teacher demographics

This study examined the usability of Information and Communications Technology (ICT) tools, teacher cognition regarding ICT integration, and students’ technical proficiency in Electrical Installation and Maintenance (EIM) among junior high school students in pasig. Specifically, it investigated how teachers use simulation software, computer-aided design (CAD) tools, and instructional videos/multimedia resources, the relationship between ICT usability and teacher cognition, and the influence of teacher demographics on these variables. A descriptive-correlational research design was employed, with data collected from 33 teacher-respondents through total enumeration, representing the entire available population of EIM educators in the selected schools. Statistical analyses, including means, standard deviations, t-tests, ANOVA, and pearson correlation, were used to interpret the results. Findings revealed that teachers extensively used instructional videos and multimedia resources, while simulation software and CAD tools were underutilized. Teacher cognition regarding ICT integration was generally high in multimedia resources but low for specialized CAD tools in terms of awareness, knowledge, and operational skills. Students demonstrated proficiency in wiring diagram accuracy and installation skills and were highly proficient in safety practices. Significant differences in ICT usability and teacher cognition were influenced by age, sex, grade level taught, and years of teaching experience, whereas students’ technical proficiency was not significantly affected by these demographic factors. Correlational analysis showed that simulation software, CAD tools, and multimedia resources positively influenced teacher cognition, while only instructional videos and multimedia resources significantly impacted students’ safety practices. Based on these findings, a blended ICT-based instructional framework was proposed, integrating simulation software, CAD tools, and multimedia resources with hands-on practice, assessment, and feedback to enhance both teacher competence and student technical proficiency. This study highlights the importance of ICT integration in technical education, emphasizing that teacher competence with ICT tools enhances instructional delivery, while practical application remains essential for developing students’ technical skills in EIM.

This study investigates how teacher background and empowerment constructs influence instructional quality through the mediating role of professional development (PD) engagement routines. Using structural equation modeling on a sample of 2,560 teachers from the TALIS 2018 dataset, the research explores how demographic factors and empowerment dimensions make a difference in collaborative routines in PD as well as instructional quality. The findings indicate that while individual teacher characteristics exert direct influences on instructional quality, these effects are substantially amplified through the indirect pathway of PD engagement routines. Notably, mutual empowerment serves as a critical conduit for routines in PD engagement, whereas status-based social empowerment appears insufficient in isolation. The results suggest that educational policy should shift from macro-level status initiatives toward supporting school-level organizational structures that institutionalize reciprocal support and daily professional exchange to sustain instructional excellence.

این پژوهش بررسی می‌کند که چگونه پیشینه معلمان و سازه‌های توانمندسازی بر کیفیت تدریس از طریق نقش میانجی‌گرانه الگوهای مشارکت در توسعه حرفه‌ای (PD) تأثیر می‌گذارند. با استفاده از مدل‌سازی معادلات ساختاری بر روی نمونه‌ای متشکل از ۲۵۶۰ معلم از داده‌های TALIS 2018، این تحقیق بررسی می‌کند که عوامل جمعیت‌شناختی و ابعاد توانمندسازی چگونه در الگوهای مشارکتی توسعه حرفه‌ای و همچنین کیفیت تدریس تفاوت ایجاد می‌کنند. یافته‌ها نشان می‌دهد که در حالی که ویژگی‌های فردی معلمان تأثیرات مستقیمی بر کیفیت تدریس دارند، این اثرات از طریق مسیر غیرمستقیم الگوهای مشارکت در توسعه حرفه‌ای به طور قابل توجهی تقویت می‌شوند. به طور خاص، توانمندسازی متقابل به عنوان یک مجرای حیاتی برای الگوهای مشارکت در توسعه حرفه‌ای عمل می‌کند، در حالی که توانمندسازی اجتماعی مبتنی بر جایگاه به تنهایی کافی به نظر نمی‌رسد. نتایج حاکی از آن است که سیاست‌های آموزشی باید از ابتکارات کلان مبتنی بر جایگاه به سمت حمایت از ساختارهای سازمانی در سطح مدرسه که حمایت متقابل و تبادل حرفه‌ای روزانه را نهادینه می‌کنند، برای حفظ تعالی تدریس، تغییر جهت دهند.