Connie Shin

The role of teacher work engagement (TWE) is very important in creating positive organizational citizenship behavior (OCB) within the early childhood education (ECE) context. This study hypothesizes the use of TWE structural equation modeling (SEM) with advanced logistic regression (ALR) (TWE-SEM-ALR) model and predict the occurrence of OCB among teachers. When 250 early childhood educators in both public and privates collected a teacher-based questionnaire data, it was observed that the information was gathered in questionnaires. Evaluation was done through experimental means, where an 80:20 train-test splitting was used. The model with the suggested accuracy of 92.4 and precision of 0.91, recall as 0.93, F1-score as 0.92, and area under the curve (AUC) of 0.95 was better than models based on logistic regression, support vectors machines, and SEM-only models. The error analysis and the ablation studies also served to validate the role of every model component, as it was shown that the combination of SEM and ALR greatly minimizes the error in predictions and enhances classification stability. The findings of the effectiveness of the proposed framework in explaining complex engagements-behavior relationships and it has rich implications to educational administrators who wish to improve teacher performance and organizational performance.

Preschool education lays the essential groundwork for children’s cognitive, affective, and psychomotor development, placing the role of teachers at the heart of delivering high-quality early learni...

Having a strong cultural identity and sense of belonging is essential for children’s wellbeing and long-term life outcomes. However, children from culturally diverse backgrounds bring a complex set...

This study is among the first to use archival institutional records to test the incremental validity of artificial intelligence platform behaviors (AI_index) in predicting grammar achievement (GA). Using data from 405 non–English-major freshmen enrolled in a compulsory grammar course at a private Chinese university, we examined whether AI_index predicts end-of-semester grammar exam performance beyond course-embedded behavioral academic engagement (AE_index). AE_index was derived from grade-book quizzes and class interactions, whereas AI_index was constructed from institutional platform logs capturing coursework completion and assigned video viewing. Indices were scaled to a 0–100 range, and GA was measured by a unified final exam. Descriptive statistics, correlations, and hierarchical regression analyses showed that AE_index was a small but significant predictor of exam performance, whereas AI_index was weak and non-significant and added no incremental predictive value beyond AE_index. Together, the two indices explained a modest proportion of variance in GA. These findings suggest that completion-based platform metrics are unlikely to reflect effortful learning unless platform tasks align with summative assessment demands (e.g., translation and proofreading). The findings caution against using completion-based AI metrics as high-stakes indicators without demonstrated task–assessment alignment.

Understanding how young teachers cope with work concerns is crucial for improving teaching quality in Chinese private higher education. This study investigates the relationship between different stages of such concerns and teacher effectiveness of young lecturers in private universities. These lecturers often face workload pressure andlack of career supports, which may influence their effectiveness and professional development. This research involved 416 full-time lecturers under the age of 40 from Shandong Province. The sample was determined using Krejcie and Morgan’s formula and selected through a multi-stage sampling method. Private universities were stratified into four categories, one university from each category was purposively selected, and participants were randomly sampled. Data were gatheredthrough a structured questionnaire adapted from the stages of concern (SoC) and the school teacher effectiveness questionnaire (STEQ). Pearson correlation, multiple regression, and structural equation modeling (SEM) were conducted for analysis. The results show that task concerns and impact concerns significantly influenced teacher effectiveness across instructional planning and strategies, assessment, and learning environment. In contrast, self-concerns showed weaker influence. These findings suggest that work concerns reflect not only stress but also deeper professional motivation, pointing to the need for more purposeful supports to increase teacher effectiveness and career growth.

This study investigates the influence of leadership styles, work concerns, and cultural norms on teacher effectiveness in digital teaching environments within the context of young teachers who are employed in Shandong's private universities in China. This research was driven by the need to better understand how organizational and cultural factors predict teacher effectiveness in the digital teaching environment. A quantitative research approach was adopted, gathering responses from 416 participants in four private universities, and then the data were processed using structural equation modeling (SEM) and multiple regression techniques. The results show that transactional leadership has the strongest impact on teacher effectiveness, particularly in enhancing the dimensions including instructional planning and classroom management. This study found that transformational leadership, work concerns, and cultural norms also significantly influence teacher effectiveness to different extents. The SEM analysis confirmed that the proposed model fits the data well. Further, the multiple regression analysis revealed that the intellectual stimulation dimension of transformational leadership and the contingent reward dimension of transactional leadership were particularly influential in predicting teacher effectiveness. These findings suggest that leadership in private universities should remain adaptable, with an emphasis on creating supportive environments where teachers feel valued and professionally engaged. Based on these findings, it is recommended that educational administrators provide targeted leadership development programs and establish policies that prioritize teacher support, especially as private universities continue to expand digital teaching practices.

Early literacy skills develop in the home environment with parenting approaches and the relationships between parents and children serving as the main influencing factors. This study examines the impact of parenting styles and child-parent relationships on the home literacy environment (HLE) among Chinese preschoolers in Malaysia. 385 mothers of Chinese preschoolers from Kota Kinabalu participated in a survey through questionnaires whereby key variables were assessed. Descriptive statistics, Pearson's correlation and multiple regression analyses were utilized to analyze data. The descriptive findings indicated that most mothers had adopted an authoritarian parenting approach, perceived a close relationship with their child and reported a high level of HLE with their Chinese preschoolers. Furthermore, Pearson's correlation analysis revealed that there was neither a significant relationship between HLE and parenting approaches nor with the child-parent relationship. Hence, there are no substantial influences of parenting styles and child-parent relationships on HLE. These findings underscore the empirical evidence of family and community factors on early childhood home literacy environment outcomes. This study provides valuable insights for teachers, parents and policymakers to design targeted interventions.