Perceptions Of Teachers Research Articles

Students’ perceptions of teachers and teaching as determinants of primary school completion in Ethiopia

Purpose This study analysed students’ perceptions of teachers’ behaviours, teachers’ management practices and the use of inputs by teachers and whether these are associated with primary school progression and completion.Design/methodology/approach School-level fixed effect analysis is conducted using cross-sectional data collected from 4,000 randomly selected primary school-aged students and their schools.Findings Our findings reveal that students’ perceptions of teachers’ behaviours are associated with the probability of grade progression during primary school, and whether students complete primary school. Particularly important are positive behaviours, like students perceiving their teachers to be engaged and being praised by their teachers while in primary schools. It increased the likelihood of school progression by at least 15%. The use of inputs such as worksheets/written handouts and reading stories/books in the language of instruction were also found to have a statistically significant positive effect on students’ primary school performance. These are important results which hold after accounting for school management, household and child-level factors and regional differences.Originality/value Our findings provide a deeper understanding of the teaching practices which pupils perceive as beneficial to retention. While we are unable to conclude that learning is taking place, our contention is that greater time in school could increase the opportunity to learn. In this respect, beyond its policy relevance in improving educational outcomes, the paper contributes to the limited literature on the student–teacher classroom relationships particularly when looking from the perspective of students’ perception of their teachers’ teaching behaviours in developing countries.

(Dis)empowering native speakers? Teachers’ perceptions in Malta

Abstract The article explores the perceptions of English language teachers in Malta with respect to native English-speaking teachers. It discusses the results of a small-scale study involving interviews with teachers working in a boutique English language school. Although the participants acknowledge English’s global significance, the idea of NS supremacy persists. Malta’s colonial heritage reinforces the authority belonging to the NS and influences teachers’ perceptions, with those participants hailing from former colonies struggling with how the NS/NNS dichotomy affected their self-perception. The study discusses the enduring power of the standard varieties possessing prestige, and how British colonialism still impacts teachers’ perceptions. It emphasizes the duty to oppose native-speakerism and promote teachers’ cultural diversity. Finally, the article underscores the necessity for further teacher professional development tailored to the changing Maltese multilingual context amid English’s transformation from the language of power to a lingua franca.

Changing Teacher Practices and Perceptions and Improving Student Communication Outcomes Through Shared Reading

Shared reading is a powerful literacy intervention for the development of early communication and literacy skills. For students with extensive support needs who are beginning communicators, shared reading has the potential to support the development of initiation and expressive symbolic communication skills. This descriptive, multicase, mixed methods study investigated changes in teacher shared reading practices and perspectives, as well as the communication skills of students with extensive support needs associated with completing professional development focused on a responsive and interactive approach to shared reading. The sample included four classroom teachers and 13 students with extensive support needs in one rural, public elementary school. Teachers increased their use of targeted interactive shared reading practices from 50% to 90%. Students increased the number of expressive communication skills they exhibited ( p = .031, r = .60), as well as the highest level of their symbolic communication ( z = 2.16, p = .031, r = .60). Thematic analysis of teacher interviews identified shifts in their perceptions of their role, expectations, and ability to support student communication development during shared reading, which converged with the changes noted from fall to spring during observations of teacher practice and students’ communication skills during shared reading.

In-service teachers’ and pre-service teachers’ perceptions of interdisciplinary instruction combining music and mathematics

ABSTRACT This qualitative-phenomenological study explores the perceptions of in-service and pre-service teachers regarding the integration of music and mathematics in elementary education. Using interviews, audio recordings, questionnaires, and blog analysis, the research examines the effects of interdisciplinary teaching. The methodology adopted in this study provides a robust framework for analysis, facilitating a comprehensive exploration of the subject matter. Findings show positive views among four in-service mathematics teachers and one music teacher, who observed increased student engagement, motivation, and creativity. Additionally, 50 pre-service teachers expressed curiosity about this approach, emphasizing the need for better training and resources in teacher education. Despite initial concerns, teachers acknowledged the importance of collaborative planning and instructional support for interdisciplinary learning. This study highlights the potential of integrating music and math to enhance student outcomes and innovation in education.

Perceptions of Black millennials in public and private schools about the mix of rewards offered in the schools

This study explored the perceptions of the millennial teachers on how they can be motivated, attracted and retained in teaching in public and private schools. Adopting the quantitative research design and the stratified random sampling method, data were collected from 215 millennials drawn from public and private schools in Johannesburg North with a structured questionnaire. The studied found that extrinsic rewards remained the preferred rewards by the millennials. They were extremely dissatisfied with the basic remunerations, performance management rewards, career growth and advancement, opportunities for development in the schools. Although they were significantly motivated to take up teaching by basic pay and bonuses, to retain them in teaching required opportunities for development, career growth and advancement, and good relationships in the schools. The study recommended developing policies and best practices by Ministry of Education on mix of rewards to attract and retain qualified Millennials into teaching and enhance teacher commitment.

Teachers’ Perception Towards Integration of Artificial Intelligence Tutoring-Based System in the School Curriculum: A Survey

Artificial Intelligence (AI) is the theory and development of computer systems capable of performing tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages. This approach has been adopted by many organizations, including schools, to facilitate the teaching and learning process. This development has raised varying opinions on the future of employment within all sectors, including the educational sector. The purpose of this research was to evaluate the perception of teachers toward the integration of AI tutoring-based systems into the school curriculum. A descriptive analysis of the quantitative design was used, and 320 teachers were purposely sampled from public secondary schools in Southwest, Nigeria. The data were collected using a questionnaire and analyzed using SPSS. The findings of the study revealed that although teachers in public secondary schools in the southwest of Nigeria are aware of the positive impact of AI tutoring, 77% of the participants have a negative disposition towards the integration of an AI tutoring-based system into the school curriculum. The factors responsible for this high level of negative disposition include age, low level of education, fear of replacement and professional specialties of the teachers. Based on these findings, it was therefore recommended that teachers be sensitized on the importance of AI tutoring and that stakeholders should propagate the message of how it would promote the standard of education in the state. The study also recommended that educational policymakers integrate the use of artificial intelligence into the school curriculum by allocating the required resources to schools and organizing staff training on the use of AI without neglecting a befitting remuneration. Keywords: Artificial Intelligence, Teachers, Learning, Disposition, Perception

Examining Cultural Identity in Secondary Music Classrooms: Perceptions of Teachers and Students

The purpose of this study was to explore the perceptions of secondary-level music teachers and students when teachers implemented cultural identity affirming activities for their culturally diverse students. The method of this qualitative study was a phenomenological interview design. Teachers ( n = 2) and students ( n = 6) were selected from a racially diverse suburban area in the southern United States. Participants recounted their past and present musical and cultural backgrounds to provide insight into how these identities are represented in their music classrooms. Data were collected an in-depth interview series where “meaning-making” was studied through recounting the lived human experience. Interview transcripts were analyzed to understand how participants aimed to respect cultural identities in the music classroom, while also identifying any power imbalances that could hinder these efforts. Findings revealed that teachers’ own cultural background affected their pedagogical decisions and how they provided culturally responsive music experiences for their students. Students shared the kinds of musical experiences they expected in their music classroom and how their cultural identities were being acknowledged in their music experiences. Students recognized culturally responsive environments when student input in programmed music was respected, community was built through acknowledgment of each other’s cultures, and when open discussion about one another’s cultures occurred.

Analyzing Perception of Administrators and Teachers on Management of Schools by Values (Kızıltepe Case)

Purpose: The purpose of this study is to analyze the perception of administrators and teachers related to the management of schools according to values in terms of variables of gender, age, seniority, grade, school type, school region and profession type. Design/Methodology/Approach: The research was conducted using mixed method. The population consists of 3338 administrators and teachers working in public and private primary, secondary and high schools in Kızıltepe district of Mardin in the 2021-2022 academic year. The sample of the quantitative part consists of 340 participants determined by simple random sampling technique, while the study group of the qualitative part consists of 10 administrators and 10 teachers selected by maximum diversity technique. The data for the quantitative dimension was collected using the "Management by Values Scale" developed by Yılmaz (2006). To collect the data of the qualitative dimension, a semi-structured interview form developed by the researcher and consisting of six questions was used. T-test was used for the variables of gender, profession type, school region and school type and ANOVA was used for the variables of age, seniority and grade. Tukey Test was used to determine the source of the values which have significant differences. Content analysis was used for qualitative data. Findings: As a result of the analysis of both qualitative and quantitative data, it has been found that the participants have a positive perception about the management of schools according to values. However, no significant difference has been found between the groups according to the variables of gender, age, grade, school type, school region and type of profession. A significant difference has been found between the groups with 1-5 years and 11-15 years of working experience in the seniority variable. Highlights: According to the data obtained from the research and also the literature review, it has been concluded that teachers and administrators have a positive perception that schools are managed according to values. There should be programs to educate managers since there is a substantial need for this based on this research.

A national DREEM: exploring medical and dental students’ perceptions on their learning environment across Hungary

BackgroundHungarian medical schools attract a diverse student body, enrolling numerous international and Hungarian students annually. The learning environment, encompassing all facets of their academic experience, significantly influences the overall educational experience at the medical schools. As the first nationwide survey, this study aimed to assess and compare the perceptions of international and Hungarian medical and dental students regarding their learning environment across the four medical schools in Hungary.MethodsThe Dundee Ready Education Environment Measure (DREEM) tool was used to get a better insight into the perceptions of international and Hungarian medical and dental students on their learning environment (LE). The questionnaire was distributed via social media platforms and the Neptun Educational System across the four medical schools in Hungary. To gain deeper insights into the participants’ perceptions, a qualitative component was also added to the survey, comprising five open-ended questions. The research was carried out between April and October 2022. To analyse quantitative data, IBM SPSS was used, while the transcription and exploration of the qualitative data was performed using the Sketch Engine software.ResultsA total of 1164 valid responses were received. The results illuminate similarities and differences in perceptions of the learning environment between international and Hungarian medical and dental students. As anticipated, international students’ perceptions were somewhat less favourable compared to their domestic counterparts, who are generally more accustomed to the workings of the Hungarian higher educational system (total DREEM score was 118.1 for the former, and 122.6 for the latter student population). Notably, significant differences were observed in perceptions of teachers and the overall atmosphere.ConclusionThe total score of the DREEM questionnaire was interpreted as “more positive than negative” for both international and Hungarian students, consistent with findings from other DREEM surveys, suggesting overall satisfaction with the learning environment. However, regular and ongoing evaluation of the learning environment is recommended in order to identify areas for improvement, ensure high standards of education, and continuously enhance the overall student experience.

Teacher Perceptions of Deep Learning Models for Special Need Students in Inclusive Vocational Schools: A Fuzzy Logic Analysis

This study investigated teacher perceptions of the Deep Learning model for students with special needs in a vocational school practicing inclusive education. Utilizing the fuzzy logic approach, data from teacher observations and surveys were processed. The research emphasized the critical role of Deep Learning model in addressing the challenges in inclusive education. Teacher insights are essential for enhancing the efficacy of the model in catering to the unique learning needs of special students. Understanding their perspectives contributes to the ongoing discourse on inclusive education, offering valuable insights for educators and policymakers striving to create more inclusive and equitable learning environments. This research contributes to the ongoing dialogue on inclusive education by shedding light on the practical implementation of the Deep Learning model for students with special needs in vocational education settings.

Unveiling the Influence of High School Principals’ Leadership Behaviors on Organizational Motivation: Teachers’ Perspectives

The role of principal in a school context is multidimensional and complex. On one hand the principal manages the school matters as leader and on the other does an academic responsibility. There is a lack of studies to tell about the effect of leadership behaviour on teachers’ motivation to work in a high school context. This study examines the relationship between principals’ leadership behaviour and its relationship with teachers’ organizational motivation in a high school context. Data were collected from 220 teachers based on convenient sampling approach in district Swat, Khyber Pakhtunkhwa. Two scales such as leadership behaviour scale and organizational motivation scale were used as a tool of data collection. The collected data were analyzed using the spearman r correlation coefficient technique. Total five hypotheses were formulated to test the perceptions of teachers out of which only one was accepted and four were rejected. The results of the study revealed that there was strong negative correlation between dictatorial leadership behaviour and teachers’ organizational motivation. However, a strong positive correlation was found between supportive, participative and achievement oriented behaviour and teachers’ organizational motivation. The study concluded that teachers’ motivation reduces under a dictatorial leadership, whereas, teachers’ motivation increase under supportive, participative and achievement oriented leadership environment. It is suggested that the results of this study may be replicated or further studied in other context for better understanding.

Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification

AbstractThe Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that tiered instruction can assist all students who are struggling through utilizing research‐based interventions. When these tiers of intervention services are exhausted with limited to no response to the intervention, a child can be classified under the SLD category. There are documented concerns with effective implementation of RtI frameworks. This qualitative exploratory study examined the perceptions of teachers in a graduate education program regarding the knowledge, usage and implementation of RtI to classify students with a SLD. Through thematic analysis, findings indicate a need for more training in districts, better preparation at the university level and more support in applying RtI in the classroom. Implications for practice and future research are discussed.

Dosen Otoritatif: Analisis Persepsi Mahasiswa STIE Balikpapan

This research aims to investigate student’s perceptions of authoritative teachers, commonly referred to as "killer" lecturers, in the context of the teaching and learning process, communication, and the lecturer’s assessment standards. The research employs a qualitative descriptive approach. The study was conducted at the STIE Balikpapan campus, with subjects being fifth-semester students from the Faculty of Business Economics. Data collection was carried out using semi-structured questionnaires containing open-ended questions to explore students views in depth. The results indicate that students perceive "killer" lecturers as strict, difficult to joke with, having high assessment standards, and engaging in minimal interaction. The study also highlights how effective collaborative and interactive teaching styles can create a conducive learning environment to achieve established educational goals

Satisfied or dissatisfied: Teachers' perceptions on the efficiency of employee health and wellness in overcoming family issues and work-related stress.

This paper reports on the perceptions of teachers as employees regarding the efficiency of employee health wellness in overcoming work and family issues. Employee Wellness Programme plays a pivotal role in the lives of employees to ensure balance and stability, mitigate life challenges and promote “Work-Life Balance”. This study used a qualitative approach to explore the perceptions of the teacher as an employee on the efficiency of Employee Wellness Programmes in overcoming family issues. The “face-to-face semi-structured” interviews were conducted with eighteen teachers who were sampled using non-probability sampling and participants were selected purposefully. The interpretivism phenomenological research design aided the study in exploring the phenomenon. The data was analyzed thematically, and ethical principles were adhered to to ensure the quality and rigor of the study. The findings of the study revealed that for employee health wellness to be inclusive and easily accessible to employees, there must be a deliberate effort to decentralize wellness services. Moreover, management support and clearer intentional policies that extend to the significant others of employees such as children and partners may improve the functioning of EWP.

A partnership composition project between professional composers, a university music education program, and a comprehensive school extended music program

In this Finnish-based study, professional composers ( n = 2), student music teachers ( n = 6), eighth-grade comprehensive school pupils studying in an extended music program ( n = 22), and university and school music educators ( n = 2) were brought together to pilot a partnership model for teaching and learning music composition. The one-year project offered (a) a composition pedagogy course for student music teachers, including lectures by composers and a seminar and teacher training in a comprehensive school, and (b) collaborative composition workshops for eighth-grade pupils under the supervision of student music teachers, professional composers, and a school music teacher. In Part 1, we conducted a survey to investigate pupils’ experiences relating to their creative musical agencies and basic psychological needs. In Part 2, we used a phenomenographic approach to examine educators’ perceptions of student music teachers’ development as composition teachers. In Part 3, we used phenomenography to study the student music teachers’ experiences of their development as composition teachers. The results indicate that (a) the musical agency and basic psychological needs of the eighth-grade pupils were supported; (b) the educators succeeded in planning and implementing the pilot course, taking into account both the social and pedagogical aspects of collaborative composition; and (c) the student music teachers felt that their attitudes toward teaching music composition changed and that their confidence increased during the project. We recommend future modifications to the present educational model and consider its potential implications for music education in the Finnish context.

Teachers’ perspectives on determinants of educational (under)achievement of Cigano/Roma students in Portugal

ABSTRACT The presence of Cigano/Roma students in secondary education in Portugal is still a rarity, considering that less than 3% of young Ciganos/Roma attend secondary education. This article aims to highlight the need for a comprehensive understanding of the perceptions of school teachers and principals on educational (under)achievement, absenteeism and school integration of Cigano students. To this end, we analyse data from an online questionnaire survey of a sample of 819 teachers, school principals and deputy principals and other senior management staff in schools of the Metropolitan Areas. These respondents express persistent representations and stereotypes in relation to the educational trajectories of Cigano students, especially in assigning prime causes of school failure to factors relating to the students’ family or own intrinsic issues, rarely indicating institutional factors or those linked to their teaching practices. Although this is a study centred on Portugal, the lessons drawn from it can point to new directions for other contexts, as the educational achievement of Cigano students represents an opportunity and an invitation to transform and upgrade school institutions as well as the educational system as a whole, which should be more innovative, reflexive and increasingly open to the community.

Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation

Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation

Hubungan Upaya Guru Mendisiplinkan Siswa dengan Tingkat Kedisiplinan Siswa

This research is based on the existence of students who lack discipline and violate school rules. One of the factors that influences student discipline is the teacher's efforts. This research aims to: (1) describe students' perceptions of teachers' efforts to improve student discipline at SMP Negeri 11 Padang. (2) describe student discipline at SMP Negeri 11 Padang. (3) find out whether there is a relationship between students' perceptions of teachers' efforts to improve discipline and student discipline at SMP Negeri 11 Padang. This research uses quantitative research methods with a descriptive approach. The population of this research was 700 students at SMP Negeri 11 Padang for the 2024/2025 academic year with a research sample of 265 students selected using stratified random sampling. Data were analyzed using descriptive statistical techniques and Pearson Product Moment correlation. The results of this research indicate that the level of student discipline at SMP Negeri 11 Padang is in the high category, the teacher's efforts to discipline students at SMP Negeri 11 Padang are in the good category, and there is a positive and significant relationship between the teacher's efforts to discipline students (X) and the level of discipline student (Y) at SMP Negeri 11 Padang with a correlation coefficient of 0.756 with a significance value of 0.000 at a strong relationship level.

‘Your story matters’: the affective and relational work of teachers in sites of poverty and trauma

AbstractWhile teachers work is increasingly constrained by a focus on quantifiable measures and accountability, the persistent underachievement of students from disadvantaged backgrounds is an ongoing and unsolved problem. There is increasing expectation for schools to take responsibility for the social-emotional as well as intellectual capabilities of students. However there has been little exploration into the complexities of teaching in low socio-economic and vulnerable communities. In this paper, I explore the experiences, thoughts and perceptions of teachers who work with complex student cohorts in disadvantaged settings. My interest extends to the affective and relational dimensions of their work. Drawing from two research projects conducted in areas marked by poverty, the paper utilises segments of interviews to illustrate the deeply embodied and sensory and aspects of teachers’ relational practice. In presenting their perspectives and experiences I tell the story of their complex work as well as what ‘comes to matter’ in schools and classrooms where trauma and adversity are ever-present.

The educational space and its impact on pedagogical dynamics: Teachers' perception of their working environment

A quality learning space provides students with an optimal environment for social relations, collaborative work and participation, thus fostering innovation and incorporating active methodologies. The aim of this study is to analyze whether the design of existing learning environments is suitable for incorporating innovation in classrooms. The methodology carried out in this study was quantitative and divided into two phases to carry out the analysis. The approach consisted of collecting data from a sample of 245 teachers using a questionnaire designed and validated by the researchers. The teachers perform their educational activity between the 3rd and 6th grades of primary school and are in educational centres in the autonomous city of Ceuta (Spain). The findings highlight the relevance that teachers believe the design of educational spaces should have in the teaching-learning process. Thus, the results show that there are significant differences with respect to age and professional experience in relation to the teacher's perception of infrastructure. Therefore, it is important to conclude by highlighting the consideration of the educational space as an essential element for the incorporation of methodological renewal in the classroom.