STORIES OF TEACHERS HOLDING MULTIPLE ROLES OUTSIDE TEACHING: CONSEQUENCES AND OPPORTUNITIES DOI Creative Commons

Guada Cristy B. Toňacao,

Elleine Rose A. Oliva

European Journal of Special Education Research, Journal Year: 2023, Volume and Issue: 9(3)

Published: Nov. 15, 2023

<p><strong>Abstract:</strong></p><p>The research study focused on the stories of teachers holding multiple roles outside teaching: consequences and opportunities, their lived experiences, how they cope with present situation, insights can share other who will experience same experiences have. This used qualitative phenomenological method to explore in depth coping strategies, personal that be shared by participants. The purposely identified nine (9) senior high schools (6 for focus group discussion 3 in-depth interview) are presently while teaching three (3) national Davao Region. results showed participants have own good bad roles, stating encountered time management issues expressed struggles stress but felt opportune responsibility at present. As resilience is accepting things new reality, priorities vital, being driven it, learning, enjoying loving work consulting sharing thoughts peers. Explored strategies methods specifically self-determination, perseverance, ideas resources Also revealed others: do best you until know better, midst difficulty, lies opportunity teamwork makes dream work.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0099/a.php" alt="Hit counter" /></p>

Language: Английский

Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity DOI
Dries De Weerdt, Mathea Simons, Elke Struyf

et al.

Social Psychology of Education, Journal Year: 2024, Volume and Issue: 27(5), P. 2479 - 2502

Published: April 27, 2024

Language: Английский

Citations

1
Collaborative conditions for teacher professional growth: the role of network intentionality and leading curriculum learning efficacy DOI
Yi‐Hwa Liou, Claire Sinnema, Joelle Rodway

et al.

Journal of Professional Capital and Community, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 23, 2024

Purpose Driven by the need to deepen understanding of mechanisms driving teacher collaboration for enhancing learning and practices, this study aims investigate influence collaborative organizational conditions, network intentionality efficacy leading curriculum on teachers’ professional growth within context New Zealand’s Communities Learning-Kahui Ako (CoL) policy. Design/methodology/approach The employs survey design collecting perceptual data from teachers two CoLs comprising 12 schools in Zealand. Structural equation modeling is used analyze relationships between intentionality, leadership growth. Findings findings reveal that conditions significantly impact such as their new enhanced practices. Furthermore, serve mediators, amplifying effects Specifically, who are more confident abilities intentionally build better at using opportunities address teaching challenges bring innovation schools. Originality/value This contributes existing literature examining interplay internal motivational drive collaboration, CoL policy It sheds light offers insights experiences networks.

Language: Английский

Citations

1
The moderating role of teacher collaboration in the association between job satisfaction and job performance DOI
Z.C. Liu, Yuyang Cai, Zuochen Zhang

et al.

Asia Pacific Education Review, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 23, 2024

Language: Английский

Citations

1
Teachers' proactive behaviour: Interactions with job characteristics and professional competence in a longitudinal study DOI Creative Commons
Verena Jörg, Ulrike Hartmann, Anja Philipp

et al.

British Journal of Educational Psychology, Journal Year: 2023, Volume and Issue: 94(1), P. 198 - 215

Published: Nov. 13, 2023

Abstract Background In times of accelerating changes, teachers who proactively engage in activities towards school improvement and innovation are increasingly needed. Still, studies on factors that affect teachers' proactive behaviour rare. Aims Integrating previous research within the Job Demand–Resources ( JD‐R ) Model , this paper investigates how job characteristics time pressure bureaucratic structures participative climate personal initiative team aspects professional competence self‐efficacy self‐regulation skills knowledge contribute to interact with their behaviour. Sample A total 130 German secondary (M(SD) age = 44.05 (11.36), 65% female) participated study. Methods We employed a full two‐wave panel design, measurement points 5 months apart. The data were analysed (moderated) single indicator modelling cross‐lagged model. Results While implementing change predicted concurrent behaviour, had no such cross‐sectional effects. addition, we found an interaction effect Including second point, indicated effects However, analysis revealed later they perceive. Conclusions Examining both longitudinal effects, study highlights importance measurements over when analysing influence behaviour: appear be trainable resources, can limit effect. Finally, as influential long run.

Language: Английский

Citations

3
The Effect of Facial Perception and Academic Performance on Social Centrality DOI
Dongyu Zhang, Ciyuan Peng, Xiaojun Chang

et al.

IEEE Transactions on Computational Social Systems, Journal Year: 2022, Volume and Issue: 10(3), P. 970 - 981

Published: March 30, 2022

Facial perception is of significant influence on the positions people in social networks. Particularly, students' facial traits can affect their centrality educational settings (e.g., students looking intelligent attract more friends). However, environments, biases associated with appearances have alarming consequences, and little research has been done to investigate effect Therefore, it necessary comprehensively analyze perceived status interaction. In this article, we explore Because based both study ability traits, does a comparative analysis how academic performance students. Subsequently, experimental results demonstrate that perception, as well performance, closely correlates Finally, contributes comprehensive deep understanding networks by analyzing trait-based biases.

Language: Английский

Citations

3
Patrones y Predictores de Colaboración Docente: Un Estudio Mixto en Escuelas Chilenas DOI Creative Commons
Lorena Ortega, Cristóbal Manaut, Diego Palacios

et al.

REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación, Journal Year: 2022, Volume and Issue: 21(1), P. 65 - 85

Published: Nov. 7, 2022

La colaboración docente puede promover el mejoramiento escolar, al generar intercambio de recursos y capacidades para la mejora las prácticas aula y, así, impactar en desarrollo los estudiantes. El presente estudio investiga patrones búsqueda apoyo 10 escuelas públicas chilenas, sus predictores, mediante un diseño mixto que combina análisis redes sociales entrevistas. Se encontró difieren entre niveles se asocian a condiciones estructurales percibidas por educadores (colegialidad, directivo tiempo). Además, busca pocos colegas, estos vínculos tienden no ser recíprocos, percibirse como altamente influyentes, organizarse subgrupos jerárquicos. Los docentes sin cargos directivos son más activos apoyo, así aquellos con necesidades profesional. Aquellos mayor experiencia escuela, buscados colegas. del mismo género, similar edad mismos cargos, presentan sí. Implicancias política incluyen mejorar valoración colaboración, retención docente, mantener capital social escuelas.

Citations

3
Development of competencies in secondary education through the motivational style of autonomy support DOI Creative Commons
Miguel Llorca-Cano, Juan Antônio Moreno Murcia, Julio Barrachina Peris

et al.

F1000Research, Journal Year: 2024, Volume and Issue: 13, P. 159 - 159

Published: March 7, 2024

The aim of the study was to test effect a meta-disciplinary intervention based on motivational style autonomy support development competencies in secondary school students. It carried out by means quasi-experimental design and lasted for three months.

Language: Английский

Citations

0
An Investigation of the Teacher Collaboration According to the Instructional Leadership Behaviors of Principals DOI
Gürcü Merve Bıyık, Fatih Şahin

Eğitim ve Toplum Araştırmaları Dergisi, Journal Year: 2024, Volume and Issue: 11(1), P. 1 - 15

Published: July 2, 2024

This correlational study examines the relationship between instructional leadership behaviors of school administrators and collaboration among teachers in same branch according to teachers' perceptions. The research sample was determined by an easily accessible sampling method consisted 403 working public primary secondary schools central districts Ankara. data were collected using "Instructional Leadership Behavior Scale" "Scale for Determining Level Collaboration Group Teachers." Mean standard deviation values calculated analysis, correlation hierarchical regression analyses conducted. results show that principals exhibit high levels Similarly, are also high. A positive significant found principals' collaborative behaviors. According results, significantly predicted teacher collaboration. Based on some implications future made, suggestions made researchers practitioners.

Language: Английский

Citations

0
Cultural and micropolitical interactions of teacher relations DOI Creative Commons
Erkan Tabancalı, Gülay Öngel

South African Journal of Education, Journal Year: 2024, Volume and Issue: 44(Supplement 1), P. S1 - S14

Published: Dec. 31, 2024

With the research discussed in this article we aimed to investigate social-relational factors that negatively affect teacher relations. For purpose, perceptions teachers have towards their relations, and especially collaboration, were investigated from micropolitical cultural perspectives using a qualitative approach phenomenology model. Data analysed content analysis. Semi-structured interviews conducted with 60 Türkiye explore thoughts on The findings shed light strategies relationships. In addition, provide empirical data frameworks theoretical applied facilitate approaches practices improve teachers’ collaborative

Language: Английский

Citations

0
The role of German teachers’ community as a pioneer in improving teacher competence DOI Creative Commons
Rudolf Kempa, Henderika Serpara,

Lambertus Lokollo

et al.

Journal of Education and Learning (EduLearn), Journal Year: 2023, Volume and Issue: 17(3), P. 408 - 416

Published: July 31, 2023

The role of professional communities in improving teacher performance is crucial this era. One such organization the German language teachers’ community. This research aimed to describe two things: i) community as a pioneer community; and ii) teachers learning leaders planning, implementing, evaluating learning. qualitative approach was used study. Furthermore, subjects were head Ambon City, Indonesia members. Researchers collected data through observation, interviews, documentation studies analyzed following an interactive analysis model with steps including reduction, presentation, verification. results study showed that: generally designs programs strengthen capacity workshops, seminars, exchanging experiences, making tools; These are carried out according mutually agreed schedule by presenting competent resource persons; iii) assists learning; iv) As members leaders, benefit from above independently practice material they have learned at school. Implementing can be for other communities.

Language: Английский

Citations

1