Teacher performance is an important factor to improve education performance. This study aimed to analyze the effect of the work ethics, transformational, and transactional leadership style on teacher performance. The ...Teacher performance is an important factor to improve education performance. This study aimed to analyze the effect of the work ethics, transformational, and transactional leadership style on teacher performance. The experiment was conducted in public high school No. 112 Jakarta. A total of 50 teachers were included as samples, where they were given the questionnaires to be filled by self-rating. Data were analyzed with multiple linear regression model and processed with SPSS version 20. Results showed that transformational leadership, transactional leadership and work ethics have positive and significant impacts on teacher performance both simultaneously and individually.展开更多
This study mainly discusses the relationship between middle school teachers’mental health and work stress in Guangzhou.This study uses questionnaire survey method to examine 237 teachers in Guangzhou,and adopts SPSS2...This study mainly discusses the relationship between middle school teachers’mental health and work stress in Guangzhou.This study uses questionnaire survey method to examine 237 teachers in Guangzhou,and adopts SPSS26.0 to conduct independent sample t-test,ANOVA,correlation analysis,and regression analysis to draw the conclusion.The results show that:(1)The work pressure of middle school teachers in Guangzhou is above the medium level,and their mental health is at the middle level.(2)Under the influence of different gender,position,age,teaching years,and teaching objects,the pressure of middle school teachers is different.(3)There is a significant positive correlation between teachers’work stress and the dimensions of self-confidence loss and social dysfunction of mental health.(4)Work stress can effectively predict the level of mental health.Therefore,we need to understand the pressure sources of middle school teachers to develop measures to alleviate the pressure of teachers and improve the mental health of middle school teachers.展开更多
Over recent years,the reform-driven development of education has been one primary idea of the Chinese government under the leadership of Xi Jinping.Above all,the reform of the personnel system,closely related to the i...Over recent years,the reform-driven development of education has been one primary idea of the Chinese government under the leadership of Xi Jinping.Above all,the reform of the personnel system,closely related to the interests of teachers,becomes the most sensitive link in the educational reform.To root out the restriction of education system on teachers and enhance their enthusiasm for work,Jia County carried out a reform of teacher personnel system from 2013 to 2016,including breaking the hierarchical restriction on teachers’administrative promotion,decentralizing the power of confirming the teachers’professional titles,eliminating the teachers with the worst performances,practicing performance salary,and other measures.In this study,we tracked 627 teachers regarding their work enthusiasm and stress during the three-year reform,analyzed the data through the Hierarchical Linear Model(HLM),and found that:(1)The teachers’enthusiasm for work increased over time,but did not significantly change with the consideration of the influence of the principals’leadership in teaching.The personnel system reform aiming at motivating teachers failed to work as expected.(2)The teachers’work stress still increased year by year.Therefore,this study concludes that the reform in Jia County failed to fulfill its goals and that the vigorous top-down reform did not lead to ideal results.A reason might be that the reform damaged the vested interests of teachers who represent the deep-rooted nepotism typically in the Chinese education community.Reforms of educational personnel system should give schools a full play regarding educational governance in the future.展开更多
The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far...The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far less effective and desirable than it should have been. The effectiveness of group work depends on many factors in real language classroom setting. This paper mainly focuses on the factor of teacher's role. The main implication of this paper is to suggest the appropriate teacher role in students'group work and put forward some skills in organizing group work in order to make group work more effective and significant.展开更多
Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher ...Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher psychology,the control-value theory(CVT)provides additional insights into teachers’experiences.As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings,this study investigated the relationships among teachers’online self-efficacy,anxiety,and engagement through the CVT framework.Methods:This study employed a quantitative research design,conducting a questionnaire survey of 1037 Chinese primary school teachers recruited through convenience and snowball sampling.Exploratory Structural Equation Modelling was first applied to validate the constructs.Subsequently,a structural equation model was developed and tested to examine the relationships between the key variables.A mediation analysis further explored the indirect effect of teacher self-efficacy on engagement through anxiety,consistent with CVT propositions.Results:Structural Equation Modelling results revealed that teachers’self-efficacy was a significant predictor of both anxiety(β=−0.165,p<0.001)and engagement(β=0.707,p<0.001).Anxiety also significantly predicted engagement(β=−0.097,p<0.001).Mediation analysis further demonstrated that anxiety partially mediated the relationship between self-efficacy and engagement(β=0.016).Conclusion:While anxiety can impede teachers’full engagement in online teaching,self-efficacy appears to buffer against anxiety’s negative effects,ultimately enhancing teaching effectiveness.These findings offer valuable insights for improving teachers’online teaching experiences and optimizing educational outcomes in digital environments.展开更多
文摘Teacher performance is an important factor to improve education performance. This study aimed to analyze the effect of the work ethics, transformational, and transactional leadership style on teacher performance. The experiment was conducted in public high school No. 112 Jakarta. A total of 50 teachers were included as samples, where they were given the questionnaires to be filled by self-rating. Data were analyzed with multiple linear regression model and processed with SPSS version 20. Results showed that transformational leadership, transactional leadership and work ethics have positive and significant impacts on teacher performance both simultaneously and individually.
基金This article is granted by The Chinese National Planning Office of Philosophy and Social Science(NSSFC)2018 pedagogy project“Research for Citizen in Great Countries and Value Recognition in New Era”,No.BEA180114.
文摘This study mainly discusses the relationship between middle school teachers’mental health and work stress in Guangzhou.This study uses questionnaire survey method to examine 237 teachers in Guangzhou,and adopts SPSS26.0 to conduct independent sample t-test,ANOVA,correlation analysis,and regression analysis to draw the conclusion.The results show that:(1)The work pressure of middle school teachers in Guangzhou is above the medium level,and their mental health is at the middle level.(2)Under the influence of different gender,position,age,teaching years,and teaching objects,the pressure of middle school teachers is different.(3)There is a significant positive correlation between teachers’work stress and the dimensions of self-confidence loss and social dysfunction of mental health.(4)Work stress can effectively predict the level of mental health.Therefore,we need to understand the pressure sources of middle school teachers to develop measures to alleviate the pressure of teachers and improve the mental health of middle school teachers.
文摘Over recent years,the reform-driven development of education has been one primary idea of the Chinese government under the leadership of Xi Jinping.Above all,the reform of the personnel system,closely related to the interests of teachers,becomes the most sensitive link in the educational reform.To root out the restriction of education system on teachers and enhance their enthusiasm for work,Jia County carried out a reform of teacher personnel system from 2013 to 2016,including breaking the hierarchical restriction on teachers’administrative promotion,decentralizing the power of confirming the teachers’professional titles,eliminating the teachers with the worst performances,practicing performance salary,and other measures.In this study,we tracked 627 teachers regarding their work enthusiasm and stress during the three-year reform,analyzed the data through the Hierarchical Linear Model(HLM),and found that:(1)The teachers’enthusiasm for work increased over time,but did not significantly change with the consideration of the influence of the principals’leadership in teaching.The personnel system reform aiming at motivating teachers failed to work as expected.(2)The teachers’work stress still increased year by year.Therefore,this study concludes that the reform in Jia County failed to fulfill its goals and that the vigorous top-down reform did not lead to ideal results.A reason might be that the reform damaged the vested interests of teachers who represent the deep-rooted nepotism typically in the Chinese education community.Reforms of educational personnel system should give schools a full play regarding educational governance in the future.
文摘The implementation of group work in China is aroused by the teaching reform and proposal of the New Curriculum Standard, in order to improve the language teaching and learning. However, in many cases group work is far less effective and desirable than it should have been. The effectiveness of group work depends on many factors in real language classroom setting. This paper mainly focuses on the factor of teacher's role. The main implication of this paper is to suggest the appropriate teacher role in students'group work and put forward some skills in organizing group work in order to make group work more effective and significant.
文摘Background:With the widespread adoption of synchronous online instruction,concerns have arisen regarding teachers’professional functioning in this new context.While previous studies have extensively explored teacher psychology,the control-value theory(CVT)provides additional insights into teachers’experiences.As limited research has specifically addressed the psychological experiences of primary school teachers in online teaching settings,this study investigated the relationships among teachers’online self-efficacy,anxiety,and engagement through the CVT framework.Methods:This study employed a quantitative research design,conducting a questionnaire survey of 1037 Chinese primary school teachers recruited through convenience and snowball sampling.Exploratory Structural Equation Modelling was first applied to validate the constructs.Subsequently,a structural equation model was developed and tested to examine the relationships between the key variables.A mediation analysis further explored the indirect effect of teacher self-efficacy on engagement through anxiety,consistent with CVT propositions.Results:Structural Equation Modelling results revealed that teachers’self-efficacy was a significant predictor of both anxiety(β=−0.165,p<0.001)and engagement(β=0.707,p<0.001).Anxiety also significantly predicted engagement(β=−0.097,p<0.001).Mediation analysis further demonstrated that anxiety partially mediated the relationship between self-efficacy and engagement(β=0.016).Conclusion:While anxiety can impede teachers’full engagement in online teaching,self-efficacy appears to buffer against anxiety’s negative effects,ultimately enhancing teaching effectiveness.These findings offer valuable insights for improving teachers’online teaching experiences and optimizing educational outcomes in digital environments.
