Exploring the Impact of Attitude and Perceived Behavioral Control on Elementary School Teachers' Use Intention of In-Service E-Teacher Development

2016 ◽  
Author(s):  
Hsiu-Ju Chen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teacher Development ◽  
Behavioral Control ◽  
Perceived Behavioral Control ◽  
School Teachers ◽  
The Impact

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

scholarly journals PERMAINAN TRADISIONAL CUBLAK-CUBLAK SUWENG DARI PROVINSI YOGYAKARTA DAN PEMBENTUKAN KARAKTER TANGGUNG JAWAB PADA PESERTA DIDIK MI/SD DI INDONESIA

2020 ◽  
Vol 3 (2) ◽  
pp. 135
Author(s):  
Yosie Ervanda ◽  
Anis Fuadah Z
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Method ◽  
Research Subjects ◽  
School Teachers ◽  
Is Research ◽  
The Government ◽  
Role Of The Government ◽  
The Impact

The purpose of this study was to see the traditional cublak-cublak suweng game from D.I Yogyakarta, and the order for the character of responsibility for students. Knowing the method of implementing the cublak-cublek suweng game that can shape the character of responsibility for students. This research method is research research. The research subjects were research articles and web that discussed the cublak-cublak suweng game that could be accounted for for its authenticity and correctness. The scope of this research includes elementary school teachers, elementary school children, and the surrounding community who are familiar with this game, as well as the role of the government in preserving the cublak-cublak suweng game and applying it to elementary schools at this time.This research was conducted to explain whether the cublak-cublak suweng game in the present era can give pleasure after being played and the impact that occurs after being played 1) Introduction to what cublak-cublak suweng is and how to play it. 2) Implementation of the cublak-cublek suweng model that can develop the character of responsibility for students, 3) The effectiveness of the cublak-cublak suweng game in shaping the character of responsibility for students. 4) what are the effects if you continue to drink it again and again. 

Elementary school teachers’ behavioral intentions for healthy nutrition

2019 ◽  
Vol 119 (2) ◽  
pp. 133-149 ◽  
Author(s):  
Huseyin Ates
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Behavioral Intentions ◽  
Meta Analysis ◽  
Correlation Study ◽  
Influential Factor ◽  
Perceived Behavioral Control ◽  
School Teachers ◽  
Content Type ◽  
Healthy Nutrition

Purpose The purpose of this paper is to examine the effects of elementary school teachers’ psychological factors on their behavioral intentions for healthy nutrition in their daily life within an extended version of the theory of planned behavior (TPB). Design/methodology/approach The design of the study is correlation study. Findings Constructs in the proposal model formed accounted for of variance of intentions and behaviors successfully. Considering the entire proposed model, while personal norm is the most influential factor on intention, self-identity is the most consistent effects on teachers’ behavior. However, among the constructs of TPB, perceived behavioral control is the strongest influence on both intention and behavior. Originality/value In the literature, factors affecting healthy behaviors by using TPB focused on mainly children (8–10 year old) and adolescents (11–16 year old) all over the world. However, in some countries, several studies were conducted on adults (e.g. Astrøsm and Rise, 2001; Brouwer and Mosack, 2015), to the best of our knowledge, while there is no study conducted on adults including teachers in Turkey. In addition, recently, two meta-analysis studies were published: Riebl et al. (2015) and Mcdermott et al. (2015). These studies suggested that future studies related to healthy nutrition in the scope of TPB should be continued to investigate.

scholarly journals Exploring Teachers' Views on the Impact of an Online Distance Learning Course on Their Self-Efficacy Beliefs

2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Eirini Tzovla ◽  
Katerina Kedraka
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Biological Concepts ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

This paper reports on an online distance learning course that emphasizes the improvement of the self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. The course utilizes digital educational content and Open Educational Resources (OERs) and focuses on the interaction, peer support, and peer teaching into an online learning environment. In the design framework of the course, we investigated the educational needs of teachers and took into consideration the findings of other studies. A total of 251 teachers were enrolled in the online distance learning course and 142 completed it. Quantitative and qualitative data was collected in November 2020 through the bio-STEBI-A instrument and the posts in the forums of the course. The quantitative results revealed an improvement in both subscales of bio-STEBI-A, which were also confirmed by the qualitative ones, that underline the course, thus contributing to the improvement of self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. Recommendations are made for future research.

scholarly journals Mathematics Anxiety and Math Instructional Time in Preservice Elementary School Teachers

2019 ◽  
Author(s):  
Heidi L. Morton ◽  
Cass Dykeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Expressive Writing ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Instructional Time ◽  
Math Instruction ◽  
School Teachers ◽  
Writing Interventions ◽  
The Impact

Math anxiety is a common problem that has numerous adverse impacts, including the avoidance of math-related tasks, classes, and careers. Past studies have shown that teachers with math anxiety may spend less time engaged in math instruction in their classrooms. Reduced instructional time can result in students lagging behind their peers in math skills acquisition. The present study examines the impact of a brief expressive writing intervention on three preservice elementary school teachers with math anxiety. Expressive writing interventions have been successfully used to reduce a wide variety of negative symptoms and also to improve math performance. Through the use of a multiple-baseline, multiple-probe, single-case research design study, the current researchers examined the impacts of three 10-min expressive writing interventions on two variables: levels of math anxiety (as measured by the FS-ANX subscale of the Fennema-Sherman Mathematics Anxiety Scale) and the number of minutes engaged in math instruction. Though results for math anxiety were somewhat encouraging, results for teacher instructional time were mixed. Implications and recommendations for future research are discussed.

scholarly journals Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
Inkeri Rissanen ◽  
Sonja Laine ◽  
Ita Puusepp ◽  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Elementary School ◽  
Emotion Regulation ◽  
Elementary School Teachers ◽  
Growth Mindset ◽  
School Teachers ◽  
Fixed Mindset ◽  
The Impact

This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher’s pedagogical thinking and practices and found significant differences between fixed-mindset and growth-mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth mindsets in education.

scholarly journals PENGARUH MOTIVASI KERJA, KEPEMIMPINAN DAN EDISIPLINAN TERHADAP PRESTASI KERJA GURU SEKOLAH DASAR DI KABUPATEN PEMALANG

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Peny Pratiwi ◽  
Sunandar Sunandar ◽  
Ghufron Adbdullah
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Significant Influence ◽  
Work Motivation ◽  
Linear Regression Analysis ◽  
Test Validity ◽  
Sampling Technique ◽  
School Teachers ◽  
The Impact

The purpose of this researh (1) Know and analyze the effect of work motivation on the teachers performance  (2) Determine and analyze the impact of school leadership on the teachers performance (3) Know and analyze the influence of discipline on the teachers performance and (4) Determine and analyze the effect of work motivation, school leadership and discipline on the teachers performance.The population in this study were all elementary school teachers in the area of State Sarwas I UPP Petarukan Pemalang of as much as 128 teachers, obtained a sample of 97 people by using proportional random sampling technique. The data collection method used was a questionnaire. Analysis of the data used is descriptive analysis, test validity and test hypotheses that include multiple linear regression analysis. Analyzing data using SPSS for windows Release 21.Based on the results of this research is that (1) There is significant influence teachers' motivation to work on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 40.1%; (2) There was a significant effect of school leadership on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 68.00%; (3) There is significant influence of discipline on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 48.8%; (4) There is significant influence work motivation of teachers, school leadership and discipline on the performance of elementary school teachers in the District Sarwas I Petarukan Pemalang, with a contribution of 83.3%.

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