Quality Of Teaching Research Articles

Analysis of the Current Situation and Optimization Paths of Teaching Quality in Rural Primary Schools in Ganzi Prefecture under the Background of “Double Reduction”

To further implement the fundamental task of strengthening moral education and cultivating people, the country issued the “double reduction” policy in 2021. Nowadays, the whole country is reducing the academic burden on students with unprecedented policy intensity. Although the development speed of education in ethnic regions is relatively slow, this policy has also been gradually promoted and implemented in the basic education stage. This article takes “double reduction” as the background and observes the current situation of teaching quality in rural primary schools in Ganzi Prefecture through questionnaires and interviews. It analyzes the objective factors in three aspects: learning quality, teaching quality, and management quality, and proposes optimization paths for teaching quality.

Instruction Teaching Support System and Teaching Competency in Applied Colleges, China

The research investigates the effectiveness of the Instruction Teaching Support System and Teaching Competency in Applied Colleges in China, surveying 303 teachers and 381 students using a quantitative research design. The results demonstrate that the school's initiatives in providing teaching support have successfully met teachers' needs for capacity enhancement and professional development, contributing positively to their daily teaching and career growth. Teachers generally expressed satisfaction with the school's teaching support system, particularly highlighting its positive impact on their teaching practices. The management system in place was seen as stable and well-organized, providing clear development paths and solid institutional backing for overall teaching quality improvement. Additionally, the school's performance incentives, including merit-based pay, title promotions, and welfare benefits, were widely appreciated, effectively motivating teachers and supporting the enhancement of teaching quality across the school. In terms of teaching skills training, teachers acknowledged the school's diversified initiatives aimed at improving their skills. This support has been crucial in helping teachers not only transmit knowledge but also adapt to the evolving demands of modern education, which requires a blend of diverse skills and innovative thinking. The training opportunities provided by the school were recognized as a significant means to equip teachers with the tools needed to face educational challenges. Professional development remains central to improving education quality. The school's comprehensive support system has helped teachers advance in their careers, boosting their sense of achievement and establishing a strong foundation for the overall enhancement of teaching standards at the institution. Students also responded positively to their teachers' competencies, with high ratings reflecting the professionalism and ethical conduct of the educators. Teacher ethics, including care for students, fairness in evaluations, and respect, were seen as key factors in creating a trusting and stimulating learning environment. Students believed that teachers with strong professional ethics could foster a more engaging and motivating educational experience. The students' favorable feedback on teachers' assessment abilities also highlights the latter's comprehensive skills in assigning and grading homework, conducting evaluations, and implementing teaching reforms. These competencies were linked to the robust support system that teachers received from the school, showing that the development of the teaching support system directly influences the enhancement of teachers' teaching competency. In conclusion, the findings suggest that a well-structured teaching support system is instrumental in promoting teachers' professional growth and, in turn, improving their teaching competency.

Strategy and Marketing Communication of Islamic Educational Institutions

Competition in the world of education is one of the challenges for Islamic educational institutions in Indonesia. One solution to face these challenges is the existence of educational marketing activities in order to maintain the existence and increase the growth of educational institutions. The aim of this research is to describe the marketing strategy and communication process of educational institutions in promoting the excellence of their respective institutions. The research method used is a literature study using a descriptive approach to understand the concept of marketing strategy and communication for Islamic educational institutions. The research results show that when selecting a marketing strategy you can use a marketing mix strategy. In the marketing mix there are seven important elements, namely 7p: Product, Price, Place, Promotion, People, Physical Evidence and Process. Apart from that, you can also use a differentiation strategy. A differentiation strategy is a strategy that seeks a difference in educational institutions so that they can compete with other educational institutions. In implementing the differentiation strategy, there are several activities that can support the achievement of differentiation, namely unique academic programs, focus on certain fields, superior facilities and infrastructure, quality teachers, industry connections and job opportunities as well as an active learning approach. Components in marketing communications include several elements, namely source or communicator, message, media, recipient, effect and feedback.

Impact Factors of Student's Abandon Learning Activities: Case Study in Dili

This research aims to explore the factors causing the problem of abandoned learning and gather perspectives to solve the problem of abandoned learning activities. This is a case study with a qualitative approach. This study was conducted in 18 schools, where the informants were 82 people from June to December 2021. The result of this study discovered internal and external factors. The internal factors included students’ interest and motivation, discipline and attitude, disinterest, and physiological. The external factors were family, teachers, school, and peers. While dealing with these factors, researchers concluded that school conditions and the quality of teachers promoted non-violent education. The results suggested that schools must design and reinforce the control instruments and implement school counseling. The Ministry of Education recruits competent and professional teachers; parents and society in general establish a co-operative spirit, paying attention to the students to obey the rules. The next research needs to involve another subject, schools at different levels. Keywords: factors, abandon, learning activities

Education and Welfare: The Role of Public Policy in Equalizing Educational Opportunities for the South Papua Generation

This research aims to identify public policies that increase access to education in South Papua, analyze their impact on educational equality, and evaluate the factors that influence the effectiveness of these policies, including the social, economic, and cultural challenges faced by local communities. This research uses qualitative methods and a case study approach to investigate the role of public policy in improving access and quality of education in Merauke Regency, especially Waan District. Through a purposive sampling approach, this research selected a representative sample to explore challenges and solutions in education in the region. The research instrument includes indicators such as access to education, quality of education, community involvement, and the impact of education policies, which will be analyzed comprehensively using a qualitative approach. The research results show that public policy has increased access to education in South Papua through infrastructure, scholarship programs, and improving the quality of teachers and curriculum. The development of educational infrastructure, including school buildings and learning facilities, has a positive impact on the accessibility and quality of education in the region. The scholarship program needs to be updated to reach the right targets and be effective for the people who need it. Improving teacher quality and adjusting the curriculum supports education standards in South Papua, but needs to be further encouraged through continuous training. Social factors such as economic inequality, gender inequality, and traditional culture influence access to education, requiring a holistic approach to education policy. Keywords: education, well-being, public policy, educational opportunities, South Papuan Generation

Exploring Influencing Factors and Strategies for Enhancing Self-Efficacy in Higher Education Teachers: A Case Study of a College in Changzhou

This paper explores the influencing factors and proposes strategies for enhancing self-efficacy among higher education teachers, with a specific focus on one college in Changzhou, Jiangsu, China. Drawing on Bandura's self-efficacy theory, the paper examines personal, institutional, and environmental factors that contribute to teachers' self-efficacy. It also reviews existing literature on effective strategies such as professional development, mentorship programs, and feedback systems. The findings suggest that enhancing self-efficacy through tailored professional growth opportunities, peer mentorship, and constructive feedback can significantly improve teaching quality and outcomes. The paper concludes with implications for institutional policies at the case study college, emphasizing the need for comprehensive support systems to foster teacher self-efficacy in China's evolving educational landscape. Future research should empirically validate the proposed conceptual framework to further inform educational practices.

Enhancing University Japanese Language Education through New Media Strategies and Impacts

With the rapid development of information technology, new media technology has gradually become an indispensable part of modern education, especially in the field of language teaching has shown great potential. This paper aims to explore the application of new media strategies in college Japanese teaching and its impact on teaching results. First of all, through the overview of the definition of new media and its advantages in the field of education, the unique position of new media in Japanese teaching is clarified. Secondly, the article introduces several new media tools and technologies in detail, such as online course resources, social platforms and mobile learning applications, and their specific application cases in actual teaching. In addition, this study evaluated the change of students' learning behavior and the improvement of Japanese teaching quality before and after new media intervention through quantitative analysis. In view of the problems that may be encountered in practice, such as technical obstacles and teacher training needs, the paper puts forward the corresponding solutions. Finally, the research results show that the rational use of new media can effectively stimulate students' interest in learning, enhance classroom interaction, and significantly improve the teaching effect. This paper not only summarizes the existing research results, but also provides direction and inspiration for further exploration of the application of new media in Japanese teaching in the future.

Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure

ABSTRACT Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and second-language learners. The Child Observation in Preschool (COP) instrument measured engagement levels. Our findings reveal that the presence of highly qualified teachers significantly increased the duration of high engagement for all children, regardless of language status. While second language learners initially appeared to show lower engagement, this difference was insignificant in the full model after accounting for classroom structure and teacher qualifications. Classrooms with a higher proportion of qualified teachers demonstrated improved engagement across the board. Policy and Practice: These findings underscore the importance of ensuring a high proportion of qualified teachers in early childhood education and care settings. Creating a supportive, high-quality educational environment is essential for fostering engagement among all children but may be particularly crucial in classrooms with diverse language backgrounds.

Impact of Articulated Management Models on Educational Quality in Peru: A Systematic Review

This study aimed to analyze the impact of articulated management models on improving educational quality and equity in Peru. Through a systematic review of the literature with a qualitative approach that applied the PRISMA methodology in the search in the databases: Scopus, SciELO, Redalyc, Dialnet, and the library of the César Vallejo University, various studies are identified that explore the characteristics, implementation and results of these models. The results showed that articulated management models have significant potential to improve the quality of teaching and learning, especially when the participation of the educational community is promoted and transformative leadership is available. However, challenges are identified such as lack of resources, resistance to change and the need for continuous teacher training. It is concluded that articulated management models represent a promising way to improve education in Peru, but their implementation requires a comprehensive approach and educational policies that support them.

Design Thinking

In today’s increasingly competitive Higher Education (HE) market, academic jobs are more precarious than ever. The way academics do their day-to-day job is under increasing scrutiny, with their outputs measured through the rigid lens of performativity and financial profit. Professional Learning (PL) is an institutional approach aimed towards achieving and sustaining high quality teaching and innovation among academic staff. The significance of PL to developing academics’ skills and fostering their professional identity has been confirmed by peer reviewed research. However, how to design and deliver PL that is meaningful to academic workforce, while empowering academics and supporting them in finding solutions to their teaching and learning problems, remains up for debate. This paper offers a conceptual way forward; arguing for a complete re-think of the predominant way of doing PL in universities in favour of placing Design Thinking (DT) at the heart of the matter. Grounded within a robust theoretical approach and scaffolded with a practical toolkit, DT can enable a nurturing environment to engage and empower academics, building their confidence and equipping them with a methodology for problem solving into the future.

Correlational Study on Burnout among University Teachers in Hunan, China

Education is a cornerstone of national development in China, essential for fostering scientific self-reliance and social progress. The 20th National Congress of the Communist Party of China aims to transform the country into a global education powerhouse by 2035, with higher education as its focal point. In this context, Hunan Province, home to various big university in the country, must look into reforms to enhance its educational infrastructure and teacher quality, however, numerous issues also exist including job burnout among teachers. This study investigates burnout among university teachers in Hunan, exploring its prevalence and the factors contributing to it. Utilizing a descriptive-comparative-correlational research design, the study surveyed 300 faculty members across different universities, gathering quantitative data on their demographic profiles, levels of burnout, and perceptions of its causes.This research underscores the urgency of addressing burnout to maintain educational quality and advance Hunan’s educational objectives as findings reveal apparent levels of emotional exhaustion, depersonalization, and decreased personal fulfillment among respondents, with burnout intensity influenced by years of working experience. While no substantial differences in burnout were noted based on profile, perceptions of burnout factors varied by job title and experience, suggesting that institutional roles significantly affect burnout experiences. The study highlights a critical need for targeted interventions to mitigate burnout and enhance faculty well-being, emphasizing the importance of supportive management systems, fair compensation, and robust interpersonal relationships. Recommendations include implementing tailored support programs, improving job satisfaction through clearer feedback and emotional support, and fostering a collaborative work environment to promote professional development.

Faculty perspectives on the changing research and teaching career tracks of academics at private universities in Kazakhstan

ABSTRACT Since gaining academic and financial autonomy in 2018, a number of leading private universities in Kazakhstan have separated teaching and research into two distinct career tracks and implemented outcome-based faculty performance evaluation. This initiative aimed to increase the quality of both teaching and research, boost faculty’s research productivity, and improve the competitiveness of these universities in the local higher education market. However, despite being central to the development of universities, the restructuring of academic careers in Kazakhstan has received little scholarly attention. This study employs the framework of managerialism and collegiality to explore how faculty in research-track and teaching-track positions perceive and respond to the new career structures. Drawing upon the thematic analysis of 25 semi-structured interviews with faculty members working in the country’s top private universities, the study provides nuanced insights into the changing career structures in Kazakhstan by examining faculty experiences related to research and teaching, faculty evaluation and promotion, development of research culture, and work environment. By interpreting the study findings in light of the concepts of managerialism and collegiality, the study offers a fresh perspective on the neoliberal trends in university governance in the context where universities historically lacked autonomy from the state. The paper concludes by discussing the potential implications of the findings for improving the conditions of research-track and teaching-track faculty. The study may be of interest to policymakers, university administrators, and researchers concerned with changes in academic careers in transitional economies.

Empowering university students’ learning in Taiwan’s higher education: Pathways to overcome challenges

Taiwan’s higher education is characterized by tradition, innovation, and persistent pursuit of academic excellence. However, similar to its global counterparts, many challenges are prevalent in Taiwan’s educational sector that impede its progress and effectiveness. These challenges encompass demographic shifts, financial constraints, quality assurance, internationalization efforts, and technology integration. This study analyzes the challenges in higher education in Taiwan, and offers strategies to address them and improve university students’ learning experiences. The researchers used literature analysis methods to analyze the challenges in higher education in Taiwan, and analyze the pathways to overcome challenges. These pathways can address current challenges and help empower students to thrive in Taiwanese higher education, fostering an adaptable, skilled, and socially conscious generation of learners. These pathways are as follows: (1) In response to the declining birthrate, develop university curricula and courses incorporating diverse perspectives, improve university enrollment, and increase investment in higher education; (2) Improve teaching and learning quality assurance; (3) The internationalization of higher education promotes foreign internationalization and local internationalization; (4) Integrating technology into higher education teaching and providing more diverse online teaching and abundant learning experiences for students.

PROFESSIONAL DEVELOPMENT IN BASIC EDUCATION

This article seeks to explore the perspectives and challenges faced by teachers in the context of basic education in relation to professional development. Based on an analysis of training practices and public policies aimed at teacher training, we will discuss the main trends and innovations that have emerged in the field, in addition to offering reflections on how these initiatives directly impact the quality of teaching and student learning. To this end, a bibliographical research was developed to find academic productions, finding authors who research on the subject, expanding the theoretical repertoire. Professional development in basic education faces challenges due to recent transformations in the educational environment. The search for quality, equitable and inclusive education becomes increasingly complex in view of the realities found in schools. In recent years, the profile of children has changed, requiring new didactic and practical approaches from educators. This evolution requires the creation of more dynamic learning environments and the use of innovative resources that can meet the diverse needs of students. Therefore, it is essential that education professionals reflect on their methodologies and seek alternatives that provide new meanings to the contemporary educational system. These changes not only challenge educators to adapt, but also offer opportunities for the implementation of pedagogical practices that promote more collaborative and student-centered teaching. It was concluded, therefore, that continuing teacher training is essential for us to meet the current and future demands of basic education.

College Teachers’ Informatization-Based Teaching Ability and Performance

Teachers' informatization teaching ability is vital for integrating modern technology with educational practices, especially as technologies continue to evolve. These skills are critical for advancing the modernization of education and improving teaching quality, particularly in higher education. National policies in China, such as the "Education Informatization 2.0 Action Plan," highlight the importance of enhancing teachers' technological capabilities to meet the challenges of contemporary education. Focusing on the informatization teaching abilities of college teachers in Hunan Province, this research employed a descriptive quantitative method, gathering data from students and teachers at five universities. Significantly low to no correlation was shown between students' evaluations of teachers' technological proficiency and teachers' self-efficacy, though other factors, including in pedagogical strategies and digital resource integration, did not show significant relationships. Although college teachers have acquired basic informatization teaching skills, there remains room for improvement in areas like teaching implementation and evaluation. To address these gaps, targeted training programs, collaborative skill development initiatives, and up-to-date professional development aligned with technological advancements are recommended as strengthening these areas is essential for enhancing teachers' informatization capabilities and supporting the ongoing modernization of higher education in China.

THE IMPORTANCE OF DIGITAL INCLUSION IN MODERN EDUCATION

The research addressed the importance of digital inclusion in modern education, focusing on how the integration of digital technologies can impact access to educational resources and the quality of teaching. The problem investigated was: how effective is digital inclusion in reducing inequalities and improving academic performance? The overall objective was to analyze how digital tools influence education and identify the challenges and opportunities associated with this inclusion. The methodology employed consisted of a literature review, using academic sources to examine relevant studies and articles on the topic. The research revealed that digital inclusion can promote greater equity by facilitating access to materials and resources, in addition to improving student performance through personalized pedagogical practices. Continuous teacher training was identified as an essential factor for the effective integration of digital technologies in the educational environment. However, challenges were also observed, such as the need for adequate infrastructure and support for educators and students. The final considerations highlighted that, for digital inclusion to benefit the educational environment, continuous effort is needed in policies and practices that support the use of technologies. Future studies could explore the conditions and strategies for effective implementation of digital technologies in education.

The Association of Health Literacy With the Quality of Discharge Planning and Readiness for Hospital Discharge in Jordanian Acute Myocardial Infarction Patients.

To examine the relationship between health literacy with the quality of discharge planning and readiness for hospital discharge in acute myocardial infarction patients in Jordan. Acute myocardial infarction is a major heart disease caused by plaque formation in coronary arteries. Complications after acute myocardial infarction include readmission and physical complications such as chest pain, and limited health literacy increases the risk of complications. Improving the health literacy of patients can improve postdischarge outcomes and decrease complications. This study was conducted using a cross-sectional design. Data were collected from 123 patients who were recruited from three hospitals in Jordan. A demographics questionnaire and three valid and reliable instruments (Health Literacy Questionnaire, Readiness for Hospital Discharge Scale and Quality of Discharge Teaching Scale) were used to collect the data. The authors adhered to the STROBE checklist during the preparation of this study. The results demonstrated that the Readiness for Hospital Discharge had weak to moderate positive correlations with health literacy scales (r = 0.24-0.36, p < 0.05). The content subscale of the Quality of Discharge Teaching Scale showed weak positive correlations with navigating the healthcare system, finding good health information and understanding health information scales of the Health Literacy Questionnaire. The results reported here indicate that health literacy positively correlates with readiness for hospital discharge and quality of discharge teaching. Improving the health literacy of acute myocardial infarction patients can enhance their discharge planning outcomes. The findings of this study are beneficial for healthcare providers in designing targeted interventions that correspond to health literacy among acute myocardial infarction patients. No patient or public contribution.

Artificial intelligence in physical education: comprehensive review and future teacher training strategies

Artificial intelligence (AI) technology is deeply changing our lives and provides impetus for improving production and living efficiency as an important emerging tool. Digitalization and intelligent development have also become the development direction of the sports industry, bringing new requirements to the transformation of physical education (PE) and the improvement of the quality of PE teachers. PE is an important part of the public health system, and AI can deeply participate in the formulation of teaching strategies, the tracking of teaching processes and the evaluation of teaching results, effectively improving the quality of teaching. Research on the application of AI technology in PE has been carried out. This paper comprehensively reviews the existing research and conducts a comprehensive analysis of the research progress and status. The potential application areas of AI in PE are discussed to better promote the intelligent and digital upgrading of PE. We found that the research on the application of AI in PE is still in its early stages, and the research content needs to be strengthened in terms of breadth and depth. Furthermore, this paper analyzes the challenges faced by PE teacher development and training in the context of educational transformation in the era of AI, and explores the necessary skills and knowledge related to AI technology that future PE teachers should master in order to effectively achieve the improvement of teaching level and the sustainable development of public health system. The review of this paper provides valuable guidance for educators and policymakers to formulate high-quality teacher development and training mechanisms, and provides a new reference for the application and development of AI in sports.

Implementation of Committee Partnerships on AI-Based School Policies at Public Junior High School

In the increasingly sophisticated digital era, artificial intelligence (AI) technology has significantly changed various fields, including education. In Indonesia, secondary schools have begun implementing AI technology to improve the quality of teaching and school management. Implementing this technology includes using AI-based systems for personalized learning, student data analysis, and more efficient school administration management. Implementing AI-based policies requires a strong partnership between the school committee and the school. This includes monitoring technology implementation, providing teacher training, and involving parents in the technology-based learning process. This study aims to identify and analyze the role of partnerships between school committees and schools in implementing AI-based policies at SMP Negeri 3 Tanjungsari. To ensure effective policy implementation, various stakeholders, including school committees, must support advancing AI technology in education. This study employs a qualitative approach, incorporating a case study method. It obtained the collected data through in-depth interviews, participant observation, and document analysis. The study results indicate that strong partnerships between school committees and schools play a significant role in supporting the implementation of AI policies. However, some challenges are still faced, such as the committee's lack of understanding of AI technology. This study also offers strategies to improve the effectiveness of these partnerships, including training and enhancing communication between the committee and the school. These findings significantly contribute to developing educational policies that are more adaptive to technological advances.

Factors Influencing Teacher Enthusiasm: A Qualitative Study in Turkish Context

This study explores the factors influencing teacher enthusiasm in Turkish public schools through a qualitative, exploratory case study design conducted in two provinces in the northwestern region of Türkiye. Data were collected from 28 teachers using semi-structured interviews, with participants selected through convenience and maximum variation sampling methods. Content analysis was employed to analyze the data. The research identified three primary themes: personal factors, contextual factors, and external factors. Personal factors include motivation, affection for teaching and job satisfaction. Contextual factors encompass students’ academic performance and behaviors, school leadership practices, relationships with colleagues, and working conditions. External factors involve parental attitudes, educational policies, the value perception of the teaching profession, and incentives and rewards. The findings emphasize the critical role of personal motivation, affection for teaching, and job satisfaction in fostering teacher enthusiasm. Additionally, supportive leadership, positive student interactions, and a collaborative work environment are crucial contextual factors. External factors such as positive parental attitudes, consistent educational policies, societal recognition of the teaching profession, and appropriate incentives and rewards also play a vital role in fostering teacher enthusiasm. These results suggest that policymakers should prioritize consistent educational policies as well as recognition and rewards for teachers, while school principals should create supportive and collaborative environments. By addressing these areas, stakeholders can enhance teacher enthusiasm, ultimately improving teaching quality and student outcomes.