Teachers Of Different Levels Research Articles

Teachers' Attitudes Towards Self-Efficacy in the Compilation of Tests According to Bloom's Taxonomy Framework

This research aims to present the relationships between teachers' self-efficacy and their performance in mastering the skill of compilation of the tests according to Bloom's Taxonomy Framework. To realize this research, we have relied on numerous studies, and 100 teachers in different levels of pre-university education in Kosovo are a part of this research. Various types of research show that high self-efficacy is closely related to the use of new strategies in teaching and the teacher’s professional training. Therefore, the achievements of students in gaining knowledge cannot be missing. Teachers who possess a high degree of self-efficacy are more capable of adapting to pedagogical changes and the demands of the time, therefore it is of great importance to study the degree of self-efficacy of teachers as a primary result in encouraging learning. This research also presents the importance of various trainings and professional support to teachers to increase the sense of self-efficacy in their work. By analyzing the factors that influence teachers' self-efficacy, such as institutional support, work experience, and professional training, this research also offers practical recommendations for policymakers and school leaders to improve the quality of teaching. Received: 19 August 2024 / Accepted: 26 October 2024 / Published: 05 November 2024

TEACHER AND SOCIETY: HISTORY AND MODERNITY

The teaching profession is one of the oldest. In the paper, we have made a brief review of whether the teaching profession was honorable in society in different periods of human development, whether it was respected in society, what the teacher’s position was and what it is now.It has been found that in the countries of the Ancient East, the authority of the teacher was undeniable for children and adults. The means of existence of the teachers was the salary and gifts for the education of the children from the parents. In India, according to religious traditions, a hierarchy of teachers was formed that performed various teaching and educational functions, and the attitude of society towards them was unequal. In Ancient Greece, in connection with the simplification of the learning process, the authority of the teacher in society decreased. The treatment of teachers of different levels of education is unequal, the salary is low, especially for primary private school teachers. During the Middle Ages, the teachers were mainly representatives of the church.It has been shown that with the development of society, education, and pedagogy, all prominent philosophers and pedagogues highly valued the importance of the teacher in society, emphasized the need for his material support. In the monuments of pedagogical thought of the Ukrainian Renaissance era, the role of the teacher in society is highly valued and requirements for teachers were set forth.The position of the teacher gradually changed in the developed world with the creation of mass schools in the nineteenth century and their inclusion in the state system. The teacher becomes a civil servant. Women are also becoming teachers. However, the position of teachers in society, especially in rural areas, and the attitude towards them was unenviable, as Ukrainian writers have written about.In the twentieth century, the teaching profession became widespread around the world. Nevertheless, even today, attitudes towards teachers vary from country to country. It depends on the peculiarities of the historical development of countries, the level of the educational institution where the teacher works, the gender of the teacher, etc., and it is manifested, in particular, in the social status, working conditions and remuneration. Nowadays, in most countries of the world, a teacher is a civil servant. Traditionally, the teaching profession is more respected in the East, in Muslim countries. In many countries around the world, even in developed ones, primary school teachers receive lower salaries.

Exploring the values of democracy in the foreign language classroom

Methodological approaches to the integration of democratic values into the process of teaching foreign languages are considered in the article. It explores how language teaching and learning can be used to promote civic awareness, critical thinking, and tolerance among students. The main attention is paid to the analysis of pedagogical strategies that allow to effectively include elements of democracy in the curriculum. The importance of using authentic materials and interactive learning methods that contribute to the understanding and assimilation of democratic values, are emphasized. Attention is focused on the fact that learning a foreign language can become a platform for discussing such important topics as human rights, equality, freedom of speech and social responsibility. The study provides examples of successful educational programs and specific tasks that were implemented in the educational process and demonstrated good results in the formation of democratic values among students. Challenges that educators may face are also discussed and recommendations for overcoming them are offered. The article aims to encourage teachers to more actively use the principles of democracy in their classrooms and to show teachers that a foreign language is not only a means of communication, but also a tool for educating conscious and responsible citizens. The proposed methods and approaches can be useful for teachers of different levels of education and specialties who seek to integrate democratic values into their pedagogical practice.

Coding activities in IT courses through the lenses of IT teachers

This study aims to evaluate the trend and frequency of coding/programming activities in Information Technology (IT) courses, according to different parameters. The study was conducted through a survey of a private IT (Information Technology) teachers in different levels (like primary, secondary, and high schools), with questions focusing on the extent to which coding/programming activities were integrated into their courses, the frequency of these activities, and the factors that influenced their use. The study also explored the relationship between teacher characteristics, such as their level of programming knowledge and teaching experience, and the use of coding/programming activities in their courses. According to the t-test results of the study showed that most IT teachers believed that coding/programming activities were important and useful for their students, but their use varied depending on factors such as gender, education status, age range, teacher experience, school resources, participating a programming training course and student interest. The study also found that the frequency of coding/programming activities varied across different IT courses, with some courses integrating these activities more frequently than others. The study provides insights into the current state of coding/programming activities in IT courses and highlights the need for further research to explore ways to better integrate these activities into IT education.

Education of the future: from post-war reconstruction to EU membership (Ukrainian case study)

The presented article reflects the results of the study of the prospects for the development of Ukrainian education in the postwar period. In particular, the trends due to the situation of full-scale war on the territory of the state and the results of research work on the plan for Ukrainian educational system innovation in accordance with European standards within the broader process of European integration are taken into account. The method of work with focus groups, formed of teachers of different levels of educational institutions on the territory of the country, was applied when conducting this research. In addition, in processing the results of published research, we used the axiomatic method and considered the existing obstacles (the reduction of the number of institutions, funding sources, incoming; the limitation of processes of innovation, digitalization, and development of methodological materials; the new context of professional training of teachers and academic mobility of education applicants) caused by the situation of full-scale war, as a starting point for the further deployment of perspective. The experience of Ukrainian educators in this case is a substrate for the research work, so the selected categories are designed to form a certain structure of the research process. In addition, a comparative approach was involved due to the need to provide predictions about educational trends of the future. In this paper, we present an attempt to reconcile the existing experience of the development of the institution of education in such a context. The result of the development of the presented topic is a model of educational development in Ukraine, which is based on the above-mentioned basis. The presented theoretical model is prognostic and corresponding recommendations require harmonization with the current norms of educational process management.

Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study

Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.

Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

Statistics education from the perspective of statistical literacy: Reflections taken from studies with teachers

The aim of this article is to discuss aspects of statistical literacy from research on statistics education conducted with teachers and developed by the Research Group on Mathematics and Statistics Education (GPEME) at the Universidade Federal de Pernambuco (UFPE). These investigations were influenced by international discussions on a perspective of statistical literacy that focuses not only on knowledge and technical procedures of curriculum content in statistics, but also on developing critical attitudes towards approaching data. The reflections are based on the analysis of research with teachers of different levels and teaching modalities, who engaged in problem-solving activities associated with various topics in statistics. The article problematizes the challenges of addressing statistical literacy in the initial and continuing education of teachers who learn and teach statistics. Discussions are included on research that has methodologically addressed teacher participation in groups that involve cooperative and collaborative processes and that associate teacher education with this broader perspective of statistical literacy. The research presented offers empirical evidence that an effective pedagogic strategy to improve teachers’ knowledge of statistics is to explore of dialogic situations in which they may be led to reflect on their own interpretations of statistical data related to contemporary contexts that involve different themes. Reflections on the research results also indicate some possible pedagogic implications and the need for future research that may better develop the topics studied.

Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

Didática do Continuum

Com os avanços tecnológicos da área da Comunicação e Informação, o saber ganha mobilidade e acesso contínuo. O diálogo entre professor e aluno passa a ter outra dimensão, que extrapola o tempo e o espaço de sala de aula. Nesse contexto, a didática, por ser o instrumento de comunicação e diálogo, que transmite o saber, recebe influência dos meios de comunicação e informação, especialmente no que diz respeito às Tecnologias Digitais de Informação e Comunicação (TDIC). Por ser técnica e mediação, a didática vem sendo pressionada a uma nova composição que possa favorecer a interação entre o saber, o aluno e o professor, que vivem hoje no mundo digital. Para entender e apontar caminhos para uma nova didática, surge a necessidade de examinar a atividade de mediação do professor. Assim consta como sustentação teórica deste artigo a Teoria da Atividade, também os estudos de Comenius, Peters, Daniels, Vygostsky e o “The onlife Manifesto” de Floridi, que colaboram para responder aos anseios desta pesquisa. A metodologia utilizada foi a bibliográfica, a partir de livros, artigos e material disponibilizado na internet, de fonte confiável. Também, se utilizou da entrevista de averiguação como instrumento. Foram ouvidos professores de diversos níveis, a fim de levantar as possibilidades do uso das ferramentas didáticas apontadas por esta pesquisa teórica para o uso das TDIC em sala de aula. Apesar de uma pequena amostragem de professores ter sido ouvida, chega-se a concluir que os resultados obtidos e oferecidos pelo estudo teórico, didática do continuum, podem trazer à didática ferramentas inovadoras requeridas para o diálogo entre professor, aluno e saber na era hiperconectada, havendo necessidade de que a pesquisa seja colocada em prática com um maior número de professores

ФОРМУВАННЯ ТВОРЧО-ВИКОНАВСЬКИХ НАВИЧОК МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА В ПРОЦЕСІ ІНСТРУМЕНТАЛЬНОЇ ПІДГОТОВКИ

The level of professional qualification of a music art teacher is especially evident at the stage of creative and performing activities, when the synthesis of pedagogical and creative-performing components of activity allows to achieve the artistic influence of musical art on the individual. Analysis of the activities of music teachers of different levels of skill reveal the unity of pedagogical and creative- performing aspects of skill, their equivalence and complementarity in achieving teacher interaction with students. It is extremely important to reveal the original features of the national musical art (performance, creativity), education in the context of all the real preconditions, trends, factors of their development. There is a growing interest in theoretical and methodological issues of pedagogy and performance in each of the professional music fields. Improving the instrumental and performing training of young professionals, their active involvement in the system of pedagogical activity is a complex dialectical process, which is manifested in various forms of performing skills. The most important component of a musician's professional development is perfect musical and performance training. Various aspects of this process (physiological, psychological and pedagogical, etc.) are studied in the works of Yu. Bay, V. Bilous, E. Yorkina, E. Gurenko, M. Davydov, V. Knyazev, V. Razhnikov, V. Samitov, G. Tsypin etc. Important didactic principles of music teacher's knowledge development are the young teacher's own creative, aesthetic and professional self-improvement, supplementing the personal information and methodological base, creating an individual mobile system of effective pedagogical knowledge and skills that meet specific tasks. Attending concerts of academic music, opera and musical-dramatic performances, etc. (together with students, colleagues, independently); instrumental music, group singing; acquaintance with new musical works of various forms, genres, styles; training and performance as a performer (performers) at local, regional and other conferences, festivals, concerts, performances, etc. actively contribute to the creative self-improvement of the music teacher.

A formação de professores para a educação inclusiva de alunos com deficiências a partir da literatura

Os professores de diferentes níveis de ensino nem sempre estão preparados para lidar com as especificidades de aprendizagem evidenciadas na Educação Inclusiva (EI ) de alunos com deficiências. A compreensão desta afirmação leva a questionar: como acontecem as discussões dos processos de formação inicial e em serviço com os professores voltados à educação por esta perspectiva? Para responder à problemática objetivou-se compreender, com base na literatura, como está sendo discutida a formação docente voltada à EI de alunos com deficiências. Realizou-se uma revisão da literatura a respeito da formação por esta perspectiva, a qual forneceu materiais para abordar algumas tendências, relacionadas com a compreensão de EI, os objetivos da formação, orientações para tal procedimento e dificuldades encontradas. Evidenciou-se que existe preocupação em formar professores pra consolidar a inclusão, ação que representa uma maneira de fortalecê-la frente aos alunos com deficiências.

Знания учителей о психофизиологии детей с особенностями развития (дети с СДВГ, РАС, леворукие и медлительные дети)

The study of how much teachers of different levels of education know about children with special needs (left -handed, slow-moving children, children with ADHD and ASD) showed the fragmentary, contradictory and unsystematic nature of this knowledge, which proves the relevance and need for special training and retraining of teachers on these issues

Что знают учителя про возрастное развитие организма ребенка: результаты анкетирования

The paper presents the results of a study of more than 3.5 thousand teachers of kindergartens and three levels of school education using the method of questionnaire. The study was focused at teachers’ knowledge in the field of pedagogical physiology and physiology of development. No significant differences were revealed between teachers of different levels of education; there was no correlation between the level of knowledge and teachers’ experience or age. The subject area the teachers work in have a certain nfluence on the level of knowledge: biologists and the teachers of physical education give correct answers more often than other teachers. In general, the correct answers to the questionnaire were given by 50-60% of the respondents. The most difficult questions concerned the dynamics of growth and age-related periodization in the ontogeny. The results of the study may be used to develop the content and the structure of a training course for teachers’ additional education "Growth and development of a child"

Research on the Professional Stress of University Teachers—Take the Universities in Anyang City, Henan Province as an Example

The professional pressure of university teachers not only affects the quality of higher education, but also affects the stability of teachers. This paper makes a questionnaire survey on the occupational stress of some teachers in different levels of colleges and universities in Anyang City, Henan Province. The results show that: a considerable number of teachers have greater pressure on teaching and scientific research. There are obvious differences in the pressure of teachers with different gender, professional title, age, school level and major. The pressure source can be divided into internal pressure source and external pressure source. Society, schools and individuals should attach great importance to it. Schools should appropriately reduce teachers’ teaching and research burden, society and family should understand and support more, teachers themselves should adjust their own mentality, in order to reduce occupational pressure, maintain and promote mental health.

ПЕРСПЕКТИВИ ПОЯВИ НОВИХ ПРОФЕСІЙ НА РИНКУ ПРАЦІ УКРАЇНИ ПІСЛЯ СВІТОВОЇ ПАНДЕМІЇ

This scientific article examines the impact of the global COVID-19 pandemic on the country's economy in general and on the labor market of Ukraine in particular. An important and urgent issue is the prospect of the emergence of new professions that will be based on artificial intelligence. Therefore, it is reasonable that the main factor today is the penetration of digital technologies into all areas of society. The impact of digital transformation on the labor market situation is highlighted in detail, that is, an increase in demand for some professions and a significant reduction in others. The current professions at a given time, skills and competencies that are necessary in the world of digitalization are analyzed in particular in detail. The attention is focused on the fact that in Ukraine, which took part in the global digitalization processes, the global pandemic of 2020 sharply exacerbated the problems of insufficient state attention in this area. A significant place in the work is devoted to considering the impact of electronic technologies and the global Internet network on the emergence of new modern professions and remote employment, which in turn will lead to the reduction of office workers and managers. The phenomena of temporary professions and their relevance in the future are also highlighted. This article focuses on both the educational sphere and distance learning. The importance of improving and improving the qualifications of teachers of different levels in the field of IT technologies and computerization was emphasized. Reformatting of the learning process and the emergence of new professions in the field of education are relevant today. Based on the study of the impact of the pandemic on the world economy, the article highlights the directions and trends in new professions in the labor market in Ukraine, their role in the present and prospects for the future. It was proposed to develop and adopt a state strategy for the development of the labor market in Ukraine for the period 2021-2030, in which to foresee the emergence of possible professions, to lay the appropriate means for reorienting educational institutions, to develop appropriate platforms to create opportunities for remote work of the state apparatus, to develop measures to reduce unemployment by create new jobs online and step up work with the spread of Internet coverage of settlements in Ukraine.

Private Preschool Teachers’ Competencies in Early Identification of Children at Risk of Learning Disabilities

Not only education is important in developing one’s intellectual and personal quality, but also an influential factor in seeking employment. Therefore, education is even more important for disabled individuals, as it enables them to read and write, communicate, make decisions and most importantly be employed. However, Dr. Mullai Ramaiah stated that the current Malaysian education system does not only lack in early screening, but also teachers who are equipped to teach and handle children with special needs (Arukesamy, 2017). Therefore, this current study intends to investigate the competency of preschool teachers in identifying children who are at risk of any learning disabilities (LD). This was done by administering a questionnaire survey to examine teachers’ knowledge of some common learning disabilities that usually affects preschool children. In this research, the relationship between teachers’ competency and teacher’s education level has been investigated. Findings from the data analysis indicated that the level of teacher’s competency in identifying children at risk is relatively low. It was revealed, a majority of general preschool teachers do not have any knowledge or acquired minimal knowledge in identifying children who are at risk of an LD. Findings also show that there was a significant difference in competencies between teachers of different levels of education. Finally, it was found teachers’ experience does not contribute to their knowledge in identifying children at risk of LD.

Dificuldades e Distúrbios de Aprendizagem: nos Primeiros anos de Escolarização

O presente artigo tem como objetivo descrever as semelhanças e diferenças presentes na literatura sobre o assunto referente ao conceito de dificuldades e distúrbios de aprendizagem. Também foi abordado nesse estudo quais fatores que influenciam as dificuldades e transtornos de aprendizagem, trazendo reflexões sobre suas possíveis causas. A pesquisa realizada é do tipo bibliográfica, de cunho qualitativo. A coleta de dados foi realizada o segundo semestre de 2018, nas seguintes bases de dados eletrônicas: Scielo, Google Acadêmico, Bireme, nos repositórios de dissertações e teses de universidades. Os estudos apontam que as dificuldades e distúrbios de aprendizagem apresentam sintomatologia semelhante, mas a etiologia diferenciada sendo que as dificuldades estão relacionadas aos fatores extrínsecos e os transtornos a fatores intrínsecos ao aluno. Portanto, destaca-se a importância dos professores de diferentes níveis de ensino conhecerem tais abordagens para que suas intervenções pedagógicas alcancem uma aprendizagem mais efetiva e significativa no âmbito da sala de aula.

ESOL Teachers as Advocates: An Important Role?

Due to the fact that English language learners (ELLs) often do not have the same educational opportunities or outcomes as non‐ELL students in the United States, the professional standards for initial certification for teaching English for speakers of other languages (ESOL) call on ESOL teachers to advocate for them. Yet little research exists on how ESOL teachers view this role or what advocacy actions they believe are important. In this study of preservice teachers in ESOL teacher education programs, the majority of participants rate the advocacy actions as important to the ESOL teacher role. Advocacy actions in the classroom and school are rated as more important than those outside the school in the community. The study also reveals two factors that are positively associated with beliefs about the importance of advocacy: more time in the teacher education program and having other teaching experience besides ESOL. Based on this research, the author suggests more clearly delineated advocacy actions to better prepare preservice ESOL teachers in teacher education programs for classroom and school‐based advocacy and to support in‐service ESOL teachers in different levels of advocacy (in the classroom and school or beyond) at different stages in their careers.

Investigating relationship between Dimensions of Transformational leadership style of managers and effectiveness of teacher performance

Abstract. This research was investigating relationship between dimensions of transformational leadership style of managers in different levels of education in the region and effectiveness of teacher performance. The method of research is descriptive and correlative. Statistical sample of research is including teachers of different levels of education included 387 teachers during 2013 and 2014. Then, we used randoming sample and 130 people were selected. I used questionnaire of transformational Leadership of Bass and Olive (MLQ) which is included 40 items and questionnaire of effectiveness with 50 items as well as 5 Likert scale. Cronbach's alpha reliability coefficient of the questionnaire using a preliminary study for the implementation of transformational leadership (0.96) and coefficient of effectiveness is 0.95. I used SPSS software in order to analyze both descriptive and inferential statistics. Results of research indicated that there was not significant relationship between transformational leadership style and effectiveness; whereas, significant relationship exists between dimensions of (Rational motivation, inspiration and motivation and ideal influence) and effectiveness.