Teaching Behavior and Enthusiasm in relation to Teaching Engagement, and Blended Learning: a Mixed Method | ||||
| Egyptian Journal of Health Care | ||||
| Volume 15, Issue 3, September 2024, Page 1700-1716 PDF (324.9 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2024.427464 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Fathya Abdelrazek* 1; Mohammed Elsayed Ahmed Allawy2; Manal Farouk Mohamed3 | ||||
| 1Associate Professor of Nursing Administration, Faculty of Nursing, Suez Canal University, Egypt | ||||
| 2Lecturer of Medical-Surgical Nursing Faculty of Nursing, Suez Canal University, Egypt | ||||
| 3Associate Professor of Pediatric Nursing, Faculty of Nursing, Suez Canal University, Egypt | ||||
| Abstract | ||||
| Background: Teaching behavior encompasses a group of qualities that covers effective teaching competencies demonstrating the teaching performance skills. Enthusiasm is necessary for worthy teaching. Also, teachers’ engagement in teaching process alongside their enthusiasm is contributor factor to the better teaching performance. These teaching issues could be influenced during blended learning. Aim: It was to investigate teaching behavior and enthusiasm in relation to teaching engagement, and blended learning among nursing teaching staff at faculty of nursing. Subjects & Methods: A convergent parallel mixed method design was conducted on all teaching nursing staff (72) who agreed to participate in the study for the quantitative part following predictive correlational design using three tools (Teaching Behavior Checklist; Perceived Teacher Enthusiasm Scale; The Utrecht Work Engagement Scale). Twelve participants of them were purposively selected for conducting the qualitative part using a questions’ guide involving open questions through semi-structured interview. Results: The quantitative results showed that teaching enthusiasm had the highest composite percentage (87.7%) followed by teaching engagement (80.3%) then teaching behavior/performance (79.8%). 58.3% of variation in teaching behavior/performance caused by teaching engagement, and 54.6% caused by teaching enthusiasm that was increased to 60.4% when adding both variables. The qualitative findings indicated to good teaching performance, engagement and enthusiasm within blended learning (BL). The mixed-method findings indicated that qualitative findings supported and assured quantitative results indicating to factors contributing to teaching issues and their improvement within BL. Conclusion: Teaching issues presenting good levels within BL, with supported strong positive correlations among them. Teaching engagement and enthusiasm positively affect teaching behavior/performance that is increased when gathering between both. Improving enthusiasm and engagement in teaching alongside enhancing teaching skills is the rule way for improving teaching behavior/performance within BL. Three teachers’ profiles within BL have been emerged. Recommendation: Two major strategies are indorsed for teaching issues enhancement within BL: improving teaching skills and regular teaching evaluation; taking measures for training and other tactics for improving teaching engagement and enthusiasm. | ||||
| Keywords | ||||
| Teaching Behavior; Teaching Engagement; Teaching Enthusiasm; Blended Learning | ||||
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