Teacher Behavior Research Articles

Challenges Faced by Beginner Instructors and their Influence on Job Performance at University Level

This study deals with the challenges of novice teachers and their impact on professional performance. Moreover, novice instructors are those who are starting their careers and are in the learning stage. Furthermore, they have less than five years of experience and they face both internal and external challenges that have an impact on job performance. The population of the study comprises all novice teachers of the Islamia University of Bahawalpur. The sample of the study consisted of 210 novice teachers randomly selected from the population. Data was collected through a questionnaire and collected data was organized and interpreted as mean score, frequency score, and percentage. The main recommendation of the study was the supportive behavior of senior teachers and an encouraging job environment helpful in novice teachers' job performance.

How Principals Influence Teachers’ Innovative Work Behavior: A Qualitative Study

This study was conducted to explore the influence of principals’ leadership behaviors on their teachers’ innovative work behavior (IWB). It follows a qualitative approach that investigates the teachers’ perceptions of principals’ leadership behaviors and teachers’ own IWB. A qualitative thematic analysis was conducted using (NVivo 12) for the 15 interviews. It was found that principal leadership behaviors positively impact the innovative work behavior of teachers in UAE. The results indicated that support for innovation, providing resources, recognition, delegation, and consultation were the strongest influences on teachers’ IWB. Whereas continued monitoring affects teachers’ innovative behavior negatively. In this work, implications for practitioners and future research are also discussed.

ORGANIZATIONAL COMMITMENT AS A DETERMINING FACTOR OF TEACHERS' ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN ISLAMIC EDUCATIONAL INSTITUTIONS; META-ANALYSIS

This research aims to draw comprehensive conclusions from the results of relevant previous research. Seeing the strength of the correlation between organizational commitment and organizational citizenship behavior of teachers in Islamic educational institutions. Using Meta-Analysis research and systematic reviews using JASP 0.18.1.0 software. The data found were 25 articles through searches on Google Scholar and Mendeley search with the keywords Organizational commitment, organization citizenship behavior teacher. 10 articles were selected based on predetermined researcher characteristics and criteria. The data taken from the selected articles is the number of samples (N) and the r value for each article, then the effect size is analyzed. Includes; Madrasah Ibtidaiyah, Madrasah Tsanawiyah, Madarasah Aliyah Data from research on organizational commitment to organizational citizenship behavior of teachers at Islamic educational institutions were analyzed in depth to find out how big the correlation between organizational commitment is to organizational citizenship behavior of teachers at Islamic educational institutions. This research begins with formulating the research topic, tracing research results that are relevant for analysis. This can be seen from the research results which show that the results of analysis using the random effect model show that there is a significant positive correlation between organizational commitment and teacher organizational citizenship behavior. The strength of the correlation between organizational commitment and teacher organizational citizenship behavior is included in the low significance category1 (re: 0.790).

Language teacher professional curiosity: Understanding the drive for professional development

Teacher professional development (PD) has been shown to have numerous benefits, such as greater self-efficacy, higher motivation, and enhanced wellbeing (e.g., Kimura, 2014; Polin, 2023; Wang & Chen, 2022), and teaching additional languages is certainly no exception. However, the extent to which teachers are willing and able to engage in PD throughout their careers depends on many factors, some of which are related to the context in which they work, while others are reflective of their individual attributes such as attitudes, motivations, and personality. This paper focuses on the latter by reporting the findings of a study that examined language teacher professional curiosity (LTPC). The data were collected through semi-structured interviews from 6 Austrian and 6 Polish language teachers at different stages of their careers. Qualitative analysis allowed valuable insights into the nature of LTPC, curiosity-driven behaviors as well as factors influencing these behaviors. It also provided the basis for a tentative cyclic process model of LTPC in which interest and curiosity interact to produce a focus of curiosity, which is impacted by motivation, agency, autonomy, and social context, generating a drive for teacher behaviors in respect to their PD.

Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers' autonomy- supportive behavior, teachers' harmony, and peer support in a two-sample study.

In the evolving landscape of Chinese education, understanding the factors that influence the emotional health and engagement of English language learners is increasingly vital. Against this backdrop, our study delves into how teachers' autonomy-supportive behavior, teachers' harmony, and peer support impact these key educational outcomes. This study investigates the roles of teachers' autonomy-supportive behavior, teachers' harmony, and peer support in influencing the emotional health and engagement of English language learners in China. Involving a diverse sample of 68 English Language Teachers and their 389 students from various Chinese universities, the study leverages a convenience sampling method. Key findings indicate that students' emotional health is predominantly influenced by peer support, while student engagement is significantly affected by a combination of teachers' autonomy-supportive behavior, peer support, and teachers' harmony. These outcomes highlight the importance of both teacher behavior and peer relationships in educational settings, underscoring their crucial roles in enhancing student well-being and engagement. The study's methodology, incorporating a diverse sample from multiple educational institutions and a comprehensive analytical approach, offers robust insights. However, the limitations of convenience sampling and reliance on self-reported data necessitate a careful interpretation of the findings. Implications from this research are vital for educational policy and practice, emphasizing the need for interventions that enhance teacher-student relationships and foster supportive peer environments. This study adds to the body of knowledge on factors influencing emotional health and engagement among English language learners, advocating for a comprehensive approach in educational strategies and interventions.

Physical Education Teachers’ Commitment and Behavior Towards Continuing Education

This study analyses the commitment and behaviour of physical education teachers to continuing education around six dimensions, including pedagogical training, with the aim of developing an action plan based on the commitment of physical education teachers to continuing education and the profession in the areas of pedagogical training, sport-specific certification, adapted physical education, and technological integration. This study used quantitative research methods to explore the commitment to continuing education and professional action plans of these teachers. The results of the study revealed that physical education teachers' active participation in activities such as continuing education is a commitment to their professional development. The enhancement of these behaviours can better serve students; PE teachers' attitudes and subjective norms help to promote continuous learning and improvement; through participation in activities such as adaptive physical education and technology integration access, they can better apply theoretical knowledge to practical teaching and learning, and enhance the teaching effectiveness and student experience; PE teachers' commitment and behaviours to CPD is not only a responsibility, but also a mission, which is important for the teacher individuals, students and society as a whole have a positive and far-reaching impact.

Exploration of Culturally Responsive Teaching and Problem-Based Learning in The Diverse Learning of Prospective Science Teachers

Cultural diversity involves the learning process. This study aims to describe how the implementation of CRT and PBL affects teaching patterns and its influence on critical thinking character and awareness of cultural behaviour. The study was conducted in a class of 24 prospective science teachers which come from eight provinces in Indonesia. Course lecturers and the head of the study program also participated. The research data were obtained from observations, questionnaires and interviews. Data analysis used a qualitative approach. The results of this study reveal that CRT is more inclined to how teachers design culture-based learning, how student differences are seen as commonplace, and with in-depth communication can create a sense of care and compassion. Meanwhile, PBL connects communication through a directed and structured group activity. The appropriate collaboration between CRT and PBL can generate critical thinking figure and awareness of the cultured behaviour of prospective science teacher.

When the Confounding Effect of Optimism Meets the Collider Effect of Motivation: Prospective teachers’ Moral Motives and Moral Stances

Previous studies clearly indicate the importance of exploring factors that influence teachers’/prospective teachers’ moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength and the confounding effect of dispositional optimism. Such an investigation could provide deeper insights into teachers’ moral stances regarding critical incidents that give rise to ethical concerns within educational environments, particularly during the initial stages of their teaching careers (i.e., teacher education). Therefore, in the current study, prospective teachers’ moral motives were examined as predictors of their perceptions regarding unethical teacher behaviors, considering the collider effect of motivation strength and the confounding effect of dispositional optimism. 701 prospective teachers participated in the study. Comprehensive analyses, including preliminary exploratory structural equation modeling (ESEM) and a main analysis (i.e., set-ESEM), were implemented to investigate the relationships between the research variables thoroughly. The results revealed that the moral motives of ‘self-restraint’ and ‘not harming’ had a significant negative effect on the moral stances of prospective teachers regarding the adoption of unethical teacher behaviors. In contrast, the ‘social order’ moral motive had a significant positive effect on their moral stances toward adopting unethical teacher behaviors. In particular, these effects were not due to the collider effect of motivation strength or the confounding effect of dispositional optimism. Theoretical and practical implications were also discussed in the study.

Reconstructions of the Teaching-Learning Methodology in HEIs for the Execution of NEP

National education policy has extended a new dimension of the teaching-learning process. The Higher Education of India wants to replace the old & and traditional education system which is very lengthy and time-consuming as well as not providing shill development, practical knowledge, vocational jobs, and promotion to new startups. The New National Education Policy is bringing employment orientation education and skill development to the new generation. The paper focuses on changing the mode of Teaching -teaching-learning methodology which assists in the Execution of NEP. The doctrinal research methodology was adopted by the author and collected data from legal documents ministry data and internet data. The delimitation of the paper only covers the area of teaching behaviors of university-level teachers. The results of the paper no doubt NEP has played a greater role in enhancing the mindset of teachers in higher education and universities. Now a day’s education learning process is correlated with the Gamification education system.

Student well-being, perceived teacher error management, and perceived teacher justice

AimsIn this longitudinal study, we aimed at understanding the relation between students’ perceptions of teacher error management, teacher justice, and student well-being while considering age- and context-related differences. SampleA total of n = 575 primary school students (Grades 4–6) and n = 610 secondary school students (Grades 7–9) participated. MethodsRandom-intercept cross-lagged panel modeling was applied. ResultsIn primary education, perceived teacher error management positively predicted enjoyment and positive academic self-concept in school and was reciprocally related to positive attitudes. Perceived teacher justice negatively predicted physical complaints and social problems and was reciprocally positively related to worries in school. In secondary education, perceived teacher error management positively predicted all three positive dimensions of student well-being. Perceived teacher justice negatively predicted social problems in school, whereas worries in school negatively predicted perceived teacher justice. ConclusionsAssociations between student well-being and aspects of instructional teacher behavior varied across well-being dimensions and showed several similarities and few differences between primary and secondary education. Teachers’ role in student well-being was confirmed in both education contexts.

High workload is related to lower quality of life in public school teachers: A cross-sectional study.

People with long work hours, as evidenced by teachers, were more likely to present health problems that impact their quality of life (QoL). The reduced physical activity (PA) level or higher sedentary behavior in public school teachers was related to obesity. Although PA seems to improve the QoL in other professions, assessing whether the PA level could influence the relationship between workload and QoL in public school teachers is necessary. To analyze whether the high workload was related to worse QoL in teachers considered less active and more active. Two hundred forty-three teachers from public schools participated in this study. The domains of QoL and PA levels were assessed by SF-36 and Baecke questionnaires, respectively. Workload perception was assessed by a Likert scale. Binary logistic regression analyzed the association between high workload and QoL domains in teachers considering the PA level in a model adjusted by confounding factors (i.e., sex, age, and socioeconomic condition). Heavy workload was associated with less chances of having better physical limitation domain of both less and more physically active teachers. Less active teachers with heavy workloads were 53%, 61%, and 56% less likely to have better vitality, social functioning, and mental health, respectively. No such associations were observed in the more physically active teachers. Less active teachers with a heavy workload demonstrate lower QoL. Although the PA practice eliminated this relationship, both active and less active teachers with a heavy workload demonstrated lower QoL in physical limitation domain.

EXPLORING TEACHER BELIEFS AND PRACTICES TO ENHANCE SELF-REGULATED LEARNING IN GOVERNMENT SCHOOLS IN MALDIVES

<p>This study explored how teachers perceive self-regulated learning (SRL) and their beliefs through a mixed-methods approach. The Self-Regulated Teacher Beliefs Scale (SRLTBS) was administered to 49 teachers in Fuvahmulah City and Laamu Atoll schools to gauge their views on SRL. Five of the 49 participating teachers were selected based on specific criteria for further observation and interviews. The questionnaire responses showed that teachers had a moderately positive attitude toward SRL but lacked comprehension in certain areas, such as SRL planning stages, goal setting, and methods to stimulate students' self-motivation. The classroom observations and interviews revealed that while teachers could articulate effective SRL teaching strategies, these ideas were not consistently implemented in the classroom. Teachers' actions promoted SRL during learning monitoring, but weaknesses were noted in the planning and assessment phases. Triangulating these findings highlights the link between positive beliefs and more comprehensive SRL application, yet gaps in planning and evaluation suggest a need for targeted professional development. Also, most teacher behaviors that supported SRL were implicit rather than explicitly teaching the required skills.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0753/a.php" alt="Hit counter" /></p>

The Impact of Teaching Strategies and Style on Classroom Engagement and Interaction of Elementary School Students

In a unified syllabus and teaching objectives, the same content is taught by the same teacher, which does not guarantee that all students will receive the same results. From the perspective of teaching objectives alone, sometimes it seems that the same teaching goals can be achieved, but the learning process is also different. Besides, different countries have different teaching goals for the same subject at the same grade, or the knowledge itself that has reached a consensus. In addition to the student's learning, there is a question of if the teacher's behavior affects the process and outcomes of the student's learning, and if the student needs additional support in the classroom setting. It is a very common phenomenon that if a student likes the teacher of a certain subject, the student will be very serious and hard-working when studying the subject. If a student does not like the teacher of a particular subject, the student may not be very good at learning that subject. This review discusses the relationship among teachers’ behaviors, students’ emotional support, class management, as well as instructional support. This proposal will give suggestions to the teachers regarding their behaviors during teaching interaction.

MZ세대 영유아교사가 인식한 원장의 진정성 리더십이 건설적인 발언행동에 미치는 영향: 조직몰입의 병렬매개효과 검증

The aim of this study was to examine how the MZ generation (born between 1980 and 2005) early childhood teachers perceive preschool directors' authentic leadership and how their perceptions influenced their organizational commitment and constructive voice behaviors. To this end, a survey was conducted on 242 MZ generation early childhood teachers currently employed in kindergartens and daycare centers across South Korea. Data analysis, performed using SPSS version 26.0, involved calculating frequencies, percentages, means, and standard deviations. Additionally, the PROCESS macro for SPSS version 3.5, specifically model 4, was utilized to confirm parallel mediation effects. Bootstrap analysis was employed to validate the statistical significance of the mediating effects. The findings of this study were as follows. First, the level of the director's authentic leadership recognized by MZ generation early childhood teachers, constructive voice behavior, and organizational commitment of MZ generation early childhood teachers were all reported as ranging from moderate to high. Second, parallel partial mediating effects were found through emotional and normative commitment in verifying the mediating effect of organizational commitment in the relationship between the director's authentic leadership recognized by MZ generation early childhood teachers and the constructive voice behavior of MZ generation early childhood teachers. These results suggest that the director's authentic leadership influences the constructive voice behavior of MZ generation early childhood teachers, and emotional and normative immersion can play a mediating role in this process to promote constructive voice behavior.

Does Habits of Mind-Based Instruction Catalyze Literacy Development? The Case of Jordanian EFL Learners

This study examines the potential effect of habits of mind-based instruction on Jordanian EFL tenth-grade students’ literacy development. A quasi-experimental design was used, as two intact sections (n=35) were drawn from a pool of five tenth-grade sections from Hay Al -Arqoub Basic Mixed School, a public school in the North-West Badia Department of Education, Mafraq (Jordan). The two sections were randomly distributed into a control group (n=18) and an experimental group (n=17). A pre-/post- test was used to assess the participants’ performance before and after the implementation of an eight-week habits of mind-based instructional program. Descriptive statistics of both central tendency and dispersion (e.g., means, Standard deviations, variance) were used to analyze the date. The findings revealed that the participants of the experimental group outperformed those in the control group in both reading and writing. The findings stress the importance of a conducive, non-threatening learning environment in which learners feel ‘safe’ to ask questions, engage in literacy-related activities, and interact with peers to achieve common goals. With practice, habits of mind become behaviors for students and teachers to build on, value, and use to handle situations in and outside the classroom.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH TERHADAP KINERJA GURU SMK SWASTA KRISTEN BNKP DARO-DARO LAHUSA BALAEKHA

Teacher development efforts are heavily influenced by school principals. If school principals can exercise supervision and control and coordinate educational resources, teachers' performance levels will improve. The purpose of this study is to determine the impact of the principal's leadership on the performance of BNKP Darodaro Baraekha Christian Private Vocational School. This type of research is descriptive and based on a quantitative approach. The research instrument was a questionnaire and the population and research sample consisted of her 38 teachers of BNKP Daro-daro Balaekha Christian Pocational School. Research shows that principal leadership influences teacher performance. Conclusion: As a leader, the principal is tasked with mobilizing all available resources within the school. The good performance of teachers in schools mainly depends on the ability of school principals to influence the behavior of teachers in carrying out their duties. Recommendations 1) School principals should strengthen their role as leaders in school educational institutions and improve the quality of their leadership, including providing continuous motivation to teachers. This motivation can be achieved by implementing a reward system for teachers who perform well. This helps improve teacher performance. 2) Teachers should increase their responsibility in carrying out their duties, follow the rules set by the principal as a leader, constantly discuss learning with the principal, and receive opinions and constructive criticism from the principal. We need to emulate the attitude. Always follow the principal's instructions for the student's progress.

An adaptation of the Teacher Behavior Checklist for online and hybrid classes: Lessons about online teaching evaluations.

An adaptation of the Teacher Behavior Checklist for online and hybrid classes: Lessons about online teaching evaluations.

The effect of school size and class size on school preparedness.

The purpose of the present study was to understand students' school readiness as a function of student and teacher behaviors but also school size and class size using both linear and non-linear analytical approaches. Data came from 21,903 schools distributed across 80 countries as per the 2018 cohort of the PISA database. Results pointed to a preference for the Cusp model in that the relationship between school and class sizes with achievement proved to be best described by the non-linearity of the Cusp catastrophe model. The critical benchmarks were a school size of 801 students and a class size of 27 students for which increases beyond those thresholds were linked to nonlinearity and unpredictability in school readiness. For this reason, we suggest using the cusp catastrophe model from Nonlinear Dynamical Systems Theory (NDST) to understand more fully such complex phenomena.

The impact of information needs satisfaction on the creativity of visual art teachers

PurposeThe aim of this study is to investigate how the information needs satisfaction of visual art teachers affects their creativity. Visual art teachers’ information seeking behaviour and specifically the association of information needs satisfaction with creativity has been an understudied area, despite competent information seeking being considered essential for high quality practices of art teachers.Design/methodology/approachA questionnaire survey was developed addressing the information seeking behaviour of art teachers, informed by Wilson’s model (1981), including visual art teachers’ information needs, information resources, obstacles faced while seeking information and the perceived impact of information needs satisfaction on visual art teachers’ creativity.FindingsThe study included 298 visual art teachers in Greece. The results demonstrated that the key information needs of art teachers were mainly related to materials’ properties, techniques for creating artwork and artwork promotion methods. Online information sources were the preferred sources of art information, followed by colleagues, personal collections and visits to galleries and museums. Our study identified lack of time, lack of specialized libraries and copyright, as the main barriers to information seeking.Originality/valueInformation about art plays a substantial role in visual art education, while visual art teachers’ information needs satisfaction positively influences their creative endeavours. There is a need to further explore the digital information needs of visual art teachers.

초·중등 예비교원의 조망수용과 다문화행동의 관계

Objectives This study explored the mediating effects of prejudice and multicultural attitudes in the relationship between perspective-taking and multicultural behavior among pre-service teachers.
 Methods Two hundred and twenty-four pre-service teachers from single-Korean-ethnic background participated in the surveys assessing perspective-taking, prejudice, multicultural attitude, multicultural behavior, and demo-graphic characteristics.
 Results The results found that perspective-taking and multicultural attitude had a positive correlation with multi-cultural behavior. On the other hand, prejudice was negatively correlated with multicultural behavior. Also, preju-dice and multicultural attitudes showed a mediating effect in the relationship between perspective-taking and multicultural behavior. In the relationship between perspective-taking and multicultural behavior, the indirect ef-fect of prejudice was not found, but the indirect effect of multicultural attitude was significant. In addition, the path from perspective-taking to multicultural behavior by sequentially mediating prejudice and multicultural attitude was significant.
 Conclusions These results suggested that prejudice and multicultural attitudes may play an important role in the relationship between perspective-taking and multicultural behavior. Accordingly, this study discussed educa-tional intervention through perspective-taking to promote multicultural behavior of prospective teachers. Finally, limitations of the study and suggestions for future research were discussed.