In-Service Training for Increasing Teachers’ ADHD Knowledge and Self-Efficacy

2017 ◽  
Vol 23 (3) ◽  
pp. 270-281 ◽  
Author(s):  
Alexandre Pascal Latouche ◽  
Michael Gascoigne
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Intervention Group ◽  
Control Group ◽  
Training Workshop ◽  
School Teachers ◽  
Primary School Teachers ◽  
Brief Training ◽  
Service Training

Objective: The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers’ ADHD knowledge and sense of self-efficacy. Method: Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers’ ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up. Results: Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps < .001). Knowledge increased more than twofold, from very low to high levels, although increases in self-efficacy were more modest. Both knowledge and self-efficacy decreased at the 1-month follow-up but, nevertheless, remained higher than baseline levels ( p < .001). Conclusion: Results demonstrate that a brief training workshop can increase primary school teachers’ ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers’ training and knowledge about the disorder.

scholarly journals Effect of rational-emotive adult education intervention on burnout symptoms among primary school teachers in Southeast Nigeria

2019 ◽  
Vol 48 (4) ◽  
pp. 030006051988220 ◽  
Author(s):  
Linus Okechukwu Nwabuko ◽  
Georgina Chinagorom Eze ◽  
Eberechukwu Charity Eneh ◽  
Ann Ebere Okechukwu ◽  
Inwang Etim Udom
Keyword(s):  
Adult Education ◽  
Treatment Group ◽  
Primary School ◽  
Control Group ◽  
Education Intervention ◽  
School Teachers ◽  
Primary School Teachers ◽  
Rational Emotive ◽  
Before And After

Objective To determine the effect of a rational-emotive adult education intervention (REAEI) on burnout symptoms among primary school teachers in Southeast Nigeria. Methods Primary school teachers with burnout symptoms were randomised to treatment or control condition. Treatment was a 16-week REAEI programme delivered in 32 group therapeutic sessions. The Teachers’ Burnout Inventory (TBI) score was recorded before and after therapy and at a three-month follow-up. Results Overall, 27% (86/320) of the sample of primary school teachers had burnout symptoms. TBI scores were statistically significantly lower in the treatment group compared with the control group both after therapy and at the three- month follow up. Conclusion In this sample of primary school teachers, burnout symptoms were alleviated by use of a REAEI program.

scholarly journals The perceptions and needs of science and primary school teachers about in-service training

2011 ◽  
Vol 15 ◽  
pp. 1102-1109 ◽  
Author(s):  
Tohit Güneş ◽  
Engin Serdar Demir ◽  
Meral Hoplan ◽  
Murat Çelikoğlu ◽  
Oktay Güneş
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

Effect of a brief training program for primigravid adolescents on parenting self-efficacy and mother-infant bonding in the southeast of Iran

2017 ◽  
Vol 0 (0) ◽  
Author(s):  
Zahra Moudi ◽  
Behjat Talebi ◽  
Mahnaz Shahraki Pour
Keyword(s):  
Social Support ◽  
Training Program ◽  
Self Efficacy ◽  
Intervention Group ◽  
Routine Care ◽  
Control Group ◽  
Middle Income ◽  
Brief Training ◽  
Quasi Experimental ◽  
Limited Health

Abstract Background Annually, about 16 million adolescent girls give birth, accounting for 11% of all births worldwide. Ninety-five percent of these births occur in low- and middle-income countries, and previous studies have addressed the need for parenting interventions in developing countries with limited health care resources to improve parenting behaviors. Objective To explore the effect of a brief training program for primigravid adolescents on parenting self-efficacy and mother-infant bonding. Subjects We enrolled 116 married pregnant adolescents. Methods This quasi-experimental study was conducted during August 22, 2016–February 3, 2017. The intervention group received three sessions of training on neonatal care, while the control group received the routine care. We evaluated parenting self-efficacy using the Perceived Maternal Parenting Self-Efficacy (PMP S-E) questionnaire, the mother-infant bonding using the Postpartum Bonding Questionnaire (PBQ) and social support by means of the Multidimensional Scale of Perceived Social Support (MSPSS). The participants were followed up for 1 month. Results The mean ages of the intervention and the control groups were 16.37 ± 0.97 and 16.27 ± 1.12 years, respectively. The intervention group obtained higher self-efficacy and bonding scores compared to the control group. The logistic regression model showed that the second (evoking behaviors) and the third (reading behavior or signaling) subscales of the PMP S-E, the route of delivery and women’s educational levels could predict the mother-infant bonding scores. Conclusion Primigravid adolescents can benefit from brief interventions during pregnancy through improving their parenting self-efficacy and mother-infant bonding.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals Effectiveness of a home care teaching program for prostatectomized patients: a randomized controlled clinical trial

2019 ◽  
Vol 53 ◽  
Author(s):  
Luciana Regina Ferreira da Mata ◽  
Cissa Azevedo ◽  
Mariana Ferreira Vaz Gontijo Bernardes ◽  
Tânia Couto Machado Chianca ◽  
Maria da Graça Pereira ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Home Care ◽  
Self Efficacy ◽  
Intervention Group ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Teaching Program ◽  
Significant Difference ◽  
The Times

ABSTRACT Objective: To evaluate the effectiveness of a teaching program for hospital discharge of patients submitted to radical prostatectomy based on the self-efficacy construct of the Cognitive Social Theory. Method: A controlled clinical trial carried out on a 2-month follow-up of 68 prostatectomized men randomized into intervention group (n = 34) and control (n = 34). The intervention group received routine guidance from the service plus the teaching program. The control group only received routine guidance from the service. The data collection instruments were: sociodemographic and clinical questionnaire, self-efficacy scale, hospital depression and anxiety scale, household care knowledge questionnaire, and an item on satisfaction with a score of 1 to 5. Results: There was a significant difference between the intragroups for satisfaction (p<0.001) and knowledge (p<0.001) of the pre-test to the post-test. In the intervention group, there were significant changes between the times for anxiety (p=0.011) and knowledge (p<0.001). Conclusion: The teaching program with a combination of oral guidance, written instruction and telephone follow-up was effective in improving knowledge about home care and personal satisfaction. Brazilian Registry of Clinical Trials: RBR-5n95rm.

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