scholarly journals The Relationships between Middle School Teachers’ Epistemological Beliefs and Learner Autonomy Support Behaviours: The Role of Teaching-Learning Conceptions as the Mediating Variable

2020 ◽  
Author(s):  
Servet Üztemur ◽  
Erkan Dinç ◽  
Yusuf İnel
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Autonomy Support ◽  
Epistemological Beliefs ◽  
Learner Autonomy ◽  
School Teachers ◽  
Teaching Learning ◽  
Learning Conceptions

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

scholarly journals Pengaruh Spiritualitas Dalam Kinerja Guru Melalui Modal Psikologis di SMP Muhammadiyah Magelang

2019 ◽  
Vol 17 (3) ◽  
Author(s):  
Imron Imron ◽  
Idi Warsah
Keyword(s):  
Middle School ◽  
Organizational Commitment ◽  
Path Analysis ◽  
Middle School Teachers ◽  
Teacher Performance ◽  
Total Sample ◽  
School Teachers ◽  
Analysis Techniques ◽  
The Relationship

AbstractThe purpose of this study was to determine the role of spirituality in teacher performance seen from the organizational commitment of Muhammadiyah Middle School teachers in Magelang Regency. This research is a quantitative study that is correlational, namely research that is asking the relationship between two or more variables. The population in this study were all Muhammadiyah Middle School teachers in Magelang Regency with 370 teachers, while the total sample in this study was 185 teachers. To conduct data analysis in this study, then: (1) analysis techniques with descriptive statistics; (2) technical analysis of multiple regression; and (3) path analysis techniques. Based on the results of research and discussions that have been conducted, the results of this study are (1) Spirituality has a very significant role in influencing teacher performance through organizational commitment, Muhammadiyah Middle School teachers in Magelang Regency; (2) Spirituality directly affect teacher performance, although not as much as if it is through organizational commitment variables; and (3) Teachers who have high spirituality will have good performance because they have high organizational commitment. AbstrakTujuan penelitian ini adalah untuk mengetahui peran spiritualitas dalam kinerja guru dilihat dari komitmen organisasi pada guru SMP Muhammadiyah di Kabupaten Magelang. Penelitian ini merupakan penelitian kuantitatif yang bersifat korelasional, yaitu penelitian yang bersifat menanyakan hubungan antara dua atau lebih variabel. Populasi pada penelitian ini adalah seluruh guru SMP Muhammadiyah di Kabupaten Magelang yang berjumlah 370 guru, sedang jumlah sampel dalam penelitian ini berjumlah 185 guru. Untuk melakukan analisis data pada penelitian ini, maka digunakan (1) teknik analisis dengan statistik deskriptif; (2) teknis analisis regresi ganda; dan (3) teknik analisis jalur (path analysis). Berdasarkan hasil penelitian dan pembahasan yang telah dilakukan, maka hasil penelitian ini, yaitu (1) Spiritualitas mempunyai peran sangat signifikan dalam mempengaruhi kinerja guru melalui komitmen organisasi, guru SMP Muhammadiyah di Kabupaten Magelang; (2) Spiritualitas secara langsung mempengaruhi kinerja guru meskipun tidak sebesar jika melalui variabel komitmen organisasi; dan (3) Guru yang memiliki spiritualitas yang tinggi akan memiliki kinerja yang bagus karena memiliki komitmen organisasi yang tinggi.

scholarly journals Teacher Support and Student’s Self-efficacy Beliefs

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Sid Mitchell ◽  
Julie DellaMattera
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teacher Support ◽  
Efficacy Beliefs ◽  
Negative Effects ◽  
School Teachers ◽  
School Students ◽  
Student's Perceptions

Abstract The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

What's Going On…

1980 ◽  
Vol 28 (1) ◽  
pp. 33
Author(s):  
Harriet Haynes
Keyword(s):  
Middle School ◽  
Effective Teaching ◽  
Middle School Teachers ◽  
National Science Foundation ◽  
Learning Tools ◽  
Information Contact ◽  
School Teachers ◽  
Know How ◽  
National Science ◽  
Teaching Learning

Microcomputer workshop for middle school teachers. A National Science Foundation (NSF) program at Eastern Montana College will assist middle school teachers who want training in how to use microcomputers as effective teaching/learning tools. Many schools that have purchased microcomputers do not have teachers who know how to use them. Teachers who participate in the NSF workshop are expected to conduct workshops and train their colleagues. In this way the program multiplies its effectiveness. For more information contact William A. Stannard, Mathematics Department, Eastern Montana College, Billings, MT 59101

The Effect of Problematic Internet Use Behaviors and Psychological Need Thwarting of Online Teaching on Primary and Middle School Teachers’ Psychological Distress during COVID-19: Cross-sectional Questionnaire Study (Preprint)

2021 ◽  
Author(s):  
Jian Yi ◽  
I-Hua Chen ◽  
Chung-Ying Lin ◽  
Cheng-Chieh Li ◽  
Xiao-Ling Liao ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Middle School Teachers ◽  
Online Teaching ◽  
Internet Use ◽  
Problematic Internet Use ◽  
School Teachers ◽  
Psychological Need ◽  
Proposed Model

BACKGROUND Recently, the negative effects of the COVID-19 pandemic on mental health have been addressed from the perspective of general public health. The role of problematic Internet use as a risk factor for psychological distress during the epidemic is another area of increased concern. Preliminary evidence suggests an increased psychological vulnerability for elementary and middle school teachers. OBJECTIVE The current study analyzed the role of problematic Internet use, including problematic smartphone (PSU) and problematic social media use (PSMU), as explanatory variables in terms of primary and middle school teachers’ fear of COVID-19. The effects of PNT of online teaching and fear of COVID-19 were also evaluated in terms of teachers’ psychological distress. The purpose was to empirically evaluate the relationships among these research variables using a proposed model of factors contributing to teachers’ psychological distress during COVID-19. METHODS Online survey data was collected from 9030 primary and middle school teachers. A conventional model based on recent publications in the field of problematic Internet use and psychological distress during COVID-19 was compared with a proposed model, based on prior findings indicating problematic Internet use variables serve as explanatory, rather than outcome, variables. RESULTS Structural Equation Modelling confirmed the superior goodness of fit of the proposed model (Χ2 (348) = 6220.27, RMSEA = 0.04, NNFI = 0.07, CFI = 0.99, SRMR = 0.07), as evidenced by aΔAIC of 578.505 (significant when greater than 10) between the conventional model and proposed model. The data also demonstrated that the proportion of participants with psychological distress was relatively high: depression (20.4%), anxiety (26.4%), and stress (10.2%). The problematic Internet use behaviors were significantly associated with fear of COVID-19 (PSU: t = 17.19, P < 0.001; PSMU: t = 7.91, P < 0.001). Fear of COVID-19 and PNT of online teaching were both positively related with psychological distress (Fear of COVID-19: t = 9.65, P < 0.001; PNT of online teaching: t = 10.83, P < 0.001). A significant moderating effect was found for PNT of online teaching on psychological distress (t = 5.68, P < 0.001), in that PNT of online teaching enhances the harmful effect of fear of COVID-19 on psychological distress. CONCLUSIONS The findings suggest that problematic Internet use behaviors contribute to fear of COVID-19 which, in turn, results in psychological distress. PNT of online teaching was both directly associated with increased psychological distress as well as serving as a moderator enhancing the impact of fear of COVID-19 on psychological distress. We suggest that school administrators pay attention to teachers’ psychological needs and make efforts to assist teachers in experiencing greater autonomy and relatedness from interpersonal relationships to alleviate the psychological need thwarting that may arise from online teaching tasks.

scholarly journals Twenty-First Century Middle Schooling in New York: Teachers Share Experiences and Perspectives on Remote Teaching and Learning Early in the Global Pandemic

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Sandra Stacki ◽  
Zerin Bay ◽  
Andrew FlynnDavis ◽  
Jessica Hermann
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Middle Level ◽  
School Teachers ◽  
Social And Emotional ◽  
Teaching Learning

In early 2020, the Covid-19 virus hit many places, including New York City, with such a force that nobody could have foreseen the events following its spread. The education system was pushed to transition itself to meet with 21st century technology. This study explores this disruption in the education system and how middle school teachers in several New York counties responded. What are middle school teachers’ perspectives and practices during the rapid switch to remote teaching? Professor and graduate students in a Curriculum, Instruction, and Assessment class on middle level schooling designed the interview protocol focused on five related areas of the remote learning endeavor: 1) Preparation, 2) Teaching, Learning, and Participation, 3) Social and Emotional effects on Students, 4) Monitoring and Assessment, 5) Looking forward. The findings demonstrate a primarily reactive response and limited preparation. Teachers express a mixed review of successes and struggles with online teaching and the challenges of engagement, participation, and meeting the social emotional needs of restless students who sometimes do not have the parent support or the technological devices that could further assist their success with online learning. Each teacher had their own unique experiences and challenges teaching students through a computer screen.

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