Mississippi Elementary School Teachers' Perspectives on Providing Nutrition Competencies under the Framework of Their School Wellness Policy

2010 ◽  
Vol 42 (4) ◽  
pp. 271-276.e4 ◽  
Author(s):  
Laurel G. Lambert ◽  
Ann Monroe ◽  
Lori Wolff
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Wellness Policy ◽  
School Wellness ◽  
School Wellness Policy ◽  
Teachers Perspectives

scholarly journals Impact of Transformational Leadership on Teacher Retention at Elementary School Level in Punjab: Teachers’ Perspectives

2019 ◽  
Vol IV (III) ◽  
pp. 234-240
Author(s):  
Toheed Qamar ◽  
Muhammad Javed ◽  
Zafar Hussain
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Teacher Retention ◽  
Elementary School Teachers ◽  
School Level ◽  
Personal Attributes ◽  
School Teachers ◽  
Significant Difference ◽  
Private And Public ◽  
Teachers Perspectives

The purpose of this study was to investigate the effect of transformational leadership on teacher retention at elementary school level (ESL) of Southern Punjab. The elementary school teachers (ELT) of Southern Punjab formed population. For the sample, 240 schools and 960 teachers were selected randomly for the study. The study has measured transformational leadership through factors i.e. job characteristics, school characteristics and personal attributes. When the respondents were asked for their views about teacher retention then there was no significant dissimilarity with respect to gender rather both groups had similar views; whereas significant difference was found between private and public teacher.

scholarly journals Saudi School Education During the COVID-19 Pandemic: The Madrasati Platform

2021 ◽  
Vol 22 (2) ◽  
pp. 1-9
Author(s):  
Fawzia Alubthane
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Elementary School Teachers ◽  
Computer Skills ◽  
Structured Interviews ◽  
School Teachers ◽  
Technical Problems ◽  
Female Teachers ◽  
Quantitative Results ◽  
Teachers Perspectives

This study aimed to evaluate the Madrasati Electronic Platform (MEP) from female teachers’ perspectives in public schools in Riyadh. It also investigated whether students’ educational level or teachers’ computer skills significantly affected teachers’ views. The study applied the mixed-method approach, whereby a questionnaire was distributed to a random sample of 384 teachers, and semi-structured interviews were conducted with five teachers. Quantitative data were analyzed via appropriate statistical methods, while thematic analysis was used to interpret the interviews and comments. The quantitative and qualitative results indicated that MEP and its tools are effective and appropriate. Technical problems, internet interruptions and difficulties with evaluating students' learning represented the most common challenges. Teachers’ suggestions focused on solving technical problems, increasing internet speed, providing internet incentive packages, training teachers and educating parents. The quantitative results demonstrated significant differences amongst teachers’ views of the challenges in favor of elementary school teachers, and the qualitative results showed that some elementary school teachers oppose distance learning at this stage. The outcomes revealed significant differences amongst teachers with respect to their views of MEP’s effectiveness and challenges stemming from their varied computer skills.

scholarly journals Elementary Teachers’ Perspectives on the Use of Multicultural Literature in Their Classrooms

2017 ◽  
Vol 18 (3) ◽  
pp. 16
Author(s):  
Geraldine Mongillo ◽  
Karen F. Holland
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Administrative Support ◽  
Multicultural Literature ◽  
Web Survey ◽  
School Teachers ◽  
Multicultural Curriculum ◽  
School Year ◽  
Narrow Definition ◽  
Teachers Perspectives

This qualitative study set out to determine how multicultural literature was used and perceived by US elementary school teachers, and how the beliefs of teachers shape perceptions, selection, interpretation, and the teaching of multicultural literature (Ketter & Lewis, 2001).Twenty-six (26) elementary school teachers across the country responded to this study. An invitational email with a web-survey hyperlink was utilized. Variables pertaining to participant background, definition, selection acquirement and application of “multicultural” literature, the elementary school community and district mandates were addressed in the web survey. Findings revealed that all participants used multicultural literature sometime during the school year. The majority of participants were Caucasian females teaching in suburban schools, which did not have a mandated multicultural curriculum. Regardless of mandates, the majority applied a “narrow” definition for multicultural literature using the words “cultural”, “race,” and “nationality.”  Other findings indicated that elementary school teachers used multicultural literature more frequently when they had strong administrative support, regardless of their students’ or their own ethnicity.

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