e.g. mhealth
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Skip search results from other journals and go to results- 6 JMIR Research Protocols
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The cluster 1 (Q5) teacher withdrew her consent to participate in the study after the 13-week intervention and before physiological follow-up measurements were taken. However, the teacher and learners participated in the IDI and FGDs, respectively. Cluster 2 (Q3) remained in the study throughout the study period. Table 3 demonstrates at which stage the cluster 1 teacher withdrew.
Components of retention for clusters 1 and 2.
JMIR Form Res 2025;9:e65169
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Gender Equality Training for Students in Higher Education: Protocol for a Scoping Review
module
for example, course or program external to course of study
Papers or sources focusing on the experience of participation in an intervention
Interventions do not have to focus solely on gender equality; interventions can also focus on other aspects of equality, diversity, and inclusion (EDI) training; as long as gender equality is included in the intervention, it can be included
Interventions involving gender equality in terms of gender diversity (transgender, nonbinary, and gender-diverse students)
Teacher
JMIR Res Protoc 2023;12:e44584
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The strategy involved (1) establishment of study implementation teams in schools (typically incorporating a classroom teacher and school counselor), (2) allocation of a minimum of four 20-minute school class sessions for SPARX-R completion, (3) provision of information about SPARX-R to schools by the research team, (4) weekly reminders by the school implementation team for students to use SPARX-R, (5) dissemination of information about the trial and mental health tips to schools by the research team, and (6)
JMIR Pediatr Parent 2023;6:e42349
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Yours sincerely
Ms Example
Head Teacher
Data-driven and theory-driven approaches were combined to identify themes and subthemes. Themes derived from the UTTA (perceived effectiveness, effort expectancy, context and resources, social influences) informed the theory-driven approach, which included reviewing and revising the themes in context of the data [35].
JMIR Form Res 2023;7:e44592
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Reference 23: Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Reference 24: Teacher self-efficacy in online education: a review of the literature Reference 25: Prioritization of online instructor roles: implications for competency‐based teacher education Reference 28: “Everybody is their own island”: Teacher disconnection in a virtual schoolteacher
JMIR Med Educ 2023;9:e42281
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Literature has reported several predictors of teacher stress, burnout, anxiety, and depression, including age, job satisfaction, subject taught, and work-related factors [8,16,19-23]. Teachers constantly face increased challenges such as workload, role conflict, and role ambiguity, which cause work stressors and result in mental and physical health challenges [24]. Role conflict and role ambiguity also predict teachers’ burnout [25].
JMIR Res Protoc 2023;12:e44370
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The features of a successful teacher include personal characteristics, topic knowledge, and highly qualified teaching skills, all of which can have an impact on pupils [5]. Looking into how students perceive their physical education teachers’ skill sets may help improve academic quality and boost participation in both extracurricular sports and physical education programs.
JMIR Form Res 2022;6(12):e29130
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