International Journal of Scientific Research and Management (IJSRM),
Год журнала:
2023,
Номер
11(11), С. 1545 - 1579
Опубликована: Ноя. 15, 2023
Home
Science
as
a
subject
has
been
given
emphasis
in
the
Kenya’s
Basic
Education
Curriculum
Framework
one
of
core
subjects
Junior
School.
However,
fewer
students
selected
an
optional
previous
education
system.
This
study
sought
to
investigate
relationship
between
perceived
determinants
selection
and
students’
public
secondary
schools.
The
investigated
gender
related
perceptions
attitudes
on
subject.
adopted
descriptive
survey
research
design.
sample
size
comprised
144
who
had
124
not
form
three.
Further,
all
eight
teachers
five
principals
sampled
schools
were
purposefully
key
informants.
Data
from
was
collected
using
questionnaire.
Interview
guides
used
collect
data
principals.
analyzed
descriptive,
inferential
statistics
content
analysis.
Results
revealed
statistically
significant
[x2
(2,
n
=
263)
12.501,
p=
.002].
Students’
attitude
towards
also
influenced
6.121,
.047].
From
findings,
recommends
sensitizing
learners,
educators
community
members
about
importance
technical
demystify
stereotypes
Abstract
This
paper
aims
to
investigate
the
internal
structure
of
student
academic
resilience
in
language
learning,
assess
its
global
and
dimensional
levels
examine
gender
age-related
differences.
Therefore,
1,653
English
as
a
foreign
(EFL)
learners,
including
junior
senior
high
school
students
were
selected
participants
complete
questionnaires.
The
results
exploratory
confirmatory
factor
analyses
unveiled
four-factorial
positive
individual
characteristics,
family
support,
teacher
support
peer
support.
In
addition,
there
no
significant
differences
between
male
female
terms
learning
four
subdimensions.
Only
level
for
was
significantly
higher
than
that
students.
findings,
implications,
limitations
discussed.
International Journal of Applied Linguistics,
Год журнала:
2024,
Номер
34(4), С. 1283 - 1299
Опубликована: Май 29, 2024
Abstract
While
teacher
resilience,
as
a
multidimensional
construct,
has
been
increasingly
focused
in
recent
years,
there
is
still
dearth
of
exploration
into
the
inner
structure
resilience
with
highlight
characteristics
language
teachers.
To
fill
this
gap,
current
study
developed
scale
and
assessed
it
among
3992
Chinese
high
school
English
foreign
(EFL)
The
exploratory
confirmatory
factor
analyses
confirmed
acceptable
fit
22‐item
EFL
yielded
four‐factorial
involving
professional,
emotional,
social,
cultural
dimensions.
Cultural
dimension
newly
mirrors
specific
features
resilience.
Based
on
findings,
implications
are
provided
for
future
research
Advances in Developmental and Educational Psychology,
Год журнала:
2025,
Номер
5(1), С. 196 - 205
Опубликована: Фев. 18, 2025
This
study
explores
the
emotional
intelligence
of
middle
school
English
as
a
foreign
language
(EFL)
teachers
in
Northeast
China,
aiming
to
assess
its
factor
structure
and
levels.
Using
revised
version
Emotional
Intelligence
Questionnaire,
data
were
collected
from
1,017
participants.
The
results
indicate
that
generally
exhibited
high
level
intelligence,
with
relatively
scores
all
four
sub-dimensions:
self-awareness,
self-regulation,
motivation,
interpersonal
connection.
Additionally,
employed
both
quantitative
qualitative
methods
validate
EI.
findings
reveal
higher
EI
tend
show
greater
regulation,
which
contributes
their
overall
job
satisfaction
effective
teaching
practices.
also
underscore
importance
coping
challenges
classroom
potential
role
improving
educational
quality.
Behavioral Sciences,
Год журнала:
2025,
Номер
15(3), С. 292 - 292
Опубликована: Март 2, 2025
Teachers’
ability
to
manage
stress
and
daily
challenges
is
crucial
their
professional
development
well-being.
By
examining
how
Chilean
elementary
school
teachers
perceive
the
growth
in
resilient
behavior,
this
study
seeks
determine
predominant
factors
that
foster
resilience
these
individuals.
Sixty-three
public
participated
semi-structured
interviews
as
part
of
a
qualitative
analysis
employing
deductive
inductive
coding.
The
results
show
teacher
built
through
complex
interaction
between
personal,
professional,
contextual
factors.
Among
most
important
are
self-care,
psychosocial
support,
an
institutional
environment
facilitates
teachers’
emotional
Relationships
with
students
families
also
support
resilience,
creating
atmosphere
trust
collaboration
classroom.
highlights
strengthening
not
only
improves
teaching
experience
but
has
positive
impact
on
students’
well-being
academic
performance.
Integrating
self-care
strategies,
networks,
family
alliances
training
education
policies
essential
developing
healthy
sustainable
environments.
concludes
by
emphasizing
importance
specific
programs
give
effective
tools
adversity
better.
Although
limited
Chile,
invites
future
research
expands
other
levels
cultural
settings,
offering
more
comprehensive
view
education.
Psychology in the Schools,
Год журнала:
2025,
Номер
unknown
Опубликована: Апрель 7, 2025
ABSTRACT
Understanding
the
psychological
factors
that
contribute
to
teacher
identity
is
crucial
for
developing
effective
training
and
support
programs.
However,
there
a
notable
lack
of
research
focusing
on
context
Chinese
English
teachers.
This
study,
grounded
in
Social
Cognitive
Theory,
employed
structural
equation
model
examine
how
emotion
regulation
resilience
predict
formation
among
302
middle
school
The
findings
revealed
both
significantly
predicted
identity,
with
playing
more
role.
By
emphasizing
significant
impact
resilience,
this
study
offers
practical
insights
policymakers
educators
enhance
retention
optimize
professional
development
Theory and Practice in Language Studies,
Год журнала:
2024,
Номер
14(7), С. 1990 - 2001
Опубликована: Июль 17, 2024
English
teachers’
post-pandemic
motivational
experiences
within
Macau’s
hybrid
postcolonial
context
have
not
been
extensively
investigated,
although
teacher
motivation
is
crucial
to
the
quality
of
education
and
student
outcomes.
This
qualitative
study
aimed
address
this
gap
by
interviewing
13
teachers
across
Macau
universities
about
their
motivations.
Semi-structured
interviews
were
iteratively
coded
identify
key
themes.
The
results
indicated
that
intrinsic
motivations
included
a
passion
for
teaching
helping
students,
as
well
an
altruistic
desire
contribute.
Positive
relationships
between
students
motivated
participants,
while
disengaged
behavior,
lack
participation
in
policies,
unclear
roles,
unbalanced
workloads
demotivated
them.
University
culture,
curriculum,
governance
viewed
means
providing
purpose
empowerment
through
social
responsibility.
sustainability
process
recommendations
regarding
reducing
hours,
improving
governance,
research
support,
clarifying
faculty
responsibilities
part
process.
While
limited
exploratory
study,
they
provided
insight
into
how
align
practices
with
aspirations
university
re-engage
Humanities and Social Sciences Communications,
Год журнала:
2024,
Номер
11(1)
Опубликована: Июнь 21, 2024
Abstract
Teacher
education
research
has
recognised
the
importance
of
teacher
resilience.
However,
development
language
teacher-researchers
resilience
remains
in
its
early
stages.
To
address
this
gap,
study
adopted
a
qualitative
approach
to
explore
two
Chinese
secondary
school
English
and
contributing
factors.
Data
from
interviews
case
documents
indicated
that
was
dynamic
developed
over
time.
Two
different
patterns
were
identified:
low-to-high
W-shaped
recovery.
Furthermore,
individual
environmental
factors
their
interactions
jointly
contributed
teacher-researchers.
Their
participation
classroom
provided
them
with
diverse
ways
sustain
The
implications
for
are
offered
teachers
China
other
similar
contexts.
