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Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged.

ABSTRACT: This study aimed to explore teachers' management and assessment strategies of free-riders, and the challenges they faced in the process at selected secondary schools in Ethiopia. To address these objectives, a concurrent mixed-methods design was adopted. 146 teachers were selected for the questionnaire survey while four teachers were selected for follow-up interviews. To decide teachers' management and assessment levels of free-riders, a one-sample t-test was used at (α = 0.05) while the qualitative data were described based on their themes. The results showed teachers infrequently used some assessment strategies even if they offered the same marks for an unequal contribution. As well, teachers attempted to apply various management strategies although they fall short of sharing the tasks with individual members. Also, workload, class size, lack of sufficient skills, and failure to report free riders were some of the challenges teachers faced in the management and assessment of free riders.

SUBMITTER: Gedamu AD

PROVIDER: S-EPMC9214814 | biostudies-literature | 2022 Jun

REPOSITORIES: biostudies-literature

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Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged.

Gedamu Abate Demissie AD Shewangezaw Getu Lemma GL

Heliyon 20220617 6

This study aimed to explore teachers' management and assessment strategies of free-riders, and the challenges they faced in the process at selected secondary schools in Ethiopia. To address these objectives, a concurrent mixed-methods design was adopted. 146 teachers were selected for the questionnaire survey while four teachers were selected for follow-up interviews. To decide teachers' management and assessment levels of free-riders, a one-sample t-test was used at (α = 0.05) while the qualita ...[more]

PMID: 35756116

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Project description:ObjectiveThis study examined the relationships between teacher competency, occupational stress, emotional exhaustion, sense of professional achievement, and work engagement among secondary school physical education teachers. It also investigated demographic differences in these variables and tested the structural invariance of the proposed model across genders.MethodA total of 1,347 secondary school physical education teachers participated in the study, completing validated scales to measure the key constructs and providing demographic information such as gender, age, education level, professional title, and school location. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, correlation analysis, and structural equation modeling (SEM). Mediation effects were assessed through bootstrapping, and structural invariance was tested using multigroup SEM.ResultsDemographic analyses revealed significant differences. Male teachers reported higher competency, professional achievement, and engagement, while female teachers experienced slightly greater emotional exhaustion. Younger teachers and those with lower professional titles reported higher occupational stress and emotional exhaustion. Rural and urban teachers exhibited comparable levels of most variables, except for urban teachers reporting slightly higher emotional exhaustion. Teacher competency directly influenced work engagement (28.27% of the total effect) and indirectly through occupational stress, emotional exhaustion, and professional achievement, with professional achievement being the strongest mediator (25.97% of the total effect). Sequential mediation pathways involving these factors were significant but weaker in magnitude. Structural invariance analysis confirmed that the model was consistent across genders, demonstrating robust applicability across male and female teacher populations.ConclusionTeacher competency is a key driver of work engagement, operating through both direct and indirect mechanisms, particularly by alleviating occupational stress and enhancing professional achievement. These findings underscore the importance of interventions aimed at fostering teacher well-being, including stress management programs and professional development opportunities, while addressing demographic-specific needs. Future research should employ longitudinal designs and consider additional contextual factors to extend these findings.

Project description:BackgroundThe teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers' use of coping styles becomes imperative. However, relatively little is known about primary school teachers' psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.MethodsA total of 264 teachers aged 20-59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson's correlation, Chi-square test, and hierarchical linear regression analysis.ResultsOf 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = - 0.338), academic qualification (β = - 0.210), and income level (β = - 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.ConclusionsThe high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers' training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

Project description:Presents problem/focus of studyThe Covid-19 outbreak has had a staggering impact on the global economy, public health and safety, trade and education. In Malaysia, the government implemented the Movement Control Order (MCO) as a preventive measure against Covid-19. In education, the learning process has been transferred to online teaching. However, pandemic pedagogy is making learning into completely online either synchronous or asynchronous. Therefore, the current research aims to determine the secondary school teachers' psychological status, competencies in e-teaching and teachers work motivation as well as determine the relationship between secondary school teachers' psychological status and competencies in e-teaching during the Covid-19 outbreak.Design/methodology/approachCurrent research is a descriptive-correlational quantitative survey to determine teachers' psychological status, e-teaching competencies and working motivation during Movement Control Order (MCO) to contain the Covid-19 pandemic. The study sample consists of 595 secondary school teachers selected via convenient sampling. Quantitative data are collected from an online survey through the questionnaires with demographic, psychological status (stress, anxiety and depression), e-teaching competencies (teaching, monitoring and evaluation) and teaching motivation developed by the researchers were distributed during the MCO period. SPSS 25 is applied, Statistical measures such as Cronbach's alpha, means, percentage and standard deviation were employed to analyze the data to obtain the value of the school teachers' psychological status, e-teaching competencies and teaching motivation. Consequently, a Pearson correlation table was created to show the analysis of the school teachers' psychological status and competencies in e-teaching.FindingsThis finding indicated that the teachers' psychological factors in stress, anxiety and depressed are moderate, the teachers' competencies in e-teaching is moderate as well as teachers' working motivations is also the moderate level. However, the highest mean value was found among the variables, this is revealed that despite the challenges during the Covid-19 outbreak, teachers showed positive and strong motivation in conducting e-teaching. Additionally, the result showed a negative relationship between psychological status and e-teaching competencies (-0.286, p < 0.01), as well as reported a negative relationship between dimension of psychological status and competencies in e-teaching.Limitation & recommendationsThis study has its limitations. This study is included only Selangor teachers and given that the information obtained from the study was gather from secondary schools, the generalizability might be limited. future research may consider expanding the scope from secondary schools to primary schools' teachers and then to university lecturers. Perhaps the scope is expanding, so more information could be obtaining and help researchers understand the teachers' competencies in e-teaching, psychological status and work motivation.

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Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged.

Publications

Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged.

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