Teacher Support Research Articles

Teacher support as antecedent of students’ academic achievement in EFL learning: Mediating role of academic buoyancy

Teachers’ academic support has been empirically shown to positively influence academic performance through both case studies and quantitative research. However, the mechanisms underlying this relationship remain inadequately explored. This gap is particularly evident in the domain of teaching English as a foreign language (EFL), where the integration of positive psychology warrants investigation into how teachers’ academic support fosters students’ academic buoyancy, subsequently enhancing academic performance. To address this issue, the present study engaged 610 secondary school English learners (292 females, representing 47.5%) in a questionnaire survey. A structural equation modeling analysis was conducted, controlling for variables such as age, gender, and family resources. The findings reveal two key insights: first, both teachers’ academic support and academic buoyancy exert significant positive effects on academic performance; second, academic buoyancy serves as a partial mediator between classroom academic support and academic performance. These results underscore the importance of understanding the nuanced roles that teacher support and psychological factors play in educational outcomes. Implications, limitations and direction for further research are discussed.

Stress, social support, and internalizing problems: Domains of stress and support

AbstractSocial support has been consistently identified as a protective factor for youth. Two competing models have been proposed regarding the role of social support: one in which social support provides benefits for all youth (General Benefits) and one where youth undergoing stress are especially protected (Stress‐Buffering). While the General Benefits model is supported, evidence for Stress‐Buffering is more mixed. These disparate findings may be attributed to how different sources of social support (i.e., parents, teachers, classmates, and friends) interact with different stressors in relation to internalizing problems. The current study investigated the relationships between different stressors (i.e., family, academic, and social), sources of social support, and internalizing problems in a sample of 166 middle school students. The General Benefits model was supported for all sources of social support. Surprisingly, vulnerability‐enhancing effects were found for high teacher and parent support, wherein the positive association between internalizing problems and social stress was strengthened with high teacher and parent support.

Unlocking adolescent dietary behaviours: the causal role of social contexts

Abstract Background Using a causal inference framework, our study aimed to extend previous work in providing a comprehensive understanding of the role various social contexts across different levels can play in predicting adolescent dietary behaviours. Methods Data came from the 2017/18 Health Behaviour in School-aged Children (HBSC) survey in Flanders (Belgium). The sample included representative data from 8,702 adolescents in 165 schools. Social factors at individual-level (family meals, family, peer, student and teacher support) and at contextual-level (school culture of student and teacher support and school-level socioeconomic status [SES]) were considered. Multilevel logistic regression analyses were performed. Results At individual-level, family meals and family and student support were positively associated with fruit and vegetable consumption, family meals with sweet consumption too. Student and teacher support showed positive associations solely with fruit consumption. At contextual-level, adolescents attending schools with a lower school-SES demonstrated lower vegetable consumption. Culture of teacher support was negatively associated with sweets but also vegetable consumption. For culture of student support no associations were found. Conclusions The study mainly provide cues for strengthening family social ties as dietary health promotion initiatives, with some evidence supporting the role of beneficial peer and school social factors. Mixed results for contextual school-level social factors warrant further research to identify additional school-related influences on adolescent dietary behaviours to advance current understandings. Key messages • Family meals and support promote healthy eating in adolescents, emphasising the health promoting role of family social ties in dietary habits. • Mixed findings on school-level social factors call for more research on school health policies.

Research on the relationship between physical literacy and demographic variables and interpersonal support for physical exercise among adolescents in China.

In recent decades, the concept of "Physical Literacy" has emerged as a significant breakthrough in enhancing the physical health of children and adolescents. This concept has become the guiding principle and future direction for physical education reform in Western countries. As China's economic and social development enters a new phase, the negative impact of insufficient physical activity on adolescent health remains a significant challenge to the strategies of "Healthy China" and "A Leading Sports Nation." The unique value of physical literacy, which emphasizes the importance of regular physical activity, aligns perfectly with the developmental needs of the nation, the era, and individuals. Given the crucial role of interpersonal support in the development of adolescents' physical literacy, this study employs questionnaire surveys and statistical analysis to investigate the current state of physical literacy among Chinese adolescents. It explores the predictive relationship between parental support, teacher support, and peer support on physical literacy, aiming to provide guidance for the future development of adolescents' physical literacy. The research findings indicate significant differences in the five dimensions of physical literacy (attitude, sports knowledge, emotion, athletic ability, and physical fitness) among adolescents of different grades and residence type. Additionally, there are notable gender differences in the dimensions of sports knowledge, emotion, and athletic ability. The interaction effect of gender and grade is particularly evident in the emotional and physical fitness dimensions. There is a significant correlation between interpersonal support and all dimensions of physical literacy. After controlling for variables such as gender, grade, and family background, interpersonal support for adolescent physical exercise was found to have a significant impact on all dimensions of physical literacy. Among the forms of support, peer support was identified as a more powerful predictor of physical literacy compared to parental and teacher support.

Effects of Parental Divorce, Parental Involvement, and Teacher Support on Adolescents’ Externalizing Behaviors: A National Survey Study

Effects of Parental Divorce, Parental Involvement, and Teacher Support on Adolescents’ Externalizing Behaviors: A National Survey Study

Multidimensional assessment and analysis of the mental health of teachers and police officers

Abstract Background The years-long COVID-19 pandemic, the proximity of the Russian-Ukrainian war, high inflation, and the economic recession are significant stressors for the Hungarian people. Numerous domestic and international surveys are prepared every year, in which the most stressful professions are ranked. In recent years, based on Hungarian, American and European surveys, teachers and police officers have always been included in the 10 most stressful jobs. They also rank the most valued jobs and highest paid jobs every year. In this relation, police and teaching jobs never made it into the top 10, despite the fact that both professions are very important on a social level. Methods 20 male and 20 female teachers and police officers completed a complex quality of life and psychological assessment using international tests with ethics approval. We measured pain syndromes, such as headache, neck and back pain, joint pain, assessed depression, anxiety, sleep quality, and gastrointestinal symptoms. Results For police officers and teachers, gender differences were not verified with regard to any parameter. None of the parameters differed significantly for male police officers and teachers. Many significant differences were confirmed between female police officers and female teachers, in all of them the results of the teachers were worse: depression (9,4±10,3 vs 2,9±4,3; p = 0.02) anxiety(43,3±12,2 vs 33±4,6; p = 0.01), sleep disorders(32,7±8,2 vs 24,3±7,8; p = 0.01), gastrointestinal complaints(24,7±9,4 vs 17,6±2,3; p = 0.01). Conclusions The sleep quality, depression and anxiety levels of female teachers are worse than those of female police officers who live at least as stressful a life. There is no difference between the mental and psychological state of male teachers and police officers. It is important to pay attention to the mental support of female teachers. Key messages • We consider the assessment of the mental state of police officers and teachers and the creation of primary prevention programs and a mental support network to be an important public health task. • In particular, the mental state of female teachers should be monitored and supported.

Impact of loneliness and social support on leisure physical activity in adolescents in Luxembourg

Abstract Background Healthy lifestyle includes a regular practice of vigorous physical activity in adolescents’ leisure time. Engaging in physical activity (PA) depends on individual, social and environmental factors. Previous literature has showed that social support and loneliness can influence the practice of PA. The study aims to analyse the relation between PA during leisure time and social support and loneliness among adolescents in Luxembourg. Methods The study includes 7049 adolescents from the Health Behaviours in School-aged Children (HBSC) Luxembourg 2022 survey. PA in leisure time was categorised according to WHO recommendations for vigorous physical activity. Perceived social support (friends, family, teacher, and classmate) was dichotomised in high support and in low/medium and loneliness in feel often lonely and not feel often lonely. It was executed a binomial logistic regression to analyse the PA levels in leisure time by loneliness and social support, controlling by age, migration background, perceived wealth, and family structure, split by gender. Results In Luxembourg, boys who perceived high support from most of the sources and didn’t feel often lonely had higher chances to reach WHO recommendations for PA during leisure time (e.g. loneliness: OR = 1.38, CI95%[1.11-1.74]; family support: OR = 1.31, CI 95%[1.10-1.56]), except for teacher support (OR = 0.79, CI95%[0.67-0.93]). In contrast, girls who only perceived high support from classmates (OR = 1.21, CI95%[1.05-1.4]) and teachers (OR = 1.19, CI95%[1.01-1.38]) had higher chances to be physically active. Conclusions This is the first study to investigate the impact of social support and loneliness among adolescents in Luxembourg. Future research should investigate social-related barriers and facilitators of PA during leisure time. Key messages • Understanding adolescents social support can guide towards effective strategies that promote physical activity during leisure time. • Boys benefit from several social support sources, while girls thrive with encouragement from classmates and teachers to stay physically active in leisure time.

Strengthening Teachers' Ability to Improve Students' High-Order Thinking Skills at Raudlatul Muslimin Kayangan Islamic Boarding School

This service activity seeks to strengthen Raudlatul Muslimin Kayangan Islamic Boarding School teachers' High Order Thinking Skill (HOTS) learning implementation skills. This service is offered since teachers confront many obstacles when setting up HOTS. A lack of awareness of HOTS and its practice contributes to low student achievement. This activity uses workshops to create HOTS using novel learning methods like Problem-Based Learning (P.B.L.) and Contextual Teaching & Learning. Higher-order thinking has been encouraged by learning outcome classifications in training. This training boosts student motivation, improves idea understanding, and promotes higher-order thinking tasks. Thus, this study emphasizes the need for HOTS in learning to prepare students for real-world issues. This study also suggests using other unique learning techniques to promote higher-order thinking skills. In Islamic boarding schools, teacher support and a larger learning environment might improve students' higher-order thinking skills.

Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices

Objectives . Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field may help educators understand what effective computational thinking (CT)/CS integration looks like in practice. Method . We employed a descriptive qualitative approach to study eight award-winning K-8 CS teachers and aimed to answer three research questions: (1) What were elementary CS teachers’ rationales for CT/CS integration? (2) How do elementary CS teachers integrate CT/CS into their classroom practices? (3) What are the needs of CS teachers for meaningful CT/CS integration in elementary schools? Data were collected through interviews, a questionnaire, and artifacts and analyzed using thematic analysis. Findings . Our findings of elementary CS teachers’ rationales for CT/CS integration encompassed its essential nature as a literacy skill, its potential to promote equity in education, and its alignment with standards across various disciplines. To support CT/CS integration at the elementary level, CS teachers described important aspects with examples from their instructional practices: (a) Real-world applications; (b) hands-on activities; (c) strategies to scaffold and guide student learning; (d) collaboration with classroom teachers; and (e) support from professional development (PD). Conclusion . The study results shared CS teachers’ voices from practice and shed light on the urgent need for more support and PD opportunities for both homeroom teachers and CS teachers in elementary schools, as well as the crucial need for multiple levels of support within K-12 school systems. Continuous efforts in creating systematic and sustainable PD plans and supporting collaborative professional communities for teachers within the instructional context are a must to help prepare our elementary students with the essential CS knowledge and skills they need to thrive in this technology-rich society.

The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment

ABSTRACT The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings.

Trajectories of depressive symptoms in early to mid-adolescence: associations with school pedagogical and social climate.

Adolescence is a critical period for mental health development, yet research exploring how contextual factors influence the development of depressive symptoms remains limited. This study explored trajectories of depressive symptoms during early to mid-adolescence and their association with various aspects of school climate. The study sample comprised 3671, 7th-grade students (aged 12-13 years) from 101 schools across Sweden, followed longitudinally across three time points spanning grades 7, 8 and 9. Depressive symptom trajectories were identified using latent class growth modelling. The Pedagogical and Social Climate questionnaire assessed school climate, and multinomial logistic regression was employed to predict trajectory membership based on sociodemographic and school climate factors. Four distinct developmental patterns of depressive symptoms emerged: 'Sustained low symptoms' (76.7%), 'Low-increasing' (10.9%), 'Sustained high symptoms' (7.9%), and 'High-decreasing' (4.5%). Gender, parental education and six specific school climate factors, out of the total 19 examined, significantly distinguished these trajectory classes. Positive teacher expectations and strong principal involvement were associated with more favourable trajectories, whereas teaching activities, teacher support and communication between school and home were associated with less favourable trajectories, suggesting a nuanced understanding of their relationship with depressive symptom trajectories. Few school factors were found to be relevant to depressive symptoms, highlighting the importance of considering external factors beyond the school environment in supporting adolescents during this developmental stage. Although the findings are multifaceted, it is primarily positive interpersonal relationships, especially through teacher expectations, that stand out as significant factors in promoting youth mental health.

An Opportunity for Developing Cancer Prevention Leadership in Mexico.

Cancer in Mexico is a major public burden for which rates are expected to increase over time. In settings like Mexico, much potential for reduction through cancer prevention efforts remains unrealized, due in part, to a lack of formal cancer prevention and control training and career opportunities. We trained a cadre of instructors to deliver a pilot cancer prevention education program for oncology professionals and leaders. Instructors were oriented to the curriculum and its purpose, given instruction in interactive adult learning techniques using video conferencing tools, and supported by small-group and one-on-one meetings. Throughout this initiative, we learned the importance of mentoring of young professionals interested in cancer prevention and in having careers in the field. Instructors reported highly favorable ratings for participating in training and having high expectations of being recognized as instructors, highlighting the importance of this approach. Strengthening cancer prevention in Mexico rests on the sustainability of cancer prevention professional education programs and their disseminating impact through support of trained instructors to deliver cancer prevention curricula in the future.

AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment

ABSTRACTThis study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy (AIL) and foreign language enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that teacher support (TEAS) exerts a direct influence on learners' WTC, whereas TCHS does not. The study also revealed that AIL and FLE significantly mediate the relationship between teacher and TCHS and learners’ WTC. The findings underscore the pivotal role of cognitive and affective factors, emphasising the substantial impact of TEAS and the value of nurturing learners’ AIL and enjoyment of foreign languages. This research offers strategic implications for educational practitioners and policymakers, advocating for the integration of innovative educational technologies and fostering sustainable growth in artificial intelligence in education.

Is AI-assisted assessment liable to evaluate young learners? Parents support, teacher support, immunity, and resilience are in focus in testing vocabulary learning

This study investigates the impact of artificial intelligence (AI)-assisted assessment on young L2 learners’ vocabulary knowledge, immunity, and resilience, considering parental and teacher support roles. Sixty junior high school students in Afghanistan, aged 13 to 14, participated in the study. They were divided into an experimental group receiving AI-assisted assessment and a control group with traditional instruction. The research employed a pretest–posttest control group design, using teacher-made vocabulary tests validated for reliability and instruments measuring immunity and resilience. The findings revealed that AI-assisted assessment significantly improved vocabulary knowledge and emotional resilience compared to the control group. While parental support showed a positive trend toward vocabulary enhancement, teacher support did not significantly impact the outcomes. The study highlights the potential of AI in language education, emphasizing the need for collaborative efforts among educators, parents, materials developers, syllabus designers, and policymakers to maximize the benefits of AI tools. These findings underscore the importance of integrating advanced technologies into educational frameworks to support cognitive and emotional development in learners.

AI literacy in Teacher Education in the Czech Republic

The development of artificial intelligence is rapidly transforming education systems worldwide, including those in the Czech Republic. This paper assesses the level of AI literacy among teachers and its integration into the Czech education system. The aim is to determine how well teachers are equipped with knowledge, skills, and understanding of AI, and how effectively they can integrate AI and AI awareness into their teaching. The methodology entails gathering data via a questionnaire survey distributed to teachers across various educational levels. The survey comprises questions that concentrate on AI literacy aspects, such as basic AI principles, the capacity to apply AI to teaching, discussing ethical issues related to AI use in the school environment, and critical thinking abilities. The questionnaire analyses the current state and challenges teachers face when integrating AI into teaching and learning practices. The results will be evaluated to identify areas where teachers' AI literacy needs strengthening and to propose strategies and recommendations for improving teacher training programmes and support. These strategies comprise teacher training, the provision of resources and support for integrating AI into the classroom, and reflection on the ethical and societal aspects of AI. It is equally important to invest in the long-term development of AI literacy among teachers as a fundamental step towards effectively harnessing the potential of AI in education and preparing students for the digital future. This article presents strategies and recommendations for the further development of AI literacy among teachers in the Czech Republic. The objective is to enhance their capacity and facilitate the more effective utilisation of AI in education.

Exploring the Challenges and Opportunities of Blended Learning in a Technology–Enabled Education Environment

Technology integration in education has led to blended learning, a pedagogical approach combining traditional face-to-face instruction with online learning components. Through a comprehensive review of existing literature and empirical research, this investigation examines the impact of blended learning on both students and educators. It delves into this approach's diverse range of technologies, including Learning Management Systems, video conferencing tools, and digital content platforms. Through qualitative and quantitative analysis, the research identifies the opportunities that arise from adopting blended learning. It investigates the advantages of increased student flexibility, personalised learning experiences, and enhanced access to educational resources. The study explores how interactive content and virtual collaboration tools can boost student engagement and motivation. However, the study also uncovers educators' and students' challenges when implementing blended learning. These obstacles include technology access and proficiency issues, consistent communication, and addressing individual learning needs. The study addresses potential resistance to change from traditional teaching methods and the importance of teacher training and support. It compares students' achievements in blended learning environments with those in traditional classrooms and analyses the role of technology in influencing these outcomes. Based on the findings, the research concludes by providing insights into the future implications of blended learning in technology-enabled education environments. Keywords: Blended Learning; Learning Management System; Technology-enabled learning

Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement.

Academic achievement reflects students' learning outcomes over a period of time and serves as a crucial gauge of student learning levels, as well as a focal point of societal interest. To investigate the impact of teacher support on academic achievement and its mechanism of action, this study introduces two mediating variables-academic self-efficacy and academic emotions-to construct a chain mediation model, and conducts a survey among 800 university students in Nanjing. The findings reveal that teacher support directly impacts academic achievement; academic self-efficacy mediates the effect of teacher support on academic achievement; academic emotions also mediate the effect of teacher support on academic achievement; and there is a chain mediating effect of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement. This research elucidates the relationship between teacher support and academic achievement, providing a theoretical foundation and practical recommendations for enhancing the academic performance of university students.

Beyond the walls of the classroom: the psychodynamics of professional commitment and job involvement among female primary school teachers

This research used structural equation modeling (SEM) to explore the relationship between professional commitment, self-efficacy, psychological resilience, perceived organizational support and job involvement of female teachers in Chinese primary schools. The purpose of the study was to understand how these psychological and organizational factors work together on teachers’ job involvement. Based on the questionnaire survey of 596 female teachers in primary schools, the data were collected and analyzed by AMOS software. The results show that professional commitment plays a central role in teachers’ job involvement, and self-efficacy and psychological resilience, as important psychological resources, significantly affect job involvement through the mediation of perceived organizational support. The model fitting indicators CFI, RMSEA and SRMR were in line with the acceptance criteria, which verified the adaptability of the hypothesis model. The findings not only reinforce the application of resource conservation theory in the field of education, but also provide school administrators with strategies to improve teachers’ job involvement, especially by enhancing the importance of organizational support and resilience. In addition, the results have practical implications for the design of targeted teacher professional development programs.

A mediation model analysis of inclusive instructional practices for students with emotional disturbance

AbstractThe relationships among teachers' knowledge, use, and perceived effectiveness of inclusive instructional practices for students with emotional disturbance (ED) has implications for the provision of a free appropriate public education (FAPE). We unpacked these nuanced relationships through mediation analysis. Data for our study came from a broader survey investigation of inclusive instruction for students with ED in one of the northeastern states in the United States. The sample consisted of 176 teachers who were mostly female (85%) with an average of 12 years of teaching experiences. We found that (a) the relationship between teachers' reported knowledge and use of inclusive instructional practices was bidirectional, (b) special education teachers were far more likely to implement specialized instructional practices such as behavioural support and differentiation than general education teachers and (c) there were no reported differences in instructional practices (i.e. general practices) and classroom management between special education and general education teachers. Implications for pre‐service teacher training, professional development and teacher support are discussed.

Flipped Learning Approaches and Student’s Academic Performance in Economics in Selected Government Secondary Schools within the Bamenda Municipality, North West Region, Cameroon

Purpose: The purpose of this research was to examine the impact of flipped learning approaches on the academic performance of students in economics in selected government secondary schools within Bamenda I and II municipalities. The study aimed to assess the effects of discussion-oriented flipped learning and the flipped teacher approach. The study involved 88 students from three government secondary schools out of a total of 460 students. Materials and Methods: The research used a quasi-experimental design and a mixed method sampling technique, with three schools (G.B.H.S Bamenda and Bamendakwe) as the experimental groups and one (G.H.S Bangshie) as the control group. Data was collected over a 3-week research period using pretest and posttest research instruments. Findings: The results, analyzed using mean scores and ANCOVA, showed a positive impact of flipped learning approaches on the academic performance of economics students compared to traditional methods. The mean scores of all flipped approaches were higher in the experimental groups at significant levels lower than 0.05, leading to the rejection of the null hypothesis. Implication to Theory, Practice and Policy: The study recommended the integration of discussion-oriented, group-based, and flipped teacher approaches into teaching practices to enhance students' academic performance in economics. It also suggested that the government provide training and support for teachers to develop their skills in using these innovative teaching approaches and recommended that educational institutions prioritize technology integration in classrooms to facilitate effective use of flipped learning approaches. The findings have implications for educational policymakers, teachers, and educational institutions seeking to improve student outcomes in economics and other subjects.