Intentions Of Teachers Research Articles

Exploring the Impact of Stress on Burnout: A Mathematical Model and Empirical Research

Educational management and social psychology researchers have frequently suggested that job burnout and even turnover intention of college teachers can be induced by stress, which is an inherent part of fast-changing environments and advanced educational technology. However, studies about the contingency effect remain limited. We articulate the effect of role stress and technostress by integrating organizational behaviour and educational management literature. Particularly, this study tries to investigate the moderating effect of teacher agility and leader-member exchange differentiation on suppressing burnout. According to the job demands-resources model, we proposed that the negative effect of stress on burnout depends on the degree of agility and leader-member change quality (LMXD). A study of 271 samples supports the propositions. Specifically, the adverse effect of role stress on job burnout is strengthened by both employee agility and LMXD. We further elaborate theoretical implications on educational management, social psychology, and job demands-resources model.

Exploring tasks‐as‐process in Spanish L2 classrooms: Can corpus‐based tasks facilitate language exploration, language use, and engagement?

AbstractThis study contributes to the field of corpus‐based language teaching and learning by analyzing interactions observed while learners engaged with tasks requiring the use of corpus tools in two sections of a university level Spanish L2 content course. Tasks‐as‐process (i.e., real‐time interactions between learners and materials) were analyzed for (1) divergence from teacher's intent (the task‐as‐workplan), (2) completion, (3) off‐task behavior, and (4) L1 use. Learners showed a relative fidelity to the task‐as‐workplan. Difficulties completing tasks were due to difficulties hypothesizing about language use. Off‐task behavior was motivated by learners’ social relationships. The L1 was used to explore language and to socialize. In general, this data illustrates that corpus‐based tasks do generate communication, exploration, and engagement in the L2 classroom.

A Study on Job Satisfaction and Professionalism Perception as Predictors of Childcare Teachers' Intention to Stay

The intention to stay of childcare teachers is an important factor to be considered in providing quality childcare services. Against this backdrop, the purpose of this study is to investigate the effect of childcare teacher job satisfaction and professionalism perception on a teacher's intention to stay. By examining these variables, this study can help enrich existing studies on teacher education program development. The subject of the study was 280 childcare teachers working in care centers located in Seoul and Gyeonggi-do. A survey was conducted from November 3 to November 25, 2019. 245 collected data were analyzed using SPSS 23.0 by performing reliability coefficient calculation, technical statistics, Pearson correlation analysis, and hierarchical regression analysis. The results of this study are two-fold. First, job satisfaction is positively correlated with professionalism perception and the intention to stay, as professionalism perception is likewise positively correlated with the intention to stay. Second, job satisfaction and professionalism perception have a positive effect on the teachers' intention to stay. Based on these results, this study concludes that the school administration and other stakeholders who are concerned with teacher education development must consider job satisfaction and professionalism in order to increase the intention of childcare teachers to stay.

Relationship between Work-Family Conflict and Turnover Intention of University Teachers in Lahore

The study tried to investigate the relationship between work-family conflict and turnover intentions of female university teachers in Lahore city across public and private sectors. Correlational research was selected as a research design. All the female teachers of public and private sector universities of Lahore city are considered as the population of the study. Proportionate stratified random sampling was used to select the sample. Strata were formed on the basis of designation. The sample size of teachers in public sector universities was 249, and the sample size of teachers in private sector universities was 201. A questionnaire was developed by Carlson, Kacmar, & Williams (2000) was used to measure work-family conflict. The measurement of turnover intention was addressed by using the Turnover Intention Scale (TIS) developed by Roodt, (2004). Multiple Regression was applied to explore the relationship between work-family conflict and turnover intention. An independent sample t-test was used to compare the two groups, such as the nature of institutions and marital status. It was concluded that there is a significant relationship between work-family conflict and turnover intentions of female university teachers.

A Logit Test of Turnover Intentions of Teachers Professionals. The Role of HRM Practices and Community Embeddedness in Public Secondary Schools in Murang’a County Kenya

The problem of turnover intentions has continued to draw the interest of researchers, HR practitioners and employers. However the moderating role of community embeddedness in the relationship between Human Resource Management (HRM) practices and turnover intentions has received little attention. The study thus sought to investigate the moderating effect of community embeddedness in the relationship between HRM practices and turnover intention of teachers in public secondary schools in Murang’a county Kenya. The study was guided by the Social Exchange, Theory (SET) and Job Embeddedness Theory. The target population was 3752 Teachers Service Commission (TSC) teachers in 304 public secondary schools in Murang’a county Kenya. The study used multi stage random and purposive sampling methods to select a sample size of 400 teachers. A self-administered semistructured questionnaire was used to collect data. The quantitative data was analysed using descriptive and inferential statistics. The findings of the study indicated that community embeddedness moderates the relationship between HRM Practices and turnover intentions of teachers in public secondary schools in Murang’a county Kenya. The study thus concluded that community embeddedness plays an important role in turnover intentions decision of teachers.

Intentions for praising: Differences between pre-primary educational facility and elementary school teachers

ABSTRACT This study aimed to investigate teachers’ intentions when praising students, and to compare these intentions between teachers in pre-primary educational facilities and in elementary schools. It is important to understand intentions of teachers for praising students because it will help them reflect on and improve their behaviors. A total of 166 teachers in pre-primary educational facilities and 77 teachers in elementary schools answered a questionnaire about intentions for praising students. Factor analysis indicated four factors: modifying students’ attitudes toward activities involves changing students’ cognitions about activities, caring for students’ emotions involves considering their emotions to keep them as positive as possible, delivering information refers to providing students information, and low awareness of intentions for providing praise refers to teachers not recognizing their reasons for giving praise. Cluster analysis using the standard four factor scores identified three groups. Cluster 1 was characterized by unawareness of intentions to praise students. Cluster 2 indicated awareness of intentions for praise was related to delivering information, not caring about students’ emotions. Cluster 3 indicated well-balanced awareness of intentions for praise. A chi-squared test indicated a relationship between clusters and facilities; in Cluster 2, there were more elementary school teachers than pre-primary educational facility teachers.

GENDER AND PREDICTING INTENTIONS AMONG MALAYSIAN TEACHERS

Purpose of the study: This study examined the predictors of intention in career development, specifically the intention of applying for promotion among Malaysian excellent teacher candidates.
 Methodology: The premise of the theoretical analyses in this study was based on the Theory of Planned Behavior. The correlational study design was employed to determine the relationship among the variables that ascertain any prediction towards the intention to apply for promotion. 500 respondents were sampled and consist of male (226) and female (274) teachers who are qualified to apply for promotion. Confirmatory Factor Analyses (CFA) was performed to test and validate the measurement model.
 Main Findings: This study had ascertained that gender does moderate relationships among the study's independent variables and the dependent variable. The result also indicates that the theory of planned behavior is applicable in predicting intention to apply for promotion. For teachers in Malaysia, the intention to apply for promotion will increase if the expectation of others towards applying for promotion also positively increase.
 Applications of this study: Gender-related specific assessment can be applied within the teachers’ performance appraisal system, particularly for the evaluation on ‘Guru Cemerlang’ or Excellent Teacher Award by the Ministry of Education in Malaysia.
 Novelty/Originality of this study: There is a scarcity of recent studies on the intention of Malaysian teachers to apply for promotion. By using the novel approach of Theory of Planned Behavior and the combination of structural equation modeling analyses, gender was found to moderate the relationship between the expectation of others and their intention to apply for promotion.

Professional Development Opportunities as a determinant of Turnover Intention: A case of teachers in Public Secondary Schools in Meru County, Kenya

The study sought to establish whether the availability or non-availability of professional development opportunities determine the turnover intention of teachers in public secondary schools in Meru County, Kenya. Descriptive survey design, where both qualitative and quantitative paradigms were employed. The study population comprised of 2582 secondary school teachers and principals in 367 public secondary schools. Stratified proportionate sampling and simple random sampling methods were used to pick 518 participants who included 503 secondary school teachers and 15 secondary school principals. Questionnaires were used to collect quantitative data from teachers while interview schedules were used to collect qualitative data from the sampled principals. The hypothesis was tested using the Pearson Product-Moment Correlation and chi-square goodness of fit. Computer software SPSS Version 21 aided in data analysis. An analysis of the Pearson product-moment correlation showed a negative correlation between professional development opportunities and the turn-over intention of teachers in secondary schools in Meru County. Equally, Chi-square results corroborated indicating a strong and significant association of professional development opportunities and turn-over intention of teachers in secondary schools in Meru County. The study concluded that a lack of professional development opportunities leads to low morale, low motivation, and high turnover intention of teachers in public secondary schools in Meru County. The study recommended that the education stakeholders including the schools’ Boards of Management, the Ministry of Education, and the Teachers Service Commission among others motivate teachers by regularly offering them professional development. This would enhance their pedagogical skills thus reducing turnover intention among teachers.

Attitudes and self-efficacy as significant predictors of intention of secondary school teachers towards the implementation of inclusive education in Ghana

The intention of teachers towards adopting inclusive practices is vital to determining teaching behaviour in classrooms. Although some previous studies have reported that variables such as attitudes, subjective norms and self-efficacy combine to predict intention of teachers, such studies are sparse in sub-Saharan Africa and mainly limited to primary school teachers. In this study, the Theory of Planned Behaviour (TPB) was adopted as a framework to study the predictors of intentions of teachers towards inclusive education in secondary schools in Ghana. Four scales, developed to reflect the elements of TPB, were used to collect data from 457 secondary school teachers. Only the two determinants, attitude and self-efficacy, combined to significantly predict the intention of teachers towards practising inclusive education. Interestingly, there was no relationship between subjective norms and intention towards inclusive education. The need for teacher educators to prioritise the two variables, in attempt to promote inclusive practices in secondary schools in Ghana, is also discussed.

Preservice Teachers’ Knowledge Levels, Risk Perceptions and Intentions to Use Renewable Energy: A Structural Equation Model

In today’s world, energy consumption constitutes a topic on countries’ main agendas. In parallel with the military, technological and scientific developments associated with the increasing population, countries are generating policies that highlight energy sources that play a part in global competition. As with many innovations, factors such as the public’s knowledge levels regarding the innovations, social acceptance, attitudes, intentions and risk perceptions are seen to be directly related to the use of renewable energy. For this reason, the aim of this study was to test the relationships among the knowledge levels, risk perceptions and intentions of preservice teachers regarding renewable energy sources using structural equation model analysis. 642 preservice teachers studying in 3rd and 4th grades, and selected by convenience sampling, participated in the study. According to the results of the structural equation model analysis, the knowledge levels of the preservice teachers related to renewable energy sources negatively predicted their risk perceptions regarding renewable energy sources. Furthermore, while individuals’ risk perceptions negatively predicted some of the theory of planned behavior components related to renewable energy sources, the theory of planned behavior components related to attitude, subjective norms and perceived behavioral control positively predicted the intention to use renewable energy sources. These analyses related to the structural equation model findings are discussed in detail.

Classroom Teachers’ Intentions To Provide Physical Activity Opportunities To Students: An Analysis Using Self-Determination Theory

PURPOSE: Providing opportunities for elementary school-aged children to be physically active during the school day is important for obesity prevention and overall health. Classroom physical activity (CPA) has been shown to be effective for increasing student PA, but is not widely practiced among teachers. This study examined teachers’ perspectives on CPA, and intention to provide CPA, using a survey designed to measure constructs within the self-determination theory. METHODS: The constructs of Competence, Autonomy, Relatedness, and intention regarding CPA use were assessed using a survey of 173 elementary school teachers across 10 schools. The constructs were represented using the following subscales (each used a 6-point Likert-type scale from strongly disagree to strongly agree): Competence included three survey items (alpha = .94), such as “I am capable of using activity breaks in my classroom;” Autonomy included three items (alpha = .83), such as “I have a say in choosing whether to use activity breaks;” Relatedness included 4 items (alpha = .78), such as “providing opportunities for children to be physically active in my classroom is consistent with my priorities as a teacher;” and intention to implement CPA included 2 items (alpha = .77): “I definitely plan to try using activity breaks in my classroom,” and “I expect I will be able to use activity breaks regularly.” Multiple linear regression was used to examine how the constructs of Competence, Autonomy, and Relatedness predicted intention to provide CPA to students. RESULTS: Regression results indicated that the three predictors explained 44.1% of the variance (R2=.44, F(3,173) = 44.74, p<.001) in teacher intent to provide CPA. Competence (B = .31, t(173) = 4.92 p <.001) Autonomy (B = .19, t(173) = 3.15, p=.002) and Relatedness (B = .18, t(173)=3.40, p = .001) each significantly predicted intention. CONCLUSION: Competence was the strongest predictor of teachers’ intent to provide CPA. However, feeling autonomous to implement CPA and viewing CPA as compatible with their teaching philosophy also predicted teachers’ intention to provide CPA opportunities. Increasing teacher competence to provide CPA through professional development could be one effective method for increasing this practice. Supported by the Institute of Education Sciences grant R305A150277

Factors Affecting Teacher’s Use of Web Portal in Knowledge Sharing: A Behavioral Intention and Technology Acceptance Perspective

A person’s perception towards technology use is important to plan for its effective use in knowledge sharing. This study looked into the web portal used in knowledge sharing in analyzing the correlation between technology acceptance and behavioral intention of teachers. This study identified the participant’s knowledge sharing intention. Purposive sampling was used to select 40 teachers who are using the “blended” approach of instructions to participate in the survey, and 10 from them were selected for interview. This research used mixed methods to gather data and made a comparative analysis with the results generated from quantitative and qualitative methods. Findings revealed a significant relationship between the perceived behavioral controls and technology acceptance. This emplies that technology structure is considered a factor that controls a persons intention to engage in knowledge sharing. Diversity and variability of the population could be used to elicit more substantial evidences and broaden the area for future studies.

Negotiation of meaning and negotiation of form in Chinese EFL classroom discourse

AbstractIn recent decades, numerous empirical studies have been conducted on negotiation of meaning and negotiation of form, but few have focused on examining the distinction between the two negotiation types. This qualitative study aims at distinguishing the two negotiation types by analyzing teacher-student dyadic interaction. Three English teachers and their students from a university in China participated in the study. The classroom interaction between the teachers and their students was recorded over 11 weeks, and the data analyzed for the present study totaled 13 hours and 50 minutes. Results indicate that (1) in terms of teacher intentions, the two negotiation types differ considerably: whereas negotiation of meaning is conversational and didactic in function, negotiation of form is solely didactic; (2) regarding retrieval processes and types of learner uptake, the two negotiation types differ slightly except for when negotiation of meaning is didactic in function. The findings thus reveal some issues to address regarding the function of negotiation of meaning.

Using the Reasoned Action Approach to Predict Active Teaching Behaviors in College STEM Courses

Active learning can have a substantial impact on STEM student learning outcomes. This study used the reasoned action approach to predict the presence of active teaching techniques. Instructor attitudes, perceived social norms, perceived behavioral control and intentions concerning active learning strategies were assessed before and after a teaching workshop, in addition to retrospectively. Behavioral teaching practices were recorded using the Classroom Observation Protocol for Undergraduate STEM (COPUS). Results indicated that instructor attitudes toward and perceived behavioral control over implementing active learning significantly contributed to STEM instructor intentions to use active learning. Further, instructor intentions assessed after the workshop and retrospectively were predictive of instructor behavior. Instructors with high intentions exhibited an increase in ‘active’ instructor behavior (group work) and a decrease in ‘passive’ instructor behavior (lecture). These results suggest that whether instructors view active learning as favorable or unfavorable, and whether instructors feel they have control over implementing active learning strategies, is critical to increasing the presence of active teaching intentions and behaviors. Professional development programs wishing to create instructional change should target instructor attitude and control beliefs, as well as discuss normative teaching practices in aim of contributing to instructors’ understanding of and future intentions to implement active learning.

Do German Student Biology Teachers Intend to Eat Sustainably? Extending the Theory of Planned Behavior with Nature Relatedness and Environmental Concern

Non-sustainable food choices are responsible for many global challenges, such as biodiversity loss and climate change. To achieve a transformation toward sustainable nutrition, it is crucial to implement education for sustainable development (ESD), with the key issue “nutrition”, in schools and teacher training. Biology teachers are crucial for promoting ESD competences. Thus, the main aim of the study is to investigate the social and environmental psychological factors that may affect the intention of student biology teachers to eat sustainably as an integral part of their action competence needed for teaching this topic effectively. We conducted a paper-pencil questionnaire (N = 270, Mage = 22.9; SD = 2.8) based on the theory of planned behavior (TPB) and expanded the model by integrating environmental concern and nature relatedness. A path model is reported to show the relationships between the variables. The results show that the extended TPB model is suitable for predicting the intention to eat sustainably. Nature relatedness and altruistic concern positively predict attitudes and the intention to eat sustainably. This study suggests further research on the importance of (student) teachers’ nutritional behavior, as a possible determinant of the intention to teach this topic in their future school career.

Influencing factors of Chinese special education teacher turnover intention: understanding the roles of subject well-being, social support, and work engagement

Turnover intentions are peoples’ plans of turnover action, representing their expressed motivation to perform the turnover behavior, which may be the best predictor of turnover. The study aimed to investigate the level of turnover intentions of special education teachers in mainland China as well as exploring the factors that influenced their turnover intention. A total of 496 Chinese special education teachers participated in the current study. Results found that (1) the turnover intention was influenced by gender and years of teaching, meaning that female teachers and teachers with more years of teaching had the lower turnover intention, and (2) subject well-being and social support were negatively related to the turnover intention above and beyond teachers’ demographic background, which was mediated by work engagement. To stem the special education teacher turnover intentions, suggestions for policymakers are discussed to lower the turnover intention of special education teachers as well as increase the special education teacher retention in mainland China.

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

PurposeThe study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.Design/methodology/approachData were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).FindingsThe analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.Originality/valueThis research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

Multivoicedness as a tool for expanding school leaders’ understandings and practices for school-based professional development

ABSTRACT This article presents findings from the implementation of a pilot study of a professional development model, Schools Inquiring and Learning with Peers (SILP) in Chile. SILP includes a network learning setting involving a cluster of three schools supported by university partners that conduct peer reviews and a school learning setting involving school teams in conversations to mobilise new leadership for learning practices. The notions of joint practice development and multivoicedness in professional conversations are the essence of these processes. Data produced through the review process, understood as voices, enabled participants to incorporate the perspectives, conceptual horizon, and intentions of administrators, students, and teachers who need to collaborate for teaching to produce learning. Across schools we observed common learning as well as important differences. These differences show that by taking an active role in making sense of their participation in a professional development programme, learners achieve outcomes that may be much more meaningful than what program designers prescribed. As facilitators we learned with participants about their specific contexts, expanding the affordances they and we envisioned for the use of new tools that became available through their participation in SILP.

The role of academic referencing within students’ identity development

ABSTRACT This article examines teachers’ perspectives on a neglected area of practice: academic referencing. Commonly considered a simple skill to learn, we suggest that instead a study of referencing practices enables us to glean valuable insight into the challenges experienced by students when developing a learner identity. Drawing on interviews with academic staff, this article depicts teachers’ experiences as they support students with referencing and academic literacy practices. However, the intentions of teachers to develop students are shown to be at variance with student outcomes, as students appear increasingly disengaged from an area of academic practice that they find mysterious and opaque, and as staff report an increase in the number of cases of plagiarism and academic misconduct. We conclude with a consideration of the need to widen understanding of the complex challenges experienced by students when grappling with citation practices. Moreover, we contend that the development of academic literacy practices can play a key role within students’ development of a learner identity, and can impact upon students’ sense of belonging and becoming into and through higher education.

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.