Profile Of Teachers Research Articles

Stress and Academic Workload of Teachers: A Descriptive Correlational Study at Mindanao Mission Academy

This study addresses the research gap concerning the relationship between academic workload, demographic factors, and stress among teachers at Mindanao Mission Academy. The study aims to identify the demographic profile of teachers, including age, gender, years of teaching experience, position, academic units, and extracurricular loads; assess teachers' perceived stress levels; determine the correlation between academic workload and perceived stress; examine the influence of academic units and extracurricular loads on stress; and (5) evaluate differences in stress based on demographic factors. Job Demands-Resources (JD-R) Model by Bakker & Demerouti (2007) provides the theoretical framework for understanding stress in the workplace. The study used a census sample technique and a quantitative approach to administer the Professional Life Stress Scale to 60 administrators and employees. Key data show that the majority of participants are female (60.3%), between the ages of 23 and 24 (24.2%), have advisory positions (60.4%), and balance 0–5 extracurricular activities with 21–30 academic units. According to descriptive analysis, the mean stress level is 17.4, which is moderate. While there is a positive connection between stress and extracurricular loads, Pearson's correlation analysis shows no significant relationship between academic stress and workload (p = 0.867). On the other hand, stress is negatively correlated with age, indicating that younger instructors can be more stressed. Gender and years of experience did not significantly affect stress levels. The findings highlight the need for targeted support systems, such as stress management programs and workload balancing strategies, particularly for younger teachers and those with extensive extracurricular responsibilities, to cultivate a supportive and sustainable work environment.

How and Why Teachers Use Technology: Distinct Integration Practices in K-12 Education

This study investigates the integration of digital technology in K-12 education by examining the practices of Estonian primary and lower secondary school teachers. Through latent profile analysis, we identified six distinct profiles of teachers’ digital technology integration practices, each characterised by unique patterns of how and why technology is integrated. These profiles—Motivating Facilitators, Depth Facilitators, Efficiency Engineers, Engaging Innovators, Depth Divers, and Motivating Traditionalists—highlight the necessity for context-specific professional development that addresses teachers’ diverse needs and motivations. The study contributes to the growing literature on technology-enhanced learning by providing valuable insights into designing effective professional development programs and promoting the strategic use of digital technologies to enhance student learning.

Teacher shortage in Croatia – a challenge for educational policy, initial teacher education and educational institutions

ABSTRACT The aim of this paper is to analyse teacher shortage in Croatia and ways in which educational policy reacts to teacher shortage in early childhood education and primary education. This paper presents descriptive study of current national shortage situation and a content analysis of national education policy documents. The data analyses reveal a significant shortage of early childhood education and care (ECEC) teachers. In the first phase of compulsory education there is no shortage of class teachers, while in the second phase of compulsory education exists a permanent shortage of all subject teacher profiles, predominantly from the STEM area. Key educational policy documents analysis reveals the lack of a national strategy for attracting teachers to the profession. Pending a systemic solution, preschool institutions and schools are forced to solicit and employ unqualified staff for teaching positions, whilst the consequences of employing non-professional staff remain uncertain.

TPACK profile of biology teachers in the industrial revolution 4.0 era

Technological Pedagogical and Content Knowledge (TPACK) is very important in the process of developing professional teacher competencies in the era of the Industrial Revolution 4.0. The purpose of this study was to determine the profile of biology teachers TPACK on the classification of living things. This research is a descriptive study using a qualitative approach. Data collection techniques were carried out using questionnaires, CoRe&TPaP-eRs, and interviews. The sample was compiled using a saturated sampling technique with a total of ten respondents. The results indicated that biology teachers' TPACK skills must be improved. The results of the questionnaire consisting of 7 TPACK components, reaching 70.11% were categorized as good. The TK, PK, CK, and PCK components are in the excellent category, while the TCK, TPK, and TPACK components are still in the good category. The results of the CoRe & TPaP-eRs instrument covering 5 aspects show that the average of teacher’s TPACK reached 41%, in the Growing-TPACK category. The TPACK of biology teachers based on teaching experience is not so different. The results show that the length of teaching experience is not directly proportional to the growth of TPACK skills.

#FamilyisLove: understanding extreme life experiences and psychological profile of pre-service teachers in the Philippines.

Despite the focus of studies in other countries that emphasize the significant impact of household and school experiences on child development, in the Philippines, the few studies available tend to focus on the prevalence of suicide cases, bullying, and other school experiences that impact mental health. No explicit studies relate demographic information, relationships and past experiences, personality variables, and household treatment among Filipino students with regard to their own mental wellbeing. Thus, with the primary aim of describing the psychological profile of second-year pre-service teachers taking Bachelor of Technical Vocational Teacher Education for the academic year 2019-20 and to identify possible interventions and propose policy recommendations to promote mental healthcare, wellbeing, and resilience, the Basic Personality Inventory (BPI) results and focus group discussion interview texts were utilized for this investigation. The explanatory sequential mixed methods research was employed to undertake a study of student participants (n = 91) aged 18-35 years (X¯ = 19.9 years, SD = 2.00) using descriptive statistical tools for quantitative data derived from BPI results and textual/thematic analysis (visual and content) for qualitative data. The dominant personality variables reported as areas of weakness were thinking disorder, persecutory ideas, deviation, and self-depreciation. On the other hand, the identified areas of strength were cooperativeness, capacity for self-criticism, cheerfulness, and socially responsible attitudes. Finally, familial relationships/household treatment and previous experiences at home and in school contributed to the respondents' strengths and weaknesses. For this reason, various mental health-related intervention activities, policies, and programs are recommended.

‘How are rainbows made?': profiles of early childhood teachers' beliefs and their associations with responses to young children's causal questions

ABSTRACT This study investigates how early childhood teachers in China respond to children’s causal questions and explores the relationship between their belief profiles and response patterns. Grounded in Martin Buber’s dialogic philosophy and complemented by constructivist theories, latent profile analysis revealed three distinct belief profiles: leaders, followers, and polyphonists. Multilevel logistic regression showed that leaders were more inclined to provide explanations, followers tended to encourage exploration and information seeking, and polyphonists used a balanced combination of response types. These findings highlight the complex interplay between beliefs and practices in early childhood education, reflecting the cross-cultural exchange, collision, and integration of global educational ideas. The study underscores the importance of fostering critical and creative thinking in teacher education to help navigate the complexities of education.

Comparison between Average Lifetime Earnings of Government and Private School Teachers

Education equips individuals with skills, enabling them to earn higher incomes than those without such qualifications. However, earnings are influenced by age/experience, indicating a significant connection between education, age, and earnings. The age-earnings profile serves as a tool to understand the lifetime earnings distribution of individuals within specific education groups, aiding in retirement decisions. In this context, the study's objectives are to estimate the average lifetime earnings of government and private school teachers and compare the age-earnings profiles, before and after tax, among these groups. The study, conducted in Kathmandu district, Nepal, focuses on estimating average lifetime earnings and comparing before-and after-tax age-earnings profiles of government and private school teachers. The post-positivism philosophy was adopted, using a cross-sectional survey design with 100 school teachers as the study unit. Results reveal differences in earning patterns between private and government school teachers, indicating that higher education correlates with higher earnings in both settings. Notably, private school teachers earn less than their government counterparts, suggesting disparities in salary facilities between Kathmandu's two types of schools.

Algebraic thinking profile of pre-service teachers in solving mathematical problems in relation to their self-efficacy

Algebraic thinking is a person’s ability to understand, analyze, and solve problems using algebraic concepts to simplify statements and find solutions. Currently, many prospective teachers still lack proficiency in applying algebraic thinking skills. Self-efficacy is one of the factors that influences algebraic thinking ability. This study aims to reveal the relationship between self-efficacy and algebraic thinking skills in pre-service mathematics teachers. In the context of solving math problems, especially algebraic ones, algebraic thinking skills are crucial. Using a qualitative method with a descriptive approach, the study employed interview guidelines, questionnaires, and tests as instruments. The results show a clear correlation between the level of self-efficacy and algebraic thinking ability. Pre-service teachers with high self-efficacy can effectively evaluate information, use symbols to represent variables, and solve algebraic equations well. They are also able to determine the values of unknown variables. On the other hand, participants with moderate self-efficacy can interpret and communicate information but are less systematic in selecting problem-solving steps that involve abstraction. Participants with low self-efficacy struggle to interpret information and cannot explain the relationship between the information in the problem and the question asked, leading to incorrect solutions. The conclusion of this study is that the higher the level of self-efficacy, the better one’s algebraic thinking ability. This indicates the importance of enhancing students’ self-efficacy to support more effective algebra learning.

Pre-service English teachers’ learning traits

The present study aimed to characterize a comprehensive learning profile of pre-service teachers at an English teacher education programme of a public university in Southeast Mexico. The learning attributes comprise their English entry level, learning strategies and styles, learning approaches, and learning preferences. The research design was non-experimental, descriptive transectional, with a single data collection procedure during the August 2023 term. Four learning scales and two placement tests were used to identify the predominant learning traits of the cohort studied. The results show a preference to use cognitive learning strategies more than any other type. In terms of learning styles, the findings show that most participants are primarily aural, but some students are bi- and even tri-oriented. In terms of their learning preferences, most students identified as analytical. Regarding learning approaches, most students typically employ a deep approach, which could be quite inadequate because they depend more on surface strategies.

Social Support and Expectancy as Predictors of Licensure Examination Success Among Professional Teachers

This study aimed to determine the Licensure Examination for Teachers (LET) profile, the Level of Social Support and Expectancy and their relationships and identify the dimensions that predict LET Success Rating. This quantitative study utilized descriptive-correlational design among LET Passers and Licensed Professional Teachers produced by the University of Mindanao from 2019–2023. 303 LPTs composed of 109 Elementary and 194 Secondary teachers selected via convenience and snowball sampling responded to the virtual survey. The collected data were analyzed using mean, standard deviation, spearman correlations, and multiple regressions. Results revealed that 87% of the LPTs were top-performing and had high social support and expectancy levels during their LET preparation. The correlation between social support and the LET Success Rating is positive but very weak. Likewise, the correlation between expectancy and LET Success Rating is positive but very weak. Moreover, social support predicts the LET Success Rating by 1.9%; expectancy predicts it by 0.4%. Furthermore, support from Friends and/or classmates has moderate and positive correlations and has a strong positive predictive power with LET Success Rating.

Pre-school and primary teachers in the process of detecting child maltreatment in Andalusia (Spain) / El profesorado de Infantil y Primaria en el proceso de detección del maltrato infantil en Andalucía (España)

This study analyses teachers’ knowledge about child maltreatment in the family and explores their professional background in dealing with this problem. 227 pre-school and primary teachers from Andalusia (Spain) participated in the study. The majority of the teachers had never reported a case of child maltreatment during their professional background. These situations were experienced by the teachers with high levels of emotional impact, and both they and their schools showed high levels of involvement in cases identified. Three teacher profiles were identified, the group of trained teachers being the most capable of identifying more complex signs of child maltreatment, followed by those with more years of seniority. The process of detection and reporting of child maltreatment in the school setting is complex, and a wide range of elements need to be analysed conjointly.

Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study

Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices.

Development of a digital profile of a university teacher

Currently, digitalization is a cross-cutting business process in the higher education system. Digital transformation has affected both the functioning of the higher education system in general and the activities of each university and participants in the educational process in particular.An important problem is the adaptation of teachers to a dynamically changing digital environment, taking into account the requirements for the level of digital competencies resulting from the specifics of the digital environment, and the already existing level of digital literacy of the teacher. In a modern university, a teacher is a multifunctional subject who performs educational, methodological, research, and administrative tasks, the solution of which is often associated with working in the digital environment of an educational organization.The article presents a model of the digital environment of a university with an emphasis on human resources and digital services is presented, which allows the development of a policy for managing changes and transformation processes in universities. The thesis that the digital environment determines the level of requirements for the digital competencies of teachers is substantiated.The authors propose an evaluation method for the teacher’s digital literacy, which makes it possible to develop the teacher’s digital profile considering the educational, methodological, administrative, and research activities.

Sistema de Recomendación de Cursos en Línea basado en el Perfil de Competencias TIC del Docente

Digital transformation in education has created the need to train teachers and improve their digital competencies. However, training processes are often ineffective due to the lack of personalization in the proposals and the variety in teacher profiles. Given this, this article addresses the development of a web tool designed to diagnose teachers’ digital competencies and provide personalized recommendations for MOOCs to support the development of their skills. To achieve this, a system that uses Natural Language Processing (NLP) techniques and a content-based recommendation model is proposed. Course data is obtained through web scraping and processed with NLP techniques, using an advanced language model (BERT) to generate vector representations of the courses and competencies. The web system allows teachers to self-assess their competencies, visualize the results, and receive personalized recommendations for MOOCs. The implementation of this system has proven effective in identifying teachers’ areas for improvement and suggesting relevant courses for their professional development. The results suggest that the use of this system can be an effective solution for training teachers in digital competencies.

Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality

ABSTRACT This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-level, moderate-level, and lower-level beliefs. Professional titles and years of experience were significantly associated with profile membership. Teachers with higher-level beliefs demonstrated superior perceived practices and process quality. They also reported higher scores for both DAP and developmentally inappropriate practice (DIP). This paradoxical finding suggests that certain practices traditionally viewed as developmentally inappropriate within Western educational contexts may be adapted or hold particular relevance in Chinese educational settings.

Profiles of teachers' emotional labour during COVID-19 and the consequences on mental health: A comparison between online and offline teaching.

Despite increasing attention on emotional labor in teacher well-being research, person-centered studies are relatively scarce, particularly concerning the emotional labor of online teaching during COVID-19 and its effects on teachers' non-work-related mental health. This study aims to address these gaps by examining emotional labor profiles and their consequences on job satisfaction, depression, and anxiety among Chinese teachers involved in either online or offline teaching during October-December 2022. Two samples of teachers were analyzed altogether: one engaged in online teaching (N=605) and the other in offline teaching (N=394). Latent profile analysis was used to identify emotional labor profiles based on three strategies: surface acting, deep acting, and expression of naturally felt emotions. A total of four subgroups of emotional workers were identified: natural expressors, actors, flexible regulators, and authentic regulators. Significant differences were found between online and offline teaching, with a higher proportion of actors and fewer flexible regulators in the online condition, suggesting that the screen acts as a barrier to authentic emotional display. Among the four classes, actors scored lowest on job satisfaction and highest on depression and anxiety, whereas authentic regulators were the most adaptive, especially in online settings. The findings highlight the impact of online teaching on teachers' emotional labor profiles and mental health, with practical implications for optimizing online teaching environments and supporting teacher well-being.

Incidence of Obesity in Diabetes Mellitus Rates, Profile of Teachers and Employees at SMA X Surabaya

Background: Reduced metabolic function can cause the human body to experience a lack of energy, resulting in the possibility of diseases including diabetes mellitus, hypertension, atherosclerosis, and even coronary heart disease. Objective: This study aims to analyze the incidence of obesity through Body Mass Index on the incidence of diabetes mellitus and Lipid Profile at SMA X Surabaya. Methods: The research design used was cross-sectional. Sampling was carried out using non-probability sampling with a random sampling technique. Data collection was carried out at SMA X Surabaya by 64 teachers and employees of SMA X Surabaya. Respondents were gathered to receive health education, then went through the registration stages, and vital signs, and then 5 mL of venous blood was taken to measure blood sugar levels and lipid profiles, namely total cholesterol and triglyceride levels. This research uses the Chi-Square test statistical test. Result: There is a significant relationship based on the chi square test between body mass index and cholesterol levels and triglyceride levels. because the p-value < 0.05 is 0.041 and 0.050 respectively, but there is no significant relationship between body mass index and glucose levels with a p-value of 0.181. Conclusion: There is a relationship between the incidence of obesity through Body Mass Index and the incidence of Lipid Profile but there is no relationship with the incidence of diabetes mellitus at SMA X Surabaya

Integrating Artificial Intelligence (AI) in Language Teaching: Effectiveness, Challenges, and Strategies

Integrating artificial intelligence (AI) technologies into various domains of education has emerged as a promising avenue for enhancing teaching and learning experiences. Language teaching, in particular, benefits significantly from AI’s capabilities, offering unprecedented opportunities to support educators in delivering more effective and personalized instruction to diverse student populations. The research employed a mixed-method approach using a quant-qual research design. to investigate AI’s integration into language teaching. Results from n=100 language teachers indicate that educators perceive AI to be effective across multiple aspects. Different AI systems have varying levels of perceived effectiveness but are nevertheless welcomed positively. From the profile of teachers using AI, to the kinds of AI used and functions, there are varying distinctions as well as the acceptance of AI integration in language instruction. The fact that AI is being widely used to improve language instruction through interactive simulations, adaptive learning, and individualized feedback is evidence of this. Despite challenges such as technological constraints and pedagogical alignment, educators have reported successes in improving student engagement, proficiency, and autonomy through the strategic use of AI. These insights underscore the importance of continued exploration and implementation of innovative strategies to harness the full potential of AI in language education.

TEACHER’S INNOVATION IN TEACHING LINGUISTIC KNOWLEDGE: EXPLORING STUDENTS’ REFLECTIONS IN LEARNING EFL WITH TECHNOLOGY

The foundation of competence for English teachers in the EFL context, as well as for any language teacher, lies in linguistic knowledge (Chang & Kanno, 2010; Kemaloglu-Er, 2017; Marfui, 2016; Medgyes, 1992). However, due to English being a foreign language in Indonesia, teachers who work with EFL learners require innovative strategies to achieve teaching goals and fulfill the profile of future EFL teachers (Chun et al., 2016; Hoopingarner, 2009; Kern, 2006; Kessler, 2018; Köksal, 2004; Salaberry, 2001). This study aims to explore EFL students' reflections on their experience of learning Linguistics with technology and its impact on their linguistic knowledge, which is valuable for their future. A total of 156 prospective teacher students participated in the study. They provided reflections on the learning process for Phonetics and Phonology courses at the end of the semester, using the Three What’s reflection writing concept guide: What, So What, Now What (Borton, 1969; Rolfe, 2014). Based on the reflection results, linguistic competence is acquired through a systematic learning process, both offline and online, which incorporates various technology-based learning resources (such as Google Classroom, Quizizz, YouTube, Padlet, etc.), with relevant linguistic content. The use of technology as a teaching strategy to aid student comprehension represents an innovation in language learning, as students become more creative in discussing and creating projects related to the course. Furthermore, they continue to utilize the technology they have experienced in other learning activities. By incorporating technology into the process of understanding essential linguistic concepts, teachers can model the target language being taught, demonstrating that teacher innovation is an integral part of professionalism and contributes to the improvement of learning continuity. In line with this notion of sustainability, it is recommended that further research be conducted to investigate the effectiveness of using technology in assisting and motivating students in assessment as learning, assessment for learning, and assessment of learning.

Norms and Profiles of Stem Teachers' Productive Learning Practices

Norms and Profiles of Stem Teachers' Productive Learning Practices