Problematic familial alcohol use and heavy episodic drinking among upper secondary students: a moderator analysis of teacher-rated school ethos

Objective Building on findings reported in a previous publication, the objective of this study is to explore if teacher-rated indicators of school ethos modify the association between problematic familial alcohol use and heavy episodic drinking among upper secondary students. Data were based on combined information from two separate surveys conducted in 2016 among 4709 students and 1061 teachers in 46 Stockholm upper secondary schools, with linked school-level information from administrative registers. Multilevel binary logistic regression analyses were performed. Results Problematic familial alcohol use was associated with an increased likelihood of heavy episodic drinking among upper secondary students (OR 1.36, 95% CI 1.12–1.65). Cross-level interactions revealed that the association was weaker among students attending schools with higher levels of teacher-rated ethos. This was true for overall school ethos (OR 0.79, 95% CI 0.65–0.97) and for four of five studied sub-dimensions of ethos: staff stability (OR 0.78, 95% CI 0.65–0.95); teacher morale (OR 0.79, 95% CI 0.65–0.97); student focus (OR 0.80, 95% CI 0.65–0.97); and academic atmosphere (OR 0.79, 95% CI 0.65–0.96). The sub-dimension “structure and order for dealing with unwanted behaviour” did however not moderate the association between problematic familial alcohol use and heavy episodic drinking (OR 0.95, 95% CI 0.77–1.18).

Teachers' (De)Motivation During COVID-19 Pandemic: A Case Study from Nepal

The COVID-19 pandemic has produced havoc in the world and Nepal is no exception. A transition from an in-person classroom to online classroom has been daunting for the students and teachers motivation level. The impact of teacher morale is often neglected by policymakers and all the stakeholders themselves, which may lead to teachers’ lack of motivation or "demotivation". Teachers’ demotivation is an emotional, cognitive, socio-cultural and psychological state that leads to exhaustion, depersonalization, burnout, decreased teacher achievement and self-worth stress. This study aimed to investigate the factors that supported and hindered Nepalese EFL teachers' motivation levels in their classrooms. A qualitative case study was employed as a research design. Four EFL secondary level teachers teaching at private schools in Kathmandu Valley were selected for this study. The teacher participants were chosen via a systematic random sampling procedure. The data was analyzed and interpreted using a thematic approach, employing survey questionnaires, teachers' interviews, and classroom observation as data collection instruments. The results of this study revealed that EFL teachers in private schools are intrinsically and extrinsically demotivated. The factors that demotivate these teachers include low wages, lack of continuing professional development, students' disruptive behaviors, job insecurity, and fewer holidays.

Expectations of Zimbabwean Teachers and School Heads Regarding Forms of Professional Development Approaches Applied by Supervisors

The study sought to investigate forms of instructional supervisory assistance and professional development approaches teachers expect to receive from their supervisors. The investigation employed a mixed methods research design. The study population comprised all teachers and heads in schools in Harare and Mashonaland Central Provinces. It was conducted in 628 schools: 298 in Harare, and 330 schools in the predominantly rural Mashonaland Central Province. Harare being the largest city was specifically selected as a typical urban province; while Mashonaland Central, with many responsible authorities, was specifically chosen to represent predominantly rural province. The population was stratified according to province and position of would-be respondents. The required random sample was taken from each stratum. Sample size was 741 teachers and school heads randomly selected as follows: 373 from Harare and 368 from Mashonaland Central. Data were collected through questionnaires in which respondents indicated their expectations. Findings revealed that teachers expected the following forms of assistance from supervisors: making greater use of multi-sensory visual teaching aids; caring for needs of talented learners; evaluation of teacher’s own teaching competence, and conducting a good lesson. Both school heads and teachers viewed as effective supervisory approaches, participatory ones in which teachers jointly-planned and organized with supervisors. Major challenges faced by schools included shortage of time, inadequate teaching and learning resources, negative attitudes and low teacher morale. The study recommends that education Supervisors embrace these expectations and employ more participatory approaches.

“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the workforce and emotions pertaining to it are still heavily regulated and monitored. Purpose of Study The purpose of this study is to explore how teachers’ emotions are or are not supported and nurtured in an urban high school, contextualized by an exploration of what it means to work in a “feminized” profession that is increasingly subject to regulations that limit teachers’ autonomy and agency. Research Design Drawing on portraiture methodology and using interview and field note data from a case study on teacher morale in an urban high school, we advance a theory about the emotional rules of teaching in a neoliberal era. Findings We argue that teachers have been socialized into the emotional rules of the profession in ways that inhibit their expressions of so-called outlaw emotions, or negative emotions that certain groups have been taught not to exhibit. For some teachers, these emotions may manifest as vulnerability, shame, or burnout. Conclusions/Recommendations We conclude that emotional rules are embodied and that there are material consequences to the ways teachers are required to regulate their emotions. Teachers’ expressions of outlaw emotions should be viewed as courageous. Teachers’ vulnerability should be nurtured at both individual and institutional levels in order to build teacher community, reduce feelings of burnout and isolation, and ultimately (hopefully) reduce teacher attrition. Valuing the humanity and emotions of teachers is a critical step in ensuring humanity for all of our children.

School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance

This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes are evident using the Chi-Square Test of Independence. The correlation between Building High Performance Team scores and Teacher Morale in terms of rapport comes out to be highly significant. However, School Leadership in terms of Problem Solving and Coordinating with Others and Leading & Managing Changes were not significant. For Interpersonal Sensitivity of School Heads and Teacher Morale in terms of rapport, the correlation is significant at p<.05. There are significant relationships between leading and managing changes to cohort survival, interpersonal sensitivity and completion rate with p<.05; and relationship between Teacher’s Morale in terms of satisfaction to completion rate. School heads need to evaluate and monitor the training needs assessment to address teachers’ professional growth and assist in improvement of the school performance. A similar research can be conducted to determine the validity of the relationship between teacher’s morale and school performance and to verify the results of this study.

MOTIVASI, KOMUNIKASI, DAN LINGKUNGAN KERJA BERPENGARUH TERHADAP SEMANGAT KERJA GURU DI SMP NEGERI 5 DENPASAR

Work morale is the mental attitude of individuals and groups that are able to create work atmosphere, encourage cooperation, and can complete tasks on time. To increase morale, it is necessary to pay attention to the factors that influence it. The purpose of this study was to determine the effect of motivation, communication, and work environment on work morale. This research was conducted at SMP Negeri 5 Denpasar. 56 teachers are used as sampleswith saturated sampling method. Data collection collected by interviews and questionnaires. The analysis technique used is multiple linear regression. Motivation, communication, and work environment have positive and significant effect on teacher morale. SMP Negeri 5 Denpasar is expected to further improve health care, pay attention to the communication of fellow teachers, and arrange the room so that teachers feel comfortable in working. Keywords: motivation, communication, work environment, work morale

The influence of teacher pedagogical competence of teachers’ work morale

This study aims to analyze the influence of teacher pedagogical competence on teacher’s work morale. Using a quantitative approach through the correlational method. The research sample of 86 teachers. Data collection uses two instruments, the teacher’s pedagogical competency questionnaire, and the teacher’s work moral questionnaire. Data analysis techniques used One-Sample Kolmogorov-Smirnov for normality tests and simple regression techniques for linearity tests. The results showed that increasing teacher pedagogical competence influenced increasing teacher morale. It can be concluded that the teacher's pedagogical competence needs to be improved so that the teacher's work morale also increases so that educational goals can be realized.

Voices of Ghanaian Head-Teachers Working in Low-Fee Private Schools

Head-teachers play a crucial role in school improvement, teacher morale and retention, as well as student learning. In this study, the authors examine the perspectives and the roles of eight head-teachers in Low-Fee Private Schools (LFPSs) in Ghana, within the context of Goal number 4, target 4c of the Sustainable Development Goals (SDGs). This qualitative study uses a longitudinal case study approach. Findings reveal that head-teachers were either the proprietors of the schools or family members and faced three fundamental challenges in the areas of finance, human resources, and parent engagement. Lastly, principals tended to exercise leadership authoritatively

The Effects of Contextual Learning and Teacher's Work Spirit on Learning Motivation and Its Impact on Affective Learning Outcomes

The goal of achieving student learning outcomes is not entirely only values in numbers or cognitive learning outcomes. But it also attaches great importance to the affective learning outcomes shown in attitudes or behavior. This study aims to analyze the effect of contextual learning approaches and teacher morale on learning motivation and its impact on student affective learning outcomes. The population in this study were 728 grade 8 students of SMP Negeri 20 and SMP Negeri 23 in Tampan. With the cluster random sampling technique a sample of 155 students was obtained. Data collection used a questionnaire then the data were analyzed by path analysis. The results found that contextual learning approaches have an influence on student motivation, the experience of working with friends while learning has an effect on student motivation and learning behavior, a positive effect on behavior is shown in attitudes manifested in affective domain learning outcomes. The work spirit of the teacher contributes to student affective learning outcomes, high teacher enthusiasm and the teacher's ability have an effect on student motivation to positively impact student affective learning outcomes.