Teacher Engagement Research Articles

The effect of department leadership on teacher professional learning in China: A multilevel moderated mediation model

There is growing interest in the topic of middle-level leadership, including department and subject leaders. However, published research has largely failed to consider the underlying mechanisms through which middle-level leaders influence teacher professional learning. This study investigated how and under what conditions department leadership is beneficial to teacher professional learning. This research examined “school collectivism” as a boundary condition that was hypothesized to influence the effects of departmental leadership on teacher resilience and professional learning. Survey data on these constructs were collected among 3219 teachers in 121 primary and middle schools located in mainland China. Multilevel moderated mediation modeling was employed to assess the simultaneous effects of conditional and mediating factors on teacher engagement in professional learning. The results revealed that department leadership could influence teacher resilience which also mediated the relationship between department leadership and teacher professional learning. This indirect effect of department leadership on teacher professional learning was strengthened when school collectivism was reinforced. The findings add to the current literature first by empirically verifying the impact of middle-level leaders on teachers, as well as by highlighting school-level conditions that can shape the exercise of middle-level leadership.

Learning enhancement through deploying personal learning environment, network and problem-based learning assessment

Intended to foster students’ self-directed learning and research ability at the postgraduate level, this educational research evaluated the implications of personal learning environment & network (PLE&N) and problem-based learning (PBL) assessment as student-centric and student-driven pedagogic approaches. Compared to conventional instructional paradigms, the PLE&N platform presents an agile and interactive platform that empowers students to partake in collaborative discourse while orchestrating their learning journey through the judicious utilization of communal resources. The vitality of the PLE&N model is substantiated by the enduring engagement of peers, teachers, professionals, and external experts in the field, fostering a milieu of enriched knowledge exchange, synergistic collaboration, and personalized curation of learning approaches. In contrast, the PBL assessment was designed by incorporating intricate scenarios similar to the real world, thereby affording an avenue for cultivating students’ cogitation and adroit problem-solving skills within a guided learning environment. By integrating constructivist and connectivist pedagogies, the PBL assessment facilitated teamwork while engaging students in independent research and empowered their knowledge construction on selected topics. Students’ self-evaluation through the survey indicated their enhancement in self-directed learning behavior and competence building for complex problem-solving tasks. Moreover, peer feedback and suggestions received through both PLE&N and PBL were highly beneficial for students to analyze information and learning resources from diverse perspectives, which further helped to expand their learning horizon. This study underscored the significance and advantages of modern student-centric approaches such as PLE&N and PBL. These pedagogical paradigms stand as seminal strategies for nurturing nascent post-graduate students, thereby endowing them with indispensable proficiencies in self-directed learning and robust competencies in scholarly inquiry. Keywords: PLE&N, PBL, Constructivism, Connectivism, Pedagogy, Self-directed learning.

Perceived teacher feedback practices, student feedback motivation and engagement in English learning: a survey of Chinese university students

Abstract Drawing on recent theorizing of feedback in educational assessment and psychology, the current study aimed to examine the links between perceived teacher feedback practices, student feedback motivation and engagement in English learning. Seven hundred and sixty-four Chinese university students attending a tertiary-level English enhancement course (N = 764; age: M = 19.45, SD = 0.88; 57.3 % female) participated in this study. The students completed surveys measuring their perceived teacher feedback practices, feedback motivation and engagement. Scaffolding feedback, verification feedback, and criticism were found to significantly predict student feedback motivation. Feedback enjoyment significantly predicted student feedback engagement, but there was no positive significant relationship between perceived feedback usefulness and feedback engagement. Indirect effects testing provided empirical evidence that student feedback motivation mediated the impact of teacher feedback on student feedback engagement in a university English enhancement course context.

Balancing teachers’ needs in times of crisis: investigating how computer science instructional coaches and teachers navigated remote professional development during COVID-19

ABSTRACT This study investigated how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic. Analyzing multiple sources of qualitative data, we explored how coaches adapted PD to address teachers’ unique needs and how teachers experienced remote PD. We found that the coaching team designed PD to help teachers translate key instructional strategies into the remote learning environment and increasingly centered their PD design efforts on improving teacher engagement and wellbeing. Teachers primarily valued the relational aspects of PD, including opportunities for collaboration and personalized support from instructional coaches. Leveraging an ecological framework, we found that the pandemic and remote learning contexts amplified preexisting PD challenges experienced by teachers and coaches. Findings suggest that PD researchers and designers should focus on teacher wellbeing and that districts should invest in flexible and adaptable PD structures to meet CS teachers’ varied needs.

Latinx Teachers Engaging Students, Parents, and Families

ABSTRACT Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with pedagogical approaches and strategies to work with diverse student populations. In order to support Culturally and Linguistically Diverse (CLD) students’ success in the classroom, teachers must implement effective teaching strategies. Teaching without knowing the students’ background knowledge is problematic for all students. To this end, this study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students, (b) the things these in-service teachers attribute as barriers and support systems in their social justice work, and (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. Qualitative and Critical Qualitative Research (CQR) was our overarching framework to examine participants’ experiences regarding social justice. Latino/a Critical Race Theory/LatCrit was our theoretical framework with trenzas y mestizaje (braids and mixture) as the methodological framework. Data collection was based on testimonios collected through individual pláticas and group pláticas (formal and/or informal conversations) elicited by the use of tesoros (treasures). Data was analyzed and interpreted through Trenzas y Mestizaje and LatCrit. Specifically, data analysis was achieved through braiding the participants’ experiences and/or testimonios. The following prominent themes emerged: (a) Effective classroom strategies, (b) Parent and family involvement, (c) Relationships, (d) Barriers as pre-service and in-service teachers: Resilience. The findings of this study indicate that all participants described their effectiveness as teachers through the implementation of specific strategies, intrinsic motivation for teaching Culturally and Linguistically Diverse Students (CLDs), and the sense of commitment to being role models to their students. Additionally, the findings indicate how the participants were able to overcome barriers through resilience, support from colleagues, administrators, and family members. These participants/Latinx teachers have been teaching advocating, informing, and engaging their students, parent, and families for the past seventeen years, by providing them with resources and strategies to navigate the U.S. education system.

Pemanfaatan Canva For Education dalam Membangun Literasi Digital di Era Kurikulum Merdeka: Sebuah Analisis Studi Pustaka

This research focuses on the use of 'Canva for Education' in enhancing digital literacy in the era of the Kurikulum Merdeka (Independent Curriculum). Facing challenges in access and utilization of technology in education, this study aims to analyze the extent to which Canva can enhance the engagement and digital literacy of students and teachers. The method employed is qualitative analysis, through in-depth examination of academic literature and relevant case studies. This research emphasizes the secondary data analysis from academic and practical sources to evaluate the effectiveness of Canva. The research findings indicate that the use of 'Canva for Education' has a significant impact on improving digital literacy. Key findings show that Canva spurs active student participation in the learning process and trains essential digital skills for both students and teachers. Case studies at SMA Negeri 1 Bandung and literature analysis confirm that Canva, as an interactive digital tool, assists in enriching teaching methods, making them more engaging and effective. The conclusion of this research highlights the importance of integrating creative technology in education, which not only enhances engagement and digital literacy but also supports the development of innovative and adaptive pedagogical approaches. This research contributes to the development of educational theories that emphasize the importance of technology-based learning in modern education.

INNOVATIVE STRATEGIES FOR TEACHER ENGAGEMENT: A DUAL-DRIVE MODEL INTEGRATING JOB RESOURCES AND SELF-LEADERSHIP IN PRIVATE UNIVERSITIES, HUNAN PROVINCE, CHINA

This research investigated one possible mechanism of a dual-drive model integrating external job resources and internal self-leadership, aiming at developing innovative strategies for improving teacher engagement. An exploratory sequential design, one of the mixed-methods approaches, was adopted. Five private universities in Hunan Province, China, were selected for data collection, and the sample of instructors in the current study is 356. The qualitative data analysis results revealed that there was still significant room for improvement in the five universities. Advanced statistical analyses demonstrated the significant impacts of seven job resources and six self-leadership strategies on teacher engagement. The interactive effect between job resources and self-leadership on teacher engagement was also verified to be statistically significant. Accordingly, the dual-drive model was conducted, which highlighted the role of job resources as the external force and self-leadership strategies as the internal drive. The model consisted of 13 significant factors, based on which innovative strategies were finally developed for teacher engagement with experts’ validation.

The Effects of Performance Appraisal on Secondary School Teachers' Work Engagement in China-Based on the Mediating Effect of Teacher Identity

The level of teachers' work engagement plays a crucial role in determining the quality of education. Secondary schools, being a vital component of China's basic education system, exert a significant influence on the overall educational quality in the country. This research delves into the connection between performance appraisal and the work engagement of secondary school teachers, while also exploring the mediating role of teacher identity. Employing a correlational research design, the study distributed 4848 questionnaires across 202 middle schools (comprising both middle and high schools) in eight cities within Henan Province, China. The returned 4290 valid questionnaires resulted in a commendable validity rate of 88.5%. The research methodology integrates descriptive statistical analysis, difference testing, and structural equation modeling to analyze survey responses and questionnaire retrieval outcomes. The study's findings reveal that while secondary school teachers exhibit a high level of identity, there is room for improvement in the fairness of performance appraisal and work engagement. Moreover, a fairer performance appraisal demonstrates a significant and positive correlation with work engagement and teacher identity. Additionally, teacher identity serves as a substantial predictor of teachers' work engagement and partially mediates the impact of performance appraisal on teachers' work engagement. These outcomes offer a foundational understanding for further enhancing the equity of performance appraisal for secondary school teachers in China. The study also recommends strategies to bolster teachers' self-identity by promoting fairness in performance appraisal, thereby fostering improvements in teachers' work engagement and, consequently, elevating the overall quality of education.

Finding the Link Between Iranian EFL Teacher Motivation and Engagement via Ant Colony Optimization Algorithm and Fuzzy Decision Mode.

Teacher motivation is considred as one of the most decisive factorts infulencing teacher functioing as well as students' achievement. Many variable can develop teacher motoivation. In this study, it is presumed that teacher engagement, comprising three facets of emotional, behavioral, and cognitive influence teacher motivation. To examine this hypothesis, this study takes the initiative to utiliuze an innovative artificial intelliengce (AI)-inspired approach called Ant Colony Optimization (ACO) technique. ACO is an artificial intelligence (AI) algorithm originating from natural phenomena. The concept originates from biology and physics and specifically from ants' movements. ACO has the ability to find the connections between inputs and outputs, and it can find the most influencing inputs. Motivation was the output of the study, and the inputs were three different engagement factors. Based on the results, ACO reached a high R-value meaning that it could predict the output with a high accuracy. The findings of this study substantiate the wide-ranging and multifacsted potentials of AI, in particular ACO, in studying and predicting human functioning in academic settings.

ICT Engagement and Digital Competence of Preservice English Teachers

The study on ICT Engagement and Digital Competence of Preservice English Teachers was a descriptive correlational study conducted among 103 preservice English teachers at the University of Mindanao-Matina Campus, Davao City. This study aimed to identify the levels of ICT engagement and digital competence of preservice English teachers and examine the prevalent relationship between the variables. In gathering the data, this study adopted questionnaires and sampled the total population. The data collected were analyzed using mean, standard deviation, and Pearson's r correlation. Based on the findings, the preservice English teachers have a high level of ICT engagement and a very high level of digital competence. Moreover, the correlation between the variables is moderate, positive, and direct with r-value of 0.427, which suggests that ICT engagement is a construct of digital competence—the more regulated to engage in ICT a person is, the more competent they would become in using ICT. Moreover, the results specify that ICT-related training and support given to language teachers must revolve around troubleshooting digital issues and digital content creation. This study, as a whole, further explored, quantified, and discussed emerging interests in the role of technology in language education, addressing its empirical gap.

Characteristics of Engagement and Persistence of Teachers in an Innovative Master Programme Focused on the "One Health" Concept: A Qualitative Study.

We aimed to describe the characteristics of teachers' engagement and persistence in an innovative multidisciplinary health programme. Participants in this descriptive and comprehensive study consisted of teachers in higher education (veterinary medicine, human medicine, pharmacy, engineers in husbandry) who were involved in the conception and the implementation of an international Master programme called MAN-IMAL. This programme was characterized by interculturality, multidisciplinarity, using technology, active teaching, and learning. We conducted two focus groups, each of which included six participants. A thematic analysis was performed. The constitution of a community of practice through a process of socialization involving teachers, students, and faculty developers around the "One Health" concept had a positive influence on the engagement and the persistence. On the contrary, a lack of leadership sharing in the programme and a lack of recognition by institutional leaders had a negative effect on persistence. Also, the characteristics of the programme had different impacts on stress perceived by the teachers and, therefore, could have both a negative and/or a positive influence on persistence. Our results suggest that the development of a community of practice in an innovative multidisciplinary health programme around a unifying concept like "One Health" can have a positive influence on teachers' engagement and persistence, even in a challenging context.

The behavioral mechanism of Chinese college teachers' teaching engagement: A qualitative study based on the grounded theory

AbstractConsidering the vital role of college teachers' teaching engagement in guaranteeing the quality of higher education, this study aimed to reveal the behavioral mechanism of Chinese college teachers' teaching engagement through qualitative study based on the grounded theory. It is found that the behavior of Chinese college teachers' teaching engagement is the result of the corresponding intention, which is affected by the three factors of the teaching engagement values, the perceived expectations from the significant others, and the professional knowledge and ability to teach through different ways of interaction. According to the findings, the teaching engagement of college teachers needs to be promoted from three paths: improve teachers' satisfaction of values demands in teaching engagement, reform policy regimes to create a cultural atmosphere that emphasizes teaching engagement, and enhance teachers' professional knowledge and ability of teaching.

Revolutionizing Foreign Language Pedagogy in Islamic Boarding Schools Through Online Platforms: A Post-Pandemic Perspective

This study investigates the shift to online learning of foreign languages, specifically Arabic and English, in Islamic Boarding Schools post-pandemic, utilizing the Taallum Website as an e-learning model. A quasi-experimental time-series design was used to examine the changing role of foreign language teachers, comparing situations before and after the introduction of this e-learning method. Conducted from August 2021 to December 2022, the research involved both students and teachers. Surveys assessed their views on instructional techniques. Results highlighted a significant increase in teacher engagement with the e-learning model, as shown by a Paired Samples T-Test, which revealed a significant value of 0.000 and a t-count of 10.321, exceeding the t-table value of 2.365. The study demonstrates the Taallum Website application's efficacy in enhancing teacher involvement in foreign language education within Islamic Boarding Schools in the post-pandemic era, marking a departure from traditional e-module learning.

Research Engagement and Productivity of Physical Education Teachers: Basis for Quality Research Management in Universities

Research Engagement and Productivity of Physical Education Teachers: Basis for Quality Research Management in Universities

Teacher work engagement in Kazakhstan universities

The article is based on a study of teachers’ engagement at four universities in Kazakhstan. The changes taking place in the higher education system require the active participation of the teachers in implementing changes and improving the university's activities. This research aims to assess the level of teacher engagement based on the analysis of the survey results. The findings of the study made it possible to determine the overall level of university teacher engagement depending on age, work experience, position, and academic degree. In addition, the main problem areas that reduce involvement and the main aspects of non-involvement were identified. The study conducted by the authors claims to be a partial picture of the university teachers since it covers only two departments at each university. However, the authors formulated the main directions for increasing teachers' engagement. The article presents practical recommendations according to identified motivating and demotivating factors that influence the engagement level of the university teaching staff. The study is one of the first attempts to assess teachers' engagement levels at Kazakhstani universities. It may interest the university's management, as it will allow them to conclude the current state of affairs.

Modern Teachers, Parents and Children's Play: One of the Possibilities of Involving Parents and Strengthening Partnerships

With this paper, we want to look at the opinions and engagement of teachers in the context of the children’s play, as one of the possibilities of involving parents and strengthening the partnership between family and school. Therefore, the goal of the research is directed towards examining opinions and engaging teachers in the context of children's play, as one of the possibilities of involving parents and strengthening the partnership between family and school. A descriptive method, surveying and scaling techniques were used, while a survey questionnaire with an assessment scale (TP-IP-2024) was used as an instrument. A total of two hundred and thirteen teachers from the Republic of Serbia participated. The results of this research indicate that modern teachers are not highly engaged and dedicated when it comes to pointing out to parents the characteristics and strengths of children's play in the development of children through various forms of cooperation with parents. Also, modern teachers do not pay attention to the involvement of parents in volunteer and play-related thematic activities, but teachers recognize the possibility of involving parents in play-themed volunteer activities. It is clear that modern teachers are not sufficiently dedicated and engaged to this topic through the involvement of parents, which implies a more thorough and comprehensive consideration of this topic.

Engaging Students and Teachers as Community Scientists in DNA Barcoding Initiatives.

Historically, contributions to scientific knowledge have been perceived as something that only professional scientists have the ability to affect. This has led to the belief that scientific pursuits are done not by everyday people but by individuals who have no connection to the communities that their discoveries might impact. DNA barcoding initiatives have the potential to bridge this gap. Community leaders, students, teachers, and other community members can come together with engaged scientists to solve relevant issues that affect them. Over the last 20years, DNA barcoding has been used successfully in a variety of educational contexts to incorporate original research into school curricula and informal outreach and education programs. DNA barcoding is especially suitable for educational settings because it is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and free and open-access online tools exist that allow participants to contribute high-quality data to international research efforts. DNA barcoding also offers a unique service-learning opportunity, where participants gain both knowledge and confidence in science. This is important because a growing body of evidence suggests that actively conducting research increases student and teacher engagement and retention of students in science. Here, we describe a framework and case studies in different educational settings that can be modeled and adapted to various educational contexts.

Patterns of Relationships Between College Teachers’ Leadership Competence and Work Engagement in Selected Private Higher Education Institutions in Davao Region: The Mediating Impact of School as Professional Learning Community

This study explores the correlation between leadership competence and work engagement among college teachers in Davao region's private higher education institutions. Adopting a mediation model, it investigates the influence of the school as a professional learning community on this relationship. Through a quantitative nonexperimental descriptive-correlational approach, 105 college teachers who were selected using cluster sampling technique from selected private higher education institutions participated in the survey. The findings reveal high levels of leadership competence, work engagement, and perception of the school as a professional learning community among the college teachers. It was also found that there are significant positive correlations among leadership competence, school as a professional learning community, and work engagement. Furthermore, the study identifies the school as a professional learning community as a significant mediating factor, partially explaining the correlation between leadership competence and work engagement. These results underline the importance of fostering a supportive and collaborative school environment to enhance leadership competence and teacher engagement in Davao region's private higher education institutions. This study sheds light on the crucial role of school as a professional learning community, offering insights for educational policymakers and administrators seeking to champion leadership competence and work engagement of college teachers in the 21st century.

Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers' performance and wellbeing.

The interplay between teaching engagement and performance has garnered attention in both theoretical and empirical research, primarily due to its influence on student academic achievement, teacher well-being, and the realization of institutional goals. This is especially pertinent in the realm of preschool education, where the scope of learning extends beyond academic content to encompass the broader socialization of children. Drawing from Affective Neuroscience research, this study investigates the role of affective tendencies as mediators in the relationship between work engagement and job performance. The primary aim of this research is to examine a chain mediation model that hypothesizes the predictive role of teacher engagement. This model posits the intermediary influence of four basic emotions-CARING, SEEKING, ANGER, and FEAR-followed by the mediating effect of job satisfaction on teacher job performance. The study utilized a sample of 842 Chinese preschool teachers. Data were collected through an online questionnaire, employing a time-lagged design. The analysis was conducted using Model 80 of the PROCESS Macros. The findings reveal that both positive and negative emotions significantly predict teachers' job satisfaction. However, job satisfaction does not influence job performance. The analysis confirmed the direct and total effects of teacher engagement, as well as the indirect effects, particularly through the positive emotion of Caring. The results are instrumental in informing and refining interventions designed to enhance teacher engagement and performance, underscoring the importance of emotional factors in the educational environment.

Case Study on the Situational Leadership in Addressing Ethical Challenges Encountered by Principals during School Transfer

This qualitative case study examined the ethical challenges encountered by principals during school transfers, using a theory-based approach focusing on the task behavior and the relationship behavior of the school head, and the perceived readiness or maturity of the school employees. Through in-depth interviews with the five school principals from the Department of Education, Division of Davao City, which were selected through purposive sampling, we explored the coping mechanisms employed by principals to address these challenges and examined the insights gained from their experiences. Findings reveal the multifaceted challenges faced by principals, including issues such as resistance to task assignment, ethical dilemmas, managing teacher behavior, ethical minefields in interpersonal dynamics, overcoming barriers in interpersonal dynamics, and adaptation in teacher engagement. Principals employ various coping strategies, such as supportive leadership, leadership strategies, establishing fairness, relationship management, and nurturing professional growth. We recommend enhancing principals’ leadership skills through professional development programs, establishing support systems, fostering emotional intelligence, and encouraging clear communication which can cultivate a positive school culture and effectively address ethical challenges encountered during school transfers, with future research benefiting from quantitative approaches to further understand and mitigate these challenges.