School Teachers In China Research Articles

The Effects of Principal Support on Teachers’ Professional Skills: The Mediating Role of School-Wide Inclusive Practices and Teacher Agency

ABSTRACT The present study focuses on the relationships between principal support, school-wide inclusive practices, teacher agency, and teachers’ professional skills in the Chinese context of inclusive education – Learning in Regular Classroom. Data were collected from 1,676 primary and junior high school teachers in China. Results of structural equation modelling demonstrated that principal support had a significant effect on teachers’ professional skills; the chain mediating role of school-wide inclusive practices and teacher agency on the relationship between principal support and teachers’ professional skills was also significant. These results suggest the direct and indirect roles of school principal in promoting inclusive education teachers’ professional skills. The results also highlight the significant effects of school environment on inclusive education teachers’ professional development. We consider implications for practice at the end of the paper.

Ncentive Effects Analysis on Primary and Secondary Teacher Incentive Policies in China

In recent years, many policies issued by central and local governments for primary and secondary school teachers in China are closely related to the incentive problems in their work. Based on the policy texts and empirical studies about teachers’ incentives, this paper discusses the incentive effects of teacher incentive policies. The outlines of this study are as follows: 1.Teacher incentive policies; 2. The incentive methods of teacher incentive policies; 3. Incentive effects of teacher incentive policies; 4. Teachers’ workloads and the effects of teacher incentive policies; and 5. Suggestions on teacher incentive policies.

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout.

Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

Exploration and Practice of the Training Model of Psychological Education Ability for Primary and Secondary School Teachers

The 21st century is the era of knowledge economy, based on the improvement of the comprehensive quality of the nation and the development of the overall quality of people, and the competition of comprehensive national power is gradually transformed into the competition of science and technology and talents. Psychological education is the key to cultivating good psychological quality of primary and secondary school students. The lack of psychological education talents in primary and secondary schools in China and the weak ability of teachers in psychological education have become the "bottleneck" that restricts the implementation of psychological education in primary and secondary schools and improves the psychological quality of students. The study focuses on the current situation that primary and secondary school teachers in China are weak in psychological education awareness and lack of psychological education ability, and integrates the literature research method, interview and research method and action research method to conduct structural and dynamic analysis of primary and secondary school teachers' psychological education ability cultivation model, construct a teacher psychological education ability cultivation model, master the basic techniques and methods of psychological education in subject teaching and various educational activities, and lay the foundation for the comprehensive implementation of quality education.

Construction of Professional Training System for "All-Round &amp; Application-Based" Primary Education Major in Private University

"All-Round & Application-Based" primary school teachers have extensive professional knowledge and comprehensive technical capabilities, which are beneficial to balance the current allocation of primary school teachers in China and alleviate the uneven distribution of primary school teachers. In the background of a serious shortage of "All-Round & Application-Based" primary school teachers, private universities must give full play to their advantages and shoulder the mission entrusted by history. Based on the quality structure of the "All-Round & Application-Based" primary school teachers, aiming at the problems existing in the training of primary education professionals in private universities, construct personnel training system consisting of a curriculum teaching system and a practical teaching system. Among them, the curriculum teaching system includes courses in the general field, courses in the education field, courses in the subject field and courses in the extended field; the practical teaching system includes the teaching goal system, teaching content system, teaching guarantee system and teaching evaluation system.

Why is There a Long-Term Shortage of Music, Sports and Art Teachers? An Analysis of the Professional Role Development of Rural Primary School Teachers in China

The continuous shortage of music, PE and art teachers in rural primary schools in China has become an important issue affecting the balanced development of rural basic education. To investigate the shortage of teachers of music, PE and art in rural primary schools, this study mainly adopts qualitative research method to enter the field research site and to cohabit with rural primary school teachers. After a one-year field study, a large number of first-hand materials were collected, and the interview results were processed and analyzed using Nvivol12 software. The findings show that the root cause of the shortage of music, PE and art teachers in rural primary schools is not the insufficient supply of educational human resources but the social spillover problem caused by the needs of professional role adjustment and professional role transformation in rural primary schools.

WAYS OF FORMING PRIMARY SCHOOL TEACHERS-TO-BE PROFESSIONAL COMPETENCE IN MODERN PR CHINA

Modern reality and the demands of society put forward new requirements not only for the content of the future primary school teachers professional training (timely updates, variety of information, etc.), but also for the forms of the educational process organization. The variety and number of forms and methods that were used in the educational process during the training process of a future primary school teacher will definitely have a positive effect on the tools that the teacher himself/ herself will use in the practice activity. This article makes an attempt to present the forms of the primary school teachers-to-be educational processorganisation during the professional training course in educational institutions in PR China. Forms that are actively used and have a long historical and pedagogical tradition (mainly collective ones) as well as the ones that have not yet become widespread and are only being tested by the Chinese pedagogical practice are analyzed. The study is made as a part of «A Comparative Study on Professional Development of Primary School Teachers in China and South Korea» research program (registration number ZKNUC2017038)

How is regulative discourse recontextualized into instructional discourse in Basil Bernstein’s code theory? A study of the interplay between recognition and realization rules based on primary school teachers’ perceptions

Drawing on the code theory of Basil Bernstein, this study set out to explore how the interplay between recognition rules and realization rules associated with framing is constituted, and why, through the issue of teacher-pupil interactions. A large-scale questionnaire survey was conducted of 4,552 primary school teachers in China, with a response rate of 70.65 % (n = 3,216). The findings show that recognition rules (teachers’ attitudes) stimulate passive realization rules (teachers’ ideas), and passive realization rules evoke active realization rules (teachers’ actions). As teachers are committed to achieving efficiency, they favor an elaborated coding orientation typical of excellent students because this contributes significantly to ease of teacher-pupil interactions. This intention creates strong hierarchical rules in regulative discourse by which teachers are able to recontextualize regulative discourse into instructional discourse. These correlations establish a legitimate platform for securing the privileged status of middle-class students in teacher-pupil interactions.

国内中小学教师信息素养的文献计量学分析——基于CiteSpace知识图谱软件的量化研究

国内中小学教师信息素养的文献计量学分析——基于CiteSpace知识图谱软件的量化研究

The Psychometric Properties of the Chinese Version of the Beck Depression Inventory-II With Middle School Teachers.

As previous researchers have found, like other parts of the world, depression is prevalent among middle school teachers in China. The Beck Depression Inventory-II (BDI-II) has been widely used to detect depression among workers in different careers all over the world and has shown good scale properties but inconsistent factor structures. To examine the psychometric properties of the BDI-II among middle school teachers, a nationally representative sample of 4,672 valid cases from 688 middle schools were included. We first generated a new bifactor model based on exploratory factor analysis and agglomerate cluster analysis of the residual item correlations and then validated the modes and examined measurement invariance across gender and school location with multiple-group confirmatory factor analysis (CFA). Results indicated that (1) a new bifactor model with a general factor and two group factors (cognitive–affective group factor and somatic group factor) fitted well to the data [WLSMV χ2 = 745.651, df = 173, P < 0.001, CFI = 0.983, TLI = 0.979, RMSEA = 0.037; 90% CI (0.035, 0.040)]; Omega values for the three factors varied from 0.88 to 0.92; (2) measurement invariance tests indicated that the BDI-II could equally measure depression of middle school teachers across gender and school location groups. All the findings suggest that the BDI-II is a self-report inventory with good psychometric properties for measuring depression among middle school teachers in China.

The practice of weak framing from teachers’ perceptions in China

Drawing on the code theory of Basil Bernstein, this study set out to examine how primary school teachers operationalize and experience their teaching practice with respect to the weak framing that may underpin teacher-pupil interaction, and how this practice is regulated by certain variables. Questionnaires were completed by 2,238 primary school teachers in China. The findings revealed that the teachers performed weak framing mainly through an invisible pedagogy in interactions with students, which was significantly affected by an interplay between student-based authority, students’ linguistic codes and use of textbooks. An elaborated code generates two crucial advantages: it reduces the impact of the constraints of textbooks and traditional pedagogy on student-based teacher authority, and facilitates the teachers in implementing weak framing. Therefore, providing scaffolding resources to underachieving students to assist them in acquiring an elaborated code could be the key to ameliorating the phenomenon of cultural reproduction.

Individualism‐collectivism and nation as moderators of the job satisfaction‐organisational citizenship behaviour relationship in the United States, China, and Kuwait

Employees who hold collectivistic values care more about the interests of their group or collective than do their individualistic counterparts. We examined the potential effects of the combination of individual values, nations, and job satisfaction on organizational citizenship behaviours among 308 public school teachers in China, Kuwait, and the United States. Collectivist values of employees predicted their organizational citizenship behaviours (OCBs). Both collectivistic values and country moderated the relationship between job satisfaction and OCB. Job satisfaction was more positively related to OCB directed at the organization for employees in China and Kuwait than for employees in the United States, but job satisfaction was more positively related to OCB directed toward individuals for employees who were lower in collectivism. This study is one of the few that has tested the potential role of individuals’ collectivism values in their performance of helping behaviours at work across multiple countries.

Narrative inquiry and relational ethics: negotiating the lived experiences of international school teachers in China

ABSTRACT This paper is a reflective account of using narrative inquiry and relational ethics as part of doctoral research that explored the lived experiences and identity construction of international school teachers in Shanghai, China. Specifically, it illustrates how narrative inquiry informed the whole research process by focusing on three aspects of the research process: data collection, data transcription, and data analysis. Excerpts from interviews and email correspondence with the participants are drawn on in order to illustrate how the interpretation of the interview data was negotiated through a process of dialogic member-checking. They also reveal moments where the juxtaposition of my interpretation of the data with the participants’ words functioned as a form of reflexivity which bolstered ethical bonds between the researcher and the participants.

ШТУЧНІ ІНТЕЛЕКТУАЛЬНІ ТЕХНОЛОГІЇ ЯК ФОРМА УПТМ У ПОЧАТКОВІЙ ШКОЛІ: НОВІ МОЖЛИВОСТІ

Ідея використання можливостей штучного інтелекту для потреб навчального процесу не нова для сучасної педагогіки, але її розвиток до початку пандемії COVID-19 був досить фрагментованим. Пандемія, самоізоляція та тривалий карантин змусили шукати нові можливості та форми для відтворення навчального процесу в цій ситуації. І тут на перший план вийшли можливості організації навчального процесу для всіх рівнів освіти з використанням штучного інтелекту. Мета цієї статті - проаналізувати форми використання можливостей штучного інтелекту для організації навчального процесу для учнів початкових класів, що активізувалися через пандемію COVID-19. Використання авторських методів особистого навчання (UPTM) під час навчання в школі завжди вважалося ознакою ідентичності та елітарності навчального процесу в конкретній країні. UPTM, з одного боку, більше відповідає потребам країни та суспільства у підготовці молодого покоління. З іншого боку - це можливість вузької конкретизації навчального процесу. У процесі написання статті були використані емпіричні та теоретичні методи дослідження, характерні для наукових досліджень такого роду. В результаті можна зазначити, що карантин, спричинений пандемією COVID-19, зіграв сприятливу роль у розширенні спектру можливостей використання штучного інтелекту в галузі освіти, навіть у тих сферах, які традиційно вважалися непридатними або неефективними для їх використання через особливості навчальних завдань. Статтю опубліковано в рамках дослідницької програми «Порівняльне дослідження професійного розвитку вчителів початкових класів у Китаї та Південній Кореї» (реєстраційний номер ZKNUC2017038)

Historical Evolution of Pre-service Training of Primary School Teachers in China since the Founding of the People's Republic of China 70 Years ago

&lt;p&gt;The main task of developing primary education is to improve the quality of primary school teachers and ensure the quality of primary school teachers. With the continuous development and change of society, so far, primary school teacher education in our country has experienced the stage of the training-oriented secondary normal school; the stage of transformation from secondary normal school to higher normal college and undergraduate course; and the stage of coexistence of higher normal college, undergraduate and master training. Satisfactory progress has been made.&lt;/p&gt;

Knowledge and attitude on cardiopulmonary resuscitaton education of primary and secondary schoolteachers in China.

Knowledge and attitude on cardiopulmonary resuscitaton education of primary and secondary schoolteachers in China.

Mapping the factors influencing creative teaching in mainland China: An exploratory study

This study aims to explore teachers’ perceptions of and receptivity to creative teaching from the perspective of educational change. This study also discusses the influence of teachers’ perceptions of their own creativity based on self-reviews and their perceived expectations of colleagues and students, doing so from an organisational management perspective. A questionnaire was administered to 621 primary school teachers in China. The results showed that substantial support for teachers within the school setting was lacking, although there was considerable consensus that creativity could be achieved inside school. Significant differences were found between teachers from urban, suburban and rural schools in terms of their behavioural intention to implement creative teaching. Through multi-group structural equation modelling, teacher-perceived practicality and teachers’ creative behaviour were found to be significantly related to teachers’ behavioural intention to engage in creative teaching for all of the participants. The expectation from colleagues and students significantly influence teacher creative self-efficacy in a different way. In predicting behavioural intentions for creative teaching, the expectations of students were significant for urban teachers, while school support was a vital factor for suburban and rural teachers. This study has implications for the promotion of creative teaching in schools.

A Study of Structural Relationship Among Empowerment, Professionality and Teacher Efficacy of Secondary School Teachers in China

본 연구는 중국 중등학교 교사의 임파워먼트, 전문성 인식 그리고 효능감의 구조적 관계를 분석하는데 목적이 있다. 이와같은 연구 목적을 달성하기 위해 설정한 연구문제는 다음과 같다. 첫째, 교사의 임파워먼트, 전문성 인식, 그리고 교사효능감과의 구조적 관계는 어떠한가? 둘째, 교사의 임파워먼트가 전문성 인식에 미치는 영향에서 교사효능감의 매개효과는 어떠한가? 중국 河北省 A시 중등학교 교사 311명을 대상으로 설문하여 306명의 설문지를 분석 대상으로 삼았다. 회수된 설문지를 통계프로그램 SPSS 23.0과 AMOS 23.0을 사용하였으다. 연구의 모형이 자료에 부합하는지 평가하기 위한 적합도 검증은 χ² 통계량/자유도, 기초적합지수), 수정적합지수, 비표준부합지수, 표준부합 지수, 평균제곱잔차제곱근를 이용하였다. 본 연구의 결과를 토대로 나타난 결론을 제시하면 다음과 같다. 첫째, 전문성 인식변인 간의 구조적 관계에서 중등교사의 임파워먼트, 교사효능감은 전문성 인식에 직접적 영향을 미치며, 임파워먼트는 교사효능감을 통하여 간접적으로도 영향을 미친다. 둘째, 임파워먼트는 교사효능감을 매개로 전문성 인식에 간접적인 효과가 있다.The purpose of this study is to investigate the structural relationship among the authorization, Professionality recognition and efficacy sense of the teachers in Chinese middle school. In particular, we would like to know the effect of the authorization of Chinese middle school teachers to the specialization, and the medium effect of efficacy sense in this process. In order to investigate the structural relationship between the authorization, specialization recognition and the efficacy sense of the Chinese middle school teachers. We set the research questions are as follows: What is the structural relationship between the empowerment, professionality and efficacy sense of teachers? What is the effectiveness of the media effects of the efficacy sense in the process of teacher authorization for their professionality? In order to solve these questions, 306 teachers which come from the Chinese middle school were selected as the analysis object to investigate by using questionnaire. We used the AMOS 23.0 to build to model for inspecting the fitting degree of the chi-square value(χ²), degree of freedom(df), goodness-of-fit index (GFI), Adjusted Goodness of Fit Index(AGFI), Non-Normed Fit Index(NNFI), Normed Fit Index(NFI), and Root Mean Square Error of Approximation(RMSEA). In conclusion, we obtained the following results as: The analyzed results about the structural relationship model between the empowerment, professionality recognition and efficacy sense of teachers of the Chinese middle school show that the empowerment has a positive effect to teachers’professionality recognition and efficacy sense. In the construction relationship, the efficacy sense plays a media effect, acting as a part of the medium of authorization and professionality, and has a positive effect on the professionality recognition.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

Considerations on Six Aspects of Constructing an Effective Quality Evaluation System of the National Training Program for Primary and Secondary School Teachers in China

Currently, a reasonable and effective quality evaluation index system is lacking for evaluating “the National Training Program for Primary and Secondary School Teachers (hereinafter referred to as NTP)” in China. In order to make the training quality more measurable, it is necessary to construct an effective quality evaluation system for the NTP. In this paper, six aspects (meaning, purpose, principle, theoretical basis, weight design and index system construction) of constructing an effective evaluation system of the NTP are considered. Especially, the evaluation index system of training process satisfaction and influence of training results are established. Thus, the theoretical tools are provided for the scientific and accurate evaluation of the NTP effectiveness.