Teacher Comfort Research Articles

Teacher Comfort in Managing Asthma: A Two-State Study

Teacher Comfort in Managing Asthma: A Two-State Study

Implementation of Peer To Peer Supervision in Developing Competencies of Junior High School and Madrasah Tsanawiyah Teachers in Sekarbela District, Mataram

This study aims to explore the implementation of peer-to-peer supervision in developing teacher competencies at SMPN 17 Mataram and MTSN 3 Mataram. This research method employs a qualitative approach with a case study design. Data collection techniques include observation, interviews, and documentation. Data were analyzed using thematic analysis. The results of the study indicate that peer-to-peer supervision is effective in developing various teacher competencies, such as collaboration, communication, pedagogical knowledge, and technology integration. The positive outcomes include improved teacher competencies, conducive learning environments, and increased teacher comfort in facing evaluations. However, challenges include the lack of objectivity in assessments, suboptimal follow-up after supervision, and absence of an official schedule, affecting effectiveness. The implications emphasize the importance of implementing peer-to-peer supervision to enhance the quality of education in secondary schools. Future research could focus on addressing challenges and further exploring the impact of peer-to-peer supervision.

Building technology integration at an urban school through a PDS partnership

PurposeIn 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.Design/methodology/approachSurvey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.FindingsResults showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.Originality/valueThis initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

“I’m going to be open with you” or “ideas are neutral”: Critical reflections on doing YPAR in middle school classrooms

This article examines the ways teachers, students, and teacher educators interacted in a unit around Christopher Columbus and other historical figures that have been given places of privilege within the dominant society. The authors trace how color-evasiveness and explicit engagement with race in the classroom intermingle with the implementation of a Youth Participatory Action Research (YPAR) project. Findings reveal that differences in teacher comfort discussing race shaped how students imagined monuments that might take the place of a local statue of Christopher Columbus to represent community values and needs. This study contributes to the body of scholarship about using YPAR as part of a larger endeavor to sustain inclusive learning environments where teachers teach about race and racism in their middle school classrooms.

Characterizing changes in teacher practice and values through co-design and implementation of computational thinking integrated biology units

ABSTRACT Background and Context To better reflect the computational nature of STEM disciplines and deepen learning of science content computational thinking (CT) should be integrated in science curricula. Teachers have a critical role in supporting effective student learning with CT integrated curricula in classroom settings. Objective Our team worked with high school teachers to co-design and implement CT-integrated biology units. Method We use a model of professional growth and qualitative case studies to characterize changes in teacher practice and values through their involvement in co-design and implementation of a CT-integrated biology unit. Findings Teachers followed similar pathways of professional growth, but their participation and perceptions varied, resulting in three dimensions: 1) participation during design, 2) participation in co-design during implementation, and 3) perception of CT benefits related to student learning. Implications It is important to support teacher comfort and engagement in the co-design process in order to better facilitate professional growth and CT integration.

Leadership of the School Principle in Fulfilling Facilities and Infrastructure Standards in Islamic Elementary Schools

Educational institutions as executors of the educational process certainly have leadership that can manage everything well. To support an effective and efficient learning process, educational institutions or schools must have adequate and supportive facilities, one of which is facilities and infrastructure. This study aims to determine the leadership of the madrasa head in fulfilling the standard of facilities and infrastructure at MIN 1 Purbalingga. The method used in this research is qualitative research with a descriptive approach. In this study, the head of the madrasa was used as the key informant, Deputy Head of Facilities and Infrastructure as the first informant, and administrative staff as the second informant. This study used interview, observation, and documentation techniques in collecting data. The results of the study show that the leadership of the madrasa head is the most important figure in determining the progress or success of the school, one of which is in meeting the standards of facilities and infrastructure. The standard of facilities and infrastructure is a benchmark to support the success of the teaching and learning process in schools, facilities and infrastructure that are not in accordance with existing standards will result in the comfort of students and teachers in the teaching and learning process. The role of the madrasah head in the standards of facilities and infrastructure, starting from the process of planning, procurement, use, maintenance, supervision and inventory. The existing facilities and infrastructure at MIN 1 Purbalingga are said to be up to standard but there are still deficiencies, namely the limited area of school land in the form of fields/playgrounds and student prayer rooms so they cannot run optimally.

Sex education: Knowledge, comfort, motivation, and involvement of elementary school teachers in São Paulo, Brazil

The degree of knowledge, comfort, motivation, and involvement of elementary school teachers in promoting sex education (SE) in schools must be evaluated by considering their age, initial academic foundation in SE, and religious beliefs. A cross-sectional study was conducted among 396 teachers in Brazil, most of whom were women (77.53%) and Catholic (47.73%). The data revealed moderate knowledge, high comfort, high motivation, and insufficient involvement in pedagogical practice, but sufficient as pedagogical function. No relationship was observed between the teachers’ age and their initial academic education for the variables analyzed, but religious beliefs influenced all the variables except for comfort. Teachers presented moderate knowledge regarding legislation and ministerial guidelines on SE and high comfort and motivation in approaching the theme of SE. The study found moderate practical involvement in specific SE actions, and the teachers agreed that it was their responsibility to be involved. Religious beliefs significantly affected the variables studied. This study expands the theme of SE beyond purely biological and preventive aspects. Regarding education, it contributes to research by generating attitudinal and behavioral data in addition to exclusively qualitative ones, bridging the gap between health and education.

Perceptions of Social-Emotional Learning Among K-12 Teachers in the USA During the COVID-19 Pandemic.

Social-emotional learning (SEL) is the process of acquiring and applying knowledge, skills, and attitudes to achieve long-term relational and emotional goals. Teachers often implement SEL strategies in the classroom; however, shifting to online schooling during the COVID-19 pandemic may have impacted teachers' perceptions of their abilities to implement SEL. This study was designed to identify whether and how teachers' perceptions of SEL changed since the onset of the COVID-19 pandemic. Teachers (N = 637) in the USA completed a demographic questionnaire, the Depression, Anxiety, and Stress Scale (DASS-21), and rated their beliefs about SEL during the pandemic on a modified version of the Comfort and Culture subscales of the Teacher SEL Beliefs Scale. Data were collected between September 2020 and March 2021. Teachers indicated that they felt neutral to comfortable with SEL and that they felt neutral to supported by their school culture for SEL during the pandemic. Lower depression symptoms, greater school poverty, and perceived general support (not specific to SEL) from the administration were associated with higher teacher comfort with SEL. Further, greater general support from the district and colleagues was associated with greater school culture supporting SEL during COVID-19. Results suggest that addressing teachers' internalizing symptoms and fostering a supportive work environment is important in aiding teachers in SEL implementation.

“Step Outside”: A portrait of an exemplary rural K‐8 science educator

AbstractThis study uses portraiture methodology to co‐construct and share the story of a nationally recognized rural K‐8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K‐8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal and professional journey. Examining the ways, these subthemes have intersected across the career of an exceptional rural teacher offers valuable insight to the development of teacher identity and how it shapes practice and research, especially within marginalized contexts such as K‐8 science education and rural settings.

Australian teacher attitudes, beliefs and comfort towards sexuality and gender diverse students

ABSTRACT This study explored school Australian teachers’ beliefs towards, and comfort around, socialising with same-sex attracted and trans and gender diverse people, as well as beliefs aboutinclusive school-based policy and other school strategies to enhance the wellbeing of same sex attracted and trans and gender diverse students. Teachers (n = 109) in Australia demonstrated positive attitudes and beliefs towards, and comfort engaging with same sex attracted and trans and gender diverse people, although participants were significantly more positive in their reactions towards same sex attracted people. While participants were generally supportive of inclusive school strategies and policies, over half reported that policies that were inclusive of sexual and gender minorities were not implemented in their school. Less than one third of participants indicated inclusive education was included in the curriculum at their school. Ongoing professional development was identified as essential by almost all participants. Findings support the need for Australian government policy mandating inclusive education be included in the curriculum and whole school strategies.

Physical Learning Environment and Teacher Comfort Index Special Education Integrated Programs

The physical environment in the classroom may have an effect on the comfort index for the Special Education Integration Program (SEIP). A quantitative study was conducted to determine the teachers' and SEIP's comfort levels, as well as ideas for improvement which were relevant to SEIP's needs. Purposive sampling has been used to select 80 SEIP teacher samples. The questionnaire for this study was modified from the Physical Classroom Environment Inventory (PCEI) and Teaching and Learning Comfort Level Scale (TLCLS). The survey was administered online using "Google Form." The results revealed that the physical environment of the SEIP classroom had a high comfort index (mean= 3.94), as did the comfort index of teachers toward teaching and learning (mean=3.90). The comfort of the classroom may be improved in terms of furniture, learning space, number of pupils, lighting, air quality and classroom wall colour, according to a study of improvement. Universal Design Learning (UDL) and Allardt's Theory of Sociological Welfare is used in this research (UDL).

An Exploratory Investigation of Teacher Perceptions of Education and Communication at the Beginning of the COVID-19 Pandemic

In March 2020, teachers in the K–12 school system were forced to transition from in-person instruction to a variety of virtual teaching models due to the COVID-19 pandemic. This unprecedented change required extensive communication between teachers, students, parents, and administrators. This study explored communication during the March–May 2020 transition period, utilizing Uncertainty Management Theory as an overarching framework to investigate how teacher comfort with online learning, communication overload, administrative clarity, and student–teacher interaction influenced the effectiveness and happiness of teachers. Across these four variables, communication overload was shown to be a strong negative predictor of teacher well-being; student–teacher interaction predicted positive teaching outcomes.

"I can teach what's in the book": Understanding the why and how behind teachers' implementation of a social-emotional learning (SEL) focused curriculum in rural Malawi.

Contextualizing the role of teachers in social-emotional learning (SEL) in Malawi, we examine how teachers' comfort with, commitment to, and perceived school culture toward SEL relate to their actual teaching of it. Using surveys from 432 primary school teachers (20-60 years old), we found teacher comfort and supportive school culture were positively related to integration of SEL into classroom instruction, while commitment had no statistically significant relationship with implementation. We explore plausible explanations for these findings by interviewing 42 teachers. Together, our findings highlight the importance of teacher support systems and cultural compatibility of the curriculum for successful SEL implementation.

Penerapan Biophilic Design untuk Peningkatan Kualitas Ruang di Taman Pendidikan Al-Qur’an Amaliyah

The goal of this PKM program is to use a Biophilic Design approach to improve the quality of space in educational facilities. Biophilic Design is a concept that uses natural elements to create physical and psychological comfort. As a Community Service (PKM) partner, the Faculty of Design joins the Amaliyah Quran Education Park, Campaka Village, Andir District, Bandung City. The method used is to identify the target audience, the types of activities, and the stages of implementation. Carry out the process of designing room facilities that encourage the improvement of the quality of learning. The satisfaction of partners with the changes made demonstrates the effectiveness of this service. The activities include the installation of sanitation facilities, the addition of vegetation, and the design of comfortable study rooms. Partners benefit greatly from assistance in providing public facilities in this educational space. Learning at the TPA becomes more conducive with the addition of sanitation facilities, and the comfort of students and teachers is fulfilled by this program.

Improving practice: Giving voice to the experiences of sexual health education teachers

Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

An Examination of the use of computer-based formative assessments

The purpose of this quantitative, correlational study was to investigate the computer-based formative assessment (CBFA) practices of core academic teachers within a one-to-one computing environment to better understand the relationships between CBFA usage rates of teachers and their perceptions of instructional technology. Survey data were collected from 261 academic teachers (63% response rate), which quantified teacher CBFA usage rates. The major findings of the study indicated that there were statistically significant correlations between CBFA usage rates and teacher comfort with technology, teacher belief in technology, and teacher autonomy. Significant differences in CBFA usage rates were found between different subjects, class levels, and grade levels. The findings provide insight into how teachers utilize CBFA in their classrooms to aid in developing targeted professional development to support teachers in using technology to formatively assess students. Future research into the effectiveness of increased CBFA usage could demonstrate how student achievement may be related to increased use of this instructional tool.

Redesign Papan Tulis dengan Prinsip Ergonomi pada Ruangan Kelas Bimbel RHC

Bimbel RHC is a tutoring service that provides science tutoring services for high school students. Bimbel is located on Bangau Street No.1073, Palembang, South Sumatra. In its effort to progress and develop, besides prioritizing the interests of RHC tutoring students, it also seeks to improve the comfort of teachers. During this time the working conditions of existing teachers are less comfortable for teachers, resulting in musculoskeletal disorder. The problem that occurs is the use of blackboards by people of different height, resulting in bad posture such as bendingand tiptoeing. Long removal time can also make you tired on the arm. The method used is the calculation of anthropometry and ergonomics. From the data processing and analysis, an ergonomic whiteboard design with eraser that is united with the whiteboard and height adjustable features is obtained where the maximum height is 211 cm.

ПРОБЛЕМА ОБЕСПЕЧЕНИЯ ПСИХОЛОГИЧЕСКОЙ КОМФОРТНОСТИ В УСЛОВИЯХ ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ СЕЛЬСКОЙ ШКОЛЫ

Currently, digitalization has penetrated into all spheres of society, including education. At the same time, the use of digital technologies has not only positive, but also negative sides, which affects the quality of interaction of all subjects of the educational process. Some aspects of the digitalization of education reduce the psychological comfort of students, parents and teachers. The purpose of this study is to identify and describe the existing difficulties, risks, barriers, major changes and prospects of rural schools in the context of digital transformation, which affect the psychological comfort of the educational environment. Taking into account various risks and negative factors for students, parents and teachers will create psychologically comfortable quality of the educational environment. It is necessary to take into account the content of the learning process and the organizational and communicative conditions of the educational environment for optimal interaction of students with the intra-school and external environment. Psychological comfort is a factor of identification of students with teachers in the educational environment of rural school, which contributes to the development of subjectivity of teachers and students. The condition for ensuring psychological comfort is the use of a variety of pedagogical tools by the teacher. The leading methods of studying the problem were the analysis of pedagogical and methodological literature, regulatory documents, and questionnaires. The scientific novelty of the article material is determined by the fact that an attempt is made to analyze the problems of ensuring psychological comfort in the conditions of the digital educational environment of rural school. Teachers, taking into account these risks and barriers, can find positive aspects and opportunities of «numbers» in the education of rural schoolchildren and create conditions for fully realised learning, student development, pedagogical support and interaction with parents. The materials of this article can be used by teachers to improve the quality of the digital educational environment of rural school.

Professional development participation by teachers facilitated student exposure to agriculture

AbstractThe use of modern technological advances to aid with agricultural production has led to many new career opportunities in the agricultural industry especially for those with strong science, technology, engineering, and math (STEM) training. However, limited exposure to agricultural content in middle and high school education may affect how many students enter the industry. Professional development sessions and post‐session surveys for teachers were designed to raise teacher awareness of careers in agriculture and current agricultural facts, quantify use of professional development materials in the classroom, and measure change in behavior of teachers and student perceptions in response to participation. Four professional development sessions were offered from 2017 to 2019 for teachers of grades 6–12. Sessions consisted of presentations, hands‐on activities, and reflection and discussion on topics related to technology in agriculture. Although direct knowledge of agricultural facts did not increase (P = .2), teacher comfort in teaching about technology in agriculture and career opportunities did increase both in the short term and long term (P < .02). Curriculum related to nitrogen cycling and soil properties were most widely used, and 90% of survey respondents reported positive changes in student perceptions of careers in agriculture. These results suggest the professional development sessions were effective at enabling teachers to teach on these subjects, and student perceptions were positively impacted from teachers participating in the sessions.

Do “Interactive” Educational Technologies Promote Interactive Literacy Instruction?

This article explores the concept of lesson interactivity within six primary and elementary teachers’ use of whole-class and personal digital devices over multiple lessons including Interactive Whiteboards, data projectors, laptop computers, and others. The analysis focuses on the differences between technical vs pedagogic interactivity (Smith, Higgins, Wall, & Miller, 2005) where technical interactivity refers to direct tactile interaction with technology and pedagogic interactivity refers to the interaction between teachers, students, and lesson content which may occur with or without technology use. Technical interactivity varied in duration between teachers and lessons, but teachers’ use of whole-class devices typically exceeded students’ use. Use of personal devices by students was infrequent, and often supported the content displayed on a whole-class device. In terms of pedagogic interactivity facilitated by technology use, the most frequent activities were teacher-directed questioning and guided practice, during which the teachers had a correct answer or method in mind. Use of deeper pedagogic interaction through discussion, student inquiry, or research were not observed. Teachers expressed that they faced barriers to interactive technology use including program and resource constraints as well as lack of teacher comfort with technology. This research was conducted following Tri-Council guidelines for the Ethical Conduct of Research Involving Humans. It has passed the research ethics board of two universities and two school districts.