scholarly journals Teachers’ Sleep, Religious Tasks, and Suicidal Thoughts: A Preliminary Assessment

2021 ◽  
Vol 2 (1) ◽  
pp. 8-16
Author(s):  
John Mark R. Asio ◽  
Edward C. Jimenez
Keyword(s):  
Public School ◽  
Online Survey ◽  
Data Gathering ◽  
Primary Data ◽  
Public School Teachers ◽  
School Teachers ◽  
Suicidal Thoughts ◽  
The Bible ◽  
Correlational Design ◽  
The Impact

Because of the unexpected and debilitating effect of the current pandemic, the impact of the pandemic on teachers is detrimental. This paper investigated the public-school teachers' sleep, religious tasks, and suicidal thoughts. The study used a descriptive correlational design with the online survey as the primary data gathering tool. 198 public school teachers from a school's division in Central Luzon, Philippines participated in the online survey. The researchers created the online instrument with validation done by experts. After the data gathering, the study used the following statistical tools to calculate the frequency count, percentage, rank, t-test, and Analysis of Variance with the help of SPSS 22. Results show that teachers go to sleep between 10:00-11:00 PM and wake up between 5:00-6:00 AM. This comprises 7-9 hours of sleep. Teachers also go to church or other religious meetings once a week and also, they pray, meditate, or study the Bible more than once a week. Also, most of the responses of teachers in the suicidal thoughts were either "no" or "never". Furthermore, the study also found significant differences in the teachers' sleep, religious tasks, and suicidal thoughts when grouped according to their profile. The study concluded that teachers have established sleep and religious tasks routines. On the other hand, suicidal thoughts are out of the options for the teachers’ business.

The impact of COVID-19 on teachers' mental health

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shoshana Cohen-Fraade ◽  
Maura Donahue
Keyword(s):  
Mental Health ◽  
Public School ◽  
Online Survey ◽  
Anxiety And Depression ◽  
Full Time ◽  
Public School Teachers ◽  
School Teachers ◽  
Content Type ◽  
Teachers Experiences ◽  
The Impact

Purpose The purpose of this paper is to examine teachers’ experiences with mental health during the COVID-19 pandemic. Design/methodology/approach The authors administered an online survey to full-time public school teachers simultaneously enrolled in a master’s degree program in education. Out of 455 teachers who were sent the survey, 96 completed it, resulting in a 21.1% survey completion rate. The survey was composed of both quantitative and qualitative items which assessed teachers’ self-perceptions about their mental health before and during the COVID-19 pandemic, as well as their use of mental health resources. Most questions were drawn from the Patient Health Questionnaire-4 (PHQ-4), so focused primarily on symptoms of depression and anxiety. Findings The results of the survey indicated that overall, teachers felt an increase in symptoms of anxiety and depression between March 2020 and February 2021. A noteworthy percentage of participants said they were seeking mental health supports. Research limitations/implications This study was conducted with teachers in an alternative certification program, so their experiences might not be widely generalizable to teachers enrolled in traditional pathways to certification. Originality/value While some research has been conducted on mental health, less has been conducted with public school teachers and even less has assessed the impact of the COVID-19 pandemic. This study aims to add to the existing literature about teachers' experiences with anxiety and depression, as well as the specific impact of COVID-19.

scholarly journals FINANCIAL LITERACY CHALLENGES: THE CASE OF FILIPINO PUBLIC-SCHOOL TEACHERS

2021 ◽  
Vol 19 (4) ◽  
pp. 715-724
Author(s):  
Cyrus Casingal ◽  
◽  
Inero Ancho ◽  
Keyword(s):  
Public School ◽  
Financial Literacy ◽  
Online Survey ◽  
Basic Education ◽  
Literacy Program ◽  
Future Research ◽  
Public School Teachers ◽  
School Teachers ◽  
Service Training ◽  
Survey Questionnaires

This study analyzed the Philippine public school teachers' financial literacy challenges. The data and results were gathered through online survey questionnaires and focused group discussions conducted in the school year 2019-2020. Twelve participants contributed to the FGD, while a total of 325 teacher respondents answered the online survey questionnaires. The results showed that the majority of the public-school teachers are struggling financially. That results in a controlled and limited financial lifestyle. Moreover, teachers unconsciously practice informal debt, which causes uncontrolled debt. Without proper knowledge and education to financial literacy, borrowing money becomes a lifestyle of every teacher in the country. Based on the findings, a financial literacy program must be included in every in-service training or division-wide teachers' mass gathering. The financial literacy program may be implemented by all participating schools where the study was conducted. Future research related to financial literacy programs may be conducted in basic education, colleges, and universities following the method used in this study.

The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

2017 ◽  
Vol 54 (2) ◽  
pp. 241-278 ◽  
Author(s):  
Cory Koedel ◽  
Jiaxi Li ◽  
Matthew G. Springer ◽  
Li Tan
Keyword(s):  
Job Satisfaction ◽  
Public School ◽  
Performance Ratings ◽  
Public School Teachers ◽  
School Teachers ◽  
The Impact

“We Are the Forgotten of the Forgottens”: The Effects of Charter School Reform on Public School Teachers

2020 ◽  
Vol 90 (3) ◽  
pp. 371-396
Author(s):  
ERIKA M. KITZMILLER
Keyword(s):  
Public School ◽  
School Reform ◽  
Charter School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Impact ◽  
Charter School Reform

In this article, Erika Kitzmiller analyzes the reactions of teachers to district officials’ decision to close their traditionally managed public school and reopen it as a privately managed charter school. While many scholars have examined the impact of this reform on communities, families, and youth, little attention has been paid to the effects of charter school reform on the public school teachers who worked in these schools. Here Kitzmiller considers one of the key but largely overlooked stakeholders in charter school reform: public school teachers.

Entry Costs and the Supply of Public School Teachers

2006 ◽  
Vol 1 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Randall Reback
Keyword(s):  
High School ◽  
Public School ◽  
Teacher Certification ◽  
Marginal Effect ◽  
Public School Teachers ◽  
School Teachers ◽  
Entry Costs ◽  
Certification Programs ◽  
Selective Colleges ◽  
The Impact

This article examines the impact of entry costs on the likelihood that recent college graduates will become public school teachers. I combine Barron's ratings of college selectivity, data on the types of teacher certification programs offered by colleges, and NELS data that track members of the high school class of 1988 into college and into the workforce. Restricting the sample to individuals who were not considering teaching careers when they were high school seniors, I estimate the marginal effect of the availability of undergraduate teacher certification programs on the likelihood that these individuals will become teachers. The results suggest that graduates from highly selective colleges are very sensitive to entry costs related to the number of years of schooling required for certification, while graduates from less selective colleges are not marginally influenced by these costs.

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