Risk takers: PDS partners developing and sustaining antifragile teachers DOI Creative Commons

Lianne Jones,

Rachelle Rogers,

Doug Rogers

et al.

School-University Partnerships, Journal Year: 2023, Volume and Issue: 16(2), P. 144 - 153

Published: Oct. 16, 2023

Purpose The ever-changing educational landscape, exacerbated by recent events surrounding COVID, political and cultural unrest, necessitates educators who are antifragile, able to withstand pressures thrive amidst uncertainty. To this end, the pilot study reported here aims examine mathematics educators’ initial reflections on what it means be a risk-taker in classroom, prevents them from engaging instructional risks would support their risk-taking. Design/methodology/approach utilized interviews with participants, including four pre-service teachers were enrolled at university seven in-service employed active PDS campuses within school district. Findings Preliminary findings suggest teacher beliefs concerning risk-taking, barriers such behaviors needed take risks. Results highlight role of school–university partnerships cultivating culture risk-taking through collaboration dialogue. Research limitations/implications These have important implications for universities partners engaged preparing an field that is unpredictable continually changing. Additional research should completed varying settings. Practical Originality/value Educators currently faced unprecedented landscape. Antifragile, adaptable innovative, thus better equipped enter challenging uncertain realities education.

Language: Английский

Academic resilience and academic performance of university students: the mediating role of teacher support DOI Creative Commons
Zi-Jian Cai, Qian Meng

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: April 30, 2025

Student dropout and academic failure are serious problems faced by universities around the world. The development of university students is joint result external (teacher support) internal factors (resilience). goal this study an in-depth understanding association between Students' resilience performance. All respondents were from a local Chinese public university. Two self-report scales with adequate reliability validity completed 440 undergraduate students: Connor-Davidson Resilience Scale (CD-RISC) Perceived Teacher Support (PTSS). results demonstrated that teacher support positively closely correlated performance students. plays mediating role in nexus findings shed light on improvement students' reducing rate theoretically practically. helps identify key contribute to success improve their well-being. also provide evidence for directors design effective programs take initiatives increase retention rates success.

Language: Английский

Citations

0
Certified to succeed? Multilevel analysis of the effects of teacher certification on educator well-being and student outcomes in Indonesia DOI Creative Commons
Abu Nawas, I Gusti Ngurah Darmawan, Nina Maadad

et al.

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 162, P. 105069 - 105069

Published: May 7, 2025

Language: Английский

Citations

0
Human Resource Management in Industry 4.0 Era: The Influence of Resilience and Self-Efficacy on the Relationship Between Emotional Intelligence and Formative Assessment: A Study of Public Primary Educational Organizations DOI Creative Commons

Athanasia Panagiotidou,

Chryssoula Chatzigeorgiou, Evangelos Christou

et al.

Societies, Journal Year: 2025, Volume and Issue: 15(5), P. 138 - 138

Published: May 19, 2025

The Industry 4.0 era has brought significant changes in all areas of everyday life. This development an impact on employment relations, making evaluation a core aspect human resource management, especially education, where new skills and knowledge are important. Thus, the role educational leaders as managers evaluators staff, especially, characteristics/skills they should possess for effective employee evaluation, essential positive work environment. study explores qualitative characteristics that unit manager have to implement formative assessment practices effectively, specifically, mediating resilience self-efficacy relationship between emotional intelligence assessment. sample consisted 258 serving primary public schools prefectures Pieria, Imathia, Pella, Kilkis, Chalkidiki, Greece. A self-report questionnaire was administered online using four scales: TEIQue-SF intelligence, Multidimensional Teachers’ Resilience Scale, New Generalized Self-Efficacy Teacher Formative Assessment Practice Scale. model evaluated with SPSS.20 PLS-SEM v. 4.1.0.6. results indicate plays most crucial model, acting key mediator While also role, it is only when combined resilience, rather than functioning independently. research’s suggest necessity implementing professional programs within both teachers. These findings practical implications in-service training resilience-based HR practices.

Language: Английский

Citations

0
Gender Differences and Stereotypes in Teacher Resilience Research DOI Creative Commons
Silvia Barnová, Marek Vochоzka,

Slávka Krásna

et al.

Emerging Science Journal, Journal Year: 2024, Volume and Issue: 8, P. 192 - 205

Published: July 29, 2024

In the present study, issues of teacher resilience and persistent gender stereotypes in field are discussed. The main objective conducted research study was to examine presence gender-stereotype-confirming behavior coping with adversity vocational school teachers. Connor-Davidson Resilience Scale CDRISC-25SLOVAKwas selected as most suitable instrument, by means which differences participants’ (N=474) responses its subscales were studied. results obtained confirmed hypothesis presuming existence achieved scores five seven dimensions scale, also stereotype-confirming behaviors—according men rational problem solvers while women tend apply emotion-focused strategies—were reported. This knowledge can be first step towards introducing measures aim provide individuals all genders opportunities broaden their scale strategies promote them. Since teachers on periphery researchers’ interest no available extensive has been focused resilience, findings fill gap existing knowledge, unique data for policymakers, create a basis further research. Doi: 10.28991/ESJ-2024-SIED1-011 Full Text: PDF

Language: Английский

Citations

3
Emotional factors and self-efficacy in the psychological well-being of trainee teachers DOI Creative Commons
Raquel Gilar Corbí, Natalia Perez-Soto, Andrea Izquierdo

et al.

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 15

Published: Sept. 10, 2024

The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has significant impact on important areas such as health, academic professional performance, overall quality of life.

Language: Английский

Citations

3
Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership DOI Creative Commons

Tariq Mehmood Bhuttah,

Xusheng Qian,

Muhammad Naseem Abid

et al.

Scientific Reports, Journal Year: 2024, Volume and Issue: 14(1)

Published: Oct. 17, 2024

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and learning outcomes (SLO) in higher education, with an emphasis mediating role inclusive leadership(IL). Using a sample 321 students from public private universities Pakistan, research reveals that methods such as problem-based learning, flipped classrooms, interactive teaching significantly boost academic performance cultivate skills. The findings indicate positively impact (β = 0.536, t 6.539, p < 0.001) 0.551, 12.725, 0.001). Additionally, leadership mediates relationship between both 0.331, 3.833, 0.405, 8.662, Data were collected using survey questionnaires adapted established studies leadership, approaches, thinking, outcomes. These results highlight essential efficacy pedagogies by creating supportive diverse environment. suggests implementing active strategies integrating technology classroom, along practices, can improve engagement, overall performance. offers valuable insights for educators policymakers seeking to enhance experiences education.

Language: Английский

Citations

2
The impact of TPACK on teachers’ willingness to integrate generative artificial intelligence (GenAI): The moderating role of negative emotions and the buffering effects of need satisfaction DOI

Yiming Yang,

Qi Xia,

C. C. Liu

et al.

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 154, P. 104877 - 104877

Published: Nov. 26, 2024

Language: Английский

Citations

2
What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review DOI
Rachel E. Schachter, Lisa L. Knoche, Molly J. Goldberg

et al.

Review of Educational Research, Journal Year: 2023, Volume and Issue: 94(5), P. 627 - 659

Published: Sept. 22, 2023

This study examined the empirical base for early childhood (birth to 8) coaching via a systematic mapping review of relevant literature, including diverse research designs represent full breadth published studies related coaching. The yielded 374 unique between 1987 and 2019 that were coded type design (e.g., causal; quantitative noncausal; qualitative; single-case design); populations; reported content, structure, processes Descriptive analyses revealed almost half causal (45.99%); over 75% interested in outcomes or experiences teachers. most targeted content domains social-emotional (44.92% studies) language/literacy development (43.58% studies). Reporting on structure was inconsistent across studies. Observation strategy during instruction (73.53% studies), provision evaluative feedback frequently outside (62.83% identified literature includes diversity designs, great majority occur preschool settings (70.32%). Findings also suggest growing number are focused child (60.16%). Results indicate need more focus coaches directly as well about infant/toddler programs beyond language/literacy.

Language: Английский

Citations

6
Emotional Intelligence as Indicator for Effective Academic Achievement within the School Setting: A Comprehensive Conceptual Analysis DOI Open Access
Evgenia Gkintoni, Constantinos Halkiopoulos, Ioannis Dimakos

et al.

Published: Oct. 31, 2023

The concept of Emotional Intelligence (EI) has gained prominence due to its substantial impact on a range life outcomes, including academic performance. present study aims examine the relationship between and accomplishment in context school environment. Analyzing students&#039; emotional skills competencies makes it possible uncover potential intelligence predicting their achievement. Additionally, emphasizes importance integrating training within educational curriculum. Developing awareness, empathy, self-regulation, social can yield notable benefits, cultivating an environment more favorable learning. This systematic review examines children teachers by synthesizing several relevant research studies. encompasses comprehensive conducted from 2016 2023. A total 64 publications were examined this study, specifically chosen based relevance review&#039;s parameters. These articles sourced reputable databases, Scopus, PsycINFO, PubMed, WoS. revealed correlation five dimensions personality intelligence, creativity, resilience, framework, specific experimental programs about education. results mentioned above are great significance, as they demonstrate that is not solely non-essential skill but vital factor education provide significant perspectives for students, educators, politicians.

Language: Английский

Citations

6
Teacher-student relationships: the roles of teachers’ emotional competence, social emotional learning beliefs, and burnout DOI
Μαρία Πούλου, Pamela W. Garner

Teachers and Teaching, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 22

Published: Dec. 6, 2024

Using a questionnaire survey methodology, this study examined associations among elementary school teachers' perceptions of their emotional competence, positive social learning beliefs, burnout perceptions, and the quality relationships with students. Participants were 120 teachers (88 females 32 males) recruited from 15 Greek schools. Results demonstrated that competence personal achievement both positively associated students as close. When reported high levels exhaustion, commitment to was related teacher-student closeness. In contrast, when teacher depersonalisation achievement, negatively Teachers less conflict they experiencing achievement. Findings indicate psychological processes linking various dimensions social-emotional relationship-building between in classrooms are similar those operate U.S. Strategies support development effective training for leaders discussed.

Language: Английский

Citations

2