Tony Yeigh
Biographic Data
| ID | 4639195 |
|---|---|
| NAME | Tony Yeigh |
| GIVEN NAMES | Tony |
| FAMILY NAME | Yeigh |
| SIGNATURE | YEIGH T |
| AFFILIATIONS | Southern Cross University |
| ORCID | 0000-0002-8795-8515 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Examining the relationship between teacher career motivation and teacher job satisfaction
Teachers choose to pursue a career in teaching for various reasons which might influence the extent to which they feel satisfied with their job. The relationship between teacher career motivation and teacher job satisfaction has been tested in some previous studies, but the findings have been inconsistent. In this study, we revisited this relationship by drawing on the Teaching and Learning International Survey 2018 data and adopting multilevel s…
Action research communities as a whole-of-school teaching improvement initiative
Professional learning communities (PLCs) actioned through collaborative action research (CAR) have been found in the literature to be beneficial for both teachers and students. However, previous studies mainly examined teachers’ perceived effectiveness of CAR-based PLCs, as well as identified steps and elements involved in such PLCs, either self-initiated by teachers themselves or by university researchers in a school-university partnership model…
Understanding Early Career Teacher Instructional Quality
The instructional quality of early career teachers is an important area of research that has potential to inform policy and practice. However, earlier research on this topic is primarily concerned with examining the relationship between early career teachers and their instructional quality. This study took a person‐centred approach to examining instructional quality profiles of early career teachers and relevant correlates. Data analysis conducte…
Secondary teachers’ disparate understandings of student engagement
Student engagement is currently a topical aspect of teaching and learning due to its influence on students' learning experiences and outcomes. The literature delineates student engagement as a malleable construct, involving a student's behaviour, emotions, and cognitions, all of which are influenced by the learning context, and more specifically, by the teacher. Indeed, teachers are pivotal in fostering engagement in the classroom, and their peda…
Secondary teachers’ beliefs about the importance of teaching strategies that support behavioural, emotional and cognitive engagement in the classroom
The current study investigates secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional and cognitive engagement). It is posited that there exists an order in which dimensions of engagement must develop in order to facilitate students’ engagement in the classroom. However, there is a lack of research exploring the understandings of the very people who create students’ learning environment: t…
Exploring pre-service teachers’ affective-reflective skills
The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a…
Teacher of mathematics identity as a predictor of teacher wellbeing
This article reports on original research investigating teacher wellbeing while teaching mathematics in relation to teacher identity. Using survey data from mathematics teachers ( N = 402) participating in a teacher of mathematics support initiative, teacher wellbeing was operationally defined as the experience of wellbeing whilst teaching, allowing an applied understanding of wellbeing in relation to the activity of teaching. Teacher identity wa…
Secondary teachers’ perceptions of the importance of pedagogical approaches to support students’ behavioural, emotional and cognitive engagement
This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers’ pedagogical choices impact student engagement in ways that influence students’ external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers’ ( n = 223) perceptions of pedagogies that support studen…
Student voice, not student echoes
Engaging high school students experiencing a mild to moderate Intellectual Disability (ID) in conversations about their math learning experiences can provide valuable insights for enhancing inclusive classroom teaching and learning. This paper reports on the pilot study of a broader research project that focuses on the voice of high school students experiencing ID in relation to their mathematics education. The study aims to analyse students’ exp…
No prominent works on this page.
Teacher of mathematics identity as a predictor of teacher wellbeing
This article reports on original research investigating teacher wellbeing while teaching mathematics in relation to teacher identity. Using survey data from mathematics teachers ( N = 402) participating in a teacher of mathematics support initiative, teacher wellbeing was operationally defined as the experience of wellbeing whilst teaching, allowing an applied understanding of wellbeing in relation to the activity of teaching. Teacher identity wa…
Secondary teachers’ perceptions of the importance of pedagogical approaches to support students’ behavioural, emotional and cognitive engagement
This article reports on original research investigating the pivotal role that teachers play in student engagement, using a tri-dimensional framework. This framework identifies how teachers’ pedagogical choices impact student engagement in ways that influence students’ external behaviours, internal emotions and internal cognitions. A questionnaire was developed to explore secondary teachers’ ( n = 223) perceptions of pedagogies that support studen…
Student voice, not student echoes
Engaging high school students experiencing a mild to moderate Intellectual Disability (ID) in conversations about their math learning experiences can provide valuable insights for enhancing inclusive classroom teaching and learning. This paper reports on the pilot study of a broader research project that focuses on the voice of high school students experiencing ID in relation to their mathematics education. The study aims to analyse students’ exp…
Secondary teachers’ beliefs about the importance of teaching strategies that support behavioural, emotional and cognitive engagement in the classroom
The current study investigates secondary teachers’ understandings of student engagement in relation to three dimensions (behavioural, emotional and cognitive engagement). It is posited that there exists an order in which dimensions of engagement must develop in order to facilitate students’ engagement in the classroom. However, there is a lack of research exploring the understandings of the very people who create students’ learning environment: t…
Exploring pre-service teachers’ affective-reflective skills
The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a…
Action research communities as a whole-of-school teaching improvement initiative
Professional learning communities (PLCs) actioned through collaborative action research (CAR) have been found in the literature to be beneficial for both teachers and students. However, previous studies mainly examined teachers’ perceived effectiveness of CAR-based PLCs, as well as identified steps and elements involved in such PLCs, either self-initiated by teachers themselves or by university researchers in a school-university partnership model…
Understanding Early Career Teacher Instructional Quality
The instructional quality of early career teachers is an important area of research that has potential to inform policy and practice. However, earlier research on this topic is primarily concerned with examining the relationship between early career teachers and their instructional quality. This study took a person‐centred approach to examining instructional quality profiles of early career teachers and relevant correlates. Data analysis conducte…
Secondary teachers’ disparate understandings of student engagement
Student engagement is currently a topical aspect of teaching and learning due to its influence on students' learning experiences and outcomes. The literature delineates student engagement as a malleable construct, involving a student's behaviour, emotions, and cognitions, all of which are influenced by the learning context, and more specifically, by the teacher. Indeed, teachers are pivotal in fostering engagement in the classroom, and their peda…
Examining the relationship between teacher career motivation and teacher job satisfaction
Teachers choose to pursue a career in teaching for various reasons which might influence the extent to which they feel satisfied with their job. The relationship between teacher career motivation and teacher job satisfaction has been tested in some previous studies, but the findings have been inconsistent. In this study, we revisited this relationship by drawing on the Teaching and Learning International Survey 2018 data and adopting multilevel s…
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Teacher Education and Leadership Studies (6 works) · Early Childhood Education and Development (5 works) · Educational and Psychological Assessments (3 works) · Sociology (3 works) · Cognition (2 works) · Computer Science (2 works) · Medicine (2 works)