Attributes Of Teachers Research Articles

Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies

This paper explores the influence of teacher learning on young children's STEM habits of mind through two studies involving Chinese preschools. Study 1 (141 teachers, 3214 students) demonstrates a significant impact of teacher attributes, particularly STEM teaching self-efficacy, on preschoolers' STEM habits of mind. Study 2 (77 teachers, 1514 students) reveals significant differences in child performance across intervention groups. Interventions incorporating Curriculum-Based Professional Learning (CBPL) principles positively affect preschoolers' STEM habits of mind. These findings highlight the importance of teacher attributes and targeted CBPL interventions for fostering STEM habits of mind in preschoolers, with implications for educational practices and policies.

An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination

The factors to which teachers attribute students’ successes and failures have important consequences for teachers’ instructional decisions as well as their expectations of students. Yet few, if any, experimental studies have been conducted to investigate the role that students’ race and gender play in how teachers make sense of students’ academic performance. In this exploratory experimental study, conducted with 413 mathematics teachers across the United States, we investigated the extent to which teachers attributed students’ performance disparities in mathematics to internal and external factors based on the students’ race and gender and explored the extent to which teachers’ beliefs and dispositions moderated their attributions. To do so, teachers were first given a collection of the student solutions with no gender or racial performance disparities. They were then randomly assigned to one of four conditions in which they were told that on this particular assessment: boys outperformed girls, girls outperformed boys, Black and Hispanic students outperformed White and Asian students, or that White and Asian students outperformed Black and Hispanic students. They were asked to report the reasons behind the disparities in math performance of these groups. We found that teachers attributed gender disparities in student performance to innate math ability, effort, and external social factors, whereas they attributed racial disparities in student performance to biological influences on intelligence, effort, external social factors or the assessment context. Teachers’ self-reported personal experience with racial discrimination moderated race differences in teacher attributions.

Assessing the impact of teacher characteristics, learner methods, and self-guided learning on technology adoption in mathematics instruction

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

Music Education Resource Materials in Relation to Quality of Teaching in Changsha County, China

The study conducted in-depth research and statistics on the music education resources and teaching quality of Changsha County, the participants of the study Were junior students from the Music School of Changsha Normal College. To understand their current assessment of the music education resources and music teaching quality in Changsha County. The results show that: The survey of student respondents showed a nearly balanced gender distribution (53.2% male, 46.8% female) and primarily included students over 20 years old, indicating a mature student demographic. Respondents generally affirmed the professional level and teaching quality of music teachers but highlighted deficiencies in resource allocation and extracurricular community support. Sex and age differences in evaluating resource adequacy, teacher quality, and community support were not significant, indicating consistent perceptions across these demographics. High-quality resource materials in music classes were strongly correlated with positive teacher attributes, such as enthusiasm, interaction skills, and organizational ability, suggesting that well-resourced classrooms enhance teacher effectiveness and student engagement.

Enhancing Teacher Competence in Differentiated Instruction for English Language Learners with Disabilities: A Professional Development Intervention

The purpose of this research was to assess the efficacy of a professional development program in enhancing the teaching abilities of educators in Saudi Arabia when it comes to instructing English Language Learners (ELLs) who have impairments. The research specifically targeted the Asir area. Upon completion of pre-test and post-test assessments, we saw substantial improvements in teacher competency, as shown by the outcomes of paired t-tests. The multiple regression analysis revealed that pre-existing competence and educational background were significant predictors of the intervention's performance. Following the completion of correlation and ANCOVA analyses, it was determined that the perceived usefulness of the intervention did not have a statistically significant effect on practical modifications in teaching techniques. This implies that other variables, such as structural obstacles and specific attributes of teachers, have a greater impact. The results emphasize the need of tailoring professional development programs to match the distinct profiles and current abilities of individual teachers, in order to attain optimal performance. The research concluded that instructors must undergo meticulously designed professional development programs to proficiently implement differentiated education. This intervention will enhance the academic achievements of English Language Learners who have impairments.

Teachers Embodying Acceptance for Marginalised Students in the English Language Arts Classroom

ABSTRACT The role of educators in mitigating the negative experiences faced by marginalised students has garnered increasing attention. This study highlights the key attributes of teachers who create a supportive environment for these learners, particularly in English Language Arts classrooms. Through an integration of Positioning Theory, Critical Discourse Analysis, and the Critical Incident Technique, the research underscores how educators can exemplify acceptance and inclusivity through purposeful discourse practices. Preliminary findings from four different upper-secondary English classrooms in the South-central United States suggest that these supportive behaviours and spoken interactions have significant implications for the well-being and academic success of marginalised students.

Teacher attributes as predictors of assessment practices in public universities of Ethiopia

Background Higher education teachers dwell on various classroom assessment practices. Their assessment practices play a significant part of the teaching learning process and in determining student achievement. In this respect, their different attributes determine the nature of their classroom assessment practices. This cross-sectional survey study aimed to examine differences in assessment practices among public university teachers with respect to their academic status, teaching experience, assessment training and specializations. Methods The study adopted Assessment Practices Inventory (API) which was distributed to a sample of 380 randomly selected teachers from four public universities. The majorities (93.4%) of questionnaires which were properly completed were entered to SPSS version 25 software and used for analysis. Multivariate analysis of variance (MANOVA) was used for analysis and Pillai’s Trace was utilized for interpretation of the results. Results The results showed that academic status (P= .000); teaching experience (P = .000); and assessment training (P =.030) had significant differences for the combined dependent variables (assessment practice). However, field of specialization (P =.130) did not show significant difference in the overall assessment practice although differences were observed in assessment design and interpretation. Conclusion Academic status, teaching experience, and assessment training are important attributes of teachers that shape their assessment practices. Therefore, as teachers hold the sole responsibility of classroom assessment, training and development courses in assessment, experience sharing and learning opportunities are necessary regardless of their specializations, academic status, and teaching experience.

Perception of students and teachers regarding the attributes of an effective clinical teacher in dentistry: a cross-sectional analytical study

Perception of students and teachers regarding the attributes of an effective clinical teacher in dentistry: a cross-sectional analytical study

Adaptive Leadership Strategies on Transforming Teacher Attributes and School Performance

Adaptive Leadership Strategies on Transforming Teacher Attributes and School Performance

University teachers’ perceptions of ICT-based teaching to construct knowledge for effective classroom interaction in the context of TPACK model

The purpose of the research was to investigate university teachers' perceptions of information and communication technology (ICT) to enhance teaching and construct new knowledge. The objective was to determine how teachers at the University of the Gambia perceived the effectiveness of the TPACK (Technology, Pedagogy, and Content Knowledge) model in teaching through ICT and how different attributes of teachers affect their level of TPACK knowledge. This study used a questionnaire, adapted from the TPACK model, which was administered to 88 faculty selected purposively from the University of the Gambia to collect data on their level of awareness of ICT-based teaching. Descriptive analysis was first run to check the scores of all components of TPACK, then a correlational analysis was carried out to measure the relationship between the TPACK constructs. The data collected from these analyses were used to construct a structural equation model that showed the relationship between TPACK constructs as perceived by the faculty of the University of the Gambia. The results of this study showed that the individual construct (i.e., technology, pedagogy, and content) and the paired constructs (i.e. Technology and Pedagogy, Technology and Content, Pedagogy and Content knowledge) of TPACK are positively correlated with teachers’ perceived TPACK, as well as the findings are consistent with the earlier claim that ICT-based instruction may not progress as quickly in education even when it is available and teachers are not knowledgeable about it. The results contribute to earlier research that aims to develop strategies for implementing ICT-based instruction in HEIs and offer advice to educators on how to create policies including TPACK components in their teaching and learning.

The Jewels in English Language Teaching: Attributes of Quality English Language Teachers in Second Language Setting

The growing demand for high-quality English language teachers who can effectively facilitate language learning has prompted the need for research in this area. By utilising a phenomenological approach and in-depth interviews, this study explores the lived experiences of ten experienced English language teachers from the Eastern part of Malaysia and five stakeholders in the English language teaching (ELT) field. The aim is to gain insights into their perceptions of what constitutes a quality English language teacher. The findings highlight that passion for teaching, cognitive abilities, social-emotional competencies, personality traits and a concept of ‘going beyond teaching’ are crucial for quality teachers. This research contributes to a deeper understanding of essential attributes that define a quality English language teacher, enabling teacher training institutions to refocus their curriculum and incorporate courses that prepare teachers holistically and enhance second language teaching and learning, particularly in the social-emotional domain. Several recommendations for including specific components in teacher training programs are also discussed.

Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective

The Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social justice in a democratic and open South African society. In this desk-top study, we investigate the attributes and competencies promoted and advanced through the Minimum Requirements for Teacher Education Qualifications Policy (MRTEQ) (2015) concerning the training of prospective South African teachers for the realization of social justice. We gathered our data through a literature review and a policy analysis, and we drew from critical social theory (CST), which argues for social transformation, human emancipation, and capacitation to make sense of our findings. We found that the MRTEQ (2015) promotes and advances knowledge, contextual awareness, and critical pedagogy as significant attributes and competencies for realizing social justice through education and, more specifically, ITE. The implication is that all initial teacher programmes must be designed to equip prospective teachers with these attributes to contribute to realizing social justice and transforming society. Against this backdrop, specific recommendations are made to develop these attributes in prospective teachers.

A Structural Model of an Exemplary Mathematics Teacher in Junior High School

This study develops a structural model of an exemplary mathematics teacher featuring students' perspectives. This study used an exploratory sequential mixed method research (MMR) design. Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) were conducted to determine the attributes of an exemplary mathematics teacher. The participants of the FGD were the students from the chosen two secondary schools, with eight student representatives from each school. The KII was also done with ten mathematics teachers and one mathematics supervisor. Exploratory Factor Analysis (EFA) was conducted for the attributes of an exemplary mathematics teacher, and it yielded four factors, namely: (1) Expertise, (2) Effective Communication with Students, (3) Devolution, and (4) Teacher's Disposition. Confirmatory Factor Analysis (CFA) was performed on the hypothesized Model with four latent variables with their corresponding observed variables using Analysis of Moment Structure (AMOS) version 21. Using the Structural Equation Model (SEM) technique, the findings revealed a significant influence of the factors on exemplary mathematics teaching, thus providing a theoretical foundation for this study. Moreover, the findings also showed significant contributions of the observed variables (S.Q. items) to the latent variables (factors). Based on the SEM findings supported by the literature, the structural Model of an exemplary mathematics teacher was empirically founded. The developed model could serve as one of the platforms for lifting mathematics education. Also, the validated survey questionnaire could be a tool for assessing mathematics teachers.

"The feedback dilemma"-provider and learner perspectives regarding the barriers and facilitators for giving and receiving feedback in medical education: A parallel mixed methods approach.

Learning in medical education involves a multitude of practical tasks and skills that are amenable to feedback provision. Though passive feedback is given, there is a consistent gap in feedback provision and its receipt. This study aims to assess provider perspectives on feedback and learner attributes influencing the receipt of feedback in medical educational settings. A parallel mixed methods study was conducted in September 2023 at a tertiary care teaching institute. A convenience sample of 40 medical teachers comprising two faculties per department and 30 students were included. Focus group discussions (FGDs) were conducted with students from each academic year for assessing the student-level factors (facilitators and barriers) in the receipt of feedback. Among the 40 medical teachers who were interviewed, the majority of 23 (57.5%) were assistant professors and nearly half of them (18; 45.0%) were below the age of 30 years. The majority of the respondents (28; 70.0%) were females, and 34 (85.0%) of them were postgraduates. Most of them (24; 60.0%) had worked for more than 10 years at the institute. It was observed that 80.0% of the respondents had given feedback to their students at some point in their careers. The major barriers for providing feedback were lack of curricular guidelines, fear of affective responses from students, burden of clinical, administrative work, and lack of perceived need by both students and teachers. DESTEP analysis of the student-level factors governing the receipt of feedback shows the effects of institutional ethics and culture, feedback model utilized, and the influence of learner behaviors, motivations, and teacher attributes. The study elucidates mentor- and mentee-level influencers for providing and receiving feedback. Effective teacher-student partnerships along with an optimal skill set are required to recognize the need, opportunities, and processes to provide and seek feedback. Shifting the focus from feedback giving to active feedback seeking would be a step toward creating effective and pragmatic feedback systems.

FL learners in late adulthood: A report of seniors’ willingness to communicate in English in the classroom context

The article aims to examine older learners’ points of view concerning their in-class will- ingness to communicate (WTC) in English and to identify their expectations regarding an English teacher. The instrument was a questionnaire that comprised – among others – of questions referring to variables that could exert an impact on third-agers’ WTC in English in class. The factors which were used as options in the closed and open-ended questions in the study had been identified by the third agers as the ones that positively or negatively shaped their in-class WTC in an earlier piece of qualitative research (Borkowska 2021a). The data analysis revealed that the informants (63 older participants) reported an eagerness to communicate in English, and they perceived speaking with the teacher as the most motivating type of interaction. The most crucial components of language instruction that boosted older adults’ WTC was gentle error correction, a friendly atmosphere, and teacher support that seemed to have a positive effect on their lower self-esteem. Similarly, an empathetic and patient instructor could be of great help in diminishing seniors’ self-depreciating views. In contrast, negative teacher attributes (e.g., anxiety, criticism) could lead to inhibiting the older participants’ WTC and active involvement during English classes.

An investigation of the effect of low salary on teachers’ academic performance in Liberia

It is a widely known fact that salaries are one of the biggest factors affecting employees working performance regardless of the professional identity in any part of the world. As the title suggests this study was carried out on the issue of the administrative impact of low salary on teachers' performance in Liberia. The major goal was to uncover issues that both instructors and kids encounter as a result of low salaries. The study used a quantitative approach, with a total population of 1500 people and a sample size of 150 people, using a simple random sampling method. More than half of the instructors had evident effects of functioning fairly in the classroom and inconsistent attendance, according to the data. The data revealed that more than half of the instructors were paid low wages with little or no additional perks or allowances. To attain their targeted outcomes, both the national government and school authorities will need to do more. According to the findings, increases in teacher attributes are most likely to lead to significant gains in student performance. As a result, excellent education can only be ensured by great instructors. Gender, age, race, wage, personality, behavior, attitude, education, training, experience, job satisfaction, motivation, morale, ability, and skill are all listed as elements that influence a teacher's performance. Wages remain an important determinant, according to this study, which extensively analyzed and evaluated these effects.

Model Strategy for Improving Teachers’ Work Discipline at Public Senior High School 96 in Jakarta

The decline in work discipline among teachers at public senior high school 96 in Jakarta has led to a reduction in overall school discipline. This research aims to identify the factors influencing teachers, improving discipline at public senior high school 96 in Jakarta, and formulating strategies to enhance it. The research also presents a model for improving work discipline among teachers at Public Senior High School 96 in Jakarta. The research study involved seven Informants. A qualitative-methods approach was employed. Data analysis utilized the Analytic Network Process (ANP) through Super Decisions 3.2. The final results of the study reveal the Model of Work Discipline Improvement Strategy for Teachers at Public Senior High School 96 in Jakarta. Among the identified factors, the personal attributes of teachers emerged as the most crucial aspect in enhancing work discipline at Public Senior High School 96 in Jakarta. Personal attributes were prioritized as the key criteria, followed by criteria such as committee assignment issues, communication gaps, and personal matters. Leadership strategies were determined to be of primary importance in the context of work discipline improvement. The research concludes that the preventive work discipline model is the most suitable approach for enhancing teachers’ work discipline.

Feedback Value: A Cross Sectional Study on Clinical Students Perception in South East, Nigeria

Introduction: Feedback is vital for clinical students to improve their learning, growth, and raise self-awareness of their clinical skills. It also provides an important vista for faculty members to appraise their teaching practices for quality assurance process. Therefore, it is vital to assess the students' perspectives of feedback on teaching quality. Regular feedback, maybe helpful in improving teaching skills, encourage better performance, aid provision of deeper understanding of the material taught by the teacher, while eliciting better appreciation of the teaching of the faculty by students. This study probed the student’s perception of teaching evaluation feedback, awareness of teaching feedback methods and relevance of teaching feedback.
 Method: A cross sectional study, carried out among clinical students in 5th year medicine purposefully selected from medical schools in South East Nigeria. A 45 item structured questionnaire consisting of Likert –scale questions and multiple choice questions was used to obtain socio-demographic and relevant data (awareness of teaching feedback, perception of feedback and awareness of other evaluation methods). Data was analyzed using SPSS version 26 to calculate descriptive statistics (mean, standard deviation). Inferential statistics (t-test, regression analysis) was carried out to determine relationship between feedback and teaching quality.
 Results: Most (93.2%) of the 370 respondents, were aged between 20 and 29 years, with a mean of 25.08 ± 3.18. Male participants were (53%) and females (47%). Of all the respondents, 74.3% were aware of the use of feedback as a factor of teacher evaluation; 24.1% indicated that they provide feedback in their schools. Students that were aware of other teacher evaluation systems were 43 (11.6%). Of the 43, 39(90.7%) mentioned student achievement measures, 3 (7%) on‑the‑job evaluation, 1 (2.3%) Marzano model. The very high mean response values greater than the Likert scale’s criterions mean of 3, a standard deviation value very close to the mean, indicate low response variability; shows that students agree that feedback is very important for all relevant attributes of a clinical teacher.
 Students strongly agree that feedback will improve preparedness, teaching skills, teacher’s insight into the unique challenges experienced by them, performance in examinations, development of appropriate curriculum, marking schemes for examinations and overall image of the school. This is indicated by mean response values greater than the criterion mean of 3. However, students disagree that feedback may discourage interest in teaching as indicated by a mean response value of 2.94 less than the criterion mean of 3.
 Conclusion: Students perceive feedback relevant for a clinical teacher, agreeing that it will help teacher understanding of their unique challenges and curriculum development. Despite the perceived benefits of feedback, only a small number of study subjects indicate that it is provided in their schools. It is imperative that feedback as a way of improving teaching/learning in schools is strengthened.

Context Matters as Racialization Evolves: Exploring Bias in Preservice Teacher Responses to Children

This study explores preservice teacher attributions to children’s behaviors portrayed in specific emotion-laden school scenarios. Participants included 178 preservice teachers from three universities. The preservice teachers viewed video vignettes of Black and White child actors in six different school scenarios. Our team constructed two themes from the preservice teachers’ narratives about what they saw: (a) context matters (i.e., different scenarios activate different preservice teacher attributions), and (b) racialization evolves (i.e., preservice teachers make different attributions about Black and White boys engaged in the same behaviors). Findings underscore the importance of teacher education and professional development for novice teachers that address racial bias in attributions of student behaviors.

Teacher Factor in the Teaching of Social Studies in the 21 st Century

The paper examines the pivotal role of teachers in effectively imparting social studies education in the modern era. The paper underscores the importance of well-trained teachers in facilitating the teaching of social studies, a subject that prepares learners for active participation in society. It discusses the multidisciplinary nature of social studies, encompassing history, geography, economics, anthropology, and political science, and highlights the values and concepts it seeks to instill in learners. The paper elaborates on the attributes of effective social studies teachers and their role in creating engaging and meaningful learning experiences. It also delves into the current national curriculum, emphasizing the need for well-structured schemes of work to ensure comprehensive coverage and learning continuity. The paper further explores the interpretation and implementation of the revised basic education curriculum and the incorporation of social studies within the new subject of Religion and National Values. Finally, the paper presents various teaching methods and techniques suitable for primary school social studies instruction.