International Journal of Modern Education Studies (IJONMES)
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Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction
Get PDFThis study examined the predictive relationships between collective teacher efficacy, job satisfaction, and burnout. In addition, the mediating role of job satisfaction in the relationship between collective teacher efficacy and burnout was tested. Three hundred fifty teachers participated in the research in which the correlational research design was used. Collective Teacher Efficacy Scale, Short Form Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory were used as data collection tools. Pearson Correlation Coefficients were calculated to examine the relationships between collective teacher efficacy, job satisfaction, and burnout. Structural equation model analysis was applied to test the mediating role of job satisfaction in the relationship between collective efficacy and burnout. The results indicated that collective teacher efficacy predicts job satisfaction positively and burnout negatively. Collective teacher efficacy and job satisfaction have a large effect on burnout. Evidence has been obtained that teachers' job satisfaction can increase and, accordingly, burnout can be prevented when collective teacher efficacy is achieved
A research on teacher professional law on the basis of teachers' rights and freedoms
No full textThe “Teaching Profession Law” came into force in February 2022 to regulate the professional rights of teachers. The scope and purpose of this law are to regulate the professional development and career steps of teachers. This research aimed to determine the opinions of teachers about the new law of the profession. It is a descriptive study in survey design. Teachers (379 female, 285 male) from all school types, teaching levels, geographical regions, and seniority participated voluntarily in this study. Teachers think that the new professional law will not improve their rights and increase the prestige of the profession. Teachers think that the new law of professional development is not adequately discussed or discussed based on scientific data. According to teachers, the new professional law does not encourage professional development. Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers
Developing Students’ Attitude Scale for The Online Education
Get PDFWhile discussions on the efficiency and adequacy of distance education, which has passed through various stages from the 1700s to the present day, and its accessibility has become easier with the opportunities provided by technology, it has to be experienced by almost everyone after the pandemic in 2019. While there are various scale studies for distance education before 2019 in the literature, there is a need for an up-to-date scale with proven validity and reliability. Therefore, this study aimed to develop an up-to-date scale with proven validity and reliability for the use of researchers who aim to study this subject. The item pool of the scale was designed considering the attitude and its sub-components as positive and negative. The scale, which took its final form before the application with the help of an assessment and evaluation specialist and a language expert, was applied to a group of 341 students consisting of Gazi University Education Faculty, Hacı Bayram Veli University Fine Arts Faculty, Hacı Bayram Veli University Faculty of Literature. As a result of Exploratory Factor Analysis and Confirmatory Factor Analysis, a structure consisting of 30 items with six factors was revealed. Cronbach's alpha values of the factors were measured as 0.84, 0.71, 0.85, 0.70, 0.75, and 0.76, respectively. The total Cronbach's alpha value of the scale, which constituted the whole of the factors, was 0.92. As a result of the analyses performed at the end of this research, a valid and reliable scale was put forward to measure the attitudes toward online education
The Prediction Level of Teachers' Perceptions of Psychological Empowerment on Job Satisfaction and Organizational Citizenship Behaviors
Get PDFThe purpose of this study is to determine the prediction level of teachers' psychological empowerment perceptions on their job satisfaction and organizational citizenship behaviors. The research is designed in the relational survey model. 400 teachers working in primary schools in Bolu, Turkey participated in the study and out of 356 teachers participating in the study voluntarily, 314 scales were delivered back and evaluated. Psychological Empowerment Scale, Job Satisfaction Scale and Organizational Citizenship Scale were used as data collection instruments. The findings indicated that teachers’ perceptions of psychological empowerment were moderate in self-determination, and high in other dimensions and the whole scale. The moderate level of teachers’ perceptions of job satisfaction and organizational citizenship is a striking and concerning result. When teachers do not have high level of job satisfaction, their performance will decrease, and it will be difficult for these teachers to exhibit organizational citizenship behavior. In the study, that the teachers’ perceptions of psychological empowerment affect both job satisfaction and organizational citizenship behaviors necessitates the importance of psychological empowerment in increasing teachers' job satisfaction and organizational citizenship behaviors. In this sense, it is an important finding that teachers’ job satisfaction and organizational citizenship behaviors will be increased by means of them having self- determination over their work, increasing their competence, making them influential by allowing to think, talk about and intervene the incidents that occur in the school, and ensuring their participation in work-related decisions. The finding indicating that teachers’ perceptions of psychological empowerment play an important role in increasing their job satisfaction and organizational citizenshipBehavior reveals the authenticity of the research
A retrospective snapshot of academic staff preparation at the onset of COVID
Get PDFThe abrupt emergence and spread of the COVID-19 virus compelled institutions worldwide to swiftly suspend their face-to-face instruction in favor of a remote teaching mode. This extraordinary shift of instructional delivery created one of the biggest infrastructural, pedagogical and operational challenges for universities in recent history. As institutions that have traditionally been slow to respond to sudden external influences, universities have struggled to respond effectively to COVID-19. Using the Human Systems Dynamics approach as conceptual framework, this paper retrospectively explores how academic staff adapted their Emergency Remote Teaching strategies and became more learning-agile to respond to such challenges in the future. This exploratory case-study article summarizes the results of a survey of teaching staff’s readiness, experience and struggles with Emergency Remote Teaching during COVID-19 in the United States, the United Kingdom and Australia, at the height of the pandemic. A total of 73 usable responses were received between July 17 and August 7, 2020. The results were classified into four categories: (1) Preparation and training; (2) Faculty impressions of own teaching; (3) Faculty experience; and (4) Faculty impressions of student experience
An Analysis of the Relationship among Teachers’ Team Learning, Moral Commitment, and Career Commitment Using Structural Equation Modeling
Get PDFThe main purpose of this study is to shed light on the direct correlation found between team learning skills and teachers’ moral commitment and to use moral commitment as a tool to reveal the indirect effect these team learning skills have on teachers’ career commitment. Keeping this purpose in mind, 3 different scales (the Learning School Scale, Moral Commitment Scale, and Career Commitment Scale) were used to obtain data via Google Forms from 448 teachers working in the province of Düzce in northwest Turkey during the spring semester of the 2020-2021 academic years. The SPSS 25 and AMOS21 statistical software programs were used to analyse the data gathered in this study and structural equation modelling was used to test hypotheses generated from the data. Results obtained from the programs show that while team learning doesn’t directly predict teachers’ career commitment, it does predict career commitment indirectly as a consequence of moral commitment. It is evident that moral commitment is the mediator variable that uncovers the relationship between team learning and career commitment (indicating complete mediation)
The same, but different? Learning activities, perceived learning success, and social support during the practical term of teacher education in times of COVID-19
Get PDFThe practical phases of teacher education programs are of high relevance for pre-service teachers and their professional development. The challenges posed by the COVID-19 pandemic and the resulting changes in schools might have affected pre-service teachers’ learning experiences during the long-term internships of initial teacher education programs in various ways. This article focuses on pre-service teachers’ experiences during their practical term during the COVID-19 pandemic. We will address three questions: first, how did pre-service teachers experience different kinds of learning activities in school (e.g., the delivery of and reflection on teaching); second, how did they perceive social support and their learning success associated with the implementation of learning activities in different areas of teaching; and third, which types of learning activities and social support were predictive of their perception of learning success? To this end, we will present findings from a cross-sectional survey which was conducted in the academic year 2020/21. A total of 164 pre-service teachers from different universities in North Rhine-Westphalia, Germany, participated in the online survey after having completed their practical term. The results of the study illustrate heterogeneous experiences concerning the preparation and implementation of remote teaching scenarios during the internship. Despite changes in schools due to the pandemic, pre-service teachers perceived a high level of social support and learning success during their practical term. Own teaching experiences and social support from mentors have proved to be relevant predictors for the perception of learning success
Examination of the Relationship Between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety
Get PDFThis study aimed at exploring the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role stated in the hypothesis of the study was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed using descriptive statistics, correlation analysis, and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. In addition, TPACK competencies explained 68% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The findings are discussed in light of the related literature, and implications are offered for practitioners and researchers.
Back to the classroom: Teachers’ views on classroom management after Covid-19
Get PDFThe purpose of this study was to reveal the effects of the disruption to face-to-face education during the pandemic on the classroom environment upon return to the classroom. The participants of this case study were 16 teachers working in Turkey. The data were collected through semi-structured interviews and their contents were analysed. The study revealed that there were cognitive changes, motivation and concentration problems, social changes, discipline problems, and psychomotor changes observed in students’ behaviours after the transition to face-to-face education. The sources of the behavioural changes were the family, the Ministry of National Education, being away from school, and use of technology. The strategies used by the teachers in terms of classroom management while managing the process after the transition to face-to-face education were management of teaching, behaviour management, management of relationships, and management of the physical environment
Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study
Get PDFIn recent years, a significant number of students with a multilingual background have attended Greek educational institutions, mainly because of migration and the refugee crisis. In March 2020, due to the Novel Coronavirus (COVID-19), Greek educational institutions started organizing emergency remote teaching on online educational platforms. This paper describes a case study (through intervention) conducted in a digital multilingual elementary classroom, that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The main aim of this study was to explore to what extent task-based language teaching (TBLT) activities grounded on the migrant students’ needs analysis and supported by computer-assisted language learning (CALL) features contribute to active lesson participation during emergencies and their effect on migrant students’ social inclusion in a formal educational context. Results established the most critical factors required for differentiated multilingual distance education. This is an original research work on how diversity and inclusion in emergency remote teaching may be achieved