Teaching Profession Research Articles

Research on the Influencing Factors and Problems of Teacher Professional Motivation from the Perspective of Teacher Professional Beliefs

With the reform of education, the role of teachers has gradually shifted from simply imparting knowledge to guiding students, putting higher expectations and pressure on teachers. In this context, this article analyzes the correlation between teachers' professional beliefs and professional motivations from the perspective of professional beliefs. This article argues that in the context of high-pressure environments and rapid technological development, the reasons for insufficient professional motivation among teachers include excessive work pressure, lack of social and school support, and inadequate salary and promotion mechanisms. Teacher professional beliefs have a positive effect on professional motivation. When enhancing professional beliefs, teacher professional beliefs have a significant improvement effect on professional motivation, which helps teachers maintain positivity and enthusiasm when facing challenges and difficulties. Based on this, this article proposes specific methods to enhance teachers' beliefs and motivation, such as providing psychological support to help teachers relieve stress, offering more professional development opportunities to boost teachers' professional confidence, establishing a fair reward and recognition mechanism, and improving the teaching and office environment through a series of incentive measures to help enhance teachers' professional beliefs, thereby achieving the goal of improving teaching motivation and quality.

Leading teacher professional learning for system-wide change: the leadership practices of teaching research officers (jiaoyanyuan) in China

ABSTRACT Teacher leaders at the system level are recognised to have the potential to promote teacher professional learning for systemic change. This study focuses on a special type of system-level teacher leader in China, i.e. teaching research officers (TROs, jiaoyanyuan), subject experts who facilitate teacher professional learning at the system level. Drawing on interviews with 19 district-level TROs from Zhejiang Province, the study qualitatively illustrates their leadership practices in leading and sustaining teacher professional learning for teaching improvement. The findings revealed that system-level leaders in China adopted six major leadership strategies, suggesting a hybrid construct of teacher leadership for promoting teacher professional learning. While challenging the paradoxical and segmental view of teacher leadership enactment in the Western context, the study reflects on the impact of TROs on teacher professionalism in China.

Continuous Professional Teacher Development Model in Yunnan Provincial Universities

This study investigates the Continuous Professional Teacher Development (CPTD) model within Yunnan Provincial Universities, addressing the challenges and identifying the factors that promote sustainable teacher development. Through a mixed-methods approach, 588 valid responses from a sample of 638 teachers and administrators were analyzed, complemented by semi-structured interviews. The findings reveal key dimensions impacting CPTD, including instructional leadership, school climate, professional collaboration, teacher autonomy, and administrative support. These dimensions align closely with the unique socio-educational landscape of Yunnan, characterized by ethnic diversity, geographic disparities, and institutional variations.The results highlight that instructional leadership and a positive school climate significantly enhance teacher engagement in professional development. Teachers emphasized the importance of autonomy in designing curricula and assessments, as well as collaboration within professional learning communities. The lack of tailored professional development programs and inadequate administrative support were identified as significant barriers. Recommendations include leveraging digital platforms, promoting inclusive professional learning communities, and aligning institutional goals with professional development initiatives. This research contributes to the existing literature by proposing a localized CPTD model that addresses the unique challenges of Yunnan Provincial Universities. It provides actionable insights for policymakers and educational leaders, emphasizing the role of collaborative practices and leadership in fostering sustainable teacher development.

Diversity in psychiatry education and patient and public involvement: roundtable analysis.

Patient involvement in psychiatry education struggles to be representative of the patients that doctors will treat once qualified. The issues of mental health stigma, cultural perspectives of mental health and the unique role of teaching, required exploring to establish the barriers and facilitators to increasing the diversity of patients involved in psychiatry education. To explore the causes of this lack of representation, a roundtable event with 34 delegates composed of people with lived experience of mental health issues, people from underserved communities, academics, mental health professionals and charity representatives met to discuss the barriers to involvement in psychiatry education and possible solutions. Themes were further developed in a context expert focus group. Notes from the roundtable and focus group were analysed and developed into recommendations for medical schools and mental health professional teaching departments.

Exploring the impact of blended learning instruction on preservice teachers' self-efficacy beliefs in organizing educational field trips to out-of-school learning environment

Abstract The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers’ self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study’s participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The “Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments” and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.

Exploring Teacher Organizational Commitment for Promoting Sustainable Development in Higher Education: A Systematic Literature Review and Analysis of Theories and Methodologies in Chinese Studies

Teacher organisational commitment (TOC) is a key factor influencing teachers' professional stability and teaching quality, and it is important for achieving sustainable development in higher education. However, systematic analyses in this area are insufficient. Therefore, this study adopted the PRISMA framework to conduct a systematic literature review, focusing on empirical studies on the COVID-19 pandemic and its post-epidemic period. Relevant literature was screened from Scopus, Web of Science, Wiley, and ScienceDirect, resulting in 11 peer-reviewed studies from the context of higher education in China, this study aims to explore the mainstream research theories and methodologies on TOC from a Chinese perspective and discuss the different roles TOC has played in various research. Exploring the current state in China, this study enhances the theoretical and practical understanding of TOC and delivers actionable insights for school administrations and policymakers to promote sustainable development in higher education. The study also offers recommendations for future research to investigate TOC in various cultural contexts further, thereby supporting international perspectives.

Integration of Information Technology in Guidance and Counseling Management in Schools: Challenges and Implementation Strategies

The integration of information technology (IT) in school education has a significant impact on teacher professionalism and educational management, including Guidance and Counseling services. This study explores how IT improves guidance and counseling management in schools by improving teacher empowerment, administrative efficiency, and student learning experiences. Through a literature perspective, data from various research sources is analyzed to assess the current state and challenges of using technology in counseling services. Although technology helps in organizing student data, assessment environments, and offering personalized services, challenges such as limited IT knowledge among counselors, lack of resources, and concerns about privacy and consent to change hinder its full implementation. This research emphasizes that effective management of guidance and counseling services, incorporating IT, is critical to meeting students' social, emotional and academic needs. The study concludes that, despite these challenges, strategic use of IT can transform guidance and counseling practices, improving student development and academic success.

(Re)considering ‘radical’ for the teaching profession: a Global North-South reflection on teachers and teaching

ABSTRACT In this article, we explore the current place that the notion of ‘radical’ occupies in the teaching profession across our contexts of work and research. We draw on our experiences as educators and researchers across Australia, Brazil and England, and on a review of different scholarship and of historical and contemporary initiatives and discourses around the notion of ‘radical’ (and of ‘radicalism’) in education, focusing on particular exemplary cases from Global South (especially Latin America) and North contexts. We argue that whilst the term ‘radical’ might have been negatively framed by certain recent neoconservative and neoliberal educational policies and discourses across the world, reclaiming this notion to the teaching profession is necessary to (re)frame it as an intellectual profession committed to challenging systemic inequalities and to embracing social transformation and justice. This article is then positioned within broader discussions on both the teaching profession and radical education, seeking to contribute to a reimagining of this profession’s role in addressing contemporary challenges such as inequalities and injustices and the rise in authoritarianism.

Teacher development from the perspective of a training action in Brazil – literature review

The work presented here was guided by the revisionism of what the main authors have written about the educational theme in the teaching profession, emphasizing the issue of continuous education. Various theorists have researched how educational action takes place, its benefits, and its contexts – in Brazil and abroad. The paper has an introduction with contextualization, followed by the methodological proposal; a review of the literature with a qualitative-exploratory approach. The historical findings, from the end of the 20th century to the present day, reflect the educational update, focused on teacher-student issues, classroom dynamics, and virtual objects or resources to support pedagogical practice. A comparison of the authors' thoughts is then made, followed by the conclusion of the study.

The attractiveness of the teaching profession: a integrative literature review

The attractiveness of the teaching profession: a integrative literature review

Políticas Educativas Neoliberales: trabajo académico y salud de profesoras

Neoliberal educational policies have been implemented for more than three decades in Latin America, which have altered teaching practices. Likewise, the educational reforms have not considered the characteristics or idiosyncrasies, in this case, of Mexico, since they have been a copy of the European and U.S. educational models. Based on these problems, the main objective was to: make evident some problems in professional teaching practice, as well as the health repercussions of high school and university teachers as a consequence of neoliberal educational policies. There was the participation of 10 teachers who work at different educational levels: High School and Higher Education; in the State of Mexico, Hidalgo and Chile in South America. The research was divided into three phases: before, during and after the pandemic. The methodology used was qualitative, with a descriptive and interpretive approach. The results were presented as a “novel” constructed from the participants' narratives. Their problems related to teaching work, trigger a series of sickness at a biopsychosocial level. Definitely, the educational institution is going through a crisis and a rethinking of teaching work is urgently needed so that, the meaning of the teaching role does not die and along with it, the educational institution.

Desarrollo profesional docente en educación infantil desde la investigación-acción

Teacher professional development is a key factor in enhancing pedagogical interactions. However, implementing programs that are tailored to teachers' specific needs and teaching contexts remains challenging. This article examines a professional development program in pedagogical mediation based on action research, designed for early childhood educators in Chile. The study employed a case study design, involving nineteen teachers and six trainer educators. Data was collected through semi-structured interviews and written reports, which were analyzed using reflexive thematic analysis. The findings highlight four key aspects for teacher professional development: reflective chaining, video-based training, the role of the critical friend, and work within professional learning communities. These categories form a continuous action-research and reflection spiral that enhances teaching professionalism and self-awareness of practice, promoting a shift from the individual to the collective and from the simple to the complex. This approach fosters a collaborative culture of improvement, strengthening professional development and serving as a model for other programs that contribute to quality in this educational level.

A Comparative Study of Teacher Training Systems in China and Nigeria

This paper explores the historical background and cultural influences of the teacher training systems in China and Nigeria and the characteristics of their training systems. First, it analyses the traditional culture and modern management model of teacher training in China, emphasising the combination of professional ethics and professional competence. Subsequently, the impact of Nigeria's multicultural background on its teacher training is explored, pointing out its complex training system in the context of geographical and cultural differences. Finally, by comparing the differences between the two countries in terms of objectives, methods and contents of teacher training, corresponding recommendations are made, such as the suggestion that Chinese teacher training can add more excellent traditional culture and encourage teachers to incorporate it into their daily lessons. Teacher training in Nigeria should be more targeted, taking into account the specific local cultural background, infrastructure, etc., to improve the professionalism and quality of teachers and provide a reference for improving the professional level of teachers and the quality of education.

Mastering the Albanian Language as a Developed Language Skill and Capacity in Universities Abroad

This paper will present several ideas regarding the strategies that should be followed during the professional and scientific research teaching of the Albanian language in universities outside of Albania. Language education in such a context should focus on developing the communicative competence of the language of origin. The subject of this study is Albanian students in foreign universities, including those of Albanian descent (primarily those born in host countries), students who have left Albania to fulfill their educational ambitions, and students who have emigrated, different times. This perspective also includes foreign students who show interest in the Albanian language. In addition to mastering contemporary knowledge of the Albanian language, special attention will be given to knowledge of the history of the Albanian language, the culture of the Albanian people, and the Albanians' vision of the surrounding world. The study also aims to unveil models that would serve to stimulate research in the field of Albanology, particularly in the study of the Albanian language in these universities. Received: 26 October 2024 / Accepted: 31 December 2024 / Published: 05 January 2025

Synthesis of Guidelines for Strengthening Good Teacher Characteristics of Teachers in Schools

The objective of this research is to synthesize guidelines for enhancing good teacher characteristics of teachers in schools affiliated with the Sisters of St. Paul de Chartres of Thailand, by collecting and analyzing relevant concepts, principles, and theories from experts with knowledge and expertise in developing and training personnel in the teaching profession and used semi-structured interviews to collect data. The interview form had an index of consistency between 0.80 - 1.00. The data was content analyzed according to Miles and Huberman's guidelines. The results of the lessons learned from the guidelines for creating a manual to enhance the good characteristics of teachers at St. Paul de Chartres School in Thailand. It can be summarized, as consisting of 4 main processes: 1) Enhancing competencies’ Process from actual practice, consist of 2 main indicators. 2) Enhancing skills’ Process for peaceful coexistence, consists of 3 main indicators. 3) Strengthening teachers' identity Process and professionalism consists of 6 main indicators, 6 indicators, and 4) Evaluation Process and results monitoring. Developing a manual to enhance the good teachers’ characteristics can happen when each process is carried out in detail and systematically.

Model of self-regulated learning of students – future teachers based on self-assessment of readiness for professional teaching activities

Introduction. The main requirement for a professional is to constantly learn which is put forward by the modern social situation and constant changes. New learning models based on self-regulation of learning are needed in order to create an educational environment where everyone can achieve success. For effective self-regulated learning of a student, it is important to conduct self-assessment of readiness for professional pedagogical activity. The use of self-assessment of readiness for professional activity of students – future teachers will avoid the destructive use of artificial intelligence products as author’s (non-original qualification, control works, abstracts, essays) in diagnostic procedures, increase the level of responsibility of the student himself for the individual educational result. The study was aimed at developing and testing the implementation efficiency of the self-regulated learning model of students – future teachers based on self-assessment of readiness for professional pedagogical activity. Materials and methods. In order to structure the self-assessment, a survey of 428 students of pedagogical training programs (bachelor’s, master’s, postgraduate) was conducted at the Tambov State University named after G.R. Derzhavin and the State University of Education (Russian Federation). The efficiency of the implementation of the model components was assessed by 106 students who took part in the experimental work. The U-Mann- Whitney criterion and the simplified J. Phillips ROI method were used to analyze the results. Results. A model of self-regulated student learning (components: self-assessment → goal; content; means; methods; forms of organization; stages of the cyclic process) and a toolkit for self-assessment of readiness for professional pedagogical activity have been developed, which can also be useful for individual support, tutoring, and mentoring of future and existing teachers. It has been revealed that the model of self-regulated student learning is more effective in comparison with traditional teaching models. When calculating the Mann-Whitney U criterion, a significant difference was determined between the control and experimental groups (according to the cognitive-technological criterion: U EMP = 217.5 (p≤0.05); according to the motivational-value criterion: U EMP = 204 (p≤0.01); according to the reflexive-technological criterion: U EMP = 190.5 (p≤0.01)). Conclusion. The novelty of the study consists in developing a model of self-regulated learning based on self- assessment of students’ readiness for professional pedagogical activity, which contributes to improving the quality of training of future teachers and the efficiency of the educational process. The results obtained can be used in developing models of self-regulated learning for students in other areas of training.

Teachers’ Learning in the Workplace – (Un)Recognized Research Fields of Teachers Education

Introduction: Researchers' interest in workplace learning has increased over the past two decades. The range and diversity of research published in English inspired me to conduct a review of the Polish-language literature on teacher learning in the workplace. The analytical tool used in the research was Tanjälä's (2013) adapted holistic 3P model by John B. Biggs (1999) describing the interrelated elements of learning. Research Aim: The aim of this systematic review was the preliminary assessment of the scope of research addressing the issue of learning to become a teacher and to identify (un)recognized research fields concerning the individual and social dimensions of teachers’ learning in their professional environment. Evidence-based Facts: The conducted literature overview proves that the scope of the research issues addressed is generally extensive, but the issues of the social dimension of learning about the teaching profession at various stages of teachers’ professional careers as well as informal, extraformal and incidental learning in the work environment still remain underexplored. Summary: The research directions map can be used as a tool to locate relevant research areas and new research projects.

The Perception of Teacher Well-being and Its Implications on The Interest of UNIMED Biology Education Students to Become a Teacher

This study aims to analyze the interest and perceptions of teacher welfare among 52 respondents. Quantitative analysis revealed that 69.2% of respondents are highly interested in becoming teachers, while 30.8% are moderately interested. These findings reflect a strong commitment from the younger generation toward the teaching profession, despite significant concerns about financial welfare. Qualitative analysis identified two main themes: financial welfare and personal motivation. Many respondents felt that the salary they receive is not proportional to the responsibilities they bear, while intrinsic motivation, such as a desire to contribute to education, serves as a major driving factor in choosing this career. This study aligns with previous findings emphasizing the importance of financial welfare in job satisfaction for teachers but also offers new insights by highlighting personal motivation as a decisive factor. The conclusion of this research suggests that greater attention to teachers' financial welfare is necessary to attract high-quality individuals to the teaching profession and to create a better learning environment. Recommendations for policymakers include increasing compensation and support for teachers while considering their intrinsic motivations.

The Teacher Professionalism: The Biblical Study of Teacher Professionalism Phenomena

Education is the main foundation in creating an advanced, dignified, and competitive society. As one of the key elements in the education process, teachers have an irreplaceable strategic role. The purpose of this study is to provide a comprehensive overview of the current state of teacher professionalism, while also offering recommendations that can be used by policy makers in designing effective teacher development programs. In addition, this study is also expected to be a reference for educators in reflecting on and improving the quality of their professionalism in accordance with the demands of the times. This study uses a library search approach (library research). This research method aims to provide an overview of teacher professionalism based on data obtained through literature reviews and primary data from respondents. The results of the study indicate that teacher professionalism at SMA Negeri 5 Sungai Penuh still has several significant shortcomings. The results of the questionnaire showed that the majority of teachers have a good understanding of professionalism, especially in the dimensions of pedagogical and professional competence. The conclusion of this study is Most teachers have shown a good level of professionalism, especially in pedagogical and professional competence.

Comparison of Professional Competencies of Students Preparing for the Profession of Preschool and Early Childhood Education Teacher Under Different Forms of Study

Introduction: The reform of higher education and especially of teaching faculties in recent years has introduced significant changes aimed at improving the quality of professional preparation and acquiring the necessary teaching competencies and qualifications. This article presents the results of a study on the self-assessment of professional competence, conducted among female students of different forms of study . Research Aim: The purpose of the study was to compare the self-assessment of professional competence of students preparing to practice as a teacher of preschool and early childhood education in different forms of study. Research Method: The research used the Popular Questionnaire of Emotional Intelligence (PKIE), the PROKOS Questionnaire, the Self-Evaluation of Teaching Competencies survey questionnaire and general survey questionnaire. Results: The study of female students, graduating in pedagogy and preschool and early childhood education, showed no statistically significant differences in soft skills: emotional intelligence and social competence. Statistically significant differences occurred only in two cases in self-assessment of teaching competencies (cooperation with parents and knowledge of the field of mathematics teaching). Conclusions: In order to reduce the differences in the assessment of competencies in science subjects, it is necessary to involve students/teachers more in non-formal further education activities, as well as in the framework of internships to take into account the need to develop the competence of cooperation with families, especially with full-time students.