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1
Chhetri, Ashmita Dahal. "Practices of Teachers' Motivation in Community College." Nepalese Journal of Management Research 2, no. 1 (September 9, 2022): 27–36. http://dx.doi.org/10.3126/njmgtres.v2i1.48261.
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This paper entitled, "Practices of Teachers’ Motivation in Community College” was conducted in Chitwan district of Nepal. Exploring what practices are enacting while motivating the teachers in community colleges from an unexplored context provides important and critical information for scholars. In this context, this study explored the motivational practices for teacher’s motivation in community colleges in Nepal. Three out of twelve community colleges of Chitwan district were selected for this study. Teachers were taken as the respondents for the study. This study adapted focused interview design of qualitative approach. The verbal data or information generated from different respondents using semi-structured and open-ended interview questionnaires were analyzed and interpreted with reference to Herzberg's dual factor theory and Stacy Adams equity theory. Finding of the study, revealed that community college in Nepal are attempting to motivate their teachers to adopt widely used good practices as in other organizations of similar nature. However, they are unable to implement those practices as per the expectations of their teachers due to insufficient resources and lack of systematized procedures. Those college are seeking more support from their affiliating universities, University Grand Commission and also from the state, province and local government.
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Juliana Purba, Friska, Kelly Sinaga, Debora Sitinjak, and Candra Y. Tahya. "21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college." jurnal Pendidikan Kimia 15, no. 2 (August 30, 2023): 76–81. http://dx.doi.org/10.24114/jpkim.v15i2.43788.
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This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.
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Marlina, Rina, Desyandri Desyandri, and Farida Mayar. "Teacher Role as a Facilitator in Teaching Collage in ES." International Journal of Educational Dynamics 5, no. 2 (June 5, 2023): 211–17. http://dx.doi.org/10.24036/ijeds.v5i2.414.
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The important teacher's role as a facilitator in teaching college in elementary schools is to facilitate the development of students' creativity and understanding. The purpose of this article is to investigate the teacher's role as a facilitator in teaching college in elementary schools and identify approaches, strategies, and best practices in facilitating effective college learning. The research method used in this study was interviews with five teachers and an analysis of the relevant literature. The results of the study show that the facilitator's approach is very important in directing students in the creative process and exploring collage techniques. Effective strategies and practices include providing concrete examples, using step-by-step guides, and engaging students in reflection and discussion regarding their collage work. This study also revealed that teaching collage can improve students' understanding and skills in the art of collage and has a positive impact on students' self-confidence. This article provides practical guidance for teachers in teaching college in elementary schools, encourages the development of student's artistic potential, and establishes the teacher's role as an effective facilitator.
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Yook, Cheongmin. "College ESL Teachers’ Views on Teacher Effectiveness." Korean Journal of Applied Linguistics 28, no. 1 (March 31, 2012): 321. http://dx.doi.org/10.17154/kjal.2012.03.28.1.321.
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Wei, Changwu, and Jian-Hong Ye. "The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China." Healthcare 10, no. 11 (November 8, 2022): 2234. http://dx.doi.org/10.3390/healthcare10112234.
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UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.
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Tadese Hailegnaw, Tesfaye, Vencie B. Allida, Petronilla Mwangi, Korso Gude, and Benson Kinuthia. "Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia." East African Journal of Education and Social Sciences 3, no. 3 (June 30, 2022): 122–28. http://dx.doi.org/10.4314/eajess.v3i3.186.
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The study investigated the challenges of implementing effective partnerships in a College of Teachers’ Education and schools in Hosanna town, Southern Ethiopia, using the study used a descriptive design. The study was conducted in Hosanna town which had two public secondary schools, one private secondary school and one College of Teacher’s Education. The total number of educators was 150. The researchers sampled 37 instructors and 41 school teachers to make a total of 78 respondents. While there are benefits of forming partnerships among Colleges of Teachers’ Education and schools, bridging the gap between theory and practices of trainees is one of the main established challenges. Other challenges include gaps between theoretical and practical parts of teacher education programs, lack of finance in implementing partnerships between the college and schools and lack of collaboration between college instructors and teachers. The study recommends that the Ministry of Education should allocate a budget for developing effective partnerships. The regional education office should give training to develop trust among partners. Training should be given to change the pattern of the top to down work order and solve the cultural differences between the colleges and schools.
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Lederman, Norman G., and Margaret L. Niess. "Training College Teachers." School Science and Mathematics 99, no. 8 (December 1999): 413–17. http://dx.doi.org/10.1111/j.1949-8594.1999.tb17503.x.
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Abdullah, Tauqeer, Maria Ali, and Muhammad Sabten. "Unveiling the Dynamic Landscape of Job Satisfaction: A Multi-Dimensional Analysis of Teachers in Public and Private Colleges." International Journal of Innovation in Teaching and Learning (IJITL) 10, no. 1 (June 28, 2024): 62–82. http://dx.doi.org/10.35993/ijitl.v10i1.2964.
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Workplace satisfaction plays a crucial role in enhancing job performance and overall productivity. This study aimed to investigate and compare the factors influencing job satisfaction among private and public college teachers in District Bhakkar, Punjab, Pakistan. The research focused on understanding the distinct elements contributing to job contentment within these educational sectors. The study population encompassed all private and public college teachers in District Bhakkar. A sample of 346 college instructors participated, comprising 201 from public colleges and 145 from private colleges. This quantitative research utilized a self-developed questionnaire employing a 5-point Likert scale to collect primary data. The findings revealed a notable difference in job satisfaction levels between public and private college teachers. Public college teachers reported higher levels of satisfaction in areas such as job autonomy, respect, recognition, salaries, personal growth, promotions, and job training, compared to their counterparts in private colleges. Interestingly, there was no significant disparity in job satisfaction perceptions between male and female college teachers. Based on these results, it is recommended that initiatives be undertaken by owners or management of private colleges to enhance teachers’ self-recognition, respect, job autonomy, salaries, rewards, personal growth and development opportunities, promotions, training provisions, and job security. Such measures can potentially improve overall job satisfaction among private college teachers, consequently enhancing their performance and job engagement. Keywords: Job Satisfaction, Intrinsic Factors, Extrinsic Factors, Education, Job Satisfaction Scale, Teacher, Student
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Xia, Nan, and Yanan Yang. "Comprehensive Evaluation for Teaching Quality of College Faculty." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 156. http://dx.doi.org/10.3991/ijet.v16i18.25663.
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The fair, objective, scientific, and comprehensive evaluation of teaching quality helps college teachers improve the quality of teaching, and enables colleges to realize their goals of talent training. Therefore, it is important to find a way to comprehensively evaluate the teaching quality of college teachers. Drawing on the theories of analytic hierarchy process (AHP), this paper sets up an evaluation index system (EIS) for teaching quality of college teachers, and determines the weight of each index. Taking the teachers of a college for example, the multi-level fuzzy comprehensive evaluation (FCE) was carried out to quantify the teaching quality of these teachers. The results show that AHP and FCE can quantify and qualify the teaching quality at the same time. The combined use of the two techniques is applicable to comprehensive evaluation of teaching quality, and the assessment of a single factor, offering a complete understanding of the teaching quality of college teachers. The research provides a scientific way to evaluate the teaching quality of college teachers, and a realistic tool to enhance the teaching quality in colleges.
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Dharmik Chauhan and Supriya Ranjan. "Mathematical Aptitude Analysis of Prospective Teachers at the Indian Institute of Teacher Education." Journal of Mathematics Instruction, Social Research and Opinion 3, no. 1 (December 6, 2023): 23–32. http://dx.doi.org/10.58421/misro.v3i1.160.
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In this study, the researcher wants to find the mathematical aptitude of future teachers. The sample taken for the study is the teacher trainees of different colleges under the Indian Institute of Teacher Education, and the technique used is a random sampling technique. An investigation that covers the entire population is challenging to carry out. The population's representative subjects must, therefore, be chosen. An examined and observed sample is a subset of a larger population. DIET Gandhinagar, DIET Ahmedabad, Centre for Education, M. N. Shukla College, A.G. teacher's college. The sample is drawn from the 168 prospective teachers (teacher trainees) enrolled; 84 are from the District Institute of Education and Training, and the remaining 84 are from other colleges. The data is collected through a questionnaire as the research tool. Collected data were analyzed by t-test. The findings denoted that there are some differences between mathematical aptitude concerning gender and based on colleges.
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Ye, Lei, Yuqing Hu, and Wanli Zhang. "Research on Information Literacy Evaluation System of University Teachers." SHS Web of Conferences 162 (2023): 01009. http://dx.doi.org/10.1051/shsconf/202316201009.
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With the development of educational informatization, the information literacy of college teachers is becoming more and more important, so it is necessary to evaluate the information literacy of college teachers quantitatively. Fuzzy comprehensive evaluation method is a method that synthesizes various influencing factors and transforms qualitative evaluation into quantitative evaluation, which is very suitable for the evaluation of information literacy of teachers in colleges and universities. Based on this, this paper uses fuzzy comprehensive evaluation method to conduct a comprehensive evaluation and analysis of college teachers’ information literacy, in order to provide reference for colleges and universities to improve teachers’ information literacy and promote the construction of education informatization.
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Siddiqui, Ghazal Khalid, Shakeela Shah, and Shaheen Pasha. "An Analysis of Pedagogical Beliefs of Teachers at College Level and its Relationship to their Actual Classroom Practices." Review of Education, Administration & LAW 4, no. 1 (March 31, 2021): 265–77. http://dx.doi.org/10.47067/real.v4i1.134.
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Teaching beliefs are the essence of teacher’s academic activity. They contain a set of assumptions or suggestions about the teaching profession, teachers, students, and more the process of teaching and learning. They influence their planning, decision making, work ethic, student relationships, evaluation method, material and material selection and among other things, classroom practices. This investigation is aimed to analyze pedagogical beliefs and its relationship to actual classroom practices of teachers at college level. As this study also reveals the differences among pedagogical beliefs and classroom practices based on teachers’ gender and most importantly explores relationship among them at college level. The investigator adopted quantitative approach and conducted a survey study. Participants were randomly selected teachers and students from government degree colleges of Lahore who provided their responses about pedagogical beliefs and classroom practices through self-developed questionnaires. The outcomes shown that educators’ pedagogical beliefs as well as classroom acts at college level are not significantly correlated to each other.
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Parihar, Prashant B., and Tripti Tiwari. "A STUDY OF PROSPECTIVE TEACHER’S RESILIENCE OF B.ED. COLLEGES OF MEHSANA CITY." Researchers' Guild 2, no. 1 (October 9, 2020): 31–42. http://dx.doi.org/10.15503/rg2019.3.
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Prospective Teacher’s resilience has been conceptualized in terms of prospective teacher’s ability to handle change, difficult situations, chaos in life, or manage the stress of his or her environment while thriving in the face of adversity. The present research study focuses to examine the significance of difference between the mean scores of independent variables on prospective teacher’s resilience. The objectives of the study were; (i) to study the significance of difference of mean scores of following independent variables on prospective teacher’s resilience: (a) Gender; (b) Caste (c) Types of College and (d) Discipline. Null hypotheses were framed. Data were collected from 244 prospective teachers by incidental sampling technique from four teacher education colleges i.e. B.Ed. colleges of Mehsana district using self-constructed Resilience Scale. Mean, S.D. and t-value were employed for data calculation and analysis. The findings of the present research study indicated no statistically significant difference between the mean scores of subsets of Gender, Caste, and Types of College. But, the Prospective Teachers of Commerce were found to be significantly higher at .01 level of significance than Prospective Teachers of Arts and Prospective Teachers of Science on mean scores (3.116≥ 2.58) of Resilience Scale. Practical implications of the study are discussed in relation to increasing resilience among students of different disciplines.
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Farooqi, Muhammad Tahir Khan, Hafiz Muhammad Ather Khan, and Ghulam Qambar. "Cost Effectiveness of Teachers Working at Government and Private Colleges." Global Social Sciences Review III, no. II (June 30, 2018): 343–55. http://dx.doi.org/10.31703/gssr.2018(iii-ii).19.
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The paper analyses cost and effectiveness of academic staff working at government and private colleges district Bahawalpur. Therein, it focuses, (a) comparison of cost between private and Government Colleges, (b) finding the sector which readily adopts new trends in education through costeffectiveness, (c) evaluates the use of resources in government and private college in terms of quality efficacy, and (d) compare the achievement in education in government and private sector by utilizing cost-effectiveness analysis. Survey approach was used for data collection. So, two separate questionnaires were developed on a five point Likert scale. Cost and effectiveness in government and private college were then reviewed. The sample was selected from the universe of teachers and Parents of Bahawalpur district. Data were then analysed and presented through means and t-test. Major findings of the study indicated government college teachers’ salary fall between 50,000 to 100,000 and private college salary 20,000 to 50,0000. Majority of teachers in both sectors teach undergraduate and graduate level classes. Very few teachers teach higher level classes. Government college teachers show more flexibility in their behaviour as claimed by respondents, than their private counterparts. Private college did superior work in the category of ethic than Government College. It is observed that private college teachers encourage the students learning by doing in the classroom more than Government College.
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Puri, Savita. "Ethical Leadership Behaviour of Principals in Relation to Organizational Commitment of BEd College Teachers." Artha - Journal of Social Sciences 11, no. 2 (July 13, 2012): 67. http://dx.doi.org/10.12724/ajss.21.5.
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The present study is an attempt to investigate the ethical leadership behaviour of principals in relation to organizational commitment of BEd college teachers. A sample of 200 BEd College teachers was selected by stratified random sampling technique. Due representation was given to male and female teachers and type of management namely private aided and private unaided colleges. Appropriate tools were administered and the data collected was analyzed by using’-test and co-efficient of co- relation. It was found that there was a significant positive correlation between ethical leadership behaviour of college principals and organizational commitment of BEd college teachers also revealed that teachers working under principals with high and moderate ethical leadership behaviour had higher levels of commitment than teachers working under principals with low ethical behaviour. Teachers working in private aided colleges, teachers on permanent basis and more experienced teachers had higher levels of organizational commitment. The study implies the need for principals to practice ethical behaviour.
Keywords: Organization, commitment, ethical, leadership behaviour of principals
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Lin, Xinming, Zeyuan Hu, and Jie Zheng. "An Analysis of College English Teachers’ Research Anxiety and the Suggestions for Their Sustainable Research Development." SHS Web of Conferences 190 (2024): 01029. http://dx.doi.org/10.1051/shsconf/202419001029.
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With the development and progress of society and colleges and universities and higher research requirements, College English teachers’ research anxiety and pressure is increasing day by day. In this paper, the self-compiled survey with questionnaires and interviews of college English teachers’ research anxiety were used to investigate the research anxiety of college English teachers in one city in China, and the statistical software SPSS 19 was conducted for the survey and data analysis to find out both the subjective and objective factors leading to their research anxiety, and propose solutions for college English teachers to adapt and resolve their research anxiety: 1)to create conditions for college English teachers to improve their research ability; 2)improve the university research assessment system to make it more scientific and humanistic; 3)college English teachers’ own adjustments on their research efforts.
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Duch, Henriette, and Karen Egedal Andreasen. "VET Again: Now as a VET Teacher." International Journal for Research in Vocational Education and Training 4, no. 3 (November 22, 2017): 289–305. http://dx.doi.org/10.13152/ijrvet.4.3.6.
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In 2010, a mandatory teacher training course was introduced for new vocational college teachers in Denmark. Since then, all vocational teachers have to complete the same course, regardless of practical work experience and educational background. After completion, they apply the knowledge to a very specific practice (i.e. teaching within a specific vocational field at a specific type of college). Thus, individual teachers experience different ‘learning trajectories’, depending on the vocational field and place of employment. They amass different experiences, including going back to school, just like newly enrolled students at a vocational college. This paper is based on empirical data from a qualitative study. It examines the learning trajectories of vocational teachers who choose to return to vocational colleges as VET teachers. Based on the analyses of two cases, we discuss the consequences for teachers’ pedagogical practice at vocational colleges and its potential for solving various challenges that colleges face.
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Thomas, Aloyce, Evans Okendo Ogoti, and Victorini Salema. "Contribution of College Principals’ Frequency of Classroom Observation on Certificate Student Teachers Academic Performance in Moshi District, Tanzania." British Journal of Education 10, no. 12 (September 15, 2022): 60–76. http://dx.doi.org/10.37745/bje.2013/vol10n126076.
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This study was conducted to assess the contribution of college principals’ frequency of classroom observation to enhance certificate student teachers academic performance in Moshi District, Tanzania. The study was guided by clinical supervision model. The study employed convergent research design under mixed methods. The target population were 3 college principals, 112 college tutors and 642 certificate student teachers found in the 3 public teachers colleges in Moshi District. Stratified and Simple random sampling techniques were used to select 16 college tutors and 68 certificate student teachers who were involved in the study while 2 teachers college principals automatically included in the study to make a total sample that consist of 86 respondents. Questionnaires, document analysis schedule and interview guides were used to collect the required information. Quantitative data were analyzed by using descriptive statistics and presented in tables. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that classroom observation strategy used by Public teachers College Principals do enhance certificate student teachers academic performance as always the college principal provide warning and reprimands to tutors who fail to attend class, often the college principal make follows-up on student teacher whenever they have problems on academic issues and sometimes the college principal visits learning sessions in classroom. The study concluded that college principals’ visitation in the classrooms has a contribution to student teachers academic performance. Aspects such as provision of warning and reprimands to tutors who fail to attend class as planed in the college general time table, making follows-up on student teacher whenever they have problems on academic issues are being done by college principal. The study recommends that colleges principals should continue to carry out regular classroom visits and discuss results with the tutors’ concerned as a strategy of improving tutors’ job performance as well as student teachers academic performance.
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Hussain, Syed Kashif, Khawaja Hisham-Ul Hassan, and Farhana Akmal. "Explore the Leadership of Principals and its Influence on Job Satisfaction of Employees in Private Colleges of Lahore Punjab." Global Economics Review VIII, no. I (March 30, 2023): 97–104. http://dx.doi.org/10.31703/ger.2023(viii-i).09.
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Leadership motivates subordinates. Leadership styles determine organizational success. Leadership influences job satisfaction, commitment, and productivity. This study examined private college principals' leadership and success strategies. Parents, teachers, and students expect brand-commitment. Instructional leadership by a strong and experienced private college leader or supervisor ensures quality. We asked faculty and subordinates about Supervisor leadership styles. This exploratory descriptive research study interviews and samples faculty to assess Principal leadership style and job satisfaction. Five private college principals and 10 departmental faculty are chosen. A Principal, Instructional Management Rating Scale (PIMRS) and Self-Assessment Instrument for Teacher's Evaluation (SATE) interview protocol (SITE). Final theme analysis used 15 valid cases. Teachers had natural semi-structured interviews. Input, process, outcome, and teacher job satisfaction emerged. Principals' instruction made teachers happier. Principals should improve teacher job satisfaction through instructional leadership. Private colleges should improve teacher satisfaction with instructional leadership.
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الناصري, احمد, and علي الفرطوسي. "Standards of effective classroom management from the point of view of teachers of educational colleges." Kufa Journal of Arts 1, no. 4 (October 1, 2009): 447–98. http://dx.doi.org/10.36317/kaj/2010/v1.i4.6240.
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The aim of this research is to build criteria for effective classroom management from the point of view of teachers of educational colleges, and then to show whether there are statistically significant differences on the importance of the criterion among teachers of educational colleges according to the work location variable.In order to achieve the two goals of the research, a tool was designed whose criteria were built by adopting the method of pairing between the literature in the field of research and the responses of the survey sample within the study community.The research sample included (140) teachers, including (60) teachers in the College of Education at the University of Maysan, (55) teachers in the College of Basic Education at the University of Maysan, and (25) teachers in the College of Physical Education.
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AI-Shargi, Mohammed Rashed. "Student teachers’ Achievement in Science in the Light of some Variables." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 75–96. http://dx.doi.org/10.53543/jeps.vol3iss1pp75-96.
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This study aimed at determining the science achievement level of Teachers Colleges' students & its relation to the GPA, the General Secondary School grade, the College & the academic level. To achieve this purpose, an achievement test of 60 items was developed & administered to a sample of 529 college students. The study results were as follows:1. Students’ achievement in science subjects was low.2. There were statistically significant differences between colleges in the overall test mean scores & the Biology Test mean scores in favor of AI-Baha Teachers College.3. There were statistically significant differences between colleges in the Chemistry Test mean scores in favor of Tabuk Teachers College.4. There was a positive correlation between students' secondary school grade, the overall test score & sub-test scores in Chemistry, Physics &Biology.5. There was a positive correlation between students' College GPA, overall test score 8: the Biology test score.6. There were statistically significant differences at level (0.05) between grades in the Biology test mean scores in favor of grade eight students. The researcher made some recommendations aimed at upgrading the achievement level of science students at Teachers Colleges.
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AI-Shargi, Mohammed Rashed. "Student teachers’ Achievement in Science in the Light of some Variables." Journal of Educational and Psychological Studies [JEPS] 3, no. 1 (January 1, 2009): 75. http://dx.doi.org/10.24200/jeps.vol3iss1pp75-96.
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This study aimed at determining the science achievement level of Teachers Colleges' students & its relation to the GPA, the General Secondary School grade, the College & the academic level. To achieve this purpose, an achievement test of 60 items was developed & administered to a sample of 529 college students. The study results were as follows:1. Students’ achievement in science subjects was low.2. There were statistically significant differences between colleges in the overall test mean scores & the Biology Test mean scores in favor of AI-Baha Teachers College.3. There were statistically significant differences between colleges in the Chemistry Test mean scores in favor of Tabuk Teachers College.4. There was a positive correlation between students' secondary school grade, the overall test score & sub-test scores in Chemistry, Physics &Biology.5. There was a positive correlation between students' College GPA, overall test score 8: the Biology test score.6. There were statistically significant differences at level (0.05) between grades in the Biology test mean scores in favor of grade eight students. The researcher made some recommendations aimed at upgrading the achievement level of science students at Teachers Colleges.
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Sprunger, Edmund. "Pre-college Studio Teachers: Also Master Teachers." American String Teacher 53, no. 2 (May 2003): 104. http://dx.doi.org/10.1177/000313130305300224.
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David Amala Prabhakar, C., and S. Malathi. "Attitude Towards Online Teaching-Learning Process among the College Teachers in Ramanathapuram District." Thiagarajar College of Preceptors Edu Spectra 5, S1 (May 2023): 28–32. http://dx.doi.org/10.34293/eduspectra.v5is1-may23.005.
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The key objective of the research is to determine the attitudes of college teachers in the Ramanathapuram district regarding the online teaching-learning process. In the present investigation, the survey method was adopted. The sample consists of 300 teachers from 20 colleges in the Ramanathapuram district. By employing a simple random sampling technique, 300 college teachers only from arts and science, B.Ed. colleges in Ramanathapuram district were identified excluding engineering colleges. To collect data, the researcher and the supervisor created and validated an attitude scale towards online teaching and learning. According to the research outcomes, there are no significant disparities among college teachers’ attitudes towards online teaching and learning processes with regard to gender, major academic fields, and technology amenities at their residences. Additionally, their attitude level was found to be average.
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Reback, Randall. "Entry Costs and the Supply of Public School Teachers." Education Finance and Policy 1, no. 2 (March 2006): 247–65. http://dx.doi.org/10.1162/edfp.2006.1.2.247.
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This article examines the impact of entry costs on the likelihood that recent college graduates will become public school teachers. I combine Barron's ratings of college selectivity, data on the types of teacher certification programs offered by colleges, and NELS data that track members of the high school class of 1988 into college and into the workforce. Restricting the sample to individuals who were not considering teaching careers when they were high school seniors, I estimate the marginal effect of the availability of undergraduate teacher certification programs on the likelihood that these individuals will become teachers. The results suggest that graduates from highly selective colleges are very sensitive to entry costs related to the number of years of schooling required for certification, while graduates from less selective colleges are not marginally influenced by these costs.
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Yang, Yannan, and Zhengyu Ma. "Research on the Optimization of College Teachers’ Flow Management Strategy under the Support of Artificial Intelligence Technology." Wireless Communications and Mobile Computing 2022 (September 7, 2022): 1–11. http://dx.doi.org/10.1155/2022/3951659.
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In recent years, with the establishment and improvement of the academic labor market system, the flow of college teachers has become more frequent. On the one hand, the rational and orderly flow of teachers, as a social construction, is of great significance for deconstructing the solidification of academic structure and promoting academic development and progress. But on the other hand, we should also see that the disorderly flow of teachers also has a strong destructive effect on destroying the inherent academic structure, leading to vicious competition in the academic labor market, and weakening the willpower of teachers to devote themselves to learning. Therefore, it is of great significance to analyze the dynamic factors of college teachers’ mobility, scientifically explain the internal mechanism of college teachers’ mobility, promote the improvement of college teachers’ mobility policies, and defend against disorderly mobility such as “poaching wars.” Based on the mobility dynamic model in colleges and universities, this paper puts forward some thoughts on promoting the mobility of college teachers. Colleges can improve the promotion and development channels of teachers and optimize their working conditions. The study also emphasizes on developing basic salary standard of teachers thereby establish a remuneration system for distribution on the basis of their performance. For good measure, they can also stabilize the current teachers while attracting more outstanding talents by exploiting the advantages of location, making more efforts to build high-level disciplines, and offering more favorable conditions for talent introduction.
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Zhao, Xuan. "Innovation of teacher induction: Review on regional standardized training of beginning teachers in Shanghai." Journal of Education and Training 6, no. 1 (December 31, 2018): 55. http://dx.doi.org/10.5296/jet.v6i1.13981.
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Since 2012, Shanghai has promoted regional standardized training of beginning teachers (RSTBT) for 6 years. Regional Education Bureau (REB), Teachers Training Colleges (TTC), kindergartens, primary and secondary schools (K-12 schools) of all 18 Districts have taken part in this program. Y district lied in the northeast of Shanghai. Its regional education bureau and teacher′s training college promoted inductive training for new teachers, and finally accumulated rich experience in teacher induction.
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Wofford, Thomas. "Training teachers for college." Physics Today 60, no. 2 (February 2007): 81. http://dx.doi.org/10.1063/1.2711649.
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Bess, James L. "College Teachers: Miscast Professionals." Change: The Magazine of Higher Learning 22, no. 3 (June 1, 1990): 18–22. http://dx.doi.org/10.1080/00091383.1990.9937629.
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Duch, Henriette, and Karen E. Andreasen. "Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 195–213. http://dx.doi.org/10.13152/ijrvet.2.3.5.
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A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity among vocational college teachers. Based on empirical data from focus group interviews with students from the Diploma of Vocational Pedagogy program and concepts developed by Bernstein and Bourdieu, the article analyzes how these aspects might affect the development of new vocational didactics. We know that it is not easy to change the culture of educational institutions, and the analysis uncovers several factors that are expected to hamper the development processes.
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Wang, Jing, Nana Liu, and Yetao Pang. "Construction of Teaching Staff in the Field of Intelligent Construction in Overseas Education of Vocational Colleges." SHS Web of Conferences 157 (2023): 02021. http://dx.doi.org/10.1051/shsconf/202315702021.
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College education is an important stage for students to carry out their own development and progress. Therefore, in the college education stage, it is a very important thing for the construction of teachers in higher vocational colleges. Only when the professional ethics of teachers can be better guaranteed, can college students get better development and progress. Through the query of literature, and based on this put forward certain construction plan, make our university education construction can make better construction and progress, hope to promote our university education construction to produce a certain practical significance and promote the process of moral construction. This paper makes a specific analysis of the problems of teachers in the field of intelligent construction in the overseas running of higher vocational colleges, hoping to put forward some suggestions on the problems of teachers in the field of intelligent construction in the overseas running of higher vocational colleges, and make reasonable planning for the problems of teachers in the overall running of higher vocational colleges combined with some practical knowledge related to human resource management. Make the overall can get better construction and development, promote the construction of higher vocational colleges overseas teachers.
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Manurung, Tagor. "INFLUENCE ORGANIZATIONAL COMMITMENT, COMPENSATION AND WORKINGENVIRONMENT IN THE WORKPLACE PERFORMANCE AND PERFORMANCE LECTURER IN PRIVATE UNIVERSITIES SORONG." EPH - International Journal of Humanities and Social Science 3, no. 2 (May 13, 2018): 39–48. http://dx.doi.org/10.53555/eijhss.v3i2.47.
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The purpose of this study are: (1) to test the effect of organizational commitment to job satisfaction of the lecturer in the college town of Sorong; (2) to test the effect of compensation of job satisfaction as a teacher in the college town of Sorong; (3) to test the effect of working conditions on the job satisfaction of the teacher in the college town of Sorong; (4) to test the effect of organizational commitment in college lecturer performance Sorong city; (5) to test the effect of compensation professor performance in Sorong City College; (6) to test the effect of operating conditions on the performance of teachers in colleges in Sorong; (7) to test the effect of job satisfaction on the performance of teachers in the College of Sorong.
The method used is a method of research survey, a study conducted in populations large and small, but the data examined data and samples from the population, so that the found events relative, distributisi, as well as the relationship between the variables of sociological or psychological.
The results of this study suggest that the organizational commitment and compensation for the effect on satisfaction with the work of teachers in the college town of Sorong, so Hypothesis 1 (H1) and Hypothesis 2 (H2) can be taken as true. While working environment does not affect the work satisfaction of teachers in the college town of Sorong, so Hypothesis 3 (H3) cannot be accepted as true. Organizational commitment, compensation and working conditions, they also have a significant impact on the performance of teachers in colleges in Sorong, thus hypothesis 4 (the H4), Hypothesis 5 (H5) and Hypothesis 6 (H6) can be taken as true. While the work itself satisfaction is also a significant impact on the performance of teachers in colleges in Sorong, so Hypothesis 7 (H7) can be taken as true.
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Fan, Zhongtao, Jun Liu, and Yifan Yang. "Performance Appraisal Model for Optimizing Teacher Incentive and Constraint Mechanisms by Random Matrix." Mathematical Problems in Engineering 2022 (June 24, 2022): 1–11. http://dx.doi.org/10.1155/2022/6784543.
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At present, colleges and universities attach great importance to the assessment of teachers, strengthen the assessment of college teachers, and create a team of teachers with high quality, professionalism, and vitality, which can not only fully develop and allocate human resources in colleges and universities, but also promote colleges and universities. The reform of the personnel system will continuously optimize the proportion and structural allocation of teachers’ resources in colleges and universities, improve the quality and efficiency of running schools, enhance the competitiveness and attractiveness of schools, and better achieve the school’s school-running goals. In order to obtain higher signal reconstruction accuracy and satisfy random matrix with a relatively small compression ratio, this paper combines QR decomposition, which is used to increase the column independence of random matrix, and gradient descent method, which can reduce the cross-correlation between random matrix and sparse matrix. Based on the actual situation of a certain university, this paper studies and designs a set of perfect and reasonable teacher performance appraisal system that meets the requirements of the college, analyzes and researches the current situation of teacher performance appraisal in the college, and finds out the problem. Combining the advanced concept of being good at performance appraisal with the actual situation of the college, it analyzes the problems in the teacher performance appraisal system, summarizes the reasons for the formation of the problem, further redesigns the teacher performance appraisal index system, and gives the relevant implementation of the system. The basic characteristics presented in the organization of colleges and universities will not change. With the continuous adjustment of the organization of colleges and universities, the goals of colleges and universities are also being adjusted. Colleges and universities should continuously improve the performance appraisal system of teachers to make the goals of teachers consistent with the development goals of colleges and universities, so as to continuously improve the basic quality and realization of college teachers.
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Liu, Yi, and Yu Fang. "Optimization of College Teachers’ Performance Management Using Artificial Intelligence Technology." Computational Intelligence and Neuroscience 2023 (February 20, 2023): 1–9. http://dx.doi.org/10.1155/2023/4203776.
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This work aims to adapt to the coming of a knowledge economy society and promote the improvement of China’s higher education system. It is necessary to establish a new management mechanism of college teachers’ performance evaluation to strengthen the quality of college teachers and improve the level of education and scientific research. Performance appraisal can be used to monitor the teaching staff scientifically and effectively to continuously improve and develop the college teacher system in China. This work first investigates the characteristics of performance evaluation of worldwide colleges, analyzes the development status of performance evaluation, and constructs a new performance evaluation index system through data and interviews. Then, based on the radial basis function neural network in artificial intelligence technology, a fine evaluation model of Chinese college teachers’ performance is established. Network training is adopted to analyze the previous performance evaluation to ensure that the final weight is obtained to minimize the sum of previous evaluation errors. Then, the index data of 61 teachers’ educational performance evaluation of X college from 2016 to 2021 are used for analysis and verification. The experimental results show that only 9.9% of the teachers in X college have excellent performance evaluation results, 29.5% of the teachers have medium evaluation results, and the statistical excellent rate is only 26.3%. Finally, the corresponding improvement suggestions and countermeasures are given for the low excellent rate of colleges.
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Wang, Jinyu. "Comprehensive Test and Evaluation Path of College Teachers' Professional Development Based on a Cloud Education Big Data Platform." International Journal of Emerging Technologies in Learning (iJET) 18, no. 05 (March 7, 2023): 79–94. http://dx.doi.org/10.3991/ijet.v18i05.38497.
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Teachers serve as carriers who shoulder the important task of improving the quality of education, and their professional level affects the quality of vocational and technical personnel training. At present, the professional growth of teachers in vocational colleges has attracted more and more attention from the society. This article studies the comprehensive test and evaluation path of college teachers' professional development based on cloud education big data platform. This article constructs a "supply-demand relationship" model between cloud education big data platform and college teachers' professional development, and expounds the comprehensive test and evaluation strategy of college teachers' professional development based on cloud education big data platform. This article constructs a comprehensive measure index system of influencing factors of college teachers' professional development, and weights the evaluation indexes based on AHM attribute hierarchy model. By optimizing the super-efficiency SBM model, it proposes a comprehensive evaluation method considering the temporal and spatial features of college teachers' professional development level, which is suitable for different professional teachers' professional development features. The experimental results verify the effectiveness of the evaluation index system and evaluation model.
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Wei, Yuanyuan. "Relationship between teaching anxiety and teacher development in higher education English teachers." CNS Spectrums 28, S2 (October 2023): S17. http://dx.doi.org/10.1017/s1092852923002900.
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BackgroundTeaching anxiety disorder among college English teachers is a common phenomenon that negatively affects their teaching effectiveness and professional development. The study aims to analyze the relationship between teaching anxiety disorder and teachers’ development, and to provide new ideas for solving teachers’ anxiety disorder.Subjects and MethodsEnglish teachers in several colleges and universities in a certain area were selected as the subjects of the study, and data were collected by questionnaire survey, with a total of 100 teachers participating in the study and 100 questionnaires recovered; the questionnaires included the assessment of the level of teaching anxiety, the assessment of the degree of teachers’ development, and the collection of individual information.ResultsAfter completing the questionnaire, the data collected from the questionnaire results were analyzed using SPSS 22.0 software, which indicated that the average level of teaching anxiety and the degree of development of the teachers were 3.8 and 3.2, respectively. Further analysis revealed that there was a significant negative correlation between the level of teaching anxiety and the degree of development of the teachers (r=-0.56, P<0.01), indicating that the higher the level of teaching anxiety disorder, the lower the degree of teacher development.ConclusionsThere is a close relationship between teaching anxiety disorder and teacher development among college English teachers, and increased levels of teaching anxiety disorder can affect teachers’ teaching performance, impede their reflective practice and limit their professional growth.
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Akyeampong, Kwame, Christine Adu-Yeboah, Christopher Yaw Kwaah, Esinam Ami Avornyo, Ebo Amuah, and Anthony Koomson. "Selected demographic variables as predictors of Ghanaian preservice teachers’ perceptions of the teacher licensure test." Journal of Educational Management 13, no. 1 (February 23, 2024): 1–12. http://dx.doi.org/10.47963/jem.v13i.1325.
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This study examined Ghanaian preservice teachers’ perceptions of the newly introduced teacher licensure test in 2018. Data were obtained from an online survey of third-year preservice teachers selected from 16 of 46 public colleges of education in Ghana. By adapting an existing instrument, we created an 11-item scale, which was theoretically categorised into five components: utility of the test, college preparation, consequences, emphasis on the test, and other certification tests. The participants’ scores on each component were regressed on four predictor variables: information about the test, the student’s sex, prior teaching experience, and programme of study. The results showed that students’ sex was predictive of the utility of the test, college preparation, and emphasis on the test. Prior teaching experience was also predictive of the emphasis placed on the test and the need for other certification tests. Preservice teachers’ exposure to information about the test was associated with their perceptions of the utility of the test, the need for college preparation, and the use of other certification tests. Implications for teacher preparation and education are discussed, especially in relation to the identification of alternative certifications.
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Zheng, Bo, and Guangcai Qu. "Teaching Reform of College Basketball Multimedia Video Image from the Perspective of Basketball Culture." Journal of Sensors 2021 (December 31, 2021): 1–20. http://dx.doi.org/10.1155/2021/5019690.
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Computer-aided instruction (CAI) is a teaching method that uses modern media to present teaching content, optimize classroom teaching structure, and achieve teaching goals. Multimedia technology integrates graphics, text, and sound, with a large amount of information, rich content, and a good way of human-computer interaction. This article aims to study the reform of basketball teaching in colleges and universities from the perspective of basketball culture. This article mainly adopts the method of questionnaire survey and uses techniques such as big data statistics to investigate and analyze the composition of basketball teachers in colleges and universities in a certain province; Understand the situation; analyze and understand the impact of basketball culture on the reform of college basketball teaching; analyze the effect of the composition of college basketball teachers on college basketball teaching reform; and investigate the impact of the integration of basketball culture on students’ basketball interest. The results show that about 70% of students believe that basketball can enhance physical fitness and recreation, while most teachers believe that basketball can enhance students ‘physical fitness, impart students’ skills, and promote physical and mental health. The expectations for leisure, entertainment and heritage culture are less than 20%. From the perspective of the age structure of teachers, the basketball team of colleges and universities shows younger characteristics and teachers less than 40 years old account for more than 70% of the total. 81.0% of college basketball teachers are mainly graduates, but the proportion of basketball teachers with a doctorate is significantly lower. Some colleges and universities do not even have a doctorate. Most of them are graduates and undergraduates. Some colleges and universities still have college students. Therefore, teachers often need to have a certain basic knowledge of basketball professional culture, and they should make full use of basketball sports culture and combine them with each other to cultivate their own basketball interests and promote the reform of basketball sports teaching methods in colleges and universities.
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Shi, Xiaoyan. "Application of Fuzzy Analytic Hierarchy Process in the Quality Monitoring and Evaluation of College Teachers and the Construction of Index System." Security and Communication Networks 2022 (August 18, 2022): 1–11. http://dx.doi.org/10.1155/2022/5124433.
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In view of the relevant problems existing in the faculty of colleges and universities, in order to further analyze the deficiencies existing in the quality monitoring and index system of the faculty of colleges and universities. Based on the method and theory of fuzzy analytic hierarchy process, this study evaluates the quality monitoring results of university teachers, and researches the establishment of the index system of university teachers. The results show that k of different parameters increases slowly at first and then tends to be stable with the increase of iteration time. However, different parameters show different variation relations at higher iteration time. When k is 15, it can be used for targeted analysis of model index CR1. It can be seen from the weight analysis chart of quality monitoring of college teachers that the highest proportion is work pressure, while the lowest proportion is working environment. The research shows that the work pressure has the greatest influence on the quality monitoring analysis of college teachers. The construction diagram of the index system of college teachers shows that the fuzzy analytic hierarchy process can better reflect the quality system and index system of college teachers. Relevant research results can provide theoretical support for the application of fuzzy analytic hierarchy process in the research of college teachers.
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Munir, Hina, Afaf Manzoor, Muhammad Anwar Mughal, and Prof Dr Mumtaz Akhtar. "SELF-PERCEPTION OF COLLEGE TEACHERS ABOUT THEIR CLASSROOM PERFORMANCE." Journal of Arts & Social Sciences 9, no. 2 (December 31, 2022): 91–99. http://dx.doi.org/10.46662/jass.v9i2.274.
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ABSTRACT
The teacher as a person who has a great influence on overall student achievement. And all these achievements of students learn and achieve in the classroom with the guidance of the teacher. This study was conducted to take the perception of the teachers regarding their classroom in terms of instructional planning, learning environment, classroom management, subject matter competencies and students’ achievement. In quantitative term, the survey method was adopted to conduct this research study. The sampling size for the study comprised of 370 teachers (per college 5 teachers) from 40% (74) colleges of the population. In order to collect data the researcher was self-developed an instrument in the form of a questionnaire. Pilot testing from 40 teachers in 20 colleges (per college 02 teachers) was carried out in order to check the reliability. The Cronbach’s Alpha was calculated in order to check the reliability of the instrument. The reliability coefficient obtained for the overall questionnaire was .82 Alpha levels. The finding of the study through the descriptive statistics on SPSS- 26, the college teachers’ perception regarding their classroom performance in terms of “instructional planning, Subject matter competencies, and Student Achievement” was found consistency in the perception of the teachers. However, the result of college teachers’ perception regarding their classroom performance in terms of “learning environment and classroom management” were found inconsistency in the perception of the teachers.
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Wang, Yicheng. "A Brief analysis of the Division of Labor Between College Counselors and Class Teachers." International Journal of Education and Humanities 7, no. 2 (February 28, 2023): 9–12. http://dx.doi.org/10.54097/ijeh.v7i2.5251.
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Homeroom teachers and counselors, as the main educators and organizers of college students' classes, play a crucial role in the collective construction of college students' classes and the generation of college talents. All colleges and universities have introduced relevant policies and regulations for the ideological and political education of college students and daily student management, and most colleges and universities have implemented the dual-track student management mode of counselor + class teacher. This paper will take Jiujiang University as an example to investigate the division of labor mode of counselor + class teacher in each secondary college, and combine the number of students, major Settings, and teacher conditions. The paper analyzes the scientificity and rationality of the division of labor mode between counselors and class teachers and puts forward some suggestions for improving the division of labor mode between different classes of counselors and class teachers.
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Kerwin-Boudreau, Susan. "The Master Teacher Program: Professional Development for College Teachers." LEARNing Landscapes 2, no. 2 (February 2, 2009): 225–41. http://dx.doi.org/10.36510/learnland.v2i2.306.
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In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.
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Oli, Gemachu, and Teklu Tafase Olkaba. "Practices and Challenges of Continuous Assessment in Colleges of Teachers Education in West Oromia Region of Ethiopia." JETL (Journal Of Education, Teaching and Learning) 5, no. 1 (March 31, 2020): 8. http://dx.doi.org/10.26737/jetl.v5i1.1679.
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The main purpose of this study was to investigate the practices and challenges of continuous assessment in colleges of teachers’ education in western Oromia region. For this study, the researchers selected three colleges of teachers education purposely based on the job experience. The researchers selected Nekemte, Dembi Dollo and Shambo colleges teachers education from well, medium, lower experienced respectively. A descriptive survey design involving both qualitative and quantitative approaches was employed. 134 student-teachers and 178 college teachers were selected and participated in the study. The quantitative data was collected through a questionnaire and observation checklist and analyzed using frequency and percentage, whereas, the qualitative data interview and document analysis were analyzed using the narrative form and interpretative way. The finding of the study revealed that the extent of practicing continuous assessment in class is low. The study also showed that teachers have positive perceptions toward continuous assessment and they accepted continuous assessment as important to improve the achievement of learners. The finding disclosed that large class size, shortage of time, teachers workload, the low interest of students, large instructional content, and lack of commitment among teachers as the major factors hindering the practice of continuous assessment in colleges of teachers education. The researchers recommend that educational authorities and stockholders should make effort to students per class to manageable numbers, College administrators should allow teachers to cover the minimum workload than overloading above the standard set for the college of teachers education.
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Tiwari, Hari Prasad. "Book Reading Habits of College Level English Language Teachers." KMC Journal 4, no. 2 (August 26, 2022): 103–16. http://dx.doi.org/10.3126/kmcj.v4i2.47742.
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Reading only textbooks or coursebooks is not enough for English language teachers. In addition to textbooks, they should read several books for their academic advancement. Keeping this in mind, this descriptive survey design under quantitative research tried to find out the book reading habits of the college level English Language (EL) teachers. The participants of the study consisted of 20 English language teachers who have been teaching English in different Tribhuvan University (TU) affiliated colleges located in Banke district. The participants were selected employing simple random sampling technique. The data was collected using a questionnaire which included altogether fifteen questions. The first ten questions were closed ended and the last five questions were open ended. The collected data was analyzed based on the descriptive statistics technique of data analysis. The results of the study showed that the average number of books the college teachers read in a year is approximately four. Similarly, the majority of college teachers have no habits of reading even a single book in a month. Another finding of this study is that college teachers prefer extensive reading over intensive one. Moreover, the college teachers believed that the library is the main source for college teachers to read.
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Wenga, Deogratius Mathew, and Winifrida Saimon Malingumu. "College Managerial Practices for Promoting English Language Teaching and Learning in Tanzania: A Case Study of Grade ‘A’ Public Teachers’ Training Colleges." PAN-AFRICAN JOURNAL OF BUSINESS MANAGEMENT 8, no. 1 (June 5, 2024): 161–78. http://dx.doi.org/10.61538/pajbm.v8i1.1530.
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This study examined the college management practices for promoting English language teaching and learning in public teachers’ colleges using a case of Grade ‘A’ central zone training institutions. The objective of the study was to identify college management practices for promoting English language teaching and learning. The qualitative study employed a case study design, and interviews and focus group discussions to generate data from 20 conveniently and purposively sampled respondents comprising English language teachers, academic deans, principals and students. The study found out that teachers’ training colleges used performance rewards, close monitoring and evaluation of teachers, debating and other English clubs, staff professional development, and providing supportive teaching and learning environment to enhance English language teaching and learning. Additionally, the teachers’ college management need regular monitoring to ensure that English language promotion plans it was are properly executed instead of remaining only good on paper.
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Cong, Li. "College English Teachers’ Perspectives on Intercultural Communicative Competence Cultivation." SHS Web of Conferences 179 (2023): 02038. http://dx.doi.org/10.1051/shsconf/202317902038.
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College English is a required curriculum for all college students in China so that the ICC as one of the core contents and primary objectives has been a concern for EFL educators and researchers. There is a need to study the teachers of College English curricula since the lack of related researches fails to provide enough convincing findings to reveal the teachers’ understanding, attitudes and experiences in IC cultivation. The College English teachers’ perspectives on ICC can affect the effectiveness of ICC teachers so that the research focuses on probing the teachers’ attitudes, beliefs, experiences and challenges by interviewing twelve EGP teaching from the five colleges in northeastern China. The findings are that although the teachers hold positive attitudes to ICC teaching , their teaching beliefs and teaching practices are not always consistent due to the lack of the theoretical guideline, first hand intercultural experiences and supportive training. There are some suggestions on how to aid EGP teachers to improve their ICC teaching.
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Zhang, Ping. "How to Improve College English Teachers’ Teaching Skill." Learning & Education 9, no. 3 (December 29, 2020): 12. http://dx.doi.org/10.18282/l-e.v9i3.1560.
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This paper focuses on college English teachers’ self-improvement of teaching skills, first it describes the present condition of English teaching at colleges, and then presents methods how to improve College English teachers’teaching skill from five aspects, such as: dialogue with yourself, solicit feedback from your students, improve yourself, sharpen your improvisation skills and plan well for next time, in a word, we can go further in teaching only if we prepare well in advance by improving our teaching skills.
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Zaman, Ameerzada Fakhar, Waqar Ahmad, MD Ratan Ali, and Tanha Tanjum Tonwy. "Effects of Teacher’s Teaching Techniques on MBA Students’ Learning at College Level." Academic Journal of Social Sciences (AJSS ) 4, no. 4 (January 19, 2021): 759–81. http://dx.doi.org/10.54692/ajss.2020.04041304.
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This study investigates the effect of teacher’s teaching techniques on student's learning at the college level. Teachers teaching techniques are very important for students’ academic performance, especially for MBA level students learning attitude and behaviour. Teaching methods play an important role in the teaching and learning process. The target population of this study was the teachers of secondary colleges of Lahore. The sample of this study was 300 college level teachers. The survey was conducted using a questionnaire to collect data. A questionnaire following the Likert scale was employed, and the data was analyzed using SPSS by calculating ANOVA, t-test statistics. Study results explain that teachers had shown a positive attitude towards teaching techniques on students learning. The findings revealed that most teachers agreed and shown a positive attitude and perception towards the effects of teaching techniques on students learning. Therefore, there is a significant difference between the perception of public and private respondents’ responses’ respect to teaching techniques. Implications can be applied in higher education institutions to boost the teachers teaching techniques for the students' learning process. This study can be handy for school and university level students in a future context.
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Guo, Yiling. "Reflections on The Professional Ethics of Foreign Language Teachers in China's Universities in The Context of The New Era." International Journal of Education and Humanities 4, no. 2 (September 1, 2022): 40–42. http://dx.doi.org/10.54097/ijeh.v4i2.1481.
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As an important constituent force of university education and teaching, the professional moral quality of foreign language teachers in colleges and universities will have a very great influence on the professional moral factors of college students and, at the same time, the improvement of their teaching quality will have a very significant impact on the overall development of students. Since the occurrence of the new crown pneumonia epidemic in 2020, many foreign language teachers in colleges and universities have diversified their teaching methods and in such a context, strengthening the professional and ethical quality of foreign language teachers in colleges and universities has a very important impact on the professional development of teachers. In order to better improve the level of education in colleges and universities and to better promote students’ development, this paper explores foreign language teachers in colleges and universities play a certain developmental role in helping the professional development of college foreign language teachers.
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Zhang, Huiqing. "The Influence of Identity and Management Skills on Teachers’ Well-Being: A Public Health Perspective." Journal of Environmental and Public Health 2022 (August 9, 2022): 1–9. http://dx.doi.org/10.1155/2022/3156133.
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At present, the state and society pay more and more urgent attention to higher education, and higher education has transitioned from elite education to mass education. College teachers, as the main force in the construction and development of colleges and universities, have the right to pursue professional happiness. Their professional happiness is not only related to themselves but also related to the growth of college students and the development of higher education. Therefore, this paper deeply studies the connotation of teachers’ professional happiness, analyzes the current situation of their professional happiness, the current happiness level of college teachers, and discusses the strategy of improving college teachers’ professional happiness, which has great value and significance to the development of national higher education.