Career Development Of Teachers Research Articles

The Impact of Job Stress on University Teachers' Career Development: The Mediating Role of Social Support

This article investigates the impact of job stress on the career development of Afghan university teachers, considering the mediating role of social support. Using a cluster sampling approach, data were collected from 370 teachers in both government and private universities through questionnaires. The analysis utilized SPSS and SPSS AMOS for regression analysis, guided by the Job Demand-Control-Support (JDCS) model. Findings indicate a negative relationship between job stress and career development across all stages: early, mid, advanced, and continuing professional development. Higher job stress correlates with lower career development, while social support mitigates these negative effects. This underscores the need for interventions that address job stress and enhance social support to promote positive career outcomes for university teachers.

The double-edged sword of shame: hindrance and catalyst for immigrant teachers’ career development

ABSTRACT This international study offers a groundbreaking examination of the role of shame in the career development of immigrant teachers. Despite existing research on the challenges immigrant teachers face, such as language barriers and accreditation, limited focus has been placed on understanding the emotional aspects of their career progression. Utilizing the Social Cognitive Career Theory (SCCT) in exploring the interplay between self-efficacy, outcome expectations and performance outcomes, the study delves into the complexities of shame experienced by 45 immigrant teachers from Australia, Hong Kong, and South Korea, and how it impacts their career decisions and actions. The researchers have conducted three semi-structured one-on-one interviews and one focus group discussion with each immigrant teacher. Using the general inductive approach, the findings demonstrate that shame serves as a dual-faced influencer, acting as both a hindrance and a catalyst for career development. Moreover, the study raises concerns about the effects of emotional well-being on immigrant teacher retention and offers insights for policy and practice aimed at fostering emotional resilience among immigrant teachers. Though limited by its qualitative nature, the study represents a significant step towards a nuanced understanding of immigrant teachers’ emotional experiences, inviting further exploration into the field.

Improving Teacher Creativity in Teaching through Career Development

Global creativity indices in developing countries tend to be low. In the field of education, creativity has an important role. Efforts to increase the creativity of educational human resources continue to be hyped. Creative teachers produce creative students. But, the fact is that teachers in developing countries tend to need more creativity in teaching. This study aims to analyze the influence of organizational climate in the school environment and teacher career development on teacher creativity in teaching. The sample of this study was 145 junior high school private teachers in Semarang Regency, Central Java Province, Indonesia. Statistical analysis using PLS-SEM and PLSpredict. The results showed that the school's organizational climate positively affected teacher creativity in teaching. Teacher career development also positively affects teacher creativity in teaching. In addition, teacher career development mediates the influence of school organizational climate and teacher creativity in teaching. The findings could help schools or private educational institutions to understand how organizational climate affects teachers' creativity in teaching. So that it can be used as a guideline for schools or other educational institutions to increase teacher creativity in teaching.

Managing Language Teaching and Developing Teachers by Analysing Motivation of Learning English

English learning is now one of the most important subjects in any country. English is the most widely used international language and without the knowledge of this language. Since English is a global language, it has become an inseparable part of language teaching process.Motivation is a motivational tendency that can effectively stimulate and maintain students learning behavior, and steer their learning activities towards certain learning goals. Its essence refers to students believing that learning activities are meaningful, valuable, and attempting to derive expected benefits from them. Learning English plays a crucial role in the career development of teachers, so this paper aims to analyze how to improve teachers motivation to learn English. This paper is divided into four parts. The first part is the introduction chapter. The second part mainly analyzes the advantages of English in the overall environment. The third part introduces motivation and its importance. The fourth part analyzes how to improve teachers motivation to learn English. The last part summarizes.

Career Development of Higher Education Teachers: Opportunities, Challenges, and Strategies for Success

Career Development of Higher Education Teachers: Opportunities, Challenges, and Strategies for Success

Insights into the career development of non-religious teachers in post-primary religious schools on the island of Ireland

ABSTRACT This article investigates the lived experiences of non-religious teachers in post-primary schools with religious cultures on the island of Ireland, particularly with regard to career development and promotion. At the time of the research, both jurisdictions on the island had legal exceptions from equality employment law in schools. Based on 15 interviews with non-religious teachers and with reference to literature on school ethos, teacher beliefs and agency, we investigate how the professional experience of teachers is shaped by the religious environment. The predominant response of non-religious teachers in religious schools is to hide or suppress their worldview. There is evidence too that their relationships with colleagues and pupils are inhibited when the religious culture discourages openness and diversity. Overall, they have modest expectations for career development or promotion. We conclude that legislative change is an important corrective to reduce religious discrimination, but it is only part of the solution. Active steps should also be taken by schools in Ireland and Northern Ireland to cultivate an inclusive spirit in which the school is regarded as an ‘authentic community’ where difference is normalised and all teachers are empowered to have full participation in the life of the school.

Mentoring-values and profiles in primary and preschool education

Because few schools consistently provide a sustainable preparation for the school of the future and for life, it takes a person to make us see, learn and apply what we cannot see, learn, apply on our own. More precisely, an experienced person, willing to share real personal creative experience, for the benefit of other people, of the institution in which he integrates through a relationship based on management, on respect and trust, on superior knowledge, on existing legislation, on intuition and self-created opportunities. This person is the leader, the coach and even the mentor. The field is naturally called leadership, and on a managerial and didactic professional level it is called mentoring. A quality mentoring activity has an important role in anticipating and reducing the difficulties that could intervene in the teaching career of future teachers. I will reflect on the training and career development of teachers from the perspective of the importance of mentoring, in order to ensure a quality education for children through adequate training of teachers. In order to achieve performance, it is necessary to combine theory and practice harmoniously and to acquire the ability to use the knowledge gained in new learning contexts. The study will identify solutions for improving the quality of education by introducing the role of mentoring in the development of the teaching career. After carrying out the research, I will know the degree of satisfaction of the actors involved, with special reference to their activity in kindergarten and school and to the real and harmonious progress of preschoolers and students.

Mekanisme Promosi dan Demosi dalam Pengembangan Karir Guru di SMA Labschool UNESA 1

This research aims to determine the impact of promotion and demotion mechanisms in teacher career development at SMA Labschool Unesa 1. This research uses a qualitative approach. The type of research used is interviews. The informant in this research was only one teacher. This research shows the mechanism of promotion and demotion in teacher career development at SMA Labschool Unesa 1. There are promotion and demotion indicators consisting of work performance, discipline, skills. Lastly, the demotion indicators consist of member incompetence, personal requests, and rationalization of numbers. The results of the discussion in this research are that in carrying out professional duties, teachers have the right to receive promotions in accordance with their duties and work performance, which includes promotion/increase in functional position. Furthermore, demotions are caused by the lack of performance of a teacher who is not good enough. Demoting a teacher does not happen directly, but there is a gradual evaluation, namely by evaluating several times with agreement with the other teachers. At SMA Labschool Unesa 1, there are no differences and there is a sense of family towards teachers who have just been demoted.

Prediction of English Teacher Career Development Based on Data Mining and Time Series Model

With the gradual growth of the teaching profession, the teaching profession is facing new trends in reform and development, and the same dilemma exists for English teachers’ career development and planning. To this end, the study first uses a modified K-means clustering method to cluster and analyse the factors affecting English teachers’ professional development, forming a system of indicators on English teachers’ professional development. The Long Short-Term Memory (LSTM) network employed the time-series features to create a time-series model, and the Support Vector Machine (SVM) was used to forecast the course of English teachers’ career development. To assess the current career status of English teachers and their impact on people and organizations, this study proposes a career prediction model for English teachers. This model utilizes data mining and time series modeling to provide accurate predictions. In accordance with the experimental findings, the precision of the upgraded K-Means model was 98.58%, and the error between the projected sample data and the actual sample data for the training of the trend prediction model for English teachers’ career growth was 0.032. It was able to accurately predict teachers’ career development and explore the specific factors affecting English teachers’ career development, so as to solve the problems in teachers’ career development.

民办高校青年教师的角色困惑与纾解路径

The rapid development of higher education in China has made the role of private universities in the education industry increasingly significant. As the main force engaged in teaching and research in private universities, the growth and development of young teachers directly affect the quality of education and the level of education. But in the real education ecosystem, young teachers in private universities often encounter multiple role challenges and confusion. They not only have to play the role of educators, but also become researchers and social service providers. This complex identity relationship often leads them to face problems of unclear role positioning and role conflicts. These problems not only affect the individual career development of young teachers, but also pose potential constraints on the long-term development of private universities. Therefore, in-depth exploration of the role confusion of young teachers in private universities has certain theoretical and practical significance for promoting their career development, optimizing the teaching staff of private universities, and improving the quality of education.

How work stress influence turnover intention among Chinese local undergraduate university teachers: the mediating effect of job burnout and the moderating effect of self-efficacy.

Turnover intention is one of the common disturbances that affect the career development and management of university teachers. With an aim to solve this thorny issue, the study examined the associations between turnover intention and work stress among local undergraduate university teachers in China. A questionnaire survey was carried out on 7,565 local university teachers. Initially, confirmatory factor analysis was employed to validate the reliability and validity of the scale. Subsequently, descriptive statistics and correlation analyses were conducted. Following this, a latent moderated structural equation (LMS) was used to explore the relationship among work stress, job burnout, self-efficacy, and turnover intention. Moreover, the bias-corrected Bootstrap method was applied to further examine the mediating effects, moderating effects, and moderated mediating effects in the model. The hypothesized moderated mediation model was verified significant. Work stress directly and positively predicted job burnout and turnover intention, with job burnout serving a partial mediating role between work stress and turnover intention. Additionally, self-efficacy negatively moderated the direct impact of work stress on job burnout, as well as the mediating effect of job burnout. As the self-efficacy of university teachers increased, the direct effect of work stress on job burnout and the mediating effect of job burnout decreased. This study expanded the research on the antecedent variables of university teachers' turnover intention and revealed the individual contingency mechanism by which work stress affected turnover intention: the negative moderating effect of self-efficacy. Work stress induced university teachers' turnover intention, and this phenomenon was more obvious for faculties with low self-efficacy. Administrators of local undergraduate universities need to rationalize the allocation of teachers' job responsibilities and pay attention to the negative consequences of work stress in order to reduce turnover intentions. Particular attention should be paid to enhance teachers' self-efficacy. The findings of this study can provide in-depth recommendations for university faculty management and policy making, which can help shape a working atmosphere more conducive to teaching and research, thus enhancing the overall quality and competitiveness of faculty members within universities.

The influence of professional mission on the professional quality of college teachers: The intermediary role of job burnout and the regulating role of social support

Purpose: This study seeks to explore the influence of a professional mission on university teachers specifically examining the mediating role of job burnout and the moderating impact of social support.
 Design/Methodology/Approach: Data from university teachers were collected for this study using a questionnaire survey method and the results were carefully analysed using the relevant statistical techniques.
 Findings: The study finds a positive relationship between a strong professional mission and high professional quality in university teachers. Job burnout and social support serve as intermediaries and regulators. Increased burnout weakens the mission's influence while reduced burnout correlates with enhanced professional quality. A strong social network enhances a professional mission's beneficial effects. 
 Conclusion: This study explores the relationship between a professional mission and university professors highlighting the mediating effects of social support and job burnout. The findings offer valuable insights for improving educational quality and supporting teachers' personal growth. This research significantly contributes to understanding key factors in the career development of college teachers, providing enlightening perspectives for educators and policymakers.
 Limitations/Significance: This study ignores personal variables in favour of examining only the effects of professional missions on university teachers' professional development. Observations and interviews are two unique methodologies that are necessary for a thorough understanding relying solely on surveys may introduce subjectivity.
 Practical Significance: Findings guide institutions and policymakers to boost education quality by supporting teachers' professional development through training and social support and addressing burnout.
 Contributions to the Literature: The study fills gaps by confirming the beneficial influence of professional missions on the careers of teachers and guiding the improvement of education.

Analysis of Teacher Career Selection and Development at the Bandung University Foundation Based on Life Span Theory, Super Theory (Crisis and Transition in Adult Careers)

Career guidance is an effort to prepare individuals to understand and adapt to the conditions of the job market (Fitria et al., 2020). Super life span theory, which Donald Super coined, is better known as the super theory. This theory is a theory that discusses in-depth individual career development. An individual is declared mature in a career if he or she has been able to successfully pass each stage of career development (González, A., 2008). Most adults choose to stop working and are not comfortable with their work, and their work they do not get self-satisfaction with what they do. This illustrates the very minimal knowledge that graduates currently have about jobs and job information that suits them. This research aims to discover how teachers' careers develop and adapt at the Bandung Education Foundation. The research method used in this research is a qualitative descriptive method, with data collection techniques in the form of observation, interviews, and documentation studies. The subject of this research is one of the teaching staff at the Bandung Education Foundation. The research results show that the subject has been able to adapt and carry out his career development well in accordance with the theory of career selection and development according to the Life Span theory and super Theory (crisis and transition in adult careers).

Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda

Abstract This study examined the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, performance management measured in terms of goal setting, performance appraisal and career development was related to teacher effectiveness Teachers’ effectiveness was also considered as a multi-dimensional concept covering content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness and classroom management. This study employed the correlational research design on a sample of 102 teachers. Data were collected using a questionnaire and analysed using quantitative methods. Structural equation modelling (SEM) results revealed that while goal setting and career development had positive and significant relationship with teacher effectiveness, performance management appraisal had positive but insignificant relationship with teacher effectiveness. Therefore, it was concluded that goal setting is important for teacher effectiveness, the way of implementing performance appraisal does not enhance teacher effectiveness and career development is necessary for teacher effectiveness. Therefore, it is recommended that administrators should emphasize goal setting in the management of schools and improve the way of implementing appraisal. The Ministry of Education and Sports and school administrators should support teacher career development to enhance their effectiveness.

Study on the Career Development of Young Teachers in Vocational Colleges

The quality of the teaching staff is crucial to the development of vocational education. Skilled and knowledgeable teachers can provide students with specialized technical knowledge and practical skills. In addition to teaching, teachers also act as mentors in providing guidance and support in all areas to students. However, the development of young teachers faces many problems, such as unclear career plans and a lack of attention to operational skills. This paper analyzes the research findings of past scholars and uses a questionnaire to analyze the problems faced by young teachers in their career development. Based on this, this paper puts forward some targeted suggestions, which can provide guidelines for the career development of young teachers.

Professional Bottlenecks and Targeted Suggestions for Young Teachers in Vocational Colleges

This paper analyzes the professional bottlenecks limiting the career development of young teachers in vocational colleges, including insufficient teaching skills, limited research capacity, and restricted professional development and career progression. Targeted recommendations involve fostering young teachers’ teaching skills and research capabilities through mentorship, training, research participation and skills competition guidance. Addressing these bottlenecks effectively develops young teachers’ competencies, contributing innovative ideas and practices to improve vocational education quality, cementing their role as the next generation of vocational educators.

This paper that teachers can effectively respond to environmental change and role transformation in the process of career development

In the background of the new era, teachers are faced with the role change from many aspects, and teachers gradually change from teaching to the classroom organizer and the design and implementer of teaching. Especially in the background of double reduction, it is required to reduce students' academic burden, which brings some challenges to the career development of teachers. This paper focuses on the role transformation in the process of teacher career development, and discusses the strategies for teachers to effectively deal with environmental changes.

The impact of organizational inclusion on teachers’ internal motivation for professional development in vocational colleges: The case of China

Most of the higher vocational colleges in China are public institutions. The government prefers to enhance the intrinsic motivation of teachers’ professional development through effective management. Taking the Chinese government’s strong advocacy of the professional value of the “craftsman spirit” as a background, this study aims to define the constituent factors of intrinsic motivation for the career development of higher vocational college teachers. This study proposes to explore the role of inclusive management styles on the professional development of teachers in public vocational institutions in order to address the hindering effects of human-organizational relationships on the intrinsic motivation of teachers’ professional development following Chinese management styles. Within three weeks, through the online questionnaire distribution platform, email, and WeChat, questionnaires were sent to teachers in colleges in Guangdong Province using the whole sampling method. A total of 546 questionnaires were distributed, of which 538 were retrieved and 521 were deemed valid for analysis. Using a structural equation model for data validation, the results indicate that inclusive leadership and inclusive climate are positive external factors that stimulate teachers’ intrinsic motivation for professional development (r = 0.496, 0.491) and contribute to the formation of organizational inclusion (r = 0.413). Job satisfaction is an intrinsic self-motivating factor (r = 0.479, 0.380, 0.451). Organizational inclusion can mitigate interpersonal barriers and become a practical management approach to enhance teachers’ intrinsic motivation for career development. AcknowledgmentWe acknowledge teachers from higher education vocational colleges in Guangdong Province, China, who responded to the questionnaire for this study.

Study on Marriage and Love Dilemmas of Young Rural Teachers

The marriage of rural teachers is of great significance to the stability of rural teachers and the development of rural basic education. Ten young teachers in rural areas were interviewed, and it was found that the difficulty of marriage was a problem faced by young teachers in rural areas; It is a helpless choice for young teachers in rural areas to passively delay marriage time or actively escape from the profession of rural teachers in order to get married. Love and marriage dilemma affects the mental health and career development of rural young teachers.

A Study of the Relationship Between the Pre-service International Chinese Language Teacher Beliefs and Occupational Outlook on Development

With the rise of China and the increasing global influence of the Chinese language, international Chinese language education has gradually become a focal point in the global education field. In the flourishing development of international Chinese language education, the training and support for pre-service international Chinese language teachers has become an urgent problem to be addressed. People are paying increasing attention to the psychological and career development of pre-service teachers nowadays, and therefore the relationship between the teacher beliefs and occupational outlook on development of pre-service international Chinese language teachers deserves in-depth analysis. Firstly, this study analyzes the reliability and validity of the pre-service International Chinese language teacher belief Scale and the Professional Development Outlook scale to ensure the reliability and validity of the two scales. Secondly, this study tests the correlation between the pre-service international Chinese language teachers beliefs and the occupational development outlook. The findings show that the teaching beliefs, Chinese language beliefs and occupational development outlook had a statistically significant correlation, while there is no statistically significant correlation between learner beliefs and occupational development outlook. Finally, the regression analysis of teaching belief, Chinese language belief and occupational development outlook is carried out in this study. The results show that both teaching belief and Chinese language belief of pre-service international Chinese language teachers can predict the occupational development outlook. This study is helpful to deeply explore the psychological state of pre-service international Chinese language teachers and provide some references and enlightenment for the training of pre-service international Chinese language teachers.