Keyword: teachers

ABSTRACT: Teacher emotion has garnered increasing scholarly attention as a critical catalyst shaping professional performances and sustained professional development. This qualitative case study, anchored in Resilience Theory, investigated the emotional experiences and regulation strategies of Vietnamese pre-service EFL teachers during a school-based teaching practicum in the Mekong Delta region. Data was gathered through semi-structured interviews with ten pre-service teachers and five teacher mentors and analyzed through thematic analysis. Findings uncovered a spectrum of participants’ emotional fluctuations influenced by teaching responsibilities, feedback from stakeholders, and administrative tasks. Participants reported emotional uncertainty in dynamic real-life teaching settings, a feeling of being overwhelmed caused by multiple roles, and emotional conflicts in professional identity formation. To regulate these complex emotions, participants employed agent-based and antecedent-based emotional regulation strategies. These strategies aimed at mitigating self-doubt, cultivating emotional resilience, optimizing teaching practices, and fostering their sustainability in the teaching profession. These findings subsequently shed light on the emotionally intensive nature of the practicum and call for the integration of emotion-based assistance to enhance pre-service teachers’ overall well-being. Pedagogical implications were also proposed to advise relevant stakeholders to better their teacher education and training programs.

ABSTRACT: Literature reports, chemistry teachers in Ghanaian high schools struggle conceptually in teaching organic chemistry. Pre-tertiary exposure, professional collaboration, professional competence, and tertiary exposure have been identified as the factors accounting for these challenges. This research studied the factor(s) that predict most of the teachers’ conceptual difficulties in teaching organic chemistry in high school. The findings can help researchers, Ministry of Education (MOE), Ghana Education Service (GES), and Teacher Education provide in-service teachers with necessary intervention or professional development and materials to improve organic chemistry teaching and learning. In a cross-sectional survey, 71 teachers were randomly sampled from 114 chemistry teachers teaching organic chemistry at the high school for the study. Data collected with tests and questionnaires were organised quantitatively and analysed using means, standard deviation and multiple regression. It came to bare that teachers have difficulties in organic chemistry and that the factors accounting for these difficulties are pre-tertiary exposure, tertiary exposure, professional collaboration and professional competence and the most predictive factor was tertiary exposure. Pre-tertiary exposure involves experiences and knowledge acquired before tertiary education, while tertiary exposure involves experiences and knowledge acquired during tertiary education. Professional collaboration involves continuous engagement in professional groups, sharing experiences, and knowledge, while professional competence involves using teaching resources and acquiring in-service training. The recommendation is for chemistry educators and researchers to develop innovative instructional strategies for effective teaching of organic chemistry at the tertiary level.

ABSTRACT: This qualitative study explores the impacts of leaders’ leadership skills on the well-being of Vietnamese English as a Foreign Language (EFL) teachers. Utilizing a grounded theory approach, semi-structured interviews were conducted with six participants selected through purposive sampling from both public and private sectors. This study is important because it addresses a significant gap in existing research by focusing on the well-being of EFL teachers in Vietnam, a context where English proficiency is increasingly prioritized but where teachers face growing pressures and challenges. Understanding how leadership skills contribute to teacher well-being can inform leadership practices and policies that enhance teacher retention, job satisfaction, and ultimately, the quality of English language education. The findings revealed a range of leadership skills and practices that positively influence teacher well-being, including fostering collaboration and teamwork, adapting to changes, respecting teachers’ professional judgment, providing emotional support and fair workload distribution, promoting work-life balance, providing continuous feedback and growth opportunities, ensuring clear communication, empowering and appreciating teachers, resolving conflicts, and establishing trust.

ABSTRACT: This research aimed to examine the extent to which pre-service teachers utilize video conferencing applications for learning purposes. It further sought to find the most used applications for video conferencing and the challenges that pre-service teachers are confronted with in the use of video conferencing for lectures. A multi-stage sampling method was employed to choose 340 participants for this research. A questionnaire and interview guide facilitated the collection of both quantitative and qualitative data for the study. The quantitative data was analyzed using frequency, percentages, mean, standard deviation, independent sample t-test, and one-way ANOVA, while the qualitative data was analyzed using content analysis with narrative discussion. The study found that most pre-service teachers mostly used the Zoom app for live video conferencing. However, the lack of internet data bundles remained the major challenge for students when they engaged in online video conferencing. Furthermore, the study revealed no significant difference in the readiness for online synchronous video conferencing lectures with respect to gender, age, and program of study. The study recommended the creation of academic online communities for every semester course and the institution of a minimum number of hours of online video conferencing for every semester course to promote blended learning in colleges of education. In light of the findings, practitioners do not require additional eLearning expertise and separate tools to implement online synchronous video conferencing lectures based on these demographic variables.