Journal articles on the topic 'Teacher-level factors'
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Lee, Mi Suk, and Jae Duck Lee. "Multi-Level Analysis of Factors Influencing Teacher Efficacy." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 495–514. http://dx.doi.org/10.22251/jlcci.2022.22.13.495.
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Objectives The purpose of this study was to analyze the level of teachers and schools for teacher efficacy using the muti-level analysis method. Methods In this study, elementary school data from the Korea Educational Development Institute's ‘School Education Status and Level Analysis Study 2014’ were used. A two-stage multi-level analysis was conducted on 250 school questionnaires and 6,060 teacher questionnaires in the data. Results First, In teacher background factors, it was found that position, homeroom teacher status, gender, educational background, and career had a positive effect on teacher efficacy. Second, In school background factors, it was found that the ratio of the budget for basic educational activities had a positive effect on teacher efficacy. Third, In teacher process factors, it was found that the degree of reflection of school education goals, the degree of participation in internal and external learning group of education, and spending time in class for teaching, the number of open classes, and preparing time for teaching had a positive effect on teacher efficiency. Fourth, in the school process factors, positive perceptions of fellow teachers, the degree of meetings for educational activities, the degree of cooperation with fellow teachers, and the degree of professional conversation with colleagues had a positive effect on teacher efficiency. However, it was found that the principal's interest in teacher participation had a negative effect. Conclusions These research results can provide implications for what efforts schools should make to improve teacher efficacy. Various efforts in schools will contribute to the improvement of teaching and changes in schools.
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Bugti, Sana Mairaj, Muhammad Umair, and Rukshinda Basharat. "Factors Influencing Continuous Professional Development of Teacher at University Level." Sukkur IBA Journal of Educational Sciences and Technologies 1, no. 1 (June 29, 2021): 36–46. http://dx.doi.org/10.30537/sjest.v1i1.664.
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This study intends to find how time, funding and head influence impact on continuous professional development of university teachers. Purposive sampling (non-probability) was used for the study and survey method was adopted. The data was collected from 225 respondents and questionnaire is used as data collection instrument and respondents belongs to a public university Shah Abdul Latif University, Khairpur Mirs’ which is located in Sindh province. For hypothesis testing, structural regression model was selected. IBM SPSS is the tool we used to analyze the collected data and applied tests like Exploratory Factor Analysis (EFA) and multiple regression and AMOS is used to check Confirmatory Factor Analysis (CFA). Overall results provided the evidence that time and funding does not influence on Continuous Professional Development of university teachers while head influence significantly effecting on it. Continuous Professional Development (CPD) enhance competencies and skills of teachers that ensure the quality education therefore it is the demand of the age. This study provides an exclusive viewpoint of university teachers regarding factors influencing on continuous professional development
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Jang, Eunah, and Hyewon Chung. "Exploring Factors Influencing Career Maturity of High School Students: Focusing on Student and School Factors." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 393–413. http://dx.doi.org/10.22251/jlcci.2022.22.11.393.
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Objectives The purpose of this study is to comprehensively verify the factors influencing students' career maturity by exploring student characteristics and their sub-areas (planning for career, self-understanding of career) and career education and career guidance activities operated by schools.
Methods Multi-level modeling(two-level) was applied to the 8th wave(2019, 11th grade) of data taken from Gyeonggi Education Panel Study(GEPS).
Results First, It was found that career maturity differs between schools. Second, the student-level variables influencing career maturity included self-esteem, self-efficacy, social self-concept, school satisfaction, parent relations, peer relations, teacher relations, reading activities, and academic stress. Third, most of the policy projects and programs operated for career guidance at the school level did not significantly affect career maturity, but career counseling with career teacher was found to have a negative effect on career maturity and career planning. Fourth, this study confirmed the statically significant interaction effect between teacher relations and career concentration curriculum.
Conclusions Based on the findings of the current study, directions and implications for improving career maturity of high school students and activating effective career education were discussed.
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Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels." Journal of Physical Activity and Health 15, no. 9 (September 1, 2018): 637–43. http://dx.doi.org/10.1123/jpah.2017-0218.
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Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates. Results: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels. Conclusion: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.
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Khanal, Peshal, and Prem Phyak. "Factors Affecting Teacher Motivation in Nepal." AMC Journal 2, no. 1 (March 18, 2021): 25–40. http://dx.doi.org/10.3126/amcj.v2i1.35784.
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The major aim of this paper is to report the finding of a study that aims at analyzing different factors influencing teacher motivation towards the teaching profession. To this goal, a mixed method approach was used and quantitative data were collected from 430 teachers, teaching at the Basic Level, from six districts using a set of questionnaires. Qualitative data were gathered from 48 teachers, six resources persons, six teacher trainers and three policy-makers. The major findings of the study show that multiple factors influence teacher motivation towards teaching profession, which are broadly categorized under four areas: individual, school related, socio cultural and political. Policy-related factors include salary and benefits, leave facility, promotion, training, pensions and freedom to trade union. Similarly, school-related factors for teacher motivation include school management, leadership, teaching load, professional development opportunities and feedback and reinforcement mechanism. Student-related factors contain class size, student composition, regularity, and discipline. Socio-cultural factors for teacher motivation include social recognition of teachers, political interference and teacher-parent cooperation. Finally, the issue of teacher performance and motivation should be tied up with the policies of teacher professional development.
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THONGPHUKDEE, Chayapol, and Thanin RATANA-O-LARN. "Factors affecting ASEAN teacher competencies : study on pre-service teachers in Rajabhat University in Thailand." Espacios 42, no. 01 (January 15, 2021): 146–54. http://dx.doi.org/10.48082/espacios-a21v42n01p12.
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This paper is reported the synthetized researches of the factors affecting ASEAN teacher competencies for Pre-Service Teachers in Rajabhat University. Content analysis was used for synthesizing 12 researches. It was found that 5 factors affecting ASEAN teacher competencies for Pre-Service Teachers in Rajabhat University. Policy Management, Curriculum Management, Self-Efficacy, Achievement Motivation, and Attitude Formation are included. The multi – level factors model was convinced into 2 levels; 1) University Level 2) Student Level. Policy Management, Curriculum Management are realized in University level. Whereas Self-Efficacy, Achievement Motivation, and Attitude Formation are apprehended in student level. The correlation of factors affecting ASEAN teacher competencies for school interns in Rajabhat University are found that Policy Management affected directly and indirectly ASEAN teacher competencies through Curriculum Management. Self-Efficacy and Achievement Motivation affected directly and indirectly ASEAN teacher competencies through Attitude Formation.
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Schols, Maurice. "Factors that Foster Teacher Educators’ Engagement in Technology Learning in the Workplace." International Journal of Advanced Corporate Learning (iJAC) 12, no. 2 (November 19, 2019): 36. http://dx.doi.org/10.3991/ijac.v12i2.10271.
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<p><span><span style="font-family: Times New Roman; font-size: medium;">New technologies are transforming every aspect of today’s education, and teacher educators, teacher education institutions and policy makers are universally underscoring the need for adequate technology professionalisation programs. However, traditional professional development opportunities still leave much to be desired because educators perceive most of workshops, training and off-campus days as being separate from engagement with authentic teaching contexts. We conducted this study to explore and identify factors that foster teacher educators engagement in technology learning. Fifteen teacher educators from three interdisciplinary teams at a Dutch teacher education institution volunteered to participate in this qualitative study. We gathered data through reflective reports, semi-structured interviews and field observations. We found four factors that fostered teacher educators’ engagement in technology learning and that are in line with the international engagement literature. The implications of the findings might contribute to teacher educators’ technology professional development on both an individual level and institutional level. </span></span></p>
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Subedi, Bidya Raj, Bonnie Swan, and Michael C. Hynes. "Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/532737.
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This paper investigated the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing a three-level hierarchical linear model (HLM) through value-added model (VAM) approach. The analysis investigated significant predictors at student, teacher, and school levels for predicting students' gain scores and also estimated d-type effect sizes at teacher and school levels. We found the significant effects of teacher's mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although school poverty significantly predicted students' gain scores, the school level effect was relatively small.
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Mohammadzadeh Mohammadabadi, Alireza, Saeed Ketabi, and Dariush Nejadansari. "Factors influencing language teacher cognition: An ecological systems study." Studies in Second Language Learning and Teaching 9, no. 4 (December 31, 2019): 657–80. http://dx.doi.org/10.14746/ssllt.2019.9.4.5.
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Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.
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Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Association of Teacher‐Level Factors With Implementation of Classroom‐Based Physical Activity Breaks." Journal of School Health 89, no. 6 (April 2019): 435–43. http://dx.doi.org/10.1111/josh.12754.
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Orejudo, Santos, Juan-José Navarro, Eva Vicente, and María Jesús Cardoso. "Student Misbehaviour and Teacher Coercion. A Comparative Study of Contextual Factors in Primary and Secondary Education Teachers." International Journal of Environmental Research and Public Health 17, no. 24 (December 16, 2020): 9429. http://dx.doi.org/10.3390/ijerph17249429.
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This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.
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McConnell, John R., Benita G. Bruster, and Vicky B. Smith. "Predicting Teacher Effectiveness Based on Various Preservice Factors: Implications for Higher Education and the Evaluation of Teacher Preparation." International Journal of Educational Reform 28, no. 1 (January 2019): 63–78. http://dx.doi.org/10.1177/1056787918824204.
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The purpose of this study was to investigate a set of teacher-level factors that educator preparation providers (EPPs) may be examining to anticipate how effective teachers might be in the classroom. An ordinal logistic regression was performed to determine impact on teacher effectiveness, given five predictor variables: level (undergraduate vs. graduate), age, GPA, ACT, and Praxis II scores. The findings demonstrated that only level made a significant individual contribution to prediction, suggesting that undergraduate students were less likely to have higher teacher effectiveness scores than graduate students. The major implication for states may be to evaluate EPPs and their abilities to impact the quality of preservice teacher candidates separately based on whether they serve primarily undergraduate or graduate student populations.
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Alboliteeh, Mohammad. "Factors affecting English proficiency of Arabic student nurses: Future directions for educational developers in Saudi Arabia." International Journal of ADVANCED AND APPLIED SCIENCES 9, no. 9 (September 2022): 153–57. http://dx.doi.org/10.21833/ijaas.2022.09.019.
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This study aims to determine the contributory factors affecting the English Proficiency of Arabic student nurses. This research employed the quantitative-cross-sectional approach conducted at the University of Hail, College of Nursing. Two hundred seventy-six student nurses participated in the study resulting from the convenience sampling. Frequency and percentage, t-test, and one-way Analysis of Variance (ANOVA) analyzed the data. Data was gathered between January and February 2022. The students have a low level of English proficiency (22.25/55). The gender has significant difference with level of English proficiency (t=3.679; p<.000), however, there was no significant difference with environment (t=.129; p>.898), peer (t=.255; p>.799), teacher (t=.515; p>.607), and technology (t=1.306; p>.193). Moreover, age was found no significant difference with the level of English proficiency (F=.618; p>.540), environment (F=1.415; p>0.71), and teacher (F=2.462; .087) but with a significant difference with technology (F=4.155; p>.017) and peer (F=1.486; p<.044). The year level of the participants, was found no significant difference with English proficiency (F=.932; p>.395), environment (F=.494; p>.611), peer (F=1.385; p>.252), teacher (F=1.627; p>.198), and technology (F 2.23; p>.109). Lastly, the environment (F=(4,271=9.856, p<000)), peer (F=(4,271=9.856, p<.020)), teacher (F=(4,271=9.856, p<.014)) were significant contributors to the level of proficiency of the student nurses but not on technology. The student nurses have a low level of English proficiency, and gender was found to have a significant difference in English proficiency. The age was found to have no significant difference with English proficiency, environment, and teacher. However, technology and peer were found to have a significant difference. The year level of the participants was found to have no significant difference with English proficiency, environment, peer, teacher, and technology. The environment, peers, and teacher contributed to English proficiency but not to technology.
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Melnyk, Oksana. "Modern Factors for Successful Work of a Teacher in Higher Medical Institution." Galician Medical Journal 27, no. 1 (March 27, 2020): E202012. http://dx.doi.org/10.21802/gmj.2020.1.2.
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Professional pedagogical activity of a teacher can be considered as a holistic dynamic system including continuous improvement of pedagogical skills. Modern trends in medical education pose new requirements for the teacher. Among them, knowledge of the English language (the main language of international scientific communication) at a level that would allow the teacher to work out the scientific literature and share the results of the research with a wider range of scientists is of critical importance. International internships at leading universities to study the best practices and enhance the scientific level of publications are important as well. Therefore, research work becomes the main component of the educational process - a factor determining the effectiveness of the teacher’s work.
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Minor, Elizabeth Covay, Guan K. Saw, Kenneth Frank, Barbara Schneider, and Kaitlin T. Torphy. "External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (November 2019): 1–30. http://dx.doi.org/10.1177/016146811912101106.
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Background/Context All organizations face turnover in their workforce; however, in schools high turnover can interfere with the effectiveness and efficiency of the school. While past research has examined school-related factors linked to teacher turnover, few studies have examined how external contextual factors are related to teacher turnover. This study examines the role of two external contextual factors in teacher turnover: economic downturns and changes in state curricular policy (the Michigan Merit Curriculum [MMC]). Purpose/Objective/Research Question/Focus of Study This study asks the extent to which the economic crisis of 2009 and the implementation of the MMC are related to school-level teacher turnover rates and whether those relationships vary by school locale and within the school year. Population/Participants/Subjects The data include full-time high school teachers in the state of Michigan aggregated to the school level. Research Design Using eight years of statewide longitudinal data from Michigan, the study employs school fixed effects models to account for possible differences in unobservable school characteristics that are constant over time and may be related to teacher turnover. The study examines teacher turnover at both the mid-year and the end of the year as teachers leave schools at various points during the school year. Additionally, this study considers how turnover is experience differentially by urbanicity. Findings/Results Between 3.2% and 15.5% of teachers left their school over the eight-year period. The rates of turnover varied by the time of the school year with more teachers leaving at the end of the year than during mid-year. There was a significant increase in teacher turnover rates around the announcement of the MMC as well as the economic downturn. While all locations were impacted by the announcement of the MMC, the largest amount of turnover occurred in urban areas and the lowest for suburban areas. In terms of the economic downturn, towns were impacted the most, followed by rural and suburban schools. Urban areas did not see a significant increase in teacher turnover related to the recession. Conclusions/Recommendations The authors conclude that external contextual factors are related to increases in teacher turnover independent of each other. How these factors relate to teacher turnover does depend on school locale. While this study was based in Michigan, all states have their own policy and economic pressures to consider in related to school-level decision making and teacher turnover.
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Rots, Isabel, and Antonia Aelterman. "Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment." European Educational Research Journal 7, no. 4 (January 1, 2008): 523–34. http://dx.doi.org/10.2304/eerj.2008.7.4.523.
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Although several studies have confirmed the importance of teaching commitment for beginning teachers' retention in the profession, research on the factors that enhance the teaching commitment of teacher education graduates is scarce. The purpose of the current study is thus to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. Four categories of predicting variables were distinguished: (1) personal characteristics (sex, personality); (2) initial motivation for teaching; (3) teacher education (type of teacher training, graduation degree, preparedness for teaching, faculty support and mentor support); and (4) integration into teaching (teacher efficacy and professional orientation). The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy. As such, the findings of this study have important implications for teacher education since the results confirm the importance of teacher education for the teaching commitment of graduates.
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Seo, Young Sik, and Taeyoung Kim. "Comparison of Students’ Math Achievement in Two Nordic Countries: Multi-level Analysis of PISA Results." Journal of Curriculum and Teaching 11, no. 5 (August 1, 2022): 162. http://dx.doi.org/10.5430/jct.v11n5p162.
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The present study was aimed to investigate whether Finnish and Danish students’ math achievement differed and which student-level factors, if any, explained the achievement gaps and whether teacher participation in decision making and teacher morale, among the school-level factors, explained the achievement gaps in Finland and Denmark. To this end, this study used both student- and school-level datasets of two countries from the Program for International Student Assessment (PISA) 2012 study and employed hierarchical linear models (HLM) – a fully unconditional, a partially unconditional, and a fully conditional model to address the hierarchical structure of research units and importance of predictors of math achievement at each level. Results indicated that Finnish students outperformed Danish peers in math achievement and that between-school homogeneity and gender equity were more salient in Finland than in Denmark. However, the findings of HLM showed that neither teacher participation in decision making nor teacher morale was associated with student math achievement in Finland and Denmark. The findings indicated that neither teacher participation in decision making nor teacher morale translated directly into improved student achievement among Finnish and Danish 15-year-old students, when adjusting for various student and school-level factors. Implications and future studies related to database linking and potential mechanisms, such as school principals’ leadership traits and practices, in the relationships between teacher participation in decision making, teacher morale, and student achievement were briefly discussed.
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Tang, Hanwei, Chen Qiu, Lingqi Meng, Yujia Li, and Jiangkun Zhang. "Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis." SAGE Open 10, no. 2 (April 2020): 215824402093251. http://dx.doi.org/10.1177/2158244020932511.
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The present study aimed to investigate factors predicting inquiry-based teaching in science across One Belt One Road countries and regions (OBOR economies). Teacher-level ( N = 8,603) and school-level ( N = 1,385) data were drawn from the Program for International Student Assessment (PISA) 2015. Hierarchical linear modeling was adopted for data analysis. The results showed at the teacher level that teacher collaboration was positively correlated with inquiry-based teaching in OBOR economies, and that teacher beliefs were positively associated with inquiry-based teaching in each sample. At the school level, no consistent result was found among OBOR economies. School location was positively related to inquiry-based teaching in the Dominican Republic, Macao, and the United Arab Emirates. By contrast, science-specific resources showed a negative association with inquiry-based teaching in Taiwan, the Czech Republic, and Macao. Other specific findings were presented and the implications of all findings were discussed.
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Zakharov, Wei, Johannes Strobel, and Heidi Diefes-Dux. "Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program." International Journal of Research in Education and Science 6, no. 1 (November 8, 2019): 48. http://dx.doi.org/10.46328/ijres.v6i1.527.
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This study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students’ knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed.
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Avidov Ungar, Orit, and Alona Forkosh Baruch. "Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 279–96. http://dx.doi.org/10.28945/3606.
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ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education. Professional development of teacher educators in ICT skills and guidance in applying advanced technologies are additional facilitating factors. Resources, mainly time and infrastructure, were mostly a hindering factor with adverse influence on ICT integration. Three levels of successful ICT integration indicated successful implementation: teacher educators’ level, students in their practice, and the organization level in terms of policy.
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Korczyński, Stanisław. "The level of stress and stress factors in the work of the kindergarten teacher." Problemy Opiekuńczo-Wychowawcze 568, no. 3 (May 31, 2018): 32–51. http://dx.doi.org/10.5604/01.3001.0011.8297.
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The profession of a kindergarten teacher is particularly stressful due to the complex tasks within the didactic, educational and caring functions. To recognise the problem of stress of this professional group, the research was done to answer the following questions: What is the level of stress of teachers depending on the seniority of teaching and what factors are the cause of stress. The research using the diagnostic survey method covered 440 respondents with different seniority. Studies have shown that 35% of teachers experience above-average stress levels. The amount of stress is individually diversified, and the way it is experienced depends on many factors that are perceived as particularly burdensome and difficult to overcome. They are connected with time pressure, physical nuisance, a feeling of insufficiency of prizes, fulfilling didactic and educational functions. Teachers are stressed by the large amount of work outside the hours spent with children, by underestimating the profession, lack of time to support the development of children requiring special care and compensating for their shortages as well as staying in constant noise.
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Al Ruqaishi, Salama Abdul Aziz. "Factors Influencing Teachers' Engagement." International Journal of Education 14, no. 1 (January 14, 2022): 1. http://dx.doi.org/10.5296/ije.v14i1.18366.
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This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teachers' engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.
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Huang, Fen Fen, Cou Chen Wu, Chang Ya Hu, and Sun Shen Yang. "Teacher Overinvolvement and Student Depression among Junior High School Students in Taiwan." Scientific World JOURNAL 6 (2006): 834–46. http://dx.doi.org/10.1100/tsw.2006.152.
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This study examines depression in students at public high schools in Taiwan. The purpose of this study is to examine which student-level and teacher-level variables affect student depression due to teacher emotional overinvolvement and other factors. A survey instrument adapted and translated from existing surveys was distributed to 1,479 Taiwanese adolescents aged 13—15 years and 172 teachers from 10 public junior high schools in the city of Taipei. The hierarchical linear model (HLM) was used for a cross-level analysis of the data. The HLM shows that student-level measures account for most of the variance. Teacher emotional overinvolvement and core self-evaluations are the preponderant influences on student ratings. In terms of teacher-level variables, the effects of teacher involvement, teacher depression, and teacher educational background on student-level variables are strong and significant. The findings of this study recommend the development of a comprehensive counseling system for teachers and students.
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Njiku, Joseph, Védaste Mutarutinya, and Jean Francois Maniraho. "Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors." Journal of Learning for Development 9, no. 2 (July 19, 2022): 279–90. http://dx.doi.org/10.56059/jl4d.v9i2.589.
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This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.
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Domville, Matthew S., Paula M. Watson, Dave J. Richardson, and Lee E. F. Graves. "Educator perspectives on factors influencing children’s school-based physical activity." Health Promotion International 34, no. 5 (July 13, 2018): 931–40. http://dx.doi.org/10.1093/heapro/day041.
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Summary Formative research is an important first step in the design and development of children’s school-based physical activity (PA) interventions. Exploration of educator [headteacher and physical education (PE)-co-ordinator] perceptions toward the promotion of school-based PA, including PE delivery has however been limited. This study took a socio-ecological approach to explore the barriers and facilitators of children’s school-based PA from the perspective of school educators. Interviews were conducted with headteachers (n = 4), PE-co-ordinators (n = 4) and a deputy headteacher (n = 1) and data thematically analysed using Nvivo software (version 10). Findings suggested that, at an organizational level headteachers were the predominant driving force in the promotion of PA opportunities, yet institutional barriers including low priority for PA and PE were perceived to negate delivery. At an interpersonal level, strategies to increase the delivery of school-based PA were developed, however poor teacher-coach relationships and significant others reduced PA promotion opportunities. Child PA was further negated through intrapersonal factors, including lack of PE-specific teacher training and varying teacher interest in PA and sport. To increase primary school children’s school-based PA, barriers and facilitators at the organizational, interpersonal and intrapersonal level must be considered and targeted and researchers and schools should work in partnership to develop future interventions.
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Qin, Lixia. "Factors relating to teachers’ intention to change school: A multilevel perspective." Policy Futures in Education 17, no. 3 (January 9, 2019): 318–38. http://dx.doi.org/10.1177/1478210318822184.
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The high turnover rates in public schools, especially in those hard-to-staff schools, remains a growing problem and has become the largest component of teacher supply problems in the US school system. The purpose of the study was to examine the individual and school organizational factors that were associated with teachers’ intentions to change school by using the dataset of the US TALIS 2013 administrated by the Organisation for Economic Co-operation and Development. The results of the multilevel models showed that although the variance in teacher turnover intentions was, to a substantial degree, explained by the individual variables, the school organizational-specific effects have notably contributed to the outcome as well. Additionally, the analysis of the cross-level interaction has detected both direct and indirect effects of disadvantaged schools on teacher transfer intention. The implications for teacher retention policies have been discussed as well.
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Tang, Yipeng, Ting Wang, Laura Blythe Liu, and Qiong Li. "Teacher Job Satisfaction in High-Performing Systems: A Multi-Level Study of Teacher, Classroom, and School Factors Using TALIS 2013 Surveys." Asia Pacific Jorunal of Educational Research 3, no. 1 (January 31, 2020): 17–43. http://dx.doi.org/10.30777/apjer.2020.3.1.02.
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Choi, Jinsu, and Hyewon Chung. "The Analysis of Influencing Factors of Youth Science Achievement in Korea by TIMSS 2019." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 329–42. http://dx.doi.org/10.22251/jlcci.2022.22.23.329.
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Objectives The purpose of this study is to analyze for factors affecting adolescents' science achievement by multiple level. Methods To do this, the multiple membership multiple level model was applied to the 168 schools, 235 teachers, 4404 students by Trends in International Mathematics and Science Study(TIMSS 2019). Results The results of the results study are as follows. First, according to the final model, the amount of explanation of variables by level for adolescents' science achievement was high in the order of school, teacher, and student. Second, at the student level, it was found that the science achievement had been affected by gender, degree of family learning support. The teacher-level variable was not statistically significant. At the school level, it was found that the size of the city at the school location had an effect. Conclusions It is expected to improve the level of science achievement and provide basic data for improving educational environment and innovation.
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Ferreira, Jo-Anne, Lisa Ryan, and Daniella Tilbury. "Planning for Success: Factors Influencing Change in Teacher Education." Australian Journal of Environmental Education 23 (2007): 45–55. http://dx.doi.org/10.1017/s0814062600000707.
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AbstractTeacher education is widely recognised as a key strategy that is yet to be effectively utilised to embed environmental education and/or education for sustainability in schools. This paper reports on a research study that examined a range of pre-service teacher education initiatives, both in Australia and internationally, that were seeking to reorient teacher education towards environmental sustainability. This paper reports on six factors utilised across the initiatives that were critical to their success. These were (1) the nature and length of funding arrangements; (2) the range and quality of partnerships and networks; (3) the curriculum focus and the teaching and learning processes used; (4) the nature of, and incentives for, participant engagement; (5) the level at which a change was being sought; and (6) the use of evaluation as a tool for learning and ongoing improvement. This paper discusses why and how each of these six factors proved critical and explores the implications for initiatives seeking to reorient teacher education towards environmental sustainability.
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Sass, Daniel Allen, Belinda Bustos Flores, Lorena Claeys, and Bertha Pérez. "Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers." education policy analysis archives 20 (May 30, 2012): 15. http://dx.doi.org/10.14507/epaa.v20n15.2012.
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Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.
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Murray, Aja Louise, Ingrid Obsuth, Manuel Eisner, and Denis Ribeaud. "Disaggregating Between- and Within-Classroom Variation in Student Behavior: A Multilevel Factor Analysis of Teacher Ratings of Student Prosociality and Aggression." Journal of Early Adolescence 39, no. 7 (September 7, 2018): 993–1019. http://dx.doi.org/10.1177/0272431618797005.
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Teacher ratings of student behaviors vary systematically both at the student and teacher/classroom level. Multilevel confirmatory factor analysis (ML-CFA) can disaggregate between- and within-teacher/classroom variance, identify an optimal psychometric model at each level, and test correlates of the resulting dimensions. In this study, 250 teachers (37% males) rated an average of 4.02 students (51% males; aged 10 years at Time 1 and 11 years at Time 2) from a normative sample of Swiss youth. Substantial and unidimensional between-teacher variation in ratings of both prosociality and aggression were identified, and this was stable across time. These dimensions were not associated at the between-teacher/classroom level with teacher gender or teacher–student relationships, although they were associated with teacher-student relationships at the within-teacher/classroom level. There was little between-teacher/classroom variation observed in student self-reports of prosocial and aggressive behavior, and multilevel CFA was not possible for these ratings. Future research should aim to identify sources of between-teacher/classroom variation. This should include factors that influence negative and positive teacher perceptions of and response biases related to student behavior as well as those that influence student behavior itself.
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Loy, Chee Luen, and Norwaliza Abdul Wahab. "Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review." Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, no. 2 (December 15, 2020): 77–98. http://dx.doi.org/10.37134/jrpptte.vol10.2.6.2020.
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A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.
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Hasanah, Enung, Suyatno Suyatno, Tugino Tugino, and Syahid Ali. "Work Satisfaction Level of Private School Teachers in Yogyakarta Indonesia." Randwick International of Social Science Journal 1, no. 3 (October 23, 2020): 542–54. http://dx.doi.org/10.47175/rissj.v1i3.107.
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This article aims to explore the level of teacher job satisfaction based on external factors, namely organizational policy factors, availability of promotion opportunities, and direct supervisor supervision. Participants in this study were 216 Muhammadiyah high school teachers in the Special Region of Yogyakarta, Indonesia, consisting of 79 men and 137 women. They become participants in this research voluntarily and are determined randomly. The data collection method was carried out by the teachers filling out the survey instruments deliberately. The data that has collected, then we process it using descriptive quantitative data processing techniques using SPSS 25. The results show that 1). The level of teacher job satisfaction from the aspect of organizational policy has a dominant distribution in the very high category (79.6%), in the high category was 16.7%, in the medium category was 3.2%, while those in the low category were as much as 0.5% ; 2) The level of teacher job satisfaction regarding supervision was included in the very high category (89.8%), in the high category was 18.3%, in the medium category was 0.9%, and in the low category were as much as 0.9%; 3) The level of teacher satisfaction on aspects of promotion opportunity has a dominant distribution in the very high category (81%), in the high category was 11.1%, in the medium category was 7.4%, and in the low category were as much us 0.5%. These results indicate that the level of job satisfaction of teachers at SMA Muhammadiyah in Yogyakarta Indonesia is at a very high level of satisfaction. In the future, further research is needed regarding the level of teacher job satisfaction from various other factors, both internal and external, to obtain a more comprehensive picture.
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Demchenko, I., B. Maksymchuk, O. Protas, O. Kozii, O. Demchyshyna, O. Sahach, L. Pletenicka, and I. Maksymchuk. "Dynamics of pedagogical skill development and interaction of factors of its formation." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 34–39. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.07.
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Pedagogical skill is a component both of general professional training of a teacher of any profession and a high degree of his sectoral competence (pedagogical skills of a verbal teacher, a teacher of fine arts, a teacher of physical culture, etc.). Purpose of the article is to theoretical foundation of the dynamics of pedagogical skill development and interaction of factors of its formation. Methods of the research: theoretical - analysis and synthesis of literary sources, comparisons, systematization, generalization, abstraction, hypothetical-deductive, individualization, classification, analogy. A qualitative triad "activity - skill - art is in cultural studies, theory of creativity and including pedagogy". Extrapolating to the didactic plane of IHE, it is possible to formulate it in such way "ability - skills - study - the planned realization (activity) – plan-situational (improvisational-regulated) activity or skill". That is, the main difference between straight - a student and a student who owns pedagogical skills is that the first in his production practice approaches the solution of pedagogical situations more instructively, standardized, while the other - situational, intuitive and more creative. The general conclusion regarding the subsoil for the highest level of pedagogical skill is as follows: if a future teacher of physical culture perfectly assimilates, reproduces and uses in practice pedagogical, sports, achievements, but doesn’t include his personality in the cognitive and creative process, he discovers a high level of pedagogical activity, while the student, adding to the above his own view, experience, interpretation, creativity in solving pedagogical problems, which increases the efficiency of the pedagogical process, fully embodies pedagogical skill.
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Walker, Timothy J., Derek W. Craig, Michael C. Robertson, Jacob Szeszulski, and Maria E. Fernandez. "The relation between individual-level factors and the implementation of classroom-based physical activity approaches among elementary school teachers." Translational Behavioral Medicine 11, no. 3 (February 18, 2021): 745–53. http://dx.doi.org/10.1093/tbm/ibaa133.
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Abstract Classroom-based physical activity approaches can improve students’ physical activity; however, their implementation remains a challenge. This study examined teacher-level factors associated with implementing two classroom-based physical activity approaches (active learning and physical activity breaks). We collected cross-sectional survey data from classroom teachers (n = 133) from 20 elementary schools in an urban Texas school district. Surveys included questions about theoretical constructs (e.g., knowledge, self-efficacy), personal characteristics (e.g., age, gender), and the implementation of active learning and physical activity breaks. We used linear regression models to assess associations between independent variables and implementation outcomes. We also assessed variable importance by examining the unique variance explained. Knowledge (b = .31, p = .001), outcome expectations (b = .18, p = .015), self-efficacy (b = .40, p ≤ .001), and support (b = .22, p = .028) were directly associated with active learning implementation. Teacher physical activity level (b = .29, p = .004) and grade level (third to fifth had lower levels than kindergarten to second grade, b = –.45, p = .022) were also associated with active learning implementation. In fully adjusted models, self-efficacy explained the most variance (≈5%) in active learning implementation compared to other variables. Knowledge (b = .18, p = 0.026), attitudes (b = .18, p = .019), self-efficacy (b = .15, p = .036), and teacher grade level (third to fifth had lower levels than kindergarten to second grade, b = –.80, p < .001) were associated with activity break implementation. In fully adjusted models, teacher grade level explained the most variance (≈13%) in activity break implementation compared to other variables. Results suggest multiple theoretical constructs and personal characteristics are important to target/consider when developing implementation strategies for classroom-based physical activity approaches. Additionally, self-efficacy and teacher grade level are two factors to prioritize.
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Peng, Guohua. "Analysis on the Influencing Factors of Teacher-Student Relationship in Postgraduate Education." International Journal of Education and Humanities 4, no. 2 (September 8, 2022): 100–102. http://dx.doi.org/10.54097/ijeh.v4i2.1525.
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The relationship between teachers and students in postgraduate education directly affects the level of postgraduate education. Based on the current situation of postgraduate education, this paper analyzes the influencing factors of teacher-student relationship in postgraduate education, mainly from the macro and micro levels. That is, the training mode at the macro level, the tutor's knowledge and professional power at the micro level, the personality charm, the way to deal with the relationship between teachers and students, and the role of teachers and students.
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Chaparro Caso López, Alicia Alelí, and Adriana Gamazo. "Estudio multinivel sobre las variables explicativas de los resultados de México en PISA 2015." education policy analysis archives 28 (February 17, 2020): 26. http://dx.doi.org/10.14507/epaa.28.4620.
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This study aims to analyze which student- and school-level context factors have a significant relationship with student achievement in the three competences assessed by PISA 2015 (Reading, Mathematics and Science) in Mexico. Through the use of multilevel modelling, we analyzed data from over 6 700 students from 189 schools, concluding that the factors with a higher impact on achievement are the average socioeconomic level of the school, having repeated a grade, and the grade the student is in at the time of the assessment. Likewise, through a logistic regression, the process variables related to school effectiveness were assessed, finding that only the following school-level ones had a significant impact: Teacher participation, Teacher support in science class, Teacher-directed science instruction.
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Almalki, Amal. "Integration of Technology among Saudi EFL Teachers." English Language Teaching 13, no. 8 (July 24, 2020): 160. http://dx.doi.org/10.5539/elt.v13n8p160.
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In the field of education, technology is currently considered a new trend. This study aims to examine the factors that affect the integration of new technologies in EFL classrooms. Factors considered include teacher’s age, teacher’s level of technological proficiency, and teacher’s perception of technology. To achieve this, the study involved a questionnaire consisting of 21 items and a total of 38 Saudi EFL teachers participated in it.
The results indicate that there is no significant relationship between teacher age and technology integration. However, both teachers’ level of proficiency in technology and teacher’s perception of technology were significantly related to technology integration in Saudi EFL classrooms.
It is recommended to provide teachers with professional development and support in technology integration and to supply classrooms with resources such as computers and smart boards.
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Fu, Qian, Jiali Yao, Qinyi Tan, and Runjin Gui. "Teacher Training Needs and their Influencing Factors: A Case Study of 13 Chinese Border School Teachers." International Journal of Learning, Teaching and Educational Research 20, no. 10 (October 30, 2021): 331–49. http://dx.doi.org/10.26803/ijlter.20.10.18.
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Teacher training is not only the way to improve the quality of teachers in China's border areas, but also one of the collaborative paths to promote the high-quality development of regional education. Teacher training needs to provide a practical reference for specific service teacher training. Through conducting semi-structured, in-depth interviews, and using the grounded-theory three-level coding method for discourse analysis, this study explores teacher training needs and their influencing factors and how such factors influenced teacher learning and the development of teaching communities in border areas, in China. In the coding process, the researchers used MAXQDA (20.4.0) for auxiliary analysis. This work has constructed a model of teacher training needs and its influencing factors. Teacher training needs in border areas include training format, training content, training intensity, training opportunities, and training practicality. The factors include subjective factors, organizational development, institutional environmental factors, and field culture factors. According to the results of the model analysis, we put forward these optimization strategies: provide special mental health courses and counseling services for border teachers; carry out school-based training to form teachers' learning community; plan special training and create an international influence of border education, which would enhance teachers’ sense of professional honor and improve the perception threshold of achievement.
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Menghi, María Soledad. "Teachers' Mental Health: Protective Factors." Revista ConCiencia EPG 3, no. 1 (May 23, 2018): 13–30. http://dx.doi.org/10.32654/concienciaepg.3-1-1.
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At present, the psychophysical health of educators is an issue that has taken on increased importance, especially the phenomenon of chronic work stress, as it directly affects the effectiveness of their work. Hence the importance of detecting what factors can prevent this chronic exhaustion in the educational field. This research aimed at answering this question from an empirical perspective. To this end, a sample of 300 early education and primary school teachers from both public and private institutions of the Argentina was used. Maslach and Jackson's Burnout Inventory (MBI) was implemented to determine the level of chronic stress. In order to assess two psychosocial resources of great relevance in the context of work, the Albert Bandura's Teaching Self-efficacy Scale and the Job Satisfaction Scale for educators were used. Overall, the perceptions of teacher self-efficacy and of job satisfaction are considered psychological resources that would act as modulators of chronic stress in the workplace, noticing moderate and high values in the resources, but low levels of burnout symptoms in the teacher sample evaluated.
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Kaur, Navjot. "Impacts of Certain Imposed Factors on Education and Educationists in Punjab, India." Advanced Journal of Social Science 2, no. 1 (April 5, 2018): 32–39. http://dx.doi.org/10.21467/ajss.2.1.32-39.
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Quality achievements, teacher inputs and outputs require a universal level if our country have to compete with the developed nations. Firstly, this paper examines problems while implementing those according to the present conditions in the schools of Punjab and secondly how those problems affect educationists as employs and educationists as common man. Teacher can fulfil the desires of society if he himself is mentally free from hardships in social responsibilities and free from the threat of insecure future. Education is only way to achieve desired goals in life and to make people aware of their prospect and potentials. Due to disparities presented in the rural and urban conditions of schools of Punjab there are some issues presented which affects the education system but are ignored ever. Often ignored factors, policies and structures either by political will or by bureaucracy have many adverse effects on the thousands of educationists and their families throughout life. This paper thus depicts categories of Para teacher schemes including contractual and departmental, Unequal wages but equal desired output by department, same policies for rural and urban staff ignoring regional disparities, prioritization of subjects since Kothari commission(1964-1966) without considering demand of today’s 21st century globalised world, poor level of teacher trainings , misinterpretations of compulsory education, Annual confidential reports (ACR’s) without feedback to employs, non-teaching works due to lack of support staff in schools which suffers teacher student contact timings and finally partial transfer policies in which some remained in urban areas forever and others remained in faraway places forever until and unless blessed by political will and ignoring goals of justice, liberty and equality and in last some remedies also suggested for the revision consideration. School education forms the foundation of an education system and this can be achieved only by providing the free environment.
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Aksak, Kubra, and Feryal Cubukcu. "An Exploration of Factors Contributing to Students’ Unwillingness to Communicate." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 155–70. http://dx.doi.org/10.4312/vestnik.12.155-170.
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One of the most challenging issues in language classes is the reluctance of learners to communicate. The term “unwillingness to communicate” (UWTC) is defined as a predisposition which represents a chronic tendency to avoid or devalue oral communication. The main aim of this study is to investigate the factors contributing to university level students’ unwillingness to communicate in English. The participants of this study were selected using the stratified sampling method and consist of 100 students from an English Language Teaching (ELT) Department. The data was collected through a questionnaire examining three dimensions, namely the affective factors, teacher-related factors and environmental factors underlying students’ negative communication behaviour. The results indicated that environmental factors such as rapport among students, class size, materials, noise and classroom atmosphere have the biggest effects with regard to students’ reluctance to communicate in English. On the other hand, affective factors including anxiety, shyness, lack of motivation, lack of vocabulary knowledge, lack of self-confidence, fear of being criticised, topic familiarity, peer pressure and fear of making mistakes have a second highest impact on students’ negative communication behaviour. When the items in the teacher-related category of the questionnaire were analysed in detail the results showed they ranked third most important in this context, with students attributing their reluctance to communicate to teacher attitudes, teacher pressure, lack of teacher support, lack of opportunity to speak English, and the use of the mother tongue and target language.
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Qadar, Riskan, Muhamad Arif Mahdiannur, and Nurul Fitriyah Sulaeman. "Admission test analysis of pre-service math-science teacher based on its related factors." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1154–74. http://dx.doi.org/10.18844/cjes.v16i3.5837.
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The admission test of pre-service teachers uses a knowledge test that has not explored the non-cognitive factors. This study is focused on considering the basic abilities, logical thinking abilities, gender, level of cognitive development and the type of pre-service teacher programme. Moreover, other factors, such as motivation, role of life experiences and verification of logical thinking test result (TOLT), were also contemplated. This study applied TOLT to 281 pre-service math–science teachers from four different programmes. This study also developed a multiple mini interview modification with expert screening methods that have validity, reliability and homogeneity parameters based on Aiken's criteria. Our study provides an alternative to reformulate the selection test that combines paper-based tests with interviews as an admission test for pre-service teacher candidates. Our results also illustrate how gender and cognitive development affect the basic abilities based on their programme. Furthermore, admission tests should have balanced cognitive and non-cognitive factors.
Keywords: admission test; content-knowledge ability; level of cognitive development; logical thinking (TOLT); multiple-mini interview (MMI); teacher education.
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Sedofia, John, and Eliot Kosi Kumassah. "Influence of demographic factors on guidance needs of teacher trainees in Ghana." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 3 (December 29, 2020): 110–19. http://dx.doi.org/10.18844/gjgc.v10i3.4859.
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The guidance needs of a particular student or group of students are likely to differ and evolve based on different variables. However, information on the influence of certain demographic variables on the guidance needs of teacher trainees at the Colleges of Education level in Ghana seems to be unavailable. Our purpose in this study was to investigate whether the guidance needs of teacher trainees in the Colleges of Education in Ghana varied based on their sex, age, marital status and the college in which they were enrolled. The study employed a survey research design in which data were collected with the help of a questionnaire from a total of 401 2nd-year teacher trainees (256 males and 145 females). Data were analysed using means, standard deviations, independent samples t-test and Kruskal–Wallis H test. The results showed that the guidance needs of teacher trainees in Colleges of Education in the Volta Region vary based on the trainees’ sex, age, marital status and college. It was recommended that college counsellors should take into account the demographic variables of sex, age, marital status and college when designing and implementing guidance programmes in Colleges of Education. Keywords: Counselling, guidance, guidance needs, guidance needs assessment, teacher trainees
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Robertson-Kraft, Claire, and Rosaline S. Zhang. "Keeping Great Teachers: A Case Study on the Impact and Implementation of a Pilot Teacher Evaluation System." Educational Policy 32, no. 3 (March 18, 2016): 363–94. http://dx.doi.org/10.1177/0895904816637685.
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A growing body of research examines the impact of recent teacher evaluation systems; however, we have limited knowledge on how these systems influence teacher retention. This study uses a mixed-methods design to examine teacher retention patterns during the pilot year of an evaluation system in an urban school district in Texas. We used difference-in-differences analysis to examine the impact of the new system on school-level teacher turnover and administered a teacher survey ( N = 1,301) to investigate individual and school-level factors influencing retention. This quantitative analysis was supplemented with interview data from two case study schools. Results suggest that, overall, the new evaluation system did not have a significant effect on teacher retention, but there was significant variation at the individual and school level. This study has important implications for policymakers developing new evaluation systems and researchers interested in evaluating their impact on retention.
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Bronikowska, Małgorzata, and Agata Korcz. "The level of moral competences of pre-service PE teachers – a reason to worry?" Biomedical Human Kinetics 11, no. 1 (January 1, 2019): 19–27. http://dx.doi.org/10.2478/bhk-2019-0003.
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Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical education (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correlations were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.
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Hou, Yongmei, and Dan Wen. "Student-Teacher Relationship and Its Influencing Factors among Middle School Students in Guangdong." European Journal of Education and Pedagogy 3, no. 5 (October 31, 2022): 153–58. http://dx.doi.org/10.24018/ejedu.2022.3.5.406.
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The student-teacher relationship is a basic interpersonal relationship formed by mutual communication and interaction between teachers and students in education and teaching, mainly including teaching, ethical, interpersonal, and legal relationships (Chen Qi & Liu Rude, 1997). Teachers are important others for middle school students. The relationship between teachers and students is an important interpersonal relationship for middle school students, which significantly impacts their socialization. The aim of this paper wastoexplore the characteristic of student-teacher relationship of middle school students in Guangdong Province, China, and analyze its influencing factors. Stratified random sampling method was used to select 1011 middle school students from 3 cities in Guangdong province. They were investigated with Student-Teacher Relationship Scale (STRS), General Big Five Personality Factor Scale (GFFS), Emotional Support Questionnaire for Middle School Students to Understand Teachers (ESQUT) and a self-compiled questionnaire for influencing factors of middle students’ student-teacher relationship. The survey results indicated the following three points,First, the total scores of STRS and ESQUT were (85.30±17.3) and (49.53±10.29), respectively; Second, the scores of 5 dimensions of GFFS were (45.37±12.33), (52.70±9.60), (54.11±9.81), (53.08±11.43) and (51.20±8.80), respectively; Third, the result of multivariate stepwise linear regression showed that the following 13 factors including grade, family economic status, mother’s education level, father’s education level, academic performance, teachers’ main role, teachers’ attitude to the popular culture, teachers’ class management style, teachers’ educational style, respect, encourage, openness and altruism were positively correlated with the total score of STRS (β=188～803, all P<01), and the following 6 factors including origin, school location, only child or not, the greatest shortcoming of teachers, students’ attitude to the popular culture and sociality were negatively correlated with the total score of STRS (β=-203～-699’ all P<05). It is therefore suggested that the student-teacher relationshipof middle school students in Guangdong is very good, and the social cultural atmosphere, family educational concept, rearing style, teaching, and education style may be the main influencing factors of student-teacher relationshipof middle school students.
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Kremeshna, T. I. "Pedagogical self-efficacy of future music teachers: factors and ways of development." Musical art in the educological discourse, no. 2 (2017): 133–35. http://dx.doi.org/10.28925/2518-766x.20172.13315.
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The article deals with the problem of pedagogical self-efficacy, which is closely related to the search for new ways to improve pedagogical activity, to increase the level of professionalism and competitiveness of the future teacher. The author investigates the essence of this concept, its role in the professional development of future teachers, determines the factors and mechanisms of development of pedagogical self-efficacy of future music teachers, in particular: previous experience of success and failures, observation of students’s observation of professional achievements of other people, verbal belief, physical and emotional state of personality, self-cognition as a futuremusic teacher, self-regulation, etc.
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Schmidt, Charles P. "Attributions of Success, Grade Level, and Gender as Factors in Choral Students' Perceptions of Teacher Feedback." Journal of Research in Music Education 43, no. 4 (1995): 313. http://dx.doi.org/10.2307/3345730.
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Sundqvist, Karin, Johan Korhonen, and Gunilla Eklund. "Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors." Education Inquiry 12, no. 1 (June 24, 2020): 73–93. http://dx.doi.org/10.1080/20004508.2020.1778609.
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