Ruel F. Ancheta; Anna C. Bocar
Abstract
Abstract This study investigated the factors influencing student learning outcomes as perceived by teacher-participants. The mixed methods approach was utilised to find out the teachers’ personal views on the instructional challenges faced by students in attaining the desired learning outcomes. ...
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Abstract This study investigated the factors influencing student learning outcomes as perceived by teacher-participants. The mixed methods approach was utilised to find out the teachers’ personal views on the instructional challenges faced by students in attaining the desired learning outcomes. A structured questionnaire adopted from the University of Waterloo and a focused group discussion were employed to collect data. Among the three instructional challenges namely cognitive, behavioural, and experiential, the results showed that behavioural challenges are the foremost problem that hinder students in achieving learning outcomes. This is manifested in terms of their interest towards learning, classroom participation, excessive absences, and diligence. It is concluded that students encountered such challenges due to several factors: 1) students’ capability which is generic to all students, 2) mastery of the module which is common to all, and 3) students’ interest, engagement, and prior knowledge which are typical to all students. The implications for further research and directions were discussed.
Zahra Jahani; Afrooz Aminzadeh
Abstract
Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused ...
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Given the importance of the emotional and sensory processing of information in education across different genders and ages, this study intends to examine the differences in emo-sensory intelligence among high school teachers in terms of gender and age. The ability to handle and manage emotions caused by sensory stimulation is referred to as emo-sensory intelligence. It is held that it can be a significant factor in teacher success, which might be affected by gender and age. To this end, this study surveyed 315 Iranian instructors using the emo-sensory intelligence scale. The results of statistical analyses showed that female teachers showed greater emo-sensory intelligence levels than male teachers. Furthermore, teachers between the ages of 30 and 40 had stronger emo-sensory intelligence compared to other age groups. The findings highlighted the importance of developing emo-sensory intelligence in teachers, particularly through specific strategies for male and younger teachers. In the end, the implications were presented, and some suggestions were made.
Reza Pishghadam
Abstract
The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics ...
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The current paper delves into the concept of “waitance”, as the tendency to passively await events without taking any action. Under a comprehensive model, this psychological phenomenon is categorized based on intensity, valence, expectation, and waiting periods. The emotional-cognitive dynamics of waitance along with its connection with teaching burnout is the major concern of this study. Along with providing a valuable framework for educators and policymakers, as well as fostering a resilient teaching environment, this research highlights the practical importance of addressing waitance. It also identifies possible directions in further studying the role organizational support plays in mitigating waitance and burnout. The result is likely to increase the resilience and job satisfaction of educators.