scholarly journals The Attitudes of Primary School Teachers towards Leisure

2019 ◽  
Vol 7 (4) ◽  
pp. 160
Author(s):  
Özden Tepeköylü Öztürk ◽  
Mümine Soytürk ◽  
Yeliz Ilgar Doğan
Keyword(s):  
Primary School ◽  
Leisure Activities ◽  
Leisure Activity ◽  
Attitude Scale ◽  
General Information ◽  
Professional Service ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

This study aims to analyze the attitudes of primary school teachers towards leisure. It also aims to determine whether the attitudes of primary school teachers vary according to their gender and leisure activities they attend. A total of 355 primary school teachers ( age= 45.08±7.91), including 188 females and 167 males, volunteered to participate in this study. “Leisure Attitude Scale" developed by Beard and Ragheb (1982) and adapted into Turkish by Akgül and Gürbüz (2010) and “General Information Form” were utilized to collect data. The findings of this study indicates that the leisure attitudes levels of teachers were quite high ( mean= 4.28±.33). Also according to gender of the participants, a significant difference was found in favor of the female teachers in regards to the attitude of leisure in the cognitive sub-dimension and in total points but not in the affective and behavioral sub-dimensions. In terms of the most preferred leisure activity, there was a significant difference in the behavioral sub-dimension of the leisure attitude scale of teachers, whereas there was no statistically significant difference in the cognitive, affective sub-dimensions and total scores. Accordingly, teachers who preferred physical activities in leisure had higher points than the ones who preferred other activities with regards to the behavioral sub-dimensional. In addition, no significant relationship was found between the ages of the teachers, the years of professional service, the leisure attitude scale sub-dimensions and total score.

scholarly journals The Tendency of Primary School Teachers towards Teaching the Profession in Light of Some Variables

2021 ◽  
Vol 11 (6) ◽  
pp. 255
Author(s):  
Amaal Al Masri ◽  
Mutaib Al-Otaibi
Keyword(s):  
Primary School ◽  
Random Sample ◽  
Negative Attitude ◽  
Teaching Profession ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Study Results ◽  
Significant Difference

The study aimed to reveal attitudes in primary school teachers and their female teachers in the Mubarak Al-Kabeer educational district in Kuwait towards the teaching profession in light of some variables. To achieve the study's objectives, the researcher chose a random sample consisting of (400) teachers, and the researcher also designed a questionnaire consisting of (50) A paragraph that was judged, and the necessary honesty and consistency were given to it. The study found that all members of the study sample had a negative attitude towards the teaching profession and found no statistically significant difference between the average grades of primary school teachers and their teachers according to their literary and scientific specializations in the direction towards the teaching profession. In contrast, the study results showed that there are statistically significant differences between the average grades of teachers and the degrees of teachers towards the teaching profession and for the benefit of female teachers. The results also showed statistically significant differences for years of experience and in favor of those with experience (less than five years) in the direction towards the teaching profession. Therefore, the study recommended that the opportunity for teachers with long experience be given encouraging opportunities, motivation, and working to inform them of their importance, assigning them to tasks that satisfy their needs and desires, as well as spreading the spirit of respect for the teaching profession in the hearts of members of society as well as in the hearts of teachers who practice the profession of teaching.   Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 5 November 2021

scholarly journals BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY

2019 ◽  
pp. 1-3
Author(s):  
Sangeeta Sood
Keyword(s):  
Primary School ◽  
Emotional Exhaustion ◽  
Private School ◽  
Personal Accomplishment ◽  
Three Dimensions ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

scholarly journals The analysis of the relation between social studies and primary school teachers ' levels of liking of children and their job satisfaction in terms of diverse variable

2016 ◽  
Vol 13 (3) ◽  
pp. 4861
Author(s):  
Melike Faiz ◽  
Melek Körükçü ◽  
Oğuzhan Karadeniz
Keyword(s):  
Job Satisfaction ◽  
Social Studies ◽  
Primary School ◽  
Survey Methods ◽  
Social Studies Teachers ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

It is required for teachers to become individuals who love children, carry out their jobs with job satisfaction in order to raise individuals who are in tune with the times, effective, creative and produce suitable solutions to the challenges in the face of rapid changes that are experienced. In this research, within the scope of which the relation between social studies and primary school teachers' levels of liking of children and their job satisfaction is analyzed, The research is a descriptive study in comparative survey methods. In the research, it has been analyzed whether a statistically significant relation between social studies teachers' levels of liking of children and their job satisfaction exists or not, in terms of diverse variable. The study group of the research consists of totally 117 teachers, 57 of whom perform as social studies teachers and 60 as primary school teacher. Research data has been gathered by applying the "Barnett Liking of Children Scale" and "Job Satisfaction Scale" to the teachers participated in the research. In the analysis of data, Kruskal-Wallis H Test for independent samples, Mann-Whitney U Test for independent samples, simple correlation, Kolmogorov-Smirnov and Shapiro-Wilk normality tests have been used. In consequence of the research, any significant difference has not been found between teachers' levels of loving children and their ages and job seniorities. It has been determined that female teachers' levels of loving children are higher as compared to that of male teachers and primary school teachers have a stronger liking for children than social studies teachers. The result that their job satisfaction does not vary according to the teachers' age, seniority and field of study and according to gender, female teachers have experienced much job satisfaction than the male ones has been reached.

scholarly journals Examining Primary School Teachers’ Attitudes Towards Distance Education in the COVID-19 Period

2021 ◽  
Vol 8 (3) ◽  
pp. 1-12
Author(s):  
Halit Karalar ◽  
Sabri Sidekli
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Primary Schools ◽  
Teaching Experience ◽  
Attitude Scale ◽  
Survey Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Teachers Attitudes

Due to pandemic effects all over the world, the sudden switch to distance education has doubtlessly affected primary schools more adversely in education. Concerning the pandemic period, this study aimed to examine primary school teachers' attitudes on distance education. More specifically, the survey study with 173 primary school teachers’ participation examined whether teachers' attitudes towards distance education have a meaningful difference in terms of gender, age, and teaching experience. The data which was collected via the “Attitude Scale on Distance Education” were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The results showed that there was no statistically significant difference between gender and primary school teachers' attitudes towards distance education; however, there is a statistically significant difference according to age and teaching experience. In addition, primary school teachers' attitudes towards distance education were negative. The possible reasons for these results were discussed and some implications were presented for research, practice, and policymakers.

scholarly journals An Investigation of Pre-Service Primary School Teachers’ Attitudes towards Digital Technology and Digital Citizenship Levels in Terms of Some Variables

2017 ◽  
Vol 11 (1) ◽  
pp. 111
Author(s):  
Serdar Ciftci ◽  
Soner Aladag
Keyword(s):  
Primary School ◽  
Digital Technology ◽  
Attitude Scale ◽  
Digital Citizenship ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference ◽  
Scale Scores ◽  
Teachers Attitudes ◽  
The Relationship

 This study aims at investigating the relationship between pre-service primary school teachers’ attitudes towards digital technology and digital citizenship scale levels. The research was designed in descriptive survey model. The data collection tools were “Attitude Scale for Digital Technology” (ASDT) developed by Cabi (2016) and “Digital Citizenship Scale” (DCS) developed by Isman and Gungoren (2014). Some of the research findings are as follows: While there is a statistically insignificant difference between pre-service teachers’ scores from two scales in terms of the variable of gender, the variable of class creates a statistically significant difference between the scores from two scales. The scores from the Attitude Scale for Digital Technology was not affected by the number of years pre-service teachers had spent using the Internet, whereas the same variable affected their Digital Citizenship Scale scores. When the correlations were analyzed, it was seen the relationship between digital attitude and digital citizenship was positive and significant, i.e. as the digital attitude scores of the participants increase, so do their digital citizenship scores.

scholarly journals BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY.

2019 ◽  
pp. 1-3
Author(s):  
Sangeeta Sood
Keyword(s):  
Primary School ◽  
Emotional Exhaustion ◽  
Private School ◽  
Personal Accomplishment ◽  
Three Dimensions ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

scholarly journals Perceived Assessment Instructional Skill Needed by Primary School Teachers for Improving Teaching in Enugu State

2020 ◽  
Vol 12 (5) ◽  
pp. 72
Author(s):  
Elizabeth N. Ebizie ◽  
Obiageli C. Njoku ◽  
Charles A. Oraelosi ◽  
Juliana N. Ejiofor ◽  
Okpala Edith Amaka ◽  
...  
Keyword(s):  
Primary School ◽  
Sample Size ◽  
Primary Schools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Instructional Skills ◽  
Female Teachers ◽  
Significant Difference ◽  
The Mean ◽  
Enugu State

This study was carried out to investigate the perceived assessment instructional skill needed by primary school teachers for improving teaching in Enugu State, Nigeria. Two research questions and two null hypotheses guided the study. Descriptive survey design was used in the study. The population of the study consisted of 10, 415 public primary school teachers in Enugu State.  Sample size of the study was 1,196 teachers, comprising of 579 males and 617 female teachers. Multistage sampling technique was used in the selection of the sample size. Iinstrument used for data collection was ‘Perceived Assessment Instructional Skill Needed by Teachers Questionnaire (PAISNTQ). To determine the internal consistency of the instrument, Cronbach Alpha was usedand the result yielded 0.87. The data collected from questionnaire were analyzed using mean, standard deviation and T-test statistics. The results of the analysis revealed that assessment instructional skills teachers are: assessing the area of pupils’ needs through observation; finding out areas of weakness and strength in pupils by asking them questions; assigning homework, quiz and examination to pupils. Also, the results of the analysis revealed that there is no statistically significant difference in the mean rating of male and female teachers on the perceived assessment instructional skill needed by primary school teachers for improved teaching; and that there is no statistically significant difference in the mean rating of teachers in urban and rural public primary schools on the perceived assessment instructional skills needed by primary school teachers for improved teaching.  Based on the findings of the study, the researchers recommended, among others, that the assessment instructional skills discussed in this study should be integrated into the teacher education curriculum; and that primary school teachers should be constantly appraised in the area of assessment instructional skills.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

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