Secondary School Teachers Research Articles

Teachers' perception of their students' dietary habits in Addis Ababa, Ethiopia: a qualitative study.

Poor dietary choices and consumption of unhealthy foods are major determinants of malnutrition among adolescents in Ethiopia. The school food environment is a valuable setting for exploring adolescents' eating habits. Teachers have an important role in understanding factors that impact students' dietary choices. The aim of this study is to explore secondary school teachers' perceptions towards adolescents' dietary habits in Ethiopia. The study employed a qualitative research design. Four focus group discussions, involving a total of 13 teachers, were conducted at governmental and private schools in Addis Ababa, Ethiopia. Additionally, observations of the food environment in these four schools. The transcripts from the focus group discussions and photographs from observations were analyzed using thematic analysis. Triangulation of data sources and persistent observation of the data were employed to enhance the study's trustworthiness. The study was approved by the Norwegian Center for Research Data and the Addis Ababa Health Bureau, and all participants provided informed consent. Teachers perceived adolescents' dietary habits as unhealthy, characterized by the consumption of unsafe foods, limited variety, and reliance on processed foods. Factors negatively influencing adolescents' dietary habits include a lack of awareness about a healthy diet among both students and parents. Low familial income levels were also identified as a barrier to eating a healthy diet. The unavailability of healthy foods and the advertising of unhealthy and processed foods as well as peer influence were hindrances to a healthy diet both at school and home. This study provides additional evidence of the nutrition transition which is linked to the double burden of malnutrition among adolescents in low-income countries. Factors affecting adolescent diets at school are multileveled. Incorporating nutrition education into the school curriculum will likely improve dietary awareness mitigating peer influence. Regulating the school food environment and enforcing advertisement laws targeting adolescents can promote healthier school food environments. Providing short term nutrition trainings for biology or science teachers and strengthen their role in delivering nutrition education to children and their families, along with implementing measures to address food insecurity and restricting availability of unhealthy food at school need to be regarded as priorities.

Correlation between teacher competence and the self-efficacy of secondary school teachers

The purpose of this study was to compare the different levels of teacher competence and self-efficacy among secondary school teachers. A comparative survey method for descriptive research was used. A total of 147 secondary school teachers were selected through a random sampling method. Analysis of variance was used for data analysis. The key finding of this study is that among male and female teachers with high, moderate, and low competency levels, there are no significant differences in self-efficacy. Government teachers show no significant differences in self-efficacy with respect to their competence levels, but private teachers show an apparent pattern. Private teachers differ only in terms of high and low levels of self-efficacy; neither high nor medium self-efficacy levels differ from one another.

Mediating Role of Psychological Capital in Korean Teachers’ Grit and Burnout

This study aimed to investigate whether psychological capital mediates the relationship between grit and teacher burnout. Data from 574 Korean elementary and secondary school teachers were analyzed using correlation and regression analyses to determine whether psychological capital negatively mediates the link between grit and burnout. The results revealed that grit significantly reduces teacher burnout and confirmed the negative mediating role of psychological capital in this relationship. Given the limited research in this area, these findings contribute to the theoretical and empirical understanding of how grit, psychological capital, and burnout are interconnected in the teaching profession. For future research, the author suggests exploring group differences in burnout, grit, and psychological capital based on teachers' demographic factors, using multilevel or hierarchical linear models to identify distinct strategies and the impact of individual and organizational characteristics.

Quality Competency of Teachers in the Developing Quality Culture in Public Secondary Schools in a Developing Country

Quality culture has been mentioned as a tool to help improve quality standards and promote the development of educational institutions. Recently, quality culture has begun to be recognized as an interesting research trend in Vietnam, mainly focusing on higher education. Several studies have applied models/types of building and developing quality culture to educational activities and institutions, but not in the national school system. The purpose of this study is to understand the quality capacity of administrators and teachers of public secondary schools in the Southeast region, of Vietnam through the aspect of quality awareness during education. General education implements educational quality accreditation activities. The research uses quantitative research methods combined with qualitative research methods. The survey sample was conveniently selected randomly, information was collected by questionnaire with 749 managers and 3831 teachers, and by interviews with 22 managers and 40 teachers. Quantitative data were calculated by Cronbach's Alpha to eliminate inappropriate variables. Descriptive statistics calculate percentages, mean values, and standard deviations, and inferential statistics test differences using ANOVA and t-test with 2 independent samples. Data analysis results show differences in quality awareness between the three provinces and between managers and teachers, and the results also show that managers and teachers do not have positive views. teacher on educational quality accreditation activities in secondary schools through two contents "Education quality accreditation takes time and resources" and "Education quality accreditation increases achievement problems in education”. Therefore, the study recommends that leaders at all levels research and promulgate quality policies and create conditions for secondary schools to develop quality; Secondary schools build a set of tools and principles for forming and developing a quality culture to improve quality capacity and develop internal quality resources.

Effect of Emotional Self-Awareness Coaching on Professional Burnout Among Teachers in Public Secondary Schools in Kiambu County, Kenya

Teachers play a pivotal role in the education systems of any nation. Their mental and psychological well-being is critical in achieving positive student educational outcomes. However, professional teacher burnout has been on the rise. Self-awareness is essential to helping individuals connect with their emotional state and how it affects their behavior and those they interact with. This study sought to assess the effect of self-awareness coaching on professional teacher burnout among teachers in public secondary schools in Kiambu County, Kenya. Weiner's theory of attribution and Goleman's mixed model of emotional Intelligence informed this study (Goleman, 1995). Quasi experiment Solomon four design with a target population of 3469 teachers from 277 public secondary schools of all categories in the County was used. Krejci and Morgan's table was used to sample 346 teachers, while eight principals and 40 Heads of departments were purposefully selected for the study. Maslach Burnout Inventory and an interview guide were used to collect data for professional teacher burnout. A training manual was used to coach self-awareness. Validity was achieved through expert advice and piloting, while reliability was established through the split-half method. Paired t-tests and ANOVA were used for data analysis to get the effect size of coaching. The results indicated that self-awareness coaching had statistically significant positive effects on professional teacher burnout at t = 15.779 at df=78, >.001, The effect size (Cohen d = 0.958) was high; hence, emotional self-awareness coaching significantly reduced professional teacher burnout. The study recommended that the teacher employer (TSC) develop programs to equip teachers with self-awareness skills to curb professional burnout, thereby increasing their productivity

XÂY DỰNG THANG ĐO XÁC ĐỊNH CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN HÀNH VI CỦA GIÁO VIÊN TRUNG HỌC CƠ SỞ TRONG VIỆC TRIỂN KHAI CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

Drawing on the TPB theory and the CBAM model to analyze teachers' attitudes toward innovation in curriculum development, this study has developed a scale to identify factors influencing the behavior of middle school teachers in implementing the 2018 general education program. Our survey was conducted online, involving 250 middle school teachers representing diverse regional characteristics. Structural equation analysis of the results demonstrated the scale's reliability and validity, effectively identifying factors affecting teachers' behavioral intention to implement the 2018 program. The primary factors influencing the behavioral intentions of Vietnamese secondary school teachers towards the 2018 program were found to be subjective norms, personal autonomy, and teachers' attitudes, aligning with research from other countries. Additionally, by delving into broader literature and discussion, we propose that our findings can contribute to studies on behavioral intention to implement the 2018 curriculum and innovation in education more broadly, particularly for school teachers.

Clinical features of chronic tibial osteomyelitis: a single-center retrospective study of 282 cases in Xinjiang, China.

Chronic osteomyelitis is a highly prevalent and severe orthopaedic complication, representing a critical unresolved issue. The clinical symptoms of osteomyelitis are influenced by various factors, including geography, lifestyle, and pre-existing medical conditions.This study aims to provide theoretical basis for treatment and prevention of osteomyelitis by investigating and analyzing clinical features and pathogen distribution among 282 patients with chronic tibial osteomyelitis in xinjiang. A total of 282 patients with chronic tibial osteomyelitis from January 1, 2012 to January 1, 2022 in the First Affiliated Hospital of Xinjiang Medical University were retrospectively analyzed. All data were collected from electronic medical record (EMR) system including demographics, etiology, risk factors, osteomyelitis location and clinical classification. Farmers, students, unemployed and retirees accounted for a relatively large proportion of the 282 patients. There were 233 males and 49 females with a gender ratio of 4.75:1. The average age was 40.21 ± 15.68 years and was mainly concentrated in 41-50 years, specifically, the mean age of females was slightly older than that of males. Education level was mostly primary and secondary school education, and illiteracy. Risk factors of chronic tibial osteomyelitis included history of smoking and drinking, history of multiple repeated surgeries, and impaired immunity. Frequent clinical symptoms were in the order of pain, local swelling, pus discharge and skin ulceration. Among all inflammatory markers, proportion of positive results were 30.85%, 59.93% and 53.90% for white blood cell (WBC), erythrocyte sedimentation rate (ESR) and C-reactive protein (CRP), respectively. Positive rate of pathogenic microorganism culture was low and the three most common bacteria were Staphylococcus aureus (S. aureus), Pseudomonas aeruginosa (P. aeruginosa) and Escherichia coli (E. coli). The most frequent site of infection was middle tibia. According to Cierny-Mader osteomyelitis classification, the most common types were type IIIA, IVA and IIA. Number of visits due to chronic osteomyelitis increased year by year, with young and middle-aged male farmers and low education level as the main groups. Smoking and drinking were two considerable risk factors that should be attached to a great importance. No significant increase was found in inflammatory markers and lower positive rate of pathogenic microorganism culture was observed. Multi-drug resistant bacteria were common and S. aureus remained the most frequent pathogen. Elevated ESR had certain diagnostic value for osteomyelitis. Type III and type IV osteomyelitis accounted for a large proportion which posed great challenges for clinical diagnosis and treatment.

EVALUATION OF LIPID PROFILE OF HYPERTENSIVE PREGNANT WOMEN ATTENDING MGBAKWU PRIMARY HEALTH CARE CENTRE, ANAMBRA STATE

Hypertension is a serious global public health problem. Serum lipid alteration is a pivotal factor that births hypertension during pregnancy and has been implicated in diverse deleterious health outcomes. Thus, the aim of this study was to evaluate the lipid profiles of hypertensive pregnant women attending Mgbaukwu Primary Health Care (PHC) Centre. A total of 70 pregnant women who had consented were recruited to participate. While thirty five (35) pregnant women were hypertensive, the other remaining 35 pregnant women were not hypertensive (normotensive) and thus, were considered the control group. Socio-demographic characteristics of the participants were generated using structured questionnaire, while lipid profiles of the participants were determined using standard procedures. Results obtained from this study shows that 80% and 34.28% of the hypertensive and normotensive pregnant women respectively were within the age range of 32-37 years old, while 68.6% and 48.57% of the hypertensive and normotensive pregnant women respectively were traders and had completed only secondary school education. The value recorded on Total Cholesterol (TC) , Very Low Density Lipoprotein (VLDL), Low Density Lipoprotein (LDL), and Triglycerol (TG) in Hypertensive Pregnant Women (HYPW) were significantly (p<0.05) higher than those reported for their normotensive counterparts. In conclusion, it can be deduced from this study that pregnant women who are within 32-37 years of age are prone to hypertension during pregnancy, while social determinants of health (SDOH) can support incidence of hypertension.

Pedagogical aspects of professional criminal liability of physical education teachers

The article considers the existing problem of the need for legal protection for mandatory workers in the field of physical education. This category of employees includes physical education teachers of state-owned secondary schools, since the Law on Physical Education and Sports, Article 26 (Physical Education in the Sphere of Education), states that classes for this category of employees are mandatory, which means that automatically these employees are professionally criminally responsible under Article 137 of the Criminal Code of Ukraine "Improper performance of duties regarding the protection of the life and health of children", i.e. this applies to cases of various severity regardless of the circumstances of their occurrence, if only the investigation establishes that this teacher conducted classes with this injured student. In the course of the research, a pedagogical analysis of laws was carried out with the aim of identifying articles or provisions that belong to the legislative and legal protection of the professional risk of physical education workers. The existing safety instructions were consistently reviewed in order to find alternative actions for the justification of this category of workers, at the same time an analysis of the directions of legal safety protection of the existing professional risk offered by the main book of the field of theory and methods of physical education was carried out. Based on the data of the conducted questionnaire, the common factors of professional risk of physical culture teachers were established. The following steps have been chosen as ways to eliminate this problem: to involve the industry in cooperation with the justice authorities regarding the provision of reliable legal protection for its employees, since according to Article 54 of the Law on Education, Section 6, participants in the educational process, which talks about the rights and obligations of pedagogical, scientific- pedagogical and scientific employees and other persons involved in the educational process, that they have the right to safe and harmless working conditions. And this means that their educational branch, to which they belong, has the full right to provide modern one hundred percent legal protection for its employees in relation to their professional activities, which will prohibit the investigation from starting criminal cases using the professional actions of teachers and lecturers (means, methods, techniques, incentives, etc.) as material evidence for the accusation, regardless of the gravity of the circumstances and the consequence.

Factors Influencing Teachers’ Turnover from Government Secondary Schools in Makete District, Tanzania

This study investigated about factors influencing teachers’ turnover from government secondary schools in Makete District, Tanzania. The study employed the descriptive design. The design was chosen because it is the best for fact finding studies. While the number of schools in Makete district was 120, only five schools were selected through simple random sampling. The target sample included 16 participants: five heads of schools, 10 teachers and one District Education Officer. The study used interviews as source of data. The researchers used a smart phone to record participants’ responses during interview sessions and then, the responses were transcribed verbatim. The study analyzed the data according to themes. The study concludes that there are various factors that cause teachers’ turnover from Secondary schools in Makete District. Such reasons include low salary, lack of teachers’ houses, misunderstanding at work place, heavy workload, lack of support from school administration and delayed promotion. In order to curb these, challenges, the government needs to recruit more teachers to meet the requirement of teachers in government secondary schools, especially in rural areas. There is a need to build teachers’ houses in order to accommodate them in quality houses. Finally, the government needs to provide special allowances for teachers working in remote areas like Makete.

Burnout among the non-government secondary school teachers in Bangladesh: Prevalence, causes and effects

Nowadays, psychological burnout is prevalent in all professions. The purpose of this study is to investigate the prevalence, causes, and consequences of burnout among non-government school teachers in Panchagarh. This study used an explanatory sequential mixed approach. A stratified random selection methodology was employed to pick 25 schools, and 242 teachers were chosen using a simple random sample procedure. Finally, a purposive sample technique was used to select 15 teachers. Data was acquired using a standardized questionnaire and in-depth interviews. The Maslach Burnout Inventory-Educator Survey (MBI-ES) was used to assess the prevalence of burnout. Data was analyzed by descriptive statistics and thematic analyses. The study found a high prevalence of burnout in non-government school teachers in Panchagarh, with 48.35% experiencing high emotional exhaustion, 51.24% high depersonalization, and 45.04% low personal accomplishment. Also, the study found that low salary are the most contributing factor to burnout. Furthermore, 78.6% of respondents agreed that teacher burnout has negative effects on student academic achievement. Finally, the presence of teacher burnout in education is a challenging issue, as it negatively affects every aspect of the learning and teaching process. This study has implications for policymakers to develop plans to reduce teacher burnout and enhance teachers’ overall well-being.

Integrating Life Skills in Secondary Education: Teachers’ Perspectives and Challenges

The current study aims to find out the perspectives of secondary school teachers on the incorporation of life skills into their teaching. Selecting purposively, the present study participants include ten teachers from public secondary schools in a district of Punjab, Pakistan. The study used a phenomenological research design to get teachers’ perceptions and experiences on the integration of life skills. Semi-structured interviews were used to collect data. Data was analysed through qualitative content analysis with the help of NVivo 14 software. The results of the study showed that teachers, in general, value life skills in education. From the participants’ perspective, critical thinking, problem-solving, and communication were the most focused skills. However, several constraints, including limited time, increased class size, and limited textbook support, limit the efficiency of implementation. Teachers were of the view that students responded positively to life skills-focused teaching and activities but the means of assessing the progress in teaching these skills were lacking. It also revealed insufficient knowledge identification in learning life skills integration and better resources and curricula adaptability requirements. These results suggest prospective future work at curricular, methodological, and teachers’ professional development for better integration of life skills into secondary education. Pakistan’s educational policymakers and curriculum developers will find the study useful in improving the integration of life skills in secondary education.

Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India

Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.

Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools

Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teachers experience a plethora of challenges in teaching CLD learners. The findings show that culturally responsive practices, collaboration with relevant stakeholders and seeking professional development opportunities may advance the productive engagement of CLD learners in secondary schools. Practical implications Pre-service and in-service teachers should be conscientious about CLD teaching and learning through professional development. Teachers should be trained and retrained to accommodate CLD learners. Originality/value This study highlights significant aspects that hinder the inclusion of CLD learners and encourages the Department of Higher Education (tertiary institutions) and the Department of Basic Education Curriculum Developers to reconsider aspects of CLD in curriculum planning.

The Qualifications of a High School Physics Teacher Have

This study critically examines at the requirements for physics teachers in secondary schools. This study intends to shed light on the topic and offer insightful information for educators, policy-makers, and other stakeholders in the field of education by examining the many abilities, know-how, and experiences that go into good physics instruction at the high school level. This essay will demonstrate the necessary credentials that high school physics teachers should have in order to successfully engage students, improve learning outcomes, and support the success of science education in secondary schools through a thorough analysis of current research, educational standards, and best practices. The study aims to provide light on this important subject in order to contribute to current debates and decision-making processes concerning the hiring, preparation, and advancement of high school physics instructors. The ultimate objective of this research is to enhance physics education for the benefit of both society and students.

A Study on the Influence of Social Support and Work Engagement on Secondary Teachers’ Occupational Well-being in Sulaymaniyah-Iraq

The educational system in Sulaymaniyah, Iraq, faces significant challenges due to political instability, economic hardships, and conflict. These factors contribute to the stress and burnout experienced by secondary school teachers, affecting their occupational well-being. This research aims to investigate the relationship between social support and work engagement on teachers' occupational well-being, with the objectives of understanding how these factors interact and proposing strategies to enhance teachers' occupational well-being. Employing a mixed-methods approach, the study utilized the Norbeck Social Support Questionnaire, the NIOSH Questionnaire, and the Utrecht Work Engagement Scale to collect quantitative data from 120 secondary school teachers in Sulaymaniyah. Qualitative data were gathered through semi- structured interviews with a subset of 15 participants. The data were analyzed using SPSS 25 software for quantitative analysis and thematic analysis for qualitative insights. The results revealed a positive correlation between social support and work engagement with teachers' occupational well-being. Work engagement was found to mediate the relationship between social support and occupational well-being. Teachers expressed that a supportive work environment, opportunities for professional growth, and recognition contribute significantly to their job satisfaction and overall well-being. To promote teachers' occupational well-being, it is recommended that schools and policymakers focus on creating a supportive work culture, providing opportunities for professional development, and recognizing teachers' efforts. Implementing mentorship programs, facilitating collaborative learning communities, and offering incentives can further enhance teachers' work engagement and occupational well-being.

Instructional Methods Used by Secondary School Teachers in Classroom to Develop Students’ English Writing Skills in Iringa Municipality, Tanzania

This study examined instructional methods employed by secondary school English language teachers in classroom to develop students’ English writing skills in Iringa Municipality, Tanzania. Specifically, the study sought to assess English language teachers’ understanding of the purpose of English language syllabus for secondary education; to investigate the teaching and learning techniques used by teachers in classroom to develop students’ English writing skills; and to evaluate the effectiveness of the techniques used in developing English writing skills among students. The social-cultural theory and communicative competence theory were adopted to guide the study. The study employed an interpretivism paradigm, qualitative approach and a phenomenological research design. The study involved 33 participants (12 English teachers and 21 FIII students) who were selected purposively from 3 public secondary schools in Iringa Municipality. The data were collected using documentary review, classroom observations, and interviews, and thematically analysed. The findings revealed that teachers had differing understanding of the purpose of the English syllabus. Also, the findings showed that teachers used techniques, such as explanation and demonstration, writing practice and exercise, reading-writing integration, sentence combining, genre-based instruction, and collaborative writing, in teaching English writing skills. Moreover, the study found that the techniques used were ineffective to develop students’ English writing abilities as many students struggled to write in English. The study concludes that the opposing understanding of the purpose of the subject syllabus among teachers limits teachers from effectively using instructional methods to develop writing skills in English among students. Therefore, teachers should be trained on the purpose of the subject syllabus to enable them effectively use instructional methods in a manner that focuses to develop English writing skills among students per requirements of the subject syllabus

Application of Linear Regression in Predicting Education Level and Income of Residents (Case Study: Desa Padang Cermin)

Linear regression methods were used to predict education and income levels in Padang Cermin Desa. Padang Cermin Desa has twelve hamlets and a total of 13,055 residents, with 6,135 men and 6,920 women, and 2545 households. The aim of this study is to raise government and community awareness of the importance of education for welfare and a better life in the future. Using existing data, this study can provide a clear picture of the relationship between education levels and income as well as relevant recommendations to improve the quality of life in Padang Cermin Desa. This research uses a quantitative case study design with secondary data collected through hamlet heads and semi-structured interviews. The linear regression equation Y 36900147.57 + 2516320.971X is based on the MAPE value with a result of 28.25% and an accuracy rate of 71.75%. In the case study of applying linear regression to predict the education level and income of residents, the following are some conclusions: The prediction results show that people with elementary school education are estimated to have an income of 421,897,256.1, while people with secondary school education are estimated to have an income of 311,179,133.4. People who completed a senior high school education are estimated to have the highest income of IDR 457,125,749.7, showing the importance of secondary education. Higher education and vocational education still have the potential to be improved, although the income of the population with education is estimated at IDR 64,579,678.25 for Diploma I/II/III and IDR 79,677,604.08 for Diploma IV/Strata I.

Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case

(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education.

Practice of Moral Education in Secondary Vocational Schools Based on Class Culture Construction

Class culture construction is a pivotal component of moral education in vocational schools, playing a significant role in shaping students’ personal qualities and enhancing their awareness of social responsibility and collective consciousness. This study proposes a range of strategies for integrating class culture construction into vocational moral education practice, aiming to foster students’ comprehensive development and effective moral education implementation. The research highlights that class culture, as a fundamental aspect of school culture, not only provides a supportive learning environment but also subtly influences students’ moral qualities, behavior, and values. Through the development of material, institutional, and spiritual culture, this approach creates a positive and harmonious class atmosphere, thereby improving students’ overall educational experience. Additionally, strengthened teacher-student interaction and home-school cooperation further support students’ moral growth. This approach not only enhances students’ core competencies but also cultivates their sense of social responsibility and civic awareness, establishing a solid foundation for their future development.