Attitudes Of Teachers Research Articles

School Heads’ Mentoring Practices And Supervisory Skills: Their Influence On Teachers’ Performance

This descriptive-correlational study investigated the relationship between school heads’ mentoring practices, supervisory skills, and teacher performance in Iloilo City, Philippines. Data from 350 randomly selected elementary and secondary teachers revealed that school heads prioritize fostering a positive attitude in teachers, while their overall supervisory skills are perceived as exceeding expectations. Interestingly, teacher performance also exceeded expectations, but no significant correlation was found between mentoring-supervisory skills and teacher performance. This suggests that other factors beyond school leadership might influence teacher effectiveness. However, mentoring practices were consistently valued by teachers, highlighting their importance in creating a supportive school environment.

Attitude and perception of teachers towards inclusion of children with hearing impairment in mainstream schools in Karnataka, India

ABSTRACT In most developed nations, there is a general trend of enrolling hearing-impaired children with special education needs in regular schools. Inclusive education refers to children with special education needs becoming part of a mainstream school like typically developing peers. A good method for evaluating the success of such programs is to assess teachers' attitudes towards inclusion. The inclusive education approach may be challenging to implement across all educational setups due to the lack of academic resources, expertise, and training towards inclusive education. This study explored teachers’ attitudes and perceptions towards the inclusion of children with hearing impairment in regular schools in Karnataka state. A tool named ‘Teachers Attitude Questionnaire' which was developed by Galis and Tanner was used to study the attitudes and perceptions of school teachers. The tool was then revised by considering geographic and cultural differences and was administered to 421 teachers across Karnataka. Analysis revealed a higher score in all the 4 domains of inclusive education which shows that most teachers had a positive attitude towards inclusive education. Results about teachers’ attitudes towards inclusive education based on work experience, type of school, gender, medium of instruction, and level of teaching were statistically significant, p < 0.05. This study concludes that teachers' attitudes varied concerning the level of experience and level of teaching. The results of the current study also stress the need for awareness programs to bring more positive attitudes among teachers, to successfully implement inclusive education.

Knowledge, attitude, and practice among kindergarten teachers regarding vision and eye screening of preschool children.

To estimate the level and determinants of knowledge, attitude, and practices (KAPs) of kindergarten teachers regarding vision and eye screening of preschool children of Qassim region of Saudi Arabia. As a part of a study to evaluate the KAP of stakeholders in the Qassim region, we surveyed kindergarten teachers from July to September 2023. The responses to ten knowledge-related and five attitudes and practices of teachers about eye and vision screening were collected using a graded Likert scale. The KAP score was associated with teacher-related variables. Teachers' current and desired sources of knowledge were also reviewed. We surveyed 60 KG teachers. All were female. The good level of knowledge was in 85% of teachers. The positive attitude and good practices were in 90% of teachers. Teachers' education levels were not associated with teachers' knowledge (Kolmogorov-Smirnov [KS] P = 0.456), attitudes (KS P = 0.71), and practice (KS P = 0.06). Social media and computer-based sources provided knowledge on eye and vision screening of children in nearly half of the teachers. More interaction between ophthalmologists and optometrists was desired to learn about the topic. The high awareness, positive attitude, and practices noted among KG teachers in this study are promising and favor their involvement in universal vision and eye screening initiatives in the Qassim region of Saudi Arabia.

Exploring Factors Influencing Absenteeism and Academic Performance: A Study on Early Childhood and Primary Education (ECPE) Classes

This study delves into the various factors influencing absenteeism and academic performance among children enrolled in Early Childhood and Primary Education (ECPE) classes. Data was collected through fieldwork in 2011, focusing on demographics, attitudes of parents and teachers towards ECPE classes, methods used for retention of learners, roles of teachers in children’s performance, causes of absenteeism, and proposed solutions. The analysis revealed that poor teaching methods, inadequate structures, long distances to schools, weak administration, absenteeism of teachers, and harsh punishments contribute significantly to absenteeism among ECPE learners. These factors impact the academic performance of absentees, leading to subpar educational outcomes. Additionally, positive attitudes towards ECPE classes were found to correlate with better academic performance, emphasizing the importance of a conducive learning environment. Based on the findings, recommendations were made to address these challenges, including the elimination of harsh punishments, establishment of more schools to reduce travel distances, penalties for absent teachers, and the adoption of effective teaching methods. The study underscores the need for targeted interventions to improve attendance and enhance academic performance in ECPE classes. Keywords: Absenteeism, Academic performance, Early Childhood and Primary Education

Examining Prospective Teachers' Attitudes Towards the Teaching Profession: A Comparative Analysis of Relevant Variables

This research explores how various factors, such as subject stream, gender, and socio-economic background, shape the attitudes of prospective teachers towards the teaching profession. The research provides a detailed understanding of how these variables impact the attitudes of future educators and offers insights into the implications for teacher training programs. The research utilized a quantitative approach, gathering data via a structured questionnaire distributed to a sample of 80 prospective teachers from BGSB University, Rajouri. The results indicate that while there are moderate positive attitudes towards the teaching profession overall, significant differences exist based on subject stream and socio-economic background, though gender does not significantly influence attitudes. The findings have critical implications for educational policy and teacher training programs, suggesting the need for targeted interventions to enhance positive attitudes among prospective teachers.

Dropping out of learners with hearing impairment from inclusive classes in urban schools in Bulawayo

This study explored factors contributing to the dropping out of learners with a hearing impairment from inclusive classes. It used the interpretivism theory to extract rich data and the qualitative research approach to conduct the study. A case study was used as a research design. In this study, participants were purposively selected. Semi-structured interviews, observations, and document analysis were used to collect data. The findings from the study revealed the challenges encountered in the teaching and learning of learners with hearing impairment. These include curriculum adaptation, social interaction with peers, negative attitudes of teachers and hearing learners, parental involvement, communication barriers, lack of interpreters, high learner ratio, and lack of resources. The findings further revealed that some opportunities are being gained by learners with hearing impairment in inclusive classes, such as access to a wider curriculum, social interaction, enhanced communication, and learning in local schools. However, challenges seemed to outweigh the opportunities gained by learners with hearing impairment, compelling them to drop out of inclusive classes. Therefore, the study gave some recommendations to help curb the dropping out of learners with hearing impairment from inclusive classes. These include allocating more resources in inclusive classes to address the problem of inadequate materials and the fact that government policies on inclusion should be made available to all educators and fully implemented. In addition, supervision, monitoring, support from parents, and evaluation of the system should be done to facilitate the learning of learners with hearing impairment in inclusive classes.

Transcending attitudes: teacher responses to professional development in trauma-informed education

The adoption of trauma-informed practices in schools is a significant and growing area of school reform efforts. It has been assumed that professional development aimed at influencing teacher attitudes toward trauma-informed care in schools is an important first step in adopting trauma-informed practices and improving student and school outcomes. However, there are gaps in the literature assessing the impact of trauma-informed professional development on teacher attitudes toward trauma-informed care, and there is little evidence linking changes in teacher attitudes to changes in practices. This exploratory study assessed teacher responses to a year-long pilot program providing intensive professional development and consultation on trauma-informed practices in one urban elementary school in the U.S. Southwest. Findings raise questions about the impact of professional development on teacher attitudes and subsequent changes to practice.

Towards precarity? The occupational situation of physical education teachers in Poland

Many studies indicate that the teaching profession is influenced by social, cultural, economic, and political forces. In this article, we used Standing's theory of precarity to explore economic, social, and political challenges experienced by Polish physical education (PE) teachers. The purpose of this research was to explore the working conditions and perceptions of the profession among Polish upper-secondary school PE teachers. Data were collected using in-depth interviews with 37 participants and analyzed using a blended approach (i.e. inductive–deductive). The findings showed that PE teachers experienced difficulties associated with the marginalization of their work and manifestations of precarity typical for all teachers in Poland, namely poor working arrangements. PE teachers declared feelings of anomie and alienation as a result of uncertainty and, at times, anger, mainly due to the political factors affecting their work. Thus, this research also presented the direct entanglement of PE teachers in national-level politics. Participants expressed feeling powerless, out of control, and not prepared for the ongoing changes resulting from the political context in which they found themselves. The utilization of Standing's theory highlighted how neoliberal practices concerning the labour market reinforced the challenges faced by PE teachers, diminished the prestige of the teaching profession as a whole, and impacted the attitudes of PE teachers towards their work. Further, this research confirmed that the experience of precarity can be highly heterogeneous, underscoring the importance of examining local contexts to understand the complexity of the precarization process in education.

Attitude of Higher Secondary School Teachers Towards Mobile Learning

Attitude of Higher Secondary School Teachers Towards Mobile Learning

THE INFLUENCE OF SYSTEMS LEADERSHIP, TEACHER EMPOWERMENT, PERCEPTION, ATTITUDE AND COMMITMENT ON THE INCLUSIVE EDUCATION PRACTICES OF SPED TEACHERS

This study attempted to investigate the combined influence of Systems Leadership, Teacher Empowerment, Perception, Attitude and Commitment on the Inclusive Education Practices of SPED Teachers in Region XI. A quantitative research design was used in this study. The survey used an adapted questionnaire, which was contextualized to fit in with this research and was subjected to a reliability test called Cronbach Alpha, which had a result of .953 and up. This study also employed multiple regression analysis to determine the influence of Systems Leadership, Teacher Empowerment, Perception, Attitude and Commitment on the Inclusive Education Practices of SPED Teachers. Questionnaires were administered to the 400 randomly selected teachers using the quota sampling method. Findings show that teacher empowerment, teacher attitude and teacher commitment have a significant influence on inclusive education practices. Further, results revealed that teacher commitment was the strongest predictor of inclusive education practices, followed by teacher empowerment and teacher attitude.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0740/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Research attitude, motivation, and productivity of university teachers in China: Basis for an enhanced research development plan

Research attitude, motivation, and productivity of university teachers in China: Basis for an enhanced research development plan

Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

Attitudes Toward LGBTQ+ Youth in Agricultural Education: Q Methodology Study

Although research indicates school-based agricultural education teachers work to make classrooms more inclusive, some teachers may not feel prepared to support LGBTQ+ youth. The purpose of this study was to explore the attitudes of agricultural education teachers about the inclusion of LGBTQ+ youth in agricultural education. The 38-statement Q set was sorted by 21 Oklahoma agricultural education teachers. The resulting attitudes from the three-factorial solution were labeled: It’s Up to Me, It’s Up to Us, and It’s Up to Leadership. The It’s Up to Me teachers accept the responsibility to create an inclusive environment and program for LGBTQ+ youth. The It’s Up to Us teachers acknowledge the important collective role that students, teachers, and school and university leaders play in creating an inclusive classroom and program. The It’s Up to Leadership teachers acknowledge a need for further education and training in LGBTQ+ inclusion and feel there is too much pressure placed on teachers to be inclusive. The attitudes describe the diverse understandings of how LGBTQ+ inclusion in agricultural education might be implemented and supported with the need for more education and resources in LGBTQ+ inclusion.

An Investigation of Graduate Theses on Classroom Teachers' Instructional Practices Related to Inclusion

Introduction: Inclusion and the role of classroom teachers in this education process have become increasingly important in recent years. The number of postgraduate theses on inclusion has gradually increased in this context. In this direction, this study aims to examine the doctoral theses dealing with classroom teachers' instructional practices related to inclusion. Method: The study used document analysis. A total of fifty-four postgraduate theses on classroom teachers' instructional practices related to inclusion, determined by criterion sampling, were subjected to analysis. Findings: When the results obtained in the research are examined, it is seen that the laws and regulations enacted and the postgraduate studies carried out are historically parallel. However, methodologically, it was seen that more quantitative analyses were conducted on classroom teachers' instructional practices related to inclusion. It was found that designs and models such as descriptive/general survey, relational design, and case study were used intensively, and in terms of sampling methods, simple random sampling, criterion sampling, purposive sampling, and maximum variation sampling methods came to the fore. Again, when the subjects/variables addressed by the theses and the tendencies of the theses were examined, it was seen that the teaching and classroom practices carried out by classroom teachers related to inclusion gained weight. In addition, it was determined that the topics of classroom management in inclusion, teacher competencies or qualifications, support for teachers in special education, and teacher attitudes also formed a trend in postgraduate research. Discussion: As a result, when we look at the theses, it is seen that a method based on describing the existing situation and problems is followed, and experimental research, suggestions, planning, and modeling for solving problems or effective inclusion practices are missing.

Relationship of positive valence WOM and customer loyalty in social media: trust, value co-creation, and brand image as mediators

&lt;p&gt;In the midst of increasingly tight business competition, with numerous imitations of business ideas and solutions, competitive advantage alone is not sufficient to maintain customer loyalty. Considering the importance of maintaining customer loyalty, this study aims to analyze the relationship between positive valence WOM (PVWOM) and customer loyalty, with mediating factors such as trust, value co-creation, and brand image. This research is expected to contribute to theoretical understanding of the variables under study and provide managerial implications to organizations in various industry sectors. It is also hoped to strengthen our understanding of PVWOM in social media, assist marketers in gaining insights into the factors influencing the relationship between PVWOM and customers on social media, and aid them in designing digital marketing strategies. This research involves 4 schools in Kabupaten Bekasi with a total of 210 respondents over three months. Data were analyzed using Structural Equation Model (SEM) AMOS. The results show a positive relationship between PVWOM and customer loyalty, with trust, value co-creation, and brand image partially mediating this relationship. Additionally, the research findings support a serial mediation model where PVWOM influences loyalty through trust and value co-creation sequentially. Managerial implications applicable to the education sector include the notion that a good level of positive valence WOM will enhance proactive attitudes in teaching and learning activities, as well as foster collaborative knowledge creation. Current conditions urge educational institutions to innovate information and communication technology in every teaching and learning activity. Positive valence WOM can be enhanced through social networks interacting to obtain innovative ideas and insights from their customers. If educational institution customers can actively participate in decision-making, then positive valence WOM can be leveraged to impact management within educational institutions.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;

Attitude of Teachers on ICT: An Empirical Study in Purba Burdwan District of West Bengal

Attitude of Teachers on ICT: An Empirical Study in Purba Burdwan District of West Bengal

Личностные основания профилактики неконструктивного рискового поведения подростков

The purpose of the presented study is to describe the application of the basics of a personal methodological approach in the prevention of unconstructive risky behavior of adolescents. The interest of researchers and practitioners of pedagogy in studying the nature of the emergence of risky behavior in adolescents is associated with solving the problems of finding effective technologies for its prevention. The peculiarities of unconstructive risky behavior of adolescents include the fact that it begins as experimentation against the background of a demonstrated willingness to take risks. However, risky behavior can become entrenched due to the formation of a psychological complex in the structure of a teenager's personality. An active scientific search in this area is due to the fact that this form of behavioral manifestations carries a balance of positive and negative outcomes in relation to his life and health that is not obvious to a teenager. The analysis of the sources allowed the author to come to the conclusion that a personal approach in line with the prevention of unconstructive risky behavior of adolescents presupposes the teacher's attitude to the pupil as a person, as a self-conscious responsible subject of his own development and as a subject of educational interaction and is implemented through the principles of pedagogical expediency (defines a set of means to achieve a predictable goal, contributing to a positive result with a focus on the personality traits of the teenager himself) and conformity to nature (involves taking into account the natural characteristics of adolescence in the work, contributing to the emergence of behavioral deviations, and building a pedagogically appropriate preventive trajectory).

Change is Possible: A Case Study of Multicultural Education in Slovenia

This study investigated the attitudes of Slovene elementary school students towards multiculturalism and the effect of educational workshops on these attitudes. This research fills a gap in the existing literature as there is a lack of studies on the impact of multicultural workshops in Slovenia. This study employed a case study approach that focused on a specific elementary school. The literature review discusses the concept of multiculturalism, approaches to multicultural education, and attitudes of teachers and the general population towards multiculturalism. These findings suggest that children's attitudes towards multiculturalism can change over time if they are exposed to multicultural workshops and learn about multiculturalism. This study also highlights the lack of knowledge and experience among Slovene teachers regarding multicultural education. The results contribute to the understanding of multicultural education in the Slovenian context and provide insights into the effectiveness of educational workshops in shaping students' attitudes towards multiculturalism. This study has implications for educators and policymakers in designing and implementing multicultural education programmes in elementary schools.

Investigating the Impact of Leadership Quality and Educational Practices on Student Outcomes through Teacher Attitude and Behavior in Pakistani Educational Institutions: An Applied Science Perspective

Investigating the Impact of Leadership Quality and Educational Practices on Student Outcomes through Teacher Attitude and Behavior in Pakistani Educational Institutions: An Applied Science Perspective

Negotiating between the accountability and the innovation mandates: evidence from Italian schools

ABSTRACT In Italy, the National Evaluation System (SNV), encompassing both internal and external accountability components, is designed not only to hold school actors accountable but also to stimulate innovation and change in pedagogical practices. Nevertheless, existing literature presents inconclusive and contradictory findings regarding the effects and the relationship between school performance-based accountability (PBA) and educational innovation. Utilizing sensemaking and filtering theories, this paper analyses the negotiation of PBA and innovation mandates in Italian schools, emphasizing how school actors interpret, filter, and adapt the policy expectations to their organizational and educational practices. Special attention is given to the influence of local school contexts and performative pressures on this process. The primary data collection method involves interviews with school leadership teams and teachers analysed through an ideal type case analysis. Findings reveal diverse school responses to the double mandates of PBA and innovation. Varied logics of school enactment within the contemporary policy context are identified, influenced by teacher attitudes towards PBA and schools’ socio-economic conditions. Innovation is evident in both advantaged and disadvantaged school contexts, albeit with distinct applications and interpretations. Overall, the adaptation of PBA prerogatives in schools to foster innovation and change is neither uniform nor direct, although external pressures impact educational practices across contexts. Beyond socio-economic factors and administrative and marketing accountability pressures, additional intervening elements include school leadership and staff cohesion as well as school infrastructure and material resources.