scholarly journals Psychological and Occupational Pressure Among Female Teachers in Light of the Coronavirus Disease Pandemic and Coping Strategies

2022 ◽  
Vol 11 (1) ◽  
pp. 533-544
Author(s):  
Anwar Hammad

<p style="text-align: justify;">This study aims at identifying the level of psychological and professional stress in light of the Coronavirus disease (COVID-19) pandemic. It adopted descriptive and analytical methodologies. Two scales were prepared: one scale for psychological and professional stress and the other for coping with psychological and professional pressures. The study sample consisted of 608 female teachers at public schools in Al-Kharj province, Kingdom of Saudi Arabia (KSA). The results show a moderate level of psychological and professional stresses. The findings show statistically significant differences in teaching experience variable. The differences were in favour of female teachers with experience of less than 5 years. However, no statistically significant differences were found on the variable of academic qualification. It was found that female teachers had followed strategies to cope with psychological and professional stresses including resorting to faith, connecting with other teachers and students, planning different strategies, seeking help from others and managing time. The study recommends arranging training courses for female teachers to develop remote teaching skills and using various technologies and applications in this field particularly during the ongoing COVID-19 pandemic.</p>

Author(s):  
Omar Abdelaziz Mosa Yasen

This study aimed to identify the degree to which Islamic Education Teachers possess the principles and strategies of active learning In Government Schools of the Education Directorate in the Zarqa governorate (1). The descriptive approach was used and to achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (27) paragraphs, which applied on a sample of (72) male teachers and (88) female teachers. The result showed that the level of Degree to which Islamic Education Teachers possess the principles and Strategies of active learning was High with (3.92) score The findings also showed there were no statistically significant differences between the level of Islamic Education teachers sex (male and female) in addition there were statistically significant differences between teachers of (5 years and less) of experience and these with (5-10) years of experience in favor of the second group and statistically significant differences between teachers of (5-10) years of experience and these with (10 and more) years of experience in favor of the second group. In light of these findings, the researcher suggested a set recommendation including the necessity of holding training courses for teachers and students to explain the role of each other in light of active learning.


2019 ◽  
pp. 088626051987794
Author(s):  
Fredrick N. Matofari

Application of corporal punishment (CP) in Kenyan schools continues to be controversial in that CP is banned but esteemed by parents, some teachers, and even students. This investigation sought to establish and describe participants’ degrees of support for the application of CP in schools in Eldoret Municipality. Randomly selected samples of 86 teachers and 192 students were investigated for their support of CP through survey questionnaires. Data analysis was undertaken using nonparametric and descriptive statistics. Teacher support for CP was found to be undifferentiated by gender, teaching experience, and professional qualification. Teachers with less than 12 years of teaching experience were more pro-CP in attitude compared with their older colleagues. A higher ratio of male-to-female teachers is associated with a greater tendency to apply CP in the schools investigated. Differences in support for CP among students were found by gender, age, and school grade. The findings have implications for school discipline and success of the government ban.


2020 ◽  
Vol 10 (1) ◽  
pp. 69
Author(s):  
Yahya Al-Dhaimat ◽  
Raed Omar Salah ◽  
Khaled Asheq Abutayeh

The present study aimed to identify the reality of teaching gifted students in King Abdullah II schools for excellence in southern Jordan. The study sample consisted of (98) primary, middle and high school teachers. The results of the study indicated that the level of teaching related to (teaching strategies, physical environment, classroom environment, teacher-specific competencies, and assessment techniques) was high and that the level of teaching of gifted students related to the teaching aids was average. The results of the study also showed that there were no statistically significant differences due to gender, age, academic qualification and specialization variables. Moreover, there were statistically significant differences in the level of teaching attributed to the years of experience variable in favor of those who have less than 5 years of experience. In addition, they showed that there were statistically significant differences in level of teaching among teachers of 20 years of experience and above in relation to the domain of assessment methods. This is attributed to the cumulative experience of teachers as a result of years of experience and the diversity of evaluation methods. As to the gender variable, the results showed no differences in the total dimensions except for the physical environment and the qualifications of the teacher. Thus, this indicated that there were statistically significant differences in the gender variable amongthe teachers of gifted students in favor of female teachers. Furthermore, the researchers recommended that all teachers of gifted students should be trained through holding training courses and workshops to enhance the knowledge and enrichment content of teachers. They also recommended that there is a need to continuously develop the physical environment surrounding gifted students in the schools for excellence in southern Jordan.


Comunicar ◽  
2018 ◽  
Vol 26 (56) ◽  
pp. 29-38 ◽  
Author(s):  
Ana-M. Giménez-Gualdo ◽  
Pilar Arnaiz-Sánchez ◽  
Fuensanta Cerezo-Ramírez ◽  
Elaine Prodócimo

Currently, schools face the challenge of dealing with the phenomena of cyberbullying, which is increasingly present among teenagers. This study analyses teachers’ and students’ perception of the problem, as well as the strategies that both groups use to avoid it. Its findings will allow advances in prevention and intervention in the schools. The study was conducted on 1704 primary and secondary school students and 238 teachers who completed questionnaires about cyberbullying. We used a cross-sectional descriptive method. Findings show significant differences in the motives teachers attributed to cyberbullying. These depend on the educational stage they work in, whereas, among students, it depends on the role they have in the cyberbullying: victim or aggressor. We also find differences in the intervention strategies used by teachers, depending on the type of school, educational stage, and gender. Those used the most are communicating, mediating and seeking help. For students, the predominate strategies are avoidance, protection, and reporting. Schoolchildren, in general, show little confidence in their teachers' ability to solve the problem of cyberbullying. The study highlights the importance of training teachers and providing them with action models when faced with this issue, and it points out the necessity of coordinating the efforts of both teachers and students. Actualmente los centros educativos tienen el reto de enfrentarse al fenómeno del ciberacoso, cada vez más presente entre los adolescentes. El presente estudio analiza la percepción del profesorado y del alumnado y las estrategias que ambos colectivos utilizan para afrontarlo. Su conocimiento permitirá avanzar en su prevención e intervención en las aulas. El estudio se realizó con 1.704 estudiantes de educación primaria, secundaria y 238 profesores a los que se aplicaron sendos cuestionarios sobre ciberacoso. Se utilizó un método descriptivo y transversal. Los resultados muestran diferencias significativas en las causas que el profesorado atribuye al ciberacoso según la etapa educativa donde ejerza la docencia, apareciendo en el alumnado según el rol que adopta en la situación de acoso: víctima o acosador. También se encuentran diferencias en las estrategias de intervención utilizadas por el profesorado, según la titularidad del centro, la etapa educativa y el sexo, siendo las más empleadas comunicar, mediar y buscar ayuda; en el alumnado predominan las estrategias de evitación, protección y denuncia. Los escolares en general muestran escasa confianza en el profesorado para resolver el problema del ciberacoso. Se concluye exponiendo la importancia de dotar al profesorado de formación específica y de modelos de actuación ante este fenómeno, y señalando la necesidad de coordinar los esfuerzos de docentes y estudiantes.


2021 ◽  
Vol 11 (4) ◽  
pp. 275
Author(s):  
Ledia Kashahu Xhelilaj ◽  
Rozana Petani ◽  
Marina Ntalla

Teachers make a great contribution to the academic formation, social and emotional development of children. However, teaching ranks among the most stressful professions. High levels of teacher stress and burnout cause serious damage to both students' academic achievement and development, as well as damage to relationships between teachers, students and parents. The main goal of this research was exploring the relationships between burnout, occupational stress, and coping strategies. This survey involved 721 primary education teachers (187 men and 534 women) who teach in public schools in different areas in Albania. To measure the levels of occupational stress, professional burnout as well as investigate how teachers cope with stress several known scales that have been translated in Albanian and adapted to this research were used. Results indicated that female teachers experience the lack of support from the administrators more than men. Men experienced depersonalization more than women. Older teachers reported a higher level of exhaustion and occupational stress than other groups, but they indicated higher personal accomplishment.   Received: 18 March 2021 / Accepted: 26 May 2021 / Published: 8 July 2021


Author(s):  
Salma Ali Humaid Al- alawi, Saif Nasser Ali Al- mamari

The study aimed to reveal the level of environmental awareness of the phenomenon of environmental pollution among teachers of social studies in the Sultanate of Oman in the light of some variables, in addition to determining the impact of variable academic qualification and years of teaching experience. It was verified that it was (0.88). The study sample consisted of 28 teachers of social studies for the second cycle. The study sample consisted of 28 teachers of social studies for the second cycle. The most prominent results were: The level of environmental awareness of the phenomenon of environmental pollution among teachers of social studies was very high. The average sample responses ranged between (4.2- 4.7). The level of environmental awareness of the phenomenon of environmental pollution does not vary according to academic qualification and the number of years of experience. In the light of the results of the study, the researchers recommend the preparation of programs and training courses for teachers of social studies to prepare them environmentally, and acquire environmental concepts and knowledge, and familiarize them with environmental problems and how to address them and the optimal exploitation of environmental resources, and not limited to the verbal side in those programs and courses, and attention to the teacher in the academic preparation phase of During his teaching courses related to the environment.


2021 ◽  
Vol 16 (5) ◽  
pp. 2137-2151
Author(s):  
Zaid Suleiman Al Edwan ◽  
Doaa Khalil Abusadah ◽  
Ahmed Issa Daoud

The researchers used the descriptive survey method. The study instrument consisted of the questionnaire which included (20) items, and the study sample individuals consisted of (72) male and female teachers. Results of the study showed that the role of social studies in developing consumption education in secondary schools during Corona pandemic (COVID – 19) came at high degree. the researchers have detected presence of differences between means of the teachers, answers on all fields of the questionnaire according to sex variable in favor of the females, presence of differences between means of the teachers’ answers on all fields of the questionnaire by the academic qualification variable in favor of the graduate studies, and the absence of differences between means of the teachers' answers to all fields of the questionnaire according to years of experience variable. The researcher's conclusions recommended conducting training courses, and including consumption education in the curricula.     Keywords: Consumption Education, COVID – 19, Social Studies


2021 ◽  
Vol 16 (6) ◽  
pp. 2981-2993
Author(s):  
Asmaa Radi Khanfar

Despite the fact that establishing a culture of teamwork among students is one of the most important functions and duties of the school, very few studies have addressed this issue in Saudi Arabia. This study investigates the role of all-female schools in the Kingdom of Saudi Arabia in promoting a culture of teamwork among its students from the point of view of teachers. The study followed the descriptive- analytical approach: a random sample of teacher participants were selected to represent the public school community. A questionnaire was distributed among all teacher participants for data collection, and the SPSS software was used to analyze the data. The study’s results revealed that all areas regarding the culture of teamwork received high approval ratings. Further, the study recommends involving teachers and students in drafting the school's vision by providing all means of communication between departments, especially electronic platforms, including recognition of outstanding teamwork. Keywords: collective achievement; public education, teamwork        


2021 ◽  
Vol 03 (05) ◽  
pp. 140-145
Author(s):  
Jokha AL-SAWAFI ◽  
Amina BENKOUIDER

The study aimed to uncover the practice of a pre-school teachers in counseling skills, and to find out the differences in the degree of availability of counseling skills among them according to the following variables (Academic Qualification, Years of Experience, Training Courses). The researchers used a descriptive approach, and the Observation-Card which designed by the researchers themselves, it was divided into three domains (Classroom Management & interaction with children, Organization of the educational environment, and Interpersonal), then was applied to a sample of (120) teachers. The study concluded that the teachers practice skills in Classroom Management & Interaction with children) was on a degree of (medium). While practicing the skills of (Organizing the Educational Environment, and Personal skills) was on a degree of (high). The results also showed that the degree of availability of counseling skills among teachers in all three- domains were differs according to their academic qualification in favor of a kindergarten bachelor’s qualification, and the degree of availability of counseling skills among teachers in all three-domains not differ according to the number of years of experience, and the degree of availability of counseling skills for teachers in two areas (Classroom Management & Interaction with children, and Interpersonal skills) differs according to the number of training courses in favor of female teachers who obtained one course and more, with the exception of the domain of (Organizing the Educational Environment), as it founded that it does not differ according to the number of training courses


Author(s):  
Asma Muhyiddin Al-Alimi Asma Muhyiddin Al-Alimi

This study aimed to identify teachers’ attitudes towards distance learning and its role in increasing students’ motivation in public schools in Zarqa Governorate in Jordan and to identify the impact of the following variables (gender, specialization, and appreciation). To achieve the study’s goal, a questionnaire consisting of (20) items was developed, which was distributed to (70) male and female teachers, Teachers towards distance learning and its role in increasing students’ motivation in public schools in Zarqa Governorate in Jordan were significant, as it was found that there were no statistically significant differences at the significance level (α ≤ 0.05) between the average responses of the study sample members towards trends. Teachers towards distance learning and its role in increasing students’ motivation in public schools in Zarqa Governorate in Jordan due to the gender variable (gender, specialization, academic grade) and based on the results of this study, the researcher recommended recommendations One of the most important of these is the need to continue in distance e-learning in the future for subjects that do not require face-to-face meetings, and to enroll teachers in more training courses to increase their experience in dealing with the problems they face as a result of using distance education.


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