Teacher Support Research Articles

Teacher Support as Predictor of Student Engagement in College English Course in Selected HEIS in China

This study adopted quantitative method to investigate the predictive role of teacher support in student engagement in College English courses at selected universities in China. The study population consisted a sample size of 379 students and 124 teachers, and assessed the level of teacher support in terms of emotional, academic, and instrumental support, as well as behavioral, emotional, and cognitive aspects of student engagement. Through Mann-Whitney U test and multiple linear regression analysis, the study revealed the teacher-student differences in perceptions of teacher support and student engagement and also the predictive role of teacher support on student engagement, with implications for enhancing educational practices. The study revealed that both teachers and students rated teacher support positively in terms of emotional, academic, and instrumental support, with slight differences. There was no significant difference between teacher and student assessments of overall teacher support, though students rated emotional support higher. However, a significant difference was found in the assessment of student engagement, where students rated their engagement—especially emotional engagement—higher than teachers. Also, it was found that academic and instrumental support were significant predictors of student engagement, with academic support having the strongest impact. Based on these findings, a teacher support program is proposed to enhance student engagement in College English classes. The findings of this study have implications for teacher professional development in higher education. It highlights the importance of teacher support, especially academic and instrumental support, teachers towards boosting student engagement in College English class. Schools should prioritize ongoing training that helps teachers better understand and meet students’ academic and emotional needs, while also improving their ability to provide practical instrumental support. Professional development programs that strengthen and improve these areas can enhance teaching effectiveness, reduce discrepancies in student engagement perceptions, and ultimately improve student academic performance in College English classes in China.

TEACHING ORGANIC CHEMISTRY TO UPPER-SECONDARY STUDENTS HASN’T BEEN EASY: A CONVERSATION WITH TEACHERS AND STUDENTS ON BARRIERS

A lot more students’ difficulties in learning organic chemistry, as a component of upper secondary chemistry, have been reported in the literature. Some reasons have been assigned to these students’ learning difficulties in organic chemistry. Hence, in this research, we explored the barriers to effective teaching of organic chemistry in upper-secondary schools, through a phenomenological qualitative method. In this phenomenological research, we explored participants' understanding, perceptions, and experiences of barriers to effective teaching of organic chemistry. In phenomenology, 14 students and nine chemistry teachers were purposely sampled for conversations to share their experiences regarding barriers to effective teaching of organic chemistry. That is, data were collected using Organic Chemistry Students’ Interview Guide and Organic Chemistry Teachers’ Interview Guide. The qualitative data were thematically analysed. The barriers identified were self-tuition challenge, concept overload, pace of teaching, teacher support, introduction to organic chemistry, experiment materials, student attitude, and lack of opportunity. The implications for further research, practice, policy, and decision making were made. Keywords: chemistry teachers, educational strategies, learning organic chemistry, qualitative methods, teaching organic chemistry

Beyond Games: Unspoken Challenges of Pre- Service Physical Education Teachers – A Pilot Study

Studies on teacher preparation highlight the importance of practical experiences such as internships in adequately preparing pre-service teachers for the demands of the profession. However, there has been a lack of focus on the specific difficulties encountered by pre-service physical education (PE) teachers during internships. This study utilized qualitative methods to examine the specific obstacles encountered by eight pre-service physical education teachers while completing their internships at private secondary schools in the northern region of the Philippines. Through thematic analysis of weekly reflective journals, four main themes were identified: personal well-being and emotional strain, classroom management and student interactions, instructional practices and pedagogical challenges, and school environment and institutional factors. The results emphasize the importance of integrating well-being strategies into PE teacher education programs, improving PE-specific classroom management training, and promoting stronger partnerships between universities and schools to offer consistent support, resources, and practical experiences for future teachers navigating the complexities of the PE teaching environment. These findings contribute to a deeper understanding of the experiences of pre-service PE teachers and provide practical suggestions for enhancing teacher preparation and support systems.

유치원 방과후 과정 운영 질 제고를 위한 사례연구

Objectives This study aimed to enhance the quality of after-school programs in kindergartens by visiting kindergartens with exemplary after-school operations and examining their management practices. Methods Through the cooperation of officials from regional education offices, kindergartens with notable after-school program operations were recommended, and eight kindergartens across the country were visited. Data related to the operational cases of each kindergarten were collected, and interviews were conducted with principals and teachers. The study examined how after-school programs are conducted through various procedures, processes, and interactions within different kindergarten contexts. Results The results indicated that high-quality after-school programs in kindergartens were managed through various methods, including the operation of professional learning communities, adherence to play-centered after-school programs true to their essence, the appointment of dedicated after-school teachers, community-linked after-school programs, and the establishment of care systems for children. Care systems for children were often established in rural kindergartens and operated in forms such as all-day care, Saturday care, intensive care during farming seasons, and care linked to local children's centers. Conclusions This study suggests the need for a change in perception about after-school programs among principals and curriculum teachers, recognition and training support for after-school teachers and connection with local communities.

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>

PERENCANAAN PEMBELAJARAN PAI BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) DI ERA SOCIETY 5.0: STRATEGI DAN IMPLEMENTASI

The Society 5.0 era, which is characterized by the integration of smart technology in everyday life, demands significant changes in educational practices, including Islamic Religious Education (PAI). To answer this challenge, PAI needs to integrate Higher Order Thinking Skills (HOTS) into its curriculum, with the aim of producing students who not only understand religious teachings but also have critical, creative and solution thinking skills. Strategies such as a contextual learning approach that links Islamic teachings with social issues and the use of digital technology can be used to strengthen the learning process.Research shows that implementing HOTS has a positive impact on students' critical thinking and problem solving abilities. However, challenges remain, including limited teacher knowledge about the HOTS method and inadequate technological facilities. Therefore, continuous teacher training and support from technological facilities are needed to ensure that technology-based learning can run effectively

«Автобиография профессора Николая Иосифовича Воробьева»

The publication is a commentary and the text of the handwritten autobiography of N.I. Vorobyev. The document is introduced into scholarly discourse for the first time. The undertaken analysis of the text allowed us to identify new facts from the life and work of the researcher and to grasp their context. The document is dated March 2, 1947 and was written by the scholar during his work at Kazan State University. N.I. Vorobyev lists in detail the facts about his parents, the process of receiving an education, the beginning of his teaching and research work. He reveals the evolution of his own academic interests, from geography to ethnography, and highlights the author’s scholarly papers that are of significance from his point of view. The document mentions N.I. Vorobyev’s research work in the Far East dedicated to the study of the life of the Nanai (the Golds) and in the Mari ASSR – limnological studies of lakes. The researcher emphasises his work on methodological support of teachers. A separate chapter of the autobiography contains a description of the academic’s participation in the work of various public scholarly organisations. N.I. Vorobyev focuses on the important aspects of his life that correspond to the spirit of those times. This is the recognition of his political unconsciousness in the first years of the Soviet power, service in the Red Army as a private soldier. The autobiography of N.I. Vorobyev is a valuable, informative source. It shows not only the significance of individual milestones in his life and work for the scholar himself, but also reveals the distinctive features of the Soviet era, which formed the conditions for work for the entire academic community.

English as a Second Language teacher training practicum – exploring Polish university students’ experiences and perceptions – in search of supportive strategies

This study examines the experiences of Polish university students during their English as a Second Language (ESL) Teacher Training Practicum. By examining the challenges and transformations they undergo, we aim to understand their journey towards becoming educators. Beyond students’ reflections, we explore strategies to improve their practicum experiences. Using the Inventory of Experiences and Perceptions at Teaching Practice (IEPTP), we evaluate key aspects: learning and professional growth, socialisation in professional settings, socio-emotional facets, support and supervision, and vocational development. The research highlights shifts in perceptions, emphasising areas like vocational and professional development. It suggests strategies to enhance learning and support for student teachers, emphasising the crucial role of supervisors. The findings guide institutions in refining teacher training and ensuring students become adept ESL educators.

Sustainable Growth of Learner Engagement and Well‐Being Through Social (Teacher and Peer) Support: The Mediator Role of Self‐Efficacy

ABSTRACTThe facilitation of learners' achievement may be enhanced by considering the role of different constructs of positive psychology (PP) such as well‐being and engagement. Besides, there is a widespread belief that self‐efficacy has become an important psychological construct that can affect learners' academic performance. Additionally, the interpersonal connections that learners have with their teachers and peers within the educational setting play a pivotal role in their intellectual development. Several studies have confirmed that both peers and teachers have a significant role in shaping the academic performance of learners. Nevertheless, there is a dearth of empirical research examining the potential relationship between peer and teacher support and its impact on learner engagement (LE), and well‐being with the mediator role of self‐efficacy. Therefore, this research was designed to examine it among 640 students in China. The package of five questionnaires, namely the teacher and peer support, LE, well‐being, and self‐efficacy was administered to collect the data. The results obtained from the structural equation model (SEM) indicated that students who receive higher levels of support from their educators and classmates were engaged more and had high well‐being. Moreover, regression analysis indicated that social (teacher and peer) support was a predictor of both well‐being (β = 0.436, p < 0.01) and engagement (β = 0.666, p < 0.01). Furthermore, social (teacher and peer) support was a strong predictor of efficacy (β = 0.768, p < 0.01). Indeed, self‐efficacy could predict both well‐being (β = 0.446, p < 0.01) and engagement (β = 0.183, p < 0.01). As a result, some suggestions are recommended for teachers, students, teacher educators and other members of the academic community.

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

BackgroundWe tested the broad generality of a model for predicting 9th–10th grade students’ STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model’s predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding).MethodsWe used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students’ STEM career expectations.ResultsWe found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity.ConclusionsTheoretically, the model reveals that 9th–10th grade students’ transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices.

Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program

Teacher support of collective argumentation in mathematics classrooms: insights from an afterschool program

Identifying Culturally Relevant School Support Profiles and Links to Academic Functioning in Adolescents.

There is limited knowledge about patterns of adolescents' experiences of general teacher support and support for critical consciousness and cultural competence development in school settings, which are key experiences proposed to promote academic functioning. Furthermore, less is known about potential developmental and ethnic-racial differences in these patterns. Using a person-centered approach, this study examined culturally relevant school support profiles in a sample of sixth and ninth grade students (N = 717; 49.9% girls) from the U.S. Southwest. Participants were aged 10 to 18 years (M = 13.73; SD = 1.54) and were ethnoracially diverse (31.8% Hispanic/Latinx, 31.5% Multiethnic, 25.7% White, 7.3% Black or African American, 1.4% Asian American or Pacific Islander, 1.4% American Indian or Alaska Native, and 1% Arab, Middle Eastern, or North African). Four culturally relevant school support profiles were identified: (1) low general, devoid cultural & critical support; (2) moderate general, moderate cultural, & devoid critical support; (3) high general, moderate cultural & critical support; and (4) high general, cultural, & critical support. Youth in the high general, cultural, & critical support profile had higher concurrent emotional and behavioral engagement. No significant differences were found between early (6th grade) and middle adolescent (9th grade) youth, pointing to the relevance and associations of the identified profiles across development. One significant difference emerged when comparing White and ethnoracially minoritized youth; among White youth, those in the high general, cultural, & critical support and high general, moderate cultural & critical support profiles had higher academic expectations than those in the low general, devoid cultural & critical support profile. The discussion focuses on characterizing heterogeneous and culturally relevant school support profiles, the associations between these profiles and indicators of academic functioning for ethnoracially diverse youth to advance developmental theory and the importance of promoting culturally relevant school support practices to foster developmental competencies among youth.

Unfolding the Moderating Role of Gender in the Relationship Between Teacher Support and Students’ Well-being: Evidence from PISA 2022

Unfolding the Moderating Role of Gender in the Relationship Between Teacher Support and Students’ Well-being: Evidence from PISA 2022

Developing Digital Skills in Students through Blended Learning

The conditions that provoked changes in the system of education and its receiving by students are mentioned. Traditional, distance and hybrid forms of education their features, advantages and disadvantages are considered from the point of view of modern education. The pandemic of COVID-19 necessitated the search for conditions for further implementation of education with minimal omissions. Solving that problem remote learning was invented for the quarantine period, while providing this format, some organizations had to develop a system of educational resources and online platforms for interaction between teachers and students in a short time. There was also a need for technical support for both students and teachers in need of mastering new technologies and competencies. Despite the difficulties encountered, the conditions of the pandemic made it possible to open up new online education opportunities that could not be ignored after all restrictions were lifted. Returning to the traditional form of education there is a crucial question how can the developed online resources and platforms be used in teaching students. Hybrid form of education has been recognized as an effective innovation with a number of conditions and requirements that act as an obstacle to the organization of the educational process, including for teachers, the role of the teaching staff in this system is changing and expanding. The information and technical resources and conditions that allow for the implementation of blended learning, and some of its types, are indicated. In conclusion, the effectiveness of hybrid education is outlined, as well as the basic requirements for students studying in this form.

Advanced Gamification and Mega-games to Enhance Lifelong Learning in Higher Education

This study investigates the effects of advanced gamification and Mega-games on student engagement and motivation within a rigorous semester-long course demanding 48 hours of weekly commitment. Conducted from February to June 2022, the research targeted sixth-semester students in Video Game Studies at Tec de Monterrey, with virtual classes for groups in Guadalajara and Querétaro. Using a mixed-method approach, the study employed participatory observation on the OASIS Discord server, incorporating gamification elements. Data collection also involved documentary research, online questionnaires, semi-structured group interviews, and faculty documentation reviews. Findings indicate that the integration of gamification elements effectively heightened student involvement and motivation, with positive feedback on instructor support and course content. However, challenges such as burnout, economic disparities, and varying engagement levels were identified. The study underscores the potential of gamification to enhance educational experiences while highlighting the need for careful management of challenges to prevent negative impacts on student well-being. Future research should focus on the psychological effects of continuous gamification and Mega-games, seeking to balance engagement with mental health considerations. Understanding these dynamics will be crucial for optimizing educational strategies and ensuring their sustainable application in diverse academic settings.

Modernisasi Pesantren Salaf Terhadap Transisi Kehidupan Sosial Dalam Tinjauan Filsafat Sosial

Salaf pesantren is one of the Islamic educational institutions that has a great influence and contribution to Indonesia in encouraging the progress of science and character education. So it is appropriate to study the renewal carried out by these salaf pesantrens. The renewal carried out by these salaf pesantren is a form of answering the needs of a dynamic society. So the review conducted in this paper is to look at the innovation of Hidayatut Thullab pesantren in the review of social philosophy, so the question in this paper is how the social inetarchy relationship between the characters produced between the community or the pesantren family and the educational innovations it makes to society as a whole. The method used is a combination of literature studies and field studies, using the domain analysis method, componen analysis, taxonomy analysis, and cultural theme analysis, the purpose of this method is to find the construction of social situations clearly. The results of the analysis of this paper are, that this semi-modern salaf pesantren has been able to build its social culture clearly, because it is assisted by a curriculum, adequate Islamic material and the environment of pesantren life based on salaf culture, so that the character of social interaction is clearly illustrated as a family or pesantren community that has a strong Islamic identity, a thick cultural culture and tak'dzim to the kiaiKiyai. However, because the innovation is only limited to the digitalisation of online mass media-based da'wah communication, the impact is only in the field of da'wah, and the social environment is also still limited to the relationship network environment, not yet to a more famous national level, as we know that the world of digital communication still needs something unique so that it goes viral and is widely known and captures more people. While the pesantren's relationship with the surrounding community as a form of social interaction has not been carried out optimally, because it is still confined to the salaf pesantren system with a traditional classical paradigm, thus making the salaf pesantren movement more limited than modern pesantren, such as the lack of cooperation between pesantren as a whole as educational institutions to the government and NGOs in order to obtain integrated activities, adequate facilities, teacher support and so on.

Psychological problems among elementary and high school educators in Canada: association with sick days in the prior school year.

Increased sick leave among educators can detrimentally impact students' productivity, and academic achievement. It remains unknown whether the number of sick days taken by educators in the preceding school year correlates with the prevalence or severity of psychological problems among educators in the subsequent school year. This study aimed to examine the number of self-reported sick days taken by educators in three Canadian provinces during the 2021/2022 academic year and its association with measures of stress, burnout, low resilience, depression, and anxiety during the 2022/2023 school year. Data was collected from educators in three Canadian provinces, Alberta, Nova Scotia, and Newfoundland and Labrador, from September 1, 2022, to August 30, 2023. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS), and the Perceived Stress Scale were used to assess burnout, resilience, and stress, respectively. Likely Generalized Anxiety Disorder (GAD) and likely Major Depressive Disorder (MDD) were assessed using the Generalized Anxiety Disorder-7 and Patient Health Questionnaire-9 scales, respectively. Statistical analysis was conducted using SPSS version 28. A total of 763 subscribers completed all the demographic, professional questions, and clinical scales, giving a response rate of 39.91%. Of these, there were 94 (12.3%) males and 669 (87.7%) females. Educators who reported taking 11 or more sick days in the previous academic year were at least three times more likely to exhibit high stress, emotional exhaustion, likely GAD, low resilience, and likely MDD than educators with no sick days during the preceding year. Similarly, educators with 11 or more sick days had significantly higher mean scores on the GAD-7 scale, the PHQ-9 scale, the PSS-10, the MBI Emotional Exhaustion subscale, and the MBI Depersonalization subscale than those with zero sick days. This study demonstrates a significant association between sick days and the prevalence and severity of high stress, low resilience, burnout, anxiety, and depression among educators. Short-term sick leave can escalate into long-term absences without adequate support for teachers. Governments and policymakers in the education sector must foster a supportive environment that enables teachers to thrive and effectively perform their professional role without taking prolonged sick days, which can undermine student learning and achievement.

Boosting Career Success: Innovative Behavioral Measures for Guiding Saudi Secondary School Graduates

This study developed and validated a comprehensive behavioral measure for career guidance among secondary school graduates in Saudi Arabia, aiming to integrate soft skills, personality traits, attitudes, and cognitive factors to fill gaps in existing career guidance frameworks. Using a cross-sectional design, data were collected from 814 secondary school students (M_age = 16.47) from diverse urban (n = 407) and rural (n = 407) settings in Saudi Arabia. Multigroup latent profile analyses (LPA) were employed to identify distinct career decision-making profiles among students. The study explored whether urban and rural students exhibited different patterns of engagement in career guidance behaviors. Three distinct engagement profiles were identified: high, moderate, and low engagement, consistent across both settings. High engagement profiles were characterized by high self-efficacy, proactive career exploration, and low anxiety, linked to better career decision outcomes and greater satisfaction with career guidance. Variance analysis using the Games-Howell post hoc test was conducted to compare the profiles based on key behavioral measures such as self-efficacy, career exploration behavior, and anxiety. To further understand the contextual factors influencing these profiles, a multinomial regression analysis examined the impact of teacher support and resilience on career guidance engagement levels. Results indicated that higher levels of teacher support and resilience significantly predicted membership in high engagement profiles. These findings highlight the importance of incorporating behavioral components into career guidance programs, particularly those tailored to address the specific needs of urban and rural students in Saudi Arabia, ultimately supporting the broader educational and workforce development goals of Vision 2030.

Active learning strategies in entrepreneurship. Perceptions and experiences of students at a Mexican University

The intention of the educational research was to explore the expressions of students after experiencing various active learning strategies to enhance entrepreneurship. In 2023, an educational research project was conducted at a public Mexican university with three groups and two teachers. At the beginning of the course, the students' initial perceptions of the strategies were obtained. Subsequently, during the teaching-learning period, these strategies were guided by the teaching team. At the end of the course, the same students were asked to narrate their experiences with these strategies, and a thematic content analysis of the written narratives was conducted. The results indicate that the students' expressions were mostly positive and encouraging, especially in the early stages, though they declined slightly by the end, with nearly nine out of ten students expressing the intention to start a business someday. Learning through projects, conducting laboratory practices, receiving feedback-mentorship and counseling, attending conferences and visiting companies, and presenting business plans were the strategies perceived as most successful. Meanwhile, collaborating among peers and with teachers from various disciplines was less well received, yet still above 80% in the final evaluation. The students expressed the need for teacher support and solid institutional organization. The findings suggest improvements for teaching entrepreneurship at the university level through active learning, highlighting the challenges of entrepreneurial education.

Teaching Across Culture: Insights from Teachers of Indigenous Elementary Pupils at Gigaquit, Surigao Del Norte: A Narrative Inquiry

This qualitative study delved into the experiences of Mamanwa Tribe teachers educating indigenous elementary students in Gigaquit, Surigao del Norte. Utilizing narrative inquiry and categorical-content analysis, the study highlighted two key themes: the considerable challenges faced by these teachers (such as language barriers and student absenteeism) and the strategies they employed to overcome them (including home visits and parental communication). The findings underscore the necessity for a multi-faceted approach from educational authorities to address these challenges and provide support for teachers in indigenous communities. Recommendations include increased scholarship opportunities and encouragement for indigenous learners to enter the teaching profession, thereby strengthening the ranks of indigenous educators.