Significant Difference In Teachers Research Articles

Research on the level of digital literacy of English language teachers (a case study in China)

Introduction. As the main force in cultivating digital citizens in the new era, teachers’ digital literacy level is directly related to the development of the entire nation’s digital literacy. Therefore, it is necessary to study the current development status of teachers’ digital literacy. This study aims to investigate the development status of digital literacy of English teachers in Changzhi City, China, through empirical research, and to discover the problems faced by teachers in the development of digital literacy. Materials and methods. The respondents of this study were English teachers from urban and nonurban areas of Changzhi City, a total of 100 people, finally 83 valid questionnaires were collected. Methods: comparative method, generalization, literature analysis, questionnaire method, statistics and data analysis (descriptive statistics and ANOVA analysis). The results are obtained using computer programs MS Excel and IBM SPSS 26.0. Results. An assessment tool is developed to examine the current status of teachers' digital literacy development in China. The study finds that the overall digital literacy level of English teachers in Changzhi City is high (arithmetic mean = 3.94); teachers perform well in digital awareness (arithmetic mean = 4.98) and social responsibility (arithmetic mean = 4.05), while they perform poorly in digital technical knowledge and skills (arithmetic mean = 3.61) and digital applications (arithmetic mean = 3.47). There is no significant difference in teachers' digital literacy in terms of teacher gender, education and type of school where teachers work (p>0.05). Teachers in urban areas are significantly better in digital literacy than teachers in non-urban areas. There are significant differences in the aspect of professional development(p=0.0360), digital technical knowledge and skills(p=0.0002), digital applications(p=0.0088). Teachers' digital literacy scores in five aspects differed significantly (p<0.05) at different levels of teachers' age and years of teaching experience. Conclusion. The ability to integrate digital technologies and disciplines, innovative teaching awareness, and abilities of English teachers in Changzhi City should be improved. When improving the digital literacy of teachers, it is necessary to consider the characteristics of balanced development of the city and non-urban areas. The results obtained can be used as methodological recommendations for improving the level of digital literacy of teachers.

영유아 문제행동지도를 위한 긍정적 행동지원 프로그램의 효과성 연구

The purpose of this study is to examine the changes in teachers' instructional efficacy and perceptions of positive behavior support(PBS) by implementing a teacher education program based on PBS for teachers who experience difficulties in managing problem behaviors in early childhood education settings. The program was conducted with six preschool teachers in G Metropolitan City, and its effects were analyzed both quantitatively and qualitatively. The results are as follows: First, there was a significant difference in teachers' instructional efficacy in managing problem behaviors before and after the program, with personal efficacy showing the most significant difference. Second, only rule selection and guidance factors showed significant differences in the implementation of PBS. Third, there was no significant change in perceptions of PBS. Fourth, the changes in teachers' experiences and perceptions after implementing PBS were examined through interviews, which confirmed that teachers' understanding of young children's problem behaviors and their perceptions of these behaviors had positively changed. This study suggests further research to verify the actual positive changes in children's behavior as it serves as an exploratory study into the prevention of problem behaviors and the promotion of creativity through positive behavior support.

Examining differences in teachers’ agricultural mechanics professional development needs: A national study

Agriculture teachers need knowledge and skills in a range of agricultural mechanics topics, such as metal fabrication and power mechanics. Teacher professional development (PD) is one method for improving teacher competence. Both Sorensen et al. (2014) and Yopp et al. (2020) reported differences in teachers’ PD needs based on years of teaching experience. Could their findings be consistent on a national level? Moreover, do other teacher demographic factors such as teacher certification route and career phase yield differences in teachers’ agricultural mechanics PD needs? Using human capital theory as our guiding framework, the purpose of our study was to examine potential differences in teachers’ agricultural mechanics PD needs based on selected teacher demographic factors. We employed Borich’s (1980) needs assessment model to structure our study. Further, we used a valid and reliable 72-item instrument and followed Dillman et al.’s (2014) recommendations to collect data from a random sample of teachers from across the United States. One hundred teachers responded to our instrument, yielding a response rate of 27.5%. We found that: (1) there were no statistically significant difference in teachers’ agricultural mechanics PD needs based on teacher certification route and (2) there were statistically significant differences in teachers’ agricultural mechanics PD needs based on career phase. We recommend that Agricultural Education stakeholders facilitate career phase-differentiated PD opportunities for teachers. Doing so will help to positively impact the teacher competence development process for those who most need it.

The Relationship Between Teachers' Self-Efficacy and Attitudes Towards Supervision

Self-efficacy is the individual's self-awareness in reaching the intended performance and the individual judgment that he forms for his success. Supervision is the process of involving the teacher in the educational background in order to improve teaching and increase student achievement. The attitude towards the supervision, on the other hand, is a factor that will determine the reaction and subsequent behaviors of the supervisor towards the supervision process and the supervisor after the supervison. This study aims to reveal the relationship between teachers' self-efficacy and their attitudes toward supervision. In the study, a relational survey methodology was employed. 2316 teachers who worked in various districts around the province of Samsun made up the study's population, and 747 of those instructors were chosen at random to represent the sample. Data collection techniques included the "Teachers' Self-Efficacy Scale" created by Schmitz and Schwarzer (2000), translated into Turkish by Yılmaz, Köseoğlu, Gerçek, and Soran (2004) as well as the "Attitude Toward Supervision Scale" created by Gündüz, Elma, and Aslan (2018). The methods utilized to evaluate the data included arithmetic mean, t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation coefficient, and multiple linear regression. The analysis' findings showed that while instructors' views regarding monitoring were on the medium side, their levels of self-efficacy and efficacy were on the high side. Regarding education level and marital status, there was no discernible variation in teachers' self-efficacy; nevertheless, there was a discernible difference when it came to gender, professional seniority, branch, and school type. While there was no significant difference in teachers' views about supervision when branch type, school type, or marital status were taken into account, there was a significant difference when professional seniority, gender, and educational status were taken into account. The association between instructors' attitudes about supervision and their sense of self-efficacy was shown to be both favorable and substantial. Also, it was found that instructors' views toward monitoring were significantly predicted by their level of self-efficacy.

An evaluative study of the induction policy’s impact on teachers’ performance in Khyber Pakhtunkhwa, Pakistan

This research aimed to analyse the performance of teachers who have received a professional educational degree versus those who have not, as per the new induction policy introduced in Khyber Pakhtunkhwa in 2019. Data were collected from 20 male teachers using the nonparticipant observation technique and ten principals via semi-structured interviews. Participants were selected through convenient sampling from 10 different primary schools in the Dir Upper district. The quantitative data were analysed using the independent sample t-test, while thematic analysis was used for the interviewed data. The findings showed a significant difference in teachers' performance with and without professional degrees for teaching and management skills. However, no significant difference was found in teachers' performance with and without professional degrees for discipline and regularity and interpersonal relations between teachers with and without professional degrees. The study suggests that teachers' performance can be improved by providing them with training in a real classroom environment with a robust monitoring mechanism while ensuring high discipline and regularity in the school. Further, to enhance interpersonal relationships, teachers must be educated on the significance of teamwork, cooperative work within the school, integration of modern information and communication technology (ICT), and interactive and student-centred teaching pedagogies.

Analysis of the Professional Development Mode of Higher Vocational Pre-school Education Teachers Based on “Internet + Education”

Abstract Under the influence of the Internet + education, teaching methods are obviously diversified, which lays a good foundation for the improvement of teaching quality and efficiency, teaching development, and so on. This paper takes the professional development needs of preschool education teachers as the orientation and establishes the professional development mode of “external scintillation + internal molding” in combination with “Internet + education”. Taking the teachers of preschool education majors in higher vocational colleges in Province Y as the research object, we designed a questionnaire to obtain the relevant data, estimated the parameters of the structural equation model by partial least squares method, and established the PLS-SEM model by combining with the needs of teachers’ professional development. The demographic variables were analyzed for the current situation of teachers’ professional development in senior preschool education, and the influencing factors of teachers’ professional development and their mediating effects were verified in terms of internal factors and external factors. There is no significant difference in teachers’ professional development in terms of gender, and the older the age, the stronger the professional development abilities are. The professional development scores of teachers of different senior preschool education majors are all above 4.1, and the external factors possess a strong mediating effect on teachers’ professional development ability through the internal factors, with a confidence interval of [0.217, 0.735]. Higher-level preschool education needs to focus on teachers’ technical training in order to improve their professional development ability and provide more professional teaching talents for the cause of early childhood education.

Influence of Self-Efficacy, Teachers' Stress, and Demographics on the Teachers' Work Commitment and Intention to Stay

The study aimed to determine the influence of self-efficacy, stress, and demographics on work commitment and intention to stay among elementary public school teachers. The study employed a descriptive-correlational research design to ascertain the relationship between and among the variables. Regression analysis was used to establish which existing variables significantly affected teachers’ work commitment and intention to stay. Proportionate stratified random sampling was used to select 126 teacher respondents. Data were gathered through survey questionnaires validated by experts. Results revealed that teachers have high self-efficacy, moderate stress, moderate commitment, and high intention to stay. There was a significant difference in teachers' self-efficacy when grouped by age and gender, while stress showed no significant difference concerning demographics. Teachers' self-efficacy in student engagement impacts work commitment. Teachers' stress in terms of workload and instrumental support are significant predictors of teachers' work commitment. Additionally, gender and teaching experience were significant predictors of work commitment. While teachers' self-efficacy in student engagement significantly influenced their intention to stay, teachers' stress did not influence their intention to stay. Similarly, none of the examined demographic profiles significantly influenced teachers' intention to stay. Moreover, commitment to students and school statistically influenced teachers' intention to stay. In conclusion, teachers with a strong sense of efficacy in student engagement demonstrate a more profound commitment to their work. The major concepts of George Homans’ Social Exchange Theory hold because teachers' high levels of self-efficacy across domains suggest a positive exchange dynamic within the educational environment.

A Study on Teachers’ Job Satisfaction in Educational Institutions of All Levels

Many countries are implementing policies that provide favourable working conditions and professional development opportunities to encourage teachers. Those conditions and opportunities are essential for teachers to be satisfied with their work. Furthermore, teachers’ job satisfaction has an important effect on their professional stability and high performance. This study aims to determine the extent of teachers’ job satisfaction at all levels of educational institutions and whether there are differences between educational institutions. The data were collected through the online platform (www.esis.edu.mn) of the education sector. The 10,429 teachers (including university professors) of all levels of educational institutions participated in the survey. In addition, the data were processed using MS Excel and SPSS (Statistical Package for the Social Sciences) programs. As a result of this study, there was a statistically significant difference in teachers’ job satisfaction between educational institutions.

TEACHERS’ PERCEPTION TOWARDS ORGANIZATIONAL CLIMATE AT A BILINGUAL LANGUAGE PRIMARY SCHOOL IN ZHENGZHOU, CHINA

This study mainly aimed to identify the teachers’ demographic factors, to determine the level of teachers’ perception of the school climate, and to compare their perception according to their demographic factors including teachers’ gender, educational level, years of service, position. A total of 120 teachers from a private primary school in Zhengzhou were surveyed through questionnaire based on Tagurri’s (1968) school organizational climate theory.
 The study found that the level of teachers’ perception of the school climate was “relatively high”. Though there was no significant difference in teachers’ perception towards school climate according to their gender at the selected school, significant differences in teachers’ perception towards school climate according to their educational levels, years of service and positions existed. Teachers with high educational levels had more positive perceptions towards the school climates at the selected school in Zhengzhou, China. Teachers with more than 15 years of service had the most positive perceptions towards the school climates at the selected school. Teachers with high administrative positions had more positive perceptions towards the school climates at the selected school in Zhengzhou, China.

Nigerian Secondary School Teachers' Perception of Social Studies Relevance on the Development of Responsible Citizenship

This study investigated perceptions of Social Studies in the development of responsible citizenship among secondary school teachers in Ogun State, Nigeria. The study adopted a descriptive research design. A total sample of 308 teachers drawn from five local governments of Oguneast senatorial district of Ogun state, were selected through stratified random and simple random sampling techniques. Data collected was analyzed using Mean score, standard deviation, simple percentages, and t–test of significance. The result shows that the majority of teachers have a negative perception of Social Studies education to responsible citizenship. The study shows no significant difference in teachers’ gender, qualification, and experience in knowledge of responsible citizenship skills and values. The study recommends that teachers should be given in-service training to acquire more knowledge on the role Social Studies play in responsible citizenship development. In addition, only professional and competent teachers should be employed to teach Social Studies.

The Role of Innovation Management in Organizational Trust and Work Consciousness of English Language School Teachers in Iran

The present research study aimed to investigate the role of innovation management in organizational trust and work consciousness of English language school teachers in Iran, Karaj city. This research was a descriptive-correlational study. To estimate the size of the statistical sample, Krejcie & Morgan's (1970) table was used. There were 122 male and 104 female participants in the current study. To collect data, the Innovation Management (IM) (Moghimi & Ramadan, 2011), Organizational Trust (OT) (Shafiee, 2011), and Work Consciousness (WC) (Costa & McCrae, 1992) questionnaires were used. The results showed that there is a statistically significant relationship between innovation management organizational trust and the work consciousness of the teachers. Besides, there was no significant difference between males' and females’ innovation management and organizational trust status in terms of gender while a significant difference was found in terms of females’ work consciousness. However, no significant difference was found between single and married teachers’ innovation management, organizational trust, and work consciousness. Furthermore, there was a significant difference in teachers’ innovation management in terms of their academic degree while there was no significant difference between teachers’ organizational trust and work consciousness. Likewise, no significant difference was found between teachers’ innovation management and organizational trust in terms of their work experience, whereas there was a significant difference between teachers’ work consciousness in terms of their work experiences.

Exploration of Teachers’ Perceptions on Female Leadership in Female-led Public Secondary Schools, in Nandi County, Kenya

The study focused on the exploration of teachers’ perceptions on female leadership in female-led public secondary schools, in Nandi County, Kenya. The objectives of the study were to find out teachers’ perceptions of female leadership in Nandi County and whether there is a significant difference in teachers’ perceptions on female leadership in Nandi County. The study employed a descriptive cross-sectional research design. The respondents of this study included teachers and a government representative. The researcher used questionnaires and an interview schedule. The data analysis was done using descriptive statistics. The findings of this study indicated that 86.18% of the teachers agreed that females’ leadership in secondary schools in Nandi County positively influences the academic performance of the learners. 88.95% agreed that female leadership enhances discipline in secondary schools. 87.90% agreed that female leadership improves school infrastructural development while 73.93% that year of experience is an important consideration for appointment into leadership positions. There was a significant difference in the perception of teachers on female leadership between County and Sub-County schools in academic performance (p=0.05=0.05). There was a significant difference in the perception of teachers on infrastructural development between Extra-County and Sub-County (p<0.05) and Extra-County and County (p<0.05). There was no significant difference in the perception of teachers on discipline across the four categories of schools. There was a significant difference in teachers’ perception on female leadership in years of experience between National and Sub County (p<0.05) The conclusions drawn from the findings of this study were that Female leaders in National and Extra- County schools are perceived to perform better than their counterparts in County and Sub-County schools. The study recommended that school administration should empower female teachers into leadership positions either as subject heads, class teachers, or department heads to prepare them for higher leadership positions. The study further recommended that the Ministry of Education and Teachers Service Commission should sensitize female leaders on matters of school infrastructural development and general discipline of the school.

A Study on Educational Philosophies Adopted by Teachers: The Case of Eskişehir

In this study, it is aimed to determine the educational philosophies adopted by the teachers working within the borders of Eskişehir on the basis of gender, branch, school type, and teaching experience. This study was carried out using the survey model, one of the quantitative research methods. Research data were obtained by reaching a total of 492 teachers in the 2020-2021 academic year. Scale of Educational Thought and Applications (ETA) developed by Kumral (2014) was used as the data collection tool. Data were analyzed through descriptive statistics, independent samples t test, paired samples t test and one-way analysis of variance (ANOVA). Results revealed that the teachers were closer to the contemporary educational philosophy. In the evaluations made according to the gender variable, it is seen that the traditional educational philosophy scores of the teachers differed significantly (p=.008), while the contemporary educational philosophy scores did not differ (p=1.151). According to the branch variable, it is seen that the scores of the teachers from both traditional (p=.070) and contemporary educational philosophy (p=.436) do not differ statistically. According to the school type variable, it was determined that there was a significant difference in teachers' traditional educational philosophy scores (p=.030), while there was no significant difference in contemporary educational philosophy scores (p=.424). When evaluated according to the teaching experience variable, it was found that there was a statistically significant difference in the traditional educational philosophy scores of the teachers (p=.014), while there was no significant difference in the contemporary educational philosophy scores (p=.061).

Teaching Styles Pattern: A Survey of Mathematics Teacher's Preferences in Primary School

In the current wave of educational reforms, understanding teaching styles of mathematics can help modify strategies for effective teaching. This survey research which using quantitative approach was aimed to identify teaching styles pattern by primary school mathematics Year 5 teachers. The research population consists of 506 Year 5 mathematics teachers from Malacca primary school. A total of 217 mathematics teachers were randomly selected as respondents. Data were collected through a translated version of Grasha Teaching Style Inventory. Descriptive statistics were analyzing the finding. Statistical inference is used to analyze the difference in teaching style based on the teachers' background, which is gender and teaching experience. In direction of the data with means, frequencies, t-test and one way ANOVA; the formal authority is the dominant, which is for male year 5 mathematics teachers, while female mathematics teachers prefer to personal model teaching style. Meanwhile, formal authority was the highest means for teaching experience over 21 years. The was a statistically significant difference between the male and female teacher in delegator style. Likewise, there was a significant difference in teachers teaching style based on teaching experience in expert style and formal authority style. Teachers need to diversify teaching styles in teaching.

Predictive Power of Teachers’ Perceptions of Autonomy on High School Students’ Term Grade

This study aims to investigate the predictive power of teachers’ perceptions of autonomy on the term grade of high school students and differences in terms of school type and field of instruction. The study groups of this research, which was carried out with a predictive design and survey design among the quantitative research methods, included 230 teachers working in state high schools in affiliated with the Turkish Ministry of National Education in Battalgazi and Yeşilyurt in Malatya Province and 3005 students enrolled in the 11th grade at those schools. The teachers’ data were obtained via the Teacher Autonomy Perception Scale developed by the researchers. The students’ data consisted of term grade for 11th grade students in the 2020-2021 academic year. According to multiple regression analysis, the scale factors of autonomy in the classroom, autonomy at school and professional autonomy together explained 7% of the change in students’ term grade. While the autonomy at school score was a significant predictor of students’ term grade, autonomy in the classroom and professional autonomy were not significant predictors. Regarding to Kruskal-Wallis H test findings, while there was a significant difference in teachers’ perceptions of autonomy at school in terms of school type, there was no significant difference in their perceptions of autonomy in the classroom or professional autonomy. According to MANOVA findings, there was a significant difference in teachers’ perceptions of autonomy in the classroom in terms of field of instruction but no significant difference in their perceptions of autonomy at school or professional autonomy. The findings of this research might provide guidance for researchers, curriculum development experts, policymakers, academics in teacher training institutions, and other relevant stakeholders.

The difference of primary school teachers' online teaching satisfaction in subject and educational level.

The growth of online education requires high-quality online teaching. Teachers' satisfaction with online teaching is of great significance for improving online teaching effectiveness. This study was to explore the primary school teachers' online teaching satisfaction during the spread of COVID-19 from Shanghai, who have experienced online teaching, and explore whether there were differences of teachers' online teaching satisfaction in subject and educational level. 939 teachers from Shanghai participated in the study. The non-parametric Mann-Whitney U test and Kruskal-Wallis test of variance were performed. Results showed that teachers' online teaching satisfaction was at a high level. Moreover, there was a significant difference in teachers' subject and educational level on online teaching satisfaction. In terms of subject differences of teachers, there were significant differences in resource suitability (RS) among teachers of different subjects. Therefore, it is recommended that each subject should develop the online teaching resources to support teachers' online teaching. In terms of the differences in teachers' educational levels, there were no significant differences between the satisfaction of college-level teachers on non-technical variables such as content selectivity (CS) and teachers with undergraduate and graduate degrees, and only on technical variables such as self-efficacy (SE), resource suitability (RS), ease of use (EU), and intention to use (IU). Given the national context in China, the difference in educational levels may be more reflected in the age of the teachers. For teachers with college educational level, due to their older age, rather than simply enhancing motivation and improving learning ability to increase online teaching satisfaction, emphasis should be placed on providing appropriate teaching service support to help improve online teaching effectiveness. The findings provide new empirical evidence, strategies and Chinese experience for promoting teachers' online teaching satisfaction.

Enhancing Teaching Methods for Islamic Education Teachers in Primary Schools

This study examines the methods implemented by Islamic Education Teachers (IET) in Kinta Perak's Northern District of Malaysia on teaching Ibadah (worship). This study also looks for differences in Ibadah teaching approaches based on gender and teaching experience. This study employs a survey method along with a quantitative approach. This study used a questionnaire to determine the ibadah teaching methodology. For this study, 100 sample IETs were chosen as the respondents. The data were analysed using descriptive statistics, independent samples t-tests, and one-way ANOVA. The study provides a mean score of 4.70 and a standard deviation of 0.34 for the whole data about the teachers' method of teaching ibadah, and the interpretation is high. The highest item in this construct item is “Reprimand pupils for their inaccurate prayer behavior,” with a mean of 4.86 (S.D. = 0.37). The independent sample t-test shows no significant differences in teachers’ methods in teaching ibadah based on gender. One-way ANOVA test shows no significant difference in teachers' methods in teaching Ibadah based on teaching experiences. As a result, ongoing efforts must be made to enhance teachers' abilities and student Ibadah practice. This study significantly strengthens the ibadah-related teaching strategies used by teachers.

Association between Teachers’ Selflessness and School Organizational Commitment

This study aimed to determine the relationship between teachers' selflessness on their school organizational commitment. The study employed a descriptive-correlation research design with the online survey as the primary data collection tool. The respondents came from the 30 elementary and secondary schools in the Schools Division Office, Central Luzon. One hundred fifty-one public school teachers participated in the online survey using a stratified sampling technique. Adapted questionnaires were used to gather data. For the statistical treatment of the study, the mean was used for the teachers' responses. In contrast, for the relationship, the study used Pearson r-correlation. The study found that teachers' selflessness described their philosophies as "agree." As for the teachers' organizational commitment, it generated moderate to high responses. There is a significant difference in teachers' selflessness regarding sex and position. Also, the study found a relationship between teachers' selflessness, and affective and continuance commitment aspects of teachers' organizational commitment. Based on the results mentioned above, the researcher provided some crucial recommendations for the study.

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.

Techmentoring program: A school-based ICT initiative for teachers

The emergence of computers and their associated technologies has prompted educators to examine and transform their classroom practices to respond to the call for technology integration. Although there have been several ICT training initiatives conducted for teachers, ICT tools are not yet seamlessly integrated into the classrooms. This study aimed to find out the effectiveness of the Techmentoring program as a school-based ICT initiative among non-ICT teachers in basic education. This study utilized a one-group pretest-posttest quantitative research design to determine teachers’ attitudes and skills before and after the Techmentoring program along different phases of ICT uses which are familiarization, utilization, integration, reorientation, and evolution. Survey questionnaires are used before and after the implementation of the program. Considering the principles of mentoring, only 23 teachers are selected to be part of the Techmentoring program. The findings of the study revealed a significant difference in teachers’ attitudes and skills before and after Techmentoring. Teachers’ perceived skills and attitudes in navigating the varied ICT tools have significantly improved, supported by their feedback on the implementation. It further revealed that mentor-supported professional development and not just merely training is an effective strategy in ensuring that teachers will acquire the skills needed for them to effectively integrate ICT tools in the teaching-learning process.