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In this report, a nationally representative sample of kindergarten through 12th grade (K-12) public school principals were asked about their experiences with covering classrooms and hiring staff. In the spring of the 2021-2022 school year, which coincided with the coronavirus disease 2019 (COVID-19) omicron variant surge, most principals struggled to keep classrooms consistently staffed and many reported that hiring had become more challenging since the previous school year. Principals indicated that a lack of substitute teachers -- not an increase in open teaching positions -- was the main reason for classroom coverage shortages. In addition to day-to-day coverage issues, most principals reported that teacher vacancies were on the rise. Most of these principals believed that vacancies had grown more difficult to fill than in the prior school year, largely because of declining applicant counts. Principals' preferences when hiring teachers lend further insight into potential drivers of hiring challenges. A large majority of principals expressed strong preferences for like-minded teachers whose mindsets aligned with the vision and culture of the schools. Few principals prioritized the diversity of the educator workforce at their schools.
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Introduction. In modern social and educational conditions, the process of uncertainty in pedagogical practice occurs at a rapid pace, due to the globalisation and digitalisation of education, as well as the COVID-19 pandemic. As a result, there are teachers' transformations and new functions, which cannot affect their pedagogical capabilities;therefore, the article presents a problem on this issue.Aim. The aim of this problematic article is to consider from different points of view the phenom- enon of uncertainty in pedagogical activity and the transformation of the functions of higher school teachers in the conditions of uncertainty caused by the digitalisation of education. Methodology and research methods. The work was based on the methodology of interdisciplinary analysis of theoretical sources, foreign and Russian pedagogical experience in the field of uncertainties;the method of questioning and interviewing teachers of higher education was used to identify attitudes to professional activity in conditions of uncertainty.Results and scientific novelty. In the course of the study, it was found that at the present stage of education development, the transformation of the functions of higher school teachers in conditions of uncertainty is not investigated either in Russian pedagogical practice or abroad due to the undeveloped theoretical provisions in this area of pedagogical activity. The problem is posed in the field of transfor- mation of the capabilities and functions of higher school teachers in conditions of uncertainty from the perspective of different sciences. The scientific novelty of the research is the following developed provi- sions: 1) a new interpretation of the concept of "professional functions of a teacher" is proposed, includ- ing professional competence and professional activity of a teacher in a digital educational environment within his/her subject area at the university;2) a pedagogical model of transformation of teacher func- tions in a digital educational environment is developed, including the functions of teaching, upbringing, methodological function, as well as the function of digital didactics and the digital competence function of the teacher;3) the uncertainty factors and their content that influence the process of transformation of the functions of higher school teachers are identified: technological management of pedagogical ac- tivity;pedagogical practice without emotional contact between the subjects of the educational process;self-realisation in a virtual environment;the need for design thinking;personal growth of a teacher in a digital educational environment;transformation of the functions of managing their own pedagogical practice;4) a classification of uncertainties encountered in the professional activities of higher school teachers has been developed based on two characteristics - belonging to professional educational activ- ities and digital support of pedagogical practice.Practical significance. The proposed classification and uncertainty factors influencing the process of transformation of the functions of higher school teachers can be used in pedagogical practice to deter- mine internal and external influences on teachers in the digital educational environment.
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PurposeThe current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachA convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.FindingsThree hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.Research limitations/implicationsFurther studies may put efforts towards improving these three outcomes synchronously.Practical implicationsBased on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).Originality/valueThis study established the empirical linkages between school trusts, emotional well-being and job performance.
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Rapid and continuous changes in digital technologies have changed both classroom practices and teacher profiles in education. It can be argued that a new context of teaching may lead some teachers to develop a different teacher identity in order to meet the needs of the era. Within this perspective, this case study attempts to explore the impacts of Information and Communication Technologies (ICT) revolution in education on teachers' professional identity through the lens of three English instructors from three different contexts in Turkey. The study particularly focuses on reflections of teachers during the pandemic. As a theoretical framework, the study adopts Wenger's (1997) social theory of learning and, within this framework, it discusses these teachers' professional identities in relation to their ICT usage. In particular, three modes of belonging, Engagement, Imagination and Alignment, are underlined. A qualitative approach is employed based on the written history documents of the participants and semi-structured interviews as data collection tools. The findings are gathered with a deductive thematic analysis, and they illustrate that teachers have some external and internal difficulties regarding their ICT usage, and they form a new shape of professional identity mainly through collaboration, community expertise and contributing new ideas in their school contexts. Although the use of new digital technologies mostly enables them to adopt a positive and modern teacher identity in their teaching contexts, it also leads some of them to sometimes question their teacher identity due to their limited ICT knowledge and competence. Thus, the study suggests some implications both for language teachers to invest in their digital identities, and for school administrations to create a friendly atmosphere where the community of expertise can be shared freely among teachers.
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In this article, we identify student well-being as a primary goal of postsecondary writing instruction. Reconceiving the purpose of writing instruction in this way rests on valuing the experience of writing and its impact on the writer's sense of self. We draw on posthumanist theory and empirical research to illuminate this impact as the foundation of a pedagogy that promotes students' well-being and also supports their development as writers and as human beings.
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This study explores how China's education responses to COVID-19 from a perspective of policy analysis. Specifically, it involves building an educational policy system for COVID-19 to examine educational governance framework, school management and teaching, policies for teachers during the epidemic. The education policy during the epidemic has achieved positive results. Those results aim to ensure the physical and mental health of teachers and students, ensure the supply of epidemic prevention materials and educational resources, ensure the quality of students' learning, and enhance the application ability of teachers' teaching technology. The process of policy changes and effects of policy implementation have been examined to analyze how China's education responses to COVID-19. The characteristics and experience of China's education policy in response to the epidemic concentrate on forming a governance system under the centralized and unified leadership of the Communist Party of China, building a pattern in which families and schools cooperate closely to promote the smooth development of education and teaching, transforming from an emergency substitute during the crisis into an important motivation to promote the transformation of education paradigm, and paying great attention to remote and poor areas and disadvantaged student groups.
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During the covid-19 pandemic, students' online learning quality is imbued with teachers' support strategies while students' learning engagement is another great indicator underlies their learning experiences. Through a questionnaire survey of 500 freshmen who have had their college English class online in 2022 fall, an investigation using exploratory factor analysis, Pearson correlation analysis, stepwise regression analysis and parallel mediator model reveals the impact of teachers' support strategies (the six dimensions of challenge, authentic context, curiosity, autonomy, recognition and feedback) on the learners' online college English learning engagement (the four dimensions of cognitive engagement, behavioral engagement, emotional engagement, social engagement), thus particular concern is also given to the correlation with students' online learning experiences. It was found that even under diversified and comprehensive guiding strategies from teachers, university students' online college English learning engagement is at the medium level, among which the cognitive engagement should be devoted more. The experimental data also shows that teachers' support strategies have significant influence on learners' engagement, especially teachers' feedback and challenge setting will stimulate students to involve more in their study. In addition, both teachers' support strategies and students' learning engagement involves significant reflection of learning experiences accordingly. Based on this learning concept, related proposals see different degrees of prominence reflected in online instructional design, teachers' and students' feedback literacy, and technology-enabled innovative teaching practice are put forward, in order to effectively play the role of teacher scaffolding, learning experiences enrichment and students' engagement enhancement of online English learning. © 2023 IEEE.
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As a critical influencing factor of learning engagement, teacher expectation plays a vital role in ensuring the quality of online teaching under COVID-19. This paper investigates the relationship between teacher expectations (three dimensions of teacher support, teaching interaction, and academic feedback) on students' online English learning engagement (three dimensions of cognitive engagement, behavioral engagement, and emotional engagement) in e-learning through a questionnaire survey of 513 college students. Pearson correlation analysis and multiple regression analysis were applied as research methods. The results manifest that college students' online English learning engagement was above average, but emotional engagement needs improvement. In addition, teacher expectations of teaching interaction positively and significantly predict English e-learning engagement. Based on this, the article puts forward suggestions on the future of online teaching from the aspects of online teaching design, feedback quality of teachers and students, innovative teaching practice of technology empowerment to effectively play the role of teachers as scaffolding and improve the effectiveness of online English teaching. © 2023 IEEE.
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This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).]
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This paper contributes to the Covid-19 literature by exploring the concept of post-traumatic growth (PTG) utilizing a mixed methods approach. The study examines to what extent the participants experienced positive growth and renewal arising from the prolonged period of lockdowns and emergency online learning. Exploring the experiences of 552 female undergraduate students in a private Saudi Arabian university, an online survey was utilized to gather the data. All the students had experienced online education as a result of the pandemic. The findings indicate the participants underwent a diversity of personal growth experiences. In addition, they also developed different coping mechanisms. The study provides insights into the responses of the students to the issues they were facing during the pandemic. It identifies ways in which participants experienced personal growth as well as a shift in perspective about their lives. There are implications for educators, counselors and policymakers emerging from this study. AD -, Kingdom of Saudi Arabia ;, Netherlands ;, Kingdom of Saudi Arabia
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Organizational citizenship behavior (OCB) is necessary in overcoming emergency conditions, including learning difficulties such as experienced during and after the Covid-19 pandemic. Therefore, this research explored the visionary leadership effects of teachers' OCB through quality of work-life (QWL) and organizational commitment, and developed a new empirical model of the mediation mechanism. A quantitative approach with a survey method was used in this research, where Likert-scale questionnaires were distributed to 387 social sciences teachers in Indonesia. Using structural equation modeling (SEM) analysis, it was found that visionary leadership, QWL, and organizational commitment have a significant effect on OCB;visionary leadership significantly influences QWL and organizational commitment;and visionary leadership has a significant effect on OCB through QWL and organizational commitment. This evidence promotes a new model regarding the effect of visionary leadership on teachers' OCB mediated by QWL and organizational commitment. It not only confirms several previous studies as the basis for developing this research hypothesis, but is also an antithesis to previous research with contradictory conclusions. With such conditions, the new model provides theoretical and practical contributions which require in-depth and critical discussion before it is adopted or adapted as a model in improving teacher OCB via visionary leadership supported by QWL and organizational commitment. © Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0)
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Post Covid-19 education posed an equally challenging task among teachers and learners. During these times limitation on face-to-face learning and gradual emigration from full online means of instruction had become an issue worth solving. Schools opted to adapt hybrid learning modalities as a means to cope with the learning demands in this era. However, most schools are put on a disadvantage because of the required technologies to support this mode of learning. This research describes an initial design and demonstration of a portable mobile cloud network to support synchronous learning. The system was installed and tested on both a schoolwide and classroom setting. Initial results showed that the proposed system was favorable as an alternative means to hybrid learning. © 2022 IEEE.
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The purpose of this qualitative case study was to investigate the effectiveness of remote teacher preparation during the COVID-19 pandemic, specifically special education teachers participating at an Intern Credentialing Program in Northern California.In addition to remote teacher preparation, the study explored how intern teachers experienced delivering special services remotely, how they perceived the Intern Program prepared them compared to traditional programs, and how they experienced their preparation to become agents of change in public education. Data for this study was collected through field journals, surveys and interviews. The findings of this study revealed that Intern Teachers experienced remote Teacher Education as having more benefits than challenges, however the delivery of services to students with disabilities had more challenges than benefits. The interviews indicated that the Intern Teachers believe they are not well prepared to be agents of change.Implications of the study include recommendations to continue teacher education remotely, to develop a tool to determine student benefit from delivery of special services remotely, and to add to teacher education programs curriculum and activities that support diversity, inclusion, and belonging in the classroom through the frameworks of Emancipatory Pedagogies, Critical Race Theory, Culturally Relevant Pedagogy, Culturally Sustaining Pedagogy and Discrit. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This paper offers a snapshot into the unexpected and yet positive results of a small-scale survey about learning to teach Physical Education within initial teacher education and school-based settings. It shares data from four institutions about how pre-service teachers explained their learning and teaching experiences within Physical Education during the COVID-19 pandemic, often working within a number of social and physical restrictions and teaching within enforced bubbles. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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This article centres on a qualitative interview extract, the ‘Story of the Pebble', in which a West African Hospital Social Worker Ado, working in a UK context, and identifying as a Shaman, describes successfully trusting his instincts to create a symbol for a dying patient. Despite criticisms from colleagues, Ado's capacity to understand his patients needs are justified both before and after her death.The article discusses significant themes from the interview extract, including the meaning of professionalism, practice wisdom and cultural influences in a UK social work context, as well as through Ado's heritage and identification as a Shaman. The article considers holistic patient care in a medical context and suggests this has some useful lessons for social workers, particularly those involved with dying people. Although the extract, and wider research study from which it is drawn, pre-date the Covid 19 pandemic, this is referenced throughout, linking the interview extract to ways of helping practitioners and educators to consider people holistically at end of life. AD -, Chichester, UK ;, Chichester, UK
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The purpose of this study was to examine the experiences of conductor-teachers and older adult musicians in a New Horizons ensemble engaged in distance online music-making and music learning. This study employed intrinsic and particularistic qualitative case study designs in which older adult musicians and conductor-teachers of a New Horizons orchestra were interviewed and observed for one year during the COVID-19 pandemic. Primary data sources included verbatim interview transcripts of 11 older adult musicians and the principal conductor, e-mail correspondences, video recordings, and the principal conductor's journal entries. Findings distilled from the data included (a) the information communication technology (ICT) and music learning technology (MLT) introduced and the technological pedagogical and content knowledge (TPACK) needed to teach orchestra members and (b) how orchestra members navigated both ICT and MLT to engage in meaningful music-making and music learning in a distance learning environment. Implications for research and practice include challenging implicit assumptions and messages regarding technology use among older adult musicians, continuing post-COVID distance music learning that may lead to promising models for informal music learning, and continued connectivity beyond the locality of the rehearsal hall.
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The implementation of inclusive education in schools in South Africa has not been fully achieved despite the existence of numerous policies on the same. However, there is very scanty information on current issues that are faced by teachers during the pandemic. Therefore, the present study sought to examine challenges experienced by teachers in implementing inclusive education in classrooms within a South African context. In this study, Bronfenbrenner's ecological theory was adopted. The phenomenological research design was adopted for this study. The selected sample size in this study was eight participants obtained using purposive sampling method. In this study, semi-structured interview was used as the data collection tool. Thematic framework was adopted to analyse data in this study. The study reported that there were four main themes on classroom challenges faced by teachers namely, limited instructional time, inadequate resources, inadequate support and lastly, impact of COVID-19 pandemic. The study recommends that teachers should adopt collaborative practices with school base support teams which had the capacity to mobilise several resources available on the local community to enhance implementation of inclusive education.
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This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023. All rights reserved.
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The ongoing racialized violence against "Asian” communities—that was simultaneously illuminated and amplified during COVID-19—is not a geographically isolated phenomenon. Vis-a-vis the Atlanta Massacre of 2021 and other senseless attacks on "Asian” Americans stemming from white supremacist fears of the Yellow Peril, "Asian” Australians have likewise been, and continue to be, victims of everyday old and new racisms rooted in Orientalist discourses and concomitant fears of the invading Other. As microcosms of society, schools are germane for the analysis, confrontation, and transformation of such racialized injustices and so, as a means of intervening in these everyday inequities, this paper weaves an AsianCrit-informed autoethnography with palimpsestuous composite narratives drawn from semi-structured interviews in a broader project with other migrant "Asian” Australian teachers to chronicle personal and professional race-making practices in the face of racism before and during the COVID-19 pandemic, while also rethinking and re-stor(y)ing a–way toward more hopeful, inclusive futures in schools. [ FROM AUTHOR] Copyright of Cultural Studies/Critical Methodologies is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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This study examined psychological health and coping strategies among faculty and staff at a Saudi Arabian university. A web-based self-administered survey was used to assess probable anxiety, depression, post-traumatic stress disorder (PTSD), and coping strategies by using the Generalized Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), Impact of Event Scale-Revised (IES-R), and Brief-COPE scale, respectively. Of 502 participants (mean age 36.04 ± 10.32 years, male: 66.3%), 24.1% (GAD-7 ≥ 10) had probable anxiety. Anxiety score was significantly higher in females (p < 0.001), those with a history of COVID-19 infection (p = 0.036), and participants with less work experience (p = 0.019). Approximately 40% of participants met the criteria of probable depression, with females (p < 0.001) and participants with less experience having more depressive symptoms. Around one-fourth (27.7%) of study participants indicated probable PTSD (score ≥ 33), with higher symptoms in females (p <0.001), less experienced staff (p < 0.001), and academic staff (p = 0.006). Correlation analysis indicated a significant positive correlation between anxiety and depression (r = 0.844, p < 0.001), anxiety and PTSD (r = 0.650, p < 0.001), and depression and PTSD (r = 0.676, p < 0.001). Active coping, religious/spiritual coping, and acceptance were common coping strategies, while substance use was the least adopted coping method among the study participants. This study indicated a high prevalence of probable psychological ailments among university staff.