Leadership in the transition to online instruction: implications for teachers’ need satisfaction and motivation

Cogent Education, Journal Year: 2024, Volume and Issue: 12(1)

Published: Dec. 30, 2024

The transition to remote teaching during the COVID-19 pandemic introduced many threats teachers' psychological needs and intrinsic motivation. Given possibility of similar disruptions in future, we examined potential influence three resources provided by school leaders smoothen online instruction: pedagogical support, availability instructional technologies, professional freedom. Survey data from 103 PreK-12 teachers United States Canada were analyzed using Bayesian mediation models explore how these administrative influenced need satisfaction Results indicated that who received more support intrinsically motivated, this relationship was partially mediated their perceived competence relatedness with students. Those greater access technologies reported higher students but no motivated than peers. Teachers granted freedom motivation, all needs. highlight importance maintaining teacher-student relationships suggest that, unplanned transitions instruction, are most self-determined when high quality allowed they navigate new challenges.

Language: Английский

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Comparative study between delivery modalities in higher education during emergency remote teaching due to COVID-19

Frontiers in Education, Journal Year: 2023, Volume and Issue: 8

Published: April 20, 2023

Despite the difficulties faced during Emergency Remote Teaching (ERT) because of COVID-19 pandemic, it is also true that such a situation has left series learnings educational institutions around world should capitalize on. Under this scenario, interest arose in studying three delivery modalities (face-to-face, hybrid, and remote) at university level, aiming to compare students’ learning level their perceptions each modality. The present study was developed private Mexico, following quantitative methodological approach involving 360 students 14 professors from various schools geographical locations. Data were collected through pre-and post-tests perception questionnaire for students. Findings suggest every modality varies by school positively perceive modalities, albeit identifying factors foster hinder process one. results contribute strengthening research field on teaching ERT, allowing make better decisions regarding quality offer.

Language: Английский

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The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils

Education Sciences, Journal Year: 2023, Volume and Issue: 13(8), P. 800 - 800

Published: Aug. 4, 2023

The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils varying linguistic, social, backgrounds. This paper examines the impact these on wellbeing newly arrived immigrant pupils. It is argued that a lack knowledge skills this area can be educationally, socially, psychologically demanding teachers, negatively affecting their wellbeing. Teachers’ influenced by two main factors: personal internal factors such as perceptions ideology contextual external workload, low student motivation, support, conflict colleagues, role ambiguity. Despite importance teacher wellbeing, it received less attention than pupils’ Using an ethnographic study collected data over school year phases, investigates self-constructed pedagogies working Findings reveal teacher’s emphasis her well emerged center approaches. We posit ‘diversity-related wellbeing’ crucial pedagogy, given one elements reception classes. For successful education pupils, group should prioritized. contributes field highlighting part pedagogy newcomer Improving may have positive effect creating win-win situation. concludes suggestions professional support directions future research.

Language: Английский

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Towards a parsimonious model of faculty motivation, engagement, and work performance: A case study of a Chinese university

Work, Journal Year: 2023, Volume and Issue: 75(3), P. 899 - 915

Published: Jan. 20, 2023

BACKGROUND: The domain of faculty internationalization is under-researched, especially in the context China. Extant research does not lend itself to applied insight, despite offering theoretical and methodological precision. OBJECTIVE: Based on motivational systems theory, this study developed a parsimonious measure overall motivation (including capacity beliefs, emotions, goals) investigated its effect work performance through mediating engagement among Chinese research-centric university. METHODS: Data 229 members were analyzed using structural equation modeling approach. RESULTS: Faculty responses indicated that: i) second-order scale superior individual items measuring performance; ii) positively influences engagement; iii) promotes iv) mediates relationship between performance. CONCLUSION: that construct terms sizes More so, measurement model showed exerts direct indirect (faculty engagement) positive universities should align goals, belief, emotions with national/institutional goals yield for better

Language: Английский

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TOWARDS FUTURE EDUCATION: HOW DO TEACHERS AND STUDENTS PERCEIVE BLENDED EDUCATION?

Education and new developments, Journal Year: 2023, Volume and Issue: 1, P. 125 - 129

Published: June 23, 2023

Amidst the Covid-19 pandemic, online education has demonstrated significant potential in providing flexible and easily accessible learning opportunities on a global scale.As result of its numerous advantages, landscape post-Covid era is anticipated to be combination face-to-face (F2F) instruction, with F2F retaining predominant role.Achieving such blended model necessitates prompt attention towards comprehensive exploration how educators students perceive it.Hence, objective this research delve into examine perceptions emotions teachers regarding education.To accomplish this, total 327 547 from Dutch university participated completed survey.The collected data were analyzed by using SPSS.In terms findings concerning teachers, it was generally observed that majority them experienced workload stress levels education.A considerable proportion did not indicate strong sense well-being within context.On other hand, motivation, displayed relatively positive level motivation.As for outcomes related students, substantial number expressed perceiving high education.However, reported low stress.In regard well-being, neutral well-being.Nevertheless, motivation education.These results can guide future design time higher contexts.

Language: Английский

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COVID-19 Pandemisi Sürecinde Eğitimcilerin Fiziksel Aktivite Düzeylerinin, Kas İskelet Sistemi Şikayetlerinin Uyku, Yaşam Kaliteleri Arasındaki İlişkinin Belirlenmesi

İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi, Journal Year: 2024, Volume and Issue: 21, P. 1183 - 1200

Published: Jan. 5, 2024

Amaç: Bu çalışmanın amacı COVID-19 sürecinde ilk, orta ve yükseköğretim düzeyindeki eğitimcilerin kas iskelet sistemi sorunları, fiziksel aktivite düzeyleri, uyku yaşam kalitelerini belirlemek bu parametreler arasındaki ilişkiyi ortaya koymaktır. Yöntem: Araştırma yüz yüze, uzaktan dönüşümlü şekilde çalışan toplam 151 eğitimci ile gerçekleştirilmiştir. Katılımcılara Tanımlayıcı Bilgi Sağlık Durumu Sorgulama Formu, Uluslararası Fiziksel Aktivite Anketi (UFAA)-Kısa Form, Genişletilmiş Nordic Kas İskelet (NMQ-E), Pittsburgh Uyku Kalite İndeksi (PUKİ) Kısa Form-12 Ölçeği (KF-12) çevrim içi olarak uygulanmıştır. Bulgular: Eğitimcilerin en çok ağrı hissettiği bölge sırt bölgesi, şiddetli ise bel bölgesi bulunmuştur. sonucunda eğitimcilerimizin ortalama düzeyleri düşük Yapılan değerlendirmeler katılımcıların KF-12 FK (Fiziksel Komponent) skorları arasında MK (Mental kalitesi istatistiksel açıdan anlamlı ilişki saptanmıştır (p<0,05). Çalışmaya katılan tümünün PUKİ skoru 5’ten büyük olup kaliteleri kötüdür. yüze çalışanların fark tespit edilmiştir Yüz çalışanlara göre önemli farklılık bulunmaktadır Sonuç: kas-iskelet şikayetleri omurgaya odaklanmaktadır. şikayetler kalitesini olumsuz etkilemektedir. pandemisi yetersizdir çalışanlardan daha yüksektir. durum esnek/uzaktan çalışma sistemleri endişesi sokağa çıkma kısıtlamalarından kaynaklı olabilir. nedenle aynı sürekli çalışmalarının engellenmesi eğitimciler açısından faydalı

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"I Gave it All, Who Gave it to Me?" A Qualitative Study of Challenges Experienced by Faculty During the COVID-19 Pandemic

Journal of University Teaching and Learning Practice, Journal Year: 2024, Volume and Issue: 21(1)

Published: March 12, 2024

The COVID-19 pandemic appears to be no more a global health crisis, yet, the aftermath of does not simply dissipate. predicaments higher education faculty wrestled with throughout only represent evidence their strains, sacrifices, determination, and beliefs but also harbor implications for education’s future. We carried out phenomenological study invited gaze back at consequential difficulties they encountered in navigating arduous period. sample consisted fourteen national public university U.S. who were different career stages had varying levels teaching experience. One-on-one semi-structured interviews conducted. Thematic analysis was performed coding. yielded four themes: missing engagement relationships, elusive balance between compassion integrity, multiplying labor, absence support. findings revealed amplified some issues deeply entrenched education. Accordingly, we make two calls. first call is pedagogical support promoting competence teach online given trend hybrid second centers on providing occupational by stakeholders validate emotional reduce gender inequalities, alleviate faculty’s already heavy workload, appreciate increased complexity times uncertainty. By responding such calls immediately, thoroughly, systemically will across gender, race/ethnicity, academic status, etc., empowered, invigorated, prepared face post-pandemic era fraught challenges opportunities.

Language: Английский

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Embracing educational resilience: A retrospective analysis of the impact of emergency remote teaching on programming students in-pandemic

Seven Editora eBooks, Journal Year: 2024, Volume and Issue: unknown

Published: March 15, 2024

This study reflects on the experiences of 52 programming students during Emergency Remote Teaching (ERT) semester at a university due to COVID-19 pandemic. The findings reveal that sudden shift had lasting impact emotional states and motivation levels students, highlighting persistent influence ERT. role technological infrastructure remains significant factor, shaping students’ perceptions paper offers actionable insights enhance teaching methods support structures. research emphasizes need consider motivational dimensions when orchestrating changes in educational delivery modes. provides valuable for effective learning environments ongoing recovery from

Language: Английский

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Relationships between Pedagogical Practices and Affective States for Effective Teaching during the COVID-19 Pandemic: Insights from University Professors

Higher Learning Research Communications, Journal Year: 2024, Volume and Issue: 14(1)

Published: Feb. 28, 2024

Objectives: This study aimed to analyze how pedagogical practices and affective states during emergency remote teaching influence professors’ perspectives on their capabilities the professor-student relationship. Method: We used a nonexperimental quantitative design, collecting data through an online survey first year of pandemic. Participants were recruited using non-probability sampling method. A total 636 university professors from Chilean universities participated. performed descriptive correlation analyses between variables. Also, gain deeper understanding factors influencing perceptions competence professor–student relationship, we conducted linear regression models. Results: higher perception was related male reporting high evaluation quality diversification assessment strategies. better relationship female level tutoring activities in which students work collaboratively. Additionally, unpleasant experienced at rate by younger professors. Conclusions: Variables that make up professor identified, relating gender practices, such as strategies, tutoring, collaborative activities. Implications: The results can guide future institutional actions improve conditions establish guidelines for virtual education post-pandemic scenario.

Language: Английский

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EXPLORING THE FINANCIAL MANAGEMENT TRANSITION OF SCHOOL HEADS TO FACE-TO-FACE CLASSES: A PHENOMENOLOGY

EPRA International Journal of Multidisciplinary Research (IJMR), Journal Year: 2024, Volume and Issue: unknown, P. 65 - 81

Published: April 7, 2024

The purpose of this phenomenological inquiry was to focus on lived experiences, coping mechanisms, and insights experienced by the school heads regarding their financial management transition face-to-face classes. This study conducted in elementary public schools Schools Division City Mati, involving ten who participated in-depth interviews. data were analyzed through thematic analysis. results revealed that faced difficulties during from distance learning Furthermore, participants expressed challenges they encountered included issues managing finances, instructional teaching modality, increase expenditures, budget allocation, inadequate funding. To address challenges, obtained administrative support experts, effective planning, solicited assistance stakeholders. Moreover, gained assessment evaluation problems needs, resources based possession positive traits handling difficulties. can bring awareness all stakeholders academe, turn help designing appropriate interventions policies associated with Financial Management schools. KEYWORDS: Education, Management, COVID-19, classes, inquiry, analysis, Philippines

Language: Английский

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