Teacher Satisfaction Research Articles

Feasibility and impact of three-dimensional (3D) printing technology in simulated teaching of congenital malformations

AimsThis study aimed to investigate the feasibility and effectiveness of utilizing three-dimensional (3D) printing technology in the simulation teaching of congenital malformations.MethodsWe conducted a comparative analysis between an experimental group that received traditional teaching supplemented with 3D printing model demonstrations and hands-on model operation, and a control group that received traditional teaching methods. Various parameters, including classroom interest, classroom interaction, learning enthusiasm, disease awareness, teaching satisfaction, and independent operation confidence, were assessed, along with theoretical and practical tests.ResultsThe results showed no significant difference in theoretical test scores between the two groups (91.92 ± 15.04 vs. 89.44 ± 14.89), but the practical test revealed a significantly higher number of qualified trainees in the experimental group compared to the control group (23 vs. 8). In terms of classroom engagement, both groups exhibited similar levels of interest (8.08 ± 1.52 vs. 8.74 ± 0.984), classroom interaction (7.88 ± 1.97 vs. 8.7 ± 1.33), learning enthusiasm (8.81 ± 1.021 vs. 8.52 ± 1.189), and disease awareness (8.58 ± 0.99 vs. 8.58 ± 0.99). However, the experimental group demonstrated significantly higher teaching satisfaction (8.81 ± 1.06 vs. 9.19 ± 0.96) and greater operation confidence (7.67 ± 2.56 vs. 5.5 ± 2.79) than the control group.Conclusion3D printing technology can be effectively utilized to create surgical teaching models, enhancing the confidence of standardized training doctors and improving teaching outcomes.

Moderator role of Type D personality traits between depressive symptoms and job satisfaction among teachers.

Type D personality is characterized by negative affect (NA) and social suppression (SI). It has been indicated Type D personality is associated with depression, anxiety, and burnout. Depressive complaints and social inhibition negatively affect job satisfaction. The aim of this study is to investigate the moderating role of Type D personality structure between the severity of depressive complaints and job satisfaction in teachers. 939 teachers, who constitute the sample of the study, completed the sociodemographic form, Type D personality scale (DS-14), Beck Depression Inventory (BDI) and Minnesota Satisfaction Scale Short Form with an online survey. While a negative relationship was found between teachers' NA scores and their intrinsic and extrinsic job satisfaction (r = -0.28 and r = -0.19, respectively), a negative relationship was detected between SI scores and intrinsic and extrinsic job satisfaction (r = -0.22 and r = -0.21, respectively). NA and SI had partial moderating roles in the relationship between BDI score and intrinsic job satisfaction. SI played a partial moderating role in the relationship between BDI and extrinsic job satisfaction. It can be said Type D personality traits has a moderating role between the severity of teachers' depressive complaints and job satisfaction.

Mediating roles of meaning in life and psychological flexibility in the relationships between occupational stress and job satisfaction, job performance, and psychological distress in teachers.

Employees may experience stress in the workplace for various reasons. Psychological strengths may help them to cope with emerging challenges and foster mental health and work productivity. This study examined the mediating roles of meaning in life and psychological flexibility in the relationships between perceived occupational stress and job satisfaction, job performance and psychological distress. This cross-section study included 554 teachers (56.0% males; Mage = 36.99 ± 7.88 years) at all school levels in Türkiye. The research data was collected through a convenience sampling method using an online survey. Participants completed self-report measures of meaning in life, psychological flexibility, perceived occupational stress, job satisfaction, job performance, and psychological distress. Pearson product-moment correlation and parallel mediation model using PROCESS macro (Model 4) were utilized to analyze the data. The results showed that perceived occupational stress had a significant effect on meaning in life, psychological flexibility, job satisfaction, job performance, and psychological distress. Also, meaning in life and psychological flexibility had significant effects on job satisfaction, job performance, and psychological distress. Furthermore, meaning in life and psychological flexibility partially mediated the relationships between occupational stress and job satisfaction, job performance, and psychological distress. These findings highlight the significance of considering meaning in life and psychological flexibility as crucial factors in mitigating the impact of occupational stress on employee mental health and work productivity. By focusing on enhancing employees' sense of meaning and their ability to adapt flexibly to workplace challenges, organizations can potentially create a better environment that fosters positive outcomes for both employees and the organization. However, the impact of occupational stress on job performance, job satisfaction and psychological distress may change over time. To address this concern, future research should test the model through a longitudinal study design.

Exploring the influence of the learning Metaverse on student satisfaction: an integrated framework of dual-congruity theory and interactive learning environment features

ABSTRACT Employing Metaverse platforms for teaching is an emerging form of computer-assisted education, and such courses often require students to first learn how to operate relevant platforms. Learning to use the platform is a course itself. In this context, this study develops a predictive model to explore students’ satisfaction with learning to operate the Metaverse platforms. We used the dual-congruity theory as the basis for the study, focusing on the features of Metaverse interactive learning environment as the causative factors. A total of 486 respondents who have learned the Metaverse were collected, and partial least squares method was adopted to evaluate the model and test the hypothesis. The study findings reveal that visual appeal, escapism, and perceived Metaverse quality are predictors of self-congruity and perceived diagnosticity, which positively influence students’ learning satisfaction. The study provides recommendations for both education establishments and professionals who develop Metaverse platforms. This study contributes to the academic development of Metaverse education and serves as a guide for better learning effectiveness and satisfaction in information education.

The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial

BackgroundEffective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education.MethodsThe study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching.ResultsBoth groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness.ConclusionsSimulation of sectional human anatomy using ultrasound may improve students’ understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students’ learning outcomes and its integration into the medical curriculum.Trial registrationhttp://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

Research on the Effectiveness of Medical Virtual Simulation Teaching Based on the Factor Analysis Method

Medical education is undergoing a transformation, and virtual simulation (VS) laboratory techniques are increasingly being used to train medical students. In this paper, a questionnaire survey was conducted with 191 medical schoolteachers who have used VS to teach, to investigate the effectiveness of the current implementation of VS in higher education. Factor analysis of the research data was carried out, and two common factors were obtained, namely, “organizational and technological readiness” and “teaching effectiveness and content quality” reflecting the two important factors influencing the effectiveness of VS teaching. It analyses the reasons for the low satisfaction of VS teaching in medical colleges (mean score 3.417) and proposes corresponding countermeasures.

Korean Food Cooking Education Institute Effects of Educational Service Quality on Education Satisfaction

Korean Food Cooking Education Institute Effects of Educational Service Quality on Education Satisfaction

Critical Analysis of Job Satisfaction among Special Education Consultants, Trainers and Teachers: Evidence from Province of Sindh

A study sought to evaluate the characteristics that influence work satisfaction among special education teachers, consultant and trainers. The survey included 323 full-time teachers and 207 professionals employed in special education institutions in Karachi, Sindh. Working in special schools, connections with colleagues, job stability, pupil-professional ratio, accomplishment, principal support, and working-class reputation were all factors that influenced job satisfaction. Special allowances, physical amenities, resource acquisition, pay, and prospects for advancement were all factors that contributed to work unhappiness. Competitive compensation, equal advancement chances, positive connections with coworkers, supportive supervisors, and participation in decision-making are all strategies for increasing workplace satisfaction. This investigation utilized a descriptive survey plan, a cost-effective method for collecting large amounts of data from a large population. The research data was analyzed using descriptive statistics like percentages, means, and frequency distribution tables to present the findings. The study reveals a correlation between workload, work environment, organizational support, and job satisfaction in professionals and teachers working with special needs students. Organizational support significantly predicts job satisfaction. However, research on Pakistan's impact is limited. Recommendations included improving working conditions, recognizing and promoting employees appropriately, and offering suitable teaching and learning materials from diverse stakeholders. Key words:, , , , ,

Teaching Research and Effect Observation on the Integration of Clinical Medicine Integrated Course and Ideological and Political Elements from the Perspective of “Sanquan Education”

Purpose: To analyze the application path of the integration of clinical medicine integrated courses with the elements of ideology and politics under the theory of “Sanquan Education,” and to provide references for the promotion of educational reform in medical schools. Methods: 60 clinical medicine undergraduates at Jiamusi University in 2018 and 2019 were randomly selected as research subjects. On the basis of the analysis of students’ characteristics and pre-study content, the students were divided into the integration group and the traditional group, each with 30 students. Students in the integration group carried out clinical medicine integrated class with the integration of ideological and political elements. Students in the traditional group carried out the traditional clinical medicine integrated class. Classroom evaluation scales, anonymous questionnaires, and interviews were used to conduct research, collect data, and compare and observe the application effects. Results: After carrying out different modes of clinical medicine integrated courses, the undergraduates of the Excellent Physician Class in the integration group were higher than those in the traditional group in terms of teaching satisfaction, comprehensive quality, basic knowledge test, and case analysis scores through questionnaire analysis (P < 0.05). In the evaluation of the effect of ideological education, the undergraduates of the Excellent Physician Class of the integration group were higher than the traditional group in terms of the acceptance of doctor-patient communication, the correct rate of mastering the history of the discipline, and the correct rate of mastering the frontiers and policies (P < 0.05). Conclusion: Through the integration of clinical medicine integrated course and ideological and political elements, we can help students establish correct values while teaching them professional knowledge, improve the implementation of moral education in medical schools, cultivate excellent medical workers with high morality and firm beliefs for the society, and realize the fundamental educational task of establishing morality and educating people in medical schools in the context of “Sanquan Education.”

Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial.

To explore the effect of applying the online to offline teaching mode in the training of non-anesthesiology residents in department of anesthesiology. The randomized controlled trial was performed on non-anesthesiology residents from Affiliated Jiangning Hospital of Nanjing Medical University. All selected residents were randomly divided into the traditional teaching group (Group T) and the online to offline teaching group (Group O) by the random number table method. Traditional teaching mode was used in Group T, while the online to offline teaching mode was used in Group O. The training period lasted for two months. At the end of the training, theoretical and clinical skills were assessed for all residents, and students' satisfaction scores on teaching were investigated from the aspects of teaching mode, stimulating learning interest, improving learning process and teaching satisfaction. The teaching efficiency was compared and analyzed in the two groups. In total, 39 cases in Group O and 38 cases in Group T were included in the statistical analysis. Compared with Group T, theory test scores, clinical skills test scores, and overall scores improved significantly in Group O (82.2 ± 8.1 vs. 91.3 ± 7.6; 85.1 ± 4.7 vs. 93.3 ± 5.4 and 83.4 ± 6.4 vs. 92.1 ± 6.7, respectively, p < 0.01). Compared with Group T, scores on teaching mode, stimulating learning interest, improving learning process and teaching satisfaction were higher in Group O (81.1 ± 6.9 vs. 93.7 ± 5.2; 83.6 ± 5.8 vs. 91.6 ± 6.4; 82.4 ± 5.3 vs. 90.9 ± 4.8 and 82.1 ± 5.9 vs. 92.1 ± 5.5, respectively, p < 0.01). The online to offline teaching mode can improve the level of professional theory and clinical skill operation, and teaching satisfaction of the non-anesthesiology residents in department of anesthesiology, thus improving the teaching effectiveness.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P &lt; 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

Effectiveness of Problem-Based Learning and Case-Based Learning Teaching Methodology in Vascular Surgery Internship

Objective: To investigate the practical effect of problem-based learning (PBL) combined with case-based learning (CBL) teaching method used in the teaching of vascular surgery internship. Methods: 60 clinical medical graduates who interned in vascular surgery in our hospital from June 2022 to June 2023 were divided into the control group and the observation group of 30 each by applying the random number division method. The control group adopted the traditional lecture mode, and the observation group adopted the comprehensive teaching mode of PBL + CBL teaching method. The indicators of students’ job competence and teaching satisfaction scores in the two groups were compared. Results: The scores of students’ job competence in basic theoretical knowledge of vascular surgery, basic operation, clinical analysis, medical records writing, etc. in the observation group were higher than those in the control group, and the scores of satisfaction with teaching method were higher than those in the control group, with statistically significant differences (P &lt; 0.01). Conclusion: PBL + CBL teaching method used in vascular surgery internship teaching is effective and can significantly improve the students’ basic theoretical knowledge and clinical practice skills, with a high satisfaction rating, thus it is worthwhile to promote the application in the field of clinical teaching.

The effectiveness of a 3D interactive learning environment as a mechanism for sharing and retaining knowledge

The purpose of this study was to develop recommendations for the use of 3D interactive technologies in the educational process to improve the learning of students. The experiment involved 200 students of the same age in two different groups who interacted with immersive or conventional technologies. The task was divided into four stages. In modern world, immersive technologies are constantly evolving, allowing for effective learning and thus the creation of a 3D learning environment. This study covered the significance of 3D interactive environments in the learning process, which affect the long-term retention of knowledge by students. The study analysed the perception and satisfaction of education through interactivity. The potential benefits of introducing 3D interactive learning environments into the educational process were identified. It was proved that interactive 3D learning environments can be an effective way of transmitting and storing information for such reasons as engaging students, visualising material, adapting to individual needs, preserving the information provided, and evaluating the result. The obtained findings helped to determine the effectiveness of understanding, sharing, and retaining knowledge in 3D interactive learning environment. It was established that the use of 3D learning environments helps to increase the interest and activity of students in the learning process. New opportunities are opening for visualising complex concepts and effective learning in a variety of fields. A significant aspect is that the potential of 3D learning environments as an innovative means of transferring and preserving knowledge is significant, and the impact on students is positive. The practical significance of the work is to determine the effectiveness of using interactive 3D technologies in the educational process, which contribute to increasing students’ interest, activity and long-term retention of knowledge

The mediating role of flow in the relationship between simulation design and simulation educational satisfaction in korean nursing students: a cross-sectional study

BackgroundIn Korea, there has been recent interest in nursing simulation education. In nursing, simulation education has many advantages, such as improving nursing students’ problem-solving and judgment skills. Simulation education satisfaction is an indicator for evaluating educational performance from the learners’ perspective and an important criterion for the development and progress of nursing education. Therefore, based on NLN/Jeffries simulation theory, this study aims to identify the relationship between simulation design and educational satisfaction and to confirm the mediating effect of flow.MethodsThis cross-sectional study was conducted using 143 fourth-year nursing students who had participated in classes using simulations at three universities in Seoul, Daegu, and Jeonbuk. Data were collected from April 24 to May 3, 2023. Demographic data, simulation design scale (SDS), flow in simulation, and the educational satisfaction scale in simulation were collected via an online questionnaire. The collected data were analyzed through t-test, ANOVA, Scheffé test, and Pearson’s correlation coefficient using SPSS 25.0. The mediating effect of flow was analyzed through the three-stage mediation effect procedure using hierarchical regression analysis and the Sobel test.ResultsThe simulation educational satisfaction had a statistically significant positive correlation with simulation design (r = .65, p < .001) and flow (r = .47, p < .001), and simulation design was positively correlated with the flow (r = .55, p < .001). The simulation design had a statistically significant effect on flow, which was the mediating variable (β = 0.55, p < .001). Additionally, simulation design had a statistically significant effect on simulation educational satisfaction (β = 0.56, p < .001). The significance of the mediating effect of flow on the relationship between simulation design and simulation educational satisfaction was investigated using the Sobel test, and the mediating effect of flow was found to be statistically significant (Z = 5.36, p < .001).ConclusionThe significance of the current study lies in its confirmation of the link between simulation design and simulation educational satisfaction, as well as the mediating function of flow. Nursing students can achieve simulation educational satisfaction through simulation-based education if simulation educators follow best practices that improve flow through well-organized simulation design.

Teacher Empathy in an engineering classroom: Exploring the growth in perception of Teacher Empathy through the journey of three engineering faculty members

AbstractBackgroundIn higher education, Teacher Empathy is a term that refers to the empathetic skills of teachers. Researchers in other disciplines have shown that Teacher Empathy reduces teacher burnout and improves teacher satisfaction and student performance. There is little research on Teacher Empathy within engineering education.PurposeIn our current study, we explored the potential changes in perception of Teacher Empathy among three engineering faculty members as they utilized empathetic actions while teaching second‐year engineering courses. Understanding the experiences of faculty members will help us to implement and further explore Teacher Empathy in engineering education.MethodTeacher Action Research methodology helped us provide agency to our three participants and research with them instead of on them. We used a combination of values coding and simultaneous coding for data analysis.FindingsImproved confidence in their empathetic skills was observed for two participants as they showed positive evolution of their perception about Teacher Empathy. The other participant increased the number of empathetic approaches he used in his classroom.ConclusionReduced teacher burnout, improved teacher satisfaction, and better student performance were some of the major benefits of Teacher Empathy that emerged. The difference in the evolution of each participant's perception about Teacher Empathy indicated that the personality of a faculty member has an influence on implementation and success of Teacher Empathy.

Medical students’ knowledge on palliative care – a survey of teaching in Finland

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

Teachers' Satisfaction with Salary in Accredited and Non- Accredited Community Campuses of Pokhara Metropolis

Higher education plays a significant role in achieving sustainable development goals. In Nepal’s case, sustainability of higher education roots to the academic as well as institutional quality, which demands for the satisfaction of manpower working in the concerned institutions. This study has been conducted in Pokhara Metropolis and attempts to identify the satisfaction status of teachers in accredited and non-accredited campuses with the following objectives: 1) to identify the variation in salary status of teachers among accredited and non-accredited community campuses and 2) to examine the satisfaction level of teachers over the current salary packages. The present study adopted quantitative research design, administrating online based survey questionnaire for data collection and testing mean values to compare and contrast the satisfaction. This study has found that teachers of study area are not satisfied with the salary offered by the campuses. Furthermore, teachers of accredited campuses are more dissatisfied as compared to the teachers of non-accredited campuses. It also identifies that there is a variance in salary packages between two types of campuses. Finally, it is concluded that both campuses are required to explore and apply appropriate policies to increase the salary satisfaction of teachers.

Teaching Burnout in Student-Teachers and Professional Teachers: Teaching Burnout Across Teacher Groups, Genders and the Link of Teaching Burnout to Teaching Satisfaction

Although teaching burnout is considered a risk factor for teaching satisfaction, there remains a lack of comprehensive understanding regarding its impact on both student-teachers and professional teachers. The Maslach Burnout Inventory stands out as a widely recognized tool for measuring burnout, yet little is known about its measurement invariance across teacher groups and teachers’ genders. The current study therefore established measurement invariance across teacher groups and genders to reveal possible differences in the experience of teaching burnout across teacher groups and genders. Moreover, the current study investigate whether teaching burnout is a risk factor for teaching satisfaction in the teacher groups. 649 participants took part in the study (12.8% males, Mage = 34.6 (SD = 11.1). Results indicated that the MBI was invariant across teacher groups and genders. Student-teacher groups experienced less exhaustion and less professional efficacy. No gender difference in the experience of different aspects of burnout was found. Finally, exhaustion and cynicism significantly and uniquely negatively predicted teaching satisfaction, whereas professional efficacy significantly and uniquely positively teaching satisfaction. Student-teachers should be equipped with appropriate knowledge and skills to handle burnout in their future teaching career during their teacher training program.

Job Satisfaction of School Teachers in Kazakhstan: A Comparative Analysis of Survey Results by Demographic Factors

Even though teaching is one of the most in-demand professions today, numerous teachers are leaving their profession. One of the main reasons is the low level of teachers’ job satisfaction (Ingersoll, 2001) which is a significant factor for resilience, also for better performance and fulfilment. However, there are few research works about teacher job satisfaction in Kazakhstan. Therefore this study addresses the issue through a comparative analysis of the teacher job satisfaction survey results according to their gender, age, teaching experience, teaching location, and type of school where they teach. TJSQ (Lester, 1987) was used to collect data about the job satisfaction of teachers in Kazakhstan. The questionnaire consists of 66 questions that describe 9 scales or factors of teacher job satisfaction. Participants were from all cities and regions of Kazakhstan. 385 respondents took part in the survey by snowball sampling method. Results showed that the overall job satisfaction level was the same for all sample groups. However, significant differences between the groups were determined by factors such as Working conditions, Advancement, Security, and Responsibility.