teachers attitude essay

How the pandemic has changed teachers’ commitment to remaining in the classroom

Subscribe to the brown center on education policy newsletter, gema zamarro , gema zamarro professor, department of education reform - university of arkansas @gema_zamarro andrew camp , andrew camp distinguished doctoral fellow and graduate assistant, department of education reform. - university of arkansas @andrewcamp_ dillon fuchsman , and dillon fuchsman postdoctoral fellow, sinquefield center for applied economic research - saint louis university @dillonfuchsman josh b. mcgee josh b. mcgee associate director, office for education policy - university of arkansas, chief data officer - the state of arkansas @jbmcgee.

September 8, 2021

The 2020-2021 academic year was unlike any other. After nationwide school closures during the spring of 2020, schools reopened in the fall using combinations of in-person, hybrid, and remote learning models. Teachers had to adapt to unexpected conditions, teaching in unprecedented ways, using synchronous and asynchronous instruction, while also being challenged to establish connections with students, families, and colleagues. Health concerns added to the mix as some teachers went back to in-person education during the height of the pandemic. As a result, teachers’ levels of stress and burnout have been high throughout these unusual pandemic times , raising concerns about a potential increase in teacher turnover and future teacher shortages.

A RAND survey, fielded in early January 2021, found that nearly one-quarter of teachers indicated a desire to leave their jobs at the end of the school year , compared with an average national turnover rate of 16% pre-pandemic according to NCES data . In our research brief , we use new survey data from the nationally representative RAND American Teacher Panel (ATP) to provide additional insights into these issues.

We study data from 1,045 teachers from a survey administered in March 2021. About 30% of teachers in our sample reported teaching fully remote for the majority of the school year, 49% reported that they taught in a hybrid model, and 21% reported teaching fully in person. A large majority of teachers in our sample (71%) reported they had to switch instructional models at least once during the 2020-2021 school year, and the average teacher switched models twice. To see how teachers’ attitudes may have changed through the pandemic, we compare the March 2021 data to responses to a pre-pandemic survey of 5,464 teachers administered mid-February to mid-March 2020.

We find that, during the pandemic, teachers have become less certain that they would work a full career in the classroom. In March 2020, 74% of teachers reported that they expected to work as a teacher until retirement, while 9% said they did not expect to, and 16% did not know. In contrast, in March 2021, 69% of teachers reported they expected to work as a teacher until retirement, while 9% reported they did not expect to, and 22% said they did not know.

Teachers’ reported probability of leaving their current state or the profession within the next five years also increased from 24% on average in March of 2020 to 30% in March 2021. This change was due to a reduction in the percentage of teachers reporting a zero probability of leaving and a corresponding increase in the percentage reporting chances above 50%.

Furthermore, a high proportion of teachers reported having considered leaving or retiring during the 2020-2021 academic year. In March 2021, 42% of teachers declared they have considered leaving or retiring from their current position during the last year. Of these, slightly more than half say it was because of COVID-19.

Although the proportion of teachers that considered leaving or retiring was similar across different experience levels, those approaching retirement (55 or older) considered leaving at higher rates. Among teachers 55 and older, 34% said they considered leaving or retiring because of COVID-19, compared to 23% for all respondents. Compared to teachers younger than 35, teachers approaching retirement were 11 percentage points more likely to say they have considered leaving or retiring because of COVID-19. Importantly, teachers nearing the retirement age were as likely as younger teachers to report having considered leaving or retiring for reasons other than COVID-19.

In addition to approaching retirement age (being 55 or older), having to change instruction modes and health concerns were also significant predictors of the probability of considering leaving or retiring. Having to change instruction mode at least once during the year is associated with a 13-percentage-point higher probability of having considered leaving or retiring. Finally, compared to teachers who report a 0% chance of getting COVID-19, those who think they have a 50% chance are 10 percentage points more likely to have considered leaving or retiring.

In contrast, the mode of instruction did not appear to relate to teachers’ considerations of leaving or retiring. While in-person teachers (15%) were less likely than those teaching fully remote (23%) or hybrid (26%) to report that they considered leaving or retiring because of COVID-19, a higher proportion of in-person teachers (27%) reported having considered leaving or retiring for other reasons than fully remote or hybrid teachers (14% and 18%, respectively).

Despite high considerations of leaving or retiring during the pandemic, teachers report that more of their colleagues have considered leaving than have left their teaching jobs. We asked teachers to report the number of their colleagues that have considered leaving or retiring because of the COVID-19 pandemic, and then we asked how many of those colleagues left or retired. On average, teachers reported that around 40% of their colleagues that considered leaving because of COVID-19 ended up leaving.

The 2020-2021 academic year was a trying year for teachers and, as a result, teachers reported a higher probability that they will leave the profession than they did before the pandemic. However, so far, teachers’ considerations of leaving were more common than actually doing so, and teacher attrition rates have not increased . It remains to be seen whether this will persist as the pandemic continues and the Delta variant presents new challenges for the 2021-2022 academic year

Our results highlight three potential problem areas. First, a larger proportion of those approaching retirement age reported having considered leaving or retiring because of COVID-19, which could be problematic if schools begin to lose their more-experienced teachers. Second, most teachers had to change instructional mode at least once during the year (and many experienced multiple disruptions), and having to change instructional modes was associated with an increased probability of considering leaving or retiring. Finally, COVID-19 health concerns were also associated with an increased probability of considering leaving.

Teacher turnover is often bad for students , and a teacher shortage might be particularly disruptive in certain subjects or jurisdictions that are already strained. Even if teachers do not leave, higher levels of job dissatisfaction and intentions to leave could affect teacher effectiveness and could harm students’ academic progress . It is, therefore, important to get a better understanding of the factors that explain the increase in teachers’ considerations to leave so that we might find ways to better support teachers during these challenging times.

Addressing health concerns while trying to minimize school disruptions and changes in teaching mode could help increase satisfaction and retain teachers. Increasing school vaccination rates would certainly make a difference. In this respect, the recent FDA approval of a COVID-19 vaccine could open the door for vaccine mandates, and approval of a COVID-19 vaccine for children under 12 would allow a much larger share of the school-age population to get vaccinated. In the meantime, we should work together to control community spread, adopt school mitigation methods, and facilitate a supportive work environment to help teachers navigate the uncertainty of yet another school year in the pandemic.

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Teachers’ Attitude Impact on the Educational System Success

Changes to the established framework of education are always fraught with certain disruptions in the academic process, yet these alterations are also essential to the improvement of education quality. Therefore, shaping the curriculum is critical to the further progress of learners and their ability to develop the necessary skills (Hart Research Associates, 2015). However, due to reluctance among teachers toward implementing the said changes, the educational system may fail to deliver the expected results and prompt gradual academic progress in learners (Mangelsdorff, 2014; AAC&U, 2015). Because of unwillingness among Kuwait teachers to accept curriculum changes and view them as the crucial component of progress, the Kuwait educational system suffers significantly, which calls for a radical change.

The attitudes among educators toward alterations in the current curriculum are likely to be initially negative due to the immense changes that their teaching strategy is going to suffer. Apart from acquiring the abilities associated with the use of newly suggested tools in the context of a curriculum, teachers will also need to recontextualize the role of these tools in the teaching process (Samsa, 2018; Johnstone & Soares, 2014). Therefore, innovative technology and epically informational one (IT), such as interactive media tools, should be seen as the focus of the analysis.

Among the options that allow reducing the level of reluctance toward change among Kuwait teachers, one should mention the opportunities for introducing options for education and training. A recent study showcasing the efficacy of the identified approach among teacher librarians indicates that, by educating the specified experts, one will be able to create a comfortable environment for their work in a new setting with new requirements (Samsa, Thomas, Lee, & Neal, 2012).

Specifically, the author mentions seven competencies that require particular attention and should be seen as the end goal of the training process (Looi, Sun, Kim, & Wen, 2018). These include “1. relation of media to instructional systems; 2. administration of media programme; 3. selection of media; 4. utilisation of media; 5. production of media; 6. research and evaluation; 7. leadership and professionalism” (Abdullah, 1998, p. 33). As the proposed framework shows, it is critical for teachers not only to learn to apply the skills associated with the use of technology but also to understand its role in the context of the teaching process.

In addition, teachers need to develop positive attitudes toward the integration of innovative technology and modern media into the academic setting to seek new ways of introducing students to specific information and train the necessary skills. For instance, educators have to build the skills and competencies necessary to create and apply the learning strategies such as contact learning, working in a student club, and creating educational fairs and competitions (Mutalib et al., 2013; Whitheead, Selleger, Kreeke, & Hodges, 2014). The suggested approaches, however, require shaping the curriculum, which means that teachers’ attitude toward a flexible curriculum and the introduction of changes therein is critical toward successful learning.

Furthermore, the shift toward a flexible curriculum is likely to entail a gradual alteration in the teaching strategies used by educators, thus allowing learners to explore new grounds in studying specific subjects. For instance, the development of the techniques such as an experiment and analogy, as well as the application of different types of media to illustrate a specific idea, will help make the learning process more exciting for students (Brower, Humphreys, Karoff, & Kallio, 2017; Weise & Christensen, 2014). As a result, the target demographic is likely to become more motivated to learn and acquire new knowledge.

Moreover, the change in the curriculum will lead to the realignment of teachers’ priorities, encouraging them to develop pragmatism, the ability to care collegially, and the skill of understanding students better (Küçükaydın, & Sağır, 2017). Consequently, teachers will value their learners to a greater extent, which will lead to a positive shift in the current dynamics of teacher-student relationships (Galambos, Curl, & Woodbury, 2014). Therefore, the willingness among teachers to accept the proposed change and explore the options associated with the use of innovative technologies defines the successful integration of positive changes into the current curriculum and the subsequent improvement of the learning process.

Understanding the willingness to comply with standardization, which can be currently observed among a range of educators, is also crucial for the promotion of a flexible curriculum and the introduction of innovative techniques into it. Hardy (2018) argues that standardization allows keeping the existing system in check, at the same time maintaining order and sustaining the required performance rates. Cydis (2014) shares his opinion, claiming that new competencies should be integrated into the existing framework.

Therefore, to enhance progress within the existing framework, one should incorporate the idea of unceasing learning into the current framework of teachers’ education and competency upgrade (McIntyre‐Hite, 2016; Jankowski & Giffin, 2016). Thus, the premise for a positive shift will be created. Furthermore, teachers will be given a plethora of opportunities for professional learning.

The politics of promoting decentralized curriculum are likely to encourage the specified change and lad to a rapid improvement in the Kuwait educational setting. According to Burns (2003), the identified strategy will improve the current accountability rates and encourage teachers to develop independence needed for managing the available resources for the benefit of learners. Therefore, the specified changes to the curriculum and the promotion of innovative tools, especially the ones that involve interactions among learners, are highly recommended.

With the specified advances, the educational system of Kuwait will improve significantly, students gaining more agency and being motivated to learn more. In addition, the identified changes to the current academic curriculum will allow of greater flexibility and the promotion of a shift in the quality of learning.

The described change is especially important in the Kuwait setting. Because of the presence of a range of rural areas, where children have limited educational choices, teachers have to use all available resource to improve the range of knowledge and skills that they teach to the target demographic (Lizer, 2013). Herein lies the importance of integrating innovative tools and especially interactive media into the academic process. Moreover, the incorporation of the proposed tools will increase the chances for collaboration between teachers in Kuwait. As a result, interdisciplinary communication will occur, thus souring the creation of innovative approaches to teaching.

Since the introduction of changes to the existing curriculum is crucial for the promotion of students’ success in Kuwait schools, teachers’ reluctance toward changes needs to be managed by developing supportive programs. The specified devices will allow improving the current situation, which can be described as drastic due to the negative effect that teachers’ resistance has on students’ performance. The resulting rise in the quality of education will allow setting the environment in which students will advance significantly.

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Influence of Teachers’ Attitudes on Student Behavior and Achievement

Introduction, the rationale for the study.

The effects of teacher attitudes on student behavior and performance in grades kindergarten through fifth have been explored through a study by Rosenthal and Jacobson in 1968 when they published ‘Pygmalion in the classroom’. During this period, public interest and a heated professional controversy arose in the perception that the expectations of a teacher regarding the ability of the child/student have a great impact on the child’s learning in the classroom and his/her test performance.

Several articles and perspectives have appeared in the press where the data published by Rosentho and Jacobson was interpreted to give the notion that a child’s classroom performance can be greatly improved by “making the teacher think better of the child’s ability” (Pransky and Bailey, 2009). This was also followed by serious doubts being cast on the reliability and validity of the data published by Rosenthal and Jacobson. These doubts have been widely expressed in many professional studies and research work (Pransky and Bailey, 2009).

The aim of conducting this study is to determine how teacher attitudes affect student behavior and performance in grades Kindergarten through fifth. The results of this study will be beneficial as crucial information will be elicited which will benefit policymakers, curriculum developers, parents, and teachers and help them to devise strategies that instill confidence in students to enhance better performance and appropriate behavior. This is amidst a culturally diverse learning environment where teacher attitudes are likely to ensue (Howard & Del Rosario, 2000) .

The general hypothesis for this study is that a positive relationship exists between teacher attitudes and the behavior and performance of students in grades kindergarten through fifth. Positive teacher attitudes favor higher grades and imitation of appropriate behavior, while negative teacher attitudes cause lower grades and imitation of inappropriate behavior.

The objectives (for this study) include the following:

• To assess the teacher attitudes present in the school environment.
• To measure the academic achievement and attitude and behavior of students in grade Kindergarten through fifth.
• To investigate the relationship, if any, between teacher attitudes and academic achievement and student behavior.

Limitations

The following limitations which will affect the interpretation of results, conclusions, and recommendations are present in this study:

• The sample is limited to public schools from a rural setting in the United States.
• The sample only includes children/students and teachers with the school’s permission to participate in this study and hence the sample is not a probability sample of the population.
• No control group is utilized.

Assumptions

The following factors are fundamental to this study and are assumed to be true:

• Classroom grades are a valid measure of the academic performance of the students.
• Student performance and behavior are solely compared to teacher attitudes while ignoring the effects of other variables (e.g. extraneous effects like intrinsic motivation) on student performance.
• The context of the classroom environment is treated as static, hence was not to be explained.

Exploration of Terms Used

The concept of attitude entails an individual’s way of thinking, acting, or behaving (Pransky and Bailey, 2009). According to a study carried out in Nigeria by Bandura, the attitude has marked implications on the learner, the teacher, and the immediate social groups. The attitude of the teacher towards the student will also affect how he or she will interact with the whole system of an academic institution. Other studies by Baker and Crist (1981) and several others have also suggested that students develop certain attitudes and behaviors towards learning because of the learning experiences and the teaching environment (Pransky and Bailey, 2009; Baker and Crist, 1981).

Baker and Crist (1981) further assert that a certain attitude and behavior in students may be instilled or learned simply by following what the teacher does either through his/her opinion. This is because students regard teachers as their example and role model. Thus students tend to mimic and/or imitate what the teacher does or how he or she behaves, which ultimately has marked effects on the learning situation. Therefore in this respect, the learners’ attitudes are drawn from the teachers’ dispositions which are used to form their attitudes that have a likely effect on the students’ learning outcomes (Baker and Crist, 1981; Pransky and Bailey, 2009) .

Culturally Responsive Teaching

According to Howard & Del Rosario (2000), culturally responsive teaching involves a kind of teaching where teachers are more acquainted with the world of the students or children and attempt to offer better opportunities for the success of learning. This is in terms of developing positive attitudes towards the learning processes (Pransky and Bailey, 2009). Howard & Del Rosario have suggested that positive teacher attitudes are fostered in a culturally responsive learning environment and this facilitates and supports the success of the majority of students (Howard & Del Rosario, 2000).

Though other factors such as intrinsic motivation of students have been attributed to the success of students (Irvine, 2003), a culturally responsive environment also favors success as it instills a positive attitude in teachers towards teaching and the process of learning (Howard & Del Rosario, 2000). This is through the creation of an environment where learning is made intriguing and students feel welcomed, supported, and provided with immense opportunities of learning in total disregard of cultural or linguistic inclinations (Pransky and Bailey, 2009).

Culturally responsive teaching focuses on academic achievement, cultural competence, and socio-political consciousness which forms a conducive environment for schooling and learning and helps teachers develop attitudes that are motivating to their students thus favoring their academic success and performance (Howard & Del Rosario, 2000; Irvine, 2003).

Literature Review

This section of the paper is a review of research literature about how teacher attitudes affect student behavior and performance in grades Kindergarten through fifth. The purpose of this review of literature is to elicit crucial information which will be useful to policymakers, curriculum developers, parents, and teachers on the importance of adopting approaches that instill confidence in students to enhance better performance and appropriate behavior.

In all school settings be it elementary, secondary, or higher education, the motivation of students towards learning is usually perceived as one of the most influential determinants of student behavior and high quality and successful learning outcomes (Pransky and Bailey, 2009) . The motivation of students (hence their performance and behavior) in such settings may be influenced positively or negatively by teacher attitudes towards teaching and learning (Baker and Crist, 1981).

Effect of Teacher Attitudes on Student Behavior and Performance

Ever since Baker and Crist’s ‘the Pygmalion’ was published, there has been increasing focus on arguments that mention the effects of attitudes/bias of the teacher on the child or student (Baker and Crist, 1981). It has been suggested in other areas that teachers may sometimes suppress the learning and performance of some students because of the basic reason that they subjectively feel that such students cannot grasp such material in a manner that is as quick as the way other students would. This attitude can be perceived in terms of aspects of bias which occurs when objective measures fail to show the differences which exist in terms of the potential of learning between students expected to perform poorly as compared to other students in the same class (Swartz, 2003, Irvine, 2003).

According to Howard & Del Rosario (2000) and articles published in the European Journal of Social Sciences by Pransky and Bailey (2009), increased cultural diversity is on the rise in most American schools with constant homogeneity in the teaching force which is predominately white, female and middle class. This occurs amidst the struggling teacher education programs which are still not up to the task of teaching a school population that favors diversity. This has often been attributed to several interrelated factors (Irvine, 2003). Many authors have given the example of teachers having a limited cultural-knowledge base. This leads to a negative attitude towards certain cultural groups (Howard & Del Rosario, 2000).

For example, according to research by Irvine (2003), pre-service teachers have low expectations and negative beliefs/attitudes towards the academic success of nonwhite students, even though they have undertaken multi-cultural education course work (p.xvi). Irvine referred to this phenomenon as ‘cultural discontinuity’ which has the potential to cause stereotyping and prejudice between teachers and students thus causing the teachers to “ignore their students” ethnic identities and their unique cultural beliefs, perceptions, values and worldviews” (Irvine, 2003, p. xvii). This devalues the contribution of the students towards the classroom environment causing them to be demoralized hence low academic performance (Irvine, 2003, p. xvii).

According to Howard & Del Rosario (2000) and Pransky and Bailey (2009), ‘cultural discontinuity’ can affect the attitudes and expectations of teachers, which has a direct effect on the academic performance of the children or students from kindergarten through fifth grade. This is because such pre-service teachers tend to have the affirmation that “what is different is inferior” hence the likelihood of causing poor academic performance especially in the perceived group of students (Pransky and Bailey, 2009; Howard & Del Rosario, 2000).

According to Howard & Del Rosario (2000) and Forlenza, Bailey, & Shaw (1999), the most influential determinant of the academic performance of children is teacher quality and attitude, which is developed through effective teacher education programs that prepare prospective teachers who are highly qualified and focused on a culturally responsive pedagogy which is systematic and cohesive and runs through the entire curriculum. Howard and Del Rosario (2000) further assert that teacher educators who involve dialogue and give opportunities for obtaining competencies, skills, knowledge, and attitudes have recorded success as they train teachers who have achieved equity and excellence for many students in the education system and schools which have become culturally diverse.

Research has proven that teachers’ attitudes which are shaped objectively have an upper hand in enhancing a successful and conducive learning environment and better performance of children or students. This is because such teachers have better knowledge of their children’s or students’ world hence they work together with students and open chances for learning success and better academic performance (Howard & del Rosario, 2000; Pransky and Bailey, 2009).

According to a study conducted in Nigeria, one acquires certain behaviors through watching other people like models, teachers, parents, mentors, or friends. The learner observes by watching and tries to imitate certain kinds of behavior. In an invariable perspective, teachers are therefore like role models of their students. Thus the behaviors/attitudes of teachers are likely to be copied by their students (Howard & Del Rosario, 2000; Pransky and Bailey, 2009).

According to Baker and Crist (1981), the likes and dislikes of teachers and what they appreciate including the feelings of students’ learning and studies have a tremendous effect on the behavior and academic performance of students. This is despite the lack of realization among teachers that how they behave and teach and their interaction with students are more important than what they teach. Thus, in summary, Baker and Crist (1981) assert that teachers’ attitudes have a direct impact on the attitudes of their students and such attitudes are manifested through behavior. Therefore according to Baker and Crist, teachers’ attitudes towards students affect the students’ academic performance.

According to Gay (2000), a culturally responsive teaching environment has proved to be successful. This is because, in a culturally responsive teaching environment, teachers adopt objective approaches devoid of preformed negative attitudes towards certain student groups. This has recorded success since it supports the achievements of all students by avoiding negative attitudes and socio-political prejudices during the learning process (Gay, 2000).

In addition, a culturally responsive teaching environment creates a learning environment where all students feel welcomed, supported, and provided with the best learning opportunities regardless of their cultural or linguistic background or socio-political affiliation (Howard and Del Rosario, 2000; Pransky and Bailey, 2009). This approach enhances the success of students and can be made more effective by adopting approaches within a teaching framework that is culturally responsive (Gay, 2000; Swartz, 2003; Irvine, 2003; Pransky and Bailey, 2009).

According to Gay (2000), the approach mentioned above has recorded success as it entails: academic achievement where learning is of high quality and is made exciting, challenging, and equitable; cultural competence was different cultural and linguistic groups are known and put into consideration to facilitate the learning process; and sociopolitical consciousness where students are assisted and recognized to understand that education and schooling do not occur in a vacuum. Under these circumstances, teachers can meet the needs of a diverse number of students as the teachers’ attitudes are sensitive to the needs, abilities, and interests of students, their parents, and the community thus enhancing the academic success of such students. In addition, this approach also enhances the success of students as it validates them as a whole (Gay, 2000; Forlenza, Bailey and Shaw, 1999; Pransky and Bailey, 2009).

According to studies by the United States Department of Education in 1994, positive attitudes of both teachers, parents, and the community towards a child or student’s education go a great mile to promote the growth of children emotionally, physically, and academically. This is because of the sense of motivation which is extrinsically imparted in them, thus recording better performance in classwork and significantly contributing, in various ways, to improved student outcomes regarding school success and learning (Gay, 2000).

The effect of teachers’ attitudes towards student performance and behavior has been explored through the way teachers teach various subjects. According to Forlenza, Bailey, and Shaw (1999) and the United States Department of Education, negative attitudes towards teaching (e.g. teachers with a negative attitude or those who teach science subjects in ways that merely require pupils to listen, read and regurgitate) affect the attitudes of students and their achievement in certain subjects. Similar studies have also been conducted which have reported that attitudes of teachers towards science and mathematics subjects significantly predict how their students will perform in science subjects as well as their attitudes towards learning (Pransky and Bailey, 2009).

According to Forlenza, Bailey, and Shaw (1999), the attitudes of teachers towards biology teaching greatly contribute towards variations that exist in the cognitive achievements of students. This is similar to other subjects such as integrated sciences. This topic has further been expounded by other researchers e.g. Irvine (2003) and Baker and Crist (1981), who have suggested that positive attitudes and best academic achievement of students towards science can be enhanced by teacher-related attitudes such as enthusiasm, resourcefulness, helpful behavior, extensive knowledge of the subject matter and the ability of such teachers to make the teaching of this subject to be interesting (Pransky and Bailey, 2009).

Research Methodology

Research design.

The study is a descriptive study that investigates the effects of teacher attitudes on student behavior and academic performance from grade kindergarten through fifth. It will adopt an expo-facto type using a descriptive survey design type. Data will be analyzed using frequencies and percentages.

The purpose of the study (a correlational study) is to determine if a relationship exists between teachers’ attitudes and students’ academic performance and behavior. The hypotheses which are specific to this study include the following:

• A positive relationship exists between teacher attitudes and students’ academic performance from grade kindergarten through fifth.
• A positive relationship exists between teacher attitudes and students’ behavior in grades kindergarten through fifth.

Instruments

Two research instruments will be used. These include a scale of students’ attitudes and behavior towards learning and questionnaires for teachers in the same academic environment. The questionnaire will be administered to teachers and older students while younger ones will be interviewed.

The scale of students’ attitudes and behavior towards learning will be adapted from Fennema-Sherman Mathematics Attitude Scales. This scale has two sections; the first section includes the name of the student, class, the name of the school, the local government area, sex, and age. The second section has 22 items with eleven positively worded and eleven negatively worded items to which students will be expected to respond to an expression of the level of agreement (or otherwise). This will be on a four-point scale of

• Strongly Agree (4),
• Disagree (2),
• strongly disagree (1).

The adapted instruments will be trial tested in three different schools of the urban setting in a chosen region of the United States (Pransky and Bailey, 2009).

The Crobach alpha coefficient will be computed to ascertain its reliability and the value obtained will be recorded. The teacher’s questionnaire will be developed through the adoption of the Third International Mathematics and Science Study Questionnaire. This questionnaire; has the first question with ten questions each having the school’s name, age, gender, qualification, experience in years, number of students in the teacher’s classes, number of teaching periods, hours on activities outside formal school days (Pransky and Bailey, 2009). The hours have options of none; less than an hour; one to two hours; three to four hours and more than 4 hours.

The second section has 14 items that deal with teachers’ attitudes towards teaching and has response options of

• Strongly Disagree (1).

This questionnaire will be trial tested in a similar environment where the scale of student attitude and behavior will be pre-tested. The Cronbach alpha will then be used to determine the reliability coefficient and its value noted (Pransky and Bailey, 2009).

Data Collection

The study will be conducted during spring 2013. However, before interviews are conducted, consent will be sought from the school boards of two school districts. If the school boards grant permission to conduct this study on its branches, letters will be sent to the various heads of the branches. These letters will be traced with phone calls. The number of Branch heads who give consent for their institutions to participate will be ascertained. However, only the schools which will have confirmed to have received letters and consented to participate will be included in the final sample (Forlenza, Bailey and Shaw, 1999; Pransky and Bailey, 2009).

The collection of grades will be facilitated by using mail and fax. At the end of the school year in 2013, the teacher will be mailed with forms (having student name and a chart) requesting the student’s grade. Grades will be collected for every nine weeks in the 2013 school year and an average calculated to get the mean scores. Coding will be done to determine whether the students were above average, one average, or below average (Irvine 2003; Pransky and Bailey, 2009).

To determine whether the chosen sample from two school districts adequately represents the population of the catchment area, a rough estimate of the socio-economic and demographic features of the participating schools will be carried out. For younger students (e.g. those in Kindergarten), parental consent will be sought. Hence parental consent forms will be delivered to the participating schools. Upon completion, these forms will be picked up by a designated member of the study team. The availability of funds (for this study) will determine the amount of cash that families will be awarded as compensation for participation.

Interviews will only be limited to the students whose parents gave consent for their participation in the study. In case some of the children to be interviewed don’t report (e.g. move out of this area, are transferred to a non-participant school, or don’t meet sampling criteria), they will not be followed up and will not be interviewed (Forlenza, Bailey and Shaw, 1999; Pransky and Bailey, 2009).

Data Analysis

A separate analysis of data will be performed for academic performance and behavior because of the following two basic reasons:

• Analyses that have been done in the past have indicated statistically significant differences (Irvine, 2003: Pransky and Bailey, 2009).
• A difference in nominal value exists in statistical analyses (Swartz 2003; Irvine, 2003).

Baker, G., and Crist, R. (1981). The Pygmalion. American Educational Research Journal, 29 (4), 777- 907.

Forlenza, P., Bailey J., and Shaw, C. (1999). Teachers’ attitudes and the schooling process in first grade. American Educational Research Journal, 23, 587- 613.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

Howard, T., and Del Rosario, C. (2000), Talking race in teacher education: The need for racial dialogue in teacher education. Action in Teacher Education, 21, 127-137.

Pransky, J., and Bailey, C. (2009). Teaching in a culturally responsive way.  European Journal of Social Sciences , 11 (3), 90-108.

Swartz, E. (2003). Teaching White pre-service teachers: Pedagogy for change. Urban Education, 38, 255-278.

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ChalkyPapers. (2022, July 23). Influence of Teachers’ Attitudes on Student Behavior and Achievement. https://chalkypapers.com/influence-of-teachers-attitudes-on-student-behavior-and-achievement/

"Influence of Teachers’ Attitudes on Student Behavior and Achievement." ChalkyPapers , 23 July 2022, chalkypapers.com/influence-of-teachers-attitudes-on-student-behavior-and-achievement/.

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1. ChalkyPapers . "Influence of Teachers’ Attitudes on Student Behavior and Achievement." July 23, 2022. https://chalkypapers.com/influence-of-teachers-attitudes-on-student-behavior-and-achievement/.

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ChalkyPapers . "Influence of Teachers’ Attitudes on Student Behavior and Achievement." July 23, 2022. https://chalkypapers.com/influence-of-teachers-attitudes-on-student-behavior-and-achievement/.

Adaptive Behavior Skill Training: Teachers’ Attitudes Essay

Intellectual disabilities are a topic of considerable discussion in Saudi Arabia, as the concerns towards children affected by them and their ability to maintain continued health and well-being are growing. Schools are the primary medium that is expected to teach such people the skills necessary for independence and survival. The purpose of this study is to evaluate teacher attitudes towards children with intellectual disabilities and their need for skill training.

It is essential to begin the study by defining the topics of the study. Intellectual disability (ID) is an inability of an individual’s capacities to match the standards set by the society and the educational system specifically (Tassé, Lockasson, & Sharlock, 2016). Adaptive behavior skills (ABS), on the other hand, consist of behaviors such as dressing, maintaining one’s health, managing a household, observing hygiene, eating, social interactions, and personal growth (Shireman, 2015).

Lastly, teachers’ attitudes are the predispositions based on beliefs about teaching and learning that inform an educator’s actions and responses (Rokeach, 1968). Children with IDs can struggle with some ABS, and teaching them these abilities is the job of teachers.

The opinions of a teacher are usually reflected in his or her practice and directly affect the children he or she oversees. Educators’ beliefs greatly influence students’ skill development, both socially and academically (Sharma, Loreman, & Forlin, 2012). However, Alkhateeb, Hadidi, and Alkhateeb (2015) suggest that the attitudes towards inclusion in Saudi Arabia are mixed. Alamri and Tyler-Wood (2016) consider the general opinions of teachers on the matter to be negative when compared to the United States. The trend is potentially damaging to children with IDs, and their continued well-being requires a change in the overall consensus.

The attitudes of the teachers are not the only obstacle to an inclusive environment and the implementation of the necessary skill training. The lack of similar services for adults indicates a need for the skills needed for independence to be taught during school (Papadatou-Pastou & Tomprou, 2015). However, the research by Alahmadi and El Keshky (2019) indicates that the knowledge of teachers on the subject matter is lacking even when they work with children who have IDs. As such, the study also discusses the approaches that can be used to address the concerns and needs of such students.

Changes in the perception of the teachers and other people are essential to the success of the overall program. According to Kasari, Rotheram-Fuller, Locke, and Gulsrud (2012), social growth and improved ABS outcomes are associated with each other. Stoesz et al. (2016) provide an overview of the strategies for teachers to identify children with special needs and address those requirements. The ultimate goal is to enable these students to use ABS in any situation after they graduate and begin living and working independently (Ramdoss et al., 2012). While the task is challenging, it should be possible if the teachers and parents are committed to the goal and have the necessary knowledge.

This study raises concerns over the negative attitudes held by some teachers towards children with IDs and their needs. Such students sometimes need to be taught ABS, which is a process that should be carried out by teachers and parents in combination. However, some educators are opposed to the inclusion of children with IDs in classrooms or do not possess the necessary knowledge and skills to help them. This study aims to raise awareness over the matter and to suggest changes that would help improve the situation.

Alahmadi, N. A., & El Keshky, M. E. S. (2019). Assessing primary school teachers’s knowledge of specific learning disabilities in the Kingdom of Saudi Arabia. Journal of Educational and Developmental Psychology, 9 (1).

Alamri, A., & Tyler-Wood, T. (2016). Teachers’ attitudes towards children with autism: A comparative study of the United States and Saudi Arabia. Journal of the International Association of Special Education, 16 , 14-25.

Alkhateeb, J. M., Hadidi, M. S., & Alkhateeb, A. J. (2016). Inclusion of children with developmental disabilities in Arab countries: A review of the research literature from 1990 to 2014. Research in Developmental Disabilities, 49 , 60-75.

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry , 53 (4), 431-439.

Papadatou-Pastou, M., & Tomprou, D. M. (2015). Intelligence and handedness: Meta-analyses of studies on intellectually disabled, typically developing, and gifted individuals. Neuroscience and Biobehavioral Reviews, 56, 151-165.

Ramdoss, S., Lang, R., Fragale, C., Britt, C., O’Reilly, M., Sigafoos, J., … Lancioni, G. E. (2012). Use of computer-based interventions to promote daily living skills in individuals with intellectual disabilities: A systematic review. Journal of Developmental and Physical Disabilities, 24 (2), 197-215.

Rokeach, M. (1968). Beliefs, attitudes, and values: A theory of organization and change . San Francisco, CA: Jossey-Bass.

Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs , 12 (1), 12- 21.

Shireman, J. F. (2015). Critical issues in child welfare (2nd ed.). New York, NY: Columbia University Press.

Stoesz, B. M., Shooshtari, S., Montgomery, J., Martin, T., Heinrichs, D. J., & Douglas, J. (2016). Reduce, manage or cope: A review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities. Journal of Research in Special Educational Needs, 16 (3), 199-214.

Tassé, M. J., Luckasson, R., & Schalock, R. L. (2016). The relation between intellectual functioning and adaptive behavior in the diagnosis of intellectual disability. Intellectual and Developmental Disabilities , 54 (6), 381-390.

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IvyPanda . "Adaptive Behavior Skill Training: Teachers' Attitudes." February 5, 2024. https://ivypanda.com/essays/adaptive-behavior-skill-training-teachers-attitudes/.

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Interview with a Special Education Teacher

This essay about the experiences and perspectives of Alex, a seasoned special education teacher, provides an intimate look into the challenges and rewards of teaching children with special needs. Alex emphasizes the importance of understanding and empathy in his field, viewing each child as a unique individual with distinct abilities. He discusses the common misconceptions about special education, focusing on the potential and achievements of his students rather than their limitations. The essay also touches on the emotional investment required in special education, highlighting the profound impact teachers can have on their students’ lives. Alex’s optimism and resilience shine through as he calls for more societal support and resources for special education, underscoring the collective effort needed to create inclusive educational environments.

How it works

Teaching is an art and a science, a profession that demands both heart and skill. But when it comes to special education, these requirements are amplified tenfold. I had the privilege of sitting down with Alex, a seasoned special education teacher, whose stories and insights provide a window into this challenging yet rewarding field.

Alex begins by shedding light on the core of special education: understanding and empathy. Unlike traditional teaching paradigms, special education is not a one-size-fits-all approach. Each child is a unique puzzle, with pieces made of their capabilities, challenges, and personalities.

“It’s like being a detective,” Alex says, “You’re constantly looking for clues on how to reach each child, how to unlock their potential.” This process, while painstaking, is also one of the profession’s greatest rewards.

The conversation then turns to the misconceptions surrounding special education. Many view it as a field filled with limitations, but Alex sees it differently. “It’s not about what they can’t do; it’s about discovering what they can do,” he asserts. This perspective shift is crucial, not just for teachers but for parents and society as well. Celebrating small victories is a big part of Alex’s teaching philosophy. Whether it’s a student learning to tie their shoes or mastering a new word, these moments are monumental, signifying breakthroughs that ripple through their learning journey and beyond.

Challenges, of course, are part of the terrain. Alex speaks candidly about the emotional toll the job can take. “It’s not just a job; it’s a part of you,” he explains. The highs are incredibly high, but the lows can be difficult. There’s a sense of personal investment in each student’s success and setbacks. This emotional rollercoaster, however, is also what makes the job deeply fulfilling. For Alex and many in his field, the emotional connection to their work and students is unparalleled.

What strikes me most about our conversation is Alex’s optimism and resilience. Special education teachers operate in a landscape where resources can be scarce, and recognition is not always forthcoming. Yet, they press on, driven by the belief in their students’ potential and the transformative power of education. “It’s about making a difference, one child at a time,” Alex reflects. And in those moments when a student overcomes a hurdle, no matter how small, it’s a reminder of the profound impact a dedicated teacher can have.

Our interview concludes on a note of hope and a call to action. There’s a need for greater awareness, support, and resources for special education. Society’s understanding and attitudes play a significant role in shaping the educational landscape for children with special needs. As Alex puts it, “It’s a collective effort. We all have a part to play in fostering an inclusive, supportive environment where every child has the chance to succeed.”

This conversation with Alex, brimming with challenges, triumphs, and heartfelt dedication, offers a glimpse into the world of special education. It’s a reminder of the incredible work being done by teachers like him who, day in and day out, change lives with patience, understanding, and an unwavering belief in their students’ potential.

Remember, this piece serves as inspiration and a starting point for further exploration into the field of special education. For more personalized assistance and to ensure your educational efforts meet all standards, consider reaching out to professionals at EduBirdie.

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Guest Essay

Can Trump Get a Jury Who Will Give Him a Fair Shake? My Expert Opinion Is Yes, and Here’s Why.

By Julie Blackman

Dr. Blackman is a social psychologist who has worked as a jury consultant on many well-known criminal cases, including those of Leona Helmsley, Martha Stewart, Sheldon Silver and Robert Menendez.

If Donald Trump has been clear about anything, it is this: “I cannot get a fair trial in New York.”

By New York, he means Manhattan, where he won slightly less than 10 percent of the vote in 2016 and about 12 percent in 2020 and where, as one of his lawyers argued last week, “In terms of prejudicial pretrial publicity in this county, this case stands alone.”

Of course, Mr. Trump doesn’t want a fair trial. Like any other criminal defendant, he wants a jury that is biased in his favor. But can he get a jury that is able and willing to give him a fair shake?

My answer, based on my more than 40 years as a jury consultant for politicians, celebrities, Wall Street financiers and others accused of criminal wrongdoing, is that he can. Granted, Mr. Trump is as high-profile and polarizing as a defendant can be. But the adversarial nature of the selection process and the remarkable can-do attitude that jurors so often display result in a fair jury almost always.

For Mr. Trump, we’re about to find out. Jury selection is scheduled to begin Monday in the hush-money trial brought by Alvin Bragg, the Manhattan district attorney. Mr. Trump faces 34 felony charges related to what prosecutors say was a scheme to pay hush money to a porn star to cover up a sex scandal as he was running for president in 2016. He will become the first former president to go on trial on felony criminal charges.

For all of the media attention that has focused on this case and the others Mr. Trump has faced and is facing, in my experience, well-instructed juries have shown time and again that they can put aside what they have learned outside the courtroom and focus on the evidence presented inside the courtroom. What is likely to unfold in the trial will undoubtedly absorb the jurors’ full attention. Having sworn to the court that they will shelve their preconceptions, the jurors are likely to focus on the evidence and follow it to where it leads. Our brains tend to focus on what’s in front of us, and the evidence in this case surely will be compelling for the jurors.

That said, Mr. Trump might prove to be his greatest enemy. Several studies have raised concerns about jurors turning to the internet for case-relevant information while serving on juries, even though they had been instructed not to consider outside information. This might present a challenge for Mr. Trump if he continues to salt the internet with invective. Even so, a carefully instructed jury should be able to sideline his vitriol in favor of the evidence.

Jurors who will sit in judgment of Mr. Trump will have survived what is likely to be a long selection process intended to root out potential bias. They will fill out detailed questionnaires and may be questioned in court by the judge and the lawyers for both sides to elaborate on their written responses. Jurors who cannot be fair will be dismissed by the judge. Days or even weeks could pass before enough jurors are deemed impartial and selected. Additionally, the defense and prosecution each will be able to reject 10 more potential jurors for any reason except for a juror’s race, gender or other similar identifying characteristic.

This extensive process of inquiry was cited by a federal district judge in a 1989 decision rejecting an effort by Leona Helmsley , the billionaire hotelier, to move her tax evasion trial out of Manhattan. She became widely mocked in headlines in New York papers as the “Queen of Mean.”

But Judge John Walker of the Federal District Court in Manhattan wrote in an opinion ruling on her motion that “after reading more than 100 comprehensive juror questionnaires, and after spending more than three days carefully interviewing more than 100 jurors individually, this court has no hesitation in answering that ‘fundamental question’: A fair and impartial jury can indeed be obtained in this case.”

I was the jury consultant on that case. Mrs. Helmsley was convicted. I thought she got a fair trial despite her reputation outside the courtroom.

The 12 jurors and six alternates who survive this interrogative process in the Trump hush-money case will swear to follow the law as it is explained to them by the judge, whether or not they think it is a good law. This is the definition of fairness in the courtroom.

The linchpin of this proceeding will be the judge overseeing the trial, Juan M. Merchan, who has spent 17 years on the bench and was described as a “no-nonsense, drama-averse jurist” in a recent profile in this paper.

How he manages the trial will be instrumental to its fairness. Justice Merchan has already agreed to Mr. Bragg’s request to withhold the names of jurors from the public. He can tell prospective jurors: “I have decided that your names will not be known to the public to help you to feel safer and more free to be fair.” This decision should go a long way to reassuring prospective jurors that they will be protected from harassment or attempts at tampering. (Lawyers in the case will know the identities of the prospective jurors, however, and no doubt will be looking into their backgrounds.)

I also worked on the obstruction-of-justice case against the entrepreneur and television personality Martha Stewart in 2004 arising from initial allegations of insider trading. In the jury selection process, Judge Miriam Goldman Cedarbaum of the Federal District Court in Manhattan barred reporters, courtroom artists and others from attending sessions at which prospective jurors were questioned by lawyers. She said that having outsiders present might prevent prospective jurors “from giving full and frank answers to questions posed to them” and noted that “without such candor on the part of prospective jurors, there is a substantial risk that defendants’ absolute right to a fair trial and an impartial jury will be impaired.”

Ms. Stewart, too, was convicted, and I think she also received a fair trial, though questions were raised about the veracity of one of the jurors. Do jurors lie when questioned by the judge or lawyers? In my experience, based primarily on postverdict investigations, most do not. But one or two bad apples will not spoil the rest. Juries are better than the sum of their parts.

Ultimately, for the jurors, the judge’s words to them will be crucial to their understanding of their role. And from those words, jurors should feel that Justice Merchan understands the difficulties they face in having to put to one side their existing views.

If I were offering him advice in this case, I would suggest that Justice Merchan make two points.

He should emphasize, with a show of empathy, the great importance of fair juries. “Some of you may be thinking, ‘I have strong opinions. I cannot do this.’ Please think carefully about this,” he might tell them. “You cannot stop knowing what you know. But the evidence presented here can and must be at the forefront of your thinking.”

And he should use ennobling words to underscore the significance to the jurors of their role in sitting in judgment of Mr. Trump, whom they must presume is innocent but is charged with criminal wrongdoing.

“No one can do this job better than those of you selected to serve as jurors,” he might tell them. “As citizens of this country, we depend on one another to rise to the challenge of moments like these. We are grateful for the commitment you will apply to achieve fairness. The evidence deserves your open-minded attention. Trial by jury is bedrock to our democracy.”

Julie Blackman has a Ph.D. in social psychology and has worked as a jury consultant on many well-known criminal cases. She is a co-author of a forthcoming article on the influence of the internet in high-profile trials in The Champion, the journal of the National Association of Criminal Defense Lawyers.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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