Positive Attitude Of Teachers Research Articles

Voluntary Work for Children in the Republic of Croatia

In today's uncertain world events, it is necessary to promote volunteering from early education. Therefore, it is important and necessary to introduce such extracurricular activities from the first grade of primary school. In the Republic of Croatia, there are various humanitarian organizations that gladly accept any kind of help. Therefore, we need to find teachers who will use their influence to motivate children for humanitarian action and make them aware of the importance of empathy and helping others on a daily basis. This study shows the activities of first-graders to fourth-graders of primary school in the Republic of Croatia. The school curricula in 21 Croatian counties were randomly analysed, and the results are represented in this study. The results show that teachers who organize volunteer activities for their students have a greater level of agreement with the statements that a positive attitude of teachers about volunteering encourages volunteer activities in school. It also helps to enrich the school prevention program by establishing a volunteer club within the school, where volunteering should be encouraged in the classroom class. Volunteering should be encouraged at the school's Student Council, and volunteering should be planned in the school curriculum for participants who do not organize volunteer activities for their students. It can be concluded that teachers have positive attitudes about volunteering within the school. However, participants show significant differences in attitudes regarding gender and personal experience of volunteering.

The Impact of Teacher Attitudes and Beliefs on the Integration of Gamified Learning: A Study of Key Attitudinal Variables

The present study aims to explore the perspectives of educators in Saudi Arabia regarding the implementation of gamified learning approaches and their impact on the incorporation of gamified elements within educational environments, specifically emphasizing student engagement. A comprehensive dataset was obtained from a heterogeneous sample of educators hailing from the Kingdom of Saudi Arabia (KSA) by employing a rigorous quantitative research methodology. The study used a questionnaire survey to collect data from 100 teachers. The findings of this study unveiled an encouraging inclination among these teachers toward adopting gamified pedagogical techniques as an effective means of instruction. This study elucidated a robust association between positive teacher attitudes and the successful incorporation of gamified elements within instructional frameworks, leading to heightened levels of student involvement. While the experience of teachers certainly plays a role, it is important to acknowledge that the influence of positive attitudes towards gamification outweighs this factor. The results of this study highlighted the profound impact that gamified learning can have on promoting student engagement, underscoring its potential to bring about transformative changes in the educational landscape. Furthermore, these findings emphasized the critical role of cultivating positive teacher attitudes in ensuring the successful integration of gamified learning strategies.

Secondary School Teachers Perception of Using ICT in the Classroom

This study explores secondary school teachers' perceptions of using Information and Communication Technology (ICT) as an instructional tool in schools across Uttar Pradesh, focusing on variations by stream, gender, and school management type. It also examines the availability of ICT resources and challenges faced by teachers in integrating these tools. Despite significant differences in ICT facilities among school types, teachers' perceptions of ICT do not vary significantly by gender, stream, or management type. Most teachers, regardless of these factors, view ICT as highly important for education. However, challenges such as hardware issues, lack of technical support, and inadequate training hinder effective ICT use. Notably, even teachers who don't actively use ICT in classrooms still have a high perception of its value, influenced by personal use and external exposure. The study employed a mixed-method approach, analyzing data through ANOVA and Chi-square tests, and highlights the potential for fostering learner centered environments given the generally positive teacher attitudes toward ICT.

Social Acceptance Among Children with Learning Difficulties

This study explores social acceptance among children with general learning difficulties/children with special needs (CSN) using a qualitative approach involving structured interviews with 144 students and in-depth interviews with three teachers. The research highlights the social dynamics of CSN inclusion, emphasizing the importance of a supportive environment, positive teacher attitudes, and peer education programs in promoting social integration. Findings show that students, particularly females at the junior high level, generally hold positive attitudes towards CSN. At the same time, concerns over emotional behaviors like tantrums create interaction challenges, especially among elementary school boys. Teachers ensure equal participation for CSN through individualized support, inclusive activities, and peer support systems. This study's originality lies in its comprehensive exploration of peer attitudes across educational levels. It offers insights into gender differences, behavioral challenges, and the teacher's role in promoting inclusive education through adaptive teaching methods and social support.

Οι απόψεις των εκπαιδευτικών για τη χρήση του podcast στην εκπαίδευση και η επίδραση του στους μαθητές γυμνασίου: Έρευνα σε Γυμνάσια της Β. Ελλάδας

The purpose of the research is to examine the opinions of secondary school teachers on the use of podcasts in education and its effect on students. A questionnaire survey was conducted on a sample of 150 secondary school teachers teaching in high schools in Northern Greece. The sample was approached on the basis of convenience sampling. The survey found a higher level of positive attitude of teachers towards the use of podcast in education. It was also found that Podcast can motivate students by making the lesson more interesting, without space-time limitations of accessing the content. Also, a positive effect of the podcast on the acquisition and upgrading of language skills was found. Another positive point highlighted is that it does not lead to student isolation. However, educators feel that podcasting can contribute to students" overall experience and in-depth analytical thinking to a small extent. This means that further training of teachers regarding the podcast in the educational process for them should be done. However, further research is needed to investigate the effect of various factors on the suggestion and actual utilization of podcast in the educational process, as well as in a larger sample of teachers and more representative of the population.

EFL Teachers’ Perceptions of the Use of Science Fiction to Teach Reading & Writing

EFL Teachers’ Perceptions of the Use of Science Fiction to Teach Reading & Writing

Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis

PurposeResearch investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.Design/methodology/approachThe study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.FindingsThe results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.Originality/valueThe study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

STATION ROTATION MODEL OF BLENDED LEARNING IN HIGHER EDUCATION

The purpose of the article is to empirically test the effectiveness of the model of teaching with rotating stations in a mixed format on the basis of a survey conducted among teachers of higher education institutions in Ukraine. The study uses a mixed-methodology approach to collect qualitative and quantitative data from 65 teachers during the first semester of the 2023-2024 academic year. The main instruments are questionnaires and interviews among teachers who have used the Station Rotation Model. The responses were processed using descriptive statistics and comparative analysis to identify any significant differences in the results. The results emphasise the need for careful selection of a platform for distance learning and the acquisition of skills in creating e-resources. The results of the study provide practical recommendations for the implementation of the model in the Ukrainian higher education context. This is important for Ukrainian higher education institutions looking for optimal methods of blended learning. The findings of the study highlight the positive attitude of teachers to the proposed model, which promotes the individualisation of learning and development of digital competence. However, implementation requires additional time and advanced digital skills of teachers. The average score of the model's effectiveness (approximately 4.046) and the percentage distribution in scores 4 (47.69%) and 5 (30.77%) indicate a high level of acceptance of this approach by modern teachers. The recommendations are based on the individual experience of teachers, indicating the variability in the choice of the optimal means of communication with students. The study contributes to the understanding of the effectiveness of the blended learning model and will help to optimise its wider implementation.

Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education

With the recent integration of artificial intelligence (AI) in the educational field, understanding the variables that are related to teacher attitudes towards AI can be crucial for understanding their perspectives in the classroom. That is why the present study aimed to investigate whether Teacher Digital Competence is related to Teacher Attitudes towards AI, and if so, whether this relationship is moderated by the teacher's educational stage, age, sex, years of experience, and field of knowledge. A total of 445 Spanish teachers from primary, secondary, and higher education participated in this study, responding to the Teacher Digital Competence Scale and the Teacher Attitudes towards AI Scale. The results revealed that, regardless of educational stage, sex, age, years of experience or field of knowledge, higher teacher digital competence is associated with a more positive teacher attitude towards AI. Moreover, high levels of willingness to use AI but low levels of personal experience with AI were found. Based on these results, it may be interesting to implement future interventions based on AI to enhance key dimensions of teacher digital competence, such as Information Management, Content Creation, and Problem-Solving. This could improve Teacher Digital Competence and subsequently enhance teachers' perception of using artificial intelligence in the educational context.

Principals’ servant leadership practices and teacher motivation: Perspectives from South African rural schools’ context

This study explored the relationship between principals' servant leadership practices and teacher motivation in selected rural schools in South Africa. It adopted a qualitative research design, collecting data through semi-structured interviews with six principals and six teachers from rural schools in South Africa. The data were analyzed using thematic analysis, which identified themes related to principals' servant leadership practices and teacher motivation. This study is underpinned by the theory of Maslow’s Hierarchy of Needs which explains the five levels of human needs that motivate individuals. The findings revealed that principals' servant leadership practices were positively associated with teacher motivation in South African rural schools’ context. Specifically, the study found that principals who exhibited servant leadership practices such as listening to teachers' needs, providing support and guidance, promoting teamwork and collaboration, and showing appreciation and recognition, had motivated teachers. The study identified that principals who engage in servant leadership strategies can succeed in motivating their teachers to commit to their teaching profession and quality education. However, secondary data shows that servant leadership strategies are not drivers of success but contributing factors to keeping their teachers motivated and not losing them to urban areas. The study further argued that not all schools practicing servant leadership are able to motivate or keep their best teachers. Thus, there are other factors that motivate teachers to stay in rural schools such as high salaries, teaching schools located in their home villages, or the ability of principals to appoint teachers who view the profession as their calling and not just an employment opportunity. Teachers who already view their profession as a calling are easy to remain motivated and stay committed to schools in rural areas. Similarly, teachers working in their rural villages have a higher chance to resist relocating to urban schools since they are comfortable being close to their families and relatives. In sum, servant leadership strategies alone are not enough unless the teachers are already committed to the school project for subjective reasons. This study contributes to the growing body of research on leadership and motivation in education and highlights the critical role that principals can play in promoting positive teacher attitudes and behaviors in South African rural schools’ contexts.

An investigation of Teachers' Attitudes towards Low academic achievers: A perspective of Diagnostic Remedial Teaching at Federal Government Educational Institutions

Quality teaching methods such as Diagnostic Remedial Teaching (DRT) and the positive attitude of teachers significantly enhance the academic achievement of the students. This study investigates whether traditional teaching methods and negative attitudes of teachers play any significant role in the poor performance of low academic achievements. The study's objectives were to determine teachers' attitudes toward low academic achievers, Diagnostic Remedial Teaching (DRT), and the problems involved in implementing DRT in the classrooms. The sample size covers 42 Federal Government Educational Institutes (FGEI) in Khyber Pakhtunkhwa, Pakistan, involving 230 teachers and 22 principals. Findings reveal that the teachers hold a positive attitude toward implementing Diagnostic Remedial teaching (DRT) in the classroom. Still, inadequate training and heavy workloads of the teachers were the primary challenges. In addition, their attitudes toward low academic achievers were positive. However, they held negative attitudes towards those students who enrolled in the institutes without qualifying for the admission test standard criteria.

Inclusive Education in Higher Education Students: A Systematic Review in Scopus and Web of Science Between 2019 And 2023

This study performs a systematic review of the literature on inclusive education in higher education students. The research followed the guidelines of the PRISMA methodology for the identification of records in the Scopus and Web of Science (WoS) databases during the period 2019 to 2023. During the information search process, a total of 199 records were found. From both databases, which after going through rigorous inclusion and exclusion criteria, 17 investigations were finally obtained that were included for the review. The included studies sought to answer the research question: What factors are important to promote inclusive education as a pedagogical model in higher education students? According to the information found in the systematization of the articles, 2 tables of contents were generated that show the authors, countries/regions according to the corresponding author, the keywords of the studies, the dimensions, instruments, study approaches, strategies of execution and conclusions of the studies in order to contrast data to find strengths or weaknesses in the studies that support answering the research question. The results showed that Spain is the leading country in publication with corresponding authors, with 82.4% of all studies. Likewise, 47.01% of the studies presented a quantitative approach. On the other hand, educational strategies stand out such as: the use of digital resources (videoconference), the use of ApS (Service-Learning), civic moral disconnection and didactic strategies (physical activities), since they aim to develop dynamics of academic development, cognitive, social and professional with the aim of promoting inclusive education in higher education students. Another factor to consider is the positive attitude of teachers towards disability and cultural diversity, so that they promote inclusion in their practices. In this way, it is concluded that, to promote inclusive education in higher education students, the following should be considered: teacher support, the use of innovative educational strategies and the open participation of all students in inclusive activities to promote a diverse education atmosphere in order to support students with physical, mental, sensory disabilities or cultural differences to obtain professional training.

Looking through a spiritual lens to shape inclusive practices for children with additional learning needs

Inclusive teaching approaches and positive teacher attitudes are vital when creating inclusive early childhood educational (ECE) settings for all children, and especially for children with additional learning needs. This study focused on understanding how teachers nurture and promote the spirituality of children with additional learning needs in their early childhood settings. Seven ECE teachers employed in five diverse settings took part in individual semistructured interviews as part of this small-scale qualitative research project. Findings indicate that looking through a spiritual lens could support other teachers to see beyond the challenges that children with additional needs present and enable them to see these children holistically with positive identities.

Danish school pupils’ perception of their learning outcomes from participating in computer-based adaptive tests: a pressure for just clicking something?

ABSTRACT Digital transformations within educational systems are recurrently justified by their promise to enhance learning activities and outcomes. We examine this claim in a study of pupils’ perception and experiences with computer-based adaptive tests in higher classes in Danish public primary schools. The study relies on survey and interview data and addresses whether pupils perceive their participation in computer-based adaptive tests as contributing to their learning and the degree to which the perception of teachers’ attitude to the test influences their learning. A majority perceives their learning as low or non-existing. However, the perception of a more positive teacher attitude is related to more substantial learning. Theoretically, we attribute this relationship to the effect of self-fulfilling prophecies in the classroom. Learning also differs for subgroups related to gender and ability level. The findings contribute to discussions about educational policy, management, and the digital transformation of educational systems.

FOREIGN LANGUAGE TEACHING IN A DIGITAL ENVIRONMENT: TEACHERS' ATTITUDES AND BELIEFS

Taking into account that traditional foreign language teaching is being moved to a virtual environment, the obligations of teachers are changing constantly. Their main tasks are to accept new technologies and develop their digital literacy. However, whether teachers will apply ICT in teaching practice depends on their personal and pedagogical attitudes and beliefs. When teachers’ attitudes and beliefs are positive, new technologies become one of their important teaching materials. The opposite of this, with negative attitudes and beliefs about applying ICT in teaching, teachers reject them and do not enable students to acquire new skills and knowledge in a virtual environment. In that sense, we wanted to examine the foreign language teachers’ attitudes about the use of ICT digital tools in Serbia. The results are obtained by the inferential analysis which is used to confirm or refute hypothesis about the possible conditioning of the identified factors. The results showed that positive attitudes of teachers have a positive effect on learning in a digital environment, but also that positive attitudes increase significantly with their education for the use of ICT. Finally, it was shown that teachers employed at the university have more negative attitudes about the advantages of language learning in a digital environment, in contrast to teachers employed in primary and secondary schools and in foreign language schools. In support of this, it is observed that training in this field is also necessary for teachers who work at faculties in order to increase awareness of the value of new technologies in the teaching process.

Konsep Landasan Dasar Pendidikan Karakter di Indonesia

Education involves the transfer of knowledge from the previous generation to the next generation, the basic character of students is developed based on critical thinking skills, creativity, and social skills. The discrepancy between the implementation of education in Indonesia on the aspect of character decline. The purpose of this research is to increase students' understanding in developing their potential and skills according to the needs of the school. Research methodology with a qualitative approach - literature study. The results of the study describe that the basic concept pattern of the education system in Indonesia refers to curriculum development. There was a change in the curriculum from KTSP, K13 to the independent learning curriculum. teachers and students are worried about the change that happened today. The continuity of the curriculum in educational units makes it necessary for students and teachers to transform themselves to the actual situation. The mental strength of students and teachers in adapting is now a challenge for changing learning methods with innovation and creativity as well as planting character education through positive attitudes of teachers and students.

Teaching for Fostering Creativity in Higher Education for Facing The Global Competition : A Systematic Literature Review

This study aims to analyze the facilitators and barriers that influence teaching to foster students' creativity in higher education and how the implementation made by the university encourages creativity in students. This study used the systematic literature review method with PRISMA procedure based on the following criteria: The literature was published in Taylor and Francis and ProQuest from 1997 to 2022 and written in English. Literature extraction and synthesis were carried out from 19 articles and then analyzed using content analysis. Results showed more factors, namely teacher beliefs, positive attitudes of teachers toward creativity, collaboration in learning, group discussions, providing training, lecturers teaching method to instill a growth mindset, providing assessments according to actual situations, and the use of technology that encourages lecturers to foster creativity rather than the barriers. In addition, the implementation made by universities for fostering creativity includes training programs and using various technology-based creative applications adapted to the characteristics of the major disciplines.

Mixing Learning by Doing and Learning for Understanding in Ecuadorian Classrooms

This article examines the potential benefits of combining Learning by Doing and Learning for Understanding approaches in Ecuadorian classrooms. Learning by Doing emphasizes hands-on, experiential learning while Learning for Understanding focuses on deepening students' understanding of concepts through inquiry and reflection. By combining these approaches, students can gain practical skills and a deeper understanding of the subject matter. This article draws on existing research on Learning by Doing and Learning for Understanding to explore how these approaches can be integrated into Ecuadorian classrooms. The article describes a study that investigates implementing these approaches in an Ecuadorian high school, using a combination of pre and post-tests and interviews with students and teachers. The study results suggest that combining Learning by Doing and Learning for Understanding can improve student engagement and achievement and more positive teacher attitudes toward teaching. The article concludes by discussing the implications of these findings for implementing these approaches in Ecuadorian classrooms and highlighting areas for future research. Overall, this article argues that combining Learning by Doing and Learning for Understanding can offer a powerful educational approach that can benefit both students and teachers in Ecuadorian classrooms and highlights areas for future research.

LEARNING CHALLENGES OF SPECIAL NEEDS STUDENTS AT PUBLIC UNIVERSITIES IN BANGLADESH

It is undeniably true that each and every educational institution wants to offer ‘quality education’ whereas the students with special needs (SN) are often misunderstood and left behind from education in Bangladesh, like other developing countries. Focusing on this point, this study intends to investigate the learning challenges, specifically for students with special needs at the tertiary level. The area and sample of the study were purposefully selected during the period of October 2020 to July 2021. In-depth data has been collected from eight teachers and sixteen students from four public universities in Bangladesh as part of this qualitative study. Primary data was elicited from SN students and their teachers through interviews and observation. The findings reveal that the SN students face learning challenges in university despite the positive attitudes of teachers and students. The lack of learning material, an unplanned curriculum, untrained teachers, acceptance and accessibility problems, and transportation problems are the most common challenges that create barriers to quality education for special needs students. The findings may initiate policy discussion about what and how to respond to the call for quality education under SDG 4 at the tertiary level of education. It also helps UGC and GoB establish an inclusion policy in tertiary education to keep their commitment to the UNCRPD and ensure the implementation of the Persons with Disabilities Rights and Protection Act.

‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland

ABSTRACT This paper explores the experiences and perspectives of parents from minority-ethnic backgrounds concerning their children’s education in primary and post-primary schools in Ireland. Five focus groups were conducted with 20 parents of non-White African and Asian backgrounds. Our findings demonstrate complex interactions and tensions between home and host cultures, parenting approaches and schooling experiences for both students and their families. Participating parents’ accounts illustrate their strong interest in their children’s education, their critical cultural consciousness and their desire to engage in dialogue with teachers. Positive teacher attitudes, teacher professional development, acceptance of/learning about differences and a more diverse teaching population emerged as key recommendations in parents’ discussions regarding culturally inclusive learning environments. We argue that parents from minority-ethnic backgrounds are uniquely positioned to support the development of teachers’ intercultural competencies and of inclusive education practices in schools.