Attitudes Of Teachers Research Articles

Teachers Continuance Intention to Use E-Learning Platforms for Blended Teaching in The Post-Epidemic Era

Background and Aim: During the COVID-19 pandemic, there was a rapid transition to online teaching, which has led to questions about the future of e-learning platforms for blended learning after the pandemic. It is crucial to understand what influences teachers’ intentions to continue using these platforms, both for technology developers and educators. However, there is a lack of high-quality empirical studies on teachers’ perspectives regarding the continued use of blended learning technologies. This study aims to address this gap by examining the factors that affect teachers’ intentions to continue using these technologies. Materials and Methods: In this study, survey data from 306 respondents who come from A university in Jilin province, China, were analyzed using structural equation modeling to validate theoretical constructs and hypotheses. Results: Confirmation positively influences both perceived usefulness (p <.001) and satisfaction (p <.001). Additionally, perceived usefulness significantly impacts satisfaction (p <.001) and attitude (p <.001). Moreover, perceived ease of use positively affects perceived usefulness (p <.001) and attitude (p <.001). Furthermore, satisfaction (p <.001), attitude (p <.001), and compatibility (p <.001) directly and positively influence continuance intention. The perceived usefulness of university teachers in using the Chaoxing platform for blended teaching is related to their intentions of continuous use, but it is not significant (p > 0.05). However, perceived usefulness can indirectly affect teachers’ continued intentions by affecting their satisfaction and attitude toward using the Chaoxing platform for blended teaching. Conclusion: The satisfaction, attitude, and compatibility of university teachers are important factors influencing their continuance intention to use the Chaoxing platform for blended teaching. While the perceived usefulness is linked to teachers’ intentions for continued use, this correlation is not found to be statistically significant. However, perceived usefulness can indirectly impact teachers’ continuance intentions to use the Chaoxing platform by influencing their satisfaction and attitude. Additionally, while e-learning platforms like Chaoxing offer flexibility and a wide range of resources that enhance the teaching and learning experience, they face technical issues and reduce face-to-face interaction. Addressing these factors can help optimize the effectiveness of such platforms in supporting blended teaching.

Beliefs and Attitudes of Primary School Mathematics Teachers Towards STEM Education

Beliefs and Attitudes of Primary School Mathematics Teachers Towards STEM Education

Developing a Checklist of Instructor Communication Competencies for the University's Online and Offline Classrooms

The purpose of this study is to systematically analyze instructor communication competencies required in university online and offline classroom environments and develop a checklist to assess them. Through literature review and expert Delphi survey, it was found that instructor communication competence consists of four domains and 12 sub-factors: lesson design, lesson implementation, learning assessment, and teaching attitude. Based on this, a total of 52 checklist items were developed, which can be used as a tool for instructors to check their communication competence at different stages of teaching. The checklist developed in this study is applicable to both online and offline classroom environments and is significant as a practical assessment tool that can contribute to improving the quality of university teaching.

Investigating ELT Teacher’s Perception of Translanguaging to Enhance Socialization among University Students: A Qualitative Study

Translanguaging has emerged as a transformative approach to foster socialization recognizing the fluid language practices of multilingual students. The present study explores ELT teachers' perception of translanguaging focusing on its role in enhancing socialization and cognitive development in students. The study employs a qualitative methodology within the interpretivism paradigm to comprehend the perspective of ELT teachers. Following theoretical underpinning of Lev Vygotsky’s Sociocultural theory and Second Language Acquisition theory by Stephan Krashen, convenience sampling technique has been used to conduct interviews with the faculty members of Emerson Univeristy. The findings reveal a positive attitude of teachers toward translanguaging. Teachers believed that encouraging students to practice linguistic fluidity in the classroom helps preserve their ideas' originality. Furthermore, findings unveil that translanguaging builds an inclusive environment for students which promotes cognitive development. Ultimately the study advocates the employment of translanguaging as a beneficial strategy to enhance socialization among students. The current findings will prove to be a stepping stone for future research in different institutions or a comparative study to investigate the role of translanguaging in socialization.

Digital Media at the Out-of-school Learning Place - A Qualitative Interview Study with Prospective Science Teachers

Children and young people grow up with a wide range of media, which they are expected to use in different settings. One possibility is the use of digital media in out-of-school learning places, which is currently being expanded. However, there has been little research into the combination of the two fields to date. This study was designed to address this research gap. The study focuses on the opinions and attitudes of prospective primary school teachers on this combination. This is of great importance as, due to current developments, prospective teachers could often find themselves in the situation of being able or having to combine the two fields. 20 prospective teachers (M =23 years, SD = 2.6) took part in the interview study. All prospective teachers have a positive attitude toward digital media. However, most of them are very critical of their use in out-of-school learning places. However, they can name some possible applications and advantages. On the other hand, there are hurdles such as technical problems or their missing skills.

What do Expert Teachers Think about Grading? - A Preliminary Report from Croatia

Assessment of students’ progress is an integral part of teachers’ considerations and actions. The extent to which students have acquired certain teaching content, achieved the set goals, improved their abilities or formed attitudes is assessed by teachers, parents, and education policy makers. In a large number of countries, students’ progress is measured by grades, either as letter or numerical grades. Grading has been a bone of contention in pedagogical circles, as there is no consensus on the basic questions: what should be graded, when the grading process should start, what is the purpose of grading, which elements should be taken into account while grading and whether grades are necessary at all. The aim of this study was to determine the attitudes of primary school teachers to grading. A qualitative study was conducted, using the focus group (n = 8). The members of the focus group were expert teachers promoted to the ranks of teacher advisor or teacher excellent advisor. The interview was conducted as a semi-structured interview. After that, a content analysis was carried out and the results were classified into categories. The obtained results revealed that expert teachers have different experiences and opinions based on which they create various implicit pedagogical approaches to grading students.

Inclusion in school: physical education teachers’ perceptions of students with impairments

ObjectivesUsing data from sociological research conducted among teachers of Polish schools in 2023, the authors investigated the attitudes of teachers towards students with impairments (SWI) participating in the program School Sports Club (SKS).Material and methodsThe analyses were based on research conducted in 2023 by the Department of Social Sciences at the Institute of Sport-National Research Institute (IS-PIB) among students and teachers of Polish schools. The presented results are part of a sociological study that included a total of 5,330 respondents, comprising 2,294 PE teachers and 3,036 students, and reflect the opinions of teachers towards students with impairments.ResultsThe results indicated that most teachers do not have direct contact with SWI, which affects their opinions and lack of readiness to work with such students. Only 15% of teachers have experience working with impaired students, and 66% express openness to such cooperation, but often with certain conditions. It was found that teachers with longer work experience and higher qualifications are not more open to working with SWI. Teachers need appropriate training and continuous professional development to effectively include SWI in sports activities.ConclusionsIt seems necessary to pay attention to the interdisciplinary nature of education so that PE teachers have a broader view of their students’ needs. Practitioners with broad perspectives on conducting physical activity classes were more likely to use individualized criteria and facilitate integration than those who demonstrated narrow perspectives, such as strictly adhering to the curriculum and expected normative performance.

Investigating Early Childhood Prospective Teachers’ Attitudes toward Teaching Mathematic

This survey study investigated how early childhood prospective teachers’ attitude toward teaching mathematic in terms of age, years of studies and whether they attend a course on early mathematic education or not. Data were collected through online questionnaires from 90 participants with mathematic teaching attitude questionnary scale (MTAQ). Data analysis utilized one way annova and t-test. The results showed that prospective teachers’ characteristic such as age and years of studies are found no significant effect on level of the participants’ attitude. Futhermore, Differences between the score of prospective teachers in term grade level and those who attended the early mathematic education were not statistically significant.

Physical education teachers’ attitudes regarding multicultural education and people of different sexual orientations

ABSTRACT Background While the research showed that the education stakeholders had a favorable attitude toward multicultural education, it also showed a negative view of individuals with different sexual orientations considered within multiculturalism. Since there are hardly any studies on how this situation is reflected in physical education (PE) and sports, it is believed those revealing PE teachers’ attitudes to multicultural education and people with various sexual orientations in the Turkish sample will add to the body of limited literature. Purpose This research had two objectives. First, compare the attitudes of female and male PE teachers toward multicultural education and lesbians and gay men. Second, investigate the relationship between PE teachers’ attitudes toward multicultural education, lesbians and gay men, age, and years of teaching experience. Method The study included 313 conveniently selected in-service PE teachers. The study's participants were all currently working at Turkey's public lower- and upper-secondary schools. Data were gathered using the Teacher Multicultural Attitude Survey and the Attitudes toward Lesbians and Gay Men Scale Revised Short Version. Findings PE teachers’ attitudes regarding multicultural education were not found to differ by gender. Female teachers, unlike their male counterparts, viewed lesbians and gay men more favorably. Female and male teachers’ attitudes towards multicultural education were positively related to their attitudes towards lesbians and gay men and were negatively associated with their age. Years of teaching experience did not correlate with the female and male teachers’ attitudes toward lesbians and gay men. Conclusions It needs to be emphasized that the positive attitudes of the two sexes of PE teachers toward multicultural education did not have a similar reflection on the attitudes toward people of different sexual orientations and that male teachers’ attitudes towards lesbians and gay men are less favorable than female teachers. This conclusion leads to the recommendation that the required modifications be made to the teacher education program to include sexual orientation diversity within the multicultural framework. Seminars and in-service training are necessary to assist the currently employed PE teachers in developing a helpful mindset.

Эффективность преподавания шахмат и установки к предмету в учебных группах с игровым подходом к обучению

<p>The purpose of the study is to identify the impact of the use of educational games in chess lessons as a general education subject on the solution of chess problems and students’ attitudes towards the subject. We hypothesized, drawing from the classic works of L.S. Vygostky, Elkonin, R.M. Ryan, E. Deci, and others, that educational games successfully shape educational motivation in chess lessons among younger schoolchildren. By conducting a comparative analysis of gaming and traditional approaches, considering their impact on the teaching of chess and students' attitudes towards the subject, we can significantly enhance student motivation and educational initiative, thereby improving the quality of chess teaching. This can be achieved by incorporating scientifically based teaching technologies into the educational process. Methods. One of the schools in the Republic of Armenia tested the chess game method of teaching. Four second graders participated in the experiment. The same teacher taught the subject of chess in all classes. We define two classes as control classes, where we taught chess using the usual or traditional method, and the other two classes as experimental classes, where we taught chess using a new game method. Eight students were members of a chess school or club. We did not consider their results when processing the experimental data. We conducted the experiment for nine months, from September 2021 to May 2022. Results and conclusions. Analysis of the characteristics demonstrated a fundamental difference between learning with game elements and the traditional approach, particularly in terms of the parameters of social interaction in learning, where the game approach offers significant advantages. Given the impact of the game approach on chess teaching attitudes, we found that the experimental group had a higher percentage of students (96.0%) wishing for "more chess lessons" compared to the control group (69.4%), and a lower percentage (4.0%) wishing for "as many chess lessons as there are now" compared to the control group (27.4%). The z-test comparing proportions in Table 5 showed that the identified differences in attitudes were statistically significant at the 95% level. The data we obtained allows us to confirm the hypothesis that the gaming method of teaching creates more positive attitudes towards chess lessons.</p>

Climate Change and Health: A Study of the Attitudes of Future Science Teachers

Living beings as open systems depend on climate and weather to survive. However, changes in the Earth’s climatology, which have become more frequent since the industrial period, have affected different territories of the planet, limiting access to ecosystem services and causing imbalances in health and well-being. The first purpose of this study is to conduct a literature review on academic production regarding climate change and its impact on health, in the context of education, using international academic production condensed in the Web of Science (WOS) database over the last 10 years as a reference. The second purpose focuses on identifying the environmental attitudes of science teachers in initial training regarding aspects related to climate change. The study results show three categories emerging from the literature review: Climate Change and Health, Nature and Risks, and Environment and Energy. For the analysis of environmental attitudes, a survey was conducted with 51 pre-service teachers, consisting of 59 items distributed in five categories: (a) environment, (b) climate change, (c) health, (d) education, and (e) lifestyle. Although the results reveal a positive attitude towards all analyzed categories, it is important to advance effective mitigation and adaptation strategies from the teacher training processes themselves.

Teachers’ Perspectives on Internet Use: Towards the Digital Inclusion of Students with Intellectual Disability or Autism Spectrum Disorder

People with disabilities have difficulties in digital inclusion, although it is considered essential for participation in the knowledge-based society. This form of inclusion seeks to ensure equal opportunities in the use of digital technologies and their active participation as citizens in the virtual world. The educational environment is key to this digital inclusion, but teacher attitudes and training influence its effectiveness. The aim of this study was to explore, through a descriptive cross-sectional study, Chilean teachers’ perspectives on the safety, benefits, and risks of the Internet for students with intellectual disabilities or autism spectrum disorder. A questionnaire was administered to 211 pre-service and in-service teachers. The results highlight the perception of the Internet as an unsafe environment for these students, where risks prevail over potential benefits. These findings underline the need to improve both initial and ongoing teacher training in digital skills and risk mediation for these students in order to ensure the digital participation of all students.

Development and validation of attitudes toward inclusive education scale among Chinese normal universities students’ attitudes

PurposeInclusive education plays a crucial role in integrating students with special educational needs (SEN) into mainstream schools, where the attitudes of pre-service teachers are pivotal. Despite recognizing the significance of these attitudes, there is currently a gap in understanding the perspectives of students attending normal universities in China regarding inclusive education practices. This study aims to bridge this gap by creating the Chinese version of the Normal Universities Students’ Attitudes Toward Inclusive Education Scale (NUSATIES) and examining its psychometric properties.MethodsIn the context of China, this study validated and assessed the reliability of the Chinese adaptation of the NUSATIES among a sample of 4,091 students from normal universities. Confirmatory factor analysis (CFA) was employed to confirm the scale’s structural integrity, discriminant validity, and convergent validity. Additionally, Cronbach’s alpha and composite reliability (CR) were used to evaluate the scale’s internal consistency and reliability.ResultsThe findings indicated that the Chinese version of the NUSATIES possessed robust validity and reliability, which comprises three factors (i.e., cognitive, affective, and behavioral intention). The findings revealed that normal university students’ attitudes significantly varied based on specialty; students specializing in special education exhibited more positive attitudes towards inclusive education than those in general education.ConclusionThese findings indicate that the scale is effective in measuring attitudes toward inclusive education in Chinese-speaking countries. This study significantly contributes to the field by emphasizing the importance of positive attitudes among normal university students in fostering inclusive education and by offering a validated tool for assessing these attitudes.

Technology Integration in Teaching and Learning: Exploring Prospective Teachers' Perceptions, Practices and Challenges

The current study explores the inclusion of Information and Communication Technology (ICT) in schools in teaching and learning practices in Pakistan. Twelve prospective teachers from public schools of a district in Punjab were chosen using purposive sampling. Semi-structured interviews were used to collect data and thematically analyzed through NVivo 15. The findings revealed five major themes: teachers' perceptions towards ICT, current implementation practices, challenges and implementation barriers, professional development, and support needs, and future perspectives and recommendations. The result of the positive attitude of teachers towards technology was explored as the potential to engage students, but some of the significant barriers were limited infrastructure, inadequate technical support, and insufficient professional development. The study revealed critical gaps between teacher's desire to adopt technology and its effective institutional capacity to implement. Recommendations suggest systemic professional development, improved infrastructure, and institutional support for effectively integrating ICT into Pakistani schools. These findings enhance the understanding of the complexities of technology integration within developing educational contexts and provide insights for policy development and resource allocation.

Knowledge, attitudes, and behaviours of Irish preschool teachers regarding the oral health of preschool children.

To assess the knowledge, attitudes, and behaviours of Irish preschool teachers regarding the oral health (OH) of preschoolers aged 3-5years old. A validated 15-item questionnaire was completed by 90 preschool teachers in Dublin in January 2024. The questionnaire collected information on general demographics and assessed the knowledge and attitudes of teachers regarding early childhood OH. In addition, guided interviews were conducted to find out preschool teachers' awareness of OH training and resources, the challenges they face in organising OH education and their suggestions for improvement. Out of a cohort of 90 respondents, the mean number of questions answered correctly was 5.32 out of 9. One-third (34.4%) of the teachers said they learnt their OH knowledge from school or college, 8.9% from early childhood care training, 22.2% from their own dentist and 24.4% from other sources. Most teachers implemented OH education in some form whilst others said they had no time or resources. Qualitative data revealed a lack of formal OH training and knowledge, ideas for integrated OH activities, importance of collaboration and community engagement, barriers and challenges in implementation and need for mandatory OH training. There are gaps in OH knowledge and lack of OH training for Irish preschool teachers. By identifying barriers and facilitators around OH training and resources for preschool teachers, the preschool teachers can be encouraged to create more supportive environments for improved OH.

Using RE-AIM to Assess Infant Early Childhood Mental Health Practices in Classrooms Serving Children with and Without Disabilities.

Background/Objectives: High-quality inclusive education is important for promoting the positive development of children with disabilities in early childhood care and education (ECCE) settings. However, ECCE teachers may not have the knowledge and skills to manage challenging behaviors in young children, especially those with disabilities. Infant and Early childhood mental health consultation (IECMHC) is one mechanism to support the professional development of teachers. This study explored the impact of an evidence-based IECMHC program, Jump Start Plus COVID Support (JS+CS), on outcomes for teachers in classrooms including children with disabilities. Methods: Utilizing a RE-AIM framework, we examined the extent that JS+CS impacted teacher outcomes related to classroom practice and teacher attitudes after the initial intervention period. In addition, we examined the extent that the classroom children with disability ratio moderated the impact of the intervention on teacher outcomes. Using a cluster randomized controlled trial in a sample of 138 racially and ethnically diverse teachers in 31 ECCE centers, we examined the reach, effectiveness, adoption, and implementation of JS+CS. Results: The results indicate that the JS+CS program shows promise as an intervention to support ECCE teachers working in classrooms with children with disabilities, particularly in improving teacher safety practices, behavior management skills, and resiliency coping. In addition, the program was adopted equally in classrooms that served children with and without disabilities. Conclusions: This is a unique contribution to the literature given that no previous IECMHC programs have examined adoption in classrooms serving children with disabilities. Further investigation is needed to determine the specific factors that impact program implementation considering that this study was conducted during various phases of the COVID-19 pandemic.

Personal Factors as Predictors of Attitude Towards ICT Utilisation Among Lecturers of Students with Special Needs in Nigeria

Teaching students with special educational needs in higher institutions of learning, through the use of information and communication technology (ICT) facilities and equipment is beneficial to both the students and their lecturers. This study, therefore, investigates the contribution of lecturers’ personal factors (age, teaching experience, area of specialization and educational qualification) to the attitude of lecturers towards the use of ICT in teaching students with special educational needs in higher institutions of learning in Oyo State Nigeria. The descriptive research design was used, while the multi-stage sampling procedure was adopted for the study. There was a purposive selection of two institutions namely, the University of Ibadan and Federal College of Education (Special) Oyo, Oyo State, Nigeria. Using random sampling technique, 80 lecturers were selected from the two institutions. An adapted questionnaire on the attitudes of in-service teachers toward the use of the ICT was adopted for data collection. Data was analysed using frequency counts, percentages and multiple regression statistics. Demographic profiles revealed that the majority of the respondents were aged 44 years and above, highly experienced lecturers, Ph.D holders, special educators and from the non-science disciplines. The joint contribution of personal factors to lecturers’ attitude towards the use of ICT in teaching persons with special educational needs shows a multiple correlation R of 0.147 and a multiple R2 of 0.022. Also, the relative contributions of the independent variables to the dependent variable, expressed as beta weights, reveal: age (β = 0.02), teaching experience (β = 0.10), area of specialization (β = 0.07), and educational qualification (β = 0.03) respectively. The study concluded that the selected demographic variables are not significant predictors of lecturers’ attitude towards the use of ICT in teaching students with special educational needs in higher institutions of learning. It was recommended that all categories of lecturers, notwithstanding their demographics, should be encouraged to acquire more skills in the use of ICT tools for teaching their students with special educational needs and use these skills effectively for enhanced learning outcomes.

ATTITUDE AND COMPETENCIES OF TEACHERS AT THE SECONDARY LEVEL REGARDING CONTINUOUS AND COMPREHENSIVE EVALUATION IMPLEMENTATION

Continuous and Comprehensive Evaluation (CCE) stands as a comprehensive assessment paradigm, aiming to appraise various facets of student development consistently throughout their academic journey. This research delves into the attitudes and proficiencies of secondary school teachers concerning the adoption and execution of CCE. Employing a mixed-methods approach, data collection extended across a spectrum of secondary school environments, capturing insights from teachers across diverse settings. The study sets out to unravel teachers' perceptions, confrontations, and preparedness regarding CCE integration, thereby unveiling the underlying determinants shaping their attitudes and competencies in this realm. The study seeks to analyze the perspectives of secondary school teachers regarding Continuous and Comprehensive Evaluation (CCE), and secondly, to measure their competencies in implementing CCE. To facilitate data collection, the researcher devised two instruments: the Teacher Attitude Scale and the Teacher Competencies Scale. The present study is conducted in Anantapur, Andhra Pradesh State. The total sample comprises 80 teachers employed in both government and private secondary schools. The findings anticipated from this research endeavor hold the potential to captivate the attention of policy framers, school administrative bodies, and stakeholders alike, prompting necessary actions to ensure the seamless operation of CCE within secondary educational institutions. In light of the findings, recommendations are proposed to address the impediments hindering the effective implementation of CCE. These findings underscore the recognition among teachers of the prospective benefits that CCE promises, albeit overshadowed by obstacles such as inadequate training, resource deficiency, and insufficient institutional support. Moreover, discernible disparities in attitudes and competencies among teachers emerge, delineated by factors like tenure, subject specialization, and pedagogical methodologies employed. KEYWORDS: Continuous and Comprehensive Evaluation (CCE), attitudes, competencies, pedagogical methodologies.

Attitudes of Teachers, Students, and the Public Toward Stuttering in India: A Comparison.

People who stutter experience societal misconceptions and negative stereotypes due to cultural prejudices. The present study aimed to compare attitudes toward stuttering of Indian teachers, students, and members of the public and to further compare their attitudes to comparable samples regionally and internationally. Five hundred eighteen adults completed the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S), translated into Kannada, which was analyzed according to standard protocol. Summary and selected item scores were compared from samples of teachers (n = 125), students (n = 233), and the public (n = 160). Additionally, the scores were compared to those from South Asian samples and an international POSHA-S database. Teachers in the current study had the most positive stuttering attitudes, followed by the public and then by students. The summary attitude scores obtained by all three groups were more positive attitudes compared to other South Asian samples and either similar to or slightly less positive than the international POSHA-S database average sample rating. Education and income were small but significant predictors of more-or less-positive attitudes, but gender, age, and familiarity with stuttering were not. While teachers demonstrated a greater understanding of stuttering compared to the public and students, the lack of understanding among the latter groups highlights the need for increased awareness and education about stuttering across various segments of society. Negative social reactions toward stuttering, observed in different cultural contexts, further emphasize the need for awareness about stuttering. https://doi.org/10.23641/asha.27855195.

Understanding Attitude of Teachers, Peers, and Parents towards Inclusive Education in Bhutan

This study explored the attitudes of Bhutanese teachers, parents, and general students (other than children with SEN) towards inclusive education. A cross-sectional survey questionnaire was used as the main instrument to collect data from teachers (n= 20), children (n= 70) from the inclusive classroom, and parents (n= 34). The findings of this study showed there were no statistically observed differences in teacher attitude in terms of teacher gender, experience, and qualification. However, there was a statistically significant difference in teacher satisfaction when teacher training in relevant fields was considered. Further, the results of simple linear regression showed that teacher training in the relevant field of special education accounted for 54% variance in teacher satisfaction. The result of this study showed that peers and parents were satisfied with inclusive education. The findings have implications for policy planners, curriculum developers, teachers working in SEN schools and parents.