Survey Of Teachers Research Articles

Understanding Digital Technology Integration in Merchant Marine College: Examining Teacher Digital Competency through TAM Framework

This study examines the relationship between teacher digital competency and technology adoption in maritime vocational education institutions. The research aims to investigate how digital competency influences perceived usefulness, perceived ease of use, behavioral intention, and actual technology use among maritime educators. Using the Technology Acceptance Model (TAM) framework, the study explores the interconnected relationships between these variables in a specialized educational context. Data collection involved an online survey of lecturers and instructors from maritime vocational colleges under the Ministry of Transportation. The study employed structural equation modeling (SEM) using AMOS software for analysis, providing a comprehensive examination of the relationships between variables. Results reveal significant positive relationships between teacher digital competency and technology adoption factors. The findings demonstrate that digital competency strongly influences both perceived usefulness and ease of use of technology, which in turn affects behavioral intention and actual technology implementation. The research contributes to understanding technology adoption in maritime vocational education and provides practical implications for institutions developing digital competency programs. The study suggests that successful technology integration depends on both technical competency development and positive perceptions of technology's utility, supported by adequate institutional infrastructure.

Guidelines to Promote Wushu Teaching for University Students in Henan Province, The People's Republic of China

Background and Aim: The research background of the promotion guide for Wushu teaching for university students in Henan Province is multifaceted, including historical and cultural background, educational policies and reform needs, changes in university students' sport’s needs, the unique value of martial arts teaching, and the challenges and opportunities it faces. These background factors together constitute an important foundation and prerequisite for the promotion of martial arts teaching for university students in Henan Province. Materials and Methods: This article conducted an in-depth investigation into the current development status of martial arts teaching in universities in Henan Province through research methods such as literature review, questionnaire survey, and expert interviews. This study selected 380 undergraduate students majoring in Wushu and traditional ethnic sports from six universities in Henan Province, including the School of Physical Education at Zhengzhou University, Henan University, Henan University of Technology, Shangqiu Normal University, Luoyang Normal University, and Yellow River University of Science and Technology, as the total population, and 192 students as the sample; 18 teachers fill out teacher survey questionnaires (18 teachers are Physical Education Teachers from Six Universities in Henan Province). Results: University wushu teaching in Henan province in the popularization, teaching content and methods, teacher strength and teaching conditions have made some achievements, but there are also shortcomings (1) Advantages: Martial arts have outstanding functional and value advantages; Martial arts have a wide range of adaptability; There are various types of martial arts events; (2) Disadvantages: The difficulty of martial arts movements is relatively high; The teaching content of martial arts is rich; The infiltration of ideological and political education in the curriculum is not perfect; The development of "learning, practice, and competition" is not in place; Lack of referee workability; Students have little interest in learning martial arts. (3) Shortcomings; Insufficient venue equipment and facilities; Unequal distribution of university funds Conclusion: (1) give full play to the role of policy, maximize the development of martial arts projects, tap the professional potential of teachers, and promote the development of specialized teaching of martial arts; (2) with the help of modern information technology, change the teaching mode, renew the teaching method, refine the teaching content, and improve the students; independent study, learning ability and innovation ability; (3) constantly improve the professional quality of teachers, carry out teacher training regularly, and strengthen the training of teachers in colleges and universities, exchange between learning, actively build a communication platform to improve the professional ability of teachers, students through mutual exchange, mutual reference to find their own project positioning, develop their own expertise in boxing projects; (4) increase teaching and training, students can have enough time to study special elective courses, so as to improve the level of special skills; (5) colleges and universities to increase the teaching of special elective courses in martial arts, funding, to encourage students to go out to study, to subsidize the training funds of the teachers of special courses, Since the sample is limited to six universities in Henan province, we are conducting a thesis study that needs to be aware of this limitation.

Exploring Online Teaching's Impact on Instructors in Core Engineering Courses: Insights, Challenges, and Future Directions

ABSTRACTThis study examines the impact of online teaching on instructors of fundamental engineering courses, focusing on insights, challenges, and future pathways. By analyzing the instructors' perspectives, the research examines various aspects of online teaching, including mode of delivery, student engagement strategies, assessment preferences, and future directions. Insights are drawn from a comprehensive survey of instructors, shedding light on their experiences, challenges, and preferences in the online teaching landscape. The findings highlight a preference for synchronous sessions, the utilization of diverse engagement techniques, and the significance of maintaining academic integrity in assessments. Instructors' preference for face‐to‐face interaction for improved academic performance and openness to hybrid teaching modes are evident. This study not only provides valuable insights into the dynamics of online teaching but also paves the way for future advancements in pedagogical strategies and educational technology integration. The research identifies potential areas for future work, ranging from refining hybrid teaching models to exploring emerging technologies and fostering instructor training.

Teacher epistemic curiosity: how principal–teacher conversation supports it

PurposeThe purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory.Design/methodology/approachThe hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components.FindingsResults confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity.Originality/valueThe study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.

Education in lifestyle medicine for future physicians – a strategy to reduce the burden of cardiovascular disease

ABSTRACT There is a compelling need to improve all physicians’ knowledge on lifestyle medicine (LM). This training needs to start early during medical education. This case report describes the feasibility and effects of integrating LM into an existing core curriculum of a Swedish undergraduate medical programme. A curriculum development project was organized using a six-step model: general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. New learning objectives regarding health, prevention and lifestyle medicine were formulated throughout the five-and-a-half-year programme. Learning activities and examinations were integrated in all courses with a structured progression and with focus on preventive activities in the workplace learning. The project was evaluated using student surveys of curricular quality, teacher survey of curricular content and integration in 2020, and an external review of adherence to the national qualitative target on preventive medicine. The project was executed during 2017–2018. Course evaluations and exit poll at graduation showed an overall high-quality student rating of education in prevention and in lifestyle counselling: on average, a score of 4.1/5 and 4.1/6, respectively. The teacher survey showed that over 70% of courses had a lasting increase in LM curricular content and that this content was to a large extent integrated into the existing course material. The external review concluded that the topic was well covered and integrated into the curriculum. LM could be successfully integrated into an existing medical programme curriculum with positive effects on student learning.

Exploring the Theory of Preschool Skill Convergence Through a National Survey of Kindergarten Teachers

ABSTRACT Preschool effectiveness research consistently documents “fadeout” or “convergence” wherein initial preschool gains dissipate when students enter school. Most fadeout occurs in kindergarten, leading scholars to theorize about mechanisms that make kindergarten a “hotspot” for fadeout. Fielding a national survey of kindergarten teachers (n = 422), this study is the first to shed light on some of these theoretical propositions through the insights of kindergarten teachers themselves. Research Findings: Teachers report that kindergarten classrooms are heterogeneous in terms of school readiness skills and students who attended preschool often enter school near the top of their class. Kindergarten teachers report focusing instructional support on students near the bottom of the class, and consequently, see the differences between students that attended preschool and those that did not converge over the school year. Practice or Policy: This study provides practice-based insights from teachers on a commonly cited theory of preschool skill convergence. The findings buttress the need for future research that can test the specific mechanisms implicated.

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Strengthening Policies for Education, Innovation, and Digitization Through Teacher Training: Evaluating ProFuturo’s Open Model in Ecuador

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

School teachers’ perceptions of intersectoral working with health in the COVID-19 pandemic

Abstract Background The COVID-19 pandemic highlighted the challenge for teachers to integrate protective health measures into their academic daily responsibilities. The aim of this abstract is to analyse how school teachers’ views on intersectoral collaboration with health professionals during COVID-19 vary by country, seeking insights for future directions. Methods In 2021, an online survey was conducted in 6 languages with education and health professionals, followed by optional online semi-structured interviews. We explored the: 1-effect of the pandemic on schools/pupils/teachers; 2-reorganisation of schools; 3-experience of implementing infection control measures in schools; 4-intersectoral working; 5-important resources for keeping schools open. Interviews were transcribed verbatim and translated into English. Analysis of a survey question seeking professionals’ rating of intersectoral working led to a directed content analysis of transcripts and free-text survey responses regarding intersectoral working experiences. Results Data were analysed from 1046 school teacher survey responses from 6 countries/territories and 21 follow-up interviews. Ratings varied considerably across countries. A large majority of teachers in Taipei (83%) reported excellent or good collaboration with health professionals, about half in China (53%) and Portugal (51%), and far fewer in Brazil (38%), Morocco (29%) and France (15%). Taipei respondents cited the key role of school nurses as a positive factor; others added clear national guidelines and local protocols. Negative ratings related to health professionals’ rare visits or absence. Conclusions The direct support of health professionals in schools was offered as explanation for teachers’ positive ratings of intersectoral working in the pandemic. Policy and practice varied geographically; thus, understanding contextual factors that influence the effectiveness of intersectoral working in schools is crucial to orient future public health strategies. Key messages • This highlights the importance of understanding contextual factors that influence the effectiveness of intersectoral working in implementing protective health measures in schools. • This suggests that policy support and the presence of dedicated health personnel within schools play a pivotal role in ensuring effective collaboration between the education and health sectors.

A szlovákiai magyarság történetének reprezentációja a szlovákiai alapiskolai történelemtankönyvekben

Representation of the History of the Hungarian Minority in Slovakia in Slovak Primary School History Textbooks In the past two decades, Gyula Popély, Attila Simon, László Szarka, Árpád Popély, Gergely Sallai, József Gyönyör and Katalin Vadkerty have written numerous summaries on the history of Hungarians in Slovakia, but what is less known is what children learn about this period sitting in the classroom. What can Hungarian students in Slovakia learn about their history from the textbooks, so that they can develop and shape their image of Hungarianness and form an emotional attachment to their nation, which could greatly contribute to halting the assimilation process that is affecting Hungarians in Slovakia. Of course, in addition to the school, the values conveyed by the family and home environment, society and culture are also decisive (e.g. commemorating the anniversary of the Treaty of Trianon or the day of remembrance of the Hungarians expelled from southern Slovakia). Since the school is the main source of such impact, we chose to study how our own history is reflected in history textbooks, and so we based our research on history textbooks for primary schools in Slovakia. Unfortunately, however, we do not know what other important events and additions, apart from the information in the textbooks, are mentioned in the lessons by the teachers who teach history. To explore this further, a comprehensive questionnaire survey of history teachers in primary schools in Slovakia would be needed, so in our study we have made observations and drawn conclusions only on the basis of the history textbooks analysed.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

Resources for Teaching Operating Systems: A Survey of Instructors and a Literature Review

Objectives : Faculty new to teaching operating systems or those looking to refresh their course need to understand the state of the art in operating system education. Toward this goal, we conducted a survey of operating system instructors to understand how they approach teaching the course and what textbook and software platforms they use in their classrooms. We also conducted a literature review examining two decades of papers focused on teaching operating systems to undergraduates. Survey : We surveyed people who teach operating systems at the undergraduate level to determine which textbook they use, on which software they base projects, and how they approach teaching the course. Literature Review : We searched the ACM Digital Library for publications focused on undergraduate education about operating systems. We selected a total of 51 papers. For each selected paper, we identified which approach (i.e., concrete vs. abstract) and perspective (i.e., internal or external) on teaching operating systems the authors used, which Curriculum 2023 topics they covered, and on what type of system (e.g., educational, production, research) their projects were based. We also looked at the evaluation of the methods and the impact these papers have had on the field. Findings: Instructors teaching operating systems tend to balance both their approach and their perspective, with a slight leaning toward an internal perspective, whereas authors supporting operating system education overwhelmingly support an internal, concrete approach to the course. In addition, authors also tend to focus on a few key topics, including System Calls and Processes, Concurrency, Scheduling, Virtual Memory, File Systems API and Implementation, and Performance Evaluation. Conclusions : This work will help faculty teaching operating systems to consider which approach and perspective they wish to take in their course and to find the resources most relevant to their preferred approach and perspective. It can also help focus future research in the area of operating system education, to align it better with current practices.

Exploring the Relationship Between Experiences of Violence and Subjective Wellbeing: A Cross-Sectional Survey Among School Teachers in Nyarugusu Refugee Camp in Tanzania.

Experiences of violence have been reported to be associated with lower levels of subjective wellbeing (SWB). However, little is known about this association in conflict settings and among forcibly displaced populations. In this study we exploit data from a representative sample of refugee teachers from Nyarugusu Refugee Camp collected as part of a larger study, to examine the association between demographic characteristics and SWB, and between experiences of violence and SWB. Three cross-sectional surveys of primary and secondary school teachers were conducted, collecting data on lifetime experience of violence (physical and sexual) and SWB (measured by life satisfaction and current happiness, on 1-5 Likert scales). Linear mixed models were used to estimate the associations between violence and SWB accounting for teacher and school clustering, unadjusted and adjusted for main factors associated with SWB. The 3 surveys included 1,666 responses completed by 885 teachers. Country of origin and number of meals consumed per day were strongly associated with SWB. Individuals who experienced physical violence reported on average, 0.13 lower life satisfaction scores (95% CI [-0.23, -0.02], p = .016) compared to those who did not experience physical violence, while survivors of sexual violence reported on average, 0.24 lower happiness scores ([-0.43, -0.05], p = .014) compared to those who did not experience sexual violence, after adjusting for confounders and clustering. We found an important negative association between past experience of violence and SWB in a refugee camp setting. These findings contribute to the evidence that violent experiences are likely to have a long-lasting impact on people's wellbeing. There is a need for improved mental health and psychosocial support in humanitarian settings.

Picturing sexuality education in Thailand: a visual methods approach

ABSTRACT Visual research methods are increasingly utilised in educational research and scholars have used them to develop accounts of sexuality in schooling contexts. This article advances this work with an analysis of secondary students’ drawings of their experiences with sexuality education. We performed a thematic analysis on 150 drawings created during participatory focus group discussions (FGDs) among students in 30 Thai general secondary and vocational schools. We present summaries of six key themes identified in the visual data (‘emphasis on puberty, anatomy, and reproduction’; ‘emphasis on preventing pregnancy and infection’; ‘emphasis on the negative consequences of sex’; ‘hidden curriculum of heteronormativity’; ‘absence of complexities in the images’; and ‘a traditional classroom environment’). Conducted as a part of a multi-method study that also included teacher and student surveys, the analysis of students’ drawings highlighted the nature of Thai sexuality education from a complementary vantage point. While our previously reported survey findings indicated relatively comprehensive topic coverage, our interpretation of the student drawings suggests that pregnancy prevention may be emphasised over other topic areas. Our analysis of the drawings also supported earlier survey findings pointing at a lecture-heavy approach to teaching and learning rather than more learner-centred pedagogy.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

Teacher Perceptions of Deep Learning Models for Special Need Students in Inclusive Vocational Schools: A Fuzzy Logic Analysis

This study investigated teacher perceptions of the Deep Learning model for students with special needs in a vocational school practicing inclusive education. Utilizing the fuzzy logic approach, data from teacher observations and surveys were processed. The research emphasized the critical role of Deep Learning model in addressing the challenges in inclusive education. Teacher insights are essential for enhancing the efficacy of the model in catering to the unique learning needs of special students. Understanding their perspectives contributes to the ongoing discourse on inclusive education, offering valuable insights for educators and policymakers striving to create more inclusive and equitable learning environments. This research contributes to the ongoing dialogue on inclusive education by shedding light on the practical implementation of the Deep Learning model for students with special needs in vocational education settings.

The effects of the intrapersonal intelligence of childcare teachers on respect for children’s rights: Mediating effects of positive psychological capital and psychological burnout

The purpose of this study is to examine the mediating effects of positive psychological capital and psychological burnout in the relationship between intrapersonal intelligence and respect for children’s rights among childcare teachers. This study explores the psychological mechanisms of childcare teachers that help to strengthen children’s rights in childcare centers. A survey of childcare teachers was conducted in Gyeonggi-do Province in Korea. Out of 560 copies of the questionnaire that were distributed, 502 were returned, and 465 were used for the analysis after questionnaires with incomplete responses were excluded. The collected data were analyzed using PROCESS macro version 4.0 to examine whether positive psychological capital and psychological burnout mediated the relationship between intrapersonal intelligence and respect for children’s rights. The results of this study showed close relationships among all variables. The mediation analysis showed that positive psychological capital and psychological burnout had sequential mediating effects in the relationship between intrapersonal intelligence and respect for children’s rights. Childcare teachers first must increase their positive psychological capital to protect and respect children’s rights. Also, educational programs tailored for childcare teachers must be developed for better psychological well-being to promote respect for children’s rights in the classroom.

Blended Learning: What Changes?

This article questions the changes brought about in the teaching system of university courses after the COVID-19 pandemic. Online learning, once considered an experimental and emergency tool, is increasingly becoming a standard practice integrated into teaching delivery systems. This article examines the impact that blended learning has on the host city and how it is perceived and experienced by the key stakeholders. Focusing on two degree courses that employ a blended learning model, the article proposes a survey for teachers and students to investigate the problems and advantages of blended courses. In both groups, there is no consensus of opinion or a clear trend on any issue. This fragmentation of responses should be understood as stemming from the individual motivations, unique characteristics, and personal experiences of each participant, intertwined with their university careers. It also reflects the level of adaptation to blended teaching achieved by each individual. It becomes clear that blended teaching encompasses all the challenges of online teaching but also expands access to university education and offers the possibility of exploring the educational potential offered by technology. Blended learning encourages students to be more independent and to develop their capacity for self-directed learning, though not all students are prepared for this shift. For teachers, blended learning also demands a methodological shift, differentiating between online and in-person lessons. However, while challenges remain, the progress made so far appears promising for the future. To ensure continued success, it is essential to focus on improving internet access, strengthening students’ self-learning abilities, and simultaneously enhancing teachers’ competencies in using digital tools and facilitating remote teaching.

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

Development of mathematical competence of 5–6-year-old children in Polish preschool education institutions

ABSTRACT This study addresses the topic of developing mathematical competence of children aged 5–6 years old in Polish preschools. A survey was conducted to examine the methods employed in the mathematical education of preschool children, the effectiveness of these methods, and the relationship between the development of mathematical competence of preschool children and their overall growth and development. The responses from the survey of teachers of pre-school education and parents were analysed to determine whether the mathematical competence of older preschool children is adequately shaped in accordance with their developmental possibilities and whether the mathematical education provided in kindergarten sufficiently prepares children to start learning mathematics in the ‘school way’.