scholarly journals Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering

2016 ◽  
Vol 47 (2) ◽  
pp. 135-147 ◽  
Author(s):  
Stefanie Adriaensens ◽  
Elke Struyf
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Beliefs ◽  
Semistructured Interviews ◽  
Class Teacher ◽  
Beliefs And Attitudes

PurposeThe study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student.MethodParticipants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important. Ten semistructured interviews were conducted and analyzed thematically.ResultsTeachers believed that (a) when peers do not react to the stuttering, the lesson is not disrupted by it, and the student who stutters participates in the lesson, stuttering is not necessarily a problem; (b) when attention is paid to it, stuttering can become a problem; (c) they try to react as little as possible to the stuttering; and (d) they seldom talk about the stuttering.ConclusionAlthough teachers reported that they feel confident in how to deal with stuttering, and although it is possible that students who stutter do not feel the need to talk about their stuttering, teachers could consult their students on this matter. This way, they would acknowledge the stuttering and likely encourage the students to approach them when they feel the need.

Analysis of the correlation between occupational stress and mental health of primary and secondary school teachers

Work ◽  
2021 ◽  
pp. 1-13
Author(s):  
Yundong Ji ◽  
Dingding Wang ◽  
Michaela Riedl
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Secondary School ◽  
Occupational Stress ◽  
Secondary School Teachers ◽  
Work Load ◽  
School Teachers ◽  
Career Expectation ◽  
Class Teacher ◽  
Primary And Secondary School

BACKGROUND: With the rapid advancement of the educational reform, the requirements for primary and secondary school teachers are increasing, which makes the work pressure of teachers become greater, which can lead to a variety of mental health problems. It is the primary task to promote the psychological health of primary and secondary school teachers by analyzing the stress of teachers and putting forward reasonable countermeasures. OBJECTIVE: The study aimed to analyze the direct and indirect effects of occupational stress on the mental health level of primary and secondary school teachers. METHODS: 317 teachers from 6 rural primary and secondary schools in Zhejiang province were selected as research subjects. A questionnaire was designed to collect information of occupational stress, mental health, and social support scores. The teachers were compared for differences in gender, marriage status, class teacher, occupational stress, and mental health. The correlation among occupational stress, mental health, and social support was analyzed by structural equation model. RESULTS: The occupational stress of male teachers was higher than that of female teachers in self-development, work load, and career expectation, and the mental health was lower than that of female teachers in work (P <  0.05). The occupational stress of married teachers was significantly higher than that of unmarried teachers, and their mental health was significantly higher than that of unmarried teachers (P <  0.05). The occupational stress of teachers with senior professional titles was lower than that of teachers with primary and intermediate titles in the dimensions of self-development, work load, and career expectation (P <  0.05). The occupational stress of class teachers was higher than that of non-class teachers in terms of student factors, work load, and career expectation (P <  0.05). The direct path coefficient between occupational stress and mental health was –0.421, and the indirect path coefficient between occupational stress and mental health was –0.172. CONCLUSIONS: The occupational stress of male, married, class teacher, and teacher with the primary and intermediate titles was significantly greater than that of female, unmarried, non-class teacher, and senior title teacher. In conclusion, the occupational stress of primary and secondary school teachers can not only directly predict the mental health level, but also indirectly affect the mental health level through social support.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

scholarly journals Using Joint Display as an Analytic Process: An Illustration Using Bar Graphs Joint Displays From a Mixed Methods Study of How Beliefs Shape Secondary School Teachers’ Use of Technology

2021 ◽  
Vol 20 ◽  
pp. 160940692199328
Author(s):  
Tashane K. Haynes-Brown ◽  
Michael D. Fetters
Keyword(s):  
Mixed Methods ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
Mixed Methods Study ◽  
School Teachers ◽  
Analytic Tool ◽  
Use Of Technology ◽  
Teachers Beliefs ◽  
Bar Graphs

Qualitative researchers engaged in mixed methods studies need novel approaches for integrating qualitative and quantitative findings during analysis. Joint display visuals have become an integral part of the presentation of the findings of mixed methods studies and can be aptly described as an analytic tool owing to the process involved in building joint displays. In this article, our purpose is to illustrate the iterative process utilized in building joint displays using both bar graphs and observational field notes to understand a specific phenomenon. An explanatory sequential mixed methods study was conducted with Jamaican secondary school teachers that sought to understand how teachers’ beliefs shaped the use of technology. Based on the use of joint display analysis in this study, we illustrate how the insights gleaned and challenges encountered from each iteration of developing successive joint displays helped us to refine our understanding through an assessment of the organizational intent, analytic intent, and effectiveness of the visuals created. By engaging in the process of building successive joint displays, we identified inconsistencies in the findings that would likely not otherwise have been revealed. We learned that the inconsistencies represented two dimensions of the teachers’ beliefs, thus resulting in a more comprehensive understanding of the integrated data. The methodological insights gleaned from each iteration of building joint displays can be used by other researchers engaged in this process and enhance their understanding of the value of joint display as a powerful analytic tool.

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