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Designing reflective activities for online video learning could enhance learning outcomes and, to some extent, influence learning processes (ie, attentional processes and emotional experiences). It is necessary to select different levels of reflective activities in online video learning according to learning processes and outcomes. This study examined to what extent different levels of reflection may affect the learning outcomes, and further explored the impact of reflection on learning processes. Participants, comprising 60 undergraduates, were randomly and equally assigned to two different groups: a reflection group and a critical reflection group, and each group member completed specific learning tasks. The results of the learning outcomes showed that critical reflection led to better transfer performance than reflection, but retention performance was the same in both conditions. Regarding process measures, eye-tracking data indicated that the embedding of critical reflection strategies facilitated learners' visual attention, and controlled the difficulty of processing. Meanwhile, physiological data showed that the learners' reflection was accompanied by stress, and there was no significant difference between the two levels of reflection. Practitioner notes What is already known about this topic Embedding reflections within videos is an effective instructional strategy for online learning which can facilitate students' deep learning. Recent studies have evaluated the effectiveness of reflection mostly through its impact on learning outcomes, yet focusing on the process of reflection is equally valuable. How to choose the level of reflection is critical and challenging. Whether it should combine the processes (including attentional processes and emotional experiences) and outcomes of reflection can be addressed through experimental research. What this paper adds Selecting different levels of reflection (ie, reflection and critical reflection) according to Kember's model and suggesting strategies (ie, retrospective interpretation reports and evaluation reports of problem solving) to guide reflection. The experimental design combined outcomes and processes in order to identify the most appropriate level of reflection in the context of video learning, and both offline and online measurements were taken (including eye tracking and physiological measures). Critical reflection leads to superior learning outcomes and has advantages for attentional processes. Additionally, reflection itself is the main factor influencing participants' stress, and there is no significant difference between the levels of reflection. Implications for practice and/or policy Providing guidance for different levels of reflection (ie, retrospective interpretation reports and evaluation report of problem solving), which helps inform the design of instructional videos and foster learners' reflective awareness. Educators should focus not only on the learning outcomes caused by reflection but also on the learning processes of reflection and the emotional experiences that accompany it, in order to choose an appropriate level of reflection. Whether the teaching goal is knowledge retention or transfer, educators should embed a high level of reflection for learners in instructional videos to promote deep thinking and processing.
Zheyu Liu; Hongbiao Yin; Weijin Cui; Boyu Xu; Mingchang Zhang. How to reflect more effectively in online video learning: Balancing processes and outcomes. British Journal of Educational Technology 2021, 1 .
AMA StyleZheyu Liu, Hongbiao Yin, Weijin Cui, Boyu Xu, Mingchang Zhang. How to reflect more effectively in online video learning: Balancing processes and outcomes. British Journal of Educational Technology. 2021; ():1.
Chicago/Turabian StyleZheyu Liu; Hongbiao Yin; Weijin Cui; Boyu Xu; Mingchang Zhang. 2021. "How to reflect more effectively in online video learning: Balancing processes and outcomes." British Journal of Educational Technology , no. : 1.
An increasing number of studies applying structural equation modelling have been witnessed to the research on teaching and teacher education. This paper reviews 15 of 132 articles that use structural equation modelling as the main strategy of data analysis published in Teaching and Teacher Education from 1985 to 2020. The 15 articles touch on three themes of teaching and teacher education research, namely, teachers’ preparation and career choice, daily teaching and coping strategies, and continuous professional learning and change. Although structural equation modelling provides a plausible and powerful research tool, some room for improvement is identified in past studies, pointing to plausible directions for future studies.
Hongbiao Yin; Shenghua Huang. Applying structural equation modelling to research on teaching and teacher education: Looking back and forward. Teaching and Teacher Education 2021, 103438 .
AMA StyleHongbiao Yin, Shenghua Huang. Applying structural equation modelling to research on teaching and teacher education: Looking back and forward. Teaching and Teacher Education. 2021; ():103438.
Chicago/Turabian StyleHongbiao Yin; Shenghua Huang. 2021. "Applying structural equation modelling to research on teaching and teacher education: Looking back and forward." Teaching and Teacher Education , no. : 103438.
This study explores EFL teachers’ identity and emotion interaction across their career span from an integrative perspective. Based on the Dynamic System Model of Role Identity, qualitative interviews with three EFL teachers working in Chinese universities reveal a pattern of surviving, striving, and thriving career stages. Teachers develop from an enthusiastic companion frustrated with teacher-centered teaching, through an ambivalent motivator striving to be an expert teacher, to a fulfilled life coach. Action anchor, temporal dimension, and contextual mediation are discussed for the interplay between emotion and identity development. The study provides a more nuanced understanding of language teacher identity development.
Shanshan Yang; Dingfang Shu; Hongbiao Yin. ‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development. Teaching and Teacher Education 2021, 105, 103420 .
AMA StyleShanshan Yang, Dingfang Shu, Hongbiao Yin. ‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development. Teaching and Teacher Education. 2021; 105 ():103420.
Chicago/Turabian StyleShanshan Yang; Dingfang Shu; Hongbiao Yin. 2021. "‘Frustration drives me to grow’: Unraveling EFL teachers' emotional trajectory interacting with identity development." Teaching and Teacher Education 105, no. : 103420.
In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed.
Ken Hang To; Hongbiao Yin; Winnie Wing Yi Tam; Chrysa Pui Chi Keung. Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership 2021, 1 .
AMA StyleKen Hang To, Hongbiao Yin, Winnie Wing Yi Tam, Chrysa Pui Chi Keung. Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership. 2021; ():1.
Chicago/Turabian StyleKen Hang To; Hongbiao Yin; Winnie Wing Yi Tam; Chrysa Pui Chi Keung. 2021. "Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis." Educational Management Administration & Leadership , no. : 1.
This study conducted a questionnaire survey with a sample of 221 senior secondary mathematics teachers, to examine the relationships between teacher emotions and classroom instruction in the context of China. Confirmatory factor analysis and structural equation modelling were used to analyse the data. The results showed that the mathematics teachers experienced enjoyment and satisfaction more frequently than anger and anxiety, with these emotions varying with age, grade, teaching experience, and professional title. Inquiry-based instruction positively predicted enjoyment and satisfaction and negatively anger and anxiety, while direct instruction positively predicted anger and anxiety. Teachers’ satisfaction can also be a positive predictor of inquiry-based instruction. This study enriches research on teaching–emotion relationships, extending them to the context of Chinese mathematics education.
Zheng Jiang; Ida Ah Chee Mok; Hongbiao Yin. The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China. International Journal of Educational Research 2021, 108, 101792 .
AMA StyleZheng Jiang, Ida Ah Chee Mok, Hongbiao Yin. The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China. International Journal of Educational Research. 2021; 108 ():101792.
Chicago/Turabian StyleZheng Jiang; Ida Ah Chee Mok; Hongbiao Yin. 2021. "The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China." International Journal of Educational Research 108, no. : 101792.
Purpose: This study attempts to explore how Chinese college students engage in face-to-face synchronous and online asynchronous interactions and examine how the two different interaction types are associated with their academic learning (learning achievement and the development of research skills), satisfaction, and their perceptions of learning environments. Design/Approach/Methods: A sample of 3,999 undergraduate students from a research university in Northern China participated in the survey. A series of cluster analysis, one-way analysis of variance, and hierarchical multiple regression were conducted. Findings: The cluster analysis results revealed that there were four types of learners among these students and that a large percentage of Chinese undergraduates were classified into either digital communicators (36.16%) or passive interactors (32.71%). In general, the face-to-face synchronous interaction generated more desirable academic learning, perceptions of the learning environment, and higher satisfaction than the online asynchronous interaction in most aspects. However, the asynchronous online interaction fostered student autonomy and contributed to students’ completion of an in-depth thesis. Originality/Value: By distinguishing face-to-face synchronous versus online asynchronous interactions, this study led to an enhanced knowledge of the interactive patterns of Chinese college students and uncovered the specific effects of the two types of interpersonal interactions in Chinese research universities.
Hongbiao Yin; Lian Shi. Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China: Face-to-Face or Online? ECNU Review of Education 2021, 1 .
AMA StyleHongbiao Yin, Lian Shi. Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China: Face-to-Face or Online? ECNU Review of Education. 2021; ():1.
Chicago/Turabian StyleHongbiao Yin; Lian Shi. 2021. "Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China: Face-to-Face or Online?" ECNU Review of Education , no. : 1.
This study examined kindergarten teachers’ behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects was conducted on data collected from 542 Hong Kong kindergarten teachers. The results showed that principal instructional leadership was positively associated with teachers’ intentions to implement play-based learning directly and indirectly through trust in colleagues and teacher self-efficacy. Teachers with higher efficacious beliefs showed more active intentions to implement play-based learning. These findings highlight the importance of creating conducive organisational conditions and enhancing teacher self-efficacy for the implementation of play-based learning in kindergartens.
Hongbiao Yin; Chrysa Pui Chi Keung; Winnie Wing Yi Tam. What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning? Journal of Family and Economic Issues 2021, 1 -12.
AMA StyleHongbiao Yin, Chrysa Pui Chi Keung, Winnie Wing Yi Tam. What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning? Journal of Family and Economic Issues. 2021; ():1-12.
Chicago/Turabian StyleHongbiao Yin; Chrysa Pui Chi Keung; Winnie Wing Yi Tam. 2021. "What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?" Journal of Family and Economic Issues , no. : 1-12.
The study examined how emotion regulation strategies were utilised by kindergarten principals to fulfil their leading roles. In-depth interviews and document analysis were conducted with five kindergarten principals in Hong Kong. The principals linked their emotions to the psychosocial climate of the kindergartens, highlighting that emotion regulation is essential for the flourishing of the kindergartens. In line with the process model of emotion regulation, principals employed both antecedent-focused and response-focused emotion regulation strategies throughout their work to maintain a positive and rational outlook. In addition, the study also identified that the principals employed interpersonal emotion regulation strategies to facilitate their emotion regulation through social interactions. Together, these strategies contributed to the emotional well-being of the principals, thus optimising their interactions with teachers and parents, so that the children would also benefit. Implications for emotion regulation theory and kindergarten principal leadership are discussed.
Ken Hang To; Hongbiao Yin. Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals. The Asia-Pacific Education Researcher 2021, 1 -11.
AMA StyleKen Hang To, Hongbiao Yin. Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals. The Asia-Pacific Education Researcher. 2021; ():1-11.
Chicago/Turabian StyleKen Hang To; Hongbiao Yin. 2021. "Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals." The Asia-Pacific Education Researcher , no. : 1-11.
Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.
Xiantong Zhao; Hongbiao Yin; Chenyang Fang; Xu Liu. For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China. Sustainability 2021, 13, 1333 .
AMA StyleXiantong Zhao, Hongbiao Yin, Chenyang Fang, Xu Liu. For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China. Sustainability. 2021; 13 (3):1333.
Chicago/Turabian StyleXiantong Zhao; Hongbiao Yin; Chenyang Fang; Xu Liu. 2021. "For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China." Sustainability 13, no. 3: 1333.
In PISA 2015, science was one of the major subjects investigated. Focusing on students science achievement and relevant influencing factors, this study comprehensively investigated the relationships between East Asian students' science achievement and their Information and Communication Technology (ICT) use in learning, ICT self-efficacy, motivational factors (i.e., enjoyment in science learning and instrumental motivation for learning science), and socioeconomic status using the PISA 2015 dataset. The data of six East Asian countries and regions was used. Student final weight and the 80 replicate weights were used to calculate unbiased estimates of population parameters and their corresponding standard errors. The synthesised results of structural equation modelling showed that students' ICT self-efficacy was positively related to their ICT use in learning, while ICT use in learning was negatively related to their science proficiency level. Enjoyment in science learning and instrumental motivation were positively related to their ICT use, but only enjoyment in science learning was positively and significantly related to science proficiency level. Socioeconomic status was highly related to students' science proficiency levels, but weakly related to their ICT use. These findings confirmed the adaptive roles of enjoyment in learning (compared to instrumental motivation) in Confucian heritage culture, and drew attention to the controversial roles of ICT use in educational settings.
Shenghua Huang; Yichao Jiang; Hongbiao Yin; Morris Siu-Yung Jong. Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia. Learning and Individual Differences 2021, 86, 101957 .
AMA StyleShenghua Huang, Yichao Jiang, Hongbiao Yin, Morris Siu-Yung Jong. Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia. Learning and Individual Differences. 2021; 86 ():101957.
Chicago/Turabian StyleShenghua Huang; Yichao Jiang; Hongbiao Yin; Morris Siu-Yung Jong. 2021. "Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia." Learning and Individual Differences 86, no. : 101957.
This study tested a moderated-mediation model of the processes linking principal ethical leadership and professional learning communities in China, in which teacher obligation is included as a mediator, and teacher participation in school decision making is considered as a moderator. The results from 3374 teachers revealed significant direct and indirect effects of ethical leadership on the professional learning communities via teacher obligation. Teacher participation in decision making significantly moderated the effects of ethical leadership on both teacher obligation and on the professional learning communities. The positive effects of principal ethical leadership were strengthened when teachers perceived high participation in school decision making.
Shengnan Liu; Hongbiao Yin. How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis. Educational Management Administration & Leadership 2020, 1 .
AMA StyleShengnan Liu, Hongbiao Yin. How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis. Educational Management Administration & Leadership. 2020; ():1.
Chicago/Turabian StyleShengnan Liu; Hongbiao Yin. 2020. "How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis." Educational Management Administration & Leadership , no. : 1.
Jia Zhang; Hongbiao Yin; Tengfei Wang. Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China. Educational Studies 2020, 1 -18.
AMA StyleJia Zhang, Hongbiao Yin, Tengfei Wang. Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China. Educational Studies. 2020; ():1-18.
Chicago/Turabian StyleJia Zhang; Hongbiao Yin; Tengfei Wang. 2020. "Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China." Educational Studies , no. : 1-18.
Xin Zheng; Hongbiao Yin; Yuan Liu. Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. School Effectiveness and School Improvement 2020, 1 -21.
AMA StyleXin Zheng, Hongbiao Yin, Yuan Liu. Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. School Effectiveness and School Improvement. 2020; ():1-21.
Chicago/Turabian StyleXin Zheng; Hongbiao Yin; Yuan Liu. 2020. "Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China." School Effectiveness and School Improvement , no. : 1-21.
This study investigated the associations between university teachers’ emotional job demands, teaching support, and well-being, and examined the mediating effect of emotional regulation strategies (i.e., reappraisal and suppression) in the job demands-resources (JD-R) model. The results of a survey of 643 university teachers in mainland China indicated that emotional job demands and teaching support, which facilitated teachers’ use of reappraisal strategies, had desirable effects on their well-being. Reappraisal was beneficial to teachers’ well-being, and suppression was harmful. These findings support the mediation role of emotional regulation, and evidence the applicability of the JD-R model to a higher education context.
Jiying Han; Hongbiao Yin; Junju Wang. Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation. Frontiers in Psychology 2020, 11, 1 .
AMA StyleJiying Han, Hongbiao Yin, Junju Wang. Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleJiying Han; Hongbiao Yin; Junju Wang. 2020. "Examining the Relationships Between Job Characteristics, Emotional Regulation and University Teachers’ Well-Being: The Mediation of Emotional Regulation." Frontiers in Psychology 11, no. : 1.
Student engagement has been attracting attention in the discussion of higher education (HE) quality. Despite the rapid increase of international students in China, little understanding has been gained for quality management on these students’ engagement in learning. This paper focuses on international undergraduate students in Chinese higher education institutions, exploring the nature and characteristics of their academic engagement and the environmental factors influencing the engagement. The discussion was based on a synthesis of the findings of two studies, i.e., an exploratory qualitative study following a small group of international students at a research university and a large-scale survey involving 1428 international students at 34 Chinese universities. The analyses revealed less than satisfactory levels of international students’ engagement, with a high proportion of the participants being passively or ineffectively involved in learning. The qualitative findings highlighted pedagogical and attitudinal factors that affected international students’ engagement. The survey results indicated six environmental factors, categorized into three groups, having significant effects on the respondents’ engagement. Although located in China, the analyses bear implications for practitioners striving for the sustainable development of international education in a broader range of contexts.
Mei Tian; Genshu Lu; Hongbiao Yin; Lijie Li. Student Engagement for Sustainability of Chinese International Education: The Case of International Undergraduate Students in China. Sustainability 2020, 12, 6831 .
AMA StyleMei Tian, Genshu Lu, Hongbiao Yin, Lijie Li. Student Engagement for Sustainability of Chinese International Education: The Case of International Undergraduate Students in China. Sustainability. 2020; 12 (17):6831.
Chicago/Turabian StyleMei Tian; Genshu Lu; Hongbiao Yin; Lijie Li. 2020. "Student Engagement for Sustainability of Chinese International Education: The Case of International Undergraduate Students in China." Sustainability 12, no. 17: 6831.
This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed.
Hongbiao Yin; Lian Shi; Winnie Wing Yi Tam; Genshu Lu. Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation 2020, 66, 100905 .
AMA StyleHongbiao Yin, Lian Shi, Winnie Wing Yi Tam, Genshu Lu. Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs. Studies in Educational Evaluation. 2020; 66 ():100905.
Chicago/Turabian StyleHongbiao Yin; Lian Shi; Winnie Wing Yi Tam; Genshu Lu. 2020. "Linking university mathematics classroom environments to student achievement: The mediation of mathematics beliefs." Studies in Educational Evaluation 66, no. : 100905.
This study aimed to investigate secondary students’ mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher–student interactional styles (i.e., teacher leadership and student freedom styles), and students’ mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students’ perceived teacher–student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students’ mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students’ mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.
Wei Lin; Hongbiao Yin; Jiwei Han; Jiying Han. Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions. International Journal of Environmental Research and Public Health 2020, 17, 4742 .
AMA StyleWei Lin, Hongbiao Yin, Jiwei Han, Jiying Han. Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions. International Journal of Environmental Research and Public Health. 2020; 17 (13):4742.
Chicago/Turabian StyleWei Lin; Hongbiao Yin; Jiwei Han; Jiying Han. 2020. "Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions." International Journal of Environmental Research and Public Health 17, no. 13: 4742.
This study investigated faculty-perceived stressors and their relationships with teacher efficacy, engagement and teaching satisfaction in mainland China. The results of a survey of 2758 faculty members from 25 public institutions showed a generally high level of stress, and the stress varied among different types of institution and demographic groups. In a series of bivariate analyses and structural equation models, we found no compelling evidence that faculty stressors were associated with efficacy, engagement, or satisfaction. Instead, our findings show that efficacy is a key factor in explaining the variation in teaching outcomes. These findings suggest a need to elaborate our theoretical models on faculty development and stress to include processes of stress appraisal and coping.
Jiying Han; Brian E. Perron; Hongbiao Yin; Yamin Liu. Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction. Higher Education Research & Development 2020, 40, 247 -262.
AMA StyleJiying Han, Brian E. Perron, Hongbiao Yin, Yamin Liu. Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction. Higher Education Research & Development. 2020; 40 (2):247-262.
Chicago/Turabian StyleJiying Han; Brian E. Perron; Hongbiao Yin; Yamin Liu. 2020. "Faculty stressors and their relations to teacher efficacy, engagement and teaching satisfaction." Higher Education Research & Development 40, no. 2: 247-262.
Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.
Atif Saleem; Sarfraz Aslam; Hong-Biao Yin; Congman Rao. Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management. Sustainability 2020, 12, 3390 .
AMA StyleAtif Saleem, Sarfraz Aslam, Hong-Biao Yin, Congman Rao. Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management. Sustainability. 2020; 12 (8):3390.
Chicago/Turabian StyleAtif Saleem; Sarfraz Aslam; Hong-Biao Yin; Congman Rao. 2020. "Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management." Sustainability 12, no. 8: 3390.
This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers’ fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers’ cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students.
Wei Lin; Hongbiao Yin; Ching-Sing Chai; Wenlan Wang. Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China. The Asia-Pacific Education Researcher 2020, 29, 581 -592.
AMA StyleWei Lin, Hongbiao Yin, Ching-Sing Chai, Wenlan Wang. Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China. The Asia-Pacific Education Researcher. 2020; 29 (6):581-592.
Chicago/Turabian StyleWei Lin; Hongbiao Yin; Ching-Sing Chai; Wenlan Wang. 2020. "Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China." The Asia-Pacific Education Researcher 29, no. 6: 581-592.