Teacher Effectiveness Research Articles

Online teaching competencies and teacher effectiveness in higher education: the mediating effect of perceived career support

PurposeOnline teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.Design/methodology/approachThe study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.FindingsThe results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.Practical implicationsThis paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.Originality/valueThis study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.

Five key actions for redesigning adult skills assessments from learners, employees, and educators

AbstractSummative assessments provide data to evaluate the effectiveness of schools, teachers, and educational policies, contributing to a robust accountability system worldwide. However, educators and scholars argue that summative assessments do not effectively promote ongoing learning, enhance teaching practices, or align with the skills required in the workplace. Furthermore, traditional summative testing approaches lack culturally responsive practices and overlook the diverse needs of adult learners. This article summarizes research conducted through focus groups, interviews, and listening sessions to gain insight into learners’, employees’, and educators’ perceptions of assessment needs in adult education and workforce development in the United States. We conducted six focus groups, four interviews with diverse learners and employees, and two listening sessions with educators and administrators. In-person and online formats were used in Spanish and English. The results indicate that the backgrounds and needs of learners, employees, and educators in this study are diverse, but all agree there is a strong need for open assessment resources for mid- and lower-skilled and culturally diverse learners that provide them with useful information to help them achieve their personal and occupational goals. Educators in this study needed assessment information connected to the standards and curriculum that guide their instruction, and employees and their employers needed tools to identify and train adult learners for in-demand skills within industries and occupations. Assessing adult skills requires addressing these needs by designing tests that focus on learners’ characteristics and goals and are integrated with educators’ and employers’ needs and goals. The research findings suggest that assessments should be personalized to learners, integrated with instruction or job training, and embrace the cultural diversity of the adult learner population better to serve learners, employees, and educators.

The Effect of Teachers’ Qualifications on Students’ Academic Performance in Selected Public Secondary Schools in Kicukiro District, Rwanda

The Effect of Teachers’ Qualifications on Students’ Academic Performance in Selected Public Secondary Schools in Kicukiro District, Rwanda

AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment

ABSTRACTThis study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy (AIL) and foreign language enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that teacher support (TEAS) exerts a direct influence on learners' WTC, whereas TCHS does not. The study also revealed that AIL and FLE significantly mediate the relationship between teacher and TCHS and learners’ WTC. The findings underscore the pivotal role of cognitive and affective factors, emphasising the substantial impact of TEAS and the value of nurturing learners’ AIL and enjoyment of foreign languages. This research offers strategic implications for educational practitioners and policymakers, advocating for the integration of innovative educational technologies and fostering sustainable growth in artificial intelligence in education.

The Role of Servant Leadership, School Culture and Supervision System on Teacher Performance Mediated by Teacher Competence and Moderated by Good Scholl Governance

The research is an observational study aiming to test a model in which the effect of servant leadership as exogenous constructs; school culture and supervision system will affect teacher performance by mediating factor: competency, with oversight moderation variable. If anything, the need for leadership consistency and governance models which described by Inceoglu et al launched differs greatly according to institution of higher education executing research (Indonesian educational context) because how various cultural norms operate in relation to one another impacts teacher efficacy. This study uses a sample that involves different types of schools within Indonesia and applies Partial Least Squares Structural Equation Modeling (PLS-SEM) for the data analysis with focus on measurement properties as well correlations among variables. Results indicate that while effective supervision and governance, servant leadership as well as organizational culture contributes significantly to teaching performance at school; the combination of these elements are needed in nurturing a high-performing education system. Importantly, provision of effective leadership and governance at all levels of the system for ensuring optimum teacher effectiveness is strongly accorded here by this research. Further research is encouraged to investigate these trends and their influence on teacher performance over time using longitudinal methods.

Assessment of Item Parameter and Model-Data Fit of 4IR Teachers' Effectiveness Scale in Secondary Schools

In secondary schools in Southwest Nigeria, the Fourth Industrial Revolution Chemistry Teachers Effectiveness Scale (4IRCTES) items were evaluated for discrimination item parameter and model-data fit to the underlying construct. In this study, a descriptive survey research design was employed. The survey encompassed 4,986 Chemistry teachers in the southwestern region of Nigeria. 35 Chemistry teachers made up the study’s sample. 4IRCTES was the instrument utilised to collect the data. Research question two was based on the absolute overall model-data fit, or M2 statistic, whereas research question one used the Multidimensional Graded Response Model (MGRM) of the Item Response Theory (IRT) to analyse the item parameter (item discrimination). Result showed that items of 4IRCTES discriminated well between teachers with low effectiveness and teachers with high effectiveness. Finally, in the study, result showed that the MGRM of the IRT is the substantial model-data fit for the 4IRCTES. The study concluded that the 4IRCTES items effectively distinguished between teachers who were ineffective and those who were effective.

Teacher education in Poland (1970–2024): policy development, legislation, and period-specific challenges

ABSTRACT This paper aims to provide a comprehensive analysis of the evolution of teacher education in Poland from 1970 to 2024, detailing socio-political and economic changes that have shaped educational policies. The study uses a historical and policy analysis approach, examining legislative documents, policy developments, and educational outcomes across three distinct periods – Socialist Era (1970–1989), Transition and Integration Era (1990–2004), and Modernisation and Reform Era (2005–2024). During the Socialist Era, centralised control and ideological rigidity resulted in a uniform system. Policy changes aimed to align education with socialist principles, often at the expense of flexibility and creativity. The Transition and Integration Era saw significant reforms driven by Poland’s move towards a market economy and European Union integration. This period focused on decentralising the education system, improving teacher qualifications, and aligning with European standards, though it faced challenges such as resource disparities and resistance to change. In the Modernisation and Reform Era, efforts have focused on improving teacher education quality through modernisation and adopting international best practices. There has been an emphasis on innovation, technology integration, and lifelong learning. Despite progress, issues like equitable resource distribution and the relevance of training programmes persist. The paper concludes with recommendations for further decentralisation, better resource allocation, continuous professional development, and integrating innovative teaching methods. These recommendations aim to guide future policy and enhance the effectiveness of teacher education in Poland. Implications for research include exploring the impact of these reforms on teacher effectiveness, policy adaptation, and practice improvement in education.

Defining the Effect of Teachers’ Medical History on their Inclusive Teaching Practice: Analyzing Feelings of Competence and Knowledge in Inclusive Physical Education

Background. The process of including special students in the school system has prompted a comprehensive examination of strategies to ensure equity in school justice, the quality of learning, and the harmonious development of students’ potential. The efficacy of these strategies is contingent upon the life experiences and medical backgrounds of the educators in question. Objectives. The study aimed to evaluate the extent to which personal and family medical histories impact teachers’ sense of pedagogical competence (TSPC) and their knowledge (TK) of students’ physical activity management. Materials and Methods. The methodology entailed the distribution of an online questionnaire to 339 physical education and sports (PE) teachers, comprising 159 females and 180 males over the age of 21, employed in public schools at the high school and middle school levels. The measurement instrument consisted of four sections: socio-demographic characteristics, personal and family background, sense of pedagogical competence, and teacher knowledge. Results. The findings indicate a notable prevalence of diseases such as obesity and diabetes in males compared to females, with a significant predominance in older people. It is demonstrated that gender has a particular influence on TSPC and TK in managing hypertensive students. Furthermore, older teachers and those employed in urban settings tend to exhibit greater self-efficacy, despite the absence of a statistically significant association between their initial PES training and TSPC and knowledge outcomes. There is a positive correlation between TSPC and teacher knowledge. Conclusions. To sum it up, older teachers are more susceptible to developing illnesses such as diabetes, hypertension, and obesity. This medical history has a significant impact on the development of inclusive skills and knowledge of school-related pathologies.

Students Can Identify Quality Teachers, but can They Distinguish Between Dimensions of Quality Teaching? a Comparative Analysis of the Structure Behind the Tripod Survey

ABSTRACT Student perception surveys are prominent and pervasive tools for teacher appraisal and feedback across international contexts, buoyed by the strong relationship between higher student ratings of teachers and additional measures of teacher effectiveness. Yet, there is disagreement and conflicting evidence regarding the underlying structure of student perception survey instruments, including whether students distinguish multiple dimensions of teaching or form more general impressions (or unidimensional conceptions) of teaching. This study examined the structure of the Tripod student survey in Australian schools using a competing model analysis of different survey structures and examination of discriminant validity to identify the best model fit. Findings challenge the purported Tripod model structure and raise larger questions regarding elements of teaching that students distinguish via student perception surveys. Implications for the use of and continued research on student perception surveys, including those originating in other countries, are discussed.

An Exploration of The Effect of Teacher’s Positive Reinforcement and Punishment towards Young Learner’s Motivation in 21st Century Learning

The purpose of this study is to explore the effects of teachers' positive reinforcement and punishment on young learners' motivation in 21st-century learning environments. A quantitative research method was employed, utilizing a survey distributed to primary school students across various regions. The data were analyzed using statistical techniques to identify the relationship between the variables. The findings revealed that positive reinforcement significantly enhances student motivation, whereas punishment negatively affects it. The discussion highlights the implications of these results in the context of modern educational practices, where fostering motivation is crucial for young learners' engagement and success. The study concludes that teachers should emphasize positive reinforcement strategies over punishment to create a conducive learning atmosphere. The implications suggest that educational policymakers and practitioners should consider integrating positive behavioral approaches in the curriculum to promote student motivation effectively.

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

교사멘토링이 초등교사의 교사효능감 및 교직만족도에 미치는 영향 분석

Objectives This study aimed to empirically analyze whether elementary school teachers' participation in mentoring programs affects teacher efficacy and satisfaction. Methods The regression analysis was conducted through propensity score matching using the Teaching and Learning International Survey (TALIS) 2018 data. Results As a result of analysis, it was confirmed that elementary school teachers' participation in mentoring had a negative effect on teacher efficacy. In particular, according to the type of mentoring participation of teachers, the negative effect was greater on teachers participating as mentee than teachers participating as mentor. In addition, it was confirmed that the participation of elementary school teachers in mentoring negatively affects the satisfaction of teaching profession according to the type of participation. In the case of participation as a mentor or mentee in the mentoring program provided by the school and the case as a mentor teacher, the effect on the satisfaction of the teaching profession did not show statistically significant results, but in the case of participation as a mentee teacher, statistically significant negative results were found. Conclusions This study is significant in that it is the first domestic study to empirically verify the causal effect of elementary school teachers' mentoring participation. However, in interpreting the results of this study, if a qualitative study on the negative aspects of the mentoring program felt by teachers in the actual educational field is conducted as a follow-up study in that results contrast to previous studies have been drawn.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

<p style="text-align:justify">Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.</p>

Teachers' Gestures and How They Matter.

How do teachers' gestures influence students' learning? This article reviews research investigating the role of gestures in communication, focusing on teachers' communication with their students, primarily in mathematics and science instruction. We first briefly consider gesture's role in communication more generally as a backdrop for considering teaching as a special context for communication. We then describe teachers' spontaneous gesturing in teaching contexts, and we consider how teachers' spontaneous gestures might influence students' learning. We then consider experimental studies that provide causal support for the effects of teachers' gestures on students' learning. We conclude by discussing future directions and implications for educational practice.

Efektivitas Komunikasi Interpersonal Antara Guru dan Siswa dalam Proses Belajar Mengajar di SMK Negeri 7 Ambon

Effectiveness of interpersonal communication (interpersonal) in the teaching and learning process to realize the ideals of national education, which in the end the quality of implementation lies in the hands of the teacher. As for the teaching and learning process, the source message can be delivered from students, teachers, and so on. With interpersonal communication in a persuasive and effective manner, communication between teachers and students in the teaching and learning process can help motivation and encourage students to move in a positive direction. The purpose of this study was to determine how the effectiveness of teacher and student interpersonal communication in the teaching and learning process at SMK Negeri 7 Ambon and to find out what factors could be a constraint on the effectiveness of teacher and student interpersonal communication in the teaching and learning process at SMK Negeri 7 Ambon. This study uses qualitative research with data collection techniques are observation and interview techniques. From the results of this study, it was seen that students sometimes did not understand the material provided by the teacher and had difficulty in making assignments because the way the material was delivered by the teacher was considered unclear by students. And the personal closeness between students and teachers, so that it also affects the teaching and learning process in the classroom.

Equity in Literacy Education: A Case Study of Tier 2 Personalized Instruction

According to the NAEP, proficiency in reading is reported to be 67% in 4th-grade students. General education classroom teachers are responsible for providing Tier 1 and 2 instruction, including interventions in Tier 2. However, many teachers are unsure about implementing interventions and have had negative experiences with Response to Intervention (RTI), finding the process frustrating and overwhelming. This case study examines the effectiveness of teachers who have seen an increase in reading levels and student interest. The research explores the teachers’ perceptions, experiences, and skills of the current implementation of RTI using Gibbs’ Reflective Practice as a theoretical framework. Data collected from individual interviews and observations are analyzed using open coding. Themes and concepts are identified from the interview and observational data. These findings inform educators and higher education teacher educators about Tier 2 implementation and equitable, personalized instruction in the RTI process, aiming to strengthen the implementation and effectiveness of Tier 2 interventions in the general education classroom.

The Effect of a training program based on the (TAWOCK) model for teaching computational thinking skills on teaching self- efficacy among female computer teachers

AbstractThe aim of research is to reveal the effect of a training program based on the TAWOCK model for teaching computational thinking skills on teaching self-efficacy among computer teachers. It used the quasi-experimental approach, with a pre-test and post-test design with a control group. An electronic training program based on the TAWOCK model was designed, and prepared (teaching self-efficacy scale). The research sample included (42) female teachers in the experimental group, and (39) female teachers in the control group. The research reached: There was a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental and control groups in the post application; In favor of the experimental group, the value of the ETA square for the total scale of teaching self-efficacy was (0.613); Which indicates the size of significant impact on the self-teaching effectiveness of female computer teachers. There was also a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental group in the pre and post applications; In favor of the post application, the value of Cohen’s coefficient for the total scale of teaching self-efficacy was (1.26).

Factors Influencing the Effect of College Teachers Studying Abroad

This paper discusses the factors that influence the effect of Chinese college teachers studying abroad, and analyzes the effects of language ability, acculturation, social network, tutor guidance, subject correlation and other factors on the income of teachers studying abroad through literature review and empirical research. The results show that the effect of Chinese college teachers studying abroad depends on the complex relationship between many factors, and the influence of different factors on the income of studying abroad is also different.

Sources of Teachers’ Occupational Stress and Effects on their Self-Efficacy

The themes in this narrative inquiry represent the sources of occupational stress and further investigate their effects on teachers' self-efficacy. Poor occupational support, low salary and job insecurity, and the role of teachers are the major sources of occupational stress. Furthermore, these stressors have negative effects on the teachers’ self-efficacy on students’ motivation and engagement, teacher preparedness and planning, and their emotional well-being. This study employed a semi-structured interview with five EFL teachers in the Rupandehi district to explore their lived experiences. Participants were selected purposively from private schools, as existing research indicated teachers in private schools faced more occupational stress than public school teachers. The findings showed that teachers’ occupational stress negatively affects their self-efficacy and professional well-being. Additionally, it exhibited that a positive organizational climate, a supportive environment, and strong relationships with students, parents, and colleagues can significantly boost a teacher's professional well-being and self-efficacy. This research recommends school administrators and stakeholders ensure that teachers have access to adequate resources and support and that their working conditions are improved to maximize teacher effectiveness and well-being.