Several factors can influence learning process and the overall students’performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’achievement ...Several factors can influence learning process and the overall students’performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’achievement especially in a technological-driven world where Basic Science performance is low.The study investigated teachers’characteristics and school factors as correlates of students’achievement in Basic Science in Oyo State.The survey research was anchored on constructivism and theory of learning.Multi-stage sampling procedures were employed to select all the 33 Local Government Areas of Oyo State.Two schools each,66 teachers and 1,980 students participated in the study.Three validated instruments used to gather information are:Teachers’Characteristics and School Factors Questionnaire with r=0.84,Teachers’Observational Sheet with r=0.87,and Basic Science Achievement Test with r=0.87.Data were analyzed using descriptive and inferential statistics at 0.05 level of significance.Significant relationship was found between teachers’experience(r=0.77,0.003,P<.05),teachers’subject mastery(r=0.66,0.019,P<.05),school location(r=0.62,0.031,P<.05),and students’achievement.School facilities(β=1.244;t=2.487;p<0.05)contributed significantly to the prediction.The variables jointly explained 82%of the variance observed in students’achievement in Basic Science.There is a strong correlation of variables on students’achievement.Teachers should improve on their subject mastery skill while enabling environment should be provided by the government.展开更多
Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences.The National Curriculum Framework for School Education(NCFSE)2023 provides a structured...Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences.The National Curriculum Framework for School Education(NCFSE)2023 provides a structured pedagogical approach to address challenges in these stages.However,despite these policy frameworks,teachers in Kendriya Vidyalayas(KVs)continue to face numerous pedagogical challenges.This paper aims to explore and analyze the pedagogical challenges encountered by KV teachers in foundational and preparatory stage classrooms and compare them with the challenges addressed in NCFSE 2023.Using qualitative research methods,data were collected through structured online interviews with 10 KV teachers from different campuses.This paper investigated various challenges,including classroom management,language barriers,a lack of inclusive education strategies,insufficient infrastructure,limited parental involvement,and difficulties in integrating technology into teaching practices.The findings highlight the gap between policy recommendations and ground-level implementation.Based on these insights,the study suggests recommendations such as specialized teacher training,recruitment of special educators,improved infrastructure,enhanced parental engagement,and policy-driven interventions to bridge the gap between policy frameworks and real-world classroom experiences.The study concludes that addressing these challenges through targeted reforms can create a more inclusive and effective learning environment,fostering holistic student development at the foundational and preparatory stages.展开更多
This study aims to explore the characteristics of novice teachers’inappropriate behaviors in classroom teaching and their intervention strategies.With the continuous improvement of education quality,novice teachers f...This study aims to explore the characteristics of novice teachers’inappropriate behaviors in classroom teaching and their intervention strategies.With the continuous improvement of education quality,novice teachers face increasing challenges in teaching practice.Their inappropriate behaviors not only affect the classroom atmosphere but may also negatively impact students’learning outcomes.Therefore,researching the characteristics of novice teachers’inappropriate behaviors and their intervention strategies holds significant scientific and social value.This study employs a combination of quantitative and qualitative methods to analyze the behavioral patterns of novice teachers in classroom teaching and proposes corresponding intervention strategies.The results indicate that novice teachers’inappropriate behaviors mainly manifest as poor classroom management,monotonous teaching methods,and insufficient interaction with students.Based on these findings,the study proposes a series of effective intervention strategies,including enhancing teacher training,optimizing teaching design,and promoting positive interactions between teachers and students.The conclusions of the study not only provide practical guidance for educational practice but also point out directions for future research,emphasizing the crucial role of teacher professional development in improving teaching quality.展开更多
I have many wonderful teachers.All of them are very kind,smart and patient.I am so lucky to have them as my teachers because they have helped me learn and grow in many ways.
The study employs discourse analysis as an analytical methodology,integrating stancetaking and positioning theories as theoretical frameworks,analyzing a post published by an in-service teacher and its related comment...The study employs discourse analysis as an analytical methodology,integrating stancetaking and positioning theories as theoretical frameworks,analyzing a post published by an in-service teacher and its related comments on RED,to explore the stancetaking of junior high school English teachers on social platforms in the mainland of China.This paper is expected to provide effective suggestions for enhancing the positive influence of front-line teachers on social media and facilitating the development of their teaching profession amidst the backdrop of educational informatization.展开更多
The Brief Interactive Optimism Scale (BIOS-G), recently published, was developed to measure optimism based on the interactive personality styles theory in the general population of Mexican adults. It has been validate...The Brief Interactive Optimism Scale (BIOS-G), recently published, was developed to measure optimism based on the interactive personality styles theory in the general population of Mexican adults. It has been validated in both the general population in Mexico and other Latin American countries. This study aims to further consolidate the validity of the BIOS-G in a specific population. The objectives are to assess the psychometric properties of its items, validate its unidimensional structure, describe its distribution, verify its internal consistency, and examine its direct relationship with affective balance and positive affect, as well as its inverse relationship with emotional exhaustion and negative affect among Mexican university teachers. The BIOS-G, the CESQT emotional exhaustion subscale, and Scale of Positive and Negative Experience (SPANE) were administered to a non-probability sample of 213 Mexican university teachers. All items demonstrated discriminative power and internal consistency. The scale showed internal consistency (Green-Yang ordinal ω = 0.74 and McDonald ordinal ω = 0.88). The one-factor model presented good to acceptable fit to the data, with an average variance extracted of 0.65. Its distribution was negatively skewed and mesokurtic. The BIOS-G correlated directly with SPANE’s affective balance and positive emotional experiences and inversely with negative emotional experiences and emotional exhaustion, with moderate strengths of association. Its mean score was higher in men than in women and correlated positively with age. It is concluded that the BIOS-G demonstrates internal consistency and validity evidence among Mexican university teachers, and its use in this specific population is recommended.展开更多
This study examines how training opportunities influence teachers’job satisfaction,emphasizing the mediating effect of AI self-efficacy among primary and secondary school teachers in Wuhan,China.Current research empl...This study examines how training opportunities influence teachers’job satisfaction,emphasizing the mediating effect of AI self-efficacy among primary and secondary school teachers in Wuhan,China.Current research employed a quantitative,cross-sectional design.Data were collected using an online questionnaire from 655 primary and secondary school teachers in Wuhan.Structural equation modelling(PLS-SEM)was utilized for data analysis.Results confirmed significant positive relationships between training opportunities and both AI self-efficacy and job satisfaction.Besides,AI self-efficacy was found to significantly mediate the relationship between training opportunities and job satisfaction.This study contributes to the body of knowledge by empirically showed the relatively unexplored psychological pathway(AI self-efficacy)linking training opportunities to job satisfaction within AI-intensive educational contexts.The findings enhance understanding of how structured training in AI can positively influence teachers’attitudes and job-related outcomes.Educational policymakers and administrators can utilise these findings to develop specialised training programs,thereby improving teacher self-efficacy,job satisfaction and overall effectiveness in responding to technology changes.展开更多
Under the background of exam-oriented education in China,art education has been marginalized,and the career success of junior middle school art teachers is being challenged.The influencing factors have become a topic ...Under the background of exam-oriented education in China,art education has been marginalized,and the career success of junior middle school art teachers is being challenged.The influencing factors have become a topic worthy of exploration.Therefore,this study aims to investigate the influence on career success and career self-development among junior middle school art teachers in Shenzhen,China.This study conducted a questionnaire survey among junior middle school art teachers in Shenzhen,China.The results show that career self-management affects the career success of art teachers.On this basis,this study proposes some strategies to help the group of art teachers achieve higher career success by improving their career self-management levels.展开更多
This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and...This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and organizational support theory,we hypothesized that organizational support would positively predict career adaptability through self-efficacy.A cross-sectional survey was conducted with 326 novice teachers(with 1–3 years of teaching experience)from 12 universities in Guangdong.Data were analyzed using correlation analysis,hierarchical regression,and bootstrap.Results showed that:(1)organizational support was positively associated with both self-efficacy(r=0.62,P<0.001)and career adaptability(r=0.58,P<0.001);(2)self-efficacy fully mediated the relationship between organizational support and career adaptability(indirect effect=0.24,95%CI[0.18,0.31]),with a partial reduction in the direct effect fromβ=0.35 toβ=0.17(P<0.05);(3)female teachers reported higher self-efficacy than males(P<0.05),and teachers with 2 years of experience showed significantly higher adaptability than those with 1 year(P<0.05).The findings highlight the critical role of self-efficacy in translating organizational support into adaptability,providing empirical evidence for universities to design targeted support strategies.展开更多
This study constructed a moderated mediation model to examine how the social support received by teachers is associated with their work pay fairness perception in relation to their job satisfaction and job performance...This study constructed a moderated mediation model to examine how the social support received by teachers is associated with their work pay fairness perception in relation to their job satisfaction and job performance.Data were collected from 2411 preschool teachers in China(female=98.01%;mean age=29.12 years,SD=6.28 years).These data were analyzed using structural equation modelling,bootstrapping and latent moderate structural equations.The results indicated that teachers’perception of pay fairness is directly associated with self-rated job performance.Additionally,pay fairness perceptions have an indirect effect on higher job performance through job satisfaction.The social support that teachers perceive moderates the relationship between pay fairness perception and job satisfaction:the more social support teachers receive,the weaker the impact of pay fairness perception on job satisfaction.Thesefindings suggest that teachers’perception of pay fairness is related to their sense of quality of work life,as indicated by their job satisfaction and performance.展开更多
Teacher professional identity is a comprehensive reflection of teachers’role perception,emotional experiences,and behavioral tendencies towards their profession.It serves as an intrinsic driving force for teachers’p...Teacher professional identity is a comprehensive reflection of teachers’role perception,emotional experiences,and behavioral tendencies towards their profession.It serves as an intrinsic driving force for teachers’professional development and is also a crucial issue in teacher education research.From a global perspective,this study systematically reviews and examines relevant research on the professional identity of international Chinese language teachers(ICLTs).A comparative analysis is conducted between Chinese and foreign scholars’research in terms of theoretical foundations,research subjects,research content,and research methodologies.This comprehensive overview of the current research landscape in this field,along with a summary of existing achievements and identified problems,facilitates the transformation of fragmented research findings on ICLTs’professional identity into a systematic understanding and reveals research gaps.Building upon this foundation,the study proposes future research prospects for the professional identity of ICLTs from aspects such as the construction of a cross-cultural perspective-based teacher professional identity system,the transformation of teacher professional identity in the context of digital transformation,and case studies on ICLTs’professional identity.The aim is to promote high-quality development in both theory and practice of international Chinese language education.展开更多
This study examined how psychological meaningfulness moderates job complexity and work-family conflict in Nigerian secondary school teachers.This study included 1694 teachers from 17 Nigerian secondary schools(female=6...This study examined how psychological meaningfulness moderates job complexity and work-family conflict in Nigerian secondary school teachers.This study included 1694 teachers from 17 Nigerian secondary schools(female=69.54%,mean age=33.19,SD=6.44 years).The participants completed the Work-family Conflict Scale,Job Complexity Scale,and Psychological Meaningfulness Scale.Study design was cross-sectional.Hayes PROCESS macro analysis results indicate a higher work-family conflict with job complexity among the secondary school teachers.While psychological meaningfulness was not associated with work-family conflict,it moderated the link between job complexity and work-family conflict in secondary school teachers such that a meaningful work endorsement is associated with lower employee’s work-life conflict.Thesefindings point to the importance of job functions to quality of family life.The studyfindings also suggest a need for supporting psychological meaningfulness for healthy work related quality of family life based on balancing work and family role demands.展开更多
Amidst the unique challenges faced by rural educators is their sense of decent work influenced by levels of social support,career self-efficacy,and marginalization.To investigate these relationships,we surveyed 435 ru...Amidst the unique challenges faced by rural educators is their sense of decent work influenced by levels of social support,career self-efficacy,and marginalization.To investigate these relationships,we surveyed 435 rural school teachers(females=69.32%,mean years teaching experience=13.6,SD=7.7 years).The Structural Equation Modeling results indicated that social support positively predicts teachers’perceptions of decent work.Career self-efficacy mediated the relationship between social support and a higher sense of decent work,while marginalization mediated the relationship such that lower social support predicted lower perceptions of decent work.Career self-efficacy and marginalization also had a sequential mediation relationship:higher social support enhanced career self-efficacy,which in turn reduced marginalization experiences,ultimately improving teachers’perceptions of decent work.These findings align with the predictions of Social Cognitive Career Theory and the Psychology of Working Theory,demonstrating that environmental supports enhance personal psychological resources,reduce marginalization risks,and promote positive work-related outcomes.The study findings highlight the necessity for education departments to improve rural teachers’perceptions of decent work by providing social support to foster positive work experiences for teachers at high risk for marginalization and diminished career self-efficacy.展开更多
In L2 content-based classrooms,code-switching or translanguaging seem to be a common practice adopted by teachers.There has been growing research discussing the potentials of L1 in these classrooms.Most of the current...In L2 content-based classrooms,code-switching or translanguaging seem to be a common practice adopted by teachers.There has been growing research discussing the potentials of L1 in these classrooms.Most of the current studies have focused on the analysis of lesson interactions and yet the perception of the content teachers has remained underexplored.This case study investigated the introspective views of a group of content teachers at a secondary school using questionnaires and written accounts.Data analyses showed that these teachers were generally aware of the interpersonal and ideational functions achieved by the use of L1 and they also seemed to have a positive view towards their practices of using L1 in English-medium classrooms.Based on the findings,practical implications for content teachers in relation to making medium of instruction decisions and suggestions for further research are discussed.展开更多
The theory of new quality productive forces provides a foundational framework for cultivating pre-service English teachers.There is a high degree of consistency between the development of new quality productive forces...The theory of new quality productive forces provides a foundational framework for cultivating pre-service English teachers.There is a high degree of consistency between the development of new quality productive forces and the cultivation of pre-service English teachers.The development of new quality productive forces has put forward new requirements for the cultivation of pre-service English teachers,while the cultivation of pre-service English teachers will also promote the development of new quality productive forces and provide talent support for it.Currently,the cultivation of pre-service English teachers faces numerous challenges,which requires strengthening top-level program design,reconstructing the curriculum system,expanding cultivation fields for pre-service English teachers,improving the digital literacy of pre-service English teachers,deepening international exchanges and cooperation,and building an evidence-based evaluation system as a guarantee to achieve new breakthroughs in the cultivation of pre-service English teachers and promote the development of new quality productive forces.展开更多
Overseas study for university teachers is a crucial path for their professional development and an effective means to enhance the level of education internationalization.However,the effectiveness of these studies is i...Overseas study for university teachers is a crucial path for their professional development and an effective means to enhance the level of education internationalization.However,the effectiveness of these studies is influenced by the various factors,including pre⁃study selection and preparation,management and support in the study period,application and assessment of study outcomes afterward,as well as personal factors such as age,family background,and education experience.This paper aims to explore the impact of these factors on the effectiveness of teachers′international education studies and propose the corresponding improvement suggestions,in order to provide a reference for improving the quality and effectiveness of teachers′studies.展开更多
Previous studies on classroom concentration were conducted from the perspective of teachers,without considering students’real feelings.This study,starting from students’feelings of classroom concentration,sent out q...Previous studies on classroom concentration were conducted from the perspective of teachers,without considering students’real feelings.This study,starting from students’feelings of classroom concentration,sent out questionnaires to undergraduates of different levels and natures of schools.Through analysis and research,it was found that teachers’emotions indirectly affect students’concentration through students’individual emotions and classroom atmosphere.On this basis,it is suggested that teachers can improve classroom concentration through the correct emotional expression.展开更多
To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate t...To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs,this knowledge remains limited.Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive.Based on these findings,recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.展开更多
文摘Several factors can influence learning process and the overall students’performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’achievement especially in a technological-driven world where Basic Science performance is low.The study investigated teachers’characteristics and school factors as correlates of students’achievement in Basic Science in Oyo State.The survey research was anchored on constructivism and theory of learning.Multi-stage sampling procedures were employed to select all the 33 Local Government Areas of Oyo State.Two schools each,66 teachers and 1,980 students participated in the study.Three validated instruments used to gather information are:Teachers’Characteristics and School Factors Questionnaire with r=0.84,Teachers’Observational Sheet with r=0.87,and Basic Science Achievement Test with r=0.87.Data were analyzed using descriptive and inferential statistics at 0.05 level of significance.Significant relationship was found between teachers’experience(r=0.77,0.003,P<.05),teachers’subject mastery(r=0.66,0.019,P<.05),school location(r=0.62,0.031,P<.05),and students’achievement.School facilities(β=1.244;t=2.487;p<0.05)contributed significantly to the prediction.The variables jointly explained 82%of the variance observed in students’achievement in Basic Science.There is a strong correlation of variables on students’achievement.Teachers should improve on their subject mastery skill while enabling environment should be provided by the government.
文摘Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences.The National Curriculum Framework for School Education(NCFSE)2023 provides a structured pedagogical approach to address challenges in these stages.However,despite these policy frameworks,teachers in Kendriya Vidyalayas(KVs)continue to face numerous pedagogical challenges.This paper aims to explore and analyze the pedagogical challenges encountered by KV teachers in foundational and preparatory stage classrooms and compare them with the challenges addressed in NCFSE 2023.Using qualitative research methods,data were collected through structured online interviews with 10 KV teachers from different campuses.This paper investigated various challenges,including classroom management,language barriers,a lack of inclusive education strategies,insufficient infrastructure,limited parental involvement,and difficulties in integrating technology into teaching practices.The findings highlight the gap between policy recommendations and ground-level implementation.Based on these insights,the study suggests recommendations such as specialized teacher training,recruitment of special educators,improved infrastructure,enhanced parental engagement,and policy-driven interventions to bridge the gap between policy frameworks and real-world classroom experiences.The study concludes that addressing these challenges through targeted reforms can create a more inclusive and effective learning environment,fostering holistic student development at the foundational and preparatory stages.
文摘This study aims to explore the characteristics of novice teachers’inappropriate behaviors in classroom teaching and their intervention strategies.With the continuous improvement of education quality,novice teachers face increasing challenges in teaching practice.Their inappropriate behaviors not only affect the classroom atmosphere but may also negatively impact students’learning outcomes.Therefore,researching the characteristics of novice teachers’inappropriate behaviors and their intervention strategies holds significant scientific and social value.This study employs a combination of quantitative and qualitative methods to analyze the behavioral patterns of novice teachers in classroom teaching and proposes corresponding intervention strategies.The results indicate that novice teachers’inappropriate behaviors mainly manifest as poor classroom management,monotonous teaching methods,and insufficient interaction with students.Based on these findings,the study proposes a series of effective intervention strategies,including enhancing teacher training,optimizing teaching design,and promoting positive interactions between teachers and students.The conclusions of the study not only provide practical guidance for educational practice but also point out directions for future research,emphasizing the crucial role of teacher professional development in improving teaching quality.
文摘I have many wonderful teachers.All of them are very kind,smart and patient.I am so lucky to have them as my teachers because they have helped me learn and grow in many ways.
文摘The study employs discourse analysis as an analytical methodology,integrating stancetaking and positioning theories as theoretical frameworks,analyzing a post published by an in-service teacher and its related comments on RED,to explore the stancetaking of junior high school English teachers on social platforms in the mainland of China.This paper is expected to provide effective suggestions for enhancing the positive influence of front-line teachers on social media and facilitating the development of their teaching profession amidst the backdrop of educational informatization.
文摘The Brief Interactive Optimism Scale (BIOS-G), recently published, was developed to measure optimism based on the interactive personality styles theory in the general population of Mexican adults. It has been validated in both the general population in Mexico and other Latin American countries. This study aims to further consolidate the validity of the BIOS-G in a specific population. The objectives are to assess the psychometric properties of its items, validate its unidimensional structure, describe its distribution, verify its internal consistency, and examine its direct relationship with affective balance and positive affect, as well as its inverse relationship with emotional exhaustion and negative affect among Mexican university teachers. The BIOS-G, the CESQT emotional exhaustion subscale, and Scale of Positive and Negative Experience (SPANE) were administered to a non-probability sample of 213 Mexican university teachers. All items demonstrated discriminative power and internal consistency. The scale showed internal consistency (Green-Yang ordinal ω = 0.74 and McDonald ordinal ω = 0.88). The one-factor model presented good to acceptable fit to the data, with an average variance extracted of 0.65. Its distribution was negatively skewed and mesokurtic. The BIOS-G correlated directly with SPANE’s affective balance and positive emotional experiences and inversely with negative emotional experiences and emotional exhaustion, with moderate strengths of association. Its mean score was higher in men than in women and correlated positively with age. It is concluded that the BIOS-G demonstrates internal consistency and validity evidence among Mexican university teachers, and its use in this specific population is recommended.
文摘This study examines how training opportunities influence teachers’job satisfaction,emphasizing the mediating effect of AI self-efficacy among primary and secondary school teachers in Wuhan,China.Current research employed a quantitative,cross-sectional design.Data were collected using an online questionnaire from 655 primary and secondary school teachers in Wuhan.Structural equation modelling(PLS-SEM)was utilized for data analysis.Results confirmed significant positive relationships between training opportunities and both AI self-efficacy and job satisfaction.Besides,AI self-efficacy was found to significantly mediate the relationship between training opportunities and job satisfaction.This study contributes to the body of knowledge by empirically showed the relatively unexplored psychological pathway(AI self-efficacy)linking training opportunities to job satisfaction within AI-intensive educational contexts.The findings enhance understanding of how structured training in AI can positively influence teachers’attitudes and job-related outcomes.Educational policymakers and administrators can utilise these findings to develop specialised training programs,thereby improving teacher self-efficacy,job satisfaction and overall effectiveness in responding to technology changes.
文摘Under the background of exam-oriented education in China,art education has been marginalized,and the career success of junior middle school art teachers is being challenged.The influencing factors have become a topic worthy of exploration.Therefore,this study aims to investigate the influence on career success and career self-development among junior middle school art teachers in Shenzhen,China.This study conducted a questionnaire survey among junior middle school art teachers in Shenzhen,China.The results show that career self-management affects the career success of art teachers.On this basis,this study proposes some strategies to help the group of art teachers achieve higher career success by improving their career self-management levels.
基金supported by the Teaching Quality and Teaching Reform Project of Dongguan City University(JY2022022301).
文摘This study examines how organizational support influences the career adaptability of novice university teachers in Guangdong,China,and the mediating role of teacher self-efficacy.Drawing on social cognitive theory and organizational support theory,we hypothesized that organizational support would positively predict career adaptability through self-efficacy.A cross-sectional survey was conducted with 326 novice teachers(with 1–3 years of teaching experience)from 12 universities in Guangdong.Data were analyzed using correlation analysis,hierarchical regression,and bootstrap.Results showed that:(1)organizational support was positively associated with both self-efficacy(r=0.62,P<0.001)and career adaptability(r=0.58,P<0.001);(2)self-efficacy fully mediated the relationship between organizational support and career adaptability(indirect effect=0.24,95%CI[0.18,0.31]),with a partial reduction in the direct effect fromβ=0.35 toβ=0.17(P<0.05);(3)female teachers reported higher self-efficacy than males(P<0.05),and teachers with 2 years of experience showed significantly higher adaptability than those with 1 year(P<0.05).The findings highlight the critical role of self-efficacy in translating organizational support into adaptability,providing empirical evidence for universities to design targeted support strategies.
基金funded by the National Social Science Fund of China,grant number CHA200267.
文摘This study constructed a moderated mediation model to examine how the social support received by teachers is associated with their work pay fairness perception in relation to their job satisfaction and job performance.Data were collected from 2411 preschool teachers in China(female=98.01%;mean age=29.12 years,SD=6.28 years).These data were analyzed using structural equation modelling,bootstrapping and latent moderate structural equations.The results indicated that teachers’perception of pay fairness is directly associated with self-rated job performance.Additionally,pay fairness perceptions have an indirect effect on higher job performance through job satisfaction.The social support that teachers perceive moderates the relationship between pay fairness perception and job satisfaction:the more social support teachers receive,the weaker the impact of pay fairness perception on job satisfaction.Thesefindings suggest that teachers’perception of pay fairness is related to their sense of quality of work life,as indicated by their job satisfaction and performance.
文摘Teacher professional identity is a comprehensive reflection of teachers’role perception,emotional experiences,and behavioral tendencies towards their profession.It serves as an intrinsic driving force for teachers’professional development and is also a crucial issue in teacher education research.From a global perspective,this study systematically reviews and examines relevant research on the professional identity of international Chinese language teachers(ICLTs).A comparative analysis is conducted between Chinese and foreign scholars’research in terms of theoretical foundations,research subjects,research content,and research methodologies.This comprehensive overview of the current research landscape in this field,along with a summary of existing achievements and identified problems,facilitates the transformation of fragmented research findings on ICLTs’professional identity into a systematic understanding and reveals research gaps.Building upon this foundation,the study proposes future research prospects for the professional identity of ICLTs from aspects such as the construction of a cross-cultural perspective-based teacher professional identity system,the transformation of teacher professional identity in the context of digital transformation,and case studies on ICLTs’professional identity.The aim is to promote high-quality development in both theory and practice of international Chinese language education.
文摘This study examined how psychological meaningfulness moderates job complexity and work-family conflict in Nigerian secondary school teachers.This study included 1694 teachers from 17 Nigerian secondary schools(female=69.54%,mean age=33.19,SD=6.44 years).The participants completed the Work-family Conflict Scale,Job Complexity Scale,and Psychological Meaningfulness Scale.Study design was cross-sectional.Hayes PROCESS macro analysis results indicate a higher work-family conflict with job complexity among the secondary school teachers.While psychological meaningfulness was not associated with work-family conflict,it moderated the link between job complexity and work-family conflict in secondary school teachers such that a meaningful work endorsement is associated with lower employee’s work-life conflict.Thesefindings point to the importance of job functions to quality of family life.The studyfindings also suggest a need for supporting psychological meaningfulness for healthy work related quality of family life based on balancing work and family role demands.
文摘Amidst the unique challenges faced by rural educators is their sense of decent work influenced by levels of social support,career self-efficacy,and marginalization.To investigate these relationships,we surveyed 435 rural school teachers(females=69.32%,mean years teaching experience=13.6,SD=7.7 years).The Structural Equation Modeling results indicated that social support positively predicts teachers’perceptions of decent work.Career self-efficacy mediated the relationship between social support and a higher sense of decent work,while marginalization mediated the relationship such that lower social support predicted lower perceptions of decent work.Career self-efficacy and marginalization also had a sequential mediation relationship:higher social support enhanced career self-efficacy,which in turn reduced marginalization experiences,ultimately improving teachers’perceptions of decent work.These findings align with the predictions of Social Cognitive Career Theory and the Psychology of Working Theory,demonstrating that environmental supports enhance personal psychological resources,reduce marginalization risks,and promote positive work-related outcomes.The study findings highlight the necessity for education departments to improve rural teachers’perceptions of decent work by providing social support to foster positive work experiences for teachers at high risk for marginalization and diminished career self-efficacy.
文摘In L2 content-based classrooms,code-switching or translanguaging seem to be a common practice adopted by teachers.There has been growing research discussing the potentials of L1 in these classrooms.Most of the current studies have focused on the analysis of lesson interactions and yet the perception of the content teachers has remained underexplored.This case study investigated the introspective views of a group of content teachers at a secondary school using questionnaires and written accounts.Data analyses showed that these teachers were generally aware of the interpersonal and ideational functions achieved by the use of L1 and they also seemed to have a positive view towards their practices of using L1 in English-medium classrooms.Based on the findings,practical implications for content teachers in relation to making medium of instruction decisions and suggestions for further research are discussed.
基金supported by the National Education Sciences Planning Program of China through the National Office for Education Sciences Planning(Grant No.DIA220376).
文摘The theory of new quality productive forces provides a foundational framework for cultivating pre-service English teachers.There is a high degree of consistency between the development of new quality productive forces and the cultivation of pre-service English teachers.The development of new quality productive forces has put forward new requirements for the cultivation of pre-service English teachers,while the cultivation of pre-service English teachers will also promote the development of new quality productive forces and provide talent support for it.Currently,the cultivation of pre-service English teachers faces numerous challenges,which requires strengthening top-level program design,reconstructing the curriculum system,expanding cultivation fields for pre-service English teachers,improving the digital literacy of pre-service English teachers,deepening international exchanges and cooperation,and building an evidence-based evaluation system as a guarantee to achieve new breakthroughs in the cultivation of pre-service English teachers and promote the development of new quality productive forces.
基金supported by the Higher Education Research Fund Project of Northwestern Polytechnical(International Talent Cultivation Special Project)(GJGZMS202309).University。
文摘Overseas study for university teachers is a crucial path for their professional development and an effective means to enhance the level of education internationalization.However,the effectiveness of these studies is influenced by the various factors,including pre⁃study selection and preparation,management and support in the study period,application and assessment of study outcomes afterward,as well as personal factors such as age,family background,and education experience.This paper aims to explore the impact of these factors on the effectiveness of teachers′international education studies and propose the corresponding improvement suggestions,in order to provide a reference for improving the quality and effectiveness of teachers′studies.
基金2024 Guangxi Higher Education Undergraduate Teaching Reform Project“OBE-Guided,Digitally Empowered‘Hadoop Big Data Development Technology’Course Ideological and Political Construction Innovation Exploration and Practice”(2024JGA396)。
文摘Previous studies on classroom concentration were conducted from the perspective of teachers,without considering students’real feelings.This study,starting from students’feelings of classroom concentration,sent out questionnaires to undergraduates of different levels and natures of schools.Through analysis and research,it was found that teachers’emotions indirectly affect students’concentration through students’individual emotions and classroom atmosphere.On this basis,it is suggested that teachers can improve classroom concentration through the correct emotional expression.
基金General Research Program in Philosophy and Social Sciences for Jiangsu Higher Education Institutions,“Exploring Theoretical Models and Innovative Practices in Inclusive Education Competence for Pre-service Teachers”(Project No.:2021SJA1422)。
文摘To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs,this knowledge remains limited.Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive.Based on these findings,recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.
