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Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh

This study applies the theory of planned behavior to predict Bangladeshi teachers’ intentions and behaviors towards private tutoring. It secured qualitative data from 18 semi-structured interviews with students, parents, and teachers. The data were analyzed using a thematic analysis procedure. The f...

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Detalles Bibliográficos
Autores principales: Alam, Md. Bayezid, Zhu, Zhiyong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9937895/
https://www.ncbi.nlm.nih.gov/pubmed/36820040
http://dx.doi.org/10.1016/j.heliyon.2022.e12534
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author Alam, Md. Bayezid
Zhu, Zhiyong
author_facet Alam, Md. Bayezid
Zhu, Zhiyong
author_sort Alam, Md. Bayezid
collection PubMed
description This study applies the theory of planned behavior to predict Bangladeshi teachers’ intentions and behaviors towards private tutoring. It secured qualitative data from 18 semi-structured interviews with students, parents, and teachers. The data were analyzed using a thematic analysis procedure. The findings revealed that teachers’ behavioral intentions to engage in private tutoring were influenced by their attitudes, subjective norms, and perceived behavioral control. Unlike prior empirically-driven studies, this study makes a substantial contribution by establishing a theoretical foundation that can predict teachers’ intentions and behaviors within the context of shadow schooling. Additionally, the moral and professional ramifications of tutoring practice are discussed, and suggestions are made in terms of public policy to manage those ramifications.
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spelling pubmed-99378952023-02-19 Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh Alam, Md. Bayezid Zhu, Zhiyong Heliyon Research Article This study applies the theory of planned behavior to predict Bangladeshi teachers’ intentions and behaviors towards private tutoring. It secured qualitative data from 18 semi-structured interviews with students, parents, and teachers. The data were analyzed using a thematic analysis procedure. The findings revealed that teachers’ behavioral intentions to engage in private tutoring were influenced by their attitudes, subjective norms, and perceived behavioral control. Unlike prior empirically-driven studies, this study makes a substantial contribution by establishing a theoretical foundation that can predict teachers’ intentions and behaviors within the context of shadow schooling. Additionally, the moral and professional ramifications of tutoring practice are discussed, and suggestions are made in terms of public policy to manage those ramifications. Elsevier 2022-12-23 /pmc/articles/PMC9937895/ /pubmed/36820040 http://dx.doi.org/10.1016/j.heliyon.2022.e12534 Text en © 2022 The Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Research Article
Alam, Md. Bayezid
Zhu, Zhiyong
Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
title Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
title_full Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
title_fullStr Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
title_full_unstemmed Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
title_short Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
title_sort teaching in the shadows: exploring teachers’ intentions and behaviors towards private tutoring in bangladesh
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9937895/
https://www.ncbi.nlm.nih.gov/pubmed/36820040
http://dx.doi.org/10.1016/j.heliyon.2022.e12534
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