Quality Of Teaching Research Articles

The long‐run educational benefits of high‐achieving classrooms

AbstractThis paper examines how placement in high‐achieving classrooms within high school impacts students’ short‐ and longer‐term academic outcomes. Our setting is a large and selective Chinese high school, where first‐year students are separated into high‐achieving and regular classrooms based on their performance on a standardized exam. Classrooms differ in terms of peer ability, teacher quality, and class size, as well as level and pace of instruction. Using newly collected administrative data and a regression discontinuity design, we show that high‐achieving classrooms improve math test scores by 23% of a standard deviation, with effects persisting throughout the 3 years of high school. Impacts on performance in Chinese and English language subjects are more muted. Importantly, we find that high‐achieving classrooms raise enrollment in elite universities by 17 percentage points, as they substantially increase scores on the national college entrance exam—the sole determinant of university admission in China. We provide suggestive evidence that the most likely mechanism driving our results is exposure to higher‐quality teachers.

Research on the Current Status and Countermeasures of Chinese Language Teaching in Primary Schools under the Background of New Curriculum Reform

The continuous advancement of educational reform has set higher standards for the teaching of Chinese language in primary schools. Teachers are required to continuously explore and adopt innovative teaching methods while discarding outdated approaches to enhance teaching efficiency. Primary education marks the beginning of children's learning journey, playing a decisive role in stimulating their interest in learning and developing good habits. Therefore, improving teaching methods in primary schools not only positively affects children’s current learning but also lays the foundation for their future academic growth, contributing to the improvement of students' comprehensive abilities. Despitethis, the teaching outcomes in primary schools still have room for improvement.Some students have not yet developed good study habits and show resistance to learning, which affects the teaching effectiveness, especially in the Chinese subject where this issue is more pronounced. Therefore, it is crucial to deeply analyze the current situation of Chinese language teaching in primary schools and find effective improvement strategies. This can enhance students' motivation to learn and improve the quality of teaching.

EFL teachers’ perceptions of emotional exhaustion and associated regulation strategies: a phenomenological analysis

ABSTRACT Teaching, particularly in a second/foreign language (L2) context, is an emotionally demanding profession, often leading to negative outcomes for educators. Teaching, particularly in a second/foreign language (L2) context, is an emotionally demanding profession, often leading to negative outcomes for educators. To fill the gap, this phenomenological study examined the causes, consequences, and regulation strategies of Chinese EFL teachers’ emotional exhaustion. A semi-structured interview was held with 58 teachers. The results of thematic analysis revealed that this emotional state had different causes and consequences. The most frequent causes were ‘occupational pressures’, ‘identity conflicts and mismatches’, ‘stressful classroom climate’, ‘high expectations’, and ‘students’ poor performance and cooperation’. Additionally, it was found that teachers’ emotional exhaustion can mostly lead to ‘poor teaching quality’, ‘job burnout’, ‘low work engagement’, ‘low teaching enthusiasm’, and ‘various other negative emotions and outcomes’. To regulate such an aversive feeling, the participants used a range of preventive and responsive strategies before and after its occurrence. The study discusses the findings and presents some conclusions and implications for Chinese L2 teachers, teacher trainers, and policy-makers to raise their understanding of the nature and mechanism of emotional exhaustion in teaching English and its regulation.

Research on Teaching Reform of Chemistry Experimental Course under New Engineering Background

With the proposal of new engineering education concept, new challenges are posed to the teaching reform of chemical experiment course. This study aims to explore the teaching reform path of chemistry experiment course under the new engineering background, so as to improve the students' practical ability and innovation ability. As an important part of engineering education, the teaching objectives of chemistry experiment should be consistent with the new engineering education concept, and pay attention to cultivating students' ability to solve practical problems and teamwork spirit. At present, there are some problems in chemistry experiment teaching, such as outdated curriculum system, too theoretical experiment content, lack of combination with engineering practice, and low participation of students. These problems restrict the improvement of teaching quality, and can not meet the needs of new engineering education for talent training. Therefore, the primary task of the reform is to update the experimental curriculum system and integrate more experimental projects with engineering background and cutting-edge technology, in order to improve the practicality and challenge of the experiment. In terms of reform strategies, it is suggested to implement the "student-centered" teaching mode, and encourage students to take the initiative to explore and innovate through project-driven and problem-oriented teaching methods. At the same time, strengthen the integration of experimental teaching and theoretical teaching, so that students can deepen the understanding of theoretical knowledge in the experiment, and use theoretical knowledge to solve practical problems. In addition, the information level of experimental teaching should be improved, and virtual simulation and other technologies should be used to expand the space-time dimension of experimental teaching and improve the teaching effect. The change of the role of teachers is also the key. Teachers should change from the teacher of knowledge to the guide and collaborator of students' learning. By building an open and interactive classroom environment, stimulate students' interest in learning and innovative thinking. At the same time, the establishment of a diversified evaluation system, in addition to the investigation of students' experimental skills, but also should pay attention to the evaluation of their innovative thinking, teamwork and solving practical problems. To sum up, the teaching reform of chemistry experimental curriculum under the background of new engineering should focus on the update of curriculum content, the transformation of teaching mode, the integration of teaching resources and the reform of evaluation system. Through the implementation of these strategies, it aims to build an experimental teaching system that can not only meet the needs of new engineering education, but also cultivate high-quality chemical engineering talents. Such reform is of great significance to enhance the competitiveness of chemical engineering education in China.

The Application of Classical Conditioning Theory in Elementary Education

As an important part of China's basic education, elementary education is the first stage of China's compulsory education, which plays an important role in laying the foundation and guiding students' academic development and personal growth. How to improve the teaching quality of elementary education, help students develop good learning habits, and better promote students' academic development is very worthy of deep thinking. Pavlov's classical conditioning theory originated from the dog saliva secretion experiment, and its rich connotation and characteristics have important revelation significance for elementary school teaching and behavioral therapy. Therefore, based on the connotation and main features of Pavlov's classical conditioning theory, it is of great research value to explore its application strategies in elementary school classroom teaching and elementary school students' adverse behavior modification, so as to better promote the sound growth of elementary school students.

Research on Application and Quality Evaluation of Intelligent Teaching Model of AI Three Teachers in the Course of Motion Control Technology

Motion control technology is an important branch of automation, and is one of the important development directions of the emerging industry of high-end equipment manufacturing. As a comprehensive discipline with the intersection of mechanical, electrical and electronic, its teaching mode faces many challenges. There are practical problems that need to be solved, such as teaching content not matching seamlessly with post knowledge and skill literacy requirements, teaching project design is not high in modularity, and teaching evaluation system is not perfect. These problems seriously restrict the cultivation of students' technical practical ability. This project proposes the "intelligent teaching model of AI three teachers for the course of Motion Control Technology", which emphasizes student-centered, builds a core curriculum system that connects with the technology of field engineers in enterprises, and proposes the three-way collaborative teaching and education strategy of "vocational school Teacher + Al Teacher + enterprise tutor" to enable students to participate in learning in an all-round way. And timely access to feedback information, the formation of continuous improvement of the teaching cycle. Optimize the teaching team and teaching mode, improve the teaching quality, meet the diversified learning needs of students, and promote the continuous innovation and development of education and teaching.

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND WORK STRESS ON THE QUALITY OF PRIMARY SCHOOL TEACHERS IN AYER KEROH, MELAKA

This study investigated the relationship between emotional intelligence, work stress, and the quality of primary school teachers in Ayer Keroh, Melaka. A sample of 298 teachers participated in the study, completing a questionnaire that assessed emotional intelligence, work stress, and teacher quality. Data analysis was conducted using SPSS version 28.0, employing descriptive statistics and Pearson's correlation.The findings revealed that the teachers in this study generally demonstrated high levels of emotional intelligence and quality, with moderate levels of work stress. A significant positive correlation was found between emotional intelligence and teacher quality (r = 0.231, p < 0.01), suggesting that teachers with higher emotional intelligence tend to exhibit higher quality teaching practices. Conversely, a significant negative correlation was observed between work stress and teacher quality (r = -0.187, p < 0.01), indicating that increased work stress may hinder teacher quality.These results underscore the importance of emotional intelligence in enhancing teacher quality, while highlighting the detrimental impact of high work stress. Therefore, it is imperative for schools and relevant stakeholders to prioritize interventions aimed at fostering emotional intelligence and mitigating work stress among teachers, ultimately contributing to the improvement of overall teaching quality.

TRANSFORMATIONAL LEADERSHIP PRACTICES OF HEADMASTERS IN FORMING THE QUALITY OF TEACHERS IN TRANSFORMATION SCHOOLS 2025

The headmaster is the main pillar in determining the quality and success of the school. The leadership practices practiced will influence his leadership style. The practice of transformational leadership practiced by head teachers is a form of leadership that has a clear direction. The quality of teachers in a school has a link in the excellence of a school. In order to ensure that the school can compete in achieving its vision and mission, these two factors are very important. This study aims to identify the quality of TS 25 school teachers in Putrajaya based on the Malaysian Teacher Standard (SGM) 2.0 and the level of head teacher transformation leadership. This article takes a quantitative approach with a survey design. Online techniques were used to distribute the questionnaire. The study respondents consisted of 306 teachers in 16 primary schools in Putrajaya. Descriptive and inferential analysis was used to analyze the data. Overall, the findings of the article show that the headmaster’s transformational leadership method is high (mean = 4.08, s.p. = 0.45). Meanwhile, teacher quality is at a high level (mean = 4.17, s.p = 0.34). The principal's transformational leadership and teacher quality have a high and significant relationship, according to the results of the Pearson Correlation test (r=0.59, p<0.01). In conclusion, the leadership practices practiced by head teachers affect the quality of the school.

The Degree of Transformational Leadership Practice among Public and Private Secondary School Principals in the Capital Municipality of Sana'a

This study aimed to determine the degree to which transformational leadership dimensions are practiced by public and private secondary school principals in the Capital Municipality of Sana'a, from the perspective of teachers. A descriptive-analytical approach was employed to achieve the study's objectives. The study sample consisted of (899) male and female teachers. Data was collected using a questionnaire, and a number of inferential statistical methods were used for analysis. The study found that the degree of transformational leadership practice among public and private school principals in the Capital Municipality of Sana'a, as perceived by teachers, was high, with a mean of (4.02). The dimensions were ranked in descending order as follows: (idealized influence, inspirational motivation, intellectual stimulation, individual consideration, and empowering teachers). The study also found statistically significant differences in the responses of the sample members regarding the degree of transformational leadership practice among public and private secondary school principals which could be attributed to the variable of teacher qualification and school type; the differences were in favor of the non-educational university qualification category and in favor of the private schools' category. The results also showed that there were no statistically significant differences attributed to the variables of (school principal gender, teacher gender, and years of teaching experience). The study provided several recommendations in light of its findings, the most important of which is to hold training courses and professional development programs for principals to raise the level of their practice of transformational leadership behaviors.

Exploring the causes, consequences, and solutions of Chinese EFL teachers' psychological ill‐being: A qualitative investigation

AbstractTeachers' psycho‐affective states are considerably reported to play a vital role in English as a foreign language (EFL) education. However, the overall mechanism, realization, and representation of teachers' psychological ill‐being (PIB) have been widely kept under the shadow of well‐being. To fill this gap, this qualitative investigation examined 46 Chinese EFL teachers' perceptions about the causes, outcomes and solutions of PIB. The results of thematic analysis revealed that PIB was caused by different personal, interpersonal, professional, task, student and contextual factors among Chinese EFL teachers. More specifically, ill‐being emerged out of “heavy workload pressure”, “mental and physical exhaustion”, “unrelated tasks to teaching”, “students' classroom behavior and performance”, “unfriendly school climate”, “poor interpersonal relationships with colleagues” and “social and cultural environment”. The findings also indicated that teachers' ill‐being led to different outcomes such as “reducing teaching quality”, “creating negative emotions”, “causing physical and mental health problems”, “leading to burnout” and “hurting students' feeling and learning rate”. To solve this aversive state, the participants suggested different techniques such as “reducing workload”, “learning emotion regulation strategies”, “establishing a positive classroom/school climate”, “offering teacher training courses”, “providing support and facilities for teachers”, “increasing salary” and “reading books”. A discussion of the findings and implications for EFL teachers, teacher educators and policy‐makers is provided to enhance their emotional literacy and competency regarding negative teacher‐related emotions in L2 teaching.

Analysis of the Feedback on Teacher Training in an Affiliated Hospital in Shaanxi Province

Objective: This article aims to deeply analyze the feedback on teacher training in an affiliated hospital, so as to clarify the current needs and situation of teacher training and provide a scientific basis for further optimizing the teacher training system. Methods: The current situation and needs of teacher training in the affiliated hospital were collected by designing and distributing Tomato Form questionnaires on the DingTalk platform. The questionnaire adopted a percent-point system, all of which were indeterminate multiple-choice questions. Results: The average age of the clinical teachers participating in the survey was 40.44 ± 7.85 years old, with an average teaching length of 4–10 years. The results showed that 60.20% of teachers think that the amount of teacher training in an affiliated hospital is sufficient; 91.10% of teachers think that the factors affecting training conflict with working hours; 97.96% of teachers believe that the training time has an impact on the training effect; 81.63% of teachers prefer online training; 51.53% of teachers tend to arrange training time on working days; 33.16% of teachers tend to train once a month; 17.78% of teachers prefer to receive training on clinical theoretical courses and practical teaching norms and skills content. Conclusion: Based on the above survey results, we propose to build a comprehensive management mechanism for teacher training, including improving the access, training, and assessment mechanism for clinical teachers, and adjusting and optimizing the training program according to actual needs. At the same time, an effective communication platform should be built to promote the deep integration of teaching and practice and enhance social recognition, so as to comprehensively improve the teaching quality and medical service of the hospital.

Exploring and Improving the Potential Factors of Preschool Teacher Resignation Using the Stratified Bayesian Best-Worst Method

The high turnover rate of preschool teachers in the educational sector threatens the ability to retain competent teaching staff and affects the quality of teaching and the development of early education in many countries. These ramifications are especially poignant given their alignment with the United Nations’ sustainable development goals (SDGs) - notably “quality education,” “good health and well-being,” and “decent work and economic growth.” Reducing the turnover rate of educators, especially at the preschool level, has become an urgent issue for the education community. Therefore, this paper develops a multiple criteria decision-making (MCDM) model based on expert knowledge to construct an evaluation model of the main factors for the resignation of preschool teachers. These factors comprise three main dimensions: personal factors, internal organizational culture, and external environment. First, potential resignation factors were identified through a literature survey and interviews with several experts. Then, a stratified Bayesian best-worst method (SB-BWM) was used to evaluate the importance of these potential factors. The method generated the optimal group weights of the resignation factors and ranked them. The results of this study reveal that the top five resignation factors are high work stress, work-induced emotional exhaustion/job burnout, poor work atmosphere, high workload, and low collaborative relationships with partners. The results can help preschool education operators and education ministries responsible for decision-making to understand the factors leading to the resignation of preschool teachers so that they can develop strategies to improve retention. Management implications are given to improve operational performance and effectively reduce the teacher turnover rate to promote stability in the learning environment so important to early childhood development, which will lead to quality preschool education development.

Professionalism in Education: The Supportive Power of Professional Teacher Education for Young Quality Teachers in the Digital Era Towards Indonesia Emas 2045

<p>Kewajiban setiap guru untuk menempuh Pendidikan Profesi Guru (PPG) merupakan salah satu kebijakan pemerintah untuk memajukan kualitas pendidikan dengan meningkatkan kualitas profesional tenaga pendidik yaitu guru. Tujuan penelitian ini adalalah untuk menyelidiki, menganalisis, dan mendeskripsikan daya dukung Pendidikan Profesi Guru (PPG) bagi guru muda yang berkualitas dalam meningkatkan profesionalisme guru di era digital menuju Indonesia Emas 2045. Metode yang digunakan dalam penelitian ini adalah literatur review. Hasil penelitian ini menunjukan bahwa PPG memberikan manfaat signifikan bagi guru muda, termasuk peningkatan kompetensi pedagogik, penguasaan materi, keterampilan manajerial, keterampilan penguasaan teknologi dan digitalisasi, serta sikap profesional. Simpulan, secara umum Pendidikan Profesi Guru (PPG) merupakan salah satu upaya yang tepat untuk memajukan pendidikan di Indonesia dengan meningkatkan kualitas sumber daya yang ada yakni tenaga pendidik atau guru, khususnya bagi guru muda di Indonesia.</p>

Optimization of English Teaching Model Based on Deep Learning Algorithm

With the vigorous development of artificial intelligence technology, especially in the field of deep learning, English education and teaching models are facing unprecedented opportunities and challenges. In order to enable students to master English knowledge more efficiently and align with international standards, it is particularly important to study the optimization of English teaching models. This paper uses specific deep learning algorithms and techniques, such as Convolutional Neural Networks (CNN) and Recurrent Neural Networks (RNN), to model and optimize English teaching modes, aiming to solve many problems in English teaching and improve the quality of English teaching. Through deep learning algorithms, we can analyze students’ learning behavior, habits and grades, thereby providing them with personalized learning resources and teaching strategies. Deep learning technologies such as CNN and RNN are used to recognize keywords and phrases in text, as well as to process sequence data such as speech and text, helping teachers better understand students’ learning needs and interests, thereby adjusting teaching content and methods. In addition, the adaptive nature of deep learning algorithms allows automatic adjustment of teaching content and difficulty according to the actual situation of students, providing them with learning resources and support that better meet their learning needs. This study not only applies deep learning algorithms to optimize English teaching modes but also delves into how these algorithms affect the learning outcomes of students and the teaching efficiency of teachers. Through empirical research and case analysis, we hope to provide new ideas and methods for the future development of English education.

Pemanfaatan Card Game untuk Meningkatkan Minat Belajar Bahasa Inggris Siswa-Siswi Kelas 8 di SMP Negeri 2 Kaliwungu

Fulfilling the English learning needs of junior high school students by using qualified teaching aids is not easy for English teachers in rural Indonesia. To overcome this obstacle, SMP Negeri 2 Kaliwungu Boyolali collaborated with a team of four students and one lecturer of PBI UKSW in the program "Visual Learning Aids for English Teaching in SMP Negeri 2 Kaliwungu." This community service program aims to help English teachers of SMP Negeri 2 Kaliwungu create effective and fun English learning by providing card game learning aids based on the needs analysis of the English teachers and students, especially Grade 8. This community service program generally consisted of four steps: preparation, interviewing, making teaching media, and evaluation, which included presenting the teaching media to the school and a game simulation with some students. The program evaluation results showed that the students could understand the story by arranging the sentences on the card game correctly, and the teacher was also satisfied with the alternative learning media because the attractive visuals on the cards could motivate students.

The blockchain university: disrupting 'disruption'?

This paper explores the promise of disruption of higher education offered by latest platform technologies - a combination of mobile applications for connecting teachers and students and blockchain technology for secure transactions of information and money. We start with a brief examination of several generations of technological disruptions arriving from the Silicon Valley with a special focus to educational technology. Showing that these disruptions are primarily focused to furthering capitalist mode of production, we question whether the latest disruption could provide different results. We briefly examine a historical (utopian) attempt at disrupting education described in Ivan Illich's book Deschooling Society (1971). While this analysis firmly belongs into the past, it presents us with important insights about connections between education, technology, capitalism and the environment which are just as relevant today. We proceed with an analysis of the world's first blockchain university - the Woolf University. Advertised as 'Uber for students, Airbnb for teachers', the Woolf University offers the seductive promise of radical transformation of higher education based on cooperative principles. We examine blockchain technology in detail and identify its main novelty - the transfer of trust from people to technologies. We briefly question this transfer, leaving a more detailed analysis for further research. Instead we focus to ideological underpinnings of the blockchain university, as they reflect to teaching, learning, and university administration. We show that further analyses of the blockchain university will be best supported by adopting a networked learning perspective and especially its wide body of knowledge about various (learning) connections. The Woolf University has not even admitted its first cohort of students, and the question remains as to whether Woolf will now adopt the blockchain in such a manner as to radically disrupt 'disruption', or it will simply blend into the existing powerful political, educational and economic structures. Our analysis, which is therefore based on early ideas about the development of the Woolf University, indicates that it has the potentials to offer cooperative learning to students, cooperative employment to academic workers, all the while retaining highest quality of teaching and learning modelled after ancient scholastic principles. On that basis, we conclude that the Woolf University, together with other adaptations of blockchain technology for educational purposes, does offer a lot of potential for fundamental disruption of higher education and should be closely watched in the times to come.

Pedagogic Competence of Lecturers with Non-Educational Backgrounds in the Challenges of 21st Century Learning

Learning in the 21st century requires lecturers and students to think critically, creatively innovatively, have communication skills, collaborate and use of ICT. The pedagogical competence of lecturers is the key to educational efficiency in improving the quality of learning and the quality of graduates. The background of lecturers from non-education increasingly casts doubt on the quality of lecturer teaching in challenging 21st-century learning activities. This study aims to identify, describe, and analyze how the application and efforts to develop the pedagogical competence of non-educational lecturers in learning in 4 public and private universities in Banyumas Regency. This descriptive qualitative research uses observation and interview methods on 20 respondents taken purposively at four universities in Banyumas Regency. The process of collecting and analyzing information data uses qualitative research data analysis steps developed by Miles & Huberman (1992), namely (1) data reduction, (2) data presentation and (3) conclusions. The results showed how pedagogic competence possessed by lecturers with non-educational backgrounds, how it is applied in learning, how lecturers' efforts in developing their pedagogic competence, how universities facilitate pedagogic development, and the challenges faced by lecturers with non-educational backgrounds in developing pedagogic competence in supporting 21st-century learning.

Analysis of the Use of The Merdeka Teaching Platform For Quality Learning In The Implementation of the Merdeka Curriculum

This research aims to determine the use of the independent teaching platform for the quality of learning of high school Economics teachers in the city of Pematangsiantar. The government provides this platform as a reference, collaboration forum and quality content. The Merdeka Mengajar platform is an important pillar in building better education. This research was carried out for high school level Economics teachers. The data collection technique uses a questionnaire using a Likert scale. The research method used is quantitative descriptive research. The population of this study were all Economics teachers at Senior High School (SMA) level in the city of Pematangsiantar. The sample was selected using purposive sampling with a sample size of 20 respondents. This research was conducted from January to February 2024. Data collection techniques used questionnaires. Data analysis uses the t test and significance values to see the use of the independent teaching platform for the quality of economics teacher learning. Based on the results of the data processing, a significance value of 0.000 was obtained and this figure is smaller than 0.05, therefore it can be concluded that there is an influence of the independent teaching platform variable (x) on the quality of economics teacher learning (y). Furthermore, to provide other supporting evidence, it can be seen from the calculated t and t table values in the processed data. The t value is 8.265 and the t table value is 2.10092. Because the calculated t value is greater than the t table, it can be concluded that there is an influence of the independent teaching platform on the quality of learning. The results of the research show that there is a significant influence in terms of the use of the independent teaching platform on the learning quality of high school economics teachers in the city of Pematangsiantar in implementing the independent curriculum.

A Study on the Teaching Efficiency of Automatic Tennis Serve-machine for Players’ Volley Technique

In this study, forty 14-16-year-old athletes from Kunming “Wangdong Wangshi” Tennis Club were selected as research participants. Several methods were used in this study, such as literature review, teaching experiment and statistical method, combined with the author’s tennis teaching and training experience to conclude whether the tennis serve-machine can or cannot improve the teaching quality of the athletes’ volley technique. After reviewing the relevant literature and three months of teaching experiments, a conclusion was drawn that the tennis serve-machine can improve the teaching quality of the athletes’ volley technique. However, the tennis serve-machine is not sophisticated enough and has several limitations as discussed in the paper.

Exploring Types and Qualities of Teachers’ Implementation of AfL Strategies in Indonesian EFL Secondary Schools

Exploring Types and Qualities of Teachers’ Implementation of AfL Strategies in Indonesian EFL Secondary Schools