scholarly journals An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 645-653
Author(s):  
N.V. Deepak Nandan ◽  
Dr.M. Sulaipher
Keyword(s):  
Professional Identity ◽  
Self Efficacy ◽  
Online Teaching ◽  
Extrinsic Motivation ◽  
School Teachers ◽  
Online Teachers ◽  
Effective Strategies ◽  
Intrinsic And Extrinsic Motivation ◽  
Academic Year ◽  
Rapid Shift

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals A NARRATIVE INQUIRY ON HOW TEACHER PROFESSIONAL IDENTITY INFLUENCES TEACHER’S SCHOOL TYPE PREFERENCE

2019 ◽  
Vol 9 (2) ◽  
pp. 95
Author(s):  
Maria Dewi Rosari
Keyword(s):  
Job Satisfaction ◽  
Professional Identity ◽  
Self Efficacy ◽  
Occupational Commitment ◽  
School Type ◽  
School Teachers ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Depth Interviews ◽  
Formal School

Some Indonesian English teachers prefer teaching in formal schools while some others favor non-formal schools more. This preference can be analyzed from the lense of teacher professional identity. In this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. By conducting in-depth interviews to two non-formal school teachers from different regions in Indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. Job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. Those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot.

scholarly journals The Relation between Prospective Teachers’ Attitudes towards Uncertainty and Motivation in Teaching

2018 ◽  
Vol 8 (3) ◽  
pp. 122 ◽  
Author(s):  
Cem Şenol ◽  
Mustafa Akdağ
Keyword(s):  
Prospective Teachers ◽  
Significant Relationship ◽  
Extrinsic Motivation ◽  
Linear Regression Analysis ◽  
Intrinsic And Extrinsic Motivation ◽  
Fourth Grade Students ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Academic Year

The aim of this study is to determine the relationship between prospective teachers’ attitudes towards uncertainty and their motivation in teaching. The research was conducted with a correlational model. In this study, exploratory and predictive correlation techniques were used. The study group was comprised of 396 fourth grade students studying at the Inonu University Faculty of Education in the academic year of 2015–2016. A simple linear regression analysis and Pearson Product Moment analysis were conducted on the obtained data. A moderate negative and significant relationship was found between prospective teachers’ attitudes towards uncertainty and their motivation in teaching, and the attitude towards to uncertainty was observed to be a significant predictor of motivation in teaching. In addition to this, a moderate negative significant relationship was found between prospective teachers’ attitudes towards uncertainty and their intrinsic and extrinsic motivation, and the attitudes towards to uncertainty was observed to be a significant predictor of the intrinsic and extrinsic motivation.

scholarly journals The Rapid Shift from Onsite to Online Teaching – Students’ Perceptions

2022 ◽  
Author(s):  
Lulzime Kamberi ◽  
◽  
Alina Andreea Urlica Dragoescu ◽  
Keyword(s):  
Online Teaching ◽  
Course Delivery ◽  
Exploratory Research ◽  
Substantial Impact ◽  
Delivery Modes ◽  
Rapid Changes ◽  
Recent Developments ◽  
The University ◽  
Academic Year ◽  
Rapid Shift

Recent developments in response to the Covid-19 pandemic have had a substantial impact on students, teachers and content delivery modes around the globe. This paper reports the efforts of the University of Tetovo (UT) in North Macedonia (NM) and Banat’s USAMVB University “King Michael I of Romania” to find rapid and efficient means of switching from direct to remote course delivery while maintaining effective communication. Acknowledging that little space was available for training teachers and learners to prepare for such rapid changes, this study examines how students responded. Applying exploratory research methods, the paper offers a preliminary analysis of the difficulties that learners faced in shifting to online presentation. Qualitative data was collected using student interviews and content analysis (Silverman, 2005) was applied to identify themes, biases and meaning. Convenience sampling among enrolled students in the academic year 2020/2021 at both universities identified a non-random sample of 16 students. The findings of the study revealed that participants faced many difficulties in their venture; however, using various strategies, effective planning and organization, they managed to a certain extent to overcome this situation.

The impact of salesperson-brand personality congruence on salesperson brand identification, motivation and performance outcomes

2014 ◽  
Vol 23 (7) ◽  
pp. 543-553 ◽  
Author(s):  
Bashar S. Gammoh ◽  
Michael L. Mallin ◽  
Ellen Bolman Pullins
Keyword(s):  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Brand Personality ◽  
Sales Force ◽  
Brand Identification ◽  
Research Attention ◽  
Content Type ◽  
Intrinsic And Extrinsic Motivation ◽  
Outcome Performance ◽  
The Impact

Purpose – This paper focuses on the role of personality congruence, between salespeople’s own personality and the personality of the brand they represent, in driving salesperson identification with the brand and its subsequent effects on important sales force outcomes, including intrinsic and extrinsic motivation, task self-efficacy and both behavioral and outcome performance. Design/methodology/approach – Data was collected via an online survey from a cross-sectional sample of salespeople. In all, 246 completed the survey. SmartPLS was used to estimate the measurement model and test the hypothesized path relationships using a (partial least squares) structural model. Findings – Results indicated support for all proposed hypotheses in our model. In conclusion, we demonstrate, that the congruency of the salesperson personality with his or her perceived brand personality has a significant impact on the brand identification by the salesperson. This identification has important sales force outcomes, including affecting intrinsic and extrinsic motivation, task self-efficacy and both behavioral and outcome performance. This supports the notion of social identity theory as an important theoretical framework for understanding how the salesperson relates to and delivers the brand message. Originality/value – Previous research has investigated the drivers and implications of customers’ identification with brands and employees’ identification with their organizations. However, less research attention has focused on salesperson identification with the brand. Given the uniqueness of the boundary-spanning role and the importance of the salesperson to the marketing communication of the brand image, investigation of the drivers of salesperson brand identification becomes particularly important.

scholarly journals Online Teaching Self-Efficacy – How English Teachers Feel During the Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 1-17
Author(s):  
Shzh-chen Nancy Lee ◽  
Chie Ogawa
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Language Teaching ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Formative Assessments ◽  
Self Management ◽  
Teaching Online ◽  
Online Teachers ◽  
Teaching Paradigm

The transition from traditional face-to-face to online teaching during the Covid-19 pandemic happened so rapidly that most teachers started teaching without enough training, preparation, and knowledge of online teaching. In order to better understand this current teaching paradigm, the present research examined how English teachers perceive their own ability to teach online. It investigated English teachers’ self-efficacy to teach online by surveying 138 EFL university teachers in Japan. A survey with 29 Likert-scale and two open-ended questions was developed to examine four latent constructs of online English teaching self-efficacy: technology, pedagogy, communicative language teaching, and self-management. Results of the survey found that English teachers were highly self-efficacious toward teaching online. They were most self-efficacious toward the usage of technology, followed by pedagogy, communicative language teaching (CLT), and least efficacious toward self-management when teaching online. Teachers had high self-efficacy for using different online platforms, organizing group work activities, and conducting formative assessments for evaluation. On the other hand, teachers had lowest self-efficacy for maintaining the balance between research and teaching activities. This paper concludes with some pedagogical implications for English teachers when teaching online.

scholarly journals Music Student’s Approach to the Forced Use of Remote Performance Assessments

2021 ◽  
Vol 12 ◽  
Author(s):  
Laura Ritchie ◽  
Benjamin T. Sharpe
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Performance Assessments ◽  
Free Text ◽  
The United Kingdom ◽  
Decision Making Processes ◽  
The University ◽  
The Impact ◽  
Academic Year

Music students at the University of Chichester Conservatoire completed questionnaires about their experience of the forced use of remote teaching and learning due to Lockdown, as imposed in the United Kingdom from March to June 2020, and how this impacted their self-beliefs, decision making processes, and methods of preparation for their performance assessments. Students had the choice to either have musical performance assessed in line with originally published deadlines (still in Lockdown) via self-recorded video or defer the assessment until the following academic year. Student’s choice to defer or submit the assessment during Lockdown was influenced by a range of forced factors, such as adaptions required by online teaching, limitations of rehearsal in their home environment, and the challenges in facilitating and recording their own assessments. Students completed online questionnaires about their self-efficacy, resilience, wellbeing, and provided free text responses explaining the reasoning for their decision to record their performance or to defer the assessment were coded to reveal patterns impacting their decision and preparation processes. Those choosing to submit their assessments demonstrated more strategies in their preparation and reported higher perceived self-efficacy scores. The specific conditions for this assessment, as a result of Lockdown, revealed correlations between resilience and both self-efficacy and wellbeing. The impact on teaching and the student experience is discussed and suggestions to support students in future settings of blended delivery are presented. Theoretical and practical implications are discussed.

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