Secondary school teachers’ ability to recognise and refer students with differing levels of anxiety

Adolescents experiencing excessive anxiety are often under-identified in the school context, and consequently under-referred for in-school counselling or other mental health support. This is despite anxiety being the most prevalent mental health condition currently experienced by adolescents. The purpose of this study was to explore secondary teachers’ ability to recognise the need to refer adolescents with excessive anxiety symptoms. One hundred and fourteen secondary school teachers completed a questionnaire with five vignettes describing students experiencing various degrees of anxiety. Statistical analysis of the data involved use of the one-sample Wilcoxon test and Spearman’s rank non-parametric correlation coefficients. Results indicated that teachers recognised the need to refer adolescents with very severe anxiety symptoms. However, they were less likely to correctly identify and refer students with severe, moderate or mild anxiety symptoms. There was no statistically significant difference between male and female teachers’ decision to refer students for school counselling. These findings are an important step forward in understanding how teachers decide whether or not to refer anxious children for support, and in identifying areas for further training and professional development. Implications are discussed for future professional development for secondary school teachers.

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A Study on the Attitude of the Hindu and Christian Secondary School Teachers of Malda and Murshidabad Districts, West Bengal, India towards Yoga Education in Schools in Relation to their Mental Health

Asian Review of Social Sciences ◽

10.51983/arss-2020.9.1.1612 ◽

2020 ◽

Vol 9 (1) ◽

pp. 14-22

Author(s):

MD. Afsar Ali

Keyword(s):

Mental Health ◽

Secondary School ◽

Private School ◽

West Bengal ◽

Secondary School Teachers ◽

Religious Faith ◽

School Teachers ◽

Government Schools ◽

Purposeful Sampling ◽

Significant Difference

This is a study on the attitude of the secondary school teachers towards yoga education in schools in relation to their religious belief and mental health. Stratified purposeful sampling method was used. A significant difference in attitude towards yoga education was observed at 0.01 level between Hindu and Christian secondary school teachers of Malda and Murshidabad districts, West Bengal, India. The Hindu teachers possessing better mental health show better attitude towards yoga education in comparison to their Christian counterpart. The male teachers of government schools from Hindu vs. Christian religious faith show significant difference in attitude towards yoga education than their female counterpart. No significant difference in attitude towards yoga education in schools was observed between the male and female private school teachers of Malda district. However, the reverse is true for Murshidabad district.

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A Study on the Attitude of the Hindu and Christian Secondary School Teachers of Malda and Murshidabad Districts, West Bengal, India towards Yoga Education in Schools in Relation to their Mental Health

Asian Review of Social Sciences ◽

10.51983/arss-2021.10.1.2680 ◽

2021 ◽

Vol 10 (1) ◽

pp. 39-47

Author(s):

Mohamed Afsar Ali

Keyword(s):

Mental Health ◽

Secondary School ◽

Private School ◽

West Bengal ◽

Secondary School Teachers ◽

Religious Faith ◽

School Teachers ◽

Government Schools ◽

Purposeful Sampling ◽

Significant Difference

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Mental Health of Secondary and Higher Secondary School Teachers - An Analysis

International Journal of Scientific Research ◽

10.15373/22778179/feb2014/37 ◽

2012 ◽

Vol 3 (2) ◽

pp. 117-119

Author(s):

P.Pachaiyappan P.Pachaiyappan ◽

◽

Dr. D.Ushalaya Raj Dr. D.Ushalaya Raj

Keyword(s):

Mental Health ◽

Secondary School ◽

Secondary School Teachers ◽

School Teachers

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Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

Sustainability ◽

10.3390/su132112324 ◽

2021 ◽

Vol 13 (21) ◽

pp. 12324

Author(s):

Atif Saleem ◽

Ling Wu ◽

Sarfraz Aslam ◽

Tianxue Zhang

Keyword(s):

Secondary School ◽

Secondary Schools ◽

School Leadership ◽

Secondary School Teachers ◽

Leadership Behavior ◽

Pearson Correlation ◽

School Context ◽

Equation Modeling ◽

Goal Theory ◽

School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

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Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

International Journal of Indian Psychology ◽

10.25215/0404.067 ◽

2017 ◽

Vol 4 (4) ◽

Author(s):

Ranju Bala

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Teacher Effectiveness ◽

Secondary School Teachers ◽

Sampling Technique ◽

Descriptive Statistics ◽

School Teachers ◽

Intelligence Scale ◽

Significant Difference ◽

High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

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A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

EPRA International Journal of Environmental Economics, Commerce and Educational Management ◽

10.36713/epra5193 ◽

2020 ◽

pp. 9-13

Author(s):

Zairemmawia Renthlei ◽

Prof. L N Mishra

Keyword(s):

Professional Development ◽

Secondary School ◽

Secondary School Teachers ◽

Training Programme ◽

Administrative Staff ◽

School Teachers ◽

Service Training ◽

Training Programmes ◽

Teachers Training ◽

District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

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Assessment of intercultural competence of vocational teachers in Croatia

Andragoška spoznanja ◽

10.4312/as.21.4.37-51 ◽

2015 ◽

Vol 21 (4) ◽

pp. 37-51

Author(s):

Višnja Rajić ◽

Tomislav Rajić

Keyword(s):

Secondary School ◽

Intercultural Competence ◽

Secondary School Teachers ◽

Vocational Teachers ◽

School Teachers ◽

Self Assessment ◽

New Era ◽

Significant Difference ◽

The Republic ◽

Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

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