Secondary Teachers Research Articles

Improvement of attitudes and skills using a MOOC about the basic science of climate change

Education needs to be at the forefront of the efforts to mitigate and adapt to Climate Change (CC) effects. We have introduced the Climate Change Competence (C3) to provide a comprehensive route to include the topics of sustainability and CC into the curriculum. This paper analyses how different primary and secondary teachers can improve this competence using a Massive Online Open Course (MOOC) on the basic science of CC. While the improvement in knowledge is expected, we have observed important advances on abilities, and attitudes on CC which are also essential to teach about CC mitigation and adaptation. The present study used a pre-experimental design, with pre-and post-test measurements with a sample of 530 students. While the MOOC focuses on the Science of CC, the participants also advance in attitudes and abilities, revealing an important correlation between these three dimensions of competence. Also, the study reveals that the MOOC improves the C3 in all the participants, but it does in diverse ways for diverse groups.

Job stressors and the innovative work behaviour of STEM teachers: serial multiple mediation role of creative self-efficacy and creative motivation

ABSTRACT STEM education is crucial in the digital intelligence era, imposing new demands and challenges on teachers. However, there is limited focus on the job stress and innovative work behaviour of STEM teachers, particularly on how job stressors influence their innovative behaviour. This study, from the perspective of school organisational administrators, based on the JDCS Model and social learning theory, surveyed 849 primary and secondary school STEM teachers across 11 provinces in China using scales for Job Stress, Creative Self-Efficacy, Creative Motivation, and Teachers’ Innovative Work Behaviour. Results indicated that job demand positively influences innovative work behaviour directly and indirectly through creative motivation and the serial mediation of creative self-efficacy and creative motivation, contributing 38.4%. Job control also positively influences innovative work behaviour indirectly via creative self-efficacy and the serial mediation of creative self-efficacy and creative motivation, contributing 32.2%. Similarly, job support impacts innovative work behaviour indirectly through creative self-efficacy and its serial mediation with creative motivation, contributing 21.9%. Collectively, job demand, control, and support affect STEM teachers’ job stress. It is recommended that school administrators balance job demand and support, adjust job control, and provide targeted support to enhance teachers’ creative self-efficacy and motivation, fostering innovative work behaviour.

Digital health literacy among primary and secondary school teachers-a quantitative study.

Digital health literacy (DHL) is a key competency for individuals' daily decisions toward their health behavior and wellbeing. While there is much focus on health literacy (HL) among the general population, teachers have been rarely addressed. Given the shortages in the teaching workforce in Europe and the impact of demanding working conditions on their health, it is important to address DHL in teachers. This paper examines the DHL of primary and secondary teachers and its associations with sociodemographic and school-related factors. An online cross-sectional study was conducted with 1,600 German primary and secondary school teachers between October and December 2022. To assess DHL, the Digital Health Literacy Instrument (DHLI) including seven subscales was used. Statistical analyses were conducted on item and subscale level and an overall DHL score was calculated. Next to descriptive analyses, bivariate and regression analyses were conducted to explore potential associations with sociodemographic and school-related factors. The frequency of difficulty in using digital health information varied across DHL dimensions and was greatest for protecting privacy (70.9%) and evaluating reliability (40.0%). In multivariate analysis, females more often reported a sufficient ability of adding content (OR = 1.61, CI = 1.05-2.48), while males more often reported a sufficient ability to protect their privacy (OR = 0.45, CI = 0.27-0.75). Teachers with leadership positions more often reported a sufficient ability in adding content (OR = 1.78, CI = 1.07-2.98). Regarding the ability to determine the relevance of online health-related information, no associations with a predictor variable were found. The results suggest that it is important to examine the individual dimensions of DHL and their distinct associations with sociodemographic and school-level factors, rather than just to rely on the overall level of DHL. The differential patterns identified in this study suggest a greater intervention need for teachers from higher age groups, primary and secondary general schools, and those without leadership roles. However, based on the limited predictive power of the variables included, further individual and school-level factors and their potential association with DHL should be investigated in the future. The promotion of DHL should be integrated into both teacher education and in-service training.

‘The pandemic is over but it’s not over’: health teachers’ perspectives post-pandemic lockdown

ABSTRACT This research sought insights into ways in which health teachers understand their roles, particularly as relates to health curriculum and supporting students’ transition back to in-person learning following the post-pandemic lockdown. Interviews were conducted with urban and rural, elementary and secondary health teachers and analysed using constructivist grounded theory. Analysis revealed how teachers adapted their instructional strategies based on their observations of ways students needed both mental health supports and were tired of talking about mental health. In addressing issues related to the pandemic, teachers remained as neutral as possible, and resisted perpetuating polarizing public discourses without avoiding them. Participants also connected with social justice issues, employing gender-inclusive language, displaying supportive symbols of 2SLGBTQ+, and working with Indigenous Knowledge Keepers. Support of students’ transition back to in-person learning after the lockdown informed development of the grounded theory model: health education as œuvre d’art, nothing short of a work of art.

Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong Kong

Using an in-depth case study approach, this study explored the mathematics educational values held by two in-service teachers at the primary and secondary levels in Hong Kong through lesson observations and deep structured interviews. The findings revealed that the primary teacher emphasized fun, flexibility, critical thinking, and coherence, while the secondary teacher prioritized achievement, control, higher-order thinking, and progression. Using Seah and Bishop's five complementary pairs framework, the primary teacher aligned with an activist, relational, relevance, and accessibility perspective, contrasting sharply with the secondary teacher. This reflected a shift in values in response to students’ educational stages, revealing the challenges of balancing social expectations and nurturing future science, technology, engineering, and mathematics talent. We discussed the implications for local education reforms, including modernizing assessment methods and curricula, reshaping the social climate, and updating professional development to address these tensions.

A comparative analysis of master’s theses in STEM-related disciplines published in Türkiye and Finland

ABSTRACT The aim of this study is to compare the master’s (MA) theses in Türkiye (TR) and Finland (FIN)published between 2015-2019. A total of 765 theses were analysed in terms of year, discipline,methodological approach, research method, didactic foci, data collection tool, target group, andsample size. The results showed that FIN theses grounded on research-based teacher education, andprioritised research methods for the understanding and development of learning environments. FINtheses research questions focussed on teacher, student, and content interaction and covered uppersecondary school and bachelor’s students and teachers. In contrast, majority of TR theses involvedthe quasi-experimental, survey, and case study methods, and research questions focussed onexamining student characteristics and student-content interaction. The majority of TR theses wereconducted with student from lower and upper secondary school, undergraduates and teachers aswell as TR theses conducted with different sample types and sizes.

LGBTQ+ Inclusivity in U.S. Choral Classrooms

The purpose of this study was to investigate current practices pertaining to lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusivity among U.S. secondary choral teachers. Data consisted of survey responses ( N = 145) from individuals teaching choral music at the middle school and/or high school level in the United States. Results indicate that, although many choral educators avoid gendered practices and believe that it is important to address LGBTQ+ issues in the choral classroom, fewer implement further inclusive practices, such as asking students their pronouns or sharing their own pronouns, programming repertoire by LGBTQ+ composers and discussing their identities, and choosing repertoire or changing lyrics to be gender-neutral. Implications include the need for continued professional development on LGBTQ+ inclusive practices (particularly in music teacher preparation programs) and further research on the factors that may encourage music educators to provide a more inclusive classroom environment for LGBTQ+ students.

Metacognitive analysis of the practicum subject of the Master's in Secondary Teaching through a reflexive portfolio

This study delves into the efficacy of the reflective portfolio in the metacognitive domain within the context of the Master's in Secondary Teaching. It places particular emphasis on the impact of prior academic training in different specialties (scientific vs. humanities) on metacognitive skills development. The research employs a mixed-methods approach, analyzing portfolios from various academic specialties, developed in practicum subject, to ascertain differences in metacognitive competencies of teaching competencies. The main findings reveal that while students generally demonstrate a basic level of success in describing learning situations, there is a notable deficiency in deeper analytical skills and self-improvement strategies, especially among science students compared to their humanities counterparts. This suggests that initial training and educational background significantly influence the development of these competencies. The study concludes that there is a pressing need for more focused and robust training in metacognitive skills across different educational disciplines. Furthermore, it highlights the necessity for educational strategies that effectively address these variations, aligning teaching and learning processes with the principles of quality and sustainable education as envisioned in Agenda 2030. The insights gained are crucial for the development of more effective and comprehensive teacher education programs.

Fostering Social Justice Through Statistics

A secondary math teacher shares how she has made teaching and learning mathematics authentic and relevant, and has transformed herself and her students to be upstanders.

Path Goal Leadership Of School Heads And Team Effectiveness Among Public Secondary Teachers In Digos City Division

Path Goal Leadership Of School Heads And Team Effectiveness Among Public Secondary Teachers In Digos City Division

Professional Disposition as a Predictor of Classroom Management of Public Secondary Teachers in Davao De Oro Division

Professional Disposition as a Predictor of Classroom Management of Public Secondary Teachers in Davao De Oro Division

The Interplay of Professional Learning Communities on Teacher Empowerment of Public Secondary Teachers in IGACOS Division

The Interplay of Professional Learning Communities on Teacher Empowerment of Public Secondary Teachers in IGACOS Division

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Teachers’ perceptions of integrating educational technologies such as GeoGebra in teaching varied according to gender and these disparities were explored. The pre- and post-technological pedagogical and content knowledge (TPACK) Likert questionnaires were used as data collection instruments. TPACK was also used as the framework underpinning the study. The researchers purposively sampled 22 mathematics secondary teachers from twelve randomly selected schools in one district. Of the 22 selected teachers, 13 were male and nine were female. The researchers adopted a quasi-experimental research design within a quantitative approach and used the descriptive and inferential statistics to analyze and interpret the results. The findings revealed that males ranked their familiarity and experience with several novel technologies higher than did females. There exist gender differences with more male than female teachers showing a greater benefit to most of TPACK components.

Professional Disposition as a Predictor of Classroom Management of Public Secondary Teachers in Davao De Oro Division

Professional Disposition as a Predictor of Classroom Management of Public Secondary Teachers in Davao De Oro Division

The Correlation Between Systemic Factors, Citizenship Behaviors, Misbehaviors, and Work Stress in Female Arab Teachers in Israel

The study investigates the correlation among systemic factors including educational system reforms and managerial leadership style, stress levels, and their effects on job performance, work-family balance, and workplace functionality of Arab mothers who are teachers in Israel. However, the study involved 546 Israeli-Arab mothers working as secondary education teachers, who completed questionnaires focusing on conflict expressions, systemic factors, and their effects on work performance indicators. The examination of the results - among others, suggests that the perception of work stress among participants was related to a high level of the two types of conflict as well as to the high prevalence of withdrawal behavior. The second result showed that actively managing was associated with a lower occurrence of withdrawal behavior at all three levels, while also being associated with a higher prevalence of citizenship behavior. On the other hand, workload related to work or family was not a predictor of a higher prevalence of withdrawal behaviors and a low prevalence of citizenship behavior. In an understudied field, the current research presents the multi-factorial complexity of the systemic factors in Arab schools in Israel and their impact on work functioning. The practical outcomes are both organizational and social and they concern both the managers and the family environment of the teachers. The study shows that the manager’s support is a crucial factor in mitigating the Work-family conflict. Thus, it is suggested to encourage school managers’ willingness to give teachers support and a more lenient work environment to help mitigate their work-related stress.

A national survey on the peritraumatic effects of the COVID-19 pandemic on South African teachers: A cross-sectional study

The effects of COVID-19 have resulted in peritraumatic stress experiences within various groups, including teachers. With this study we aimed to determine the prevalence of peritraumatic stress and the factors associated with each level of PTSD among teachers in South Africa. A cross-sectional study was conducted in South Africa among teachers using an online survey. A sample consisted of a total of 1,008 primary and secondary teachers responded to the COVID-19 peritraumatic distress index and the occupation-specific survey. Descriptive and multinomial logistic regression analyses were used to analyse the data. There was evidence of high levels of distress associated with the COVID-19 pandemic among teaching professionals in South Africa. Therefore, there is a need to create mental health awareness among teaching professionals and to create systems that support the uptake of psychological services among the members of this population.

Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

This study examined the impact on secondary mathematics teacher candidates (TCs) TPACK knowledge and knowledge subcomponents of a two-course sequence based on the high school Advanced Placement (AP) Computer Science Principles (CSP) course leading to add-on teaching credentials for Computer Science (CS). We further examined the outcomes of Praxis II preparation modules on CS content knowledge of the preservice TCs compared to inservice teachers seeking an additional teaching field of CS. Our results indicate strong findings on the Technology Knowledge (TK) and TPACK factors for TC participants compared to their peers, as well as higher Praxis II scores than inservice teachers. We discuss the findings and implications for CS teacher certification embedded within other secondary teaching disciplines.

Does Self-Efficacy Moderate The Effect of Workload on High School Teacher Burnout?

Burnout is a state of emotional exhaustion, depersonalization, and decreased performance that will have a negative impact on ourselves and, of course, will also impact those around us. This study aimed to analyze the impact of workload on burnout among secondary school teachers and whether self-efficacy moderates the impact of workload on burnout. Burnout of high school teachers during the COVID-19 pandemic. The techniques used in this study are quantitative and explanatory in nature. The population of the study consisted of public high school teachers and the sample was 52 respondents. The sampling technique used is non-probability sampling. Data collection techniques include observation, interviews, questionnaires, etc. Data analysis techniques include simple linear regression analysis and relaxed regression analysis (MRA). Based on the results of our analysis, we know that workload has a positive and significant impact on secondary teacher burnout during the COVID-19 pandemic; and self-efficacy did not moderate the impact of workload on secondary teacher burnout during the COVID-19 pandemic.

E-Training Package for Secondary Pre-service Teachers

e-Training Package for Secondary Pre-service Teachers

Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study

In the post-pandemic world, UNESCO advocates the development of open educational resources (OER) to remedy the financial pressures of students and their families. We thus conducted a dual-cycle action research study aiming to develop a sustainable model with minimal cost for creating OER for secondary school mathematics teachers and students. Our theoretical foundations drew upon existing sustainable models of OER development and experiential learning theory to enhance the efficacy of OER. Formative evaluation techniques were employed in both action research cycles, where pre-service teachers developed the OER and in-service teachers provided suggestions for improvement. In the second cycle, we tested the use of our OER with 35 Grade 11 students to examine both student achievement and retention. The test results showed a significant learning gain (pre-test: Mdn = 2.00; post-test: Mdn = 10.00), which was retained over 2 weeks (delayed post-test: Mdn = 11.00). However, the students’ performance on more advanced questions was not satisfactory. Based on an overall reflection on the study, we proposed a sustainable model of OER development, which leveraged the manpower of pre-service and in-service teachers and incorporated formative evaluation techniques. Furthermore, we provided recommendations for enhancing the future development of OER in mathematics education.