AIM:To develop and evaluate the validity and reliability of a knowledge,attitude,and practice questionnaire related to vision screening(KAP-VST)among preschool teachers in Malaysia.METHODS:The questionnaire was develo...AIM:To develop and evaluate the validity and reliability of a knowledge,attitude,and practice questionnaire related to vision screening(KAP-VST)among preschool teachers in Malaysia.METHODS:The questionnaire was developed through a literature review and discussions with experts.Content and face validation were conducted by a panel of experts(n=10)and preschool teachers(n=10),respectively.A pilot study was conducted for construct validation(n=161)and test-retest reliability(n=60)of the newly developed questionnaire.RESULTS:Based on the content and face validation,71 items were generated,and 68 items were selected after exploratory factor analysis.The content validity index for items(I-CVI)score ranged from 0.8-1.0,and the content validity index for scale(S-CVI)/Ave was 0.99.Internal consistency was KR^(2)0=0.93 for knowledge,Cronbach’s alpha=0.758 for attitude,and Cronbach’s alpha=0.856 for practice.CONCLUSION:The KAP-VST is a valid and reliable instrument for assessing knowledge,attitude,and practice in relation to vision screening among preschool teachers in Malaysia.展开更多
Background:Teacher burnout is a serious issue in the field of education,particularly in early childhood education,where teachers face high levels of work stress and emotional labor,leading to emotional exhaustion and ...Background:Teacher burnout is a serious issue in the field of education,particularly in early childhood education,where teachers face high levels of work stress and emotional labor,leading to emotional exhaustion and job burnout.However,past research has not sufficiently explored the mechanisms of social skills,empathy,and mindfulness in mitigating teacher burnout.Therefore,this study aims to investigate the relationship between preschool teachers’social skills,empathy,and mindfulness with job burnout,in order to provide theoretical basis and practical guidance for reducing teacher burnout.Methods:This research utilized a convenience sampling approach to target preschool teachers for a questionnaire survey.A total of 1109 questionnaires were collected.To ensure the quality of the data,we excluded questionnaires that were not carefully filled out in terms of lie scale questions,those with abnormal demographic variables,and outliers identified based on response time.Ultimately,901 valid questionnaires were obtained,achieving a valid response rate of 81.2%.Participants’levels of social skills,empathy,mindfulness,and job burnout were assessed using the Social Skills Scale(SKS),Empathy Scale(Measure of Empathy,ME),Mindful Attention Awareness Scale(MAAS),and the Maslach Burnout Inventory-Educators Survey(MBI-ES),respectively.Data analysis was conducted using SPSS.Results:After controlling for gender,age,teaching experience,educational level,grade taught,and location of the kindergarten,the study found:(1)There is a negative correlation between preschool teachers’social skills and the level of job burnout(r=−0.238);(2)Empathy has a dual-track effect on job burnout,where cognitive empathy negatively affects job burnout(r=−0.245),while emotional empathy has a positive effect(r=0.045);(3)Cognitive empathy partially mediates the relationship between social skills and job burnout(β=−0.124);(4)Mindfulness significantly impacts social skills,cognitive empathy,and job burnout(r=0.278;r=0.286;r=−0.539),and plays a moderating role in the mediation model(β=0.003;β=−0.023).Conclusion:These findings provide theoretical support for the development of burnout prevention and intervention strategies targeted at preschool teachers.They also point out new directions for future research and potential intervention targets,suggesting that enhancing preschool teachers’social skills and cognitive empathy,as well as increasing their mindfulness level,can help them cope with work-related stress and emotional labor,thereby alleviating job burnout.展开更多
The role technical and vocational education plays in Chinese educational system is more and more important.However,the quality of vocational and technical teaching,especially ESP(English for Specific Purposes) teachin...The role technical and vocational education plays in Chinese educational system is more and more important.However,the quality of vocational and technical teaching,especially ESP(English for Specific Purposes) teaching in vocational and technical colleges neither meets the social requirements nor satisfies students' needs.This paper sets out to explore thequalification problem of ESP teachersand discuss the appropriate approaches to improve teaching level of ESP teachersin Chinese vocational &technicalcolleges.展开更多
The latest issue of College English Curriculum Requirements has posed challenges and demands for teachers in terms of linguistic competence, academic knowledge, language skills, professional morality, emotional and at...The latest issue of College English Curriculum Requirements has posed challenges and demands for teachers in terms of linguistic competence, academic knowledge, language skills, professional morality, emotional and attitudinal qualifications, etc., which requires teachers to embrace and handle with active and open-minded responses. Hence, teachers ought to strive to develop and improve their own overall qualifications in collaboration with the long-term development of the subject and of the national higher education, with the need of qualified persons demanded by social development and the students＇ learning. Teachers also ought to form a notion of scientific development by keeping pace with the time, so as to discern the trend of subject development, to form appropriate judgments concerning the social development and to properly regulate their own development.展开更多
Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Sha...Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.展开更多
文摘AIM:To develop and evaluate the validity and reliability of a knowledge,attitude,and practice questionnaire related to vision screening(KAP-VST)among preschool teachers in Malaysia.METHODS:The questionnaire was developed through a literature review and discussions with experts.Content and face validation were conducted by a panel of experts(n=10)and preschool teachers(n=10),respectively.A pilot study was conducted for construct validation(n=161)and test-retest reliability(n=60)of the newly developed questionnaire.RESULTS:Based on the content and face validation,71 items were generated,and 68 items were selected after exploratory factor analysis.The content validity index for items(I-CVI)score ranged from 0.8-1.0,and the content validity index for scale(S-CVI)/Ave was 0.99.Internal consistency was KR^(2)0=0.93 for knowledge,Cronbach’s alpha=0.758 for attitude,and Cronbach’s alpha=0.856 for practice.CONCLUSION:The KAP-VST is a valid and reliable instrument for assessing knowledge,attitude,and practice in relation to vision screening among preschool teachers in Malaysia.
基金National Education Science“Thirteenth Five-Year Plan”Project(Research on the Mindfulness Integrated Prevention Model of Preschool Teachers’Burnout),Grant No.BBA190027.
文摘Background:Teacher burnout is a serious issue in the field of education,particularly in early childhood education,where teachers face high levels of work stress and emotional labor,leading to emotional exhaustion and job burnout.However,past research has not sufficiently explored the mechanisms of social skills,empathy,and mindfulness in mitigating teacher burnout.Therefore,this study aims to investigate the relationship between preschool teachers’social skills,empathy,and mindfulness with job burnout,in order to provide theoretical basis and practical guidance for reducing teacher burnout.Methods:This research utilized a convenience sampling approach to target preschool teachers for a questionnaire survey.A total of 1109 questionnaires were collected.To ensure the quality of the data,we excluded questionnaires that were not carefully filled out in terms of lie scale questions,those with abnormal demographic variables,and outliers identified based on response time.Ultimately,901 valid questionnaires were obtained,achieving a valid response rate of 81.2%.Participants’levels of social skills,empathy,mindfulness,and job burnout were assessed using the Social Skills Scale(SKS),Empathy Scale(Measure of Empathy,ME),Mindful Attention Awareness Scale(MAAS),and the Maslach Burnout Inventory-Educators Survey(MBI-ES),respectively.Data analysis was conducted using SPSS.Results:After controlling for gender,age,teaching experience,educational level,grade taught,and location of the kindergarten,the study found:(1)There is a negative correlation between preschool teachers’social skills and the level of job burnout(r=−0.238);(2)Empathy has a dual-track effect on job burnout,where cognitive empathy negatively affects job burnout(r=−0.245),while emotional empathy has a positive effect(r=0.045);(3)Cognitive empathy partially mediates the relationship between social skills and job burnout(β=−0.124);(4)Mindfulness significantly impacts social skills,cognitive empathy,and job burnout(r=0.278;r=0.286;r=−0.539),and plays a moderating role in the mediation model(β=0.003;β=−0.023).Conclusion:These findings provide theoretical support for the development of burnout prevention and intervention strategies targeted at preschool teachers.They also point out new directions for future research and potential intervention targets,suggesting that enhancing preschool teachers’social skills and cognitive empathy,as well as increasing their mindfulness level,can help them cope with work-related stress and emotional labor,thereby alleviating job burnout.
文摘The role technical and vocational education plays in Chinese educational system is more and more important.However,the quality of vocational and technical teaching,especially ESP(English for Specific Purposes) teaching in vocational and technical colleges neither meets the social requirements nor satisfies students' needs.This paper sets out to explore thequalification problem of ESP teachersand discuss the appropriate approaches to improve teaching level of ESP teachersin Chinese vocational &technicalcolleges.
文摘The latest issue of College English Curriculum Requirements has posed challenges and demands for teachers in terms of linguistic competence, academic knowledge, language skills, professional morality, emotional and attitudinal qualifications, etc., which requires teachers to embrace and handle with active and open-minded responses. Hence, teachers ought to strive to develop and improve their own overall qualifications in collaboration with the long-term development of the subject and of the national higher education, with the need of qualified persons demanded by social development and the students＇ learning. Teachers also ought to form a notion of scientific development by keeping pace with the time, so as to discern the trend of subject development, to form appropriate judgments concerning the social development and to properly regulate their own development.
基金Acknowledgments： This research was funded by projects of humanities and social sciences of the Ministry of Education of China （12YJC 190004, 12YJC 190009）, by project of National Social Science Foundation of China （13BSH061 ） and Science and Technology Development Plan Project of Shandong province （2013GSFI 1802） and the Program for Excellent Young Teachers in Hangzhou Normal University （HNUEYT2011-01-002）, Scientific Research Projects of Heze University in 2014 （XYI4SK02）, the Key Discipline Construction Program of 12th Five-year Plan of Shandong province （Developmental and Educational Psychology）.
文摘Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.
