Exploring How Culture of Excellence is Personified by Mathematics Teachers in the Public Schools

This basic qualitative study aimed to describe how the culture of excellence is being personified by mathematics teachers who were scholar graduates of a certain state university in the Western Visayas region in the Philippines. Eight public school mathematics teachers were included in the study purposively. The researcher utilized semi-structured interviews in gathering the data. Thematic analysis was used to analyze the qualitative data. Findings revealed that mathematics teachers personified the culture of excellence in mathematics education by integrating different strategies in teaching mathematics, being passionate and dedicated, and by pursuing continuous professional growth. In addition, they have manifested excellence in mathematics education through the following: conducted action researches in mathematics education, attended various seminars and training, actively involved in different committees and organizations in and out of school, and received recognition as winners and coaches in different math-related and non-math related activities.

Physiotherapists’ Perspectives Towards Using Telehealth for Acute Concussion Care

A traumatic brain injury reflects a heterogeneous description. The mildest form has been referred to as that of a concussion, with recent steps being taken to reclassify this as mild traumatic brain injury (mTBI). Management has developed in tandem with the understanding of what mTBI, as have methods that physiotherapists (PTs) may use to provide care. The most recent catalyst to the use of in-person versus virtual healthcare was observed during the COVID-19 pandemic. Despite its use, very little is known regarding the perceptions of the PTs who engaged in this method of care, or whether virtual physiotherapy (VPT) may be continued. The purpose of this basic qualitative study was to explore PTs’ perspectives around the use of VPT in their current practice in adult patients with acute mTBI. A framework that centered around the self-efficacy (SE) of the PT was applied. A single, semi-structured interview involvings nine PTs who were experienced in using VPT with mTBI patients. A study-specific questionnaire was developed to explore the PTs’ perceptions related to their SE, potential barriers, as well as factors affecting future use. The results indicated SE beliefs towards VPT use were related to patient and professional factors, technology, and perceived barriers. Barriers were reported at patient-, PT-, and technological-levels. Factors related to future use of VPT were noted as being both intrinsic and extrinsic. Physiotherapists developed their SE beliefs from a variety of intrinsic and extrinsic sources. This study presented a jumping off point to inform a knowledge gap in which more research is required to evaluate PT perspectives across a greater sample size and diverse population. Further study into the perspectives of other stakeholders may be beneficial to explore related to VPT application.

Exploring the Challenges Faced by Working Mothers and the Perceived Factors to Retain them in the Private Education Sector

The purpose of this exploratory study was to explore the challenges faced by working mothers in the education sector and the perceived policies and strategies to retain them in their current jobs. This basic qualitative study used in-depth semi-structured interviews to collect information from five working mothers with at least one child. Thematic analysis was done to analyse the data manually. The key challenges highlighted include work-life conflict, stereotyping, exhaustion, changing work schedule and career growth opportunities. The working mothers also stated that the key perceived policies and strategies to retain them include child-care support, working from home and flexible work arrangements. Generally, they stated that motherhood was their key priority, and they prioritised family overwork. The study provided an understanding to organisations on the challenges faced by working mothers and what policies organisations should focus on to retain them. This study was the first of its kind, and it provided in-depth experience and views of working mothers in the education sector. This paper makes contributions to work-life integration and career theory.

A Qualitative Study Examining Home as Faculty Workplace During COVID-19 Self-Isolation

Objectives: Using the lens of the virtual workplace model, the current basic qualitative study examined how COVID-19 self-isolation affected both online and land-based faculty (working online as an emergency due to COVID-19) workspaces and work processes. Method: A total of 20 online and six land-based faculty completed e-mail interviews both one month and 3 months post self-isolation. Results: Online faculty were more satisfied with their home workplace, but both groups felt more negative about their online work, as they felt a loss of freedom and independence due to the isolation. Conclusions: Findings indicated that both land-based and online faculty showed indications of stress due to self-isolation, which in turn affected their feelings about work. Gaining a sense of control seems to be essential to reducing stress over time. Implication for theory and/or practice: Future researchers may wish to examine the relationship of feelings of employee burnout to the stress of the pandemic. How working from home interacts with burnout is not yet known, particularly for online faculty. Both employers and virtual workers may wish to utilize the study’s findings in recognizing a need for control in virtual workers.

Inside and out: Knowing Chinese and US models of ministry

Increasing numbers of US millennial missionaries are working alongside Chinese house church pastors in China, and conflicts between the two groups have been noted. To date, a majority of scholarly works have explored each of these group’s more surface-level needs, values, and preferences. This basic qualitative study seeks to describe differences in their tacitly held working models of ministry. Working models of ministry have been defined as taken-for-granted assumptions about what it means to be a minister. Analysis of qualitative data yielded from 16 semi-structured interviews resulted in a description of how each of these two groups have conceptualized ministry. In responding to different social contexts, each model has had a different structure, mechanism, and movement. Metaphorically, Chinese participants have been ministering as shepherds by establishing in-group boundaries, embodying clear direction, and taking responsibility for their flock’s growth. In contrast, millennial participants have been ministering as Sherpas by coming alongside those whom they are discipling, walking with them, and sharing burdens during the journey. This study recommends Chinese house church pastors adopt certain aspects of the US model as they lead millennial missionaries. This study also recommends millennial missionaries adopt certain aspects of the Chinese model as they disciple Chinese Christians.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

Academically at-risk college students at a small, private, faith-based university : a qualitative study of factors promoting persistence to the fourth year

This study explored the factors that promoted and the factors that impeded persistence to the fourth year for students who were considered academically at-risk when they entered college. Eighteen participants took part in this basic qualitative study, which utilized three forms of data collection: (a) interview, (b) open-ended survey, and (c) reflective writing. The researcher piloted the data collection tools, along with analyzing data as it was gathered, to ensure the research questions were being answered. Upon the completion of data collection, the researcher utilized inductive, constant comparative analysis, which resulted in the identification of emerging themes. The study's findings indicated persistence is fostered by care and support from within and outside the institution and through participants making connections to the campus and adjusting in ways that demonstrates a refusal to quit. The primary barriers participants had to overcome were academic struggles, institutional impediments outside of academics, and personal obstacles. The findings highlight the need for policies and practices that foster a supportive and caring campus culture, including capitalizing on the importance of family support for this population of students.

Haitian Agricultural Faculty Preparation for Their Academic Roles

Food insecurity is widespread in Haiti. The tertiary agriculture institutions have the great challenge of educating the future professionals who will help in meeting the growth needs of the Haitian agriculture sector. The extent that faculty are prepared for the teaching roles is unknown. This study examined this topic using a basic qualitative study that consisted of interviews with 37 lecturers working at five leading agricultural universities in Haiti. Data were analyzed using a basic thematic analysis. Results revealed the majority of participants generally felt well-prepared for their academic roles. The institutional climate for professional development is variable across the universities represented by the participants of this study. Incentives for participating in professional development were primarily intrinsic. There were 56 specific topics suggested by participants for professional development trainings.