The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Empowering Teachers Through Self-Care and Reflective Thinking
Abstract
The need for Reflective Practice and Self-Care for Educators has increasingly become necessary to foster well-being and professional growth in the demanding educational environment. Educators are subjected to ongoing emotional and professional pressure, making self-awareness, emotional regulation, and intentional self-care essential skills to sustain effectiveness and job satisfaction. This study collected information from 63 elementary school teachers, inquiring about their demographics, number of years of teaching experience, and self-care activities. After preprocessing the dataset to guarantee data quality, Ant Colony Optimization (ACO) was applied for feature selection to identify the most important factors. A Bi-Stacked GRU deep learning model was developed to analyze trends in reflective practice and self-care behavior over time. The results validated strong correlations between proactive self-care, reflective habits, and professional development.
Related Content
|
Kula A. Francis, Kenny A. Hendrickson.
© 2026.
26 pages.
|
|
Summyr Burton, Savannah Baus, Stephen A. Murphy.
© 2026.
50 pages.
|
|
Kesley Richardson, Colby Cavanaugh.
© 2026.
30 pages.
|
|
Angela M. Hill, Kevin B. Sneed, Deborah Austin, Deanna B. Wathington, Hiram B. Green, Michael B. Morgan, Janet B. Roman, Feng B. Cheng, John E. Clark, Natasha Rubie, Kristy Andre, Thea Moore, Antionette Davis, Feng Cheng, Karia Doreen MacAulay, Maisha Standifer, Judette Louis, Joseph Diamond, Kyaien Conner, Victor Obi, Samantha Thompson.
© 2026.
22 pages.
|
|
Angela Stephanie Mazzetti, Anniken Grønstad, John Blenkinsopp.
© 2026.
32 pages.
|
|
Marie Grace Avelino Gomez, Kenith B Villaruel.
© 2026.
30 pages.
|
|
Carolyn Allen.
© 2026.
30 pages.
|
|
|