Teacher Self Research Articles

555 The Art of Caring

IntroductionProviding Burn Care is a physically and emotionally demanding job. AND, it is a rewarding and inspiring profession. 2020 and 2021 saw unprecedented rates of burn out and turn over in staff. Our concern for the well being of staff as well as our need to increase retention motivated our desire to provide staff with tools to build resiliency and coping strategies. Traditionally, this education comes in the form of teaching mindfulness, breathing exercises or self care outside of the burn center. We recognized that while these approaches are important and effective, they are not the right fit for everyone. The current times require us to use a multipronged approach to the tools we offer our burn teams.Our regional burn center partnered with a community based arts education nonprofit to re-think how we provide staff with tools for adaptability. A curriculum was formulated that provided therapeutic art to nursing staff via four weekly zoom meetings. This resulted in a novel approach to resiliency building and self care.MethodsThe program was opened to all burn center staff members. Staff registered in advance for the four week program; the arts organization mailed each participant a box containing all the supplies they would for need. Each week, a different art modality/artist was paired with therapeutic discussions grounded in a trauma informed approach. Discussions focused on emotional and physical safety, building a community of support, finding balance between work and home and identifying coping skills to use to help ground ourselves during times of stress.ResultsSeven burn center staff members signed up for this program. Weekly attendance averaged 6-7. A program evaluation was completed by participants at the end of the final session. Questions were divided into three sections: program logistics, community building and the artistic process. Results indicated that this was an extremely valuable experience for participants. In addition, staff made comments such as "allowing myself to be vulnerable in the process has built trust and connection between myself and the other participants", "I don't remember the last time I did something like this just for myself", "I feel like I can add art to my list of coping strategies, despite never thinking of myself as an artist".ConclusionsOffering burn center staff with an alternative program to help build resiliency resulted in an increased sense of trust between staff members, provided one more outlet for self care and allowed participants to build resiliency in a new way.

Not Easy Being “Me”: Deconstructing Foreign Language Teachers’ Self Through Collaborative Autoethnography

In this article, we, three pre-service Foreign Language teachers, used an introspective view of our memories and experiences to extract relevant aspects that defined our teacher self, teaching methodology, and vocation in Southern Colombia. We used a collaborative autoethnographic approach with virtual cumulative collaboration and an analytical/evocative typology. Our stories are evocative, but our experiences were extracted using instruments such as memory collection, self-reflections, reflective journal writing, autobiographical essays, and focus group discussions. We found tacit structural/sociological policies and factors which influenced our learning processes throughout our student selves. Factors concerning acculturation/cultural integration, affective teaching environments or lack thereof, and family dynamics influenced our selves. From retelling our stories, we can see that these policies/factors had an adverse effect in our learning, but a positive effect on our teacher selves and vocation. We can safely say that negative learning/family experiences influencedour teacher selves for the better in our stories.

HUBUNGAN GAYA KEPIMPINAN ISLAM PENGETUA TERHADAP EFIKASI KENDIRI GURU SEKOLAH MENENGAH AGAMA: TINJAUAN AWAL

This study was conducted to examine the relationship between the Islamic leadership style of principals with teachers' self -efficacy (EK) in Religious Secondary Schools. This survey study was also conducted to explore the level of Islamic leadership among principals as well as the level of effectiveness in teachers. The data was collected from 50 teachers who served in two Private Religious Secondary Schools in Hulu Langat District. The results of the data analysis recorded that the practice of Islamic leadership among the Principals was at a moderately high level for the overall principles practiced. While the level of teacher self -efficacy reached a high level for the overall dimension of teacher self -efficacy. At the same time, the results also show that there is a positive and significant relationship between the Islamic leadership style of the Principal with the EK of teachers even at a weak level. These findings prove that the Islamic Leadership of the Principal plays an important role in improving the teaching ability and self -efficacy of teachers. This study is a preliminary study in evaluating the relationship of Islamic leadership of principals on the three dimensions of teacher self -efficacy, namely teaching strategies, classroom management and student involvement. This study provides practical implications through empirical evidence to the Ministry of Education Malaysia as well as the top management of schools to formulate future planning strategies towards improving the quality of leadership of principals in stimulating the self -efficacy of educators.

Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers

The assessment and development of teachers’ socio-emotional competence has become a topic of interest in education. Within the classroom, this competence is demonstrated not only in teaching but also in student development. The present study addressed the relationship between socio-emotional competence and self-efficacy, as perceived by prospective secondary-school teachers (n = 285) studying for a master’s degree in teacher training, and possible differences according to the socio-demographic characteristics of the sample. A descriptive, correlational and cross-sectional, survey-type method was followed. The instruments used were a previously validated socioemotional competence inventory, and an adapted version of the Teachers Self Efficacy Scale. The results showed an adequate level in most of the socio-emotional competencies studied and a high perception of self-efficacy, and both scales correlated positively. Higher levels of socioemotional competence were found in women and in teachers aged 40 to 50 with more teaching experience. The positive effect of experience in relation to self-efficacy being higher in women than in men was corroborated. We concluded that there is a need to develop the socio-emotional competence of trainee teachers to improve their teaching performance.

A study of the implementation of the improvised single camera microteaching programme at the University of Port Harcourt

This study sought to develop a model of improvised microteaching technology that can be deployed for the success of teacher education programmes in moments of fiscal deficit and equipment down time. Using a single video camera to improvise a video technology based microteaching laboratory, the study analysed the impact of video feedback on trainee teachers self confidence, quality of voice level in delivery of instruction, overall improvement of teaching skills and the inherent challenges. The study revealed that the improvised single camera model of microteaching is less technology intensive, cost effective, and a result oriented model of microteaching programme. With the challenge of high waiting time resulting from the use of one camera and the need for alternative source of electricity supply, it is recommended that the model be applied in the teacher education institutions with proper planning.

Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology.

The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in the dialog with their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development.

Mastery Teachers: How to Build Success for Each Student in Today’s Classrooms

The purpose of this mixed methods research study was to investigate the efficacy of master teachers (n=60) and analyze the factors which support their success motivating and instructing P-12 students and effectively managing the classroom. The research design of this case study used an exploratory sequential mixed methods design (Creswell, 2015). The Teacher Self Efficacy Scale (TSES) (long form) sought to discover the capabilities teachers perceive having related to student engagement, instructional strategies, and classroom management (Tschannen-Moran & Hoy, 2001). Participant teachers were interviewed through one-to-one conversation, to verify and enrich the findings (Bogdan &; Biklen, 2007) produced by the TSES. Our findings suggest master teachers are passionate about teaching; however, struggle at times with learners who have learning difficulties and off task behavior. Building relationships and developing social emotional skills is one of the most powerful tools for empowering students leading to their success. We also found efficacious teachers engage students in learning by relating to the real world, connecting to student interests, setting clear expectations, and establishing routines.

‘What Kind of Teacher I Wish To Be’: Exploring Prospective English Language Teachers’ Future-oriented Identities

Studies on identity has shown that future-oriented thinking could be a useful framework for studying teacher identity development and in the contexts of language teacher preparation; however, research into the future-oriented dimensions of teacher identity is still rather limited. Therefore, in this case study, how prospective English language teachers envision their possible selves as future teachers were explored. Writings from the 56 participants were used as a method of data collection to provide a more profound analysis of the context-sensitive nature of their future-oriented identities. Following an interpretive analysis of qualitative data, the findings revealed two patterns in the participants’ future-oriented identity work: highly developed and (under)developed possible selves as L2 teachers. Both groups of participants appeared to be quite diverse in the nature of their hopes and fears as well as in their exercises of agency and response to tensions and challenges of language teaching. Also, participants’ possible language teacher selves seemed to be classified into three primary categories (i.e., L2 teacher development, L2 teacher competency and L2 teacher proficiency). Based on the findings and discussions, how future-oriented perspective may inform teacher identity development and teacher preparation in the context of language teaching was discussed. Several recommendations for further research and preparation of prospective language teachers were made.

Investigating the teacher’s perceptions of classroom management and teaching self-efficacy during Covid-19 pandemic in the online EFL courses

During the coronavirus pandemic, online education continued to expand across varied educational factors. Therefore, the teachers had to develop and change some of the strategies used in their classes previously. Online classroom management is a synchronous-based online learning environment in education that is worthwhile to modify. For this purpose, the current study sought to understand the perceptions of classroom management and teaching self-efficacy by Iranian EFL teachers during the Covid-19 pandemic. Concerning sampling, 100 male and female English teachers constituted the study sample. Data were collected via Online Teaching Self–Efficacy Inventory questionnaire through different online platforms. The findings reflected that EFL teachers could select appropriate classroom management during online and face-to-face classes. In addition, the teachers had a positive attitude toward managing the classroom during the Covid-19 pandemic. The implications of this study may open up new perspectives into successful pedagogy for, teachers and students in outbreak days.

POSITIVE EDUCATION INTERVENTION PROGRAMME OUTCOME ON THE TEACHER SELF- EFFICACY OF PRE-SERVICE TEACHERS

Teachers are nation builders, they shoulder great responsibility of nurturing young minds in the country. The multifarious role played by teachers places a tall demand on them and thus they are particularly prone to burn out. They often end up giving so much from their human reservoir beyond what is healthy for them as individuals. Thus it is imperative that the teachers are equipped with knowledge and skills that will help them to develop their well- being. Positive education is an approach to education that focusses on well- being and character strengths along with cognitive development of students. This paper aims to ascertain the outcome of positive education intervention programme on the teacher self- efficacy of the pre-service teachers. The positive education intervention programme of 30 hours was developed for this purpose. The participants included in the study were 46 and 48 pre-service teachers in the control and experimental group respectively. The findings of the study indicate moderate effect of positive education programme on the teacher self-efficacy of the pre-service teachers.

The Effect of Training on Functional Behavioural Analysis on Teacher Self-Efficacy Among Special Education Teachers in Osun State, Southwestern Nigeria

Dealing with challenging behaviour is a source of stress and burnout among teachers of children with special education needs. Functional Behavioral Analysis (FBA) is useful for prevention and management of challenging behaviour, but the evidence-base among special education teachers is limited in Sub-Saharan Africa. Twenty teachers were recruited from two special needs schools (10 from each school), with one school designated ‘intervention’ and the other ‘control’. Two sessions of group-based training on FBA were conducted in the intervention school for the 10 teachers. All participants completed the ‘Teacher Self Efficacy Scale’ and ‘Professional Quality of Life Scale’ at baseline and again two weeks after the last intervention session. The intervention group completed a post-intervention ‘Client Satisfaction Questionnaire’. Controlling for baseline scores, the intervention group scored significantly higher on Self-Efficacy [F (1,18)=8.95, p=0.009, partial eta squared=0.36], and lower on Burnout [F (1,17) = 9.82, p=0.006, partial eta squared=0.380]. The intervention group’s mean score on the Burnout subscale of PQOLS was more than one standard deviation lower than the control group after the intervention [(29.30(2.58) vs 34.11(4.01)]. All participants in the intervention group rated the programme as good or excellent and over three-quarters (77.7%) would recommend it to their peers. To our knowledge, this is the first study of FBA training for special education teachers in Sub-Saharan Africa. The programme showed promising effectiveness, good feasibility and was highly accepted.

Toward the Impact of EFL Teachers' Self-Efficacy and Collective Efficacy on Students' Engagement.

Given the centrality of students' engagement in their academic success, considerable attention has been paid to this construct and its potential predictors. Notwithstanding, a limited number of studies have focused on the role of teacher self- and collective efficacy as antecedents of student engagement. Further, no review study has been carried out to illustrate the impact of EFL teacher' efficacy on learning engagement. Hence, the current study intends to review the previous studies conducted on this topic to probe into the beneficial effects of EFL teachers' sense of efficacy on students' academic engagement. The predictability power of EFL teachers' self- and collective efficacy was confirmed through empirical and theoretical evidence. The conclusion and pedagogical implications of the finding are also discussed.

حل النزاعات اليومية بين الأطفال وعلاقته بالکفاءة الذاتية لمعلمة الروضة

إن معلمة الروضة هي عنصر مهم وفعال في العملية التربوية في الروضة لکونها تتعامل مع الأطفال وتکيف الموقف التعليمي, وتختار طرق التعلم المناسبة لهم, وخلال عملها اليومي معهم تواجه بعض المشکلات منها النزاعات اليومية بين الأطفال والتي تحتاج فيها معلمة الروضة إلى إعداد جيد وکفاءة ذاتية للتعامل مع هذه النزاعات حتى لا تزداد وتتطور إلى مشکلات أکبر. ولتحقيق أهداف البحث، قامت الباحثة بتکييف مقياس الکفاءة الذاتية من أعداد (طاهر 2012) ليکون ملائما لعينة البحث, فضلا عن بناء مقياس النزاعات اليومية بين أطفال الرياض, ثم طبقت المقياسين بعد عرضهما على الخبراء والمحکمين على عينة مکونة من (100) معلمة من معلمات رياض الأطفال في مدينة بغداد يعملن في (50) روضة حکومية, وبعد التحليل الإحصائي وتوصلت الباحثة للنتائج التالية: تمتلک معلمات الرياض کفاءة ذاتية بدرجة متوسطة. تستخدم المعلمات أسلوب التجنب حل النزاعات اليومية بين الأطفال. هناک علاقة ارتباطية جيدة بين الکفاءة الذاتية للمعلمات وأسلوبهن في حل النزاعات اليومية بين الأطفال. Abstract: The kindergarten teacher is an important and effective element in the educational process in the kindergarten; because it affects the children and adopt the educational situation and choose the appropriate learning methods for them. During her daily work with them، she faces some problems، including daily conflict among children، in which she needs good preparation and self – effacing to deal with these problems، so that these problems not to increase and develop ; to achieve the research objectives، the researcher adopted the self – efficacy scale for (Taher 2012) to be suitable for the symple of the research, as well as the researcher construction of daily conflict measurement scale among children، then the tow measurements were applied to a group of experts and arbitratore on a sample of (100) kindergarten teacher works in (50) government kindergarten in Bagdad city. After the statistical analysis, the researcher found the following results: 1- Kindergarten teachers have average self –efficacy. 2- Kindergarten teachers use the avoidance method to resolve daily conflicts among children. 3- There is a good correlation between the teachers self – efficacy and there style in resolving daily conflicts.

A Handbook on Weaving and Unraveling: Reading Emile and The Solitaries to Care for the Teacher Self

AbstractTo be a teacher requires that one can weave and unravel pedagogy, drawing on previous understandings while constantly revising them in response to particular classroom circumstances. To do so is important, difficult, and frightening. Teachers therefore need experiences to help them prepare mentally for this work. In this essay Cara Furman argues that Jean‐Jacques Rousseau's pedagogical texts Emile, or, On Education and its sequel Emile and Sophie, or, The Solitaries can serve as a handbooks on this process, providing an educative experience in weaving and unraveling for teachers.

Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS)

The notion of teacher professional identity has become a regular fixture in numerous theoretical and empirical studies in both mainstream and L2 teacher education. Consequently, a number of scales have been designed and developed to quantify this construct. To be sure, the extant instruments are general with regard to both context and subject matter, and this line of inquiry has not addressed the quantification of the concept in the ELT profession. The present study was, therefore, an attempt to provide a (re)conceptualization of L2 teachers’ professional identity through exploring its underlying components. To this end, an initial 61-item, self-assessment questionnaire was developed using a comprehensive review of the related literature and experts’ opinion. The trial scale was then administered to a sample of 676 ELT teachers. Results of exploratory factor analysis reduced the instrument to 42 items, leading to a six-factor model which indicated that L2 teacher identity includes: researching and developing one’s own practice; language awareness; institutional and collective practice; engaging learners as whole persons; appraising one’s teacher self; and sociocultural and critical practice. Confirmatory factor analysis substantiated the resultant six-factor model as a robust and valid tool for measuring ELT teachers’ professional identity.

Primary teachers’ experiences of teaching pupils with selective mutism: a grounded theory study

ABSTRACT Selective mutism (SM) is typically identified in early childhood and is characterised by a lack of speech in specific social situations, usually at school. This study interviewed 11 teachers and used qualitative methods to develop an explanatory framework to represent the lived experience of teaching pupils with SM. Interviews were analysed using grounded theory methods. The final theoretical framework captured nine categories. This included five key processes: categorisation of teacher beliefs; the development and change in beliefs through a process of scientific enquiry; teacher efforts to support pupils; measuring and monitoring pupil progress; management of teacher emotional responses, and four contextual factors; pupil characteristics, peer relationships, teacher self- identity and staff relationships. The findings highlighted a link between teacher categorisation of SM and pupil support. Implications of the framework for guiding research and educator practice to support pupils with SM are discussed.

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

Teacher, Learner and Student-Teacher Identity in TESOL

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

The Teachers Readiness of Scientific Collaborative Learning Model In Elementary School (Exploration study at Elementary School Teacher of Surakarta)

The Research purpose was to determine The Teachers Readiness Of Scientific Collaborative Learning Model in Elementary School (Exploration Study at Elementary School Teacher of Surakarta .The research method used survey technique of quantitative research. The population were 80 Elementary School teachers in Surakarta and the sampling technique was purposive random sampling., consistst of Tempel Elementary School, Mojosongo 3 Elementary School, Bumi 1 Elementary School, Islam Bakti 1 Elementary School and Gandekan Elementary School. The data collection was questionnaire that to know the Teachers Readiness Of Scientific Collaborative Learning Model. The questionnaire of Teachers Readiness Of Scientific Collaborative Learning Model were dimensions, e.i curriculum concept understanding, teacher responsesiveness, responsibility, teacher self oriented, teacher perspective and teacher self confidence.The result revwal that The Teachers Readiness Of Scientific Collaborative Learning Model in Elementary School only slightly more than general, finding indicates that curriculum concept understanding needed intensive trainning in order to improve effectively learning process in classroom.