Shaping teachers' organizational citizenship behavior through self-efficacy and trust in colleagues: moderating role of collective efficacy.

BACKGROUND/PURPOSE: The aims of this study are: (1) to examine the mediating effect of teacher self-efficacy on the relationship between trust in colleagues and organizational citizenship behavior (OCB); and (2) to evaluate the moderating effect of collective efficacy on the relationships between teachers' self-efficacy and OCB, as well as between trust in colleagues and OCB. DESIGN/METHODOLOGY/APPROACH: The cross-sectional data were based on 408 sets of usable questionnaires collected from teachers who worked in government schools in Malaysia. The partial least square structural equation modeling technique was used to test the model and hypotheses. FINDINGS: The results indicate that trust in colleagues is positively related to organizational citizenship behavior (OCB) and teacher self-efficacy. Additionally, teacher self-efficacy and OCB are also positively related. Furthermore, the relationship between trust in colleagues and OCB is partially mediated by teacher self-efficacy. Moreover, collective efficacy significantly moderates the path between teacher self-efficacy and OCB but not between trust in colleagues and OCB. ORIGINALITY/VALUE: Despite earlier studies examining the relationship between trust, teacher self-efficacy, and OCB, little is known about the mediating mechanism of teacher self-efficacy and the moderating effect of collective efficacy. Thus, this present study makes significant contributions in both theoretical and practical aspects.

Knowledge and Practice Regarding Vocal Hygiene Among Teachers of Selected Schools, Kathmandu.

BACKGROUND: Vocal hygiene (VH) is the practice of taking care of the voice and minimizing strain on it. This comprises avoiding smoking, alcohol, and other harmful substances, remaining hydrated, and practicing proper breathing techniques. This study intended to evaluate the level of knowledge and practices concerning VH. METHODOLOGY: A cross-sectional study design was utilized to conduct the study among teachers in Greenland Higher Secondary School, Basundhara National Academy, and Nirmal Batika Academy using a self-administered structured questionnaire. A sample of 122 teachers was taken using a complete enumerative sampling technique. The data were collected from October 1 to October 16 and were edited, coded, and entered into the Statistical Package for Social Science for further analysis. Data were examined using descriptive (frequency, percentage mean, and standard deviation), inferential statistics (chi-square test), and Karl Pearson's test. FINDINGS: The study results presented that nearly half, 49.2% of the respondents, had a moderate level of knowledge, 31.1% had an inadequate level of knowledge, and 19.7% had an adequate level of knowledge regarding VH. The results discovered that 73% of the respondents had good practice, and 27% had poor practice regarding VH. There was a statistically significant association only between the level of knowledge regarding VH and the number of classes taken per week (P = 0.0053). VALUE: The study showed that the majority of teachers have moderate knowledge about VH, whereas there is good practice among teachers. The results strongly recommend the need for VH training sessions for teachers.

Emerging psychosocial factors and work overload perceptions of Mexican university teachers and students working and studying from home during the COVID-19 pandemic.

Introduction: In Mexico, academic activities during the COVID-19 pandemic were conducted from home for over 2 years. Especially during the initial months of the pandemic, the lockdown conditions necessitated a reorganization and a new understanding of social dynamics. Therefore, this study aimed to explore the perceptions of university students and teachers regarding emerging psychosocial factors that either encouraged or hindered work and/or study from home during confinement, as well as their perceptions of work overload. Furthermore, the differences between students and teachers in the studied variables were analyzed. Method: A predominantly quantitative, cross-sectional, and correlational study was conducted with 108 participants (42.6% university teachers; 57.4% graduate or postgraduate students) who filled out an online questionnaire encompassing two open-ended inductors to identify the positive and negative aspects of working or studying from home and their frequency of perceptions, the COVID-19 Work Overload from Home Scale (ESTC-COVID-19), and questions about the hours per day devoted to different activities. The open responses were categorized by two independent groups of the research team; the emerging categories were then consensually agreed upon and further transformed into dummy and continuous variables. These variables and the results of the ESTC-COVID-19 were analyzed with SPSS 19 using Pearson's correlation coefficient, the Chi-squared test, and Student's t-test. The results identified 9 positive and 10 negative emerging psychosocial factors attributed to at least 10% of the sample's open answers. In addition, work overload correlated negatively with the emerging factor of "Making better use of time" and positively with "Work, school, and/or domestic activities overload;" moreover, students perceived more work overload than teachers. Discussion: Differences between students and teachers were observed in the following psychosocial factors: "Self-management," "Comfort," and "Enjoying home" (as positive factors) and "Domestic work" and "Interruptions, distractors, noise" (as negative factors), with students generally reporting more discomfort than teachers. The study analyzes these differences in relation to the demands and nature of the study and work activities undertaken by both groups, as well as the previous training of the skills and the resources required to carry them out.

Inclusive education and related policies in special needs schools in South Africa.

Background: Post-apartheid, the education system shifted its focus from a segregated education system to an inclusive education system, which resulted in greater consideration of the role and function of special needs schools. In 2014 the National Department of Basic Education developed and implemented an inclusive approach and policies to provide guidelines on the running of special needs schools (SNS). The study was conducted in six SNS in Ekurhuleni South District, South Africa. Objectives: The study explored the experiences of teachers and healthcare workers when implementing policies in SNS in the study area. Method: This exploratory qualitative study used purposive sampling to select 13 teachers and healthcare workers for in-depth interviews. Collected data were analysed using inductive thematic analysis and ATLAS-ti version 23. Results: Teachers and healthcare workers had different working experiences and understandings about inclusive education and policies, as well as their role in implementing these policies. Experienced challenges included lack of training, limited resources, lack of parental support, issues with differentiated curriculum, an unacceptable teaching environment; and poor referral systems. These challenges evoked strategies such as improvising, collaborating, and referring. Participants indicated that they required further training, resources, and support to successfully implement inclusive policies. Conclusion: Both teachers and healthcare workers agreed that resources were lacking at all SNS represented. Staff training was urgently needed as the current curricula at SNS were differentiated for learners with physical and intellectual disabilities. Contribution: Findings may inform policy implementation and change in SNS.

Prevalence and Predictors of Carpal Tunnel Syndrome Symptoms Among Teachers in Jazan: A Cross-Sectional Study.

Background  Carpal tunnel syndrome (CTS) is a common musculoskeletal condition of the hand and wrist frequently associated with repetitive hand motion and environmental considerations. Teachers are more likely to acquire CTS because of their lengthy writing and computer use. This study aimed to determine the prevalence of CTS symptoms and related variables among schoolteachers in Jazan, Saudi Arabia. Methods This study was conducted as a cross-sectional survey of teachers in Jazan, utilizing an online platform for data collection. The Boston Carpal Tunnel Syndrome Questionnaire (BCTQ) was the primary tool used to determine symptom intensity and functional status. The data were rigorously analyzed using a range of statistical methods, including descriptive statistics, the Mann-Whitney U test, the Kruskal-Wallis test, Spearman's correlation, the chi-square test, Fisher's exact test, and binary logistic regression, ensuring the robustness of the findings. Results The study comprised 336 schoolteachers with a mean age of 43.3 ± 6.5 years, of whom 58.0% were female and 42.0% were male. About 8.0% of instructors reported CTS symptoms. Female gender (median Symptom Severity Scale (SSS): 15.0 vs. 12.0, p < 0.001; median Functional Status Scale (FSS): 8.0 vs. 8.0, p < 0.001), increased time spent writing (r = 0.237, p < 0.001 for SSS; r = 0.217, p < 0.001 for FSS), and presence of comorbidities such as diabetes (median SSS: 16.0, p = 0.002; median FSS: 8.0, p = 0.001) had a negative correlation with symptom severity (r = -0.174, p = 0.002) and functional impairment (r = -0.141, p = 0.011). Surgical therapy (median SSS: 32.0; median FSS: 24.0; p<0.001) and post-treatment symptom recurrence (median SSS: 28.0; median FSS: 22.0; p<0.001) were associated with increased severity and disability. According to binary logistic regression, increased writing time significantly predicted CTS diagnosis (OR = 1.151, 95% CI: 1.024-1.295, p = 0.018). Conclusion CTS symptoms are common among Jazan teachers, and various sociodemographic, vocational, and clinical variables influence their intensity and functional status. Ergonomic treatment, early identification, and suitable management measures are critical for preventing and mitigating the effects of CTS among teachers. Additional research is required to develop focused therapies and enhance the results of this occupational group.

Teacher's health and presenteeism.

Presenteeism is a relatively new phenomenon affecting the health of employees, and studies on this topic are scarce. It refers to being physically present in the workplace but mentally or physically unable to fully perform one's duties. For teachers in particular, this is influenced by internal and external factors that determine their relationship with work. The objective of this study was to understand how presenteeism developed among teachers from a school in the city of São Paulo, Brazil, which offers secondary education programs including basic professional and technical qualification. This was a qualitative study using Bardin's content analysis method. Twenty teachers suffering from presenteeism were randomly selected to compose the purposive sample. Data were collected from September to December 2019. Participants complaints were mainly related to school organization and their own relationship with work. Several factors lead to illness and impact teachers' health and quality of life, such as physical and emotional exhaustion, difficulties in recovering health, suffering, underperformance, difficulty taking sick leaves, and professional and financial damages. Presenteeism involves personal, financial, and sociocultural issues, as well as organizational factors that make teachers feel obligated to work even when they are sick to perform their duties.

O presenteísmo é um fenômeno relativamente novo que afeta a saúde dos trabalhadores. Estudos sobre o tema são escassos. O presenteísmo refere-se a estar fisicamente presente no local de trabalho, mas mental ou fisicamente incapaz de desempenhar plenamente suas funções. Para os professores, isso é influenciado por fatores internos e externos que determinam a sua relação com o trabalho. O objetivo deste estudo foi compreender como o presenteísmo se desenvolveu entre professores de uma escola pública de ensino médio e técnico na cidade de São Paulo. Trata-se de um estudo qualitativo que utilizou o método de análise de conteúdo de Bardin. Foram selecionados aleatoriamente 20 professores com presenteísmo para compor a amostra proposital. A coleta de dados foi realizada no período de setembro a dezembro de 2019. Questões relacionadas à organização do trabalho e à relação do indivíduo com o trabalho propriamente dito foram, entre outras, as que mais apareceram na pesquisa. Diversos fatores levam ao adoecimento e impactam a saúde e a qualidade de vida dos professores, tais como desgaste físico e emocional, dificuldades na recuperação da saúde, sofrimento, queda no rendimento, dificuldade de afastamento e prejuízos profissionais e financeiros. O presenteísmo envolve questões pessoais, financeiras e socioculturais, além de fatores organizacionais que levam o professor a trabalhar sem condições de saúde para cumprir suas funções no trabalho.

The Development of a Comprehensive Dimensions Scale for Assessing Clinical Teachers' Occupational Well-Being.

Objective: In Taiwanese clinical and healthcare environments, there is a dearth of appropriate and effective tools to evaluate clinical teachers' occupational well-being. Therefore, this study aimed to develop a culturally adapted scale, a Taiwanese version of the Clinical Teachers' Occupational Well-Being Dimensions Scale (CTOWDS), to accurately measure the occupational well-being of clinical teachers in Taiwan. Methods: Following a comprehensive literature review and expert panel discussions, the study developed the CTOWDS and conducted exploratory factor analysis (EFA) with 346 participants using SPSS to identify its underlying dimensional structure and psychometric properties. Confirmatory factor analysis (CFA) was then performed with 255 participants using AMOS to validate the EFA results. The study also assessed internal consistency, convergent and discriminant validities, and goodness-of-fit indexes to ensure that the scale was valid and reliable in the Taiwanese cultural setting. Results: The EFA refined the scale from 51 to 29 items across five dimensions: personal qualities (11 items), academic research and career development pressure (6 items), teaching experience (4 items), learning experience (4 items), and teaching and communication pressure (4 items). These five dimensions explained 65.279% of the total variance. The CFA confirmed the five dimensions and 29 items, with good convergent and discriminant validities, goodness-of-fit indexes, and Cronbach's alpha values exceeding 0.70. Conclusion: The findings affirm the utility of the developed CTOWDS as a reliable and culturally relevant instrument for assessing the occupational well-being of clinical teachers.

A Hypothesis-Driven, Near-Peer Physical Diagnosis Module on Streptococcal Pharyngitis Within the Pediatrics Clerkship.

Introduction: In busy clinical settings, there is limited time to teach physical examination (PE) and procedural skills, particularly when the traditional head-to-toe PE approach is time-consuming. Near-peer teaching of a more efficient approach, the hypothesis-driven PE (HDPE), increases students' learning opportunities. We developed a near-peer HDPE module to improve medical student confidence, knowledge, and skills for diagnosing and managing streptococcal pharyngitis. Methods: During this 1-hour module, residents taught the diagnostic approach for a patient with sore throat and facilitated small groups for practicing PE and throat swab skills. We assessed students using pre- and postmodule surveys including Likert-scale confidence scores (1 = not at all confident, 5= extremely confident), multiple-choice knowledge questions, and a skills rubric. A control group was surveyed at clerkship conclusion. Results: Of the 71 pediatric clerkship students who participated, 69 (97%) completed premodule surveys and 65 (91%) completed skills assessments. Twenty-eight (39%) completed postmodule surveys and skill assessments. After participation, students' survey responses and rubrics indicated significant increase in confidence (Mdn pre = 2 [IQR = 1,2], Mdn post = 4 [IQR = 4,5]; p < .001), knowledge (M pre = 40%, M post = 77%; p < .001), and skills (M pre = 5.3, M post = 7.5; p < .01). Participating students also had significantly higher confidence (p < .005) and knowledge (p < 0.01) compared to the control group. Discussion: This near-peer HDPE module improved students' knowledge, confidence, and skills related to streptococcal pharyngitis diagnosis and management and achieved compliance for a required clerkship skill.

Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version.

The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to the work wellbeing, mental health, and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the socioemotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with exploratory graph analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the confirmatory factor analysis (CFA). The EGA findings confirmed a structure of four dimensions and 19 items in total: (a) cognitive management of teacher emotion (four items), (b) teacher empathic concern (four items), (c) teacher-student relationship (four items), and (d) adverse classroom climate (seven items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X2 (171) = 354.546 (p < 0.001), Comparative Fit Index (CFI) = 0.971, Tucker-Lewis index (TLI) = 0.966, Root Mean Square Error of Approximation (RMSEA) = 0.061, and Standardized Root Mean Square Residual (SRMR) = 0.062. In conclusion, a tool for the assessment of teachers' socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research.

The influence of achievement motivation on the educational practice ability of pre-service teachers: the multiple mediating role of professional identity and learning engagement.

Objective: According to Bronfenbrenner's bioecological model of human development, focus on exploring the mechanism of person characteristics (achievement motivation) in their own development (improvement of educational practice ability). Method: A survey was conducted on 1,225 pre-service teachers in Anhui Province, China, using the Achievement Motivation Scale, Professional Identity Scale, Learning Engagement Scale, and Educational Practice Ability Scale. Results: (1) Achievement motivation can significantly and positively predict pre-service teachers' educational practice ability; (2) Achievement motivation can indirectly affect pre-service teachers' educational practice ability through the mediating effects of professional identity and learning engagement; (3) Professional identity and learning engagement play a chain mediated role in the impact of achievement motivation on pre-service teachers' educational practice ability.

Voice as a Working Tool for Teachers: A Qualitative Study of Work-Related Perceptions and Impact.

BACKGROUND: Teachers rely heavily on their voices, making them susceptible to voice disorders affecting their teaching efficacy and well-being. This study explores the role of voice as a working tool for teachers and its impact on their professional lives, a necessary step in designing intervention points. METHODS: Using a phenomenological approach, we conducted qualitative interviews with 18 teachers (13 females, 5 males) from diverse backgrounds. They represented diverse teaching areas, grade levels, and school districts. Data were analyzed through content analysis. In this process, 52 codes were identified, totaling 753 code references. FINDINGS: This study uncovered insights into the role of voice as a working tool for teachers and its impact on their professional lives. In-depth analysis of the interviews with 18 teachers resulted in 6 key themes: (1) Voice is a crucial occupational tool for teachers for instruction, engagement, and classroom management; (2) working conditions significantly impact teachers' vocal health, with environmental factors and vocal load contributing to voice problems; (3) vocal health concerns are frequently reported by teachers, emphasizing the need for comprehensive health management strategies; (4) there are notable best practices and gaps in vocal care, with teachers expressing the need for more resources and formal training; (5) amplification devices play a significant role in sustaining teachers' vocal health, although access to and use of these tools is inconsistent; and (6) voice-related problems have a significant emotional and psychosocial impact on teachers, affecting their self-perception, professional identity, and well-being. DISCUSSION: This study highlights the critical role of vocal health in teachers' professional lives, revealing its impact on teaching efficacy, well-being, and professional identity. The findings highlight the need for comprehensive support systems, including vocal health programs, resources like amplification devices, and counseling for emotional impacts. The six identified themes emphasize the necessity of holistic interventions to enhance teachers' well-being and effectiveness.

The role of individual differences in environmental sensitivity in teachers' stress and burnout at work.

School teachers are among workers most exposed to stress and burnout-a relevant occupational phenomenon leading to psychological and economic costs. The Environmental Sensitivity individual trait-as captured by the psychological marker of sensory processing sensitivity (SPS)-has been found to have a relevant role in stress and emotional exhaustion at work. Yet, little is still known about heightened SPS in the educational field and on underlying mechanisms occurring in the relationship between SPS, stress and burnout. The current work aimed to explore the association between SPS and burnout among teachers as well as the moderating role of perceived stress and school climate in this association. One hundred and ninety eight teachers (44.3 years; SD = 9.7, 94% F) reported on their levels of SPS, occupational burnout, perceived stress and school climate quality. In line with a vulnerability effect, we found heightened SPS largely associated with burnout. This was particularly evident in a context of high-perceived stress, suggesting that teachers high on SPS may experience more challenges in the face of elevated stress with the need of more support. When exposed to positive and supportive school climate, highly sensitive teachers showed a decrease in burnout, suggesting high SPS as a valuable strength for benefiting from positive experiences. Findings have the potential to inform the customisation of support programs, assisting both schools and work agencies in increasing their awareness of the role of individual differences in responding to both work-demand-related stress and to positive work environments.

The relationship between work-family conflict and job burnout among primary and secondary school teachers: the role of depression and cognitive reappraisal.

Background: Primary and secondary school teachers are a high-risk group for job burnout, and how to alleviate their job burnout has become an increasingly urgent issue. Previous studies have paid less attention to the differential effects of the bidirectional interaction between work and family on the job burnout of the teachers. This study aim to explore the different impact of work-family conflict and family-work conflict on job burnout among primary and secondary school teachers, as well as its underlying mechanisms. Methods: This study selected 2,184 primary and secondary school teachers in China (Mage = 37.26; SD = 9.40) as participants using a random sampling method. Using the SPSS Process 4.0 macro plugin constructed a moderated mediation model, the study explored the relationships between two different forms of work-family conflict, depression, cognitive reappraisal, and job burnout. Results: The study results indicated that both forms of work-family conflict were significantly positively related to the job burnout, and this relationship was influenced by the mediating role of depression. Furthermore, cognitive reappraisal moderated the relationship between depression and job burnout. Conclusion: This study revealed the potential pathways influencing job burnout among primary and secondary school teachers in the Chinese cultural context. Focusing on and alleviating work-family conflicts for primary and secondary school teachers is crucial for mitigating their occupational burnout. Additionally, teachers should also carefully and reasonably use cognitive reappraisal as an emotional regulation strategy to adjust the impact of depression on occupational burnout.

Assessing post-Covid-19 Lebanese teachers' attitudes towards ICT and their level of integration in the classroom in relation to their years of experience.

In this technological era, the implementation of Information and Communication Technology (ICT) into the learning environment is impacted by many factors, chief among them are those related to the teachers whose experience and attitude play a key role in the proper integration of technology. This study purports to investigate the effect of teachers' experience on their attitude towards ICT integration and their level of usage in the classroom. It used a quantitative descriptive method by adopting two surveys (Hernández-Ramos et al., 2014 and Sánchez et al., 2012) as the main instrument for data collection. The survey was administered in four English language private urban schools in Lebanon. This study shows that the teachers hold an overall positive attitude towards ICT integration in the classroom. However, no significant relationship between their attitude and years of experience is identified. While teachers demonstrate a moderate to low ICT usage, a significant negative correlation between their use of ICT in the classroom and their years of experience is evident. These findings are not consistent with the prevalent literature that tends to associate positive attitudes towards technology with higher usage of ICT in different educational settings around the world. Limitations of the study and recommendations for sustainable implementation of ICT in the classroom are provided.

Relationship between voice impairment and stress coping styles in professionally active teachers.

BACKGROUND AND AIM: The cause of voice problems in teachers are excessive voice strain, improper voice emission, and wrong emotional responses to occupational stress. The aim of the study was to analyze the relationship between subjective voice assessment of professionally active teachers treated for voice disorders and their stress-coping styles. METHODS: The study included 174 female teachers participating in a 24-day voice rehabilitation program at a sanatorium hospital. The Voice Handicap Index (VHI) self-assessment questionnaire was used to subjectively assess voice impairment. The Coping Inventory for Stressful Situations (CISS) questionnaire was used to assess coping styles. The VHI and CISS questionnaires were administered to the teachers at the beginning of the rehabilitation stay. RESULTS: Emotion-focused coping was shown to be associated with the subjective assessment of voice dysfunction as assessed by the VHI questionnaire for the total score and all of its dimensions (p = 0.04). CONCLUSIONS: In addition to proper voice emission, the prevention and rehabilitation of occupational voice disorders in teachers should also include stress management techniques, as this can help reduce the incidence of functional voice disorders in this occupational group.

Personality Traits and Self-Reported Vocal Fatigue and Other Voice Measures Among Teachers.

BACKGROUND: Previous research has examined the correlation between certain personality traits and specific voice disorders. These studies indicated that a predictive relationship exists between an individual's personality and their likelihood of experiencing certain types of voice disorders. The personality type classified as "extravert" was most commonly correlated with voice problems associated with high vocal use such as inflammation or nodules. AIM: The purpose of this study was to determine if a relationship exists between self-reported vocal fatigue, demographic characteristics, such as assigned sex at birth and age, perception of current voice condition, aerodynamic measures, and voice acoustic parameters with any of the five personality traits measured by the Big Five Personality Index: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. We hypothesized that vocal fatigue scores and spirometry measurements may be good predictors of specific personality traits, and therefore, can be useful measures to complement vocal assessment. METHODS: Participants in this cross-sectional correlational study included 73 full-time elementary and middle school teachers. Participants completed the Vocal Fatigue Index (VFI) and the Big Five Inventory (BFI)-10 personality index; further, microphone recordings were collected from a battery of voice tasks in addition to spirometry. Descriptive analyzes of the dependent variables (BFI personality traits) and independent variables (demographics, acoustics, spirometry, and VFI total score) were performed, calculating frequency values. Kruskal-Wallis tests were conducted to evaluate independent variables' differences across the scores of the five BFI personality traits. The association between the independent and dependent variables was then investigated using a Generalized Estimating Equations multinomial logit model. The level of significance was defined at 0.05, and the associations are expressed as betas and standard error. RESULTS AND CONCLUSION: The results suggest that high scores for the traits of extraversion and agreeableness were both predicted by lower scores on the VFI (P ≤ 0.05), indicating that individuals with lower perception of vocal fatigue may be more likely to be identified as extraverted and/or agreeable personalities. These results support previous study's conclusion as well as add additional insights that could be translated into screening protocols and additional supportive care of occupational voice users.

Exploring teacher discourse patterns: Comparative insights from novice and expert teachers in junior high school EFL contexts.

Effective teacher discourse is critical in improving English as a foreign language (EFL) education, particularly in junior high schools in China, where students are at a crucial stage in their language development. As junior high school students are at a pivotal developmental stage, this research investigates the discourse patterns employed by novice and expert teachers to assess their impact on students' engagement and language acquisition. Despite the extensive research on teacher discourse in higher education, a significant gap remains regarding its application in compulsory primary education settings. This study aims to fill this gap by examining the current classroom discourse patterns of EFL teachers in junior high schools to identify the distinctions between novice and expert teachers and explore the factors contributing to these differences. This mixed-methods study includes qualitative and quantitative analyses. Verbatim transcriptions of six classes were used to create a corpus exceeding 20,000 words. The data were analysed using cross-tabulation in Excel and Chi-square tests in SPSS 22.0, complemented by semi-structured interviews with selected teachers. The theoretical framework is grounded in Long's（1996）interaction hypothesis, which underlines the significance of communication in facilitating language proficiency through meaningful interaction, and the analysis follows Sinclair and Coulthard's（1975）discourse patterns. The initiation-response-feedback (IRF) and initiation-response-0 (IR0) emerged as predominant patterns among both novice and expert teachers. Novice teachers predominantly relied on the basic IRF pattern, while expert teachers exhibited greater flexibility and more frequent use of variant patterns, such as IRFR, I[RnFn] and [InRn]F. Such adaptability among expert teachers creates a more interactive and engaging learning environment, thereby enhancing student participation and language acquisition. The study also identifies a novel variant structure, IRnF, used more frequently by expert teachers, underlining the benefits of group work in fostering teamwork and independent thinking. Expert teachers demonstrated a greater propensity to adapt their discourse strategies to foster a more production-oriented learning environment, which was the main factor driving the teachers' differing discourse patterns. This study significantly contributes to the analysis of teacher discourse in the junior high school EFL context, providing empirical evidence and practical insights that bridge the gap between theory and practice. By elucidating the distinct discourse practices of novice and expert teachers, this study offers valuable recommendations for teacher professional development and highlights the importance of employing varied and interactive discourse structures to improve EFL teaching effectiveness. The study also provides valuable insights for educators striving to improve their instructional practices and the language acquisition in EFL classrooms.

Burden of Voice Use and Voice Disorders in Early Childhood Educators in Singapore.

It is well established that teachers are prone to voice-related problems. Much of existing literature focuses on grade-school teachers, and early childhood educators are an understudied demographic. This study aims to determine the burden of voice use and prevalence of voice disorders in early childhood educators in Singapore. METHODS: A cross-sectional survey was performed in 2022. This was sent via email to all registered preschools/kindergartens in Singapore. RESULTS: There were a total of 413 responses. Mean age of respondents was 37.4years (range 28-46years) and 99.0% were female. 67.0% were Chinese, 14.8% Malay, 9.5% Indian, and 8.7% Others. Regarding burden of voice use, 81.4% of respondents reported talking for extended periods of time (>30 minutes) and 74.5% reported having to sing on >1 occasion a day. 321/413 respondents (77.9%) had to shout or raise their voice at least once a day, whereas 128 of out 413 respondents (31.1%) reported having to scream at least once a day. Point prevalence of voice disorder (defined by VHI-10 >11 was 37.5% and sVHI-10 >12) was 47.2%. Over the preceding 12months, 72.2% of respondents experienced hoarseness on at least 4-7 occasions, with 41.4% losing their voice. While 52.5% of respondents have taken at least 1 sick day off due to an issue with their voice, only 38% has consulted a GP and 13.6% consulted an ENT specialist on at least one occasion. 45.8% have considered leaving the profession on at least one occasion. Factors significantly associated with both point prevalence and year-long prevalence of voice disorders include large class size of >20 students and needing to shout and/or scream >1 time/day.

[Determinants of health behaviors of physical education teachers and students]. / Determinanty zachowan zdrowotnych nauczycieli i studentów wychowania fizycznego.

BACKGROUND: The level of health behavior of physical education teachers and people preparing to perform this profession is important from the point of view of the need to play the role of a health promoter - an authority in the promotion of health culture. The aim of the study was to assess the level of teachers' health behaviors of physical education teachers and students, as well as to search for their determinants. MATERIAL AND METHODS: The research covered 127 teachers and 173 physical education students. Standardized questionnaire tools were used to assess the level of health behaviors (Juczynski Health Behavior Inventory) and physical activity (International Physical Activity Questionnaire). RESULTS: Teachers demonstrate a higher level of health behaviors than students. Most respondents achieved an average level of the general health behavior index (HBI) (53.1% of teachers, 52.3% of students), while a high level - 26.8% of teachers, 19.8% of students and a low level - 19.9% of teachers and 27.7% of students. Female gender and teaching profession are significant predictors of HBI. Physical activity, both its current level and the level undertaken in the past, as well as the body mass index (BMI) do not determine HBI. In the regression model, physical activity is significantly associated with male gender, past sports activity and a lower BMI level. CONCLUSIONS: Research indicates neglect in the general area of health behaviors among men, while among women, physical activity needs to be more widely popularized. The teacher education system should be more focused on the development of self-development competencies in the context of health-promoting behaviors. Med Pr Work Health Saf. 2024;75(4):355-365.

Canadian health care providers' and education workers' hesitance to receive original and bivalent COVID-19 vaccines.

BACKGROUND: The demand for COVID-19 vaccines has diminished as the pandemic lingers. Understanding vaccine hesitancy among essential workers is important in reducing the impact of future pandemics by providing effective immunization programs delivered expeditiously. METHOD: Two surveys exploring COVID-19 vaccine acceptance in 2021 and 2022 were conducted in cohorts of health care providers (HCP) and education workers participating in prospective studies of COVID-19 illnesses and vaccine uptake. Demographic factors and opinions about vaccines (monovalent and bivalent) and public health measures were collected in these self-reported surveys. Modified multivariable Poisson regression was used to determine factors associated with hesitancy. RESULTS: In 2021, 3 % of 2061 HCP and 6 % of 3417 education workers reported hesitancy (p < 0.001). In December 2022, 21 % of 868 HCP and 24 % of 1457 education workers reported being hesitant to receive a bivalent vaccine (p = 0.09). Hesitance to be vaccinated with the monovalent vaccines was associated with earlier date of survey completion, later receipt of first COVID-19 vaccine dose, no influenza vaccination, and less worry about becoming ill with COVID-19. Factors associated with hesitance to be vaccinated with a bivalent vaccine that were common to both cohorts were receipt of two or fewer previous COVID-19 doses and lower certainty that the vaccines were safe and effective. CONCLUSION: Education workers were somewhat more likely than HCP to report being hesitant to receive COVID-19 vaccines but reasons for hesitancy were similar. Hesitancy was associated with non-receipt of previous vaccines (i.e., previous behaviour), less concern about being infected with SARS-CoV-2, and concerns about the safety and effectiveness of vaccines for both cohorts. Maintaining inter-pandemic trust in vaccines, ensuring rapid data generation during pandemics regarding vaccine safety and effectiveness, and effective and transparent communication about these data are all needed to support pandemic vaccination programs.