and its impact on the management of secondary schools in Fako Division, South-West Region of Cameroon. The study was guided by two objectives which to investigate the impact of principals’ use of foreign aids and community/PTA levy and its impacts on the management of secondary schools. The survey research design particularly the cross-sectional survey design was used. This design was used because data were collected at once and not periodically as seen with longitudinal survey. The population of the study comprised of 8746 teachers and 1217 principals from secondary schools in the South West Region of Cameroon. The sample population for the study was made up of 426 teachers and 29 principals. The purposive and simple random sampling techniques was adopted for the study. The instruments use for data collection were a questionnaire (closed and open ended questions) for teachers and an interview guide for principals. Data from close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions were analysed thematically. The Pearson Product Moment Correlation was used to test the research hypotheses formulated in the study. The finding shows that with reference to foreign aids, 67.5% of teachers accepted that the principal makes use of foreign aids and with reference to community/PTA levy, 61.1% of teachers accepted that the principal makes use of community/PTA levy. Hypothetically, the result of the analysis revealed that the calculated Гxy -value 0.289 is higher than the critical Гxy -value 0.0978 at .05 level of significance and degrees of freedom 426. Furthermore, the p-value of 0.000 is less than 0.05. With the result of this analysis, the null hypothesis was rejected and the alternative hypothesis accepted. This result implies that the use of community financial resources by principals do have significant impact on the management of secondary schools although the impact is moderate. The positivity of the correlation value 0.289** implies that management of secondary schools is more likely to be enhance when principals adequately make use of community financial resources. Therefore, it is generally recommended that, that using community financial resources to pay part time teachers will help the school to attain it goals and objectives, community financial resources will greatly help the schools attain their goals and objectives since we hardly given sufficient finances for the running of the school.

Where are the part-time women teachers in senior school leadership: Inequalities, tensions and timescapes?

The chances of a woman teacher who works part-time in a secondary school becoming part of the senior leadership tier are slim; yet, little research exists around this inequality. In this study, a life history approach was used to gather the messy and subjective truths of women's lives as part-time teachers and their relationships with time and career progression. New evidence of tensions emerged resulting from women navigating the demands of both their professional and home-life roles with insufficient time. Crucially, their various roles demanded different relationships with temporal features or timescapes. Frequent and bumpy traversing of these different timescapes was necessary in navigating their paid roles alongside their home-life responsibilities, and this came with a cost to emotional wellbeing as well as deterring them from progressing their careers. Importantly, these insights help explain why part-time working can impact negatively on women teachers’ motivation for career progression and how this can lead to inequality in senior leadership.

SCHOOL CONSULTATION MODEL IN VIETNAM

The school consultation model in Vietnam currently being implemented according to Circular No. 31/2017/TT-BGDDT effective from February 2, 2018, is the “Part-time teacher” model. The purpose of this exploratory study is to test the awareness of officials and teachers about the effectiveness of elements in the “part-time teacher” school consultation model in high schools in Ho Chi Minh City, Vietnam. The research sample was randomly selected from 4 high school heads and from teacher pedagogical training courses and management training classes, with 538 participants, of which teachers (69.0%), and managers (31.0%); in the study sample, there were (36.2%) participating in the school’s psychology team. Research subjects (28.6%) were trained in psychological consultation capacity by topic; (8.9%) training in psychological counseling capacity and granting training certificates; (5.4%) training for bachelor of psychology and master of psychology; (57.1%) had not studied through the psychological counseling competency program. The instrument’s validity and reliability were verified through the evaluation of Cronbach alpha analysis, and exploratory factor analysis (EFA). When analyzing the EFA factor, the results of the factors in the model have a positive correlation of 76.2% (R2 = 1.00), in the factors of personnel conducting consultations, policies for personnel participating in consultations, and policies for consulting personnel. Joining the school counseling team, the consultation process and the consultation room have not been paying attention.

Working time reduction, mental health, and early retirement among part-time teachers at German upper secondary schools - a cross-sectional study.

Many secondary school teachers work part-time in order to cope with the high workload and to remain as healthy as possible until regular retirement. However, due to the acute shortage of teachers, the increase in the teaching obligation for part-time teachers (PTT) has become a topic of discussion in Germany. Whether a reduction in teaching hours is associated with benefits for mental health has not yet become evident. Therefore, this study investigated the relationship between the real working hours of PTT and their mental health as well as individual pension prognosis. The cross-sectional study included 5,905 PTT at German upper secondary schools (female proportion: 81%, average age: 44 ± 9 years) who logged their working hours over four weeks. Four part-time groups (PTG) were formed based on the proportion of a full-time position worked: maximum (<100-90% = PTGmax - reference group - 17%), high (<90-75% = PTGhigh - 34%), medium (<75-50% = PTGmed - 40%) and low (<50% = PTGlow - 9%) teaching commitment. These groups were compared in terms of their average weekly working hours, mental health (inability to recover, risk of burnout) and predicted retirement age. The contractually agreed working time is exceeded to a relevant extent for PTT. The extent of unpaid overtime increases significantly the lower the teaching obligation is and lies on average between -0.4 (PTGmax) and 7.3 (PTGlow) hours/week. A reduction in teaching hours is neither related to the mental health of teachers nor to their decision to retire early (42%) or regularly (58%). However, predicted retirement is mainly explained by mental health status, gender and age (variance explanation: 24%, OR of predictors: maximum 2.1). One third of PTT reported inability to recover, 47% burnout symptoms and 3% a burnout syndrome. Mental health is also a risk for PTT; reducing teaching hours alone does not improve it. However, good mental health increases the chance of regular retirement. Therefore, instead of a legal obligation, PTT should be encouraged to increase the number of teaching hours voluntarily in order to counteract the general shortage of teachers.

Relationship between the availability of instructional resources and student retention in part-time teacher education programs in universities: The case of Kabarak University

The purpose of this study was to establish the relationship between the availability of instructional resources and student retention in part-time teacher education programs at Kabarak University in Nakuru. The government of Kenya has made several attempts to address part-time programs through its regulator, the Commission for University Education (CUE). Despite these attempts, student retention in part-time teacher education programs is still low. This study used a close-ended questionnaire, a focus group discussion and an interview schedule as the instruments of data collection. The study adopted a case study design. The main sampling techniques that were used in this study were census and purposive sampling techniques. Purposive sampling was used in the selection of the part-time program, which is the main interest of the researcher, part-time teacher-education programs, as well as the university under study. The target population was a total of 261 students enrolled in the Part-time Teacher Education Program with a sample size of 155 students. The findings revealed that there is a statistically significant negative relationship between the availability of instructional resources and student retention (r=-0.531*; p&lt;0.05). The study concludes that the problem of low student retention in universities is exemplified by the limited availability of instructional resources in institutions, which could have a significant impact on student retention. The study recommended that universities should focus more on availing the necessary instructional resources for successful retention rates of students in their enrolled programs. This approach would lead to increased student retention at the university.

Relationship between cost-related factors and student retention in part-time teacher education programs in universities: The case of Kabarak University

This study sought to establish the relationship between cost-related factors and student retention in part-time teacher education programs at Kabarak University in Nakuru County, Kenya. Student retention in part-time teacher education programs has been a critical concern to most universities in Kenya and beyond. This study used a close-ended questionnaire, a focus group discussion and an interview schedule as the data collection instruments. The study adopted a case study design. The main sampling techniques that were used in this study were census and purposive sampling techniques. Purposive sampling was used in the selection of the part-time program, which is the main interest of the researcher, part-time teacher-education programs, as well as the university under study. The target population was a total of 261 students enrolled in the Part-time Teacher Education Program with a sample size of 155 students. The results displayed that there is a statistically significant negative relationship between cost-related factors and student retention (r= -0.434**;p&lt;0.01). The study concludes that the problem of low student retention in universities is exemplified by the ever-increasing tuition in institutions, which could have a significant impact on student retention. The study recommended that universities should focus on financial aid programs from the start of student studies, particularly those from low-income families, and find ways to meet their tuition costs. This approach would lead to increased student retention at the university.

Applying the Multi-Layer Perceptron Neural Network Model to Predicting School Closures: An Example of Taipei City

In this study, we utilised multi-layer perceptron neural networks (MLPNNs) to assess the issue of school closures. Specifically, this study uses the MLPNN model to conduct learning assessments to identify schools that may suffer from poor management. The empirical findings are briefly summarised as follows: (1) The research shows that more than half of the private schools in this study will face bankruptcy. In Taipei City, out of the 23 existing private schools, only four operate normally, while the remaining 19 private vocational high schools require assistance. About 12 schools face severe problems in terms of poor management, accounting for 63% of the total, while seven schools had a prediction value below 50, indicating a severe problem. These schools have expressed an immediate need for government assistance. (2) According to the MLPNN model in this study, reducing the number of full-time teachers is a primary factor contributing to school closures. First, since full-time teachers are a fixed cost, the dismissal of teachers tends to be prioritised to bring down school management costs. This, in turn, reduces the teacher-student ratio. Other factors that contribute to school bankruptcy are dismissing staff and part-time teachers, reducing expenditure, and poor operational maintenance. When the above policies are implemented in schools with poor management, a vicious cycle is created, leading to the bankruptcy of schools.