Search

Purpose: To examine the contextual and personal factors that influence teachers' reported adoption of one or more instructional models (IMs). Methods: Participants (n = 25) were interviewed that reported adopting Sport Education; Teaching Games for Understanding; Teaching Personal and Social Responsibility; and/or Sports, Play, and Active Recreation for Kids in their K-12 curriculum. Results: Viewed through the lens of occupational socialization theory and utilizing constant comparison methodology, the interview data were analyzed and three major themes, each with related subthemes, were developed: (a) IM adoption depends on context and socialization, (b) socializing agents influence IM adherence, and (c) IM implementation is selective. Discussion/Conclusions: Teachers vary in their rationale for adopting one or more IMs, and adherence is frequently a result of principal and student encouragement. Future efforts to disseminate IMs should consider pathways to adoption identified in this study, including teaching conventions, department supervisors, and teaching colleagues. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Supervision of teachers is essential for ensuring effective educational practices, fostering professional development, and achieving student success. The study determined the relationship of program heads' supervisory practices to the teachers' teaching efficacy. It was conducted in a community college in Tangub City, Misamis Occidental. The descriptive-correlational design was used in the study. There were 146 faculty and 361 students who served as the respondents selected through a stratified random sampling technique. The adapted Program Heads' Supervisory Practices and researcher-made Teachers' Teaching Efficacy Questionnaires were used as research instruments. Mean, Standard Deviation, and Pearson Product-Moment Correlation Coefficient were used as statistical tools to analyze the data gathered. Results revealed that the program heads were good in their supervisory practices. The teachers' teaching efficacy was very high. The program heads' supervisory practices did not influence the teacher's teaching efficacy. The strategies employed by program heads in their supervisory roles do not always translate into improved teaching efficiency. The study's findings indicate that program heads need to adopt more responsive and tailored supervisory practices that directly address the specific needs of teachers to enhance teaching efficacy. This may involve integrating targeted professional development focused on practical classroom strategies and fostering peer collaboration to share best practices. Program heads may prioritize open communication and continuous feedback mechanisms to better align their supervisory approaches with the realities of classroom instruction, ensuring that support translates into improved teaching efficiency. [ABSTRACT FROM AUTHOR]

This study examines some teacher sociodemographic factors and school characteristics that may influence teachers' identification of gifted students. Teachers initially nominated a sample of 505 students aged 7–17 years (M = 11.51, SD = 2.07), but only 359 completed a general intelligence test and 225 reached the minimum percentile to be considered potentially gifted. Only 20 of these had a previous diagnosis of giftedness. Results show that the teachers' identification had a sensitivity of 63% and that the teacher's sex and the type of school significantly influenced the identification of giftedness. Female teachers and teachers in private schools made more accurate identifications. There was no evidence for the influence of school setting or the educational stage. [ABSTRACT FROM AUTHOR]

Teacher innovation is closely related to the improvement of basic education quality, and the cultivation of innovative talent for the nation. However, few studies have employed the causes of teacher innovation from the perspective of intrinsic motivation. To explore the factors and mechanisms affecting teacher innovation, we surveyed 421 middle school teachers to investigate the mediating roles of organizational identification and work engagement in the relationship between career calling and teacher innovation. The results indicate that career calling has a significantly positive impact on teacher innovation and that both organizational identification and work engagement mediate the effect of career calling on teacher innovation. Moreover, organizational identification and work engagement act as chain mediators in the relationship between career calling and teacher innovation. Therefore, to promote teacher innovation in middle school, it is important to emphasize the sense of calling, organizational identification, and work engagement. Practical implications for how to promote teacher innovation are also discussed. Practitioner points: Career calling is significantly positively correlated with teacher innovation.Organizational identification and work engagement play a chain mediating role in the relationship between career calling and teacher innovation.Understanding the relationship between career calling, organizational identification, work engagement and teacher innovation can provide effective measures to improve teacher innovation. [ABSTRACT FROM AUTHOR]

Teachers' motivational strategies can be categorised into two types of motivating styles—autonomy-supportive style versus controlling style (Reeve in Educ Psychol 44:159–175, 2009). Several factors can affect the teachers' use of motivational strategies, and student-related factors are some influential reasons. In this study, we focussed on identifying the student-related reasons that could affect the teachers' motivating styles through 56 teacher interviews from 17 secondary schools across Singapore. From the teachers' accounts, we identified "student profiles", "students' behaviours", "students' engagements", and "students' feedback" as the student-related factors that could affect the teachers' motivating styles. By identifying these factors, we hope to raise awareness amongst the teachers (at the personal level) and their social environments (at the contextual level) on what can facilitate or thwart the expression of autonomy-supportive teaching. We also hope to provide useful information on what the social environments can do to support teachers in autonomy-supportive teaching. [ABSTRACT FROM AUTHOR]

In the classroom setting, social context and self-systems affect student engagement for school success. Students' perceived goal orientation of their teachers and grit influence their engagement in academic learning. However, adolescents' efforts for academic success related to teachers' goal orientation and grit remains under-researched in the context of China. The current study aims to investigate the effect of students' perceptions of their teacher's mastery goal orientation on their engagement, specifically considering the mediating effect of grit (pursuing long-term goals with consistency of interest and perseverance of effort). We surveyed 653 eighth-grade students (mean age = 14.4 years) from 13 secondary schools in rural areas of China. The results of structural equation modeling indicated that perceived mastery goal orientation, consistency of interest, and perseverance of effort had significant positive direct effects on student engagement. Additionally, the relationship between perceived mastery goal orientation and student engagement was partially mediated by consistency of interest and perseverance of effort (consistency of interest showed a stronger effect than perseverance of effort). The study contributes to the understanding of the potential mediating effect of grit in classroom settings. [ABSTRACT FROM AUTHOR]

In the future, a significant portion of the workforce is expected to engage in self‐employment or pursue part‐time entrepreneurial endeavours, especially in vocational education and training (VET) fields where entrepreneurship serves as a predominant avenue of employment. The primary goal of this article is to investigate the interconnectedness of a teacher's autonomy, agency, and guiding behaviour and to understand their relevance to the teacher's pedagogical decisions and ability to effectively guide students toward entrepreneurship. To achieve this objective, semistructured interviews were conducted with eight VET subject teachers, employing predetermined concept definitions derived from prior research. Analysis of the interviews revealed a connection between these concepts, highlighting their influence on the pedagogical decisions made by VET teachers. However, minor variations were observed across diverse fields of VET. The study underscores the significance of autonomy, decision‐making capabilities and teacher agency in fostering students' entrepreneurial skills. It emphasises that autonomy alone is insufficient, and various factors either facilitate or hinder the promotion of entrepreneurship. This article contributes to entrepreneurship education research in two ways. First, it provides new information about the VET subject teacher as a promoter of students' entrepreneurial skills. Second, by presenting a theoretical model that helps to understand the factors influencing teachers' actions. The model, being novel, can be utilised to understand how VET teachers utilise autonomy and express agency in their work. Additionally, the research results are considered from an international perspective. The discourse revolves around the conceptual model, by exploring the reasons behind it, and considering subject teachers' professional identity as entrepreneurship teachers. [ABSTRACT FROM AUTHOR]

Introduction: This study seeks to examine the relationships among principal instructional leadership (PIL), teacher self-efficacy (TSE), and teacher performance (TP) within the Indonesian educational setting, specifically in schools implementing the Merdeka Belajar curriculum. Methods: Employing a quantitative approach utilizing Partial Least Square Structural Equation Modeling (PLS-SEM), this research involved a sample of 127 productive teachers randomly selected from 247 teachers. Surveys were administered to measure perceptions of PIL, TSE, and TP, and relevant literature was reviewed to provide theoretical frameworks and research hypotheses. Results: The findings reveal significant direct relationships between PIL and both TSE (0.721) and TP (0.598), indicating that strong instructional leadership positively influences teachers' self-efficacy and performance. Moreover, TSE is found to directly impact TP (0.358), suggesting that teachers' beliefs in their capabilities play a crucial role in their instructional practices and outcomes. TSE is also identified as a significant mediator in the relationship between PIL and TP (0.258), highlighting the importance of fostering teachers' self-efficacy to enhance their performance indirectly through instructional leadership. Discussion: This research underscores the crucial significance of instructional leadership in influencing school culture, which ultimately affects teacher confidence and facilitates teacher performance. By understanding the mechanisms through which PIL impacts TSE and TP, educational leaders can implement strategies to foster a supportive environment that empowers teachers. [ABSTRACT FROM AUTHOR]

The rise of smart learning environments and the transformative potential of the Metaverse are increasingly evident across various sectors, particularly in education. While substantial attention has been directed toward student engagement within the Metaverse, the evolution of teaching methodologies enabled by this technology remains under-examined. This study investigates the influence of teachers' prior experience with technology on their willingness to adopt the Metaverse in diverse educational contexts. Utilizing a sample of 311 educators from the Brazilian Amazon, partial least squares structural equation modeling (PLS-SEM) was employed to validate the theoretical model. The findings emphasize the significant relationship between previous technological experiences, the mediating role of social influence in adoption, and performance expectations. Furthermore, the results underscore the pivotal role of technological engagement in shaping educators' perceptions and their readiness to adopt emerging innovations, such as the Metaverse. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to explore the mechanism by which community social capital influences pre-service teachers' career calling, while also examining the mediating role of career exploration and the moderating effect of agreeableness. Methods: Data were collected from 455 pre-service teachers at a local undergraduate normal college in Guangdong Province, and a structural equation model was employed for analysis. Results: The findings revealed a significant positive relationship between community social capital and career calling, with career exploration serving as a mediating variable between them. Additionally, agreeableness moderated the relationship between community social capital and career exploration. Discussion: These results provide valuable theoretical and practical support for colleges and universities in developing community service-learning education programs that enhance pre-service teachers' career exploration, address their individualized requirements, and cultivate their career calling. [ABSTRACT FROM AUTHOR]

The importance of between‐desk instruction during inquiry‐based learning to deepen learning is well recognised in some curriculum areas but remains under‐researched in geography. Inquiry‐based learning incorporates the use of generative questions and inquiry methods to support student‐driven investigations. This paper reports on a study of teacher–student interactions during geography inquiry‐based learning. A cross‐case fine‐grained analysis of two teachers' video‐recorded lessons in a classroom laboratory using a kikan‐shido coding framework showed that "guiding" was the dominant between‐desk function used. The teachers differed in whether guiding was mainly used for task completion or to deepen student understanding. Semi‐structured interviews revealed that the characteristics and sequence of these guiding actions were influenced by teachers' beliefs. Those beliefs mediated how teachers guided students during the inquiry, debunking a dichotomous view of inquiry‐based learning as either teacher or student directed. We conclude that inquiry‐based learning is a necessary and complex interplay of teacher‐directed and student‐directed activities and that more research on the elements contributing to the kikan‐shido functions performed by teachers could help better identify and strengthen teacher practice for inquiry‐based learning. [ABSTRACT FROM AUTHOR]

This study examines perspectives of seven Jamaican primary school teachers on the degree to which their principals' leadership behaviours include emphasizes recognition, promotes participation in decision-making, takes account of their diverse skills, and demonstrates openness to criticism. The study further explores whether teachers consider the principal's behaviour as contributing to the culture of the school. The study found that teachers value expressions of recognition and opportunities to participate in decision-making. The study also found that while teachers are consulted, they are of the view that their contributions are not sufficiently considered. Instructively, all respondents held the view that while all members of staff were responsible for shaping the culture of the school, the principal had a leading role to play. The findings of the study suggest the need for post-training executive coaching component be implemented which would involve periodic structured conversations about growth, leadership, interpersonal relationships, and culture leadership, among other issues. This mechanism would allow the principal to reflect critically on how he/she in shaping the culture of the school. This coaching exercise would have an even greater impact if it were reinforced by confidential 360° performance reviews focussing on various aspects of cultural leadership. [ABSTRACT FROM AUTHOR]

This study aimed to examine the influence of teacher support on student engagement in mathematics. A cross‐sectional survey was employed to recruit 632 students from grades 7 to 9 in junior middle schools across China. Participants completed various scales, including a teacher support scale, an academic self‐efficacy scale, and a student engagement scale. Data analysis was conducted using SPSS 20.0 and Amos 24.0. Results showed that, first, emotional support and competence support had a significant positive effect on student engagement in mathematics. The contribution from competence support was the strongest. The contribution from autonomy support was the weakest; second, academic self‐efficacy mediated the relationship between autonomy support, emotional support, and competence support and student engagement in mathematics. These findings supplement and expand the understanding of the factors that affect student engagement and provide theoretical support and useful guidance for formulating effective education policies to improve student engagement in mathematics. Practitioner points: Teachers' emotional support and competence support had a significant positive effect on student engagement in mathematics.The contribution of teachers' competence support to student engagement in mathematics was the strongest, followed by emotional support, and autonomy support was the weakest.Academic self‐efficacy mediated the relationship between teachers' autonomy support, emotional support, and competence support and student engagement in mathematics. [ABSTRACT FROM AUTHOR]

The rapid development of AI-based facial manipulation techniques has made manipulated facial images highly deceptive. These techniques can be misused maliciously, which poses a severe threat to information security. Many effective detection methods have been developed to distinguish whether an image has been manipulated. However, malicious facial manipulation images or videos have been widely spread and had a harmful impact before detection. Thus protecting images from manipulation through proactive defense techniques has become the focus of current research. Currently, existing proactive defense methods disrupt the manipulation process through an adversarial attack on the facial manipulation network, which distorts or blurs parts of the manipulated facial image. Nevertheless, these methods are only slightly disruptive in defending against some facial manipulation methods, and the outputs are not only a stigmatized portrait but also that people still can not distinguish the real and fake. To overcome this issue, we propose a Multi-Teacher Universal Distillation based on information hiding for defense against facial manipulation. First, we propose a facial manipulation adversarial attacks network based on information hiding called IHA-Net. IHA-Net can hide the warning image in the protected image without affecting its visual quality and make the facial information disappear after manipulation to present the warning message. In this way, it prevents privacy leakage and stigmatization. Then to address the problem that the protected image cannot defend against multiple facial manipulations simultaneously, we propose the Multi-Teacher Universal Distillation framework. We use multiple trained teacher networks to co-direct the learning of the student network, allowing the student network to defend against multiple manipulation networks simultaneously. Specifically, we designed Multi-scale Discriminators for knowledge distillation at the feature map level to enable the student network to learn more rich knowledge from the teacher network. Furthermore, to balance the influence of multiple teacher networks on the student network during the training process, we designed a Dynamic Balancing Loss module that dynamically adjusts during the training process. Finally, extensive experiments on advanced facial manipulation systems demonstrate that the proposed method outperforms the state-of-the-art approaches. [ABSTRACT FROM AUTHOR]

Teaching is an emotionally demanding profession, and teachers' ability to manage their emotions appears to be linked to their occupational well-being. Kindergarten teachers experience intense and frequent emotional interactions in their daily work; however, studies on kindergarten teachers' emotional labor are still rare. Because social relationships are essential for understanding emotional labor, the current study explored how three types of social relationships influenced teachers' emotional labor strategies and their occupational well-being. Research Findings: Through an investigation of 1,342 kindergarten teachers in China, the results showed that teacher-child relationship, trust in colleagues and trust in parents had different impacts on teachers' emotional labor and dimensions of occupational well-being (job satisfaction and emotional exhaustion). Surface acting and the natural expression of felt emotions had opposite influences on teachers' occupational well-being, and they both played mediating roles between social relationships and occupational well-being factors. Practice or Policy: The study highlighted the importance of teachers' different interpersonal relationships, surface acting and the expression of naturally felt emotion in kindergarten contexts. [ABSTRACT FROM AUTHOR]

COVID-19 has sparked a significant shift in education toward the use of eLearning platforms. Inclusive teachers encounter several challenges when adopting eLearning platforms for education. The purpose of this study was to examine factors influencing inclusive teachers' acceptance of eLearning platforms according to the unified theory of acceptance and use of technology (UTAUT2) model. Overall, 128 Omanis inclusive teachers completed the survey questionnaire. The findings revealed the general acceptability of eLearning platforms. Higher performance expectancy, facilitating conditions, social influence, and service quality were all significant predictors of the eLearning platform on behavioral intention. Moreover, the findings showed that further support and training are needed for inclusive teachers to use eLearning systems. [ABSTRACT FROM AUTHOR]

Recent assessments such as The Progress in International Reading Literacy Study have consciously highlighted that South African learners lag significantly in reading proficiency compared to international benchmarks. In response, the South African Department of Basic Education (DBE) has implemented instructional leadership as a strategic approach to enhance literacy outcomes. Although extensive research links principals' instructional leadership to student performance, there is a paucity of detailed studies on how school-based instructional leaders, specifically Heads of Departments (HODs) support literacy teachers and influence classroom literacy instruction (In the context of this study, school-based instructional leaders refer to Principals, Deputy Principals, Heads of Departments as well as Senior Teachers). This qualitative study addresses this gap by examining the practices of HODs and their impact on literacy instruction in the foundation phase with the purpose of the improvement of reading proficiency. Data were collected through semistructured interviews with purposefully selected literacy teachers across three districts, and analyzed using Tesch's (1990) method. Findings indicate that HODs' instructional leadership practices have a more positive effect on literacy instruction compared to other school-based leaders. The study concludes with recommendations for developing targeted training programs for instructional leaders and literacy teachers to bolster instructional leadership in literacy and foster improved collaboration within schools. [ABSTRACT FROM AUTHOR]

This research aimed to analyze the influence of teacher professional competence on teacher performance, and workplace spirituality. The sample consisted of 182 high school teachers in Malang City, with a standard error of 7%. The analysis tool used was Intelligent PLS. This research shows that professional competence can facilitate teacher mastery of teaching materials and a spiritual attitude that supports the learning process. The results of this research can inform education managers about how to improve teachers' abilities in teaching and learning process activities and mastery of teaching materials. They can also be a policy consideration for the education department to develop teacher performance in Malang City. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this qualitative study was to describe teachers' perceptions of changes in their ethnic-racial identity after completing professional development designed to support facilitation of a school-based ethnic-racial identity student curriculum – the Identity Project. We analyzed interview data from 11 U.S. high school educators (four Teachers of Color; seven White Teachers) who completed 32 training hours and post-program individual interviews to reflect on the impact of the program on their ethnic-racial identity. Based on reflexive thematic analysis, we found that the program influenced teachers' ethnic-racial identity by offering them time and opportunities for change through guided self-reflection. This included participating in all aspects of the Identity Project that is designed for students and learning from and sharing with colleagues. The program (a) served as a reminder reinforcing prior learning about one's ethnic-racial identity, (b) leveraged unique benefits of reflecting in community about issues of ethnicity, race, and identity, and (c) activated curiosity to learn more about one's ethnic-racial identity and its connections with supporting students. Nevertheless, there was teacher-specific variation in these findings that illustrated nuanced experiences. Our findings illuminate paths forward for fostering teachers' ongoing ethnic-racial identity development in the service of promoting students' learning and well-being. [ABSTRACT FROM AUTHOR]

This article examines how teachers engage in symbolic institutional work to address client influence, and how this impacts teacher professionalism. The study delves into an intriguing empirical field, using the Swedish school system as an illustrative case for studying the development of professionalism within a highly marketized context. The research employed interviews, observations, and shadowing, enabling a deeper understanding of the symbolic institutional work in a complex institutional environment where market and professional logic collide. The findings demonstrate how teachers utilize a narrative of a threatening and demanding client, which helps them distance themselves from market logic and resist adapting to it in their professionalism. However, there are also indications of a different narrative, where some teachers embrace and integrate client influence as a natural part of their professionalism. Additionally, there is also a form of ambivalence, where teachers are moving between different narratives. By investigating how professionals engage in these narratives, the article provides insights into understudied dimensions within the concept of professionalism. While the existence of different narratives highlights the complexity and fragility of institutional work, the inclination towards distancing from clients illustrates a preservation of traditional professionalism rather than a shift towards the 'new professionalism' described in previous literature. [ABSTRACT FROM AUTHOR]

This article presents the results of an investigation into the phenomenon of 'first level leadership' in schools. The current theorisation of school leadership largely includes senior and middle leaders. Yet there is evidence in schools, as well as recent research, about the existence of 'first level leaders'. Some scholars might argue that this equates to teacher leadership, but that term is often confounded with middle leadership. First level leadership includes the efforts of teachers who hold positions of responsibility, but experience smaller spans of influence than middle leaders. The study reported here represents the initial phase of a multi-phase research program aimed at clarifying who first level leaders are and what they do. The aim of the present study was to identify evidence of first level leadership from role descriptions, explanations of governance and leadership structures. The official websites of 675 secondary schools from all sectors and states of Australia were investigated to identify potential first level leadership positions, resulting in evidence from 87 schools. Confirmation of these positions was achieved through descriptions of responsibilities and jurisdictional documents such as role descriptions. The positions included coaches, coordinators and assistant heads. The article concludes with implications for educational leadership theory as well as policy and practices relating to developing school leaders. [ABSTRACT FROM AUTHOR]

The changes that occur in history learning require critical thinking skill to support the teaching and learning process. The teacher needs to help students improve their historical thinking skill. This research aimed to a) find out and explain history teachers' understanding of historical thinking skill; b) explain the history teachers' strategy in integrating historical thinking skills through academic discussion activity; and c) know the factors that influence history teachers in integrating historical thinking skill through academic discussion activity. This research was qualitative research by using case study method. The research was conducted in SMA N 1 Sangatta Utara, with the research subjects were two history teachers and six students of XI class. Data collected by using observation, interview, and documentation techniques. Data analysis technique used Miles and Huberman model. The research result showed that a) the teachers understand historical thinking skill before conducting history learning by using academic discussion; b) the teachers' strategy in integrating historical thinking skill with academic discussipn was giving instruction gradually to students so that they can understand the use of historical thinking skill in history learning in academic discussion; and c) there are two factors that influence the teachers to integrate historical thinking skill and academic discussion namely a change in education system, and students condition which do not understand historical material and unable of students to develop critical thinking skills in history learning. [ABSTRACT FROM AUTHOR]

The quality of education is strongly influenced by the quality of teachers as educators. One of the desired qualities is performance, which shows the ability of teachers to achieve optimal results in the organization. The purpose of this study is to examine the effect of supervision on organizational commitment, work culture on organizational commitment, supervision on teacher performance, work culture on teacher performance, and organizational commitment on teacher performance at XYZ Bintaro High School. This study uses a quantitative approach with the PLS-SEM method to analyze the effect of the path coefficient on the variables studied. The research respondents consisted of 41 teachers at XYZ Bintaro High School who filled out a survey via Google Forms with a census approach. The data collected were then analyzed using the SEM (Structural Equation Modeling) model through the PLS 4.0 application. The results of this study indicate that supervision has a positive effect on organizational commitment, work culture has a positive effect on organizational commitment, supervision has a positive effect on teacher performance, work culture has an effect on teacher performance, and organizational commitment has a negative effect on teacher performance. [ABSTRACT FROM AUTHOR]

This research describes the results of the analysis which concludes that workplace incivility has a negative influence on organizational identification, while perceived supervisor support and job satisfaction show a positive influence, although not always significant. Apart from that, it was found that organizational identification has a positive and significant influence on employee performance. These findings support previous research which reports that the relationship between these variables is complex and can influence employee performance. Therefore, this research not only provides a better understanding of the factors that influence teacher performance at the Yos Sudarso Karawang school, but also highlights the importance of paying attention to organizational identification in an effort to improve individual performance in an organizational context. In addition, through clear identification of the problem, scope, problem formulation, objectives and benefits of research, this research also contributes to further understanding of important issues in education in Indonesia. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the relationships among preschool teacher's self-efficacy, teacher–child interaction, and peer interaction, and tried to find out any differences occurred based on young children's emotional intelligence. The research participants of the study were 68 preschool teachers and 210 preschool-aged children. Teacher's self-efficacy test was conducted using measurement tools, and young children's emotional intelligence, teacher–child interaction and peer interaction were analysed through correlation analysis and regression analysis by collecting data using survey questions from teachers. As a result, first, it was found that teacher's self-efficacy had a positive effect on teacher–child interaction, and teacher–child interaction had a positive effect on peer interaction. Second, teacher's self-efficacy did not directly affect young children's peer interaction but influenced peer interaction through the mediating effect of teacher–child interaction. Third, as a result of verifying whether the influence of teacher's self-efficacy on peer interaction through teacher–child interaction appears differently depending on young children's emotional intelligence, there was no significant difference found. These results show that the higher the teacher's self-efficacy regardless of young children's emotional intelligence, the higher the positive interaction between teacher and children, the more positive interaction with young children's peers. [ABSTRACT FROM AUTHOR]

Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings' quality, and as an investment in children's development and well-being. Teachers and children influence each other, within interactions that shape participatory processes. In this study, we examined associations between ECE teachers' participation practices (i.e. both self-reported and observed), observed teacher-child interactions, and children's socio-emotional outcomes (i.e. self-concept and social skills), mediated by children's perceptions of their own participation. Participants in this study were 336 children (163 boys), aged between 42 and 76 months (M = 60.14, SD = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Research Findings: Suggest positive associations between observed participation practices and children's self-concept, mediated by children's perceptions of participation. To our knowledge, this study represents the first empirical attempt to address the mechanisms by which participation practices are associated with children's developmental outcomes, valuing children's subjective experiences of participation, and accounting for different informants and levels of analysis. Practice or Policy: The main findings and study implications for research, practice, and policymaking are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Practice-based teacher education (PBTE) has been proposed as an approach to combat forms of teacher education that create prescriptive understandings of teaching that are disconnected from practice. In physical education, PBTE is becoming more prevalent. Some have argued that many of its elements have been in use for some time, whereas other elements have been refined or are new. In this study, we were motivated to examine the use of PBTE by physical education teacher educators and their perceptions of PBTE. Method: Participants were nine teacher educators from the United States (n = 6), Turkey (n = 2), and Belgium (n = 1). Surveys were used to gather data on the use of PBTE and the perceptions of teacher educators. Data describing the use of PBTE in their programs were descriptively analyzed. Our perceptions were interpreted using an intrinsic case study with PBTE serving as the case. Findings: Programs adopted similar and different elements of PBTE. Four themes emerged relative to the perceptions of teacher educators about PBTE: (a) how the context of the teacher educator influences their use of PBTE, (b) teacher educators' use of PBTE, (c) the advantages of using PBTE, and (d) a critical analysis of PBTE. Conclusion: Our approach to operationalizing PBTE may help encourage useful conversations in physical education teacher education. [ABSTRACT FROM AUTHOR]

Purpose: To validate the English version of the L'Echelle de Perception du Climat Motivational within a Portuguese context and analyze students' perceptions of the motivational climate in physical education and its relationship to demographic variables, participation in extracurricular sports, and students' grades. Methods: A total of 476 Portuguese students participated in the study and completed the L'Echelle de Perception du Climat Motivational (249 men = 52.3%; 227 women = 47.7%). Statistical analysis was used to evaluate the importance of motivational climate in physical education classes. Results: Our results suggest that the Portuguese version of the L'Echelle de Perception du Climat Motivational is valid and reliable. Furthermore, motivational climate is a predictor of both extracurricular sports participation and grades. Discussion and Conclusion: The finding that motivational climate is a predictor for extracurricular sports participation and grades supports the relevance of the climate fostered by physical education teachers and its influence on learning. This study discusses implications for research and practice. [ABSTRACT FROM AUTHOR]

Knowledge is the basic need of every individual. Because of the importance of education, the government requires education for at least 9 years and it is recommended that more than that The formulation of the problem in this study is as follows: "Is there any influence of organizational climate and leadership on teacher performance at Sekolah Menengah Atas Cinta Budaya Medan. In an organization, the role of a leader is very large in creating organizational work productivity, where the leader can create a good working atmosphere. Then a good organizational climate will influence good working conditions where there is a conducive working atmosphere in the organization which can be seen from the performance of each employee in the organization who helps each other in their work. The results of this research explain that there is an influence between organizational climate and leadership in influencing performance at Love Culture High School. Simultaneous test results show that the independent (free) variables studied simultaneously have a significant effect on the dependent (bound) variables. This means that the variables of Organizational Climate and Principal Leadership have a significant effect on teacher performance at Sekolah Menengah Atas Cinta Budaya Medan. The coefficient value of each variable is 0.076 for X1, and 0.672 for X2. The test results partially show that the variables of Organizational Climate and Principal Leadership have no effect on Teacher Performance at Sekolah Menengah Atas Cinta Budaya Medan. This means that separately the Organizational Climate and the Principal's Leadership have no influence on the teacher's performance at Sekolah Menengah Atas Cinta Budaya Medan. The research results explain that there is an influence between organizational climate and leadership in creating performance at Sekolah Menengah Atas Cinta Budaya Medan. [ABSTRACT FROM AUTHOR]

Empathy can be a powerful catalyst for caring action toward wildlife and nature more broadly. Given the critical developmental period of early childhood, interventions that build the capacity of educators to support empathy development in young children are needed. We report on an evaluation of an empathy-focused Community of Practice (CoP) that engaged 15 regional early childhood professionals (including four zoo preschool staff) in the co-creation of empathy practices that are deepened through a 'Two-Worlds' (Indigenous and Western) approach. Ripple effect mapping was the evaluation approach used, as its participatory nature and emphasis on reflection were well aligned with the CoP approach. The results suggest CoP participation influenced teachers' capacity for supporting empathy development, which rippled outward from teacher-level impacts to positive impacts on children, families, and beyond. We also offer reflections on the use of a CoP approach to build individual, organizational, and community capacity for supporting empathy, as well as on the conduciveness of ripple effect mapping for evaluating capacity-building professional learning in the context of empathy conservation. [ABSTRACT FROM AUTHOR]

There is a critical, nation-wide teacher shortage. Exacerbating this shortage is declining enrollment in teacher preparation programs that serve as a pipeline to the profession. To help address this shortage, school districts and teacher preparation programs across the country are implementing a variety of strategies to recruit high school students to consider pursuing a career as a PreK-12 teacher. While such initiatives are growing in number, little research has been conducted to guide and inform these initiatives, and little is known about the extent to which they are successful. In response, the researchers used a single-case study design involving survey and interview data collected from high school student participants to investigate the influence of a two-day recruitment event on participant knowledge about and attitudes toward becoming a teacher. Results confirmed that well-planned recruitment events can have a positive influence on participant knowledge of the teaching profession and attitudes toward becoming a teacher and offered multiple recommendations to guide and inform future recruitment initiatives. [ABSTRACT FROM AUTHOR]

The aim of the current study was to identify the factors influencing teachers' acceptance of using chatbots in education. To achieve this, we employed the descriptive method, applying the conceptual framework of the unified theory of acceptance and use of technology (UTAUT2) to a sample of 406 teachers from the Eastern Province in Saudi Arabia. By applying structural equation modelling (SEM), the research results revealed that the most influential factors of chatbot acceptance among Saudi teachers were artificial intelligence literacy, followed by hedonic motivation, and then social influence. Meanwhile, performance expectancy, effort expectancy, and facilitating conditions were not significant indicators of teachers' acceptance of using chatbots in education. In light of these findings, we recommend the following actions: focusing on artificial intelligence literacy for teachers, holding specialised workshops on chatbot applications in education, enhancing teachers' motivation to use chatbots, and forming professional communities for teachers to exchange experiences and knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The discussion around integrating AI technologies into educational practice is current among scholars and in sociopolitical circles. This study examines the factors influencing teachers' acceptance of educational AI tool (EAIT) use, aiming to inform the development of a pedagogical framework for the responsible integration of AI tools in education. A conceptual model was developed by amalgamating constructs of TAM (perceived usefulness and perceived ease of use) and UTAUT (social influence and facilitating conditions) while integrating the variables of perceived trust and personal innovativeness and considering the impact of teachers' pedagogical beliefs. A total of 342 Greek teachers participated in the quantitative survey conducted. The proposed model was evaluated using partial least squares structural equation modelling (PLS-SEM). The findings illuminated perceived usefulness as the most significant predictor of teachers' behavioural intention to use EAIT. The research also revealed that social influence and personal innovativeness exert considerable influence. While constructivist pedagogical beliefs were found to have no direct impact on EAIT acceptance, the results indicated that educators who embrace those teaching methods exhibit a high propensity to perceive EAIT as useful and trustworthy. Furthermore, the study's analysis demonstrated that trust had a significantly positive effect on usefulness, and innovativeness influences positively and significantly both usefulness and ease of use. [ABSTRACT FROM AUTHOR]

Previous studies clearly indicate the importance of exploring factors that influence teachers'/prospective teachers' moral stances on teaching-related ethical concerns. However, none of these studies have specifically examined the moral motives of teachers/prospective teachers based on the activation of their moral regulation systems in personal, interpersonal, and social settings, while considering both the collider effect of motivation strength and the confounding effect of dispositional optimism. Such an investigation could provide deeper insights into teachers' moral stances regarding critical incidents that give rise to ethical concerns within educational environments, particularly during the initial stages of their teaching careers (i.e., teacher education). Therefore, in the current study, prospective teachers' moral motives were examined as predictors of their perceptions regarding unethical teacher behaviors, considering the collider effect of motivation strength and the confounding effect of dispositional optimism. 701 prospective teachers participated in the study. Comprehensive analyses, including preliminary exploratory structural equation modeling (ESEM) and a main analysis (i.e., set-ESEM), were implemented to investigate the relationships between the research variables thoroughly. The results revealed that the moral motives of 'self-restraint' and 'not harming' had a significant negative effect on the moral stances of prospective teachers regarding the adoption of unethical teacher behaviors. In contrast, the 'social order' moral motive had a significant positive effect on their moral stances toward adopting unethical teacher behaviors. In particular, these effects were not due to the collider effect of motivation strength or the confounding effect of dispositional optimism. Theoretical and practical implications were also discussed in the study. [ABSTRACT FROM AUTHOR]

Purpose: Teachers' organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers' organisational identification. Design/methodology/approach: Data collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers' organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator. Findings: Results revealed significant direct and indirect effects of authentic principal leadership on the teachers' organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers' organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher. Originality/value: This study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers' organisational identification. [ABSTRACT FROM AUTHOR]

Despite the growing interest in using multimodal data to analyse students' actions in Computers‐Supported Collaborative Learning (CSCL) settings, studying teacher's orchestration load in such settings remains overlooked. The notion of classroom orchestration, and orchestration load, offer a lens to study the implications of increasingly complex technology‐supported learning environments on teacher performance. A combination of multimodal data may aid in understanding teachers' orchestration actions and, as a result, gain insights regarding the orchestration load teachers perceive in scripted CSCL situations. Studying teacher orchestration load in CSCL helps understand the workload teachers experience while facilitating student collaboration and assists in informing design decisions for teacher supporting tools. In this paper, we collect and analyse data from different modalities (i.e. electrodermal activity, observation notes, log data, dashboard screen recordings and responses to self‐reported questionnaires) to study teachers' orchestration load in scripted CSCL. A tool called PyramidApp was used to deploy CSCL activities and a teacher‐facing dashboard was used to facilitate teachers in managing collaboration in real time. The findings of the study show the potential of multimodal data analysis in investigating and estimating the orchestration load experienced by teachers in scripted CSCL activities. Study findings further demonstrate factors emerging from multimodal data such as task type, activity duration, and number of students influenced teachers' orchestration load. [ABSTRACT FROM AUTHOR]

Teachers' expectations of student capabilities can meaningfully affect future achievement. However, the consistency of teachers' expectations over time and their differential impact by student gender and ethnicity have not been thoroughly investigated in the context of students' reading achievement. The current study investigates the longitudinal influence of teacher expectancy effects on student achievement through a novel measurement approach that considers classroom context while drawing on cognitive assessments and teacher ratings collected through the large, nationally representative Early Childhood Longitudinal Study–Kindergarten data set (N = 8,503 students). Results of the autoregressive cross-lagged models with five time points between kindergarten and eighth grade indicate teachers' expectations of students' reading achievement are not significantly associated from one time point to the next, though their effects increase over time. Significant differences in longitudinal expectancy effects based on student gender and ethnicity were not found. Implications for teaching practice based on these results are discussed. [ABSTRACT FROM AUTHOR]

Undergirded by "economic theory of the principal–agent problem", the study investigated secondary school teachers' perception of the influence of large-scale testing accountability on teaching and learning. Cross-sectional survey design was used. Simple random sampling was also employed to select 200 teachers for this study. The exploratory factor analysis results showed that although large-scale testing accountability serves as a motivational factor for teachers to be more productive, it puts pressure on teachers and students. Teachers reported teaching to the test (i.e. washback) and spending a lot of instructional time preparing students for the test. Teachers suggested that large-scale testing results should not be seen as the sole basis for teacher effectiveness. Rather, they indicated that large-scale testing results should be used to foster equitable distribution of educational resources and support teachers' professional development to enhance teaching and learning. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

This qualitative narrative inquiry research aimed on exploring the reasons behind teachers' preference for traditional teaching approaches by conducting interviews with five intermediate teachers from Lagao 2nd Bo. Elementary School as participants. The study revealed that factors contributing to their preference included the convenience of lesson preparation, the low cost of traditional teaching methods, and the familiarity of the classroom environment. The study sought to bridge a gap in the existing literature by offering insights into teachers' perspectives. The findings suggest the need for educational institutions to address these issues and emphasize the importance of teachers gaining firsthand experience in public school classrooms to understand current classroom situation. Furthermore, the research recommends taking steps to promote a deeper understanding of effective instructional practices suitable for present and future educational settings. Overall, the study highlights the factors influencing teachers' preference for traditional approaches to teaching and underscores the importance of addressing these issues to adapt instructional practices to the evolving educational landscape. [ABSTRACT FROM AUTHOR]

Background and aim: The teaching profession plays an important role in shaping individuals' lives, with teachers performing complex emotional labour. The management of emotions is an integral part of teachers' professional work, and it is essential to clarify their emotional experiences and the generating of their emotions within a specific cultural context. Methods: Based on a phenomenological approach and the use of anecdotal texts, this study examined six common emotional states among teachers, including happiness, guilt, worry, fear, annoyance, and anger, along with the emotional experiences of two specialised categories of teachers, class supervisors, and pre-service teachers. The factors influencing teachers' emotions and their generative mechanisms were analysed. Results and discussion: This investigation found that key influences on teachers' emotions stem from factors within the teachers' themselves, the contextual nature of their work, and sociocultural dynamics. Drawing on the analytical frameworks of emotional geography theory, ecological theory of human development, and the ecosystem model of teachers' emotional interactions, the study constructs a model highlighting the generative mechanisms of teachers' emotions, and in which three systems are reflected. Conclusion: Teachers' personal attributes are in the direct area of the model and directly govern the formation of their emotions, while their work context consists of a transitional area in emotion formation and the sociocultural system acts as the latent band influencing emotion development. The mechanism model helps us to understand and recognise teachers' emotions and to explore their pedagogical implications. [ABSTRACT FROM AUTHOR]

With the increasing diversity in society caused by migration processes, the heterogeneity of classrooms in educational institutions is increasing. Teachers face new challenges related to cultural diversity in a multicultural classroom. This is more common in societies with a diverse population and in societies where newcomers regularly enter schools. In order to facilitate the inclusion of newcomer children in the education system, more analysis of teachers' intercultural competence is needed. Intercultural competence is the teacher's ability to understand, adapt to and work effectively in different cultural and linguistic contexts in the pupils' environment. This competence includes the knowledge, skills and attitudes necessary to work successfully in a multicultural and multilingual classroom. The intercultural competence of a teacher is essential to create a positive and effective learning environment in which all pupils can learn and develop better, regardless of their cultural or linguistic background. Experience gained in working with newcomers is an important factor influencing teachers' self-assessment of their knowledge, skills and attitudes, and the results show that respondents with such experience rate their knowledge, skills and attitudes higher than respondents without such experience, while age, work experience, level of education and workplace do not show statistically significant differences for the parameters analyzed. The aim of this study is to analyze the structure of the intercultural competence of teachers and its pedagogical potential and characteristics for the activities of teachers in a multicultural educational environment in the context of migration processes, and to assess the readiness of teachers for the inclusion of newcomer children in the Latvian education system. Research methods: analysis of scientific literature, survey of teachers, data processing in SPSS 22.0. [ABSTRACT FROM AUTHOR]

This study examines a science teacher's pedagogical content knowledge during instruction on the topics work and energy, simple machines, and friction force in a gifted class. The research adopts a single case study approach, employing qualitative methods. The participant is a middle school science teacher, and data collection tools include interviews, observations, card-sorting activities, and lesson plans. The study's data were analyzed in an in-depth analysis of explicit PCK. The main findings of the study are: (1) gifted students required additional science practice beyond the scope of the traditional curriculum, (2) the participating teacher encountered challenges when designing and implementing enrichment activities, (3) the characteristics of gifted students positively influenced the development of the teacher's pedagogical content knowledge, and (4) the presence of gifted students prompted a shift in the teacher's science teaching orientation from traditional methods to reform-based practices. Teachers need to have additional knowledge bases or pedagogical content knowledge components. Notably, the research underscores the relevance of the knowledge of enrichment curriculum and knowledge of characteristics of gifted students in the training of science teachers, along with the crucial role of STO in the education of gifted students, especially in the context of teaching physics. These findings offer significant implications for the curriculum designed for gifted students, particularly concerning the teaching and learning of physics topics. [ABSTRACT FROM AUTHOR]

A growing body of research has demonstrated that teachers' judgements may be biased by the demographics and characteristics of the students they teach. However, less work has investigated the contexts in which teachers may be most vulnerable to bias. In two pre-registered experimental studies we explored whether the quality of students' work, and the cognitive load placed on the grader, would influence the emergence of biases relating to socioeconomic status (SES) and ethnicity. In Study 1, teachers (N = 397) graded work of either high or low quality that had ostensibly been written by a student who varied in terms of SES and ethnicity. We found that SES and—to a lesser extent—ethnicity biases were more likely to manifest when the standard of work was below average, largely favouring a student from an affluent White background. In Study 2, an undergraduate sample (N = 334) provided judgements based on an identical piece of work written by a student who varied by SES and ethnicity. Importantly, they formulated these judgements whilst working under high or low cognitive load, which was manipulated via a simultaneous listening task. Results showed that under high cognitive load, a student from an affluent White British background was afforded a boost in grading that was not afforded to Black Caribbean and/or lower SES students. These findings highlight contexts in which teachers may be most prone to biased judgements and should be used by educational institutions to de-bias their workflows, workloads and workforces. [ABSTRACT FROM AUTHOR]

The readiness of mathematics teachers for changes in the education system is important in determining the success of a reform. However, teachers tend to stick to traditional approaches and lack confidence in diversifying their teaching methods. Furthermore, the literature that focuses on the concept of mathematics teachers' readiness to face challenges is still limited. Therefore, this study applies a qualitative approach to explore and comprehensively understand the readiness of mathematics teachers to accept and implement changes in education. This study primarily collects data through in-depth interviews with four experts teachers selected through purposive sampling. An interview protocol was developed for the purpose of guiding the questions that will be asked of the study participants. The study data were analyzed thematically using ATLAS.ti24 software. The study's findings show that all four participants understand and are aware of the readiness of mathematics teachers. Nevertheless, the main issues and challenges of the identified pedagogical aspects relate to the reality of mastery of teaching skills. The majority of study participants believe that the readiness of mathematics teachers also influences pedagogy-related issues. In this context, knowledge and skills can enhance the readiness of mathematics teachers. The study's implications offer valuable insights to mathematics teachers, enabling them to enhance the quality of their teaching over time. For stakeholders, the planning and implementation of a curriculum can be reviewed so that it meet needs and achieve alignment with national education policies. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching. Design/methodology/approach: The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers. Findings: Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers' self-directedness. Research limitations/implications: The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size. Practical implications: The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching. Social implications: We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts. Originality/value: Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers. [ABSTRACT FROM AUTHOR]

In this study, the 21st-century skills teaching levels of teacher candidates were assessed based on factors such as gender, age, department of study, daily internet usage, the reason for use, family income, residence, and whether or not they had previously heard of 21st-century skills. The research data was gathered using the ten-item 21st Century Skills Teaching Scale, which falls into the following categories: problem-solving, teamwork, innovation, and the benefits of technology Özyurt (2020). Frequency, percentage, t-test for independent groups, Mann Whitney U test, One-Way Analysis of Variance (ANOVA), and Kruskal Wallis H test were used to analyze the study's data. The study's findings showed that Turkish and Turkish Language and Literature teacher candidates' 21st-century skills teaching levels were at the level of slightly proficient in all areas, including problem-solving, teamwork, innovation, and technology use. It has been found that there are differences in the 21st-century skills teaching levels of teacher candidates based on their gender, department of study, residence, and prior understanding of these skills. They also differ based on whether or not they have taken courses on these topics throughout their undergraduate education. It was determined that there was no difference in the 21st-century skills teaching levels of teacher candidates based on factors such as family economic status, age, daily internet usage, and purpose. [ABSTRACT FROM AUTHOR]

As learning is more real and permanent when connected to learners' private lives beyond the classroom (Godwin-Jones, 2011), mobile-assisted language learning (MALL) has emerged as a good way to support language learning, especially in informal contexts. With thousands of language learning applications (apps) becoming available, more and more language learners have started to use them as a support for their language learning. The purpose of this research is to investigate the life cycle of language learning apps and the reasons why learners decide to start, stop and restart using apps to better understand the use of the apps outside formal education contexts. The data collected from a survey of 186 participants with experience using language learning apps were analyzed. The results showed that the language learning app has three different phases in its life cycle, which are the "increasing period," "decreasing period," and "reviving period" with three turning points. This life cycle is similar to the Hype Cycle, a model describing how a new technology develops. Furthermore, the reasons behind the three turning points were also discussed. Influence from teachers and friends was the most significant factor contributing to starting using apps. The reasons for abandoning apps can be divided into app-related ones such as dissatisfaction of apps, and learner-related ones, such as stop learning a language. Restarting to learn a language is the major reason for participants who chose to use apps again. The results also revealed that language learners had a positive attitude towards language learning apps, while the high abandonment rate of using apps also indicated that both apps and learning patterns could be improved if teachers can provide more sufficient and appropriate guidance to support the selection and use of apps, and app-designers can include more meaningful and interactive activities rather than just providing drills. [ABSTRACT FROM AUTHOR]