The pandemic in 2020 made online learning the widely used modality of teaching in several countries and it has also entered the spotlight of educational research. However, online learning has always been a challenge for disciplines that require hands-on practice. For art teaching or training, online learning has many advantages and disadvantages. How art teachers embrace and adapt their teaching for online delivery remains an unanswered question. This research examines 892 art teachers' attitudes toward online learning, using learning environment, (...) need satisfaction, mental engagement, and behavior as predictors. Structural equation modeling was used to explore the relationship between these four dimensions during these teachers' participation in an online learning program. The results reveal significant correlations between the learning environment, need satisfaction, mental engagement, and behavior. Moreover, this study reveals the group characteristics of art teachers, which can actually be supported by online learning programs. These findings provide insights into how art teachers view and use online learning, and thus can shed lights on their professional development. (shrink)

(1981). Student‐Teacher Attitudes towards Decision‐making in Schools Before and After Taking up their First Appointments. Educational Studies: Vol. 7, No. 1, pp. 7-15.

The study focuses on the implementation of curriculum reform in grammar schools in the Czech Republic. The purpose of this study was to explore the attitudes of grammar school teachers towards the reform and its implementation. The perceived benefits of and problems with the curriculum reform were measured using closed-ended items (on a Likert scale). The research sample of this questionnaire survey consisted of 1,098 teachers from 58 schools. The results indicate that the reform has been more readily accepted (...) in pilot schools than in non-pilot schools. In general, it can be concluded that although there was support for the main ideas behind the reform, the majority of teachers have not accepted the reform as a whole. The multiple regression analysis revealed that gender, position, length of teaching experience, and knowledge of specific characteristics of curriculum reform did not significantly contribute to teachers’ acceptance of the curriculum reform. (shrink)

This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 (...) teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different. (shrink)

With the growing need to nurture students’ independent learning, English language teaching practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language teachers’ attitudes toward, and self-efficacy beliefs about, (...) implementing self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers’ attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers’ knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers’ understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers’ attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms. (shrink)

The development of the third wave of Information and Communication Technology is accompanied by the growing concern on the decline of an individual’s ability to think sharply and wisely. In Malaysia, this concern has brought to fore the prominence of teaching thinking skills within the school system and teachers were expected to be the agents of this change. Are teachers aware of the importance of this thinking ability? Have they been adequately prepared for this paradigm shift? Do they personally feel (...) competent teaching for thinking in the classrooms? This survey attempts to answer these questions and investigates the relationship between teachers’ attitudes and practices. It also examines if there exists any significant differences in teachers’ beliefs and their practices with respect to gender, course attendance and teaching experience. Finally, it explores some of the problems faced by teachers in teaching for thinking. (shrink)

The implementation of inclusive policies is largely dependent on teachers´ willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their perceived competence and attitudes. This study investigated attitudes of pre- and in-service teachers toward students with two types of SEN: challenging behavior and learning difficulties. The three components of attitude (affective, cognitive, and behavioral) were assessed using indirect and direct measures. Results revealed that teachers held negative implicit attitudes toward challenging (...) behavior and learning difficulties, however implicit attitudes did not vary as a function of the type of SEN. Ratings of the stereotypical dimensions warmth and competence and overall ratings of scholastic achievement were affected by professional status and type of SEN. Professional status, implicit attitudes and stereotypical knowledge together explained 52 and 43% of the variance in teachers´ ratings of academic proficiency for students with challenging behavior and learning difficulties, respectively. Results are interpreted within the theoretical framework and implications for teacher training are discussed. (shrink)

Teachers’ positive attitudes are an essential element for the successful inclusion of students who have disabilities in schools with their peers who do not have disabilities. The current quantitative study examines middle school teachers’ attitudes toward the inclusion of students with disabilities in regular schools in Saudi Arabia and the factors that affect their attitudes. Middle school teachers from schools in Riyadh responded to a questionnaire regarding their opinions relative to the integration of students with disabilities. The (...) results indicate that middle school teachers have a neutral attitude toward the inclusion of students with disabilities in regular schools. Moreover, teacher-related factors such as gender, position, and experience do not affect teacher attitudes toward inclusion. In contrast, training in inclusion plays a significant role in middle school teachers’ attitudes toward inclusion of students with disabilities. The implications of the results and suggestions for further research are discussed in the study. (shrink)

Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why (...) and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions, which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities. (shrink)

Carl R. Rogers, the founder of client-centered therapy, contributed to the development of self-reliant learning in education. He applied such concepts of client-centered therapy as realness, prizing, acceptance, trust, and empathy to educational area, and called attention the importance of the authentic relationship between teacher and student with such books as Freedom to Learn, Becoming A Person, and A Way of Being. Besides, he also focused on teachers‟ attitudes in classrooms in his works. His views still continue to influence (...) the practices in both contemporary psychotherapy and education. The current study aims to introduce Rogers‟ views on teachers‟ attitudes facilitating students‟ learning, to discuss the views in the light of existentialist approaches and thus to make contributions to the development of educational environments. (shrink)

This study examines Indian teachers’ perceptions of corporal punishment, the reasons why CP still persists despite a ban, and the ways in which CP controversy reflects on social climate of the schools. Drawing from literature on custodial views of pupil control and systems theories, this qualitative study primarily uses observations and interviews to examine teachers’ perceptions related to use of CP in Delhi, India. Based on the data analysis this study concludes that alternatives to CP and successful implementation of the (...) CP ban depend on compatibility between local and national sociocultural norms, teachers’ attitudes and beliefs towards the policies’ objectives, and the availability of resources. This study helps with understanding educator’s perception of corporal punishment as a disciplinary tool to spur meaningful action and change in the society. Additionally, this study creates a context for the policy-makers to develop equitable policies capable of helping teachers effectively to de... (shrink)

Upshot: The OPC responses aptly identified numerous factors teachers encounter that can impede changes in pedagogical practice in the classroom. Although some of these factors are external, beyond a teacher’s control, I discuss one internal factor - a teacher’s attitudes and beliefs about their role and the learners they support - that was raised in the responses.

Summary Two cohorts of teachers working full?time in Church of England voluntary?aided and voluntary?controlled first, primary and middle (deemed primary) schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.

Two cohorts of teachers working full‐time in Church of England voluntary‐aided and voluntary‐controlled first, primary and middle schools within the Diocese of St Edmundsbury and Ipswich were invited to complete a questionnaire concerned with teaching styles in 1982 and again in 1996. The data demonstrate a significant shift toward placing greater value on traditional teaching styles between 1982 and 1996.

Teachers´ attitudes toward their students have been associated with differential teachers´ expectations and, in turn, with students´ educational pathways. Theories of social cognition can explain the link between attitudes and behavior. In this regard, the distinction between implicit and explicit attitudes is worth to be considered, whereby implicit attitudes are automatically activated when the attitude object is present and guide automatic behavior. In contrast, explicit attitudes infer deliberation and reflection, hence affecting controlled behavior. As teachers (...) often are required to act immediately in situations that do not allow for thoughtful reflection due to time restraints, teachers´ implicit attitudes concerning different student groups with shared characteristics, such as gender or ethnicity, may be especially important when considering teachers´ behavior in relation to students´ educational pathways. This notion is reflected by an increased interest in adopting implicit methodology in the educational domain. Over the last 10 years, several studies have been conducted in different countries, involving in- and preservice teachers and investigating their attitudes toward different student groups. Estimates of effects have varied and may be affected by sampling bias. To systematically review and integrate data from different studies, this meta-analysis focuses on teachers´ implicit attitudes. Following the systematic search of the database and initial screening, 43 articles were identified from which 22, describing 34 studies, were retained for the meta-analysis after further inspection. First analyses revealed an estimated average effect size of 0.56 for implicit attitudes in favor of non-marginalized groups. As there was a large extent of heterogeneity between studies, several moderator variables, were investigated. Results showed that the employed implicit measure and stimulus materials as well as the student target group affected the effect sizes. Low or non-significant relationships were reported between implicit and explicit attitudes. Findings are discussed in terms of theory and future research. (shrink)

Our aim in this study was to determine students’ and teachers’ attitudes towards cheating in assessing students’ performance. We used mixed methodology and the main research method was a case study. We aimed to describe how our respondents: 1. recognize ethical misconduct in several situations given through case studies, 2. understand the roles of each subject involved, 3. predict consequences of the EM and how they understand its possible causes, 4. create individual answers to EM or resolve problem situations. (...) The research sample of students includes participants from three basic study programs and two postgraduate programs in the field of education. A sample of teachers was obtained from a number of faculties by random selection. Our respondents have identified most forms of EM reasonably well, although in some situations, the respondents recognized other errors as EM. Therefore, the issues of ethics are not completely clear to all respondents, which leads to the conclusion that universities must organize training in this field. Both groups of respondents understand EM in a similar way, and whether it is a professor or a student who commits EM has not affected their responses. Our results suggest that it is necessary to work on the prevention of fraud by discussing the consequences, by learning ethical reasoning, by developing functional strategies of learning for the purpose of preventing fraud. (shrink)

This study investigated the beliefs that formed teachers’ intentions to integrate STEM content into their social studies instruction. Participants were 60 elementary, middle, and high school in-service teachers who attended a summer history workshop on Abraham Lincoln. Data were collected by qualitative and quantitative instruments. Beliefs about likely outcomes of integrating STEM, and beliefs about persons who would approve, or disapprove, of STEM integration were elicited from teachers, and content analyzed. The resulting outcome and normative beliefs were used as stems (...) for items in the quantitative instrument. Quantitative data were analyzed primarily by correlation and multiple regression. This study found that attitude toward the behavior, integrating STEM, was formed by 15 outcome beliefs, subjective norm was formed by five normative beliefs, and that attitude and norm predicted behavioral intention. The theory we used enabled us to calculate the numerical contribution of each of the beliefs that were important in forming teachers’ intentions. The results have implications for theory, research, and practice in social studies education. In the realm of practice, these implications are for the initial preparation of, and the subsequent professional development of social studies teachers, both at the elementary and secondary levels. (shrink)

According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal well-being, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. (...) The present study assesses whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes. A total sample of 685 teaching professionals filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers' job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers' positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being. (shrink)

The attitude toward mathematics is shaped by cognitive components such as beliefs and cognitive processes. However, the importance of cognitive processes in attitude toward mathematics has not yet been researched. Therefore, this study aimed to identify the role of cognitive processes, creativity and cognitive flexibility, in the attitude toward mathematics of future teachers. For that purpose, 218 University students and preservice teachers, completed assignments on creativity and cognitive flexibility and a questionnaire on attitude toward mathematics. The results showed that the (...) use of innovative details (a creativity subscale) rises the probability of exhibiting a positive attitude toward mathematics by 1.81. Besides, cognitive flexibility rises this probability by 2.32. The conclusion is that both, details and cognitive flexibility act as good predictors of a positive attitude toward mathematics. This has implications for educational practice in the planning of mathematics instruction in higher education, specifically, in future teachers. (shrink)

The paper suggests that there is a gap between the research on prejudice in Slovak schools and the pedagogical interventions used to reduce them, particularly in relation to the Roma minority. It highlights the existing curricular requirements for dealing with intergroup relations, stereotypes and prejudice, contrasting them with the organizational, methodological and practical constraints teachers face when trying to meet them. Drawing from experience of piloting alternative tools for measuring attitudes, designing interventions and assessing impact, the article describes one (...) possible way of bridging the gap. (shrink)

The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural equation (...) modeling was used to assess the variables' “direct and moderating impacts” using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested. (shrink)

The main aim of this paper is to assess the level of knowledge, attitude and practice of university teachers regarding plagiarism in Bangladesh. An online questionnaire consisted of 20 knowledge questions, 23 attitude items, and 18 practice questions was created using Google Forms. The link to the questionnaire was sent via email to university teachers. The total correct answers for knowledge and practice questions, and the total attitude score were converted to percentile scores and categorized accordingly as poor ( mean (...) + 1 SD). Bivariate analyses were conducted to compare the total knowledge, attitude and practice scores based on demographic and academic variables. Multiple linear regressions were used to identify the association between knowledge, attitude and practice scores, and other covariates. The findings revealed an average level of knowledge, attitude and practice regarding plagiarism among the majority of university teachers. The knowledge, attitude and practice scores were significantly higher for teachers who attended academic writing workshops compared to those who did not attend such events. Demographic and academic variables did not impact knowledge and attitude scores. However, the number of papers published in the last two years and their indexing in Web of Science (WoS) or Scopus significantly impacted attitude and knowledge scores. The multiple regression analyses showed that the practice score was significantly associated with age, highest education, and knowledge. (shrink)

U radu su predstavljeni rezultati istraživanja mogućnosti promjena stavova studenata učiteljskoga studija o glazbenom obrazovanju nakon dva semestra vokalno-instrumentalne nastave. Istraživanje je provedeno sa studenticama druge godine učiteljskoga studija na Fakultetu za odgojne i obrazovne znanosti u Osijeku, Hrvatska. Rezultati su pokazali kako studentice imaju relativno pozitivne stavove o glazbenom obrazovanju prije i poslije nastave glazbe, a pozitivniji stavovi su zabilježeni kod studentica koje imaju iskustvo pjevanja u zboru. Iako se može uočiti trend pozitivnijih stavova nakon nastave glazbe razlika u (...) stavovima studentica o glazbenom obrazovanju prije i poslije nastave glazbe nije statistički značajna. Sugerira se istraživanje stavova o glazbenom obrazovanju na većem uzorku studenata učiteljskoga studija, kroz duže vremensko razdoblje i to opsežnijim mjernim instrumentom. (shrink)

El artículo forma parte de un proyecto de investigación dirigido a la orientación profesional. Su objetivo consistió en proponer un modelo de formación de actitudes profesionales pedagógicas de los docentes de la Educación Superior cubana. El modelo incluyó tres subsistemas: proyección, contextualización y problematización actitudinal pedagógica. De igual forma se definieron los conceptos situación educativa, ayuda profesional y actitudes pedagógicas, los que distinguen el modelo propuesto del enfoque tradicionalmente asumido en la formación de actitudes. Dentro de las actitudes profesionales descritas (...) se encuentran la interdisciplinaria, la colaborativa y la de visión personal profesional. Se describió cómo deben trabajar los colectivos de carreras y de años para influir positivamente en la formación integral de la personalidad de los estudiantes y en particular en la formación de actitudes. The article is part of a research project aimed at vocational guidance. Its objective was to propose a training model of pedagogical professional attitudes for Cuban Higher Education teachers. The model included three subsystems: projection, contextualization and pedagogical attitude problems. Concepts like educational situation, professional help and educational attitudes were defined; they distinguish the model from the approach traditionally assumed in the formation of attitudes. The professional attitudes described include the interdisciplinary, the collaborative and professional personal vision. It was described how collectives should work to positively influence students formation of personality particularly, the formation of attitudes. (shrink)

This paper presents the results of research on changes in attitudes towards music education among teacher education students who were exposed to vocal-instrumental lessons over the course of two semesters. The research was conducted among second-year students of teacher education at the Faculty of Education in Osijek, Croatia. The results have shown that students’ attitudes towards music education are relatively positive both before and after exposure to music lessons. Students with choir experience had more positive attitudes towards (...) music education. Although positive attitudes after music lessons are somewhat higher, there is no statistically significant difference between the attitudes of students before or after music lessons. Further research on attitudes towards music education is suggested across a larger population of teacher education students, over a longer period of time, and using a wider range of instruments. U radu su predstavljeni rezultati istraživanja mogućnosti promjena stavova studenata učiteljskoga studija o glazbenom obrazovanju nakon dva semestra vokalno-instrumentalne nastave. Istraživanje je provedeno sa studenticama druge godine učiteljskoga studija na Fakultetu za odgojne i obrazovne znanosti u Osijeku, Hrvatska. Rezultati su pokazali kako studentice imaju relativno pozitivne stavove o glazbenom obrazovanju prije i poslije nastave glazbe, a pozitivniji stavovi su zabilježeni kod studentica koje imaju iskustvo pjevanja u zboru. Iako se može uočiti trend pozitivnijih stavova nakon nastave glazbe razlika u stavovima studentica o glazbenom obrazovanju prije i poslije nastave glazbe nije statistički značajna. Sugerira se istraživanje stavova o glazbenom obrazovanju na većem uzorku studenata učiteljskoga studija, kroz duže vremensko razdoblje i to opsežnijim mjernim instrumentom. (shrink)

Forest resources are important economic assets to Mississippi. Therefore, the forestry community needs to maintain viable relationships with key constituency groups such as teachers. The study’s objectives were to use focus groups and mail questionnaires to determine values, attitudes, and educational needs of Mississippi’s public school teachers toward forestry and forest industry. Most teachers had positive or somewhat positive attitudes (70%) toward forest industry. No significant differences were found between prekindergarten through 3rd- and 4th- through 8th-grade teachers (t (...) =0.308, p =0.758), prekindergarten through 3rd- and 9th- through 12th-grade teachers (t = –0.667, p = 0.506), or 4th- through 8th- and 9th-through 12th-grade teachers (t = 0.246, p = 0.806). Preferred communication methods for teachers in general were school visits, educational materials, and partnerships. Preferred topics of interest were the environment, wildlife habitat, and wildlife. This study stresses the importance of tailoring communication and educational activities to address state-specific social and cultural needs of teachers. (shrink)

Education is the process of raising the people that your society needs. At the end of this process, whether the desired output is achieved or not is understood by measurement and evaluation processes. Measurement and evaluation activities, which are indicators of whether the training process is functioning right or not, have an important place in the system. At this point, the attitudes of the teachers who perform the assessment and evaluation towards measurement and evaluation are very important. Based on (...) this importance, the aim of this study is to determine the attitudes of RCE teachers towards assessment and evaluation within the framework of different variables. 341 RCE teachers participated in this quantitative study, which adopted a crosssectional and relationships screening model. In the study, "Attitude Scale for Assessment and Evaluation (ÖDTÖ/ASAE)" developed by Çalışkan and Yazıcı (2013) was used. The findings obtained as a result of the research show that there is a statistically significant difference in the attitudes of RCE teachers towards measurement and evaluation according to gender, status of receiving formation education, faculty graduated, tenure of duty, type of school served. On the other hand, whether or not they receive special training on assessment and evaluation does not significantly affect the attitudes of RCE teachers towards assessment and evaluation. (shrink)

The attitudes of teachers in Wales to speaking and listening in the National Curriculum, both as a profile component in English and as a requirement across the curriculum, were tested using a Likert-type attitude scale. A 10%, sample of the whole of Wales was involved, specifically teachers of key stage 2. The results show the differences in attitudes between the teachers according to age, years in teaching and training. A factor analysis revealed almost universal agreement that speaking and (...) listening help children to learn. This is discussed in relation to a group of statements concerning classroom practices in speaking and listening. (shrink)