Perceptions Of Teachers Research Articles

The Effect of Empowering Leadership Characteristics of School Principals According to Teachers' Perceptions on Teachers' Psychological Ownership and Work Engagement

This study examines the effect of school principals' empowering leadership according to teachers' perceptions of teachers' psychological ownership and work engagement. The study sample consists of 463 teachers. The relational survey model, one of the quantitative research methods, was used in the study. Empowering Leadership Scale, Psychological Ownership Scale and Work Engagement Scale were used to collect the data. As a result of the research, according to teachers' perceptions, the empowering leadership levels of school principals and teachers' psychological ownership and work engagement levels were found to be high. Teachers' psychological ownership and work engagement levels show significant differences according to age, seniority, and education level variables. A significant positive relationship was found between the empowering leadership of school principals and teachers' psychological ownership. A medium-level positive significant relationship was found between the empowering leadership of school principals and teachers' work engagement. Empowering leadership characteristics of school principals significantly positively affect teachers' psychological ownership and work engagement. The study emphasized the role of empowering leadership in understanding teachers' work engagement and psychological ownership. Based on the results, school principals are recommended to demonstrate empowerment leadership behaviors to build an understanding of teachers' work engagement and psychological ownership.

Perceptions of Pre-Service Technical Teachers on the Teaching and Learning Activities in Teacher Instructor Colleges of Uganda

Understanding perceptions about the teaching and learning activities has implications on the way teacher training programs can be improved and influences trainers’ motivation. The aim of the study was to examine pre-service technical teachers’ perceptions of the teaching and learning activities in teacher-instructor colleges in Uganda. The following research questions guided the study; “Is the time allocated for the teaching and learning activities adequate; how is the tutoring conducted; are the pre-service teachers satisfied with the assignments given; do the pre-service teachers trust the teaching and learning process and are the pre-service teachers satisfied with the equipment and materials used for training? The study adopted across sectional survey design. Data was collected from 168 pre-service technical teachers using a researcher-constructed questionnaire. The data gathered was analysed using SPSS and presented as descriptive statistics. The findings revealed that time for teaching and learning; tutoring (organization of training), and assignments given were adequate; pre-service technical teachers trusted the teaching and learning process; however, they observed that the equipment and materials were inadequate for training. It was therefore recommended that the government increase the budget for technical teacher instructor institutions; lobbying for funds through; private partnerships, companies, international donor agencies, tax rebates, fellowships, and research grants to purchase adequate training equipment and engage policy makers to create mechanisms for responding to constant technology advancement for technical teacher instructor training institutions to cope

Examining Teachers' and Learners' Perspectives on Multimedia Integration in Language Classrooms

The purpose of this study is to investigate the perceptions of teachers and learners’ about using multimedia and how the use of multimedia helps in language classroom. The study has been conducted at one of the leading universities of Bangladesh- International Islamic University Chittagong (IIUC). The participants were MELT students and teachers of the department of English Language and Literature (DELL). Qualitative method was followed and interviews were taken from the participants for the descriptive findings of the study. Findings showed that multimedia is a motivating tool for language class and using multimedia technology combined with traditional teaching method is very helpful for learners. The study also marked up some limitations of using multimedia in language classroom. Keywords: Perception, technology, multimedia, language learning, language classroom.

Perception of Prospective Korean Language Teachers on the Multicultural Phenomenon in Korean Society

The purpose of this study is to examine the perceptions of prospective Korean language teachers on the multicultural phenomenon in Korean society. For this purpose, written interview data of 30 prospective Korean teachers were collected and analyzed. Written interview data were analyzed using Nvivo12. The contents of the analysis could be categorized into first, the concept of multiculturalism, second, problems of multicultural phenomena, third, perception of multicultural phenomena, and fourth, tasks to be addressed in the future. Multicultural society reveals a complex and multi-layered conflict structure in which internal conflict elements of society coexist with the increase in various minority migrants from the external environment. Therefore, in order for a multicultural society to pursue and realize the value of integration, it must be able to control and resolve newly arising conflict factors in a constantly changing environment. In recent years, the word multicultural has become common in Korean society, and Koreans, are living daily with various immigrants. Therefore, to understand the multicultural phenomenon in Korean society, it is necessary to collect and analyze the opinions of a variety of classes. This study will help Korean society move toward a healthy multicultural society.

Πρόσφυγες ή μετανάστες; Αναπαραστάσεις των προσφυγικών ροών από τους μελλοντικούς εκπαιδευτικούς

Flows of refugee populations into a country usually create a de facto religious, ethnic, linguistic or cultural diversity which eventually has its impact on the host country’s educational system. Objectively existing heterogeneity does not mean, however, that the host country population automatically adopts a positive attitude towards this change and that it endorses without reservations or reactions the official narrative of the value and usefulness of a multicultural society. The positive attitudes of political formations, scientific unions, intellectuals, artists and other influential authorities in the public sphere may contribute to the development of a climate of acceptance of the "other", but the course of the narrative of multiculturalism from its exponents to the wider social body should not be considered linear. Of particular interest are the perceptions of future teachers about the motives behind the refugee flows to the host country. This paper presents and discusses some of the results of an empirical study on a sample of 297 students of educational faculties / future teachers on the motivations of refugees to cross the borders. The central question this article attempts to answer is (a) whether the new generation of teachers sees behind the refugee flows individuals who move because they are in danger (refugees) or persons who attempt to improve their economic life conditions (migrants), and (b) whether this perception has an impact on the degree of endorsing multiculturalism on their part as a positive social model.

Αναπαραστάσεις εκπαιδευτικών για τη γλωσσική εκπαίδευση μαθητών/τριών με προσφυγικό υπόβαθρο

This research aims to contribute to the debate on the need for an intercultural-inclusive school by focusing on the perceptions of teachers working in public schools regarding the language education of children with refugee background. Data was collected using a questionnaire distributed online to 54 teachers who taught in classes with refugee students during the school year 2021-2022. Descriptive statistical analysis techniques and inferential statistical analysis techniques (x²) were chosen for data analysis. The findings summarize the teachers' positive attitude towards refugee students, while highlighting their perceptions about the obstacles and suggestions for more effective learning of Greek. Finally, an attempt is made to record the variations in the teachers' responses in relation to the variables such as service experience and educational level.

Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers

The status of English as the most prominent global lingua franca has increased the need for effective English teachers worldwide. Particularly in China, there is a growing demand for English teachers, with a significant preference for native English-speaking teachers (NESTs) over non-native English-speaking teachers (NNESTs). This trend, often interpreted as an implicit or explicit endorsement of native-speakerism, has significant effects on Chinese students, and harms the teaching effectiveness and well-being of Chinese English teachers. While previous research has explored the roles of students' demographic characteristics on their views, few studies have delved into complex factors such as language learning strategies and educators' well-being. To address this research gap, this study investigates 470 English-major Chinese students' views on NESTs and NNESTs in relation to the well-being of the NESTs and NNESTs. The findings reveal that students view NESTs and NNESTs as possessing different strengths and weaknesses, which have various impacts on the teachers' well-being. Further, the students’ language learning strategies were positively correlated with their views of both NESTs and NNESTs. These discoveries have the potential to heighten student awareness about native-speakerism and develop potential methods for educators to augment their teaching effectiveness, so that teacher well-being is given adequate attention.

Persepsi Guru Terhadap Gerakan Literasi Sekolah Di Madrasah Aliyah Negeri (MAN) 1 Banjarmasin

The School Literacy Movement (GLS) is a government program that involves reading non-textbooks for 15 minutes before learning begins. Teacher participation is needed to encourage the implementation of activities to run smoothly. As supervisors of implementing activities, teachers can undoubtedly understand the conditions for implementing activities well, so it is essential to know the teachers' perceptions. This research analyses teachers' perceptions of implementing GLS at MAN 1 Banjarmasin. The research method used is descriptive qualitative. Data collection is done through observation, interviews, and document study. Data analysis techniques use Miles and Huberman references: data collection, data reduction, data presentation, and conclusion. This research shows that teacher perceptions can be seen from the teacher's understanding of the implementation of GLS and students' literacy skills. It can be concluded that teachers' perceptions of GLS can vary depending on influencing factors. Teachers are expected to be able to provide encouragement and support through innovation to increase students' interest in reading and literacy skills.

The Perception of Teachers Regarding Entropy in University Institutional Management

The Perception of Teachers Regarding Entropy in University Institutional Management

Strategies and interventions employed by teachers in supporting students with mathematics learning difficulties in Kenya

ABSTRACT Adequate mathematical skills are essential for successful outcomes in education and in the future workplace. However, mathematical learning difficulties (MLD) are a common occurrence that affects up to about eight percent of children in a typical classroom. Effective teacher practices are important in enhancing mathematical learning outcomes for learners with MLD. This exploratory case study examined perceptions and expereinces of four mathematics teachers in supporting learners with MLD at a secondary school in Kenya. Research questions sought to determine teacher perceptions about their learners with MLD, considerations teachers made in planning for learners with MLD, and support strategies that were used to remediate learners with MLD. Four major themes are highlighted: Teacher perception of learners with MLD; teacher considerations in planning for learners with MLD; instructional strategies used by teachers to support learners with MLD; and challenges experienced by teachers in supporting learners with MLD. Recommendations are presented.

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

A Study on the Perceptions of Pre-service Early Childhood Teachers on Education for Sustainable Development (ESD) In South Korea

The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents

ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent <i>t</i>-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. </br>The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

Pre-service primary school teachers' metaphor perceptions of digital literacy

With the inclusion of information and communication technologies in almost every aspect of life, a digital world has begun to emerge. In the current age, children can access all kinds of information in the digital environment, use and share this information and produce new information. In this process, the digital literacy perceptions of classroom teachers and prospective classroom teachers, who guide and role model their students, are of great importance. The study aims to reveal the perceptions of prospective classroom teachers about digital literacy through metaphors. For this purpose, phenomenology design, one of the qualitative research designs was used. The study group of the research consisted of 45 pre-service teachers studying in the department of classroom teaching. As a data collection tool, the "Digital literacy is like .... Because ..." form was used. Content analysis technique was used to analyze the data obtained from pre-service teachers. According to the findings, a total of 34 metaphors were produced in the study group. It was found that pre-service classroom teachers had positive thoughts about digital literacy. As a result, the pre-service teachers created a total of 34 metaphors in the categories of infinity, object, movement, need and guide from their perceptions of digital literacy and that these metaphors consisted of expressions with positive meanings.

A Study on Teacher Perception of Korean Language Classes Using Metaverse: Focusing on the Change in Perception of Teachers Before and After Metaverse Education

his study investigated the potential of metaverse-based Korean language education by examining teachers’ perceptions and willingness to adopt metaverse technologies in their teaching. Additionally, the study proposes directions for teacher training to facilitate the implementation and sustainability of metaverse-based Korean language education. To achieve the aims of this study, a teacher training program on metaverse-based Korean language education for Korean language teachers was conducted. Pre- and post-training surveys were administered to assess changes in the teachers’ understanding, perceived necessities, challenges, willingness to adopt the technology, and desire to support future metaverse-based classes. The results showed that while teachers currently do not utilize metaverse technologies in their classrooms due to factors such as their limited understanding of the technology, inadequate technical skills, and institutional system issues, they expressed ahigh degree of willingness to incorporate metaverse technologies in their future teaching. Additionally, there was a strong demand for follow-up training when it comes to the metaverse. The study also found that a single teacher training session significantly reduced teachers’ perceived burden regarding the understanding and use of metaverse functionalities. Therefore, this study suggests that continuous and coherent teacher training programs can enhance Korean language teachers’ digital literacy and promote the adoption of metaverse technologies in Korean language education.

Work Engagement: A Descriptive Qualitative Study on the perception of teachers

Work engagement is a state of mental motivation that allows workers to achieve success in the workplace. However, due to high work demands and exhaustion, teachers might find it difficult to engage in work. Teachers can develop work engagement if they intervene in the barriers that prevent them from doing their work by providing facilitators. The aim of this study was to describe teachers' perceptions of work engagement at different stages of education. A descriptive qualitative study was designed. Four focus groups were conducted with a total of 26 Spanish teachers. Three main themes and six sub-themes emerged from the analysis of the data: (1) Causes of the generation of work engagement: personal facilitators and facilitators of the environment; (2) Barriers to generating work engagement: individual and environmental; (3) Effects of work engagement: positive consequences and negative consequences. These findings indicate that there are several facilitators and barriers that promote and/or hinder the generation of work engagement in Spanish teachers. However, it should be noted that the study presents transferable results for other countries dealing with similar issues. In conclusion, training teachers in certain skills would improve their ability to solve complex situations and increase their levels of work engagement.

Teachers' Perceptions of the Kahoot Use in Learning of Pancasila and Citizenship Education (PPKN) in Public Elementary School

This study contains issues related to 1) teachers' perceptions of the use of the Kahoot application in Civics learning at SDN Depok 1, 2) what are the advantages and disadvantages of teachers in using the Kahoot application in Civics learning, 3) how the application of Kahoot media in Civics subjects. In this study, researchers conducted surveys or interviews with teachers at SDN Depok 1 to see perceptions of using Kahoot in Civics learning. This study aims to analyze teacher perceptions of using Kahoot in Civics learning. This study uses a qualitative research approach and case study method. Data collection techniques with observation, interviews, and documentation. This research was conducted at the SDN Yogyakarta area, namely Depok 1 State Elementary School, with 28 students, 12 boys and 16 girls, and 1 class teacher. The results showed 1) the teacher's perception, in this case, is evident from the indicators of a teacher in getting a response, description, and understanding obtained when using Kahoot media in learning, 2) the advantages of Kahoot media are that it makes it easier for teachers to evaluate learning, makes it easier to see the score, while the disadvantages of using the Kahoot application according to teacher perceptions are that it requires high internet access, 3) Application of Kahoot media in Civics subjects.

PENGEMBANGAN SKILL DAN KOMPETENSI TIK GURU MATEMATIKA DAN IPA KOTA JAMBI MELALUI e-TUTORIAL BERBASIS KEBUTUHAN GURU(TEACHER’S NEED)

To improve the quality of learning, the government has attempted to facilitate school with equipment Information and Communication Technology (ICT), such as the procurement of computer labs, school computer connection to the Internet, and increase the skills of teachers in computer operationalize. In fact, only a few teachers who use computers for a whole series of teaching, starting from the use of computers to plan instruction, learning activities and evaluation of learning. The research reveals the teacher's perception of the skills and knowledge, and determine the factors that influence the control of teachers in ICT. Furthermore, this study also develops a tutorial www.etiktutor.org website dedicated to teachers who want to improve their knowledge and ICT skills through online tutorials. The survey results in this study show turns the ability of ICT teachers are categorized Jambi, and the factors that most influence on teachers' ICT capability is the availability of ICT tools and teacher access to participate in ICT education. Furthermore, the website tutorial tutorial materials based on the needs of teachers has received a very positive perception of teachers, where they say that www.etiktutor.org website is very useful to improve the knowledge and ability of mathematics teacher ICT and science high school in the city of Jambi. Keyword: communication technology competence, e-tutorial

The Impact of the COVID-19 Pandemic in the Inclusion of Refugee Students in Greek Schools: Pre-Service Teachers’ Views about Distance Learning

Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.