ethanporcaro/eric-fulltext-meta huggingface dataset:
The Well-Being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria
Author: Hessel, Gianna
Date: 2020-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Well Being,Job Satisfaction,Secondary School Teachers,College Faculty,Second Language Instruction,Language Teachers,Teacher Attitudes,Foreign Countries,Instructional Program Divisions,English (Second Language),Language of Instruction

Previous studies have highlighted the unique challenges that may threaten the well-being of teachers in CLIL/EMI contexts, as well as unique opportunities that may positively impact their well-being (Moate, 2011; Pappa et al., 2017; Talbot et al., 2021). Results from Talbot et al. (2021) suggest that, in the Austrian context, the well-being of secondary CLIL teachers may be more at risk than that of tertiary EMI teachers. As such, the present study aimed to investigate this notion further through a comparative survey examining the well-being and job satisfaction of secondary CLIL and tertiary EMI teachers in Austria. In total, 123 secondary CLIL teachers and 219 tertiary EMI teachers completed the questionnaire survey. Results show that CLIL teachers tended to score consistently lower on several key dimensions related to well-being than EMI teachers, while the differences in job satisfaction were far less pronounced. Thus, the findings of this study lend empirical support to the notion that CLIL teachers at Austrian secondary schools may be more at risk in terms of their well-being than their colleagues at tertiary level. The survey data also provides valuable insights into teacher beliefs associated with professional well-being. An important implication for practice is that those teachers who felt more adequately trained to teach CLIL/EMI classes tended to report significantly higher professional well-being than their colleagues at both the secondary and tertiary level.
School Principals&apos; Instructional Leadership as a Predictor of Teacher Motivation
Author: Demirdag, Seyithan
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Predictor Variables,Teacher Motivation,Elementary School Teachers,Foreign Countries,Regression (Statistics)

This study examined school principals' instructional leadership as a predictor of teachers' motivation. The sample included 306 elementary school teachers. The study took place in the western Black Sea region of Turkey. Data collection tools included two instruments: the Instructional Leadership Scale (ILS) and the Teacher Motivation Scale (TMS). Correlation analysis was employed to examine the relationship between school principals' instructional leadership and teacher motivation. Multiple regression analysis was used to identify the predictive role of instructional leadership in teacher motivation. The findings of this study demonstrate significant relationships between instructional leadership and teacher motivation. Ultimately, instructional leadership can serve as a predictor of teacher motivation.
Teachers&apos; Impressions on an Innovation Configuration for Vocabulary Instruction
Author: Robinette, Robby L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,English (Second Language),Language Teachers,Foreign Countries,Learner Engagement,Teacher Attitudes,Education Service Centers,Educational Innovation,Instructional Materials,Thinking Skills,Instructional Effectiveness,Private Sector,Curriculum Development,Faculty Development

As part of a mixed-methods reconnaissance action research study, I assessed the impressions teachers had of using an innovation configuration for vocabulary instruction at an English education center in China. The quantitative data strand consisted of lesson artifacts and documents. The qualitative data strand consisted of semi-structured interviews with two teachers of English as a foreign language. Integrating both the quantitative and qualitative strands of data provided the following insights: (1) teachers had a positive impression of using the innovation configuration to address what they should cover for vocabulary instruction, (2) they used the innovation configurations to identify strengths and areas for improvement, and (3) they rethought how to structure their lessons to better engage students. These findings will be used to inform subsequent cycles of this action research project. These initial results, though, indicate that providing appropriate resources to stimulate teachers may prove beneficial in expanding their pedagogical knowledge.
Investigation of Factors Affecting Organizational Innovativeness in Schools
Author: Kaya, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Administrator Characteristics,Educational Environment,Leadership,Job Satisfaction,Elementary Secondary Education,Foreign Countries,Predictor Variables

This study examined the relationships between organizational innovativeness levels of schools and school administrators' demographic characteristics, school climate, school leadership, and job satisfaction. To this end, it employed a correlational design. The sample consisted of 808 school administrators working in primary schools, lower secondary schools, and high schools in Turkey. The participants took the Organization for Economic Cooperation and Development (OECD) Teaching and Learning International Survey (TALIS, 2018). The study revealed that demographic characteristics of schools, including school size, adequacy of resources, and personnel, affect organizational innovativeness levels. In addition, school climate and school leadership were significant predictors of organizational innovativeness levels. The other predictors of schools' organizational innovativeness levels were lack of resources and human capital and job satisfaction.
The Relationship between Change Fatigue and Job Satisfaction of Teachers: Gender and Experience as Moderators
Author: Limon, Ibrahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Change,Fatigue (Biology),Job Satisfaction,Gender Differences,Teaching Experience,Predictor Variables,Teacher Burnout,Elementary Secondary Education,Preschool Education

This study investigates the relationship between change fatigue and job satisfaction. It also aims to test the moderator roles of gender and experience in this relationship. To this end, we conducted an online data collection procedure during the 2020--2021 academic year. Participants were recruited through convenient sampling, and they worked in different parts of Turkey. In all, 379 teachers participated in the study voluntarily. The PROCESS macro was used to test the moderator roles of gender and experience. The findings showed that change fatigue and job satisfaction were negatively correlated. While gender moderated the relationship between change fatigue and job satisfaction, experience did not. The findings were discussed based on previous literature, and some suggestions were presented.
The Perspectives of Amasya University Students about Distance Education Application during the Coronavirus (COVID-19) Process
Author: Bayar, Adem
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Foreign Countries,Distance Education,COVID-19,Pandemics,Barriers,Affordances

The COVID-19 virus, which affects the whole world, has affected human life in many areas, firstly including health and economy. Concordantly, first education was suspended for three weeks; then, compulsory distance education started in Turkey. With this qualitative research, it is aimed to deeply examine the thoughts of the students from Amasya University about the distance education. The study group of this current research consists of 18 students studying at Amasya University in the 2020-2021 academic year. Data has been collected through a semi-structured interview form. The analysis of the data was done by descriptive analysis method. While some of the participants think that distance education is inefficient and makes the student passive, some think that distance education is advantageous. Thanks to distance education, it is easy to reach and monitor the lessons. The most common problems of students can be listed as problems such as fear of academic failure and anxiety for the future, connection issues, lack of motivation, lack of documentation and material, and communication problems. In order to overcome these determined problems, the participant students have some recommendations such as students should be active, students should be motivated, the sound and camera in the system should be improved, internet packages should be provided to the students, and infrastructure should be improved. Based on the findings of this research, the researchers have concluded that the distance education process should be improved over time. When development is thought of as a process, today's shortcomings will shed light on the ways of tomorrow.
Meaning and Uniqueness of Ethics and Ethical Teacher Behaviors in the Teaching Profession
Author: Sahin, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Ethics,Teaching (Occupation),Foreign Countries,Teacher Attitudes,Preservice Teachers,Professionalism,Teachers

This research aimed to determine ethical teacher behaviors according to the opinions of prospective teachers and teachers. In this qualitatively designed study, the phenomenology design was used, and 30 participants were interviewed. Research results showed that the participants understood the responsibilities of teachers, the respect and importance of the teaching profession, effective teaching, developing healthy relationships with school members, and benefiting students and society from teacher's professional ethics. Almost all of the participants stated that the teaching profession should have unique ethical codes for different reasons. Ethical teacher behavior has emerged within the scope of rights and justice, interest and importance to people and the profession, not to harm or benefit, and the boundary of public and private space. Finally, suggestions for improving professional teaching ethics, which can be evaluated in professional, individual, social, organizational, and political contexts, were put forward in the research. It is believed that the research will make a significant contribution to the literature, as it addresses the issue of ethics by taking the views of teachers both preparing for the profession and within the profession, reveals the specific context in Turkey, and reflects descriptions of real-life experiences.
Systematic Anecdotal Records: An Unexpected Journey into Teacher Inquiry
Author: Stebick, Divonna
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Inquiry,Response to Intervention,Academic Achievement,Outcomes of Education,Feedback (Response),Critical Thinking,Reflection,Elementary Secondary Education,Educational Legislation,Federal Legislation,State Legislation,Reading Instruction,Intervention,Literacy,Educational Strategies

Historically, formative assessment has been credited with increasing student achievement. Student outcomes increase when constructive, immediate, formative feedback is provided in a systematic way for all students. Educators need to implement effective formative assessments in order to deepen learning through more critical thinking and reflection. Teachers who monitor student progress and make instructional adjustments based on gathered information implement formative assessment. Teachers in this study used teacher inquiry to reflect upon their practice in order to design a reflective record tool. This tool was intended as a supporting assessment in a Response to Intervention (RtI) service delivery model. Results showed teacher reflections in designing and field-testing a systematic reflective record tool.
Overcoming Barriers as a Nepali Woman through Emotional Intelligence: My Emotional Literacy Journey into My Ph.D. In Educational Leadership
Author: Shrestha, Bhawana
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Development,Doctoral Programs,Emotional Intelligence,Foreign Countries,Cultural Influences,Gender Bias,Social Bias,Empowerment,Power Structure,Trauma

This article explores my process of being emotionally literate, realizing my personal power through this process, and deciding to move ahead with my PhD to explore further my contribution to the flourishing of humanity. In this qualitative reflective self-study, I have used my detailed personal, professional, and academic reflective journal and audio-visual narratives that I kept over seven years as data to explore the process of learning. The article reveals my process of learning from my experiences as a confused Nepali girl to my experience of working as a journalist, to becoming an aspiring educational leader and a researcher. The results are discussed using a microscopic lens into my childhood together with an understanding of how social settings played a major role in my learning and how emotional intelligence played an instrumental role in deconstructing that and helped me understand myself better, urging me to explore further through my PhD research as an educational leader.
School Principals&apos; Learnings from COVID-19 Pandemic
Author: Altun, Sadegül Akbaba
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,COVID-19,Pandemics,Foreign Countries,School Closing,Leadership,Distance Education

The COVID-19 pandemic, which broke out in late 2019 and which we are still facing today, has caused an extraordinary disruption of many systems globally, including educational ones, and affected the lives of many students and families. Various measures were abruptly taken in order to ensure that students, teachers, and school principals continued their educational processes safely and also to lessen the crisis situation and chaos. One of these measures was country-wide school closures, and along with Turkey, most countries chose to close schools and make a quick transition to remote learning. During those weeks, several policy responses aimed at making sure that students attended online classes regularly and that they felt well. In the meantime, diverse stakeholders of educational systems (students, teachers, educational leaders etc.) have learned some lessons from this situation. The purpose of this study is to emphasize the lessons that Turkish school principals learned during the school closure period in Turkey. Within the scope of maximum diversity sampling, a purposeful sampling method, a sampling frame was established, and 105 school principals working in primary, secondary, and high schools in different provinces participated in the study. In the study, in which a qualitative online survey method was used, a Google drive form with open-ended questions was employed. Based on the findings obtained in the study, main themes have been created. These are personal, organizational, and educational lessons learned.
Prediction of Academic Achievement and Happiness in Middle School Students: The Role of Social-Emotional Learning Skills
Author: Kasikci, Furkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Prediction,Academic Achievement,Psychological Patterns,Middle School Students,Social Emotional Learning,Foreign Countries,Self Management,Self Concept,Interpersonal Competence,Decision Making

This study was conducted to test whether social-emotional learning skills are a significant predictor of academic achievement and happiness in middle school students. A total of three different data collection tools were used in the study: A Personal Information Form, The Social-Emotional Learning Skills Scale, and The Adolescent Happiness Scale. The study was carried out with 337 middle school students from six different middle schools in Erzurum province. Of these students, 203 (60.2%) were female, and 134 (39.8%) were male. The ages of these students varied between 10 and 14, and the mean age was 12.07 (Sd = 0.93). Descriptive statistics, correlation analysis, and hierarchical regression analysis were employed in the analysis of the data. The findings obtained as a result of the study indicated that there were positive and significant correlations between social-emotional learning skills and academic achievement and happiness. In addition, social-emotional learning skills were a significant predictor of academic achievement and happiness in middle school students. Accordingly, social-emotional learning skills explained 18% of the total variance in academic achievement and 44% of the variance in happiness in middle school students. When all these results are evaluated together, it can be said that promoting the social-emotional learning skills of middle school students will increase academic achievement and happiness.
The Formation of Teacher Identity through Video Reflections during Teaching Practicum
Author: Özüdogru, Melike
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Video Technology,Reflection,Practicums,Foreign Countries,Preservice Teachers,Turkish,Language Teachers,Secondary School Teachers,Student Attitudes

This study aimed to investigate the identities of pre-service teachers and the effects of teaching practice and video reflections on the identities of pre-service teachers enrolled in the Turkish Language Teaching Department. The researcher used a qualitative research design, primarily a case study, in this study. Six senior pre-service teachers enrolled in the Teaching Practicum course during the spring semester of 2019 volunteered to participate in this study. The author collected data through video reflections, pre-practice and post-practice teaching focus group interviews and analyzed data through a cyclical-reiterative analysis process. The results showed that the identities of pre-service teachers could be grouped under three sub-identities: the subject-matter expert, didactical expert, and pedagogical expert identities. Also, pre-service Turkish Language teachers saw their identity at the beginning as being more cue-based and exemplar-based. However, at the end of the practicum, they heavily displayed rule-based identities due to the requirements of the Turkish educational system or schema-based identities that mainly emerged with the impact of contextual factors and conditions of the practicum schools. Lastly, the author discussed the findings in detail and provided implications for practice and future research.
An Examination of Students&apos; Attitude towards the Use of Google Classroom in Preparatory Year English Program
Author: Ahmed, Syed Naeem
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Attitudes,Virtual Classrooms,Second Language Learning,Second Language Instruction,English (Second Language),College Preparation,Teaching Methods,Personal Autonomy,Language Tests,Independent Study,Teacher Student Relationship,Language Teachers,Feedback (Response),Online Courses,Foreign Countries

This paper examines students' attitude towards the use of Google Classroom for learning English as a Foreign Language. Generally, in the Middle East and Sub-continent the traditional approach is used in English Language Teaching. However, with the advancement in educational technologies online platforms are also used as they provide students with more learning autonomy, and freedom. Educators are moving towards online platforms, and Google Classroom (GC) is one of them. Teachers can create, share material, and conduct quizzes on GC. The present study is an attempt to examine the students' attitude towards the integration of GC in the Preparatory Year English Program at Yanbu English Language Institute. To examine students' attitude and acceptance of GC, the study uses Technology Acceptance Model (TAM). TAM has widely been used in multiple research studies to investigate the attitude and perception of the users to certain technologies. The data has been collected during the 2018-19 academic session through questionnaires and the GC statistics. The findings of the study suggest that students had spent more time practicing English language while completing the assigned tasks, collaborating with teachers and peers, and teachers' feedback provided them with increased learning opportunities.
Effectiveness of Peer Assessment and Peer Feedback in Pakistani Context: A Case of University of the Punjab
Author: Majid, Nadia
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Peer Evaluation,Feedback (Response),Program Effectiveness,Essays,Writing (Composition),Writing Instruction,Writing Skills,English (Second Language),Second Language Instruction

Writing an effective essay in English is a serious challenge for most of the students, despite its academic importance, in Pakistan. The methodology used to teach writing skills is ineffective and the assessment criteria is outdated. In this regard, peer assessment and peer feedback practices have proved to be fruitful in enhancing the writing skills of second language learners. Therefore, this study aimed to examine whether there is any improvement in the overall writing skills as well as the specific subskills of writing after implementing peer assessment and peer feedback practices. A quasi-experimental design, called Multiple Baseline Time Series design, was used to collect data from the students during five interventions of essay writing, peer assessment and peer feedback process. Two intact groups of undergraduate students were chosen, through cluster random sampling, as experimental and control groups, from Center for Undergraduate Studies at University of the Punjab. The data collected, was in the form of essays written by the students and the scores given by the peers during peer assessment. Those scores as well as content analysis of the essays helped the researcher to analyze the results of the study. The findings reveal that although there was a slight improvement in a few subskills of writing, yet in the Pakistani context, these assessment practices failed to present any substantial learning achievement overall, as compared to traditional teacher-based assessment practices. Therefore, the study concluded that in our context, these assessment practices may be productive, if they are implemented with teacher's assessment, after thorough training of the teachers as well as students.
Epistemological Beliefs and Girl Students&apos; Academic Achievements Regarding Mathematics Curriculum
Author: Shoaib, Almas
Date: 2021-08-00
Type: Journal Articles
Subjects: Beliefs,Females,Academic Achievement,Student Attitudes,Mathematics Curriculum,Mathematics Instruction,Secondary School Students,Grade 9,Correlation,Foreign Countries,Epistemology,Public Schools

Epistemological beliefs (EB) play a vital role in students' performance (Buehl &amp; Alexander, 2001, 2006; Fives &amp; Buehl, 2004; Lodewyk, 2007). The paper was designed to examine the relationship between students' EB about the Mathematics curriculum and their academic achievement (marks) at the secondary level. Eight hundred and ten participants (girl students) were selected through cluster random sampling technique from public-sector secondary schools of Lahore District. The Mathematics inventory prepared by Grouws (1994) was adapted to identify the secondary school students' EB regarding the Mathematics curriculum that was comprised of seven sub-scales. Students' academic achievement was gained from their Mathematics score obtained in grade IX. In data analysis, the Pearson Product-Moment Correlation was applied to identify the association between girl students' EB and their academic achievement. The result showed that students' EB regarding the Mathematics curriculum positively correlate with Mathematics academic achievement at the secondary level.