This study builds on and contributes to work about the use of student evaluation of teacher performance. Although many studies have examined multiple forms of teacher evaluation, not much has been written about high school ...

Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending ...

Teachers’ operational control is challenged by pupils’ access to computers with internet in the classroom. The teacher’s control of operations will be diminished in a technology-rich classroom. Professional growth is ...

School learners can struggle with setting and striving for objectives that require sustained academic self‐discipline. We believe that teachers’ instructional qualities and school culture are factors that can successfully ...

Mentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programmes and supporting the pre-service teachers to become educational professionals, but for mentors ...

In school settings, self-control is central to the ability of learners to complete their academic work successfully. Learners’ self-control is directly influenced by the ways in which educators execute their work, including ...

The duration of on-campus academic engagements is an uncertain and highly debated indicator of study input. Researchers adopt this indicator with the expectation that student teachers must invest an amount of time and ...

Developing students’ digital skills and self-confidence in their ability to purposefully use online learning opportunities is considered important for achieving educational objectives. This study empirically explores ...

This study examines teaching evaluation based on student feedback which is intended to contribute to teachers’ professional development. Although studies have highlighted that teaching evaluation is a potential source of ...

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