Young Teachers Research Articles

The Relationship Between Professional Identity and Job Satisfaction Among Teachers at Newly Established Undergraduate Institutions: The Mediating Role of Work Engagement

Amid the rapid development of higher education in China and the increasingly fierce competition among colleges, improving teachers’ job satisfaction has become a critical criterion for ensuring the sustainable development of newly established undergraduate institutions and meeting the growing demand for talent cultivation. In this study I explores the impact of professional identity and work engagement on job satisfaction among teachers of different genders and ages. Based on conservation of resources theory, I utilized multiple regression analysis to investigate 637 university teachers from five newly established undergraduate institutions in Hebei Province, China. The results indicate significant differences in professional identity, job satisfaction, and work engagement among teachers of different genders and ages, with female teachers scoring higher than male teachers, and older teachers scoring higher than younger teachers. Professional identity has a significantly positive effect on job satisfaction and work engagement. Additionally, work engagement plays a partial mediating role between professional identity and job satisfaction among teachers at newly established undergraduate institutions.

Strengthening Tahsinul Qur'an with the Iqro' Method in Improving the Quality of Al-Qur'an Reading of Prospective Young Teachers and Students at TPQ Masyiatullah

The phenomenon of the problem of the ability to read the Qur'an fluently and in accordance with the rules of tajwid has recently attracted much interest from researchers. This reality was also found by the author at TPQ Masiatullah NW Pringgbaya, Belawong Lauk Hamlet, East Lombok, that female students still have minimal reading skills in fluency in reading the Qur'an and the application of tajwid knowledge in reading the Qur'an which is caused by the lack of teaching methods brought by the educator. Through the community service program, mentoring and training methods are used. The result is that mentoring and training have contributed to the ability to understand and technique in terms of how to read the Qur'an fluently and in accordance with the science of tajwid for Prospective Young Teachers and female students.

Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study

This study addresses the limited exploration in the literature regarding the influence of EFL teachers’ informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service teachers. Through multiple regression analysis and Rasch modelling analysis, the study evaluated the association between teachers’ IDLE participation, demographics, and their teaching creativity. Findings of the present study revealed that Indonesian EFL pre-service and in-service teachers actively participate in Informal Digital Learning of English (IDLE), which impacts their teaching creativity. Nearly half (49.18%) engage strongly in activities like listening to English songs and watching YouTube videos, while 36.88% moderately engage in online educational content and social media conversations. A smaller group (13.93%) shows lower engagement in IDLE. The regression analysis revealed that while IDLE significantly predicted teaching creativity (p < 0.001), demographic factors did not indicate a substantial influence on creativity in teaching practices. Additionally, a Rasch-Wright map analysis unveiled that over half of the participants displayed strong creativity in teaching, with a notable inclination among younger teachers towards innovative and student-centered pedagogical strategies. The findings of the current study highlight the need for further exploration into the dynamics between informal digital learning, demographics, and creative teaching approaches, emphasizing the potential for fostering innovative pedagogical practices in language education.

«Моя работа… прошла не даром»

The publication is a commentary and texts of three previously unknown letters written to each other by N.I. Vorobyev and R.K. Gareeva (Urazmanova), who would later become the leading specialist in Tatar rites and holidays. The conducted analysis of the document revealed the peculiarities of scholarly communication between these individuals, the emotions of an inexperienced but science-minded young school teacher who was involved in the research work, and the influence of Marxist-Leninist ideology on the understanding of the importance of the ethnography science in the Soviet times. Gareeva’s first letter was written on January 23, 1961. In the letter, she shared her concerns about not understanding the need for ethnography. Vorobyev wrote her a detailed response in February of the same year. Nikolai Iosifovich divided the letter into sections. In the first part, when discussing the age of science and technology, he points out the spiritual needs. In his opinion, culture and art are no less important for people than material needs. When reflecting on the importance of ethnographic science, the scholar emphasises the need for a comprehensive study of the ‘development’ of the culture of different peoples, when old skills can be useful for meeting the modern needs. In the last section, he argues that a new generation of researchers is necessary to ensure the continuity of academic knowledge. The geographical education received by R.K. Gareeva, as N.I. Vorobyev is convinced, will help her look at traditional culture much more broadly. The second letter of Rufa (Raufa) Karimovna is not as worrisome as the first one. She expressed gratitude to Vorobyev for the answer and, inspired, she reports on her research plans to collect ethnographic materials on the culture of the Tatars and on preparation for entering graduate school. The revealed epistolary documents made it possible to reveal the subtle aspects of the formation and development of ethnological science in the Volga region, the importance of the individual/teacher in the professional development of researchers of the traditional culture of the peoples of the region.

Difficulties Encountered by Mapeh Teachers in the Blended Learning Modality

Examining the challenges MAPEH teachers face in the blended learning environment aims to shed light on the difficulties they encounter. In this context, this study aimed to determine the difficulties experienced by MAPEH teachers in the blended learning modality (BLM) in three schools of District VI Division of Bacolod City during the school year 2021-2022. Data for this descriptive study was collected from 101 teachers using a researcher-made instrument that has gone through rigorous tests of validity and reliability. The ensuing analysis showed MAPEH teachers encountered high-level challenges in delivering instruction and utilizing technology in blended learning, with a moderate level of difficulty in assessing learning. Younger teachers with shorter teaching experience, particularly those assigned to primary grade levels, faced moderate challenges in technology literacy and application and assessment, whereas older teachers experienced higher difficulty levels. Significant differences were found in the challenges MAPEH teachers face across age groups in technology literacy, application, and assessment in blended learning. The findings of this paper call for support through seminars and training for the teachers, especially in delivering instruction and effectively utilizing technology in blended learning. Keywords: MAPEH teachers, empirical-based approach, difficulties in blended learning modalities, Bacolod City, Philippines

Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten

A facial and vocal emotion recognition system based on deep learning

The traditional teaching mode, mainly characterized by "cramming" instruction, often overlooks the absorption of knowledge by students during the teaching process. Even in recent years, the emerging "flipped classroom" model heavily relies on teachers' experience and expertise, making it challenging to quantify students' classroom learning states. Among young teachers lacking teaching experience, the replication of excellent teaching models faces difficulties. With the rapid development of artificial intelligence technology, deep learning and other AI techniques are increasingly applied to people's lives. Additionally, emotion computing technology is also becoming more sophisticated. In the field of education, the use of AI technology holds the potential to help teachers systematically and comprehensively assess teaching quality, promoting the sharing of high-quality educational resources nationally and globally. Existing emotion detection technologies often focus on single techniques such as image recognition or natural language processing, resulting in low accuracy in discerning human emotions and making it difficult to accurately identify emotional changes in complex scenarios such as classrooms. Furthermore, there is a lack of comprehensive emotional statistical analysis methods for audio and visual data. In light of these, we have designed and implemented a multi-modal emotion recognition and analysis system. Through testing in classroom settings, this system has the potential to assist classroom teaching and enhance teaching quality.

Perception of job security and professional self‐esteem of teachers: A mixed method research

AbstractProfessional self‐esteem and job security perceptions of teachers are considered to be factors that increase their teaching performance and overall teaching quality. The purpose of this study is to investigate the relationship between teachers' professional self‐esteem and job security perceptions in Turkey and to determine the impact of demographic characteristics on this relationship. In the study, the nested embedded mixed research method was preferred. For quantitative data, the professional self‐esteem and job security level of 660 respondent teachers were compared in terms of demographic characteristics (gender, marital status, education level, union membership, staff type, age, and years of service). For qualitative data, a structured interview form was utilized to examine the views of 54 participants about their profession. Our study reveals the intricate dynamics between teachers' professional self‐esteem and job security, emphasizing the role of gender, union membership, and career stage. The findings of the study revealed that female teachers demonstrated higher professional self‐esteem, likely due to their emotional intelligence and communication skills. Un‐ionized teachers reported greater professional self‐esteem, suggesting the positive influence of unions in safeguarding teachers' rights. Contract teachers, aware of job insecurity, exhibited elevated professional self‐esteem, indicating a drive for continuous skill development. Younger teachers (aged 21–30) displayed higher professional self‐esteem, emphasizing their enthusiasm and adaptability. These findings underscore the complex interplay between self‐esteem, job security, and external factors, with significant implications for teacher support and policymaking.

Factors Affecting the Teaching of Comprehensive Sexuality Education among Secondary School Teachers

The study examined the factors influencing the teaching of comprehensive sexuality education (CSE) among secondary school teachers in Mpongwe District, Copperbelt Province, Zambia. It utilized a cross-sectional survey method involving 185 participants from secondary schools in the district, selected through convenience sampling. Structured questionnaires were administered to gather data on various factors impacting the teaching of CSE. Results indicated that management factors, including training in CSE, access to resources, and support from school management, significantly influenced participants’ comfort and competence in teaching CSE. Cultural factors were identified as barriers to teachers’ comfort in delivering CSE content. Interestingly, demographic factors such as gender, professional qualifications, and length of service did not affect participants’ comfort in teaching CSE, although age emerged as a significant factor, with younger teachers feeling more at ease with teaching CSE compared to their older counterparts.

A model of community youth mental health support services in the global South: A description and use of school-based services delivered by a non-governmental organisation in South Africa

ObjectiveYoung people in low- and middle-income countries (LMICs), including South Africa, are disproportionately affected by multiple risk factors for developing mental health problems and there are numerous barriers to accessing mental health care. In such contexts non-governmental organisations (NGOs) play a key role in providing support. We report on the mental health care services provided by NGO Community Keepers in South Africa. MethodCommunity Keepers (CK) offers psychosocial support to young people, parents, and teachers, during regular school hours, and free of charge. At the end of 2019, CK was based at 23 schools in 12 areas in the Western Cape Province, South Africa. In this paper we describe the model of service provision and present descriptive statistics from retrospective observational service data using routinely collected quantitative data from 2019, including details about referrals received, referral sources and reasons, and feedback received from children, parents, and teachers on the psychosocial support CK delivered. ResultsDuring 2019, 34 676 individuals accessed 18169 psychosocial support sessions rendered by CK. The most common referral source of learners to CK was self-referrals (40.6%), and the main referral reasons were emotional (psychological) problems, behaviour problems, or family (community) problems. At termination of therapy 320 (79.2%) learners said they strongly agreed that they would recommend CK to someone at their school. At termination of therapy with learners, 95 (39.3%) teachers rated CK’s services as excellent, 139 (57.4%) teachers gave a rating of good, and 204 (79.7%) parents reported an improvement in their relationship with their children. ConclusionsCK is an example of how psychosocial support can be embedded in schools in a LMIC. CK’s multifaceted model of service delivery could be used by other school-based mental health care service providers in other LMICs to inform and/or refine the services that they wish to offer.

Innovative ability, work environment and job performance of young teachers in colleges and universities: Basis for improved employee engagement framework

Innovative ability, work environment and job performance of young teachers in colleges and universities: Basis for improved employee engagement framework

Problems and prospects for employment of young Russian teachers

The article raises the problems related to the peculiarities of building a professional career of graduates with pedagogical education. Despite the constant demand in the labor market, educational organizations are in a situation of chronic shortage of teaching staff. The aim of the article is to analyze the difficulties and challenges faced by young teachers not only during employment, but also during the period of adaptation in an educational institution. Based on a large array of statistical data, as well as sociological studies conducted by the research teams of Institute of Sociology of FCTAS RAS and RSUH, risk factors and channels of leaving the labor market of young teachers-professionals shown. The article poses, firstly, the problem of insufficiently meaningful choice and, as a consequence, motivation of future teachers during their enrollment in the university, the formation of “professional ballast” of students unmotivated for the profession of teacher. Secondly, the problem of lack of necessary vacancies, insufficient salary, uncomfortable working conditions. Thirdly, the problem of adaptation to work in an educational institution: the lack of stress resistance, professionalism, communication competence, responsibility and initiative. It is concluded that in order to attract young teachers to schools it is necessary to take thoughtful measures to retain motivated people in the profession, starting from the university stage and ending with the creation of favorable conditions for their career development in the workplace.

Best of Both Worlds: Developing an Innovative, Integrated, Intelligent, and Interactive System of Technologies Supporting In-Person and Digital Experiences for Early Mathematics

Mathematics is a core component of cognition. Unfortunately, most young children and teachers cannot access research-based early childhood mathematics resources. Building on a quarter-century of research, we are developing and evaluating an innovative, integrated, intelligent, and interactive system of technologies based on empirically validated learning trajectories that provide the best personal and digital tools for assessing and supporting children’s mathematics learning. This article reviews the research that guided us, then describes the design principles of the new project, justifying their selection using theory and research, and shares how the design principles helped address challenges in development. The goal is to provide teachers, caregivers, and children with high-quality resources to support early mathematics learning in the context of meaningful, motivating, challenging, and achievable experiences.

Role Transformation of Teachers in Higher Vocational Colleges under Artificial Intelligence Assisted Art Creation: A Qualitative Study of Art Design Teachers

Artificial Intelligence (AI) technology has made remarkable progress in image processing, speech synthesis, intelligent creation, etc., and has shown great potential for application in artistic creation. In the teaching scenario of higher vocational colleges, teachers not only bear the responsibility of cultivating students' hands-on ability and creative thinking but also need to constantly adapt to the teaching changes brought about by technological advances. With their strong digital intuition, creative thinking and flexible adaptability, young art design teachers can make better use of AI technology to assist artistic creation, improve teaching quality, and enrich students' creative learning experience. Traditional art education usually relies on teachers to impart knowledge, guide practice, and evaluate works in the classroom; however, the widespread application of AI technologies has brought about a revolutionary transformation in art education, and new educational resources such as generative design tools and online assisted design platforms are gradually changing the traditional teaching mode and the role of teachers. Using self-efficacy theory and social cognitive career and motivation theory as a framework, this study investigated twelve in-service young art design teachers through 1) semi-structured interviews; 2) focus group discussions, and 3) member-checking interviews. The researcher analysed the data using a general inductive approach to capture the following core themes: 1) new role orientation; 2) continuing professional development and 3) support from society and educational institutions. Institutional support. The results of the study help to deeply understand the relationship between AI and art education in higher vocational colleges, clarify the self-worth positioning of young art design teachers in the new era, and provide theoretical support and practical guidance for the transformation of teachers' roles and the professional development of art education.

“We usually use paragraph one to introduce the topic”: trust building via appraisals by practicum EFL teachers in classroom interactions

Abstract This study investigates how practicum EFL teachers build trust through appraisals in classroom interactions at a local senior high school in Mainland China. Building upon prior research on trust discourse and appraisals, we present a model of teachers’ trust discourse, which we apply to analyze six English reading lessons conducted by three young EFL practicum teachers. The findings reveal that the practicum EFL teachers construct two distinct types of trust: cognition-based trust (CBT) and affect-based trust (ABT). CBT is formed through the communication of the teachers’ epistemic and deontic authority, while ABT is fostered by emphasizing values congruence and guanxi (interpersonal connections) between the teachers and the students. Appraisals play a crucial role in the trust-building efforts of the practicum teachers. Our analysis further indicates a preference among the practicum teachers for prioritizing CBT, as evidenced by their strategic use of appreciation and judgment resources in the attitude system, as well as the application of force resources in the graduation system. This study provides valuable insights into the pivotal role of appraisals in cultivating trust between EFL teachers and students in classroom settings.

Teacher Development Dilemma and Solution Ideas in Contemporary Chinese Rural Small-Scale Schools

Small rural schools are an important part of compulsory education and an inevitable form of rural education development. As urbanization accelerates, the movement of rural students to urban schools has led to a drastic reduction in the number and size of rural schools and a serious loss of quality teachers. Currently, rural teachers in China are facing problems such as disconnected interpersonal networks, weakened discourse power, and limited professional development. In order to promote the development of rural education, it is necessary to prioritize the professional development of teachers in small-scale rural schools, innovate the rural teacher training model, focus on the training of native and generalist teachers, and establish inter-school teaching and research teams to achieve the sharing of educational resources. Simultaneously, it is crucial to pay attention to the spiritual needs of rural teachers, enhance the professional identity of young teachers in small-scale rural schools, raise their comprehensive treatment level and reduce the burden of non-teaching tasks, so as to promote the professional development of teachers in small-scale rural schools.

Teacher effectiveness in English-medium instruction and students’ academic achievement: A value-added model in action

This study aimed to investigate the association between general science teachers’ effectiveness in teaching through English and students’ academic success in Debre Birhan City. In addition, it sought to determine which dimensions of English as a medium of instruction (EMI) accounted for the greatest variability. Furthermore, it examined whether demographic variables such as sex, qualification, and experience co-variated with students’ academic achievement (SAA). A non-experimental correlational design was employed. The study sample included 45 randomly selected teachers and 1575 students in 45 classrooms. A teacher effectiveness questionnaire and an academic achievement test were used as data collection tools implementing the principle of the value-added model. The findings revealed a strong relationship between teachers’ effectiveness in teaching science through English and SAA, with pedagogical knowledge being the highest contributor and experience co-variating with SAA. The unstandardized coefficient output also reveals that SAA increases by a certain percentage as every scale of EMI increases. The study recommends on-the-job training for EMI teachers. Additionally, experienced teachers should work in pairs with younger teachers and share fresh perspectives on teaching methods and effective language use. The introduction of EMI implementation policies is also recommended.

Reviewing the role of the physics curriculum and its assessment in post-16 gender disparities

ABSTRACT Physics drives innovation, addressing humanity’s problems. Learning physics should be an entitlement for all, but access to the physics curriculum is currently inequitable, frequently being perceived as androcentric and Eurocentric. The proportion of girls taking Advanced Level Physics in England has remained low over the last 30 years. We describe changes to the secondary curriculum and its assessment in England from the 1980s onwards, reviewing research about how these changes might affect girls’ physics uptake. Arguably, curriculum and assessment decisions have a gatekeeping effect, locking many students out of physics. Research indicates that the science curriculum and its assessment create challenges for girls in accessing physics and identifying as physicists. Whilst introducing balanced science (including biology, chemistry, and physics) to age 16 prevented stereotypical choices at age 14, curriculum content was viewed by young people and teachers as inflexible, irrelevant, lacking debate, and repetitive. Consequently, changes were made. However, the desired improvement in girls’ physics uptake did not happen and subsequent curriculum changes restored the status quo. Policymakers should work more closely with practitioners, including experts from underrepresented groups, when making changes, using research and pupil voice to inform them, to improve inclusion and diversity.

A snapshot of Bulgarian school teachers’ familiarity with, use of, and opinions on artificial intelligence at the threshold of its incorporation into the educational process

The current study was designed within a survey-based quantitative research methodology in order to investigate Bulgarian teachers’ familiarity with, use of, and attitudes toward artificial intelligence (AI) at the nascent stage of its integration into the Bulgarian education system. The survey was completed by 2252 teachers, of whom 16.30% were men and 83.70% were women. The majority of the teachers (72%) reported some level of familiarity with AI technology. Higher levels of familiarity were significantly associated with younger teachers (aged 20 to 29), mathematics, sciences, and technology subject areas, as well as the male gender. More than 50% of the teachers reported using AI technology in their instruction. Familiarity with AI technology was the only significant predictor of AI use, overriding the effect of other variables. The teachers used AI technology to prepare teaching, assessment, and homework materials; design individual and team tasks; and grade students' work. The teachers who regularly used AI technology were more favorable towards AI in contrast to those who seldom or never employed AI. The majority of the respondents recognized the need for teacher training in AI technology and expressed willingness to participate in teacher training initiatives. Therefore, the current situation requires teacher education programs to harness teachers’ needs by equipping them with relevant AI literacy and skills that they could apply to the critical adoption of suitable AI tools. Educational institutions and stakeholders should provide guidelines and consultancy regarding technical, methodological, and ethical issues concerning the instructional use of AI technology.

Research on Curriculum Ideology and Politics Awareness and Practice of Young Professional Teachers Based on ARCS Model

Promoting curriculum ideology and politics construction of young professional teachers is an inevitable requirement for comprehensively deepening curriculum reform. It is also a major measure to implement fundamental task of cultivating morality and talent. Starting from clarifying the value implications, this article deeply analyzes young professional teachers’ practical difficulties of curriculum ideology and politics, and uses the “Attention-Relevance-Confidence-Satisfaction” (ARCS) model as research framework to propose four improvement paths: enhancing attention of young professional teachers to curriculum ideology and politics, strengthening correlation between young professional teachers and curriculum ideology and politics, enhancing confidence of young professional teachers in carrying out curriculum ideology and politics, and improving satisfaction of young professional teachers in practicing curriculum ideology and politics.