Level Teacher Education Research Articles

Assessment of oral health knowledge, literacy, and attitude among schoolteachers towards oral health - A cross-sectional study

BackgroundTo accomplish the purpose of health education and health promotion programs, schools are the most effective place for delivering health information to children. The main purpose of our research was to inform, gather evidence and contribute to developing knowledge regarding the OHL, knowledge, and attitude among school teachers towards oral health in Najran region of Saudi Arabia.MethodsA questionnaire-based cross-sectional study was conducted in Najran region of Saudi Arabia for 6 months. A stratified cluster random sampling of 252 teachers was taken to represent all the teachers of Najran region of Saudi Arabia. The questionnaire contains 2 parts, sociodemographic part that include age, gender, education, teaching level, and income of the participants. The second part contains 25 items that assess the OHL (HelD-14 questions), knowledge (6 questions), and attitude (5 questions) of the participants. SPSS software version 26 was used to enter and analyze the data (IBM SPSS, Chicago, IL, USA software version 26.0). Multiple Logistic regression was applied to check the relationship between OHL and the associated factors. The Chi-square test was applied to evaluate knowledge of study participants. The level of significance was set up at p < 0.05.ResultsA total of 252 school teachers with a Mean age of school teachers 32.25 ± 8.46 participated in the study. The multiple logistic regression model shows the association between age, education, and OHL level of school teachers. After adjustment for sociodemographic factors age (OR = 0.219, 95% CI: 0.058–0.834), education (OR = 9.053, 95% CI: 1.135–72,023) were significantly associated with OHL of school teachers. Female participants showed better performance with respect to all the knowledge questions, a significantly higher level of knowledge (p-value < 0.05) was reported with all the questions except the second question (dental plaques causes). 94.8% of teachers agreed that children’s teeth should be checked by a dentist on a regular basis, while 96.8% agreed that dental health education should be included in the primary school curriculum and that all teachers should receive dental health education training.ConclusionOverall, school teachers have high oral health literacy, adequate knowledge, and a positive attitude toward oral health. The female teachers had more knowledge about dentistry than their male counterparts.

The Relationship between Epistemological Beliefs and Technological, Pedagogical, and Content Knowledge (TPACK)

Changing developments in the 21st century have also affected technology and the epistemological beliefs of teachers. For this purpose, the epistemological beliefs and Technological, Pedagogical, and Content Knowledge (TPACK) levels of primary school teachers and social studies teachers, gender, age, professional seniority, educational status, branch variables, and the relationship between epistemological belief and TPACK were examined in this study. The study group of the research consists of primary school teachers working in public primary school and social studies teachers working in public secondary schools in the provinces and districts of Istanbul, Antalya and Isparta. The selection of the study was made with the appropriate sampling method, which is one of the non-accidental sampling methods. 178 primary school teachers and 48 social studies teachers participated in the research. Independent sample t-test, Kruskal-Wallis test and Pearson Correlation Analysis were used in data analysis. According to the results obtained from the research, both primary school and social studies teachers have a high level of belief in the sub-dimension of effort. It was observed that both primary school teachers and social studies teachers had high TPACK levels. Considering the epistemological belief scale, no significant difference was observed according to the age, education level and professional seniority of the primary school teachers. There was no significant difference in social studies teachers according to the gender variable. According to the results obtained from the TPACK scale and its sub-dimensions, a significant difference was observed in terms of gender and professional seniority of primary school and social studies teachers. A low level of positive correlation was found between the effort scores of the primary school teachers and TK, CT, TPK, TCK and TPACK total scores.

Practice and Exploration of “Internet Plus” in School Teaching Management

“Internet plus” is a new form of economic and social development driven by innovation in knowledge society 2.0. With the continuous deepening of the reform of talent training mode, the concept of mixed teaching is gradually taking root in people's minds. To promote the development and reform of the school’s teaching management, Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School has improved the school’s teaching management ability and level as a whole by utilizing the high-quality innovative educational resources provided by the Tsinghua University project team's Internet platform. The school utilizes the high-quality curriculum resources provided by Tsinghua University’s Internet platform to continuously optimize teaching methods and measures, and explores the goal of a smart classroom around core literacy. We focus on deep learning, combined with the concept of the new national curriculum standards and the requirements of the digital transformation of education, to propose a new idea of smart classroom teaching in schools. We use online research and learning resources to enrich teacher training paths and provide talent support for classroom reform. In addition, the school combines offline research and training platforms to improve the teaching level of teachers and enable their growth. We rely on online teaching management services to improve the management level of cadres and teachers, and further ensure the high-level implementation of school classroom teaching and the high-quality development of classroom teaching. These measures have effectively promoted the education and teaching ability and level of all teachers in the school and successfully promoted the development of school teaching management towards a more scientific and efficient direction.

경관 선호이론 기반 대학 캠퍼스 계단 디자인에 관한 연구

Under the backdrop of the rapid development of globalization, knowledge, and informatization, more and more students are entering universities. With the dynamic change of university education methods, environmental factors and design, the standard of students choosing university is not only academic level and teacher education level, but also campus landscape environment is an important part of evaluation. Stairs are an important design element of the landscape environment and provide connecting media to spaces with higher order on the campus to meet traffic vertical functions while providing vitality to the campus landscape space. The purpose of this study was to analyze the influence of stair design on student emotion and satisfaction around the most representative stair design of university campus landscape, focusing on four evaluation attributes (complexity, coherence, mystery, and legibility) of landscape preference theory. Taking students in China and South Korea who are experiencing college life as the survey objects, 12 representative campus stair design cases at home and abroad were selected for questionnaire survey, and 303 valid questionnaires were finally collected. Regression analysis was performed using SPSS 21.0 and AMOS 24.0 statistical tools, and the results are as follows. (1) It was found that the complexity, mystery and legibility of the university campus stairs design had a significant effect on students' emotions. (2) It was found that the coherence of the university campus stairs design did not significantly affect students' emotions. (3) It was found that Students' Emotions had a significant effec on Satisfaction. The results of this study can provide data and theoretical support to the stair design of the university campus, increase students' pleasant emotions, and increase students' satisfaction, ultimately creating an efficient and healthy university campus landscape atmosphere.

Perceptions of leadership styles in international special and general education schools in the United Arab Emirates

Given that school leadership styles are linked to educational outcomes, this study attempted to identify perceived leadership styles of school leaders in two types of schools in the United Arab Emirates (UAE): (a) international special education schools, which serve exclusively students with disabilities and (b) international general education schools, which serve primarily typically developing students. By utilizing primarily quantitative methods with supplementary qualitative analysis, this study also explored the influence of teacher demographic variables on perceptions of leadership styles. Results indicated a difference in perceptions of transformational and transactional leadership by school type based on teacher education level, as well as a difference in perceptions of passive-avoidant leadership by school type based on total years of experience with the school leader. Results also indicated a difference in leadership perceptions based on teacher nationality (consistent with the notions of collectivist and individualist cultures), total years of experience, and total years of experience in the current position. This study contributes to the knowledge base regarding the influence of teacher demographic variables on leadership perceptions while providing practical recommendations for school leaders and researchers, including professional development, school policy development, and conceptualizing culture as an expanded demographic variable of interest.

A novel MADM algorithm for physical education teaching quality evaluation based on 2-tuple linguistic neutrosophic numbers power heronian mean operators.

Classroom teaching quality evaluation is an important link in the curriculum quality assurance system. It has important guiding significance for the timely feedback of classroom teaching effects, the achievement of teachers' teaching goals, and the implementation of teaching plans. The evaluation system is scientific, objective and accurate. The classroom teaching quality evaluation is an important way to improve the level of teacher education and teaching and then determine the quality of talent training in various majors. At present, although the evaluation work has played a positive role, the backwardness of the evaluation system has seriously restricted the effectiveness of teaching feedback. The classroom teaching quality evaluation of college basketball training is viewed as the multi-attribute decision-making (MADM). In this article, we combine the generalized Heronian mean (GHM) operator and power average (PA) with 2-tuple linguistic neutrosophic sets (2TLNSs) to propose the generalized 2-tuple linguistic neutrosophic power HM (G2TLNPHM) operator. The G2TLNPHM operator is built for MADM. Finally, an example for classroom teaching quality evaluation of college basketball training is used to show the proposed methods.

The Influence of English Teachers’ Cultivation on High School Students’ Development of Self-Efficacy in English Learning

In modern China, there exists a notable emphasis on English language acquisition by both governmental bodies and stakeholders such as parents and educators, acknowledging its critical significance within an increasingly interconnected global milieu. Consequently, extensive research efforts have been directed towards identifying advantageous components within English language learning, with a particular focus on self-efficacy. This study undertakes an investigation into the interplay between high school English educators’ instructional approaches and students’ self-efficacy in English learning. Data pertaining to teaching materials, methodologies, plans, effectiveness, and recognition, alongside students’ learning interests, strategies, outcomes, and confidence levels, were gathered through dual questionnaires. After analysis, it is found that although most teachers are satisfied with the class results, there are still some problems such as limited incentive methods, low attractiveness of homework and monotonous teaching design. These problems may be caused by the inadequate teaching level of teachers, and teachers need to improve by participating in more professional development activities and strengthening the stimulation of students’ English use skills and interest in English learning. In the statistical analysis of students’ questionnaires, it is found that most students’ English learning information is low, and there is a significant correlation between students’ English learning confidence and English learning effect. In order to improve the learning effect, teachers should attract students’ attention through pre-class preparation and classroom activities to improve the efficiency of English learning.

Exploration on the Application of BOPPPS Teaching Mode in the Course Design of Mechanical Drawing

This article takes the knowledge module of part sketch surveying in Mechanical Drawing as an example to explore the BOPPPS teaching mode and the “cloud on screen” remote learning application that combines MOOC, virtual technology, and smart classroom. Based on the six teaching links in the BOPPPS teaching mode, the case implementation process is analyzed and summarized. Practice has shown that in the project-based teaching process, the use of a new teaching mode that combines the BOPPPS teaching mode and information based teaching methods can effectively improve the remote teaching level of teachers and the remote learning effect of students.

Construction practice of “3D scene modeling” course based on learning platform

Information technology and the new crown pneumonia epidemic have impacted the traditional teaching environment. This article combines the construction practice of “3D scene modeling” in the learning platform, and introduces the “3D scene modeling” course platform construction process, construction modules, use experience and experience. The construction of the learning platform can improve students’ interest in learning 3D courses, and at the same time, it can improve the teaching level of teachers, hoping to provide reference for peers.

Research and Practice of Nursing Clinical Teaching in High School Nursing Education

This paper explores the theory and practice of nursing clinical teaching in nursing education in universities, discussing how to effectively improve students' practical abilities and clinical application levels. Through the analysis of relevant domestic and foreign literature and practical cases, this paper proposes some methods and strategies to improve nursing clinical teaching, including strengthening practical teaching, improving the teaching level of teachers, and establishing a good practical environment. The research results of this paper have certain reference value for improving the teaching quality of nursing education in universities and cultivating high-quality nursing talents.

Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science

ABSTRACT Teachers are key players in supporting the understanding of epistemological and social aspects affecting the development and validation of scientific knowledge, but they often hold inappropriate views of the Nature of Science (NOS), therefore hindering this understanding as an essential part of students’ scientific literacy. To tackle this challenge from the initial teacher education level, an innovative inquiry-based intervention contextualised in the scientific controversy of spontaneous generation has been developed and evaluated by involving pre-service teachers. Results from a pretest/posttest-control group design showed improvements in the understanding of the epistemological and sociological aspects after the intervention. The effect size detected in the experimental group versus the control group was retained and even enhanced five-and-a-half months after its completion. These results are especially relevant to respond to experts’ claims about the need for further studies to understand the issues related to retention following explicit instructions about NOS. Additionally, qualitative data provided an enriched picture of the participants’ understanding of the NOS, unveiling the complexities of the different issues involved and suggesting the need to combine quantitative and qualitative studies. Finally, implications for teacher educators and educational researchers are presented along with directions for future work in the field.

Impact of Teacher Education Level, Years of Teaching Experience and Teaching Behaviour as Determinants of Pupils’ Academic Achievement In Integrated Science in Eastern Sierra Leone 2005-2007

The study investigated “Impact of teacher education level, years of teaching experience and teaching behaviour as determinants of pupils’ academic achievement in integrated science in Eastern Sierra Leone between 2005 and 2007”. A descriptive research type of a survey design was employed for the study. The target population included: junior secondary school pupils, integrated science teachers and integrated science heads of department. Stratified sampling technique was adopted to select the junior secondary schools while purposive sampling technique was used to select sample sizes of 270 JSS pupils, 54 integrated science teachers and 27 Heads of Integrated science Department. The key instrument employed was Self-Administered Integrated Science Questionnaire form (SAISQ).The instrument was validated by a team of science experts in the Department of Science Curriculum Development Centre, Njala University. A reliability coefficient were computed and a Cronbach alpha constant of dependability values of 0.78 and 0.80 were obtained respectively for the instrument. Findings of the study revealed that the highest qualification obtained among the HODs is Bachelor of Science Education degree followed by those with HTC (Primary) and HTC (Secondary) respectively. The study further confirmed that majority of the integrated science teachers obtained HTC (Secondary) and B.Sc Ed. degree respectively. There is clear indication that a very good percentage of Integrated Science teachers of the survey are trained and qualified but they are qualified in other subjects areas, and are found teaching Integrated Science in the schools. There are few teachers trained for the primary schools and are also teaching in the junior secondary schools. Results of the study also confirmed that high concentration of the teachers with experiences fall within (10-14) years. Regarding the extent to which the unprofessional attitude are accepted, the result revealed that teachers conduct or attitude were never acceptable behaviour to the pupils. Based on the findings, the researcher recommended that: Firstly, Government should employ trained and qualified teachers and others with experience in the schools. Secondly, school authorities should ensure that teachers make use of adequate teaching aids and encourage them to improvise equipment where necessary. Thirdly, Government should provide better conditions of service and incentives to retain the existing qualified teachers in the schools. Finally, academic performance of pupils should be a requirement for teachers’ promotion exercise. Keywords: School, Level, Achievement, Impact, Behaviour, experience

An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

The purpose of this research paper is to identify and test the factors influencing the perceived usefulness and perceived effectiveness of adopting an e-learning system from the perspective of teachers in public and private schools as well as the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) in Jordan during the first wave of the COVID-19 pandemic in the academic year 2019/2020. Based on the findings and best practices, the study intends to make appropriate recommendations to decision-makers. Its significance stems from the use of scientific tools of research and investigation, and it aims to ensure the quality and effectiveness of Jordanian schools’ e-learning systems. The study’s hypotheses were verified by electronically collecting 551 questionnaires from teachers in Jordan. To test the study hypotheses, the empirical validity of the research model was set up, and the data were analyzed with SPSS version 21.0. Structural equation modeling (SEM), confirmatory factor analysis (CFA), and machine learning (ML) methods were used to test the study hypotheses and validate the properties of the instrument items. Nineteen variables and one mediating variable were studied. The study found that independent variables pertaining to technology (relative advantage, compatibility, top management support, communication technologies, competitive pressure, technology competence, information intensity, and work flexibility) and moderating variables pertaining to the teacher’s personal income and those pertaining to school (school size, education program, and work sector) had a positive effect on teachers’ perceived usefulness of adopting e-learning systems during the COVID-19 pandemic. On the other hand, independent variables pertaining to technology (complexity and collaboration technology), moderating variables pertaining to the teacher (age, education level, and gender), and moderating variables pertaining to school (educational stage, number of students) were not supported.

Deep Learning-Based Correlation Analysis between the Evaluation Score of English Teaching Quality and the Knowledge Points.

As one of the three main courses from primary school to senior high school, improving the quality of English teaching in and out of class has become the top priority of colleges and universities. English knowledge points are complex, and domestic scholars have studied vocabulary knowledge and grammatical awareness from various perspectives, but there is still a lack of research on the correlation between vocabulary knowledge, grammatical awareness, and cloze test scores of senior high school students. Therefore, this paper carries out empirical research from the depth of English vocabulary, English grammar, reading comprehension, cloze test, and composition, aiming at exploring the relationship between teaching quality and English knowledge points. Classroom teaching quality evaluation is the basic content of education quality evaluation, which not only needs to evaluate the effect of class hours but also needs a student's long-term learning effect. In order to improve the quality of classroom English teaching, enrich the content of classroom English, and ultimately make the quality of students' learning to a higher level, the combination model of the teaching quality evaluation index is established by combining the decision tree with the knowledge point rule association method and the evaluation results are verified by association rule analysis. This paper selects the effective indicators that affect the evaluation of English teaching quality, determines the weight of the indicators by using the analytic hierarchy process, effectively constructs the combination model of the decision tree and rule association method, and establishes the evaluation model of students' English learning ability in the classroom. Taking students as the main object and combining them with the requirements of digital teaching, the evaluation index system is formed, the index weight is determined by using the analytic hierarchy process, and the classroom teaching quality evaluation model based on the decision tree and English knowledge point correlation analysis is constructed to truly reflect the teaching level of teachers, and the correlation analysis is carried out between English teachers' own quality and students' learning effects and knowledge points. By testing the model performance of English vocabulary depth, reading comprehension, grammar, writing, and other knowledge points, we can well evaluate and analyze students' mastery of English learning and the correlation of English knowledge points.

Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes

This study looks at the quality of preschool teacher education in Ethiopia in view of three basic components: curriculum relevance, profiles of teacher educators, and the selection and recruitment of candidates. The study adopted a case study design guided by competency-based teacher development theory and collected data through documentary analysis (the curriculum and recruitment guideline), and interviews of five professionals. The findings showed that the preschool teacher education curriculum has alignment gaps in four major aspects: (a) the preschool teacher education curriculum focused on subject area contents rather than on holistic child development, (b) the preschool teacher education curriculum overlooked motor skills as well as socio-emotional development categories, and (c) languages of instructions at preschool teacher education and preschool level are different (English and mother tongue respectively). Besides, invited professionals from other departments offer 36 of the 42 courses but lacked appropriate professional orientation and experiences to prepare the less capable candidates admitted to the program. Accordingly, policy intervention to make appropriate amendments in the curriculum, staff profiles and practicum components, and further research on views of graduates and relevant stakeholders were identified as areas of further endeavors.

Pengaruh Tingkat Pendidikan Formal Terhadap Kompetensi Mengajar Guru Sekolah Minggu

The level of education of Sunday school teachers is one of the important factors for Sunday school teaching competence. As a Sunday school teacher who is professional in his field, he is expected to have good teaching competence as well. To determine the effect of education level on the teaching competence of Sunday school teachers at the Bethel Tabernacle Church (GBT) in Lampung Province, a study was conducted regarding this matter. The purpose of this study was to see whether there was an effect of teacher education level on their competence. If the level of education is low, the teaching competence is low, and vice versa. With a quantitative approach, data collection techniques through questionnaires with a Likert scale, and data processing using SPSS obtained a correlation number of 0.308. Based on the correlation coefficient table, this figure is included in the low category. That is, there is a low correlation between Education Level (X) and Teaching Competence (Y). Meanwhile, to see how much the X variable contributes to Y, the determinant coefficient test is carried out and gets a figure of 9.5%.

Efficacy of technology enabled learning in science at diploma in teacher education level

Efficacy of technology enabled learning in science at diploma in teacher education level

Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Various professions demand numeracy skills of at least level 3, including the teaching profession, but teacher numeracy ability data is currently not available. Numeracy is the ability to apply mathematical concepts to make decisions. This research aims to assess the numeracy ability of elementary school teachers based on gender and teacher education level. The school can use data on teacher numeracy skills to evaluate the implementation of numeracy literacy programs in schools. In this study, use a descriptive approach. A total of 27 primary school teachers were the subject of the study. Data collection used general and advanced numeracy test instruments, with 10 questions divided into 3 general numeracy questions and 7 advanced numeracy questions. The collected data was analyzed using descriptive statistical techniques by calculating frequency, average, and data trends. The study results were then presented in the form of a histogram and narrated. The result of this study was the numeracy ability of elementary school teachers classified as moderate. Female teachers have better numeracy skills than men. Teachers with S2 education levels have better numeracy skills than those with S1 education levels. Teacher numeracy skills need to be improved, especially in male teachers who have lower than female teachers. Professional development of teachers in the field of teacher numeracy literacy needs to be improved, and the development of numeracy literacy tests was required in order to measure teacher numeracy skills.

Total Quality Management and Learning Organization for Early Childhood Education at PAUD ELPIST Temanggung

Abstract&#x0D; Educational problems related to the quality of education have been felt in line with the COVID-19 pandemic. In addition, there are problems related to the quality of education that does not increase even though the curriculum has been replaced with a new one, and there is a decline in the quality of education even though the level of teacher education is getting better. Another problem is the presence of new competitors, which causes many PAUD institutions to lose interest. This study aims to determine the management of PAUD implementation through the concept of Total Quality Management (TQM) and the Learning Organization of PAUD ELPIST Temanggung. The research method uses a qualitative descriptive approach. The subjects of this study consisted of principals, teachers, and staff of PAUD ELPIST Temanggung. Data collection techniques are observation, interviews, and documentation. Data analysis using data triangulation. The result of this research is that PAUD ELPIST Temanggung has implemented TQM by improving the quality of education on an ongoing basis with a priority strategy on customer needs. Furthermore, learning organizations have been used in organizational structure, information systems, human resource practices, organizational culture, and leadership.&#x0D; &#x0D;

Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis

As smart classroom learning environments enable teaching and learning processes, scholars have examined how classroom process quality affects student engagement in secondary education. Smart classroom learning environments provide a prominent signpost for how teaching and learning will be transformed to accommodate new technologies. However, a holistic model for smart classroom learning environments seems warranted. This study fills this knowledge gap by emphasizing both instructional quality and the use of technology as critical indicators of classroom process quality. A total of 1825 secondary school students and their 38 teachers participated in the study. By using teacher and student questionnaires, the relationship among teacher beliefs, classroom process quality, and student engagement in smart classroom learning environments was investigated. Three components of classroom process quality were distinguished: cognitive activation, connectedness, and the use of technology. Results from a multilevel regression analysis revealed that students' shared perceptions of connectedness and the use of technology were linked to student engagement. Unexpectedly, it was teacher education level rather than teacher beliefs that were associated with classroom process quality. Classroom process quality could also be influenced by teacher gender and teaching grade. Students' individual perceptions of three domains of classroom process quality were related to their engagement and boys reported significantly higher engagement than girls. Multilevel mediation analysis results showed that the relationships between teacher education level and student engagement were influenced by students' shared perceptions of connectedness and the use of technology. These findings contribute to a better understanding of how to best develop engaging smart classroom learning environments, and suggestions for future research are provided.