Teacher Effectiveness Research Articles

Defining the Effect of Teachers’ Medical History on their Inclusive Teaching Practice: Analyzing Feelings of Competence and Knowledge in Inclusive Physical Education

Background. The process of including special students in the school system has prompted a comprehensive examination of strategies to ensure equity in school justice, the quality of learning, and the harmonious development of students’ potential. The efficacy of these strategies is contingent upon the life experiences and medical backgrounds of the educators in question. Objectives. The study aimed to evaluate the extent to which personal and family medical histories impact teachers’ sense of pedagogical competence (TSPC) and their knowledge (TK) of students’ physical activity management. Materials and Methods. The methodology entailed the distribution of an online questionnaire to 339 physical education and sports (PE) teachers, comprising 159 females and 180 males over the age of 21, employed in public schools at the high school and middle school levels. The measurement instrument consisted of four sections: socio-demographic characteristics, personal and family background, sense of pedagogical competence, and teacher knowledge. Results. The findings indicate a notable prevalence of diseases such as obesity and diabetes in males compared to females, with a significant predominance in older people. It is demonstrated that gender has a particular influence on TSPC and TK in managing hypertensive students. Furthermore, older teachers and those employed in urban settings tend to exhibit greater self-efficacy, despite the absence of a statistically significant association between their initial PES training and TSPC and knowledge outcomes. There is a positive correlation between TSPC and teacher knowledge. Conclusions. To sum it up, older teachers are more susceptible to developing illnesses such as diabetes, hypertension, and obesity. This medical history has a significant impact on the development of inclusive skills and knowledge of school-related pathologies.

Students Can Identify Quality Teachers, but can They Distinguish Between Dimensions of Quality Teaching? a Comparative Analysis of the Structure Behind the Tripod Survey

ABSTRACT Student perception surveys are prominent and pervasive tools for teacher appraisal and feedback across international contexts, buoyed by the strong relationship between higher student ratings of teachers and additional measures of teacher effectiveness. Yet, there is disagreement and conflicting evidence regarding the underlying structure of student perception survey instruments, including whether students distinguish multiple dimensions of teaching or form more general impressions (or unidimensional conceptions) of teaching. This study examined the structure of the Tripod student survey in Australian schools using a competing model analysis of different survey structures and examination of discriminant validity to identify the best model fit. Findings challenge the purported Tripod model structure and raise larger questions regarding elements of teaching that students distinguish via student perception surveys. Implications for the use of and continued research on student perception surveys, including those originating in other countries, are discussed.

An Exploration of The Effect of Teacher’s Positive Reinforcement and Punishment towards Young Learner’s Motivation in 21st Century Learning

The purpose of this study is to explore the effects of teachers' positive reinforcement and punishment on young learners' motivation in 21st-century learning environments. A quantitative research method was employed, utilizing a survey distributed to primary school students across various regions. The data were analyzed using statistical techniques to identify the relationship between the variables. The findings revealed that positive reinforcement significantly enhances student motivation, whereas punishment negatively affects it. The discussion highlights the implications of these results in the context of modern educational practices, where fostering motivation is crucial for young learners' engagement and success. The study concludes that teachers should emphasize positive reinforcement strategies over punishment to create a conducive learning atmosphere. The implications suggest that educational policymakers and practitioners should consider integrating positive behavioral approaches in the curriculum to promote student motivation effectively.

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

The Influence of Parental Support on Academic Achievement among Vocational College Students in Ganzhou, China: A Mediating Effect of Teacher's Teaching Style

Teachers’ Beliefs in Education for Sustainable Development and Senior Students’ Green Entrepreneurial Intentions in Xinjiang Autonomous Region, China: The Moderating Effect of Teachers’ Legacy Motivation and Digital Competence

Teachers’ beliefs are the main factors that promote students’ growth, and are related to students’ green entrepreneurship. Therefore, using 283 paired samples of teachers and senior students from 12 higher vocational schools in Xinjiang Autonomous Region, China, the relationship between teachers’ beliefs in education for sustainable development and vocational students’ green entrepreneurial intentions, as well as the facilitating effects of teachers’ legacy motivation and digital competence, were investigated. The results confirm for the first time that teachers’ sustainability beliefs are positively related to senior students’ green entrepreneurial intentions in Xinjiang Autonomous Region of China, that there is no facilitating effect of teachers’ legacy motivation, and that there is a facilitating effect of teachers’ digital competence. This suggests that senior students in Xinjiang Autonomous Region of China need not only teachers’ sustainability beliefs but also the combination with teachers’ overall competence to adequately facilitate the development of their green entrepreneurial intentions.

Six years of spreading BLSD skills in schools: empowering teachers as trainers.

To increase the population's ability to handle emergencies, life-saving maneuvers should be universally acquired as an automatic skill starting from school through frequent and practical retraining. Teachers could be ideal multipliers, but it is necessary to design pathways that train and motivate them, since Basic Life Support and Defibrillation (BLSD) skills are not part of their academic curricula. This study explores innovative training solutions and facilitating factors to enhance BLSD education in schools by focusing on the training and motivation of teachers. In the 1st year, an in-service training program for teachers was provided and assessed in a lower middle school in central Italy. The study compared the skills of a group of students trained by teachers with those trained by certified instructors, immediately after the course and 6 months later. Both the procedural skills and the quality of cardiopulmonary resuscitation (CPR) were evaluated, through a hands-on simulation. Over the next 5 years, the project was expanded to three more schools, and a field study was conducted where researchers monitored the teachers in their classroom work, supporting them in resolving critical issues. Quantitative assessments showed significant differences in student abilities immediately after the course, which diminished after 6 months. Qualitative evaluations indicated that teachers, initially reluctant, gained confidence and effectively taught BLSD skills. Over 5 academic years, the project expanded to additional schools, training 5,661 students in life-saving maneuvers with a ratio of 1 teacher for every 111 trained students, over the whole period of time. Sustainability factors included regular retraining of teachers, continually updated and free didactic materials and equipment, internal coordinators, allowing teachers the freedom to structure a customized course schedule in terms of timing and delivery methods. The study highlights the effectiveness of trained teachers as BLSD knowledge multipliers. Standardizing teacher training, including follow-up retraining, is crucial, but flexibility in student training is beneficial, allowing adaptation to the specific needs of schools. Future research should focus on the long-term sustainability of chain training in larger areas, identifying strategies to overcome organizational and motivational barriers.

교사멘토링이 초등교사의 교사효능감 및 교직만족도에 미치는 영향 분석

Objectives This study aimed to empirically analyze whether elementary school teachers' participation in mentoring programs affects teacher efficacy and satisfaction. Methods The regression analysis was conducted through propensity score matching using the Teaching and Learning International Survey (TALIS) 2018 data. Results As a result of analysis, it was confirmed that elementary school teachers' participation in mentoring had a negative effect on teacher efficacy. In particular, according to the type of mentoring participation of teachers, the negative effect was greater on teachers participating as mentee than teachers participating as mentor. In addition, it was confirmed that the participation of elementary school teachers in mentoring negatively affects the satisfaction of teaching profession according to the type of participation. In the case of participation as a mentor or mentee in the mentoring program provided by the school and the case as a mentor teacher, the effect on the satisfaction of the teaching profession did not show statistically significant results, but in the case of participation as a mentee teacher, statistically significant negative results were found. Conclusions This study is significant in that it is the first domestic study to empirically verify the causal effect of elementary school teachers' mentoring participation. However, in interpreting the results of this study, if a qualitative study on the negative aspects of the mentoring program felt by teachers in the actual educational field is conducted as a follow-up study in that results contrast to previous studies have been drawn.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

The Mediating Effect of Teachers’ Collective Innovativeness Between School Climate and Job Satisfaction

<p style="text-align:justify">Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.</p>

Teachers' Gestures and How They Matter.

How do teachers' gestures influence students' learning? This article reviews research investigating the role of gestures in communication, focusing on teachers' communication with their students, primarily in mathematics and science instruction. We first briefly consider gesture's role in communication more generally as a backdrop for considering teaching as a special context for communication. We then describe teachers' spontaneous gesturing in teaching contexts, and we consider how teachers' spontaneous gestures might influence students' learning. We then consider experimental studies that provide causal support for the effects of teachers' gestures on students' learning. We conclude by discussing future directions and implications for educational practice.

Efektivitas Komunikasi Interpersonal Antara Guru dan Siswa dalam Proses Belajar Mengajar di SMK Negeri 7 Ambon

Effectiveness of interpersonal communication (interpersonal) in the teaching and learning process to realize the ideals of national education, which in the end the quality of implementation lies in the hands of the teacher. As for the teaching and learning process, the source message can be delivered from students, teachers, and so on. With interpersonal communication in a persuasive and effective manner, communication between teachers and students in the teaching and learning process can help motivation and encourage students to move in a positive direction. The purpose of this study was to determine how the effectiveness of teacher and student interpersonal communication in the teaching and learning process at SMK Negeri 7 Ambon and to find out what factors could be a constraint on the effectiveness of teacher and student interpersonal communication in the teaching and learning process at SMK Negeri 7 Ambon. This study uses qualitative research with data collection techniques are observation and interview techniques. From the results of this study, it was seen that students sometimes did not understand the material provided by the teacher and had difficulty in making assignments because the way the material was delivered by the teacher was considered unclear by students. And the personal closeness between students and teachers, so that it also affects the teaching and learning process in the classroom.

Equity in Literacy Education: A Case Study of Tier 2 Personalized Instruction

According to the NAEP, proficiency in reading is reported to be 67% in 4th-grade students. General education classroom teachers are responsible for providing Tier 1 and 2 instruction, including interventions in Tier 2. However, many teachers are unsure about implementing interventions and have had negative experiences with Response to Intervention (RTI), finding the process frustrating and overwhelming. This case study examines the effectiveness of teachers who have seen an increase in reading levels and student interest. The research explores the teachers’ perceptions, experiences, and skills of the current implementation of RTI using Gibbs’ Reflective Practice as a theoretical framework. Data collected from individual interviews and observations are analyzed using open coding. Themes and concepts are identified from the interview and observational data. These findings inform educators and higher education teacher educators about Tier 2 implementation and equitable, personalized instruction in the RTI process, aiming to strengthen the implementation and effectiveness of Tier 2 interventions in the general education classroom.

The Effect of a training program based on the (TAWOCK) model for teaching computational thinking skills on teaching self- efficacy among female computer teachers

AbstractThe aim of research is to reveal the effect of a training program based on the TAWOCK model for teaching computational thinking skills on teaching self-efficacy among computer teachers. It used the quasi-experimental approach, with a pre-test and post-test design with a control group. An electronic training program based on the TAWOCK model was designed, and prepared (teaching self-efficacy scale). The research sample included (42) female teachers in the experimental group, and (39) female teachers in the control group. The research reached: There was a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental and control groups in the post application; In favor of the experimental group, the value of the ETA square for the total scale of teaching self-efficacy was (0.613); Which indicates the size of significant impact on the self-teaching effectiveness of female computer teachers. There was also a statistically significant difference at the level (α ≤ 0.05) between the mean scores of computer teachers in the experimental group in the pre and post applications; In favor of the post application, the value of Cohen’s coefficient for the total scale of teaching self-efficacy was (1.26).

Factors Influencing the Effect of College Teachers Studying Abroad

This paper discusses the factors that influence the effect of Chinese college teachers studying abroad, and analyzes the effects of language ability, acculturation, social network, tutor guidance, subject correlation and other factors on the income of teachers studying abroad through literature review and empirical research. The results show that the effect of Chinese college teachers studying abroad depends on the complex relationship between many factors, and the influence of different factors on the income of studying abroad is also different.

Sources of Teachers’ Occupational Stress and Effects on their Self-Efficacy

The themes in this narrative inquiry represent the sources of occupational stress and further investigate their effects on teachers' self-efficacy. Poor occupational support, low salary and job insecurity, and the role of teachers are the major sources of occupational stress. Furthermore, these stressors have negative effects on the teachers’ self-efficacy on students’ motivation and engagement, teacher preparedness and planning, and their emotional well-being. This study employed a semi-structured interview with five EFL teachers in the Rupandehi district to explore their lived experiences. Participants were selected purposively from private schools, as existing research indicated teachers in private schools faced more occupational stress than public school teachers. The findings showed that teachers’ occupational stress negatively affects their self-efficacy and professional well-being. Additionally, it exhibited that a positive organizational climate, a supportive environment, and strong relationships with students, parents, and colleagues can significantly boost a teacher's professional well-being and self-efficacy. This research recommends school administrators and stakeholders ensure that teachers have access to adequate resources and support and that their working conditions are improved to maximize teacher effectiveness and well-being.

Analysis of Organizational Culture in Improving the Performance of Educators and Educational Staff at Tanggamus Islamic Education College

This study aims to implement an organizational culture to support the achievement of set goals. Specifically, the study aims to analyze how implementing organizational culture enhances performance, as well as identify the factors that support and hinder this process. The research approach used in this study is descriptive qualitative. Collecting data from field studies is a crucial part of every research project. Data for the study was gathered through interviews, documentation, and observation. Educators and education staff may benefit from examining corporate culture, according to the study's findings. To be responsible, one must be free and independent, and one must also comprehend the duties of one another. Leadership: The organization's objectives and standards are laid out in a clear and concise manner. Incentives like pay raises and promotions are part of the reward system. How much horizontal or vertical communication there is depends on the communication system. The results of this study point to the importance of leadership in raising the efficiency and effectiveness of school staff and teachers. As a theoretical framework or point of reference, the results of this study can be used by universities to improve the performance of education workers and instructors. Furthermore, the researcher found that to establish a higher education institution operating in the Islamic field, universities must overcome both supportive and inhibiting factors. They also need the assistance of competent teaching and education personnel to implement quality enhancements, thereby creating a superior higher education institution.

Is creative thinking and innovation in teachers enough on their own? What happens if there is no entrepreneurship and reflective thinking?

This study aims to find the moderated mediation role of reflective thinking. It looks at the effect of teachers' creative thinking on innovation through entrepreneurship. This research adopts a quantitative approach, utilizing a descriptive and relational survey model. Four hundred and thirty-seven full-time teachers participated in the study. They were given questionnaires on creative thinking, reflective thinking, entrepreneurship, and innovation. Subsequently, empirical analyses were performed using a moderated mediation model. The research shows that teachers tend to have high scores in creative thinking, reflective thinking, entrepreneurship, and innovation. There is a positive and statistically significant relationship among these variables. Creative thinking indirectly boosts innovation through entrepreneurship. Reflective thinking moderates this process.

Remodeling Classroom Management Through Technology Driven Curriculum In Nigeria: A Sociological Analysis

Remodeling the classroom management through technology driven curriculum will assist teachers to the global requirement to replace traditional teaching methods with a technology-based teaching and learning tools and facilities. In Nigeria, Remodeling the classroom management through technology driven curriculum is considered as one of the main elements in transforming the country to the future development. The conceptual clarification utilizes the remodeling of the classroom management, technology, and education as the tools affecting remodeling classroom management through technology driven curriculum in Nigeria. The theoretical perspectives that is used for the paper is Humanist choice theory by William Glasser in the year 1998. The concept of remodeling classroom management and relevance of technology driven curriculum in Nigeria is the basic or fundamental impact to the success of this paper. The Ministry of Education, through the latest Education Blue print (2013-2025), insights the importance of technology-based teaching and learning into the schools’ national curriculum. This study of the paper aims to analyze teachers’ perceptions on effectiveness of upgrading the classroom management through technology driven curriculum to support teaching and learning process in classroom. The results indicate that remodeling the classroom through technology driven curriculum has a great effectiveness for both teachers and the students. Findings indicate that teachers’ well-equipped preparation with technology driven curriculum tools and facilities is one the main factors in success of technology-based in remodeling the classroom management for sound teaching and learning. It was also found that professional development training programs for teachers also played a key role in enhancing students’ quality learning. For the future studies, there is a need for consideration of other aspects of remodeling classroom especially from management point of view in regard to strategic planning and policy making through technology driven curriculum.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

The effects of teacher, peer and self-feedback on error correction with corpus use

The strengths of corpora in language learning have been stated, while not many studies have explored the effects of feedback on error correction in the settings of data-driven learning (DDL), which is an approach where learners use corpora to learn language patterns inductively. Therefore, this study examines the effects of feedback on second language (L2) error correction with corpus use. The author hypothesizes that seeing many example sentences of the target word(s) with corpus use is useful in correcting L2 errors and that different sources of feedback have different effects on error correction. To test the hypotheses, the effects of teacher feedback on 55 participants’ error correction with use of the Corpus of Contemporary American English (COCA) were compared with those of peer feedback along with those of self-feedback. The results show that teacher feedback especially worked well for correcting omission errors and agreement errors. The strength of teacher feedback was identifying correctable errors. The results suggest that efficient corpus use for error correction requires teachers to consider appropriate combinations of feedback and error types (e.g., teacher feedback for omission errors and agreement errors).