Demographic Characteristics Of Teachers Research Articles

학생과 교사의 EBS 고교강의 만족도와 개선 요구사항

Objectives The purpose of this study was to investigate the satisfaction level and improvement needs for EBS high school lectures.
 Methods Stratified cluster sampling design using province as a stratum and school as a cluster was used to extract 1,320 student samples and 404 teacher samples nationwide. EBS high school lectures were categorized into vid-eo and textbooks, and differences in responses were tested across six student and seven teacher demographic characteristics.
 Results The results show that both students and teachers expressed high levels of satisfaction with EBS high school lectures. Significant differences were observed among students based on academic performance levels and among teachers based on subject areas. Improvement needs related to videos included course development for both lower-level and higher-level students, separately. For teachers, the most frequent improvement needs were rich teaching materials and level-specific courses. Regarding textbook-related improvement needs, both students and teachers indicated a preference for easily understandable concept explanations and sufficient con-struction of challenging questions.
 Conclusions The findings indicate a significant demand for diversified educational content tailored to the students' levels for both video and textbook in EBS high school courses. Addressing the diversification of content in video lectures and textbooks appears to be the most urgent need identified by both students and teachers alike.

Examining Teacher Leadership in the United States: How do BIPOC Teachers and White Teachers in Urban Environments Experience Shared Leadership?

This study, using data from the American Teacher Panel survey given by the RAND corporation in 2017, examined teachers’ experiences with teacher leadership (TL) in the United States. Geographic features like urbanicity and teacher demographic characteristics were used to predict different components of TL. Black, Indigenous, and people of color (BIPOC) teachers reported lower levels of principal leadership quality, teacher influence, and shared decision-making; however, they reported higher teacher agency than their white colleagues. Similarly, teachers in schools with populations that were majority low-income and BIPOC reported lower levels of principal leadership quality, teacher influence, and shared decision-making.

Long-lived consequences of rapid scale-up? The case of free primary education in six Sub-Saharan African countries

This study explores whether Free Primary Education reforms in 6 Sub-Saharan Africa countries affected the quality of teachers in a way that can be detected several years after the reform. It does so by analyzing student- and teacher-level data collected between 5 (Togo) and 16 (Uganda) years after FPE was implemented and comparing outcomes for teachers were hired just before versus just after the policy. Across the 6 countries in the study, grade 4 students of teachers who were hired after the FPE reform perform worse on language and math tests than students of teachers who were hired before the reform. The effects are statistically significant for the language test. Teachers who were hired just after the reform also perform worse on tests of subject content knowledge than those hired before the reform. These average effects mask substantial variation across countries: the gaps are large and significant in some countries but negligible in others. There are few systematic differences associated with being hired pre- or post-reform in teacher demographic characteristics, education and training, or teacher classroom-level behaviors.

A comparison of general and special educators' experiences with teacher‐directed aggression and violence

AbstractTeacher‐directed violence has been acknowledged as a major issue in research over the past decade. Teacher‐directed violence is the over‐arching term used to describe teachers' experiences with physical violence and aggression (i.e., harassment, intimidation, verbal threats). This study is the first to quantitatively compare general education and special education teachers' experiences with violence from a variety of aggressors, including students, parents, colleagues, and administrators. Understanding the unique experiences of special and general educators is needed to inform intervention and prevention efforts focused on teacher‐directed violence. Data from 2363 teachers who participated in a national study in the United States examining teachers' experiences with violence and aggression were analyzed using multiple logistic regression. Comparisons of special and general educators revealed special educators were more likely to report experiencing aggression in the current or past year. Special educators were also more likely to report violence by student aggressors, while general educators were more likely to report violence by parent aggressors. Further, teacher demographic characteristics (i.e., age, gender, race/ethnicity, years of experience) and school setting (i.e., rural, urban, suburban) influenced experiences of teacher‐directed violence for both general and special educators. Findings suggest the need for future longitudinal and mixed‐methods studies, providing more educators, training, and supports in special education settings, and incorporating all school stakeholders in school‐wide interventions.

A Project-Based Instruction Approach to Improving Student Lunar Phases Learning Outcomes: A Quantitative Inquiry

We investigated how students’ lunar phases learning outcomes were affected by student and teacher demographic characteristics (gender, race/ethnicity, spatial thinking ability, and content knowledge). The study identified moderately strong correlations both between students’ spatial thinking ability and understanding of lunar phases, as well as between the pre-to-post-intervention scores of the two measures. Multilevel modeling showed significant predictors of learning outcomes from both student and teacher variables. This study furthers works on establishing a connection between student learning outcomes and the content knowledge and spatial ability for themselves as well as their teachers, and shows promise for a project-based instruction approach in aiding in lunar phases understanding.

The Relationship between Classroom Teachers' Self-efficacy in Teaching Music with Their Music Teaching Skills and Musical Development

Music education at primary school age is an essential field in the multidimensional development of children. In the first stage of primary education, the classroom teacher is obliged to give music lessons. Therefore, classroom teachers need to be equipped and have proficiency in the field of music. This study aims to examine the relationships between classroom teachers' self-efficacy for teaching music with their musical teaching skills, and musical development. The study was based on the correlational research model. Data were collected through the Self-efficacy in Teaching Music Scale and a questionnaire that aimed to collect information regarding the demographic characteristics of teachers and their competencies in music. The study was conducted with 405 classroom teachers from 51 primary schools located in the central district of Afyonkarahisar in Turkey. The results of the study indicated that the self-efficacy of classroom teachers in teaching music was at an intermediate level. It was found that the self-efficacy levels among classroom teachers who can play an instrument, accurately sing the songs they listen to, make students listen to music in lessons, make them play instruments, form choruses, participate in training sessions on music education, and want to take part in such events were significantly higher.

Teacher and School Characteristics Associated with the Identification and Referral of Adolescent Depression and Oppositional Defiant Disorders by U.S. Teachers.

Teachers contribute to the process of identifying and referring students for mental health services, however, relatively little is known about how they make those decisions and how decision-making differs across school contexts. This study used a vignette-based method to investigate individual and school contextual factors associated with the likelihood that teachers identify and refer students for mental health services. Teachers were recruited from public middle and high schools across the U.S. using a stratified random sampling strategy. Teachers (N = 462) responded to vignettes by indicating their concern for students, as well as their likelihood of providing mental health referrals. Vignettes varied by problem type (depression, oppositional defiant disorder), problem severity (moderate, severe), and student gender (male, female). Data on school characteristics were extracted from the U.S. Department of Education database. Regression models indicated several significant associations of teacher demographic characteristics and school characteristics with vignette ratings. For example, female teachers were more likely than males to rate vignettes as concerning, and middle school teachers were more likely than high school teachers to indicate they would refer students for mental health services. Teachers in schools with a higher proportion of Black students rated depression vignettes as less serious and indicated they were less likely to refer students for mental health services than teachers in majority white schools. Results suggest school characteristics may contribute to established disparities in mental health service access. Findings have implications for targeting mental health supports in schools.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12310-021-09491-1.

Exploring the Relationship between Instructional Practice and Pedagogic Beliefs of University Teachers

ABSTRACT The study examines how the Pakistani university teachers’ classroom instructional practices are associated with their pedagogic beliefs. Quantitative survey method was used with 100 teachers, selected using convenient sampling method and working in public and private universities situated all over the Punjab. The data were analyzed using SPSS 21 and descriptive statistics like mean & standard deviation and inferential statistics including Pearson’s product moment correlation coefficient and simple linear regression analysis were applied to explore Pakistani university teachers’ beliefs and practices and the relationship between them. Further t-test and ANOVA were used to find out the effects of different demographic characteristics of teachers on their beliefs and practices. The result demonstrate that classroom instructional practices of teachers are significantly correlated with their pedagogic beliefs. KEYWORDS University, Teacher, Instructional Practice, Pedagogic Belief

Assessment of Knowledge, Attitude and Practices of Covid-19 among Teachers and Students of Karachi, Lahore and Islamabad

The pandemic of Covid-19 has shaken the world tremendously. Globally, the preventive measures are applied which meagerly enabled the health systems of various countries to fight against the pandemic as the clinical trials of vaccination and quest of effective therapeutic treatment is still in progress. Developing countries like Pakistan are also going through the difficult times amid Covid-19 pandemic. Therefore, essential preventive measures are crucial to control the situation among general population. This cross-sectional study aims to investigate the knowledge, attitude and practices (KAP) of Pakistanis residents towards the preventive measures to fight against Covid-19 global pandemic and to explore the relationship of KAP scores related to Covid-19 with demographic characteristics of teachers and students. The complete data was retrieved from 849 respondents out of 1000 questionnaires living in three different cities of Pakistan namely Karachi, Lahore and Islamabad. The convenient sampling procedure was adopted as survey was taken during the month of April and May 2020, when complete lock down was observed in Pakistan. To access the significant differences among demographic characteristics of an individual independent t-test, Chi-square test and ANOVA was applied. Canonical correlation analysis was employed to ascertain the relationship between KAP scores and demographic variables. Results showed that out of 849 respondents, 89% has good knowledge, 90% scored well in attitude and 75% of teachers and students are sound practicing in order to save themselves from Covid-19.

Impact of an Educational program on Teachers’ Knowledge Toward Chickenpox Prevention at Primary Schools in Al-Najaf Governorate

Chickenpox disease is one of a highly infectious disease caused by the virus called varicella zoster.Chickenpox is spread through coughing and sneezing, and through direct contact with fluids in rashes. Mostpeople who are vulnerable to chickenpox are children, especially those under 12 years old. Objectives:The study aim determine the effective of education programs on teachers’ knowledge toward children withof chickenpox disease at Primary schools in Al-Najaf governorate and the relationship between teachers’knowledge with their demographic variables. Methodology: A quasi experimental studies was carriedout at Primary schools in Al-Najaf governorate from January 2019, to the end of April 2020, the samplewas collected in a purposive random sample comprised with 12 schools, identified the number of teachersselected from each school was 45, the data were collected using a questionnaire consisting of two main parts,the first part related to the social and demographic characteristics of teachers, and the second part concernedteachers’ knowledge about the prevention of chickenpox and then an educational program was establishedto increase the awareness and knowledge of teachers towards the prevention of chickenpox. Results: Theresults showed that most of the samples (37.8%) were aged between (41- 50) years. For the number ofyears of service, the greatest percentage (35.6%) of the sample ranged from 1 to 10 years, the study alsoshowed that 100% of the questions were answered by the teachers after the impact of the educationalprogram. Conclusion: The study concludes that the effectiveness of an education program toward teacher’sknowledge, which is concerned with chickenpox, is positive at a high rate.

Perceived organizational support and organizational commitment among special education teachers in Pakistan

PurposeThe purpose of this paper is to examine the relationship between perceived organizational support (POS), organizational commitment and job satisfaction among special education teachers in Pakistan. The data were collected from 85 special education teachers from different special education centers in Punjab, Pakistan. POS was measured using a survey of POS developed by Eisenberger et al. (1986). Affective continuance and normative commitment are measured by affective continuance and normative commitment scales developed by Meyer and Allen’s (1984) and Allen and Meyer (1990), respectively. Results of the current study show that POS and job satisfaction are positively correlated with affective and normative commitment. POS and job satisfaction are not associated with continuance organizational commitment. This suggests that a teacher’s commitment can be improved by increasing organizational support, underprivileged working environment and job satisfaction. Limitations and implication of the study are discussed.Design/methodology/approachIn the current study, cross-sectional research design and non-probability purposive sampling technique were used. A sample of 85 special education teachers was collected from different special education institutes of Punjab and federal, Pakistan. Inclusion criteria were teacher with specialization in all disabilities (mentally challenged, deaf, blind, physical handicapped and slow learners), informed consent and age range 20‒55 years, at least 6-month teaching experience in special education. Exclusion criteria were teaching experience less than 6 months and age less than 20 or more than 55 years. The demographic characteristics of teachers are presented in Table II.FindingsFindings of the present study suggest a positive association between POS, affective commitment, normative commitment and job satisfaction, whereas there is no association between POS and continuance commitment as well as between job satisfaction and continuance commitment among special education teachers in Pakistan. Organization should consider the exclusive support of the special education teachers.Research limitations/implicationsThe current study also has some limitation. The sample size is very small. In the current study, data are collected from 85 special education teachers from federal and few cities of Punjab, Pakistan. Hence, data are not true representative. Data for current study are collected through self-reported scales and only collected from academic staff.Practical implicationsIn the current study, special education teachers have identified factors that promote organizational support, commitment and job satisfaction, such as reasonable workloads, sound working environment, unbiased and fair working conditions, and administrative support. It has been found that decreased level of POS, commitment and job satisfaction damage the organization, special educators and special students. Therefore, special education department should develop and implement policies that strengthen these dimensions. A broad recommendation can be made on the basis of these findings: affective and normative commitment increases when individuals have satisfying experience with organization. Thus, this may be improved by providing special educators with the opportunity to work in a better work environment, with proper work load, as it would increase emotional and normative attachment of the individuals with their institutes. The current study would be helpful for policy makers in the field of education and administration in order to work on these dimensions to increase the teacher’s job satisfaction and organizational commitment. It would also create awareness among the general public about the potential problems of special education teachers in Pakistan affecting the quality of life of children with special needs. Results suggest that by providing organizational support, appropriate work load and unbiased attitude, a teacher’s commitment can be improved.Social implicationsThe current research helps academics and administration to improve social functioning of special education teachers by improving their job satisfaction and organizational support.Originality/valueThe prevalence rate of children with disabilities is increasing rapidly in Pakistan. Since stigma is associated with individuals with disabilities, parents hide disabilities of their children so that other relatives may not face any problems, such as being doubted of carrying defective genes. Families have to cope with financial crises due to lack of institutional support, extra expense to deal with disabled person and loss of work. In such circumstances, special education institutions are only hopes for such people to assist them in dealing with their disabled children. However, the strength of teachers in these institutions is not enough to fulfill needs of such children. A number of researches have examined the role of organizational support, job satisfaction and organizational commitment of teachers in western countries (Makanjee et al., 2006; Alijanpou et al., 2013; Batool and Ullah, 2013). However, to the best of the authors’ knowledge, no study has yet investigated this serious issue in Pakistan. This study provides valuable information on organizational support, commitment and job satisfaction among special educators, and recommendation on how organizational commitment can be improved.

Freedom to Choose within Limits: Teacher Autonomy from the Perspectives of Basic School Teachers in Ghana

<p style="text-align:justify">The study examined the level of autonomy among basic school teachers in the Central Region of Ghana and the effect of teacher demographic characteristics on the level of teacher autonomy. The explanatory sequential design was adopted. Using the systematic sampling technique, a total of 315 basic school teachers were sampled for the quantitative phase of the study whilst 12 teachers were sampled for the qualitative phase through the purposive sampling technique. Eighteen (18) items Likert-scale was adapted from Pearson and Hall and used for the quantitative phase. A semi-structured interview guide was designed to collect data to further elaborate the study’s key findings. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that teachers in the Central Region of Ghana hold positive perceptions about their autonomy with the level of autonomy being moderate. It further established that teacher autonomy is affected by gender positively whilst age and teaching experience affects their level of autonomy negatively. Based on the findings, it is recommended that the Ghana Education Service (GES) and school heads should organize in-service programmes aimed at informing basic school teachers on the extent of autonomy that they have in the process of implementing the curriculum.</p>

Liderlik Stilleri ve Örgütsel Bağlılık Arasındaki İlişkinin İzmir Karabağlar İlçesinde Bulunan Devlet Okulları Üzerinden İncelenmesi - Investigation of Relationship Between Leadership Styles and Organizational Commitment through Public Schools: The Case of Karabaglar District of İzmir Province

The main purpose of this study is to determine the extent to which school principals 'leadership behavior styles affect teachers' organizational commitment. The data of the study were obtained from 17 state schools, 12 primary schools and 5 secondary schools in Karabaglar province of Izmir. As a result of the research, it has been obtained that the adaptation and internalization sub-dimensions, which are sub-dimensions of organizational commitment, have an effect on transformational leadership dimension from leadership styles sub-dimensions. The identification sub-dimension was found to have an effect on the transformational, sustaining and laissez-faire leadership sub-dimensions. There is no significant relationship between the demographic characteristics of teachers and organizational commitment and leadership styles.

Correlates of Work Values Among Secondary School Teachers in Central Mindanao

Every man approached his “works” with different attitude and with different attitude and with different expectations towards it. The disposition he has toward the work environment is one that has its roots in the values and experience that he brings to his job. The attitude that a person has toward work itself can influence how quickly and willingly he will adapt to his job and how much satisfaction he will obtain from it. Indeed, knowledge and understanding of work values among secondary school teachers would enhance and facilitate understanding and solving various academic problems arising from the influence of operational values. The primary purpose of this study was to determine the extent of relationship between socio-demographic characteristics and work values among secondary school teachers in Central Mindanao. Specifically, it is designed to answer the following research problems: What are the socio-demographic characteristics of the teacher – respondents and characteristics of public and private secondary school in Central Mindanao? How do the teacher-respondents perceive work values such as Achievement, Competence, Recognition, Interpersonal Relations, Security, Community Relations, Creativity, Supervisory Relations, Prestige, Aesthetic, Intellectual Stimulation, and Enthusiasm? What socio – demographic characteristics of teachers are related to work values of teachers? This study used a descriptive – correlational method to determine the correlates of work values among secondary school teachers both in public and private schools in Central Mindanao. The major research findings, briefly stated, are as follows: The respondents were 325 teachers from secondary schools in Central Mindanao. Of this number, 258 were from public schools and 67 were from private schools. Typically, they were females, 36.38 year old, and married. Majority were bachelor’s degree holders only, with permanent appointment, and a teaching experience of 9.65 years. They perceived the work values of achievement, competence, recognition, interpersonal relations, security, community relations, creativity, supervisory relationship, prestige, aesthetic intellectual stimulation, and enthusiasm as very important. Of these values, however, competence, enthusiasm, interpersonal relations, aesthetic, supervisory relations, and prestige were perceived as relatively more important than others. Length of Service, school type and educational attainment were observed to have significant relationship to some work values. Length of service was significantly related to the value of recognition, which positive or direct relationship. School type and school location were significantly related to the values of competence, creativity, and supervisory relations, also with positive or direct relationship. Further, educational attainment was significantly related to interpersonal relations, with indirect relationship.

Teacher’s Qualification and Dyslexia Identification in Primary Schools in Oyo State, Nigeria

ABSTRACTThe study examined the relationship between teachers’ qualifications and dyslexia identification in primary schools in Oyo State, Nigeria. Data were collected through the use of a well-structured questionnaire – the Teacher Dyslexia Awareness Checklist – administered to 147 primary school teachers in the state. Data were analysed using descriptive statistics, Principal Component Analysis (PCA), ANOVA and correlation coefficient. Demographic characteristics of teachers reveal that more female than males are engaged in the teaching profession with majority holding a National Certificate of Education (NCE) with more than 20 years teaching experience. The PCA shows that the level of knowledge of dyslexia among the teachers is low, as only 31% were knowledgeable about dyslexia. Results further show that the relationship between teachers’ qualifications and teaching experiences is weak implying that teachers’ qualifications and teaching experience are independent of each other. Thus, teachers’ knowledge about dyslexia is not in relation to their qualification or teaching experiences. It is recommended that teachers undergo periodic in-service training on the manifestation and management practices for learning disabilities at least once a term and formal testing to assist them in identifying different types of psychological issues affecting pupils, as early identification of learning disabilities (such as dyslexia) is the best way to curtail their lifelong effects.

Headteachers Conflict Management Styles and Teachers Job Satisfaction in Malaysian Primary Schools

The purpose of this study was to investigate the conflict management styles among head teachers and the relationships between the styles and teachers job satisfaction. The study also examined the head teachers conflict management styles and teachers job satisfaction based on the demographic characteristics. A questionnaire was administered to 120 respondents in 5 primary schools in the district of Tampin, Malaysia. Descriptive and Manova statistics were used to examine the levels and differences of conflict management styles used among head teachers and teachers job satisfaction in terms of their demographic characteristics. The findings showed that the head teachers used all the five conflict management styles: cooperating style, adapting style, compromising style, bargaining style, and problem-solving style. Most head teachers preferred cooperating style as compared to bargaining style. Further, the findings showed that there was no difference for all the five conflict management styles in relation to the head teacher demographic characteristics. However, the findings showed that there was a significant difference for teachers job satisfaction in terms of years of service and no difference for teachers job satisfaction in terms of other demographic characteristics. Implications for all policymakers to improve future policy related to leadership training for all head teachers in schools were discussed.

Who Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District

Building upon previous research on how personal and demographic characteristics of teachers are correlated with larger issues in teacher recruitment and retention, this study contributes unique insight into the personal attributes, characteristics, and career aspirations of new teachers brought into teaching in Los Angeles through the Teach For America program. Drawing from ethnographic interviews with 25 current Teach For America teachers, this study finds that teachers in this study perceive themselves as embodying personal characteristics that prior research would support as less common among teachers in urban schools: That is, they see themselves as being competitive, high-performing, and enthusiastically committed to ending educational inequality. However, these participants tend to come from privileged backgrounds and colleges and consequently view their time teaching in urban schools as an interim period before pursuing other more “high prestige” careers. Implications of these findings are discussed.

Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.

This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

Digital access to knowledge in the preschool classroom: Reports from Australia

Australian preschool teachers’ use of Web-searching in their classroom practice was examined (N=131). Availability of Internet-enabled digital technology and the contribution of teacher demographic characteristics, comfort with digital technologies and beliefs about their use were assessed. Internet-enabled technologies were available in 53% (n=69) of classrooms. Within these classrooms, teacher age and beliefs predicted Web-searching practice. Although comfortable with digital access of knowledge in their everyday life, teachers reported less comfort with Web-searching in the context of their classroom practice. The findings identify the provision of Internet-enabled technologies and professional development as actions to support effective and confident inclusion of Web-searching in classrooms. Such actions are necessary to align with national policy documents that define acquisition of digital literacies as a goal and assert digital access to knowledge as an issue of equity.

Rating students’ problem behaviour: the role of teachers’ individual characteristics

This study examined the role of teachers’ personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student’s behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout. Overall, the results revealed that teachers’ ratings were significantly predicted by their psychopathology symptoms and to a lesser extent by their personality traits and burnout levels. Student and teacher demographic characteristics were also predictive of teacher ratings. Since teachers are among the primary informants of students’ mental health, the results of this study pose the need to take into consideration teachers’ individual characteristics, when their ratings are critically evaluated during a student’s referral process.