scholarly journals Psychometric Testing of the German Versions of Three Implementation Outcome Measures

2021 ◽  
Author(s):  
Christina Kien ◽  
Ursula Griebler ◽  
Marie-Therese Schultes ◽  
Kylie J. Thaler ◽  
Tanja Stamm
Keyword(s):  
Health Promotion ◽  
Field Study ◽  
Internal Consistency ◽  
School Health ◽  
Secondary School Teachers ◽  
Psychometric Testing ◽  
Hypothetical Situation ◽  
School Teachers ◽  
Structural Validity ◽  
Primary School Teachers

AbstractInternationally comparable assessments of implementation outcomes are a prerequisite for the accurate and useful exchange of implementation science results. We translated the English versions of the acceptability of intervention measure (AIM), the intervention appropriateness measure (IAM), and the feasibility of intervention measure (FIM) into German following recent guidelines. We tested the structural validity, the internal consistency (Cronbach’s α), and the construct validity (known-groups validity) in a hypothetical situation study of secondary school teachers (n1 = 142) and the structural validity and the internal consistency in a pilot field study of primary school teachers participating in a school health promotion project (n2 = 61). The hypothesized three-factor solution (acceptability, appropriateness, and feasibility) revealed the best model fit in the hypothetical situation study (CFI = 0.97; RMSEA = 0.08). The second study tended to support these results (CFI = 0.99; RMSEA = 0.05) only when the error terms of two items from different constructs were allowed to correlate with each other (“seems like a good match” [IAM] and “seems possible” [FIM]). Furthermore, the intercorrelations between the three factors were higher in the pilot field study than in the hypothetical vignette study (0.71–0.86 vs. 0.06–0.35). The instruments’ internal consistency proved to be high in both studies (Cronbach’s α: 0.91–0.97). We gathered positive evidence for the known-groups validity, as participants who received different stimuli before answering the instruments rated them statistically significantly different. Our study showed that the German versions of the instruments could successfully be applied in health promotion research. We suggest using the four items per instrument rather than an abbreviated version and discuss recommendations for the instruments’ application.

scholarly journals Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar

2014 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Ye Minn Htun ◽  
Kay Thi Lwin ◽  
Nwe Nwe Oo ◽  
Kyaw Soe ◽  
Than Tun Sein
Keyword(s):  
Health Promotion ◽  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Health ◽  
Health Promotion Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Knowledge

Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students’ health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707

Implications of Using Corpus Tools in Primary and Secondary Education

2020 ◽  
pp. 179-190
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Language Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Levels ◽  
Teaching Activities ◽  
Advantages And Disadvantages ◽  
The Given

This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

scholarly journals Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences

2018 ◽  
Vol 1 (2) ◽  
pp. 102-126 ◽  
Author(s):  
Shenghua Huang ◽  
Hongbiao Yin
Keyword(s):  
Hong Kong ◽  
Student Engagement ◽  
Teacher Efficacy ◽  
Secondary School Teachers ◽  
Well Being ◽  
Educational Background ◽  
Three Dimensions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modest Level

Purpose —The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics (gender, grade level, educational background, and seniority). Design/Approach/Methods —1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey. A series of t-tests, ANOVA, correlation analysis, and hierarchical multiple regressions were conducted. Findings —The younger teachers reported lower scores for well-being and efficacy than their senior counterparts, and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts. Of the dimensions of affective well-being, pleasant affect was more closely related to teacher efficacy than negative affect, and the activated pleasant dimension of enthusiasm had the strongest influence. Of the three dimensions of teacher efficacy, efficacy for student engagement was most strongly associated with affective well-being. Originality/Value —The study revealed that teachers’ affective well-being is not only important in itself, but also contributes to classroom teaching. The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy. Furthermore, maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement, a dimension on which teachers reported the least confidence. Suggestions were put forward on how to improve teacher efficacy and well-being.

scholarly journals Peran Guru dalam Kegiatan Promosi Kesehatan Pencegahan Obesitas pada Siswa Sekolah Dasar

2018 ◽  
Vol 14 (1) ◽  
pp. 53
Author(s):  
Hermien Nugraheni ◽  
Aryadiva N Prayoga ◽  
Wanda Nur Aida
Keyword(s):  
Health Promotion ◽  
Elementary Schools ◽  
Health Center ◽  
School Health ◽  
Health Problems ◽  
Health Programs ◽  
P Value ◽  
School Teachers ◽  
School Health Programs

Background: Primary school-aged children are at risk of having health problems. One of the health problems that can cause disruption of growth and development is obesity. School is one of the parties who play an important role in providing health education for children which aims to improve healthy living habits of children. The role of school primarily teacher was very important to prevent children obesity. The purpose of this study was to identify the role of teachers in health promotion activities in elementary schools for prevent obesity Method: This study was conducted using descriptive analytical design with cross sectional approach, complemented with qualitative data. The population in this study were teachers in elementary schools who appointed as health school teachers in the working area of Kedungmundu Health Center, Semarang City. Sample of this study was selected purposively by the criteria of active and inactive school health programs. The total sample was 14 teachers for each group, therefore totally 28 teachers involved in this study. Data was collected using face to face interview with trained enumerator and participants signed informed consent before interviewed.   Results: level of Knowledge and attitudes of teachers about health promotion schools for preventing student’s obesity were higher between active and non-active school health program. Teacher's age and education were significantly associated with active school programs with p value 0.039 and 0.040 respectively. Teachers from active school health programs were younger (<30 years old) and have higher education (bachelor) than those who are not active school. Teachers from active school health programs are more initiative to run activities which support nutritional behavior such as provision healthy canteens and physical activities outside the class course rather than only waiting for activities from the health center.  

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Design Thinking ◽  
Secondary School Teachers ◽  
Content Delivery ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Alternative Approach ◽  
Thinking Process ◽  
Economy And Education

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Analysis of pre-service and in-service views of evolution of Serbian teachers

2015 ◽  
Vol 67 (1) ◽  
pp. 317-329
Author(s):  
Jelena Stanisavljevic ◽  
Dragan Djuric ◽  
Ljubisa Stanisavljevic ◽  
Pierre Clément
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Teachers ◽  
Religion And Politics ◽  
Primary Teachers ◽  
Science And Religion ◽  
Evolution Theory ◽  
School Teachers ◽  
Biology Teachers ◽  
Primary School Teachers

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes

2020 ◽  
Vol 31 (2) ◽  
pp. 240-250
Author(s):  
Anne L. Marks ◽  
Nathan J. Wilson ◽  
Stacy Blythe ◽  
Christine Johnston
Keyword(s):  
Health Promotion ◽  
Type 1 Diabetes ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early Primary
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