Perceptions Of Teachers Research Articles

Infusing Evidence-Based Instruction in Two Middle School Settings

This article reports on a project implemented to help middle school teachers provide evidence-based instruction and intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). Multiple sources—interviews, surveys, and field notes from formal and informal observations—were used to gather data on teacher perceptions and feedback on what worked and what did not in this professional development effort. We also examined the mathematics achievement of students with MLD and MD and compared their growth to that of their typically performing peers at the two participating schools. We highlight and discuss the key issues and concerns that emerged from this implementation study.

Persepsi Pengajar dan Pembelajar Bahasa Inggris Terhadap Penggunaan Artificial Intelligence (AI) untuk Literary Writing

<em><em><span lang="IN">Literary Writing focuses on writing literary works, such as poetry, drama, short stories and other types of literary writing. The practice of writing Literary Writing provides an experience that is not easy for English language learners. This research is a case study with the research subjects being English teachers and learners. Research data was taken from the results of the questionnaire. This research aims to identify the use of Artificial Intelligence (AI) for learning Literary Writing as seen from the perceptions of English language teachers and learners. The research results show that Artificial Intelligence (AI) helps English teachers to prepare learning plans and materials, create an interactive and  </span></em></em><em>attractive learning atmosphere, and evaluate Literary Writing learning outcomes. Furthermore, research shows that the use of Artificial Intelligence (AI) for English learners is useful for developing ideas and improving writing skills, correcting English grammatical errors, and enriching vocabulary. Apart from that, there is a negative side to using Artificial Intelligence (AI), namely dependency which limits creativity and critical thinking skills for English language learners. Thus, English teachers must monitor the use of Artificial Intelligence (AI) when used in classroom learning activities.</em>

Ancillary Functions and Teachers’ Well-Being

Teachers have diverse roles. They also carry out non-teaching but nonetheless necessary tasks for the school's operations in addition to teaching. This study was undertaken to identify the ancillary functions in which the teachers are involved, determine the level of the teachers' well-being in terms of emotional well-being, find the significant relationship between teachers' profile on ancillary functions and emotional well-being, and create an intervention plan that will enhance teacher's perceptions on ancillary functions and their emotional well-being. The study was conducted at East I District, Division of Cagayan de Oro, with one hundred seventy-seven (177) teachers as actual respondents through a simple random sampling. The study used a descriptive correlational research design and used frequency and percentage distribution, mean and standard deviation. Pearson Product-Moment Correlation Coefficient (r) was also used to find the relationships among the variables. Results showed that the most ancillary function of teachers is being a class adviser. The teachers' emotional well-being was at a Very High Level. A significant relationship between ancillary functions and emotional well-being was also established. Programs, activities and pieces of training be created to improve teachers' knowledge and understanding of ancillary functions as well as of well-being. The researcher recommended that the intervention plan must be implemented to enhance teachers' knowledge and understanding on ancillary services as well as to maintain their level of well-being.

Teacher Perceptions in Implementing Religious Character Education in Elementary Schools

Teacher Perceptions in Implementing Religious Character Education in Elementary Schools

Teachers' Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention.

The problems that arise with coexistence between schoolchildren are a challenge when it comes to carrying out the teaching-learning process. In recent years, the presence of bullying has increased in schools. The aim of this study is to identify the perceptions of teachers regarding the problems of coexistence among schoolchildren, more specifically concerning bullying, as well as to identify their position regarding the prevention of bullying. Research was carried out using a mixed approach. A total of 225 education professionals from different schools in Spain took part. From the results and our conclusions, it should be noted that teachers consider themselves to have a high level of knowledge of the essential characteristics of the dynamics of bullying, of the actors involved, and of some preventive measures that can be carried out to avoid this type of behaviour as much as possible. On the other hand, a large number of teachers downplay the importance of the problem of coexistence in their fields, and/or are not able to identify it, which makes it impossible to act. Some schools hardly carry out any prevention work, which makes it difficult to eradicate bullying.

Developing competences in a cross-border interdisciplinary project: student and teacher perceptions of the Ocean i3 project

The aim of this research was to analyse students’ perceptions of the competences developed by taking part in the cross-border interdisciplinary Ocean i3 project. The objective of the Ocean i3 project is for students to acquire learning, research and sustainability competences while contributing to reduce plastic pollution along the Basque-Aquitaine coast. The project uses a Challenge-Based Learning approach in which social actors from the surrounding cross-border area propose challenges that students have to solve. The research methodology used is exploratory and descriptive; for the data collection qualitative and quantitative instruments have been used. The main result is that students and teachers perceive that the former have improved the sustainability competences engaging and working on the project. Mostly they perceive to have developed active listening, analysis, creativity and negotiation competences.

Factors influencing teachers' sustained implementation of a kindergarten curriculum within the United States: A qualitative analysis

AbstractTeachers play a critical role in deciding what curricula are used in their classrooms. We examine the factors that teachers describe as influencing their sustainment or discontinuation of a literacy curriculum, Zoology One, following their participation in a randomised controlled trial (RCT) examining the curriculum's efficacy. This study was conducted in a large urban district in the United States and the curriculum was implemented in kindergarten classrooms with children who are typically 5 and 6 years old. One year after their participation in the RCT, teachers who had been randomised to implement Zoology One during the efficacy study (N = 19) participated in interviews about their ongoing use of the curriculum. We analysed the interview data using a staged coding approach to understand the factors that teachers described influencing their sustainment or discontinuation of the curriculum. We used a multilevel framework to organise results across three levels: individual‐level, school‐level and macro‐level. Results indicate that teacher perceptions of the curriculum, including those related to its effectiveness and age‐appropriateness, contributed to sustained use. At the same time, some teachers' perceptions that the curriculum approaches were not sufficient for their students led them to discontinue some curriculum components. The implementation climate at their school, as well as the widespread adoption of a particular phonics programme within the school district, also influenced teachers' sustainment or discontinuation. Taken together, these results highlight the importance of teachers' perceptions of a curriculum as well as the critical role that the school and district context play in curricular sustainment.

Quality in Preservice Teacher Education: Exploring the Perceptions of Teacher Candidates and Teachers

The main purpose of this research is to examine the perceptions of education faculty students and education faculty graduate teachers regarding the quality of education faculties within a systemic approach. A quantitative survey research was conducted for this purpose. The population of the research consists of students in education faculties and education faculty graduate teachers in Türkiye, while the sample consists of 784 participants, including 567 education faculty students and 217 education faculty graduate teachers. The data of the research were collected using a developed scale. The research results showed that the participants' overall perceptions of the quality of education faculties were at a moderate level. The perception was found to be high in terms of teacher educators and classroom, moderate in terms of non-educational personnel, the learning-teaching process, school and faculty collaboration, output, and environmental; however, it was found to be low in terms of the encouragement of the teaching profession and feedback dimensions. Moreover, those who choose teaching as a profession due to positive factors such as social interests, family and teacher influence, and working conditions with children, as well as female teachers, had a more positive perception towards the quality of their faculties. Recommendations have been developed for policymakers, researchers, and practitioners to improve the quality of teacher preparation.

Perception of clinical teachers about their roles and current practice at affiliated hospitals of medical universities in China

ABSTRACT Phenomenon: The increase in clinical and teaching workload has brought enormous pressure to clinical teachers. Clinical teachers play an extremely important role in the quality of higher medical education and the cultivation of medical talents. However, few studies have examined the attitudes and practices of clinical teachers regarding the role of teachers in China. This study aimed to investigate clinical teachers’ perceptions about their roles and current practices at affiliated hospitals of medical universities in China. Approach: Responses from 312 Chinese clinical teachers were included in the analyses. The data were collected using the questionnaires of perception and practice regarding the role of teachers which consisted of 12 items rated on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree), and scored by calculating the mean. The data were analyzed using the Statistical Package for Social Sciences, version 22.0 (IBM SPSS Corp). Findings: The mean score of perception of clinical teachers regarding the role of teachers was 4.51 (SD = 0.72), and the mean score of practice was 3.69 (SD = 1.17). Multivariable binary logistic regression model showed that undertaking very few/few clinical teaching workload, ‘thinking it is my obligation to carry out teaching work seriously’ and ‘thinking it is my duty to train medical talents’ were not only significant determinants of good perception but also good practice. Additionally, ‘thinking hospital attached great importance to clinical teaching’ was the significant determinant of good perception. Insights: Chinese clinical teachers demonstrate less positive perception and practice regarding the roles of teacher than clinical teachers in developed countries. Affiliated hospitals of medical universities should hold training sessions regularly and take targeted intervention measures to enhance clinical teachers’ perception and practice regarding the roles of teacher.

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

IntroductionFor teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration.MethodsThis study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration.ResultsResults revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration.DiscussionOur results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings.

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

This paper examined the extent and nature of safety for teachers in their different school settings and further underscored the importance of safety for teachers in the school context. The current school environment is violent owing to the increasing lack of teachers’ ability to maintain order in schools due to the uncertain alternatives to corporal punishment. This creates a hostile learning environment that weakens the teachers’ position of power and prohibits them from using their authority and fulfilling their duty to provide learners with compassionate monitoring. A qualitative interpretivist research paradigm was used in this study employing Critical Emancipatory Research (CER) as a research framework. A CER framework aims to strengthen the liberating, enlightening, emancipating, and empowering democratic values of equality and justice among the researcher and the participants in the research setting. A team of four teachers, a principal, and the School Governing Body (SGB) member from each school were purposively sampled to apply the principles of PAR in Lejweleputswa District in the Free State Province in South Africa. A focused group was employed to answer the following questions: What are the perceptions of secondary school teachers regarding their safety in the school setting? To what extent does learners’ violent behaviour threaten teachers’ safety at schools? And, how can teachers be assisted to change their minds regarding Human Rights Education as a tool for peaceful education? Data was analysed thematically. The findings of this research showed that teachers do not feel safe at their workplace, they fear both learners and parents who most of the time come to humiliate them physically and emotionally in front of their learners. The study contributes to a debate on the safety of teachers in schools for professional development. Keywords: Human Rights Education, Teacher-Learner Relationships, Teachers’ Safety, Parental Involvement.

Analysis of the Teachers’ Perceptions about the Integration of Information and Communication Technology (ICT) in Teaching Learning Process. A case of University of Swat, Khyber Pakhtunkhwa.

Information and communication technology is an important field role in teaching and learning. It is a field not limited to the industry and communication only rather it has spread its Importance to every field in the modern world. Similarly teaching is no more limited to the white board teaching only. Teachers use variety of the methods to impart learning to the students. This results in not only catching students attention effectively but also learning has been lot made easier through different application and online tools and virtual platforms. Learning and knowledge has gone beyond the narrow confines of classrooms. Looking into the importance of ICT this study was undertaken in order to find out the teachers perception of the use of ICT in teaching learning process. A sample of 96 male and female teachers was calculated through Raosoft online calculator. The data was analyzed through inferential and descriptive statistics, using Chi-square T-Test, Enova and frequencies, percentage, means and standard deviation respectively. However the teachers showed some concerns over the use of ICT. There was some issues like the lack of ICT labs, connectivity, teachers’ confidence and short duration to finish the courses in.

Effects of parental conflict on adolescent academic burnout: A moderated mediation model

We investigated the relationship between parental conflict and adolescent academic burnout, along with the mediating role of the parent–child relationship and the moderating role of teacher support. We surveyed 886 firstyear secondary vocational school students in Foshan City using four scales: the Adolescent Student Burnout Inventory, the Children's Perception of Interparental Conflict Scale, the Parent–Child Closeness Scale, and the Students' Perception of Teachers' Supporting Behavior Questionnaire. The results showed that adolescent academic burnout was directly and positively associated with parental conflict, and that the parent–child relationship partially mediated this relationship. Teacher support moderated parental conflict and affected adolescent academic burnout indirectly through parent–child relationships. Thus, parents should try to create an emotionally secure family environment for children and cultivate high-quality parent–child relationships, to prevent or intervene in academic burnout among adolescents. Additionally, schools should consider the role of teacher support in the improvement of parent–child relationships among students.

Where is ocean literacy in oceanic islands’ schools? The Azores case

Human life on Earth is possible and sustained mainly due to the ocean’s services that regulate the air we breathe, the climate and weather, and provide water and food. Moreover, the global economy and the regional incomes are based mainly on the resources, energy, transport and navigation, fisheries and aquaculture, tourism, and leisure, provided by the oceans. Ocean omnipresence in our lives is expected to be even more striking in ocean islands like the Azores Archipelago, but is this the case? This study explores the perception of Azorean school teachers on ocean literacy. This study aims to evaluate how ocean-related themes are incorporated into regular teaching activities and how Azorean schools are educating students to become environmentally responsive regarding ocean sustainability. Targeting SDG 14, an online questionnaire was sent to all public schools in the archipelago and distributed to teachers during the 2021/22 school year. A total of 426 answers from a potential target population of 5502 teachers were accepted as valid. We found that the teaching community has a generalised awareness of ocean literacy, which is not reflected in the pedagogical practice, as 58% of the respondents do not integrate ocean-related themes into their activities. Moreover, most schools in the archipelago are not integrated into ocean literacy projects. The results highlight the need to incorporate ocean themes in official curricula and manuals and develop easy-to-access ocean-related learning materials to ensure the ocean’s environmental sustainability.

Teachers’ Extrinsic Motivation on Quality Education in Nyamasheke District, Rwanda

The quality education has been an issue in education sector over many years. However, today’s competition for global market requires quality education as a key (Suresh & Kumaravelu, 2017). A teacher is the key pillar to the education achievements in all spheres of the learning. Quality education cannot be achieved unless the teacher is really motivated (Jusuf, 2005). This study investigated the perception of teachers on extrinsic motivation to quality education and evaluated the ways of motivating teachers for quality education. The data collection methods used were questionnaires, and interviews. The sample size was 128 respondents composed of 88 teachers, 20 Deputy Head Teachers in Charge of Studies (DOS), and 20 Head teachers (HTs) from 20 schools in Nyamasheke District from different educational levels (nursery, primary, and secondary schools) of public schools. The sampling procedures was purposive, and stratified sampling. The sample of teachers was obtained using Yamane's (1967) formula. The research was guided by McClelland's Need for Achievement Theory. Data were presented through graphs, tables, and percentages and were analysed by using Microsoft Excel. This research has demonstrated that a teacher who is extrinsically motivated contributes a lot to quality education. This is due to the fact that a motivated teacher is punctual, well prepared and complete teaching documents, giving and marking assignments, participating in institutional and professional events and self-discipline. The study found that teachers wish to be motivated extrinsically in three main ways such as building a conducive working environment for them, salary and allowances, and appreciable students' outcomes. Finally, this research demonstrated that a conducive working environment takes a higher level in ways of motivating teachers with 56%. This includes owning houses, securing their children’s education and having strong health insurance. Salary and allowances takes 31% while appreciable students' outcomes takes 13%. The study recommend that government and education stakeholders should help teachers to own housing and secure their children education for quality education

Impact of Boko Haram Insurgency on Educational Infrastructure Development in Potiskum Local Government Area, Yobe State, Nigeria: A Perception Study

Security threat is a phenomenon that is currently drawing the attention of everybody across the globe. However, the activities of Boko Haram insurgency in north-eastern Nigeria in recent time have significantly affected educational activities in the region. This paper focused on the Perception of secondary school teachers on the impact of Boko Haram insurgency on Government Senior Secondary School Infrastructure development in local Government in Potiskum, Yobe State. The study adopted survey research design. The population of the study comprised all teachers and school administrators in Government Senior Secondary Schools in Potiskum which amounted to 729. Samples of 248 respondents were randomly selected from the population. Questionnaire designed along a Likert scale was used for data collection. The data collected were analysed using both descriptive and inferential statistics, the descriptive statistics used include; mean, standard deviation and percentage, while graphs and charts were used to present the data. The Inferential statistics used was Paired-tTest. The findings of the study revealed that, Boko Haram insurgency has negatively affected the school infrastructure in Government Senior Secondary Schools in Potiskum. Besides, the hypotheses tested at 5% were significant (sig-v. >P = 0.05). The study thereby concluded that, infrastructures, in Government Senior Secondary Schools in Potiskum have been affected by activities of Boko Haram. Finally, the study recommended that, government should make provision for infrastructures destroyed by Boko Haram insurgency. Keywords: Boko Haram, Security threat, Perception, insurgency, infrastructure

Predisposition of Teachers in Turkey for Democratic School as An Alternative School Type

This research aims to uncover the perceptions of classroom teachers regarding the concept of 'democratic schools,' which have emerged as an alternative to traditional educational institutions. To achieve this objective, researchers developed a semi-structured interview form. Insights were gathered from 20 classroom teachers working in public primary schools in four districts affiliated with Izmir Province, selected through maximum diversity sampling method. Data were analyzed using content analysis techniques. The primary findings obtained are as follows: The characteristics of stakeholders associated with the democratic school in teachers' minds are largely consistent with the features found in existing democratic schools. 'Love and respect,' 'equality and justice,' and 'honesty' are the predominant values delineated by teachers in their conceptualization of the democratic school. Participants believe that decision-making in the school entails equal voting rights for everyone, and each individual is responsible for the decisions made. Most teachers envisage democratic schools as being rich in classroom materials and equipment. Participants envision a classroom climate in a democratic school as 'peaceful and joyful,' characterized by 'mutual respect among individuals.' More than half of the teachers conceptualize that there are no examinations or assessments in the envisioned democratic school, while some imagine the implementation of multiple assessments. In the minds of participating teachers, decisions concerning student graduation or progression to the next grade in the democratic school are determined by the teacher, contingent upon specific conditions being met. In managing discipline within the democratic school as perceived by participating teachers, methods such as 'establishing communication and collaboration,' 'applying problem-solving strategies,' and 'focusing on the student' are employed. Despite the lack of experience in working within democratic schools and the majority's limited knowledge about them, teachers demonstrated a considerable inclination towards the concept of the democratic school in various aspects based on these findings.

A Comparative Study on The Perception of Parents and Teachers on Blended Learning Approach in The Division of Taguig City and Pateros

As technology advances and educators recognize the benefits of integrating digital tools with traditional teaching practices, blended learning has grown in popularity in a variety of educational settings. It provides a flexible approach that can be tailored to various subjects, grade levels, and student populations, paving the way for more dynamic and effective learning experiences. Technology is essential in blended learning. Teachers supplement the learning process with a variety of digital tools, multimedia, and interactive resources. This incorporation of technology enhances student engagement and fosters creativity in the learning experience. Students benefit from the flexibility of blended learning in terms of time and location. They can study at their own pace and on their own schedule by accessing learning materials, resources, and assignments online. This adaptability is especially useful for students with diverse learning styles and demanding schedules. The study determined the level of agreement on blended learning among Teachers having a student with special needs and parent having a child with special needs inside the classroom in the Division of Taguig during the school year 2022-2023. The study used a quantitative approach, specifically a comparative analysis, to investigate regular teachers' perceptions and parents of the use of blended learning.

Teachers’ Perception Towards Inclusive Education

This study aimed to assess the perception of teachers handling inclusive education at the identified public elementary schools in Loon South District, Bohol Province, for the school year 2022–2023 as the basis for instructional skills enhancement plans. The respondents comprised three clusters of grades one to six teachers handling inclusive classes. The respondents were selected using universal sampling and treated using inferential and descriptive statistics. Results showed that most respondents aged 44-53 were female, married, with master units, specialized in general education, and taught for 8-14 years. Moreover, the level of perception of the respondents towards inclusive education was very positive. It was also found that there was no significant difference between respondents’ profile and their perceptions of inclusive education. Therefore, results showed that respondents were very optimistic about handling inclusive classes. It is recommended that the instructional enhancement plans be implemented for a more positive learning experience when dealing with inclusive classes. 

G도 유치원 교사 인식을 통해 본 코로나19 이후 유아 발달 실태

Objectives This study investigated the status of early childhood development after COVID-19 based on teacher perception.
 Methods To this end, 173 public and private Gindergarten teachers located in G-do were surveyed, and the collected data were analyzed through frequency analysis, multiple response analysis, independent sample T-test, variance analysis, and mean difference test using SPSS 21.0.
 Results 81% of public and private Kindergarten teachers working in G Province recognized that COVID-19 had a significant impact on early childhood development, and the main factors affecting early childhood development were “wearing masks” and “social distancing.” Specifically, mask-wearing has caused direct difficulties in communication, social distancing, non-face-to-face distance learning, and the reduction in the number of Kindergarten attendance days. As a result, among the five Kindergarten curriculum areas, the areas that were most affected can be seen as the ‘communication domain’ and the ‘social relations domain’.
 Conclusions The measures to support early childhood development suggested by this study include the operation of various programs in each area, strengthening early childhood-connected integrated education, and administrative support in terms of personnel, budget, and structure. In addition, it was suggested that longitudinal studies for preemptive and preventive policy support, community cultural studies to strengthen communication and cooperation among early childhood education officials, and basic research to secure policy independence of early childhood education institutions need to be activated.