Association between Teachers’ Selflessness and School Organizational Commitment

This study aimed to determine the relationship between teachers' selflessness on their school organizational commitment. The study employed a descriptive-correlation research design with the online survey as the primary data collection tool. The respondents came from the 30 elementary and secondary schools in the Schools Division Office, Central Luzon. One hundred fifty-one public school teachers participated in the online survey using a stratified sampling technique. Adapted questionnaires were used to gather data. For the statistical treatment of the study, the mean was used for the teachers' responses. In contrast, for the relationship, the study used Pearson r-correlation. The study found that teachers' selflessness described their philosophies as "agree." As for the teachers' organizational commitment, it generated moderate to high responses. There is a significant difference in teachers' selflessness regarding sex and position. Also, the study found a relationship between teachers' selflessness, and affective and continuance commitment aspects of teachers' organizational commitment. Based on the results mentioned above, the researcher provided some crucial recommendations for the study

The effects of openness, altruism and instructional self‐efficacy on work engagement of MOOC instructors

Many of the characteristics and nature of teaching massive open online courses (MOOCs) are different from face-to-face teaching, which can directly affect instructor work engagement and ultimately the success of MOOCs. As such, this study investigated the effects of openness, altruism, and instructional self-efficacy on MOOC instructors’ work engagement. A total of 209 MOOC instructors participated in an online survey, and their responses were analysed. The research findings indicated that openness to experience influenced MOOC instructors’ instructional self-efficacy and work engagement. Altruism did not directly influence work engagement of MOOC instructors; however, it indirectly affected work engagement through instructional self-efficacy. Instructional self-efficacy also affected MOOC instructors’ work engagement and fully mediated the relationship between altruism and work engagement. The variables examined in this study, openness, altruism, and instructional self-efficacy, were found to significantly influence work engagement of MOOC instructors. As the number of MOOCs and MOOC students increase, the importance of MOOC instructors and their work engagement will be crucial for the success of these courses. Thus, additional research is needed on the ways to enhance MOOC instructors’ work engagement

The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors

Many of the characteristics and nature of teaching massive open online courses (MOOCs) are different from face-to-face teaching, which can directly affect instructor work engagement and ultimately the success of MOOCs. As such, this study investigated the effects of openness, altruism, and instructional self-efficacy on MOOC instructors’ work engagement. A total of 209 MOOC instructors participated in an online survey, and their responses were analysed. The research findings indicated that openness to experience influenced MOOC instructors’ instructional self-efficacy and work engagement. Altruism did not directly influence work engagement of MOOC instructors; however, it indirectly affected work engagement through instructional self-efficacy. Instructional self-efficacy also affected MOOC instructors’ work engagement and fully mediated the relationship between altruism and work engagement. The variables examined in this study, openness, altruism, and instructional self-efficacy, were found to significantly influence work engagement of MOOC instructors. As the number of MOOCs and MOOC students increase, the importance of MOOC instructors and their work engagement will be crucial for the success of these courses. Thus, additional research is needed on the ways to enhance MOOC instructors’ work engagement

Engagement y empowerment en los maestros de la Oficina Diocesana de Educación Católica en la Diócesis de Tarma - 2022

La presente investigación tuvo como objetivo determinar la relación entre el engagement y empowerment en los maestros de la Oficina Diocesana de Educación Católica en la Diócesis de Tarma, 2022. El método utilizado fue el método científico, con enfoque cuantitativo, tipo de investigación básica con alcance correlacional; el diseño utilizado fue el transaccional, no experimental, descriptivo correlacional; la muestra estuvo conformada por 44 maestros seleccionados a través del muestreo aleatorio simple. Los resultados más importantes que se tuvo son que, el nivel de engagement se encuentra entre los niveles alto (56,8% y muy alto (38,6%) y el empowerment en el nivel promedio (34,1%) y nivel alto (63,6%); y, un coeficiente de correlación Rho de Spearman = 0,331 con p-valor = 0,028. En conclusión, existe correlación significativa, positiva baja entre el engagement y empowerment en los maestros de la Oficina Diocesana de Educación Católica en la Diócesis de Tarma, 2022; si aumenta el engagement aumenta el empowerment y si disminuye el engagement también disminuye el empowerment

Correlação entre traços de personalidade e emoções de realização com engajamento e desempenho em MOOCS

Cursos Online Massivos e Abertos (MOOCs) lidam com variados desafios, e talvez um dos mais importantes seja que após a matrícula, é difícil para muitos estudantes manterem-se engajados e completarem os cursos. Esse problema pode estar ligado a vários elementos, motivando esta pesquisa a olhar fatores subjetivos. Diante disso, teve-se como objetivo de estudo levantar os traços de personalidade e emoções de realização de estudantes de MOOCs, e observar se eles se correlacionam com o engajamento (medido como acesso aos materiais dos cursos) e o sucesso acadêmico (desempenho e conclusão). Tratou-se de um estudo de casos múltiplos, sendo investigado três MOOCs da plataforma Lúmina. Os traços de personalidade foram avaliados com o uso do “Inventário de Personalidade de Dez Itens” (TIPI). As emoções de realização foram reconhecidas de duas maneiras: o uso do “Questionário das Emoções de Realização” (AEQ), e de algoritmos de Análise de Sentimentos nos fóruns dos cursos, com apoio de um dicionário customizado para o português, que teve como entrada a “Lista de Adjetivos de Emoções de Realização” (AEAL). Análises correlacionais foram realizadas, e para elucidar elementos não esclarecidos por meio das técnicas quantitativas, aplicou-se um questionário aberto com os estudantes. As principais descobertas indicaram que os traços de agradabilidade, estabilidade emocional e abertura à experiência apresentaram correlações estatisticamente significativas, porém fracas com engajamento. Traços de personalidade positivos (abertura à experiência e conscienciosidade) correlacionaram fracamente com emoções de realização positivas (prazer em aprender e orgulho). Os resultados do AEQ evidenciaram prevalência de emoções positivas, contudo não foi encontrada correlação significativa com o desempenho e conclusão dos cursos. Nos fóruns, o AEAL identificou maiores ocorrências de emoções de realização (positivas e negativas), mostrando maior capacidade para capturar emoções de realização vivenciadas por estudantes. O questionário aberto esclareceu que a conclusão dos cursos esteve atrelada a diferentes elementos (e.g., gostar do tema, o interesse em novos conhecimentos, a qualidade das aulas, didática do professor, o certificado), o que justificou as emoções coletadas pelo AEQ não terem apresentado efeitos no sucesso acadêmico. Os estudantes também informaram que seus traços de personalidade atuaram positivamente no desempenho e conclusão dos cursos.Massive Open Online Courses (MOOCs) deal with a variety of challenges, and perhaps one of the most important is that many students do not remain engaged and complete courses after enrollment. This problem may be related to several factors, motivating this research to investigate subjective factors. Therefore, this study aimed to identify the personality traits and Emotions of Achievement of MOOCs students and determine whether they correlate with engagement (measured as access to course materials) and academic success (performance and completion). This is a multiple case study, in which three MOOCs of the Lúmina platform were investigated. Personality traits were assessed using the “Ten Item Personality Inventory” (TIPI). Emotions of achievement were identified in two ways: by using the “Achievement Emotions Questionnaire” (AEQ) and the Sentiment Analysis algorithms in the course forums. Sentiment analysis was supported by a dictionary customized for Portuguese, which had as input the “Achievement Emotions Adjective List" (AEAL). Correlational analyses were performed and an open questionnaire was administered to the students to elucidate elements that were not clarified through quantitative techniques. Agreeableness, emotional stability, and openness to experience traits showed statistically significant but weak correlations with engagement. Positive personality traits (openness to experience and conscientiousness) correlated weakly with positive achievement emotions (pleasure in learning and pride). Although the AEQ results showed a prevalence of positive emotions, no significant correlation was found with the performance and completion of the courses. The AEAL showed more emotions of accomplishment (positive and negative) in the forums, being more capable to capture emotions of accomplishment experienced by students. The open questionnaire revealed that the completion of the courses was related to different factors (eg, liking the topic, interest in new knowledge, the quality of the classes, the teacher's didactic, the certificate), which explained the lack of effect of the emotions collected by the AEQ on academic success. Moreover, students reported that their personality traits had a positive effect on course performance and completion

On Matters of Feedback: Supporting the Online Grading Feedback Process with Web-Based, Collaborative Comment Banks

This action research study describes how a web-based, feedback comment bank impacts online instructor efficacy as well as attitudes and perceptions associated with the online grading feedback process. Bandura’s work on individual self-efficacy, Tschannen-Moran and Hoy’s work on instructor efficacy, and Hattie’s work on collective efficacy, along with Wiggins and Hattie and Clarke’s work on grading feedback represent the core of the study’s theoretical framework. The study adopted a mixed-methods action research design to examine three research questions: “How does the use of a web-based grading feedback comment bank impact online instructor’s teaching efficacy?,” “How does the use of a web-based grading feedback comment bank impact collective teacher efficacy within an online university?,” and “How does the use of a web-based grading feedback comment bank impact online instructors’ attitudes and perceptions of the grading process?” Study participants included 18 instructors at a private university that serves a global student population. Quantitative data was collected via pre- and post-intervention surveys. Qualitative data was collected via open-ended survey questions as well as through informal interviews, conversations, and document analysis. While study results indicated statistically significant changes in Educators’ Sense of Online Teaching Efficacy and Online Grading Efficacy (evaluated on an exploratory basis only, given the study’s small size), no statistically significant changes were observed in Collective Efficacy in Instructional Strategies. Analysis of qualitative data yielded eight emerging themes, including positive feelings, expanded visions of feedback, mitigation of inconsistencies, increased personalization, efficiencies, appreciation for support, desire for collaboration, and desire for ongoing professional learning and personal development