Teacher Characteristics Research Articles

Empowering Teachers as Users in Human-Centered Design

Teachers play a crucial role as end-users of technology in educational settings but seldom get recognition as a group of technology users with varying needs and perspectives. This paper analyzes the unique user characteristics of teachers, both in terms of general user nature and within the context of established ed-tech frameworks and technology acceptance models. The authors argue that existing frameworks and models inadequately address the distinct characteristics of teachers as users and therefore provide specific recommendations for the development of a specialized framework that accounts for the teacher’s specific user criteria.

Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary

Teacher gesturing is an effective strategy for promoting vocabulary learning during book reading in early childhood settings. While studies find significant variation in teachers’ use of gesture, existing studies have not explored within-teacher and across-book differences in gesturing, reducing the ability to better understand how teachers and books drive gesturing to support language learning. To address this gap, this study investigated the gestures of nine teachers across 108 observations of the same 12 books to understand factors that explain teachers’ frequency of gesturing and the ways in which teachers gesture. Using mixed methods, we estimated multilevel models and descriptive statisics to examine whether books and teacher characteristics explained teachers’ frequency of engaging in representational and iconic gestures and employed multimodal content analysis and a grounded theory approach to better understand how and why certain books elicit more of these gestures across teachers. Study findings show greater within teacher variability in frequency of gesturing as a function of book, a positive association between teacher expertise and frequency of representational gesturing, and that teachers gestured to create emotive, conceptual, and animation bridges to connect the text and illustration to support student understanding of the language in picture books. Results showed that the content of the text also explained teacher gesturing, and thus that gesturing is not solely a teacher trait, but also reflects qualities of the text. Gesture research and practice should continue to consider text selection as critical to promoting this pedagogical strategy.

Assessment Beliefs, Practices and Competence Vis-À-Vis Demographic Characteristics of Senior High School Social Studies Teachers in Ghana

This study examined the impact of demographic factors on the assessment beliefs, practices and competence of Social Studies teachers in selected Senior High / Technical Schools in the Volta and Oti Regions of Ghana. The study was guided by the Human Capital Theory (HCT). It utilized a quantitative research approach and a cross-sectional research design. Employing a two-stage simple random sampling method, 196 Social Studies teachers were randomly selected from 80 Senior High Schools (SHS) and Senior High Technical Schools (SHTS) in the Regions. Data was collected through a questionnaire, covering the participants’ demographic information and assessment beliefs, practices and competence. Statistical data treatment was done through frequency distributions. It was displayed using a contingency table and Cramer's V analysis. Findings indicated no significant correlation between the teachers’ gender, educational background, teaching experience, assessment beliefs, practices and competence. The study concludes that the demographic did not influence the teachers’ assessment beliefs. Based on the conclusions, it is recommended that professional development should focus on individualized training that targets specific needs of teachers in assessment literacy rather than generalizing based on demographic factors. This could help foster more robust and consistent assessment beliefs across the teaching population. In addition, teacher education programs should prioritize skills-based training on contemporary assessment methodologies and address competency gaps regardless of demographic factors.

Teachers as silencers: a Q methodology study into teachers’ characteristics contributing to unwillingness to communicate among foreign language learners

ABSTRACT Purpose This Q methodology study explored foreign language learners’ divergent viewpoints on teachers’ characteristics that contribute to unwillingness to communicate (unWTC). Design/methodology/approach Q sorting was administered in-person with 40 Chinese undergraduate students enrolled in several Thai as a Foreign Language courses at a university in Thailand. The students sorted 30 statements, each reflecting distinct teacher characteristics that potentially silence them in the classroom, onto a forced-distribution grid. All Q sorts were analyzed using inverted factor analysis, followed by semi-structured interviews with six of the participants. Findings The findings revealed three profiles of characteristics that contribute to L2 unWTC, namely, the impatient teacher, the uninspiring teacher, and the intimidating teacher. These profiles were found to hinder different groups from engaging in L2 communication. The findings are discussed in relation to relevant educational theories, and implications are presented. Originality/value This study highlights the importance of understanding and addressing specific teacher behaviors that influence learners’ L2 WTC. By identifying and mitigating these behaviors, educational institutions can create more supportive and encouraging learning environments that promote greater engagement and success in language learning.

The determinants of data use practice for instructional practice in higher education

PurposeAn evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems, collecting and transforming various types of data into instructional decisions, and implementing informed actions to improve instruction and student learning. Since teachers are the main actors in instructional practices, this article reports on a study aimed at predicting the influence of various teachers’ characteristics on the degree of data use practices for instructional purposes.Design/methodology/approachIn this study, we conducted a survey in a developing country to gather primary data. The collected data were analysed using a supervised machine learning approach, focussing on decision tree analysis, to determine the influential factors.FindingsOur investigation identifies pedagogical knowledge, data literacy, content knowledge, knowledge of English for teaching and attitudes towards data as crucial determinants in predicting the intensity of such data use practices. Notably, pedagogical knowledge emerges as the most potent predictor, emphasising its pivotal role in shaping teachers’ frequency of instructional data use practices. Surprisingly, English proficiency does not exhibit a significant influence in this predictive model.Research limitations/implicationsThe findings may not be generalisable to a wider context since this study relied on a relatively small teacher self-reported sample collected through surveys, and, as this study used perception data, this may or may not reflect teachers’ actual knowledge and skills.Practical implicationsBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional improvement, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. Ultimately, it provides a foundation for targeted interventions and strategies aimed at fostering a culture of evidence-based practices to improve instruction and consequently student learning outcomes within educational settings.Social implicationsThis insight holds significant implications for policymakers, educational practitioners and providers of professional development programmes seeking to facilitate effective data use practices for instructional improvement.Originality/valueBy spotlighting the nuanced interplay between teacher individual characteristics and the practice of data use for instructional purposes, this research contributes to a nuanced understanding of the factors shaping teachers’ engagement with data. This study represents an empirical examination of such factors by employing a quantitative approach: a flexible decision tree analysis. This contributes to a growing body of research on factors related to teacher characteristics and much of the research in the field of data use has been done using a qualitative approach.

Parental involvement in the inclusive transition to school: preschool teachers’ transition practices in a German context

ABSTRACT Parental involvement (PI) in the transition from preschool to primary school is an important prerequisite for children with disabilities to start school successfully. Therefore, the present study looks at PI practices that are conducted to support successful inclusive transition processes in Germany. The focus is on practices that take place in the institutional context of early childhood facilities. The data base consists of qualitative guideline-based interviews with n = 22 preschool teachers. The data analysis comprises two steps: 1) a qualitative content analysis and 2) a systematic comparison of teachers and their transition practices according to specific teacher characteristics, such as professional experience. The results show that communication formats between teachers and parents regarding a child’s development or general issues such as the course of the last preschool year are most widely established to involve parents in the transition process. Some teachers also claim to inform parents about additional support for their child and involve parents in preschool or school visits. Moreover, findings indicate that parental involvement hardly differs systematically between teachers with different backgrounds (e.g., different levels of professional experience).

Exploring teacher characteristics and participation in TPACK-related online Teacher Professional Development in Assam, India

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

Exploring the Characteristic of Good Catholic Teacher of the Sister of Saint Paul de Chartres in Thailand

This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model).

Is Online Education Working?

This study examines the impact of instruction modality on student learning outcomes, with a focus on disparities observed pre- and post-pandemic. Using administrative data from a public university spanning seven pre-pandemic and five post-pandemic semesters, the analysis controls for endogenous sorting using fixed effects. The findings suggest that face-to-face (FtF) instruction results in better student performance, such as higher grades and a lower withdrawal rate. Additionally, students with greater exposure to FtF instruction are less likely to repeat courses, more likely to graduate on time, and achieve higher Grade Point Averages (GPA). The study also shows that the FtF advantage has been decreasing over time, and the differences are smaller post-pandemic. The results are consistent across student and instructor characteristics, except for Honors and graduate students, where the FtF advantage is either smaller or statistically insignificant.

Determinants of E-Learning Acceptance in Indonesia Post-COVID-19 and Its Impact on Students’ Technopreneurship

Objective: This research aims to address the gaps in country-specific e-learning studies by examining the key factors influencing e-learning adoption in Indonesia. Grounded in a comprehensive literature review on flow theory, service quality, and technology acceptance models, the study develops a research model that includes four independent variables (instructor characteristics, teaching materials, content design, and enjoyment), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Method: Data were collected from 404 respondents, comprising students and lecturers at state Islamic universities in Indonesia, using convenience sampling. The study employed SEM-PLS for data analysis, validating the research instrument's reliability and validity. Results: The results offer insights into the managerial implications and suggest directions for future research in e-learning adoption. Its results confirm six hypotheses. Novelty: This study fills a gap in e-learning adoption research by focusing on Indonesia and integrating flow theory, service quality, and technology acceptance models. It highlights the roles of perceived playfulness, ease of use, and instructional content design in influencing e-learning adoption while challenging the expected impact of instructor characteristics. This research provides fresh insights into technology-driven learning in the context of developing countries.

보육교사 개인 변인에 따른 전문성, 교수효능감, 자긍심의 차이와 영향력의 주 효과 및 상호작용 효과

This study was conducted to analyze the differences in professionalism, teaching efficacy, and self-esteem based on the individual characteristics of childcare teachers, and to predict their influence by analyzing the main and interaction effects among the variables. The subjects of the study were 354 childcare teachers working in Seoul and Gyeonggi-do. The results revealed the following: First, there were significant differences in professionalism and teaching efficacy according to the class in charge, age, education, and childcare experience, while self-esteem showed differences based on educational background. Second, a positive correlation was found between the professionalism, teaching efficacy, and self-esteem of childcare teachers. Third, professionalism, teaching efficacy, and self-esteem were identified as significant factors that influence one another. When professionalism and self-esteem were introduced as independent variables, they had the greatest effect on teaching efficacy. In the analysis of interaction effects, the interaction between professionalism and self-esteem was found to have the greatest impact on teaching efficacy. These findings suggest that, in order to improve teaching efficacy in a childcare environment where various factors interact, both professionalism and self-esteem must be considered together. This study aims to provide fundamental data for continuous education and to inform policies that enhance the professionalism and self-esteem of childcare teachers.

중등수학교사의 수학적 신념에 따른 수업목표 이해 및 과제 선별

The purpose of this study is to determine how secondary school mathematics teachers interpret the geometry unit lesson objectives in relation to the characteristics of teachers' mathematical beliefs and what main tasks they present during specific classes with the interpreted lesson objectives. For this purpose, a survey was conducted targeting secondary mathematics teachers regarding mathematical beliefs, teaching goals, and task selection. As a result of the study, no evidence was obtained that there was a difference in mathematical beliefs depending on the teaching goals understood by teachers. In general, teachers were found to select class goals that correspond to knowledge and understanding, and only in some units did specific mathematical beliefs appear to influence teachers' interpretation of class goals. Second, there was no significant difference in the level of cognitive demand of tasks teachers wanted to present in class depending on the class goals. However, in certain units, it was found that there was a difference in the ratio of cognitive demand levels. The findings provide important implications for better understanding of teachers' behaviors focusing on cognitive demands of tasks and mathematical beliefs.

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.

K-12 Special Education Accessibility and Instructional Quality Related to the COVID-19 Shift to Online Instruction

ABSTRACT The shift to online teaching dictated by the COVID-19 pandemic was disruptive to all levels of education. Research has shown that access to online instruction was particularly challenging for K-12 students with disabilities and that their teachers were not well-prepared to provide instruction online. The objectives of this study were to evaluate the relationships between special education teacher characteristics and the switch to online instruction related to the COVID-19 pandemic as predictors of quality of instruction, and also to explore how the switch to online instruction was related to teacher and student access to the content and other relevant resources. Using a mixed methods online survey that incorporated a retrospective pretest approach for quantitative data collection, data from 293 special education teachers were used to examine these relationships. Regarding quality of instruction, paired samples t-tests yielded a large and significant drop in Engagement, a smaller drop in Action and Expression, and a small but significant increase in Representation. Teacher experience was significantly and positively correlated with student access to technology. Teachers described poor institutional support for the transition to online instruction and also reported problems with accessibility for their students. Only 22 of the 293 participants reported any prior experience with online teaching. Future research should include development of teacher preparation that includes training in improving Engagement as well as practice with online teaching skills and resources.

On the Relationship between Iraqi EFL Teachers' Organizational Commitment and Their Leadership Style: A Case Study of Missan Province

This study looked into the connection between the leadership styles of Iraqi EFL teachers and their organisational commitment (OC). The Characteristics of Successful Teachers' Questionnaire and the Organisational Commitment Scale (OCS), which has three sub-scales: Affiliation and Pride, Identification, and Satisfactory Exchange, were given to the EFL teachers in order to get the necessary data. The "Spearman Correlation Coefficient" was utilised in this study's correlation approach to explain teacher dedication and leadership style. In the Missan province of Iraq, 147 male and female teachers were given the "Class Leadership Style" and "Organisational Commitment Scale" questionnaires for this reason. The findings showed a strong and positive correlation between teachers' organisational commitment and their leadership style.

Register of male and female Arabic language teachers on YouTube channels: A gender analysis in sociolinguistics

Language and gender have a strong connection, especially in a social context. This study examines register in Arabic by looking at the language used by male and female teachers who utilize the YouTube media platform to provide basic Arabic tutorials. From these videos, the language characteristics of male and female Arabic language teachers can be observed, in terms of gender. In general, this study investigates the registers of male and female Arabic language teachers. Specifically, it elaborates on the significant differences between the language used by male and female Arabic language teachers based on a register analysis. The research question is thus divided into two: (1) what is the typical character of male teachers and female teachers of Arabic on YouTube channels; (2) how do male and female Arabic teachers use register on YouTube channels. The method used in this research can be divided into three stages. The first stage was the data collection, which was carried out by viewing and observing Arabic language learning videos uploaded onto YouTube channels by male and female teachers. The second stage was the data analysis, which used the model of Miles and Huberman, consisting of data reduction, data display and data conclusion. The final stage was the reporting of the results, using illustrative quotes in the form of descriptions and narratives related to the language registers of male and female teachers in terms of a sociolinguistic study. The gender-based language characteristics can be identified from aspects of gesture, word choice, greeting pronunciation and the mention of personal names. This research contributes to the development of the study of language learning in terms of gender based on an online social media platform.

Studying Factors Influencing Intention to Use Hybrid Education: A Case Study of Visual Communication Design Major Students at Chengdu Vocational University of Art

Background and Aim: Hybrid teaching follows the reform trend of China's vigorous development of online education and hybrid education. The Chengdu Vocational University of Art is the earliest art vocational university in China, and the visual communication major is the advantageous major of the university. The program of this major adopts a hybrid education model combining MOOC online courses and offline education. This study uses TAM, ASCI, UTAUT, and ECM theories to construct a model to analyze the factors affecting the hybrid education learning satisfaction of visual communication students, whose variables include virtual classroom quality, instructor characteristics, student expectations, course design quality, and course content quality. Materials and Methods: A purposive sampling method was used to distribute questionnaires to 571 students. Confirmatory factor analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze the reliability, validity, goodness of fit, and hypothesis testing of the model. Results: Student satisfaction was found to greatly influence intention to use through the study. In addition, instructor characteristics and classroom quality had a supportive relationship on perceived usefulness, student expectations, course content, and perceived usefulness had a supportive relationship on satisfaction, while course design quality had no significant effect on satisfaction. Conclusion: School management and teaching teams should pay attention to the key influences on the intention of hybrid education and design programs based on research findings to help students understand the effectiveness of hybrid education and improve the quality of education.

Creating a speech portrait of a modern Chinese teacher in online media

The purpose of the study is to identify the speech characteristics of modern Chinese teachers. The object of the study is the blog(s). Special attention is paid to the visual and auditory design of the video material: the presence of music, the design of the room, the style of the blogger's clothes, the manner of speech. The desire to show their own market attractiveness against the background of competitors, the desire to become popular and have their own audience on the Internet motivates bloggers to show authority in a variety of ways. The research material was two commercials of English language courses on the "bilibili" platform. The coronavirus infection has pushed the Chinese government and private educators to develop online teaching platforms, among which the bilibili video hosting can be cited as example. Users of this platform have the opportunity not only to watch videos, but also to purchase video courses on various topics. The work uses a descriptive method (observation, interpretation, generalization). In the course of the study, the speech analyzer programs Text-Analyzer and Cathoven were used, with the help of which the approximate level of oral text on the CEFR scale was determined. As a result of the analysis, the main features of the speech portrait of the teacher-blogger were highlighted, and the importance of the image on the Internet for attracting an audience was emphasized. The main contribution of the author is a comprehensive study of the image of a modern teacher in Chinese linguoculture. Along with the economic boom and the development of social networks in China, there has been a reassessment of traditional values. The penetration of Western mass culture has had a strong impact on the population, especially on the younger generation, who use the Internet to a greater extent and consume entertainment and educational content. This influence has not spared modern Chinese teachers. Studying the image of a Chinese teacher in modern realities will help to update information about Chinese culture, its synthesis with modern mass culture and traditional Confucian values.

Teaching in China's Heartland: A qualitative exploration of rural teacher job satisfaction

Enhancing rural teacher job satisfaction, which is a pivotal aspect in elevating the overall quality of rural education, serves as a crucial means to promote balanced educational development and to foster societal equity and cohesion. The objective of the study was to explore the factors that influence job satisfaction of rural teachers teaching in China's Heartland. 15 rural primary school teachers were meticulously chosen for in-depth interviews, utilizing a qualitative research paradigm and purposive sampling technique, spanning from March 2021 to July 2021. With reference to Hoppock's view of job satisfaction, this study designed an interview outline based on specificities of rural workplaces. Through in-depth interviews, a wealth of first-hand text materials was collected about rural teacher job satisfaction. Then these textual materials were processed with a rigorous tertiary coding based on grounded theory. This study found that rural teacher job satisfaction was influenced by various factors, encompassing both external and internal factors. External factors included national policies, campus culture, and rural environment. Internal factors included growth experience and self-cognition. Further, strong external support was strongly associated with improvement of rural teacher job satisfaction. Intra-individual characteristics of rural teachers were the most implicit influencing factors.

The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy.

Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.