Teacher factors and perceived assessment practices needs of social studies teachers in Cross River State, Nigeria

This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.     

Access,use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania

This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.     

Can transformational leadership influence on teachers’ commitment towards organization,teaching profession,and students learning? A quantitative analysis

This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers’ commitment towards organization, teaching profession, and students’ learning. A quantitative survey method was applied, and four broadly hypothesized relationships were tested with a sample of 1,014 trained non-graduate and graduate teachers serving in twenty-seven secondary schools in Sarawak, Malaysia. The results indicate a moderate level of teachers’ commitment and a low level of transformational leadership qualities among the respondents. This study found that inspirational motivation, individualized consideration, and intellectual stimulation were the factors contributing towards teachers’ commitment to teaching profession, and there was no dominant factor influencing commitment to students’ learning. Moreover, it was discovered that inspirational motivation was a factor to teachers’ efficacy and teaching experience. Besides, teachers’ efficacy and teaching experience were predictors to teachers’ commitment to organization, teaching profession, and students’ learning, respectively. These findings revealed that there was a significant relationship between transformational leadership and teachers’ commitment to organization and teaching profession, but not students’ learning. The results of this study indicate the necessity for leadership development of school leaders so that they could systematically acquire and internalize the effective transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment towards their profession.     

Does it have to be easy,useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching

ABSTRACT

Studies show that technology can have a positive influence on student achievement and motivation; however, the use of technology for educational purposes is rather modest. Research has shown teachers’ attitudes to be a key aspect of technology use. However, there is no agreement on which attitudes we should focus on. The aim of the present study was to determine which attitudes may be differentiated empirically in a sample of STEM teachers in the context of mobile devices in teaching and to what extent these factors help to predict willingness to use mobile devices. The study was conducted among 377 STEM-subject teachers. The results showed that performance expectancy, effort expectancy and technology attitude are highly correlated for teachers. It would appear that social aspects (social influence and facilitating conditions) may serve as facilitators for teachers’ attitudes in the model, predicting 52.5% of teachers’ behavioural intention to use mobile devices for teaching.     

Teacher attitude towards inclusion practices and special needs students

This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of inclusion in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards inclusion and how the inclusive environment can be improved. The present paper concentrates on examining whether there is a difference in attitude between elementary regular education teachers and secondary regular education teachers. The participants of this study were 73 teachers from three public elementary and secondary schools in rural, southeastern USA who completed the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC). The results indicated that most teachers support the practice of inclusion in regular education classrooms or possess a neutral consensus towards the practice of inclusion as it relates to teaching assignment. For example, grade level, subject area or type of inclusion practice (full or partial). Meaning that the results for this study were mixed.     

Factors associated with staff perceptions towards inclusive education in Singapore

In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues.     

河北省双语教学之我见

在对河北省双语教学进行调查的基础上,就双语教学的利弊进行了分析。由于双语教学会在一定程度上影响学生对其他课程的掌握,且存在师资力量不足,资源浪费,以及有碍于民族意识的培养等问题,因而对双语教学应持慎重态度,最好先进行试点。     

Implementing inclusion in disabling settings: the role of teachers’ attitudes and practices

Teachers’ attitudes towards disabled students seem to define the extent to which teaching practices are inclusive. Aiming to explore Cyprus secondary education teachers’ attitudes and practice, and the consequent implications for the future of disabled students and inclusive education, we conducted mixed methods research. Our research typology was sequential and integrated. First, we conducted a survey, during which we received 536 questionnaires from our randomly selected stratified sample of Cyprus secondary education teachers. The survey was followed by interviews with 21 Greek Philology teachers that enriched the findings from the quantitative phase. Data analysis revealed that even though Cyprus secondary education teachers have a rather positive attitude towards disabled students, they have low expectations from them and do not employ inclusive teaching practice. In addition, they tend to categorise students based on abstract notions about ability. Stereotypes and prejudice are more evident regarding students with cognitive disabilities. Despite the observed disabling practices, participants postulated that there is hope to implement inclusive education, if teachers are trained for inclusion and thereby begin to see the person and not the disability.     

浙江省高中信息技术教师对新课改的心理适应性研究

以“关注阶段”理论为基础,研究了浙江省高中信息技术教师对新课改的心理适应性。结果表明：目前浙江省高中信息技术教师能够接受新课改的理念并在教学中付诸实施,但信心不足,有明显的观望心理,心理适应性停滞不前并对新课改存有一定的抵触;不同教龄的教师在新课改的七个关注阶段上均未表现出显著差异;不同性别教师在“个人化”阶段表现为显著差异,且女教师在对“个人化”的关注上明显高于男教师;城乡教师之间在“操作”阶段表现出显著差异,且农村教师在“操作”阶段的关注强度明显高于城市教师。     

中小学英语教师在线教学行为意向及影响因素

基于计划行为理论,采用问卷调查法探究中小学英语教师在线教学行为意向以及相关影响因素.通过相关分析和回归分析,得出以下结论:行为态度、主观规范、知觉行为控制与在线教学行为意向均存在正相关关系;行为态度、知觉行为控制均能显著预测在线教学行为意向;主观规范对在线教学行为意向的预测不显著.研究表明:当教师对在线教学持积极的态度...     

Investigating Omani Science Teachers’ Attitudes Towards Teaching Science: the Role of Gender and Teaching Experiences

A 30-item questionnaire was designed to determine Omani science teachers’ attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The questionnaire was administered to 139 randomly selected science teachers who teach science in grades 5–10. The sample consisted of 72 male teachers and 67 female teachers, 57 teachers with teaching experience between 1 and 5 years and 82 teachers with teaching experience of 6 and more years. The sample was selected from 7 schools in 1 Educational Governorate in the Sultanate of Oman. The questionnaire reliability was calculated by an internal consistency method, using Cronbach’s alpha, which gave the value of 0.73 for all the items. The findings indicated that science teachers’ attitudes toward teaching science were positive. Furthermore, the results showed that there were statically significant differences in teachers’ attitudes due to gender in favor of the female teachers and in teaching experience in favor of teachers with long experience. The study proposed some recommendations to improve the science teachers’ attitude, especially male teachers towards science teaching. Paying more attention to in-service professional development programs, encouraging new teachers to attend some classes to observe experienced colleagues, and finally rewarding teachers morally, socially, and financially are some of these recommendations.     

The effect of school‐based practice on student teachers' attitudes towards inclusive education in Northern Ireland

This study seeks to discover the attitudes to inclusion of those about to embark on initial teacher education in Northern Ireland and the extent to which an extended teaching practice in a non‐selective placement school can influence attitude change. A cohort of 125 student teachers responded to a survey that explored their attitudes towards a range of issues relating to inclusive education in the context of Northern Ireland. The findings indicate that student teachers in Northern Ireland show positive attitudes towards the principles of inclusion, with teaching practice experience in a non‐selective school appearing to confirm and increase these positive attitudes. However, despite displaying increasingly positive attitudes towards inclusion post‐teaching practice, there are indications that student teachers continue to show strong attachment to current organisational practices strongly related to academic selection.     

Attitudes Toward Computers of Gifted Students and their Teachers

One of the prerequisites for acceptance and implementation of computers in an educational system is a positive attitude of both teachers and students toward their use. This research, therefore, focuses on differences in attitudes toward computers between male and female teachers, female and male gifted students, and teachers and gifted students. Samples consisted of 217 gifted students (115 males and 102 females) and 125 teachers (30 males and 95 females) in the Amman Educational District, Jordan. Computer attitudes were measured by means of the Attitudes of Both Teachers and Students Toward Computers Questionnaire, and compared statistically to variables such as performance in mathematics, IQ, gender, teachers’ experience in teaching and computing, and teachers’ training. Results showed that participants are generally positive towards computers, and there were no significant differences in attitude between gifted students and teachers or between males and females. Attitudes towards computers, however, may be predicted by performance in mathematics and by IQ scores.     

论教师心理健康对学生健康成长的影响

教师的根本任务是教书育人,近年来,随着教育教学改革的不断深入,教师在知识经验、教学能力、心理素质等方面,面临着越来越大的压力,有些教师表现出各种各样的心理问题,这不仅影响教师的教育教学行为,而且影响着学生知识技能的获得、健全人格的塑造和人生态度的形成。     

＂Presentation＂在高职课堂的应用调查分析

为了解高职院校师生对Presentation的态度以及Presentation在高职课堂的实施情况,对某高职院校部分师生进行问卷调查。结果显示：Presentation虽然受到了师生的普遍欢迎,但在实施过程中仍存在许多问题。但这些问题是可以通过师生的共同努力尤其是教师的努力来解决的,为此提出了克服弊端的方法,旨在不断完善Presentation教学方式在高职课堂的实施。     

Effects of personal and professional factors on teachers’ attitudes towards inclusion in preschool

Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers’ attitudes towards inclusive education in preschool education in Portugal and to identify teachers’ personal and professional variables that influence these attitudes. The data were collected from a sample composed of 68 preschool teachers working in mainstream schools located in urban and rural areas. The results indicated overall positive attitudes towards inclusion. Having previous personal contact with a person with special educational needs predicted more positive affective attitudes, whereas having previous experience teaching classes that included students with and without special educational needs predicted less positive behavioural intentions. From these results, we infer an emergent need for continuous training and for the promotion of positive attitudes among preschool teachers to achieve the successful implementation of inclusion at this educational level.     

Teaching portfolios in higher education and their effects: An explorative study

Although many authors claim benefits of teaching portfolios for use in higher education settings, there are few empirical studies that investigate these benefits.This article deals with the question of whether teaching portfolios are used in higher education, and if so, which effects they bring about. Furthermore, the attitude of teachers towards the use of teaching portfolios is examined. The study shows that currently not very many teachers are using teaching portfolios. When used, a teaching portfolio is an instrument that can bring about some important positive effects. Respondents report that, due to the use of portfolios, they were stimulated to reflect on their own teaching, to actualise the learning content, to improve their course materials, to search for alternative educational methods, etc. When teachers are using teaching portfolios it is important that, besides any negative effects, they also experience positive effects. If this is not the case, teachers will see the teaching portfolio only as an extra administrative inconvenience.     

中小学教师应有心理咨询师的态度

中小学师生关系对教师的教学和学生的发展有非常重要的作用，但实际上师生的交流还存在一定的困难。如果借鉴心理咨询师对待来访者的促进态度，通过积极倾听的姿态，对学生能做到积极接纳和关注、共感理解、尊重和真诚，健康、和谐的师生关系就一定会形成。     

Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry

ABSTRACT

This study used an experimental, pretest-posttest control group design to investigate whether participation in a large-scale inquiry project would improve primary teachers’ attitudes towards teaching science and towards conducting inquiry. The inquiry project positively affected several elements of teachers’ attitudes. Teachers felt less anxious about teaching science and felt less dependent on contextual factors compared to the control group. With regard to attitude towards conducting inquiry, teachers felt less anxious and more able to conduct an inquiry project. There were no effects on other attitude components, such as self-efficacy beliefs or relevance beliefs, or on self-reported science teaching behaviour. These results indicate that practitioner research may have a partially positive effect on teachers’ attitudes, but that it may not be sufficient to fully change primary teachers’ attitudes and their actual science teaching behaviour. In comparison, a previous study showed that attitude-focused professional development in science education has a more profound impact on primary teachers’ attitudes and science teaching behaviour. In our view, future interventions aiming to stimulate science teaching should combine both approaches, an explicit focus on attitude change together with familiarisation with inquiry, in order to improve primary teachers’ attitudes and classroom practices.     

英国中小学教师流失:特征、原因及其应对策略

近年来,英国中小学饱受教师短缺问题的困扰,不仅师资供不应求,离职现象也十分普遍,面临教师招聘困难与教师流失严重的双重困境。研究发现,繁重的工作量、较低的工资收入与职业生涯发展受阻等因素是导致教师离职的主要原因。为了应对日益严重的教师流失危机,英国政府致力于从改革问责制、增强教学改革的稳定性、助力教师提高课堂管理效率等方面减轻工作量负担;从上调工资幅度、提供薪酬补助金、资助养老金计划等方面整体上提升教师的薪酬;再通过制定完整的职业发展路径、鼓励实施灵活工作制、出台应对脱欧的政策意见等创造利于教师职业发展的条件。