Teaching Research Articles

The Early Career Framework: Why Context Matters for Teacher Professional Development

The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs' professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development.

Work Engagement and Performance of Romanian School Teachers During the COVID-19 Pandemic: The Impact of Sociodemographic and Contextual Factors

The pandemic has led to significant changes in teaching environments, which may have affected teacher engagement and performance. The aim of the paper is to investigate the levels of work engagement (WE) and work performance (WP) during the pandemic among teachers in primary and lower secondary schools in Romania and to identify if the dimensions of these two concepts differ according to gender, age, residence, status, teaching degree, and course profile, filling a gap in the specialized literature regarding these variables in Romanian education. We conducted a survey between February and March 2022 on a sample of 1051 teachers using the Utrecht Work Engagement Scale (UWES) and the Individual Work Performance Questionnaire (IWPQ 0.3). Teachers reported a high level of engagement and work performance, higher levels of WE being identified among female teachers and those teaching in rural areas. Younger teachers showed the lowest work engagement, despite their familiarity with the digital tools used during the COVID-19 pandemic. Interestingly, while gender and employment status did not have a significant impact on job performance, contextual performance was higher among tenured teaching staff and women. In addition, the profile of subjects taught significantly affected engagement and performance. The results of this research can contribute to a more dynamic and supportive educational system, ultimately leading to improved outcomes for teachers and students.

Examining the Impact of Intercultural Education on the Levels of Intercultural Sensitivity of Primary School Teachers: Evidences From North Macedonia

The research aims to examine whether the intercultural education teachers’ previous experience affects their level of intercultural sensitivity. The research results show that prior intercultural education significantly affects the levels of ethnocentrism and ethnorelativism of teachers. Considering the results, which show that intercultural education does not impact teachers’ substantive knowledge and perceptual understanding, educational authorities should seek alternative ways to enhance it.

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

Improving Performance in Physical Education Through Students’ Enrichment Activity Training (SEAT)

This study aimed to determine the Physical Activity and Students Performance of grade 11 students in Physical Education Class of Baliwasan Senior High School during the school year 2022-2023. The study employed quasi-experimental research design using pre-test and post-test in physical education during the second semester period. The participants of this study were 50 Grade 11 students of GAS A and 50 GAS B students under the GAS strand. A purposive sampling technique was utilized in determining the sample of the study. The findings revealed that the performance of grade 11 students was satisfactory. The pretest for both the control and experimental group was poor. The posttest results of the control and experimental group were satisfactory. The mean gain score of the control and experimental group increased significantly. There was a significant difference in the mean gain score of the control and experimental group. There was a significant difference between the pretest and posttest results in physical education of the control and experimental group. It is highly recommended that the senior high school teachers may use the FITT intervention program and the application of CSPAP strategy approach in teaching physical education. They may also integrate the SEAT in physical education class where the students’ performance was unified in their performance task and the teacher recorded their response and outcome through rubrics.

ОСОБИСТІСНЕ СПРИЙНЯТТЯ НОРМАТИВНИХ КРИЗ ІЗ ПОЗИЦІЙ ДИТИНИ І ДОРОСЛОГО В НЕНОРМАТИВНИХ ЖИТТЄВИХ УМОВАХ

The article discusses the concept of «crisis» and its main types: normative (age) and non-normative (life). It is substantiated that in the conditions of war, all crises, and especially the crises of the immature personality of a schoolchild, acquire new forms of expression, experience and comprehension. The purpose of the study is a brief theoretical analysis of the psychological aspects of the concept of «crisis» and an empirical study of the images of a first-grader and a teenager who are experiencing age-related crises in the minds of both schoolchildren themselves and significant adults (parents and teachers) in the time dimensions of the present and retrospective («before the war»). A semantic differential adapted in Ukraine with 12 dichotomous scales, which include 24 adjectives-antonyms, is used. On the basis of voluntary and informed consent using specially designed google forms, 216 people were involved in the study: 40 teachers (primary and secondary school teachers), 106 parents (parents of students of different ages), 33 first-graders (6-7 years old) and 37 adolescents (12-16 years old). Based on the results of the empirical study, it is concluded that: first-graders perceive themselves to a much greater extent as more «good» and «problem-free» compared to adults’ ideas about them; adolescents at a statistically significant level perceive themselves as more «powerless», but at the same time more «big» compared to parents and teachers; first-graders rate themselves as more «good», «powerful», «energetic» and «problem-free» compared to teenagers’ self-esteem on similar scales; According to adults, modern adolescents in general are significantly more «indifferent» compared to first-graders; and when comparing the images of a typical first-grader in the conditions of war and in the pre-war period, as well as the corresponding images of a typical teenager, no statistically significant differences between the assessments of adults were found. The carried out research outlines the prospects for further study and interpretation of both the personal self-perception of schoolchildren who are experiencing certain normative and non-normative crises, and the corresponding perception of children by significant adults – parents and teachers

Promoting Access to Education in South Africa: A Sequential Reflection on a specific case

The South African educational sector and the learners continues to witness restricted access due to deleterious conduct of school management personnel such as school principals and or teachers. This remains a pervasive problem despite the provisions of section 29 of the 1996 Constitution, which provides for the right to access education. Learners are still denied access to education and educational institutions and this problem escalate unabated by those entrusted with responsibilities to promote access and protect learners such as school principals and teachers. Looking into the case of Moko and other predecessor cases reviewed in this study, the paper argue that there is a need to promote access and improve awareness interventions in order to enlighten those entrusted with the responsibilities to combat any conduct aimed at devaluating access to education.

How Do Teachers Perceive Lifelong Learning and Adult Education?

The objective of this study is to explore the perspectives of middle school teachers on the concepts of lifelong learning and adult education. The qualitative research involved 25 middle school teachers, and their responses, gathered through semi-structured interviews, underwent content analysis. Thematic analysis was employed to derive the results. The findings underscore that teachers attribute value to lifelong learning and adult education for various purposes, such as personal development, adaptation to evolving times, sustained learning, quality time utilization, social integration, and meeting educational needs. A consensus within the study group indicates that individuals across professions should engage in lifelong learning beyond their initial undergraduate education. The research reveals that continuous lifelong learning among teachers positively impacts performance, fostering open-mindedness, cultivating versatile thinking, facilitating effective lesson delivery, and improving interaction with students. Identified factors hindering lifelong learning include physical and economic conditions, environmental factors, health issues, motivation, and the repercussions of disasters. Additionally, teacher opinions shed light on shortcomings in lifelong learning and adult education within the Turkish context. Lastly, the study observes a general lack of adequate knowledge among teachers regarding global lifelong learning and adult education activities.

Discrimination in track recommendation but not in grading: experimental evidence among primary school teachers in Hungary

Abstract This study examines discrimination in teacher assessments and track recommendations against Roma minority students in Hungary. We conducted a pre-registered randomized experiment among 413 primary school teachers. Participating teachers evaluated six mathematics or literacy and grammar tests with fictitious, randomized student names and recommended a high school track. Our results show mixed evidence for discrimination against Roma students: teachers do not discriminate in test evaluations but do so in high school track recommendations, though this latter effect is small. We find that contextual factors play a substantial role in discrimination in track recommendations: teachers who receive tests with fewer Roma than non-Roma names discriminate against Roma students, whereas teachers who receive tests with more Roma names do not. In the latter case, non-Roma students receive similarly low track recommendations as Roma students in both experimental conditions. The results are consistent with stereotype-based theories of discrimination.

Measurement of Science Literacy Skills of Elementary School Teacher Education Students: Development and Validity Testing of Assessment Instruments

This study aims to develop and test the validity and reliability of a scientific literacy instrument for students of the Elementary School Teacher Education (PGSD) Program. The instrument was designed to measure three dimensions of scientific literacy: content knowledge, procedural knowledge, and epistemic knowledge, focusing on Earth and Space Science topics. A total of 18 questions were constructed based on indicators that assess the ability to explain scientific phenomena, evaluate scientific investigations, and interpret scientific data. The instrument was tested on 33 PGSD students at Universitas Sebelas Maret (UNS) and analyzed using the Content Validity Index (CVI) and reliability tests via SPSS software. The results indicated that most items were valid, with an S-CVI/Ave value of 0.981 and an S-CVI/UA value of 0.8333. However, one item was found invalid with an I-CVI score of 0.67. The reliability test showed that some questions had a good level of reliability, while others required revision due to low reliability. Additionally, analysis using the Item Response Theory (IRT) revealed that the questions varied in difficulty and discrimination, with most questions having positive discrimination values and a range of difficulty levels. Overall, the instrument was found to be valid and reliable for assessing the scientific literacy of PGSD students, although some questions need revision to improve consistency and accuracy.

Teacher ethical regulation policies and teacher autonomy in China

ABSTRACT This article explores the interaction between local government’s regulation of teacher ethics and teacher autonomy in X District in China’s Shanghai. A case study was conducted, with documents collected from X District education authority on teacher ethics, semi-structured interviews with three local education bureau officers, eight school leaders, and ten teachers, and a survey of 42 school teachers between January and June 2023. The findings show that the local government tightened its regulation of teacher ethics and restricted both individual and collegial autonomy of teachers. Meanwhile, different from the view that Chinese teachers have little autonomy, teachers and schools responded to local government’s control and developed multi-level autonomy. This article presents a “Yin-Yang” framework for understanding the coexistence, development, and change interaction between government regulation and school teachers’ autonomy in teacher ethics in China and responding to international concerns on tensions in the teaching profession’s ethical regulation and aspirations.

Research on the construction of campus football teaching content hierarchical system and flexible management

In response to the national requirements for the development of campus football and addressing the current imbalance in the development of campus football teaching in China, this study discusses the construction of a football teaching content hierarchical system and flexible management that aligns with China's national conditions. It also elaborates on management strategies for the implementation of categorized guidance, flexible management, and enhanced inspection and evaluation in football teaching. Based on the systematic principles of constructing a campus football teaching content hierarchical system, as well as the basic rules of football tactics and teaching practice, campus football teaching content is divided into three levels: primary, intermediate, and advanced, with ten proficiency levels. The content at each level includes corresponding basic theoretical knowledge of football, football techniques and tactics, mental health education, and physical development. When arranging the teaching content at each level, it is essential to fully consider the matching of football knowledge and tactics, and to organically integrate football knowledge, skills with physical training, and comprehensive quality education. The implementation of flexible management should be practical, proposing different requirements for football teaching in schools of different types and regions, implementing categorized guidance and management; it is necessary to strengthen institutional construction, and use inspection and evaluation as a driving force to promote the sustainable development of football teaching.

Appealing Classroom Organization and Building Community Teaching of Teachers in Public Elementary Schools

This study examined the relationship between appealing classroom organization and building community teaching among public elementary school teachers in Manay District, Davao Oriental, Philippines. A non-experimental quantitative research design using a correlational method was employed. A total of 135 teachers were surveyed using universal sampling. Data were analyzed using mean, Pearson-r correlation, and regression analysis. The findings revealed that teachers often manifested appealing classroom organization in terms of vision, sensitivity, needs, and risk-taking. However, they sometimes demonstrated building community teaching practices such as supportive, instructive, preventive, and responsive approaches. A significant positive correlation was found between appealing classroom organization and building community teaching. Furthermore, the domains of appealing classroom organization significantly influenced building community teaching practices. Based on these findings, it is recommended that public school teachers participate in DepEd-sponsored conferences and trainings to enhance their professional capabilities. This can contribute to improved teaching practices, better support for learners, and ultimately, higher academic achievement.

Key influencers of mass drug administration implementation and scale-up: a social network analysis of soil-transmitted helminth intervention platforms in Benin, India, and Malawi

IntroductionLarge community-based public health programs, like mass drug administration (MDA), require coordination across many stakeholders. We used social network analysis (SNA) to systematically identify the network of stakeholders who influence delivery of school-based and community-wide MDA for soil-transmitted helminths (STH) in Benin, India, and Malawi and determine how network dynamics may impact implementation and scale-up across these delivery platforms.MethodsThis study was embedded within the implementation science research of the DeWorm3 Project, a hybrid clinical trial in Benin, India, & Malawi testing the feasibility of STH transmission interruption via community-wide MDA. Sites developed lists of stakeholders engaged in both MDA programs and indicated stakeholders’ attitudes towards the intervention and influence over intervention delivery. We developed digital sociograms for both MDA networks by site, comparing baseline vs. endline. We descriptively compared changes over time in stakeholder attitudes and influence and key SNA measures, including centrality, centralization, and density.ResultsAcross sites, we identified an expansive network of stakeholders involved in delivery of school-based (N= 139, 63, 58 vs. N=139, 162, 63) and community-wide MDA programs (N=52, 137, 54 vs. N=54, 136, 60) at baseline vs. endline in Benin, India, and Malawi, respectively. At both timepoints, a majority (>70%) of stakeholders held positive attitudes towards both programs. For both programs, stakeholders with the highest degree centrality scores (i.e., the most connected individuals) were those responsible for implementation such as community drug distributors or school teachers, while those with the highest betweenness centrality scores (i.e. those who controlled resource or information flow across networks) were responsible for policy-making & program leadership (e.g., NTD Program Managers). Low density scores indicated networks had poor overall connectedness due to minimal connectivity across administrative levels, while low centralization scores reflected stable networks where no single individual exhibited high control over resource flow.ConclusionDuring stages of innovation, redesign, or scale-up, analyzing the network of policymakers and implementers provides an opportunity to optimize effectiveness and efficiency of public health programs. Study findings provide useful insight for NTD policymakers and implementers in STH-endemic countries aiming to successfully interrupt STH transmission by transitioning from school-based to community-wide MDA.

Intermediate Phase English First Additional Language Teachers’ Use of Technology in Rural Schools of Limpopo

<p style="text-align:justify">Teachers’ access to technology in this day and age could have a positive effect on the teaching and learning of English first additional language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners’ smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively.</p>

Implementation of the 2013 Curriculum in Integrated Thematic Learning in Elementary Schools: Strategies, Challenges, and its Impact on Learning

Education is the process of imparting knowledge, character development, and producing a more harmonious social order and way of life, including through the development of students' intellectual capital, skills, and intellectual development. One of the innovations brought by the introduction of the 2013 curriculum is the integrative theme learning model. To provide meaningful educational experiences to students, integrative thematic learning connects various disciplines and materials through themes. The 2013 curriculum states that in order to place students as the center of the learning process, teachers must play an active role as facilitators and motivators of learning. This article aims to explain how the 2013 curriculum is applied to integrative thematic learning, and its impact on the teaching and learning process in elementary schools. The implementation of the curriculum in integrative thematic learning shows several challenges, such as difficulties in determining assessment or evaluation criteria for students, teachers' lack of understanding in compiling thematic integrative lesson plans, limited teaching aids, and the use of traditional learning methods that are less varied. The proposed solution is training and education for teachers, principals, and supervisors to acquire skills and knowledge in implementing the curriculum according to students' needs. By implementing a variety of learning methods, it is hoped that it can increase student motivation and independence in the learning process.

Boundary-making between mainstream and special education. A posthuman ethnographic investigation of materialities of schooling and Danish teachers’ imaginaries and practices around ‘middle forms’

ABSTRACT This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling is divided between the mainstream classroom and special provisions within the walls of the mainstream school. The article is based on ethnographical fieldwork in two Danish public schools with teachers from 4th to 6th grade in mainstream education. Using artefacts such as empty chairs, missing names, and lavatories for specific groups of students, the analysis shows how nonhuman mundane materialities of the school and classroom do performative work in enacting divisions and belonging in mainstream education. Besides the focus on materialities, teachers’ statements on students with special needs offers insights into teachers’ imaginaries and perspectives on their responsibilities (or lack thereof) concerning students with special needs. Despite intentions to enhance opportunities for students with special needs to participate in mainstream classroom activities, this study’s main findings suggest a strong segregation between the two groups and that teachers and materialities are reinforcing and reproducing this segregation through artefacts, (dis)placements, counterproductive imaginaries, and discursive statements.

Exploration of Digital Teaching Faced by Teachers in the Pandemic Era

The COVID-19 pandemic has prompted a significant shift to remote work and distance learning, requiring individuals to adapt to new technologies. This study analyzed data from 2,500 junior high school teachers in Chaiyi, Taiwan, revealing that high system service quality positively impacts teaching competencies, teacher involvement, and effectiveness. Despite advancements in digital tools, challenges such as equipment availability and varying teacher willingness hinder widespread adoption. Effective remote teaching requires ongoing support from institutions and the enhancement of teachers' digital literacy to ensure optimal learning outcomes.

Unmet Needs of Children and Young Adults With ADHD: Insights From Key Stakeholders on Priorities for Stigma Reduction.

Individuals with ADHD continue to face stigma, which can negatively impact their access to, adherence to, and quality of mental health services, as well as their overall wellbeing. Perspectives of various stakeholders regarding priorities for stigma reduction remain underexplored. This study explores young adult, parent, teacher, and mental health care professional perspectives on unmet needs of children and young adults with ADHD in the Netherlands, in the context of stigma reduction. A total of 24 respondents participated in seven small focus group discussions (FGDs). The FGDs facilitated in-depth discussions exploring stakeholder group perspectives on unmet needs of children and young adults with ADHD in educational, professional, and social settings. Data was analyzed using thematic content analysis. Three thematic categories of unmet needs were identified: (1) a lack of awareness, knowledge, and understanding of ADHD; (2) insufficient personalized approaches in education and health care; and (3) limited accessibility of information and support services. Within theme 1, respondents primarily highlighted the importance of improving education for primary school teachers and mental health care professionals. Theme 2 underscored the need for increased capacity for personalization and attention to the sociopsychological factors of ADHD, alongside recognizing strengths. Theme 3 emphasized the need for easy access to reliable information and mental health care, including peer networks, as well as proper follow-up and continuity of care. Findings highlight the need for improving our understanding of ADHD as a complex biopsychosocial condition, which requires specific adjustments in education and mental health care. Interventions to improve support and disrupt stigmatization should meet diverse needs, incorporate multi-level strategies, and involve key stakeholders.

A Self-Efficacy Theory-Based Study on the Teachers’ Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka

Objectives . This article explores teacher readiness for introducing artificial intelligence (AI) into Sri Lankan schools, drawing on self-efficacy theory. Similar to some other countries, Sri Lanka plans to integrate AI into the school curriculum soon. However, a key question remains: Are teachers prepared to teach this advanced technical subject to schoolchildren? Assessing teacher readiness is crucial, as it is intricately linked to the overall success of this initiative and will inform the development of appropriate policies. Participants . This study surveyed over 1,300 Sri Lankan public school teachers who teach Information and Communication Technology (ICT) using the snowball sampling approach. The respondents represent approximately 20% of the total ICT teacher population in Sri Lanka. Their readiness to teach AI was assessed using a general teacher self-efficacy scale specifically developed based on the well-established Self-Efficacy Theory. While key demographic factors like gender, education level and educational background were also collected, their impact analysis is not included in this article. Study Method . The study was conducted based on the premise that teachers’ readiness to teach AI hinges on their self-efficacy towards teaching AI in the classroom. This premise was substantiated through a review of existing research, and a conceptual model of teachers’ self-efficacy for AI instruction was developed. To assess this model, a nationwide survey targeting school ICT teachers was conducted. The questionnaire used in the survey was based on existing research on evaluating teacher self-efficacy. Data analysis, focusing on testing and validating the conceptual model, primarily employed the PLS-SEM approach. Findings . This study identified several key findings: (1) Teachers generally reported low self-efficacy regarding their ability to teach AI; (2) Teachers’ self-efficacy was most influenced by their emotional and physiological states, as well as their imaginary experiences related to teaching AI; (3) Surprisingly, mastery experiences had a lesser impact on their self-efficacy for teaching AI; and (4) Neither vicarious experiences (observing others teach AI) nor verbal persuasion had a significant impact on teachers’ self-efficacy. Additionally, the study revealed that the teachers’ own level of expertise in AI, along with their social capital, is insufficient to deliver a standard AI curriculum. Conclusions . The analysis of the results found that Sri Lankan teachers currently lack the readiness to teach AI in schools effectively. Potential lapses in certain sources of self-efficacy were also identified. It further revealed the need for a more systemic approach to teacher professional development. Therefore, the study recommends further research exploring the potential of incorporating a socio-technical systems perspective into the government’s teacher training initiatives.