Volunteer Teachers Research Articles

Analysis of the Education Status in China and Suggestions of Countermeasures

Abstract: After the establishment of the Peoples Republic of China in 1949, the long-term domestic chaos suspended and the economy developed rapidly but unequally. To be more specific, the coastal areas and the leasing territory during the wartime, such as Shanghai, Hong Kong and Guangdong, developed quickly because of the convenient international trading and historical background, while the rural areas, especially the mountainous areas in Chinese inland areas, such as Henan and Hunan, developed very slowly or even did not develop anymore. Based on the education situation in Hunan, China, this paper analyzes the root cause of the failures of increasing the quality of education in China and proposes some feasible solutions to solve the problem. This study finds that conducting the periodic psychological survey and providing psychological counseling, and providing the citizenship of some metropolises for the volunteer teachers who teach in the education left over areas can be some approaches to fixing this problem.

Partisipasi Masyarakat dalam Pelaksanaan Kebijakan Pembinaan Rumah Tahfiz di Nagari Parambahan Kabupaten Tanah Datar

This study aims to explain community participation in the implementation of the tahfiz house development policy in Nagari Parambahan and explain the factors that affect community participation in the implementation of the tahfiz house development policy in Nagari Parambahan. This study uses a qualitative descriptive approach. Data collection was carried out through observation, interviews, and documentation studies. The informants consisted of the local government as the coach of the tahfiz house, the guardian of the Parambahan nagari, the manager of the tahfiz house, and the community as participants who were selected using purposive sampling. The validity of the data in this study uses source triangulation techniques and method triangulation. Data analysis using interactive models. The results of the study show that community participation in the implementation of the tahfiz house development policy in Nagari Parambahan, is still relatively low. In the form of material participation, participation is given by allowing the use of private houses owned by the community for tahfiz activities, but the house is not able to accommodate all students in the tahfiz house. In the form of physical participation, the participation given by becoming a volunteer teacher at the tahfiz house but the number of teachers who teach is not balanced compared to the number of students. The participation given by becoming a donor of the tahfiz house who routinely contributes funds to pay the salaries of teachers at the tahfiz house even though the funds collected are often insufficient

“Who am I?”: an autoethnographic self-study on teacher identity and emotional labour of a volunteer teacher during COVID-19

ABSTRACT Teachers may undergo emotional and identity dissonance during professional practice due to various personal and contextual factors. These types of dissonance may provide opportunities for teachers to address challenges, thus enabling personal transformation and professional development. Despite a surge in research interest in teacher identity and emotional labour, few studies have used an autoethnographic lens. In this autoethnographic paper, I share my lived experiences as a volunteer teacher during campus closure from March to May 2022 in Changchun, China, a COVID-19 pandemic hotspot in the aforementioned period. I conducted an exploration of my emotion management processes in negotiating conflicts between my teacher and volunteer identities and the challenges associated with online teaching and volunteering activities. Thematic analyses of my reflective journals revealed three strands of emotional/identity dissonance involved in online teaching, volunteer work and final exams. The autoethnographic vignettes include epiphanic moments highlighting the identity dissonance and adverse challenges that led to negative emotions and, in turn, emotional labour. The findings reveal how my emotional labour prompted the construction and negotiation of volunteer teacher identity. This study confirms the importance of engaging in self-reflective narration to cope with challenges and the implications of this process for teachers in emotional quandaries.

International Chinese Teacher Volunteers in Thailand Security Risk Analysis

With the improvement of China's comprehensive national strength and the concept of a community of a shared future for mankind, the demand for international Chinese teacher volunteers as cultural communication ambassadors is increasing. And the accompanying outbound security risks are also worth paying attention to. In this paper, questionnaire survey and data analysis are used to investigate the safety risks faced by international Chinese teachers in Thailand. The investigation found that the volunteers of international Chinese teachers in Thailand mainly face personal safety risks, and there are still aspects of safety protection that can be improved and strengthened. The factors affecting the safety of the volunteers in Thailand mainly come from the social factors, the intercultural communication of the cultural factors, and the belief value of the unrest and mysterious religion brought about by the numerous political parties in Thailand. Based on the above research results, the country, school and individual finally put forward suggestions to solve the risks, and the multi-party linkage is more conducive to cross-cultural communication, and lays a foundation for the subsequent high-quality development of Chinese teaching.

A Case Study on the Application of Information Technology in Rural Music Education

In recent years, the application of information technology in the field of education has received considerable attention, especially in music education, where its potential is increasingly evident. This study explores the application of information technology in rural music education through a case study of a volunteer teacher teaching music in a rural school in China. Using qualitative research methods, including classroom observations and semi-structured interviews with the teacher and students, the study analyzes the practical application of information technology in music education. The results show that by integrating multidisciplinary teaching methods and using interactive games and information technology, rural students not only developed a strong interest in learning music but also improved their singing skills and emotional expression abilities. These methods enabled students to better grasp musical knowledge. This study provides valuable insights for educators and demonstrates the significant potential of information technology in rural music education in China. The research indicates that even in resource-limited rural areas, the successful application of information technology in music classes is feasible. As information technology continues to develop, educators should continue to explore and innovate, providing students with richer and more effective educational resources to enhance educational quality and promote the comprehensive development of students.

Use of Volunteer Teachers in Public Schools in The Djiri School District: Problems and Perspectives

This study aimed to understand why volunteer teachers from the Djiri inspectorate stopped classes at the end of each month. The objectives were to describe the experiences and financial impact on volunteer teachers, analyze the behavior of parents in fulfilling their contractual obligations with these teachers, and report on the contribution of volunteer teachers to children's education. The research involved 13 volunteer teachers, 28 educational supervisors, and 23 parents. Data were collected through interviews. All respondents indicated that the discontinuation of classes was due to non-payment of subsistence allowances by parents. To address this issue, it is recommended that parents honor their financial commitments to ensure continuous and quality education for their children.

The Experiences of Volunteer Teachers in the E-Tulay Program

The main focus of this research is the lived experiences of volunteer teachers in the E-Tulay program. The present study aims to determine the lived experiences and the meaning of being a volunteer teacher. Six co-researchers for this study were all volunteer teachers in E-Tulay from 2021-2023. The lived experiences of the primary researcher were also included in the dataset following the hermeneutical phenomenological framework and methodology which was used to guide the study. Based on the interpretation of the generated lived experiences, symbolic representations of being an E-Tulay teacher, internal and external forces that affect volunteerism, pakikipagkapwa-tao, personal and professional growth of volunteer teachers, volunteers’ acknowledgments and rewards and spearheading E-Tulay in action emerged as the core themes. Furthermore, the composite textural-structural description exposes the constant idea of change, commitment, and contribution in the lived experiences that comprise the essence of being an E-Tulay volunteer teacher. A poem based on the lived experiences of the volunteer teachers was constructed based on the aforementioned core themes and essences, representing the synthesis of the lived experiences of the co-researchers.

Impact of Quranic Verse on Gratitude and Stress Reduction among University Teachers and Students

The Holy Quran has a property to improve both physical and psychological well-being. In Muslim communities, reciting the Holy Quran is highly important and is viewed as a sort of religious treatment. This study was investigated whether reciting a verse of Holy Quran (Verse 11, Surah Zuha) on daily basis brings reduction in stress level by enhancing gratitude among teachers and students. An experimental research design was used to conduct the study. A total of (N=90) voluntary teachers and students were selected by using voluntary response sampling technique. Study was carried out in three phases. Phase 1: At Pre-Assessment level by using the six-item Gratitude Questionnaire (GQ6) and Kessler Psychological Distress Scale (K10) were used to assess the participants’ gratitude and stress. Voluntary teachers and students were divided into three groups. Phase 2: Implementation of Quranic Verse and daily blessings journaling assigned to group A for a period of three weeks. Group B was given only verse reading and group C was control group. Phase 3: Post Assessment level by using the (GQ6) and (K10) to see the gratitude and stress in participants. Pre and post testing data were analyzed through SPSS by using the paired sample t-test. Findings revealed the significant results of reading Quranic verse and writing blessings of the day but on control group having no effect. This indicates that verse 11 of Surah Zuha directly linked with gratitude enhancement. The conclusion of this study is that Quran having a positive effect on people mental health.

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

Sınıf Öğretmenlerinin Sınıflarında Bulunan Geçici Koruma Altındaki Sığınmacı Öğrencilere İlişkin Metafor Algılarının Araştırma Bulgularının Değerlendirilmesi

In this study, it was aimed to explain the perceptions of classroom teachers with different experiences towards foreign students under temporary protection in their classrooms using a metaphor, and the study was conducted in order to evaluate the research findings. As it is known, the increasing number of people seeking refuge in Turkey by fleeing the unfavorable conditions experienced in their countries and the process of including children who come with this migration movement into the Turkish education system has caused us to bring many issues to the agenda. The aim of this research is to examine the perceptions of classroom teachers towards foreign students who are in their classrooms and are under temporary protection through metaphors. In line with this purpose, ‘Which metaphor explains the classroom teachers' perceptions of students under temporary protection?' the question has been determined as a research question. Qualitative research approach and phenomenology design were used in the research. The study group of the study was selected according to the easily accessible case sampling method from the sampling methods. The study group of the research consists of 5 female and 5 male volunteer teachers working as classroom teachers in a public school in Başakşehir district of Istanbul province in the 2023-2024 academic year. A questionnaire consisting of 2 parts was given to the classroom teachers participating in the study. In the first part of the survey, demographic information of the participants is requested, while in the second part they are like ‘My foreign student who is in my class (...). Because (...) he was asked to fill in the empty places left in his statement and express the foreign student who was in his class through metaphor. It was stated to the participants that the phrase foreign student found in the survey refers to asylum-seeking foreign students who are under temporary protection in their classrooms. During the study process, contributions were made to the process by all participants. The necessary works have been completed on time in order to avoid any disruptions. The content analysis method was used in the analysis of the collected data. 10 Different metaphors were obtained from a total of 10 classroom teachers, 5 women and 5 men, volunteers participating in the research. The metaphors used by classroom teachers and their explanations were examined and these metaphors were grouped under 4 categories as ‘damaged’, ’the result of which will be determined over time,’ ‘in need of support’, ‘incompatible/challenging/not belonging.’ When the categories created are examined, it is seen that the most metaphors are collected under the category of “incompatible / challenging / not belonging.” Key Words: Classroom Teacher, Foreign Student, Temporary Protection, Asylum Seeker, Research Findings

English Teaching Assistant Program for Elementary School Teachers

To help the teaching and learning process, community service is carried out in two programs: designing digital student workbooks and assisting English language learning by integrating English for Young Learners activities. This study aims to report on implementing the English teaching assistant program for elementary school teachers. Descriptive research is used to describe activities that are expected to improve the teaching and learning process in the two partner schools. The subjects of this research were three elementary school teachers and six volunteer teachers from Indonesian students. This type of research is qualitative research. In collecting data, this research used interview and observation methods. The instruments used in this research include a list of interview questions for elementary school teachers and observation sheets to record the activities of English teaching assistants in the classroom. The approach used is descriptive because this research aims to describe an existing phenomenon: the English teaching assistant program for elementary school teachers at the Kuala Lumpur Indonesian School. Thus, the results of implementing the program show that community service has been carried out effectively to meet the needs of partner schools. Furthermore, teachers and school coordinators highlighted their positive feedback regarding the program results, indicating that the project team was successful in implementing the teaching assistant program in partner schools. In this way, the intended program presented to the community can be implemented effectively and is expected to continue in future partnerships.

Cultural diversity in organizational communication management at English course in Vietnam

English serves as the global lingua franca, facilitating communication and bridging cultural differences worldwide. Its significance in various sectors, such as business, technology, science, and media, solidifies its position as a universal means of communication. This study explores the increasing importance of English in Vietnam, particularly in major cities like Hanoi, where it plays a crucial role in business, tourism, and higher education. The focus is on Mercury Center, a prestigious language institution in Hanoi, which collaborates with foreign travelers as volunteer teachers to enhance Vietnamese citizens’ English proficiency. Using qualitative research methods, including interviews, direct observations, and literature reviews, the study assesses the impact of foreign volunteer teachers on language education in Vietnam. It reveals that students and parents highly value and trust foreign teachers for their perceived authenticity and expertise in English. These findings underscore the significance of cultural diversity in English language education. By embracing foreign volunteer teachers and creating a cross-cultural learning environment, language institutions like Mercury Center can provide a more enriching and impactful learning experience for Vietnamese students. Understanding and managing cultural diversity can lead to improved communication and contribute to the success of language education initiatives in Vietnam. The recommendation from these findings is to optimize the utilization of cultural diversity within educational institutions to enhance organizational performance, create an inclusive work environment, and improve workgroup efficiency by considering consumer preferences and needs while developing more effective marketing strategies.

Task-Based Language Teaching Training Program: Vietnamese Private Language Center Teachers’ Belief

While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers’ beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert, 2021). This study thus investigates the Vietnamese English as a Foreign Language (EFL) in-service teachers’ beliefs about the impact of a TBLT training program. To collect data, classroom observations followed by semi-structured interviews were conducted with five volunteer teachers. The findings showed that the teachers generally had strong beliefs in the usefulness of the TBLT training program for professional development, and their willingness to pursue TBLT teaching. Although there exist barriers hindering this TBLT training program, many teachers expressed interest to undergo more TBLT training in the future. The findings in this study are expected to provide some insightful pedagogical implications for developing a TBLT training program for in-service teachers in the similar context of language education in Vietnam and other EFL settings.

How to shoe an elk? Teachers’ reflections on creating a glocal learning community

This design-based case study aimed to depict how teachers facilitate and experience the design-oriented process of creating and teaching in a glocal learning network. The participants in this case study were volunteer teachers from Finland and the United States who designed and implemented glocally-relevant learning projects together with their students. The qualitative data consisted of teachers’ interviews supplemented with project reports and students’ digital artifacts. The deductive content analysis indicates that the enabling of the glocal community and utilizing technology supported the creation of interest-driven inquiries and reciprocal connections with peers and external expertise. While the teachers perceived how the students could develop novel skills and connections in glocally-networked activities, an apparent need to develop the collaboration between the teachers and the global peers was also recognized.

Environmental and Climate Change Education for The Youth to Foster Social Transformation: Case Study in MTs PAKIS Banyumas, Central Java

This study aims to assess the effectiveness of the school’s environmental education and climate change programs to offer suggestions for enhancement in MTs PAKIS (Islamic Junior High School of PAKIS). The study used interviews and observations to collect data for students, administrators, and parents, which was analyzed using qualitative methods. MTs PAKIS is an educational institution situated in a geographically remote region, with a primary emphasis on imparting knowledge to young individuals on environmental matters and climate change. This is achieved by integrating local wisdom and utilizing available resources within the surrounding hamlet. Students are provided with various academic disciplines encompassing agriculture, agroforestry, animal husbandry, biodiversity, and climate change. This educational experience equips individuals with essential skills and knowledge that may be efficiently applied in their future pursuits. The research found that educational institution has demonstrated efficacy in imparting knowledge and deterring early marriage and urban migration. It serves as a valuable foundation for prospective social transformation, fostering improved lifestyles regarding economic prosperity and environmental sustainability. Despite their achievements, educational institutions must prioritize teacher retention for long-term viability since they need help maintaining a stable roster of volunteer teachers.

Prevalence And Associated Factors Of Burnout Among Bule Hora University Teachers

The present study intended to assess the prevalence of burnout and its associated factors among teachers at Bule Hora University teachers, South East Ethiopia. A cross-sectional survey design was employed to achieve the objective of the study. Using a simple random sampling technique, 220 volunteer teachers who were actively working at Bule Hora University during the study period were selected. Standardized instruments like the Maslach Burnout Inventory (MBI), General Self-efficacy Scale (GSE), Rosenberg Self-esteem Scale (RSE), and Life Orientation Test-Revised (LOT-R) were used to collect the data, whereas quantitative data analysis techniques such as frequency, percentage, and linear regression analysis were utilized to analyze the collected data. In this study, a high percentage of emotional exhaustion (EE) (42.73%) and depersonalization (DP) (45.45%) and a low percentage of personal accomplishment (PA) (56.36%) indicated a prevalence of burnout. The study also showed a significant positive correlation between PA and self-efficacy, whereas optimism had a negative correlation with EE and DP. While self-efficacy significantly predicted PA, optimism significantly predicted both EE and DP. From this result, we can conclude that the prevalence of burnout is attributed to self-efficacy and optimism. Therefore, concerned bodies ought to design appropriate interventions that incorporate self-efficacy and optimism to manage university teachers' burnout.

Adaptation of flexible thinking in learning scale to Turkish culture

This article aims to adapt the Flexible Thinking in Learning (FTL) scale developed by Barak and Levenberg in 2016 to Turkish culture The FTL scale, whose original language is English, consists of three sub-dimensions: “Acceptance of Learning Technologies”, “Open-Mindedness in Learning” and “Adaptation to New Learning Situations”. During the process, language and field experts conducted mutual translations between English and Turkish to assess the language equivalence of the scale. The original scale was supplied to English teachers to measure the degree of similarity between the original language (English version) and the translated language (Turkish version). After a fifteen-day interval, the same teachers were given the adapted version of the scale. The degree of similarity between the scale's original language and its Turkish translation was calculated. Once the scale’s harmony was deemed satisfactory in both languages, a pilot study was conducted to receive feedback and suggestions on the comprehensibility, applicability, and general structure of the scale. After necessary improvements were made, the scale was finalized. The Flexible Thinking in Learning (FTL) scale, which was adapted to Turkish, was applied to 516 volunteer teachers. As per the findings of the analysis, the adapted scale has three sub-dimensions, just like the original scale. The measured structure of the adapted scale was found to be consistent with the original scale’s factor structure.

Understanding the impact of national learning camps: Teacher volunteers experiences, teaching methods, challenges, and student learning outcomes

This study presents a comprehensive analysis of thematic data from the National Learning Camp, aiming to discern pivotal aspects related to teacher volunteers' experiences, the effectiveness of teaching methodologies employed, challenges encountered, and the consequent effect on student academic achievement. Thirty-seven (37) teacher volunteers participated in the said camp, one hundred seventy-two (172) learner participants joined, and thirty (30) were respondents. This study uses five thematic analyses; distinct camp dimensions were explored and evaluated. It delved into the experiences of teacher volunteers, revealing an overall positive sentiment but also highlighted dissatisfaction concerning the learning environment and aspects of content delivery. That focused on the efficacy of collaborative teaching methods, showcasing positive impacts on various student learning domains. However, discrepancies emerged in perceptions about the extent of improvement, suggesting areas for further development in future iterations. Centered on learning engagement, highlighting the effectiveness of specific teaching methodologies, such as group discussions and hands-on exercises, while acknowledging the need for refinement and diversification of approaches to enhance participant satisfaction. They outlined the spectrum of challenges faced during the camp, encompassing logistical issues, collaboration difficulties, and concerns about content relevance. Varying perceptions among participants reflected diverse experiences. This demonstrated the National Learning Camp's predominantly positive influence on students' learning outcomes, although divergent views emerged regarding the extent of improvement, especially in critical thinking skills. In conclusion, while the National Learning Camp exhibited numerous positive impacts and experiences, it also revealed dissatisfaction, diverse perceptions, and challenges educators and students face. Addressing these concerns and refining educational approaches will be pivotal in enhancing the overall positive impact and effectiveness of similar educational programs for all involved participants.

Expanding the International Role of China’s Educational Soft Power

The objectives of this research are as follows: (1) to study China’s concept of using soft power to expand its role in international education; (2) to study the mechanisms and operational models used to expand China’s role in international education; and (3) to study the successful outcomes and negative impact of China’s expansion in this field. This is a qualitative research study that utilizes Joseph S. Nye’s concept of soft power in conjunction with document analysis. The research findings indicate that China’s expansion in international education is a tool for using China’s soft power. The mechanisms include establishing branches of the Confucius Institute, recruiting volunteer teachers, setting standards for Chinese language proficiency tests, promoting academic personnel exchange, and providing scholarships for international students. Additionally, China has raised the quality of its domestic educational institutions to meet international standards. China has also established an agency tasked with promoting Chinese language and culture at the international level, namely the Center for Language Education and Cooperation (CLEC), previously known as Hanban. The success of these efforts is evidenced by the number of Confucius Institute branches and classrooms, volunteer teachers, and international students receiving scholarships to study in China. These efforts have resulted in an improved image of China and a reduction in negative perceptions towards China from abroad.

Emotion labor, investment, and volunteer teachers in heritage language education

AbstractStudies informed by poststructuralist theories of language have examined the relationship between language teachers’ emotion labor, identity, and agency. However, research has not yet explored the relationship between emotion labor and volunteer teaching, which is an important practice in language education. Our research seeks to address this gap, drawing on a 2‐year qualitative case study at the community‐based Vancouver Bangla School (VBS). With emotion labor and investment as the conceptual underpinnings, our study investigated how the VBS heritage language (HL) program structured the emotion labor of seven volunteer teachers, what the feeling rules associated with the VBS program were, and the extent to which volunteer teachers’ investment in HL education helped them manage their emotion labor. Data sources included participant classroom observations, field notes, focus group and interview transcripts, questionnaires, and educational resources, which were analyzed using reflexive thematic analysis. Findings indicate that the emotion labor of volunteer teachers was structured by the following characteristics of the VBS program: lack of funding, poor organizational structure and teacher recognition, challenges of online teaching, insufficient number of teachers, limited parental support, and lack of training. This emotion labor was associated with four feeling rules implicit in the VBS program: (a) be generous and caring, (b) be committed and dedicated, (c) be a good and efficient teacher, and (d) have limited expectations of the community. Findings suggest that teachers’ investment in Bangla as a mother tongue in multicultural Canada, and their investment in promoting the children's transcultural identities, was particularly powerful, and enabled the volunteer teachers to navigate and manage their emotion labor. The study suggests that an enhanced understanding of a language teacher's investment in a program, institution, or community might provide insight into the important relationship among desire, agency, and emotion labor.