ABSTRACT
The transition to distance learning during COVID-19 has completely overturned the teaching-learning way of the world's education system. Based on the technology acceptance model, this study was conducted to explore what factors might affect the teachers' attitudes toward the online teaching regime. Structural equation modeling was employed to analyze data drawn from high school teachers in Vietnam. The findings presented that the perceived usefulness of digital teaching was the most fundamental determinant of teachers' attitudes and played a mediating role in linking the perceived ease of use to attitude. As an external factor, school assistance was significantly associated with both perceived ease of use and perceived usefulness, which provides facilitating conditions to ensure successful adoption of online teaching. Age and teaching experience also had a significant influence on external assistance and teachers' attitudes, respectively. This investigation sheds light on promoting digital transformation in the education sector in Vietnam and other countries.
ABSTRACT
American politics today is the culmination of historical, political, social, geographic, and economic events that have significantly impacted this country. Over the last year, America and the world have been tested to political, social, and economic extremes not seen in over a century because of the Coronavirus (COVID-19) pandemic. Both the 2020 Presidential election and the storming of the Capitol on January 6th, 2021 are just two of the events that challenged teachers and educators across all levels of schooling to change and adapt teaching practices. It has forced citizens to have difficult conversations about democracy, equality, health, and safety. Educators tasked with teaching government and civics are required to teach political parties and the functions of government. However, in this current socially distant and polarized political climate, doing so was tremendously difficult. For some high school students and teachers, teaching secondary government is only a nine-week crash course into the functions of the government and rights outlined to students. Nine weeks to teach the functions of government, Constitution, rights of citizens, powers of the president, courts, and how federalism and states interact. Furthermore, only a small minority of students who take government courses do so during a presidential election cycle. This reality underscores the importance of understanding how teachers help students navigate such an important function of government. In this polarized political climate post-2016, it is of interest to study how teachers have prepared to teach the election and document their experience navigating campaign issues. This study hopes to shed light on the educational strategies and expectations of secondary government and civics teachers teaching controversial political topics surrounding the 2020 election. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The problem among teacher retention is an issue as the annual teacher turnover rate in several countries is between 13-15%. With the increase in teachers selecting alternative paths or emergency permits, this study aimed to explore the motivational factors of traditionally trained, first-year, full-time, K-12 public teachers. The education motivational research specifically focused on preservice experience, early teacher experience, teacher motivation approaches, and recruitment and retention motivation. Although there is a lot of research on motivation, the research gap did not provide motivational factors specifically aimed at the traditionally trained, first-year, full-time, K-12 public teachers. The study contributed to the field of education by providing the motivational factors from the teachers' own experiences through a basic qualitative approach with semi-structured interviews. The purpose of this basic qualitative study was to explore the motivational factors traditionally trained, first-year, full-time, K-12 public school teachers. The theoretical framework for the study was Herzberg's motivation-hygiene theory. The population for this study consisted of 10 traditionally trained, full-time K-12 public school teachers. Using thematic analysis, four motivational factor themes emerged: affirmation, support, job selection, and pandemic impact. The teachers were motivated by affirmation, acknowledgement of their conscientious application to the profession and knowing they were making a difference among their students. The teachers were motivated by support through having balance and opportunities for professional growth. The teachers were motivated by the ability to select the position and school district. On the opposite spectrum, the pandemic impact motivated teachers in making the decision to return to the classroom the following year. The study includes the COVID-19 restrictions, specifically the interviews being conducted virtually. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Curriculum development is the fundamental component of high-quality education, particularly in primary and secondary school education during Covid-19, which requires modern researchers' attention. Thus, the current research explores the impact of distance learning, student interest, and teachers' abilities on curriculum creation in Jordanian elementary and secondary schools. Additionally, the present study examines the moderating effect of institutional support on the relationship between remote learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. The researchers gathered primary data via surveys and evaluated it with smart-PLS. The findings established a positive correlation between distance learning, student interest, teachers' abilities, and curriculum development. The results also reveal that institutional support considerably modifies the relationship between distance learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. This research serves as a guide for legislators as they draught regulations governing curricular development. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
This applied dissertation was designed to study the relationship between the participation of teachers in a collaborative professional development program, Lesson Study, and their self-efficacy and job satisfaction. Lack of structure and time to effectively implement and reflect upon collaborative professional development programs create a sense of frustration and dissatisfaction in the teaching profession and at the proposed study site as rigorous standards for professional development and job performance continue to rise. Recent research showed that teachers who engage in Lesson Study as a structured professional development tool often experience a stronger sense of self-efficacy and satisfaction compared to those who do not participate.This mixed-methods study investigated the perceived impact that Lesson Study, a structured collaborative professional development program, had on the efficacy and job satisfaction of middle school and high school teachers. A total of 19 participants, 13 middle school teachers and 6 high school teachers, were recruited as volunteers in this research study. Each participant completed the Teacher Job Satisfaction Questionnaire, The Ohio State Teacher Efficacy Scale, and an open-ended questionnaire on available professional development opportunities to establish a baseline in terms of job satisfaction and individual efficacy. At the end of the eight-week Lesson Study, each participant completed the same survey instruments as post-assessments. In addition, each participant completed a weekly journal entry reflecting their individual thoughts, feelings, questions, and impressions over the course of the eight-week Lesson Study process. They also completed a Classroom Observation Form after each lesson taught, as well as a comprehensive Group Reflection Form.The researcher first analyzed the quantitative and qualitative data separately. Descriptive coding was used to identify common themes, and then the data was triangulated to gain a better understanding of the perceived value of Lesson Study and its impact on teacher efficacy and job satisfaction. Each participant expressed an average to above-average sense of efficacy and job satisfaction prior to their participation in the research study. In combination with a limited number of participants due to COVID constraints, limited time, and a decreased participation rate during post-survey dissemination, the data and common themes identified show teachers' participation in Lesson Study did not have any significant impact on their perceived sense of efficacy and job satisfaction. This information should be utilized to better inform administrators at both the middle school and high school study sites on how to schedule designated time for content-specific professional development opportunities that promote a more positive and collaborative work environment for teachers in a post-COVID environment. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Teacher attrition is a problem. A high level of teacher attrition contributes to the teacher shortages across the United States. Teachers leaving the teaching profession and the growing demand for more teachers in the workforce necessitates research regarding job satisfaction among teachers. The purpose of this qualitative study was to explore the commonalities and differences among perceptions of elementary, middle school, and high school teachers in southern Illinois. Internal and external factors behind job satisfaction in the teaching profession prior to the COVID-19 pandemic and during the second year of the COVID-19 pandemic were examined. Dr. Maslow's hierarchy of needs theory was the theoretical framework. Seven research questions examined job satisfaction among seven elementary teachers, nine middle school teachers, and five high school teachers. Open-ended interview questions were used to collect participants' perceptions of their job satisfaction prior to COVID-19 and year two of COVID-19. Data was analyzed using a thematic analysis approach. Findings from the thematic analysis indicate the importance of retaining factors that increase teachers' job satisfaction. Changes in the teaching profession may include understanding from administration and the public as to what teachers go through socially and mentally. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this study was to explore the educational leadership support as perceived by K-12 teachers and leadership effectiveness in addressing the work transition during the COVID-19 pandemic in two countries: China and the U.S. In this exploratory study, sixteen K-12 teachers from China and the U.S. were interviewed. Our findings indicated that participants received educational leadership support in daily tasks, well-being, and training and development. Participants also indicated that their leaders helped them cope with the work transition by empowering and inspiring them. However, the leaders also faced challenges including limited resources and lack of authorization from upper-level administration. Differences in educational leadership were identified between China and the U.S. in terms of communication and trust-building, work-life/family balance, and safety. This study provides insights for educational leaders and HRD professionals on strategies to support teachers in a crisis such as the pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The purpose of this study was to examine the academic, social, and emotional effects of COVID19 on 11th - and 12th -grade students. There has been little documentation regarding the specific change that the pandemic has had on these students;it is imperative that we look at the effects of COVID-19 on the students who experienced COVID-19 pandemic. Data collection was completed through individual interviews. Analysis of data occurred in three phases: (a) categorization of data under the four organizational factors, (b) building the explanation in a phenological form, and (c) re-examination of the data. The analysis of the narrative study was based on the theoretical proposition that the teachers were focused on the whole child and not just academic standards. The humanistic theory framework was established as teachers examined the influences in their classrooms based on the well-being of their students. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking.The results revealed that the main concerns were students attending school and getting the credits needed to graduate through both in-person classes and online learning. The themes that emerged were classroom management, relationship building, communication, social-emotional learning, trauma-informed learning, and the effects of COVID-19. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Drawing on Bronfenbrenner's ecological system and van Lier's affordance, this study explored livestream English teaching anxiety experienced by high school teachers through interviews with 12 high school EFL teachers from China. Six types of anxiety were identified at the macro, exo, and micro levels, namely, anxiety related to the COVID-19 pandemic, limited technological support from school authorities, students' parents, inadequate technological pedagogical and content knowledge (TPACK), and insufficient effective teacher-student interactions. Implications for alleviating teachers' online anxiety were proposed to enhance the teachers' livestreaming confidence and the teaching quality in the post pandemic era. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Peer-reviewed inquiries have revealed that music can play vital roles in the lives of students (Heinrich, 2012). This examination used research articles, email interviews, and documented sources to explore the relationships and communication of music teachers and administrators in supporting music instruction for students in grades k-12. The inquiry used email interviews to describe the positions of an administrator to music teacher in creating communication channels that address fine arts and improving student achievement through participation in music activities (Michel, 2018). The purpose of this study is to examine the relationships between administrators and public school music teachers in the area of support of music programs. This study also studied how the COVID pandemic has impacted music program support. The researcher chose a qualitative study because this project focused on implementing email interviews in order to design personal portraits of the volunteers. The study offered investigative discussions of what music teachers perceive as support between administrators and themselves in K-12 music classrooms. Since this was a single study, the literature has significant limits and gaps. Most music teachers generalized that the support of administrators is imperative to school music success. The tenons of support included improving personal and professional relationships, input on curriculum and standardized testing decisions, school committee representation, budgeting cooperation, peer acceptance protocols, and student improvement methods. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Throughout the past two years, education has seen a significant number of changes as schools, educators, and students navigated the COVID-19 pandemic. As teachers transitioned between instructional modes, including hybrid and remote instructional practices, they have seen the role of the teacher shift and evolve. Given these changes, teachers have endured a various challenges that contributed to the possibility of compassion fatigue. This study sought to understand the experience of the teacher and the impact of compassion fatigue (specifically looking at burnout and secondary traumatic stress) on teachers, exploring potential predictors of compassion fatigue. This study used the ProQOL path model as a conceptual framework, focusing on the contributing factors experienced in the teacher's work environment, client (or student/classroom) environment, and person environment. Grounded in a pragmatic philosophical approach to research, this study used a survey research methodology. This study included participants who were K-12 teachers from across the United States, with a majority of participants from the mid-western states. Independent samples t-test revealed that females had a higher rate of compassion fatigue than males, as indicated by higher scores for both burnout and secondary traumatic stress. Hierarchical regression analyses indicated that a participant's years employed in education, gender, resilience, and compassion satisfaction were predictors of compassion fatigue when looking at secondary traumatic stress. Similarly, hierarchical regression analyses indicated that resilience and compassion satisfaction were predictors of compassion fatigue when looking at burnout. Recommendations for teachers (and teacher organizations), school administrators, and school boards are discussed, along with recommendations for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers' perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic had lasting detrimental effects on the teaching profession (Milman, 2020). Teachers faced multiple transitions from classroom teaching to emergency remote teaching during a stay-at-home order confining them to their homes while instructing students virtually during the COVID-19 pandemic (Kim & Asbury, 2020;Milman, 2020). It is significant to recognize what teachers experienced and its effects on their practice and outlook of the profession for the future. This phenomenological study explored the lived experiences of Pennsylvania high school teachers' multiple transitions from classroom teaching to emergency remote teaching during the COVID-19 pandemic during the 2019-2020 and 2020-2021 school years. This study examined teachers' experiences during multiple transitions to emergency remote teaching and their perceptions of professional identity, self-efficacy, and the teaching profession during the COVID-19 pandemic. Semi-structured interviews took place via Zoom with six participants who encountered multiple transitions to emergency remote teaching, which provided data for qualitative phenomenological analysis. Schlossberg's (1981) transition theory is the foundation for this study. Data was comprised of emergent themes from the interviews. Four themes were identified from the interviews: a) uncertainty, (b) finding a way, (c) the importance of relationships, and (d) confusing government and administrative directives. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic has caused many uncertainties in education. Administrators making sure that teachers receive the proper supports is extremely important. The research problem examines the sudden transition to online learning and the difficulties for students, plus the challenges that teachers were facing that were not addressed. Teachers struggled with strategies to help K-12 students excel in remote learning. The purpose of this qualitative single case study is to explore strategies to support K-12 teachers during the COVID 19 pandemic, and to help K-12 school students in an urban school district in southeastern Michigan excel in remote learning. This single case study was framed by the Job Demands-Resources Model (JDRM), a transactional conceptual framework originally developed by Bakker and Demerouti (2007) to investigate teacher stress. A qualitative single case study approach allowed an exploration of K-12 urban teachers' perspectives of the supports they needed to teach online during the COVID-19 pandemic. In-depth interviews and a questionnaire were used to investigate Urban teachers' views about the supports necessary to teach online during the pandemic. The target population is K-12 teachers (N = 1,905) teaching online during the COVID-19 pandemic in an urban city in southeastern Michigan. Purposive sampling was used to recruit a homogenous sample of 12-15 teachers who were teaching online due to COVID-19. The two research questions guiding this study are: What strategies are needed to support educators teaching online in urban high schools? What can teachers do to help urban high school students excel during remote learning as a result of Covid-19? This study's findings could help federal, state, and local educational stakeholders prepare to teach students in an online classroom within the context of an emergency like the pandemic. Teachers suggested they needed administrative, technological, media, pedagogical, online platform, software, wi-fi, and other types of support to teach online. Future researchers could conduct a longitudinal mixed-methods study investigating the specific supports, strategies, and resources that are the most effective to support teachers, students, and parents during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The Covid-19 crisis changed the educational landscape. In Sweden, as in many other countries, school leaders, teachers, and students faced a completely new situation, as teaching would immediately be conducted remotely. It offered an opportunity to continue teaching in a crisis, while giving rise to new questions and dilemmas. This study aims to explore aspects of interaction in the virtual classroom. The context is four high schools in Sweden. Data includes a teacher survey and ten workshops with teachers and school leaders. The interaction order framework is used as an analytic lens. The results draw a multifaceted picture of interaction that involves both increased and reduced contact with, and control over, the students and their activities. Some students find a place in the virtual classroom that they previously lacked, while others "disappear behind the screen." Contributions include unpacking the complex role of interaction in the virtual classroom and providing implications for teachers and school leaders. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Across the country schools have continuously looked to find ways to increase student achievement. In response to state and federal policy, school districts have used evaluative processes and accountability measures to increase teacher effectiveness. Despite a significant body of research that supports the effect of supervisory practices on teacher effectiveness, this focus on formal evaluation has detracted from the time and resources allocated to instructional supervision. Due to COVID-19, schools across the nation have been forced to provide remote learning opportunities to students. Essentially, this new style of teaching has turned all educators, regardless of experience, into first-year teachers. The learning curve needed to navigate this new educational landscape has forced teachers to learn from one another in order to educate their students. This case study of a rural high school in Maine will examine the impact of supervisory practices in regards to teacher efficacy. The study will examine how teachers have used such practices to aid them in this new way of teaching. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The most recent science education reform, the Next Generation Science Standards (NGSS), strongly advocates for teaching engineering concepts and practices (NGSS Lead States, 2013). The purpose of this qualitative phenomenological study was to explore and analyze secondary science teachers' lived experiences while planning and teaching lessons that integrate NGSS practices for engineering design in a southwest Chicago suburban high school. Theories about teacher's conceptions of the nature of engineering and STEM integrated learning, engineering teaching self-efficacy, and effective professional learning for teaching engineering were used as interpretive lenses for developing themes during part of the data analysis. Exploration of science teachers' lived experiences planning and teaching lessons that integrate NGSS practices for engineering design in the present study utilized data collected and analyzed from audio recorded and transcribed interviews prior to and after teaching an engineering lesson. Engineering lesson artifacts (such as lesson plans, handouts, samples of student work) and teacher reflective journals were also collected and used to clarify and/or corroborate themes generated through analysis of the interviews. One unique feature of this study was that data collection occurred before and during the Covid-19 pandemic restrictions on educational settings. The study found that teachers were most successful implementing a lesson that integrates the engineering design process when they took into consideration the specific students engaging with the lesson and the context in which the lesson was taught. Building on this, teachers' experiences were also affected by their beliefs about engineering, their perceived strengths as a secondary classroom science teacher, and the barriers and obstacles they perceived they faced in introducing a curriculum that integrates engineering design. At the same time, the study revealed that teachers felt they lacked the necessary support in terms of professional development, time for ongoing collaboration with colleagues to develop and refine engineering curriculum, and overall feedback on their efforts. Additionally, the barriers and challenges experienced by each teacher were associated with students' beliefs and attitudes toward learning to engineer, as well as external factors like assessing engineering learning and Covid-19 restrictions for educational settings. The science teachers in the current study demonstrated high individual and collective self-efficacy as each teacher worked alone and in collaboration with colleagues to actively encourage students' conceptual understanding of science through engagement in NGSS engineering design practices. Still, each teacher did experience barriers and challenges with fostering student science learning during the lesson. School leaders can use these findings to support teachers' engineering instruction and thereby support students across their institutions to meet the vision of the Next Generation Science Standards for science learning in the secondary science classroom. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The purpose of this research study was to explore the symptoms of compassion fatigue as experienced by teachers in grades 9-12 during the COVID-19 pandemic. While the research on the effects of compassion fatigue on educators is relatively sparse, the literature regarding compassion fatigue in other helping professions revealed a 12-symptom framework. Data collection strategies included individual virtual interviews and field notes. Analysis of data occurred in four phases: (a) analyzing transcripts and identifying themes, (b) categorization of data under the 12 symptoms of compassion fatigue, (c) building the explanation in narrative form, and (d) re-examination of the data. The triangulation of data protected the credibility of the analysis through multiple interview sources and member checking.The results revealed that the physical, emotional, professional, and personal experiences described in the teacher interviews exemplified the 12 established symptoms of compassion fatigue. The results suggested that concern for student experiences during the pandemic combined with other contributing factors to manifest a variety of individual symptoms in participants. The most common contributing factors for participants included concerns for the physical and emotional health and wellbeing of students, student academic issues, feelings of being overwhelmed/overloaded at work, and anger and frustration with the school administration and the school system. The themes that emerged from the data analysis indicate that the most common manifested symptoms include lack of sleep, stress and anxiety, thoughts of leaving the teaching profession, and disconnection from family and friends. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The current study was conducted to fill a gap in the literature regarding online instruction in K-12 settings in Saudi Arabia during the COVID-19 pandemic. Specifically, it aimed at gaining an understanding of the attitudes of teachers in Saudi Arabia towards online instruction and their readiness towards its implementation. It also sought to determine the teachers' perceived effectiveness of online instruction and the challenges they encountered in the Saudi K-12 context. An online survey was adapted to measure four scales: (a) attitudes toward online instruction, (b) the perceived effectiveness of online instruction, (c) the perceived readiness to implement online instruction, and (d) challenges of online instruction. The participants consisted of 584 teachers in the Saudi K-12 context who taught online during the COVID-19 pandemic, with varying years of teaching experience and training to teach online. The results of the survey were analyzed using a quantitative descriptive method. The findings indicate that Saudi K-12 teachers had a general positive attitude towards online instruction. It also revealed the teachers' readiness to implement online instruction despite the lack of training and previous online teaching experience. However, the Saudi teachers implied that they were undecided about the effectiveness of online instruction, especially when compared to in-person instruction. Implications and recommendations were proposed based on the results of the study, in addition to suggestions for future research regarding online instruction in K-12 settings in Saudi Arabia. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Background: Many high school students struggle with mental illness, especially since the isolation of the COVID-19 pandemic. Educating high school faculty/staff with basic information to recognize and refer students for mental health concerns may improve faculty/staff knowledge, confidence, and trust in the mental health referral process, which may then increase referrals and subsequent treatment of at-risk youth. Methods: A Quality Improvement Project was conducted by a Hawaiece[yen]i Keiki Nurse Practitioner at a Hawaiece[yen]i public high school to determine if educating high school faculty and staff on identification and referral of high school students displaying signs of mental health distress improves staff knowledge, confidence, and trust in the overall process. The project was conducted by delivering an asynchronous webinar intervention to the faculty and staff. Data was collected via a pre-test, post-test, and a one-month follow-up test by means of a questionnaire. Results: Of the 47 total participants, 37 completed the post-survey, and 25 completed the one-month follow-up survey. Results from the one-month follow-up indicate participant level of confidence (measured on a 5-point Likert scale) in identification of students improved from mean score m = 2.96 (pre-test) to m = 4.12 (1-month follow-up), level of confidence in knowledge of the process improved from m = 2.65 (pre-test) to m = 4.11 (1-month follow-up), and level of trust in the process improved from m = 2.21 (pre-test) to m = 3.20 (1-month follow-up). Conclusion: The intervention was successful in increasing faculty/staff level of confidence in identification of students who may need mental health referrals, level of confidence in the process for referral, and level of trust in the referral process. Participants' scores between the immediate post-test and the one-month follow-up remained relatively consistent over time, indicating effective retention of the material. Recommended future research includes studying the number of referrals made after the intervention, and studying actual outcomes of those referrals among students in order to determine if the intervention improves student mental health outcomes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)