Teacher Workload Research Articles

The Use of Thinking Visualization Techniques in College Teaching Based on Improved Genetic Algorithms.

Current educational resources do not maximize energy efficiency, and scientific and proven teaching methods are necessary for today's university education to help achieve the integration of teaching resources and improve teaching quality. This study discusses the application of artificial intelligence and thinking visualization technology in college education and teaching, firstly introduces the advantageous role of genetic algorithm in artificial intelligence and the energy efficiency of thinking visualization technology, then conducts a research analysis, introduces genetic algorithm as technical support in teaching and learning, uses thinking visualization technology as a tool, aims to study the application of thinking visualization technology in college teaching, and expects to use genetic algorithm and thinking visualization techniques to improve teaching effectiveness. The experimental results show that genetic algorithm and thinking visualization technology can effectively optimize the co-giving of educational services, reduce the workload of teachers, while reducing the cost of learning, enhance the learning effect and experience, and improve students' efficient thinking.

Flipped Classroom (FCR) as an Effective Teaching-Learning Module for a Large Classroom: A Mixed-Method Approach.

Flipped classroom (FCR) is one of the emerging active teaching-learning methods in the medical profession. Its potential for achieving learning objectives, especially in the scenario of a large classroom, especially in medical schools, has not been convincingly demonstrated. This study was designed to establish FCR model conduction and its overall utility as a teaching-learning methodology for undergraduate medical students in large classroom settings using a mixed-method approach using quantitative (assessment scores) and qualitative criteria (subjective feedback from students and teachers).FCR was conducted for a batch of 170 first-year medical students for a hematology topic. Pre- and post-assessments (based on all the cognitive learning domains) were done to quantify the objective improvement after exposure to the FCR. In addition, subjective feedback from both students and teachers was taken on a validated feedback survey to decipher the qualitative benefits of the FCR.Comparing pre- and post-assessment scores, there was a significant improvement after the FCR session, especially in the low performers. There was optimistic feedback from students and teachers regarding the utility of FCR as a teaching-learning module.FCR as a teaching-learning module was feasible and effective, and the users seemed primarily satisfied. Although there is a higher workload for students and teachers, still FCR is an effective teaching-learning module for a large classroom.

Stressors, Adaptive Coping Mechanisms, and Work Motivation of Public Elementary Teachers Amid Covid-19 Pandemic: Basis for Personnel Management Program

Many people working in the education field are worried because of the epidemic, especially teachers in public schools who are now expected to continue providing instruction despite any obstacles. This study examined the stressors, coping mechanisms, and work motivation of public elementary teachers. Students' behavior, teacher's workload, time and resources, interpersonal relationship, recognition and well-being and protection were the five factors of teacher stress that were examined in this study. While the teacher's adaptive coping strategies in terms of physiological, psychological, social, and avoidance components were found. This study also looked at the sources of teacher's motivation in terms of the task itself, rewards, and remuneration, working conditions, and professional development. The respondents were the 420 public elementary school teachers in the Candelaria districts, Division of Quezon. Information was gathered via google form questionnaire and data were analyzed using both descriptive and inferential statistics. The findings reveal that the respondents felt stress in a "moderate" level. Among the six stressors, student behavior was the most powerful predictor of teacher stress. Teachers "often" employed all the suggested coping mechanisms to manage their stress during this health crisis, with psychological coping being the most frequently used. The work motivation of teachers showed that all indicators were "extremely important" in the efficient performance of their duties, with working conditions being a significant factor in improving teachers' work performance. Results also indicated a strong correlation between respondents' perceptions of stressors, coping strategies, and work motivation.

Applying a reproducible research approach to distance education

Objectives. Emerging as a response to the global threats presented by the COVID-19 pandemic, the changing nature of problem-solving in the field of information technology associated with economic globalization, including possibilities of remote working, imposes new requirements on the competencies and skills of future professionals. This, in turn, requires adjustments to the higher education process. Agile project management methodologies such as Scrum, along with Infrastructure-as-Code approaches in information and telecommunication infrastructure management, and Documentation-as-Code approaches in documentation development, aim to present design, development, testing, and documentation as short cycle iterative processes to permit the rapid and transparent addition of new product value in discrete portions. Applied to the education sphere, this approach implies new knowledge and practical skills of students that can be easily and transparently measured in the process of mastering a discipline. The present paper aims to develop methods of applying modern software development techniques to training students of technical specialties.Methods. The use of reproducible research methods and agile design practices while organizing and managing practical tasks for students is proposed.Results. Contemporary tools used in software development based on Git hosting services (GitLab and GitHub) are presented alongside reproducible research paradigms in distance education using the R Markdown format by RStudio.Conclusions. In addition to increasing the involvement of students in the process of practical tasks, the proposed approach can be used to reduce the workload of teachers when checking and evaluating student working results.

AR Computer-Assisted Learning for Children with ASD based on Hand Gesture and Voice Interaction

For children with autism spectrum disorder (ASD), innovative computer-assisted solutions can provide useful teaching, learning, and support tools. Speech, video, narrative, and a mix of 2D/3D images of virtual objects shown on screens and mobile phones can help to improve the learning experience. Augmented Reality (AR) presents a valuable technology for achieving certain educational objectives. This study presents a gesture and voice-based learning framework for children with ASD that offers interactivity, engagement, and visual support during school/cognitive therapy sessions. The proposed prototype was designed to increase children's engagement and focus during the session and achieve a high level of social interaction and inclusion. It was implemented in accordance with the requirements of specialists from regional rehabilitation centres for children with ASD and structured activities and AR-based games were defined. A multi-baseline feasibility pilot study was carried out with 18 children, aged 2–12 years, diagnosed with ASD and with learning difficulties (concentration and language development problems, social interaction and inclusion), and 3 therapists/parents. Preliminary qualitative and quantitative results show significantly higher engagement and concentration time using the proposed AR-computer system compared to a non-computer condition. In addition to improved receptive vocabulary and social interaction for the children, the prototype reduces teacher workload while engaging the children.

Exploring English as a Foreign Language High School Teachers’ Perceptions of Reflective Teaching Strategies in Language Teaching

<p style="text-align: justify;">This study aimed at exploring teachers’ perceptions of reflective teaching strategies in their teaching practice and the barriers that hinder the implementation of reflective teaching strategies. Quantitative and qualitative data were obtained by using a questionnaire and semi-structured interviews. The study took place in the context of high schools in most of the provinces in the Mekong Delta. The respondents involved in this research were fifty English as a foreign language (EFL) high-school teachers. The results revealed that most teachers have positive perceptions of the significance of reflective teaching strategies in their teaching. At the same time, the participants found barriers preventing them from implementing reflective teaching strategies in their language teaching such as lack of awareness of reflective teaching strategies, time or workload limitations as well as some obstacles related to the application of peer observation as a strategy of the reflective process. Finally, accordingly, the findings gained from two types of research tools, some pedagogical implications, and research suggestions on the effectiveness of EFL teachers’ application of self-reflection strategies in the teaching-learning process were proposed in the study.</p>

PENDIDIKAN DASAR SEBAGAI PERINTIS TERDEPAN DALAM PENGUATAN KARAKTER MUSLIM

Basic Education as a leading pioneer in Strengthening Muslim Character has a relationship with character education. The implementation of Strengthening Character Education is carried out with the principle of school-based management which is the responsibility of school principals and teachers, as the fulfillment of the workload of teachers and school principals (Article 6 paragraph 3,4,5 PP 87/2017). According to President Joko Widodo's directive, character education at the basic education level gets a larger portion than education that teaches knowledge, for Elementary Schools by 70% while for Junior High Schools by 60%. The point of this research is management of strengthening characters education in elementary schools are includes planning, implementation and evaluation. The research method is descriptive qualitative through observation, documentation and interview.The result of this research obtained depiction that the first,the reinforcement of character education students have been implemented well through the preparation of goals, strategy and policy mapping and procedure mapping and program improvement using RPP and syllabus design; second, the implementation of character education runs well through activities of religious activities, nationalism cultivation, social care and environmental awareness; third, evaluation of the strengthening of character education management students through supervision activities on the implementation of activities by carrying out reflections, analysis and follow-up plans.

Determination of Tutor Rewards Using the Profile Matching Method

Teachers are the spearhead to improve the quality of education because whether or not the quality of education is good or not, one of which will be determined by the teacher himself. Therefore, teachers need to be motivated and enthusiastic to teach more actively and diligently to share their knowledge with their students. In the learning process, teachers are required to be able to make innovations because students have their own uniqueness, so teachers are expected to be able to meet the needs of students in obtaining learning. The activities and workload of teachers in the world of education are currently increasing. The existence of awards in the form of rewards can increase the motivation of teachers in carrying out their duties and obligations. The criteria for a good teacher are not only seen from the criteria for education and experience, but other criteria are needed such as personality competence, pedagogical competence and social competence. These criteria will be the benchmark in selecting teachers who will receive rewards. The existence of an effective decision-making system to facilitate the determination of tutor rewards. The profile matching method is applied to obtain ranking search results that show the highest to the lowest scores for each teacher, from the ranking results, teachers are selected who will get rewards. The implementation of a website-based tutoring teacher reward application using the profile matching method can run well.

PENGUKURAN BEBAN KERJA DENGAN MENGGUNAKAN METODE RATING SCALE MENTAL EFFORT

In Indonesia, education can’t be separated from the role of teachers. Teachers have many responsibilities even with less welfare. Based on these problems, this study aims to measure the mental workload, analyze the factors that most influence it, and analyze improvement plans for teachers at SMP XYZ. The researcher uses a subjective workload measurement method in the form of a Rating Scale Mental Effort which only one measurement dimension is in the form of mental effort so that it is practical to use. The results showed that the value of the mental workload of teachers at SMP XYZ with the RSME method was 88.33 or the effort made tended to approach a fairly large scale. The most influencing factors are the difficulty of adapting learning to online, students do not have supporting devices, a lot of online learning preparation, and students who are late in collecting both assignments and remedial. Therefore, the improvement design that can overcome this is to provide online training and work guidance, facilitate mobile phone and internet quota assistance to students in need, provide students with project-based assignments that aren’t incriminating and fun, and proactively contact students and play the role of parents to assist online learning.

The Plethora of Working Self Out: Relationship Between Workload and Emotional Exhaustion among High School Teachers in Kiambu County, Kenya

Le ss emotional exhaustion among teachers is critical in ensuring that they perform optimally in their various workloads. However, few studies have explored how teacher workload can contribute to emotional exhaustion. The current study examined how various workload categories relate to emotional exhaustion among teachers in public high schools in Kiambu County, Kenya. The research adopted a descriptive survey design using a random sample of 367 participants drawn from 4447 teachers working in public high schools in Kiambu County at the time. The quantitative data were collected using a workload questionnaire for assessing workload and the Maslach Burnout Inventory Scale (MBI-S) for burnout. The qualitative data were gathered using a structured interview guide and focus group discussions. The study used Job Demand-Resource and Multidimensional theories to explain the relationship. The results indicate a relationship between workload and emotional exhaustion among teachers in public high schools.

Teachers’ resilience in facing workload adversities in times of pandemic: The case of the private school teachers in a developing country

This case study used a combination of quantitative and qualitative methods to determine the resilience of private school teachers in facing workload adversities during the COVID-19 pandemic in Academic Year 2020-2021. It also analysed how the teaching workload adversities affect the teachers’ teaching performance in terms of assigned classes and school-related activities, and teacher well-being in terms of teaching activities, non-teaching activities, and well-being. Resilience was determined using the Adversity Response Profile (ARP) developed by Dr. Paul Stoltz, the proponent of Adversity Quotient. Findings showed that the mean of respondents’ ARP is Below Average. This in addition to heavy and challenging teaching workloads has negative impacts on the teachers’ teaching performance and well-being. The study provides implications not only to its subjects but to all stakeholders of an educational institution. It signifies the importance of resilience or the ability to bounce back from adversities in life. Now that the COVID-19 pandemic persists, having resilience is a must especially for teachers. Thus, it calls for a more administrative support by providing the ways and means to help develop and strengthen the teachers’ resilience especially in this time of pandemic.

Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context

Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores.

A Review of Language Testing and Assessment in Online Teaching

In line with the increased importance of language testing and assessment in online learning, the paper sets out to present an overview of the landscape of online language testing and assessment based on available scholarship in global and Vietnamese contexts. Several benefits of online language testing and assessment are reported, including promotion of learner autonomy, evaluation of students’ progress, and convenience. Methods of online language assessment encompass collecting evidences of learning and using rubrics. A number of problems with current language testing and assessment practices in an online environment are delineated, including cheating/plagiarism, preference for selected response items, lack of validity and reliability, and increased workload for teachers. Recommendations for relevant stakeholders including teachers and teacher education institutions to improve the quality of online language assessment are accordingly presented.

Studi Fenomenologi Peran Guru Sekolah Dasar Sebagai Fasilitator dalam Pembelajaran Tematik di Kelas Tinggi

This study aims to describe the role of the teacher as a facilitator in thematic learning. In this study, the approach taken by the researcher is to use a qualitative phenomenological approach with triangulation of sources, which includes fifth grade science teachers and fifth grade students at SD Negeri 5 Jambu. Data collection techniques in the form of interview techniques. The results of this study indicate that the role of the teacher in Class V of SD Negeri 5 Jambu has carried out its role as a facilitator according to the indicators except for the aspect of delivering material via video conference. The factors that hinder teachers from carrying out their role as facilitators are 1) Lack of student interaction in learning, 2) Limited learning time, 3) Teacher workload in administration, 4) Lack of parental support in learning.

Developing a Scenario-Based English Language Assessment in an Asian University

ABSTRACT A new computer-assisted test of academic English for use at an Asian University was commissioned by administrators. The test was designed to serve both placement and diagnostic purposes. The authors and their team conceptualized, developed, and administered a scenario-based assessment with an online delivery with independent and integrated language skills tasks. The project provided many advantages: (1) the test would be locally developed by university faculty and students who would have a good understanding of the test takers and the needs of the university, (2) the test would use topics, texts, and materials and technology that are socially and culturally appropriate and sensitive to the local context, and (3) the sustainability of the test would be higher as it were cost-effective in the long run in comparison to purchasing and renewing a license for an international test. This article documents the key considerations and processes in the development of this new scenario-based test of academic English that was conceptualized and designed by faculty and students collaboratively. It also discusses the challenges involved in the implementation of such a test, including resistance from local assessment culture and high workload of language teachers.

CHALLENGES OF THE INTERNAL EFFICIENCY OF SCIENCE AND TECHNOLOGY EDUCATION TRAINING PROGRAMS IN THE TVET INSTITUTIONS IN NYANZA REGION, KENYA

Globally technical training institutions have been established to promote quality academic and technical-oriented programs. This study was motivated by persistent low enrolment in most TVET programs despite reforms being undertaken by the government to support TVET. The purpose of the study was to analyze the challenges facing leaner’s demand for the science and technology courses in Nyanza Region. The results show that the average teaching workload in the TVET institutions is high at 24 hours per week against the recommended 15hour per week and this has compromised the quality and internal efficiency. The highest teacher/ student ratio was 1:50. This indicated that teachers were overburdened in most cases. In terms of dropout rate; 187 (52.8%) students consider the inability to pay college fees and low entry behavior as the most common challenge causing students to drop out of their training programs in the TVET institutions; more than three-quarters of the training programs have shown moderate average pass-rate and above for the last seven years (2010 to 2016) under study, the highest average pass-rate of 69.0876% was attained by the Institutional Management; with Building and Civil Engineering with an average pass-rate of 54.9487%, Automotive Engineering with an average pass-rate of 42.0523%, Electrical and Electronics Engineering with an average pass-rate of 41.2465% and Mechanical Engineering with the lowest average pass-rate of 33.9714%. Factors affecting academic performance included inadequate teaching staff, inadequate training facilities; low entry behavior. Strategies to improve internal efficiency included hiring more staff and the use of HELB to finance education programmes. The study concluded that there exists inefficiency in the TVET sector and recommends that the government should provide additional resources to the TVET sector.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0938/a.php" alt="Hit counter" /></p>

Perspective on Code Submission and Automated Evaluation Platforms for University Teaching.

We present a perspective on platforms for code submission and automated evaluation in the context of university teaching. Due to the COVID-19 pandemic, such platforms have become an essential asset for remote courses and a reasonable standard for structured code submission concerning increasing numbers of students in computer sciences. Utilizing automated code evaluation techniques exhibits notable positive impacts for both students and teachers in terms of quality and scalability. We identified relevant technical and non-technical requirements for such platforms in terms of practical applicability and secure code submission environments. Furthermore, a survey among students was conducted to obtain empirical data on general perception. We conclude that submission and automated evaluation involves continuous maintenance yet lowers the required workload for teachers and provides better evaluation transparency for students.

Corruption in the public schools of Europe: A cross-national multilevel analysis of education system characteristics

Researchers have long theorized that characteristics of education systems impact both perceived and experienced corruption in public schools. However, due to insufficient cross-national survey data with measures on corruption in education and unassembled yet publicly available institutional data, there are few empirical tests of this theory. This article provides the rare direct test of the relationship between corruption in European public schools and three education system factors: government expenditure on education, education staff compensation, and teacher workload (pupil–teacher ratio). With a newly constructed harmonized data set for European countries, and controlling for national economic factors and individual characteristics, results of multilevel analyses suggest partial support for the theory that specific institutional characteristics of education systems impact public school corruption. The theorized institutional factors have different effects that depend on whether we examine bribe-giving experience or corruption perception. Results show that bribe-giving experience in public schools of Europe is weakly yet significantly related to education staff compensation. For corruption perception, low levels of government expenditure on education and a lopsided pupil–teacher ratio (too few teachers per student) increase the probability that people view corruption as prevalent.

INFLUENCE OF RIGHT TO EDUCATION ON PERFORMANCE OF TEACHERS IN SELECT SCHOOLS IN BANGALORE CITY

The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), enacted by the Parliament of India on 4 August 2009, paves way for compulsory basic education to children across India. This act helps to uplift the society by assigning more academic responsibilities to schools and teachers. Therefore, right to education will increase the workload and have strong effect on performance of teachers in schools. This study focuses on the impact in performance of teachers and measures to overcome the same. Descriptive research method was adopted utilizing both primary and secondary data. This way, the present study is conducted with a sample of 100 teachers working in select schools in Bangalore City, India. Personal interaction and useful questionnaires answered by teachers provided the data for analysis. The questionnaire comprised four parts, such as demographic profile, impact of RTE in classroom teaching, role of training and development in performance of teachers, and expectations of teachers in workplace. The study used simple percentage analysis, factor analysis, multiple regressions analysis, Friedmans chi-square test and Garret ranking analysis, to collate and analyze the data. This study results reveal that RTE admissions create classroom management challenges and impact performances of teachers. The study results further reveal that in order to overcome the challenge and enhance the performance of teachers and increase academic outcomes, performance management, training and development programs and meeting the at par remuneration, at par workload and resource accessibility expectations of teachers are all equally significantly important.

Exploring the effects of near-peer teaching in robotics education: The role of STEM attitudes

Due to technological advancements, robotics is findings its way into the classroom. However, workload for teachers is high, and teachers sometimes lack the knowledge to implement robotics education. A key factor of robotics education is peer learning, and having students (near-)peers teach them robotics could diminish workload. Therefore, this study implemented near-peer teaching in robotics education. 4 K10-11 secondary school students were teachers to 83 K5-6 primary school students. The intervention included 4 3-hour robotics lessons in Dutch schools. Primary school students completed a pre- and post-intervention questionnaire on their STEM-attitudes and near-peer teaching experience, and a report on their learning outcomes. Interaction with near-peer teachers was observed. After the lessons, a paired-samples t-test showed that students had a more positive attitude towards engineering and technology. Students also reported a positive near-peer teaching experience. Conventional content analysis showed that students experienced a gain in programming and robotics skill after the lessons, and increased conceptual understanding of robotics. The role the near peer teachers most frequently fulfilled was formative assessor. Near-peer teachers could successfully fulfil a role as an engaging information provider. This study shows that near-peer teachers can effectively teach robotics, diminishing workload for teachers. Furthermore, near-peer robotics lessons could lead to increased STEM-attitudes.