scholarly journals Assessment of the management skills and skills of affecting teachers of primary school directors by teachersİlkokul müdürlerinin yönetim ve öğretmenleri etkileme becerilerinin öğretmenler tarafından değerlendirilmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 4520 ◽  
Author(s):  
Latife Kabaklı Çimen ◽  
Eren Gezer
Keyword(s):  
Primary School ◽  
Marital Status ◽  
Primary Schools ◽  
Personal Information ◽  
Educational Status ◽  
Management Skills ◽  
School Directors ◽  
Significant Difference ◽  
Screening Study ◽  
High Level

In addition to many factors determining the quality of education in educational institutions, the skills of education managers to manage the institution and affect teachers are also important. This study was carried out in order to determine the management skills and skills of affecting teachers of primary school directors in line with teacher opinions. The study group consists of 367 teachers working at state primary schools in Tuzla district of Istanbul province in the 2013-2014 academic year. The study is a screening study of the relational comparison type.The “Scale of School Principals’s  Teachers Affect” which was developed by Uygun (2006), "Management Skills Scale" adapted to Turkish by Şekerci (2006) and the “Personal Information Form” were used in the study in order to collect data.The results of this study show that the management skills of school directors are perceived by teachers at a high level. While the management skills of school directors perceived by teachers do not vary by the gender, age, marital status, seniority, grades taught and educational status of the teachers, a significant difference was determined by the variable of the region of education.It was seen that the skills of school directors to affect teachers are at the intermediate level according to the teacher perception. While there was no significant difference between the skills of school directors to affect teachers and the gender, marital status, the grades taught and educational status of the teachers, a significant difference was found by age and seniority. It was determined that as the management skills of school directors increased their scores of affecting teachers increased and there was a significant positive relationship between them. ÖzetEğitim kurumlarında eğitimin niteliğini belirleyen birçok faktörle birlikte eğitim yöneticilerinin kurum yönetimi becerileri ile öğretmenleri etkileme becerileri de önemlidir. Bu araştırma, ilkokul müdürlerinin yönetim ve öğretmenleri etkileme becerilerini öğretmen görüşleri doğrultusunda belirlenmek amacıyla yapılmıştır. Çalışma grubu 2013-2014 eğitim-öğretim yılında İstanbul İli Tuzla İlçesi devlet ilkokullarında görev yapan 367 öğretmenden oluşmaktadır. Araştırma ilişkisel karşılaştırma türünde bir tarama çalışmasıdır.Araştırmada veri toplamak amacıyla Uygun (2006) tarafından geliştirilen “Okul Müdürlerinin Öğretmenleri Etkileme Ölçeği”,  Şekerci (2006) tarafından Türkçeye uyarlanan “Yönetim Becerileri Ölçeği” ve “Kişisel Bilgi Formu”  kullanılmıştır.Bu araştırmanın sonuçları, okul müdürlerinin yönetim becerilerinin öğretmenler tarafından yüksek düzeyde algılandığını göstermektedir. Öğretmenlerin algıladıkları okul müdürlerinin yönetim becerileri öğretmenlerin cinsiyet, yaş, medeni durum, kıdem, okuttuğu sınıf ve eğitim durumlarına göre değişmezken; eğitim bölgesi değişkenine göre anlamlı farklılık belirlenmiştir.Okul müdürlerinin öğretmenleri etkilemeleri becerilerinin öğretmen algısına göre orta düzeyde olduğu görülmüştür. Okul müdürlerinin öğretmenleri etkileme becerileri ile öğretmenlerin cinsiyet, medeni durum, okutulan sınıf ve eğitim durumuna göre anlamlı farklılık bulunmazken; yaş ve kıdeme göre anlamlı fark bulunmuştur. Yönetim becerileri arttıkça okul müdürlerinin öğretmenleri etkileme puanlarının arttığı ve aralarındaki pozitif yönde anlamlı ilişki olduğu belirlenmiştir.

scholarly journals Primary School Students' Attitudes towards Reading

2020 ◽  
Vol 10 (4) ◽  
pp. 77
Author(s):  
Hatice Vatansever Bayraktar ◽  
Buket Acikses Firat
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Personal Information ◽  
Educational Status ◽  
Attitude Scale ◽  
Primary School Students ◽  
School Students ◽  
Academic Reading ◽  
Significant Difference ◽  
Attitudes Towards Reading

The purpose of this study is to examine the level of primary school students' attitudes towards reading and whether they differ according to various variables. Descriptive scanning model was used in the research. The universe of the research consists of primary school students studying in the 2nd, 3rd and 4th grades in Istanbul. The sample of the study consists of 534 primary school students who study in 2, 3 and 4 classes in primary schools in Avcılar and Beylikdüzü districts of Istanbul. In the research, “Personal Information Form” and “Reading Attitude Scale” were used as data collection tools. SPSS was used in the analysis of the data. As a result of data analysis, it was observed that primary school students' attitudes towards reading were high. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to variables of gender, book-magazine reading status and state of enjoying the gift of books. The attitudes of female students, those who read books and magazines, and those who like to give books to them are higher. The attitudes of primary school students towards reading show a statistically significant difference according to the variable of buying book magazines to read in the sub-dimension of reading for entertainment and in the total scores. This difference is in favor of those who buy book and magazines to read. The attitudes of primary school students towards reading show a statistically significant difference in sub-dimension of reading for entertainment purposes according to the number of siblings. The attitudes of primary school students towards reading show a statistically significant difference in the total scores, in the reading for fun and in the academic reading sub-dimensions according to the variables of the class she studied and the number of books read per week. Primary school students' attitudes towards reading do not show a statistically significant difference according to variables.of mother and father educational status and favorite book type.

Describing the Competence Perception Levels of Physical Education and Sports Teachers in Integrative Practices: Kirşehir Province Example

2021 ◽  
Vol 14 (2) ◽  
pp. 21
Author(s):  
Turan Başkonuş ◽  
Vahit Çiriş
Keyword(s):  
Physical Education ◽  
Personal Information ◽  
Weighted Average ◽  
Educational Status ◽  
Inclusive Practices ◽  
Significance Level ◽  
Data Collection Process ◽  
Significant Difference ◽  
High Level ◽  
Voluntary Basis

The objective of this research study is to describe the competence perception levels of physical education and sports teachers in integrative practices. The participants of the study were the physical education and sports teachers actively working in Kırşehir province who participated on a voluntary basis. In this research, the survey model was used. In the data collection process of the study, “Personal Information Form” and “Teacher Adequacy Scale in Inclusive Practices” were used. For testing the research data, the significance level was accepted as 0.05. In the analysis of the data, the items of the sub-problem were grouped, and independent samples t-test and one-way analysis of variance (ANOVA), were used in the scale together with descriptive statistics such as frequency (f), percentage (%), weighted average (X) and standard deviation (SD), and Mann Whitney U and Kruskall Wallis techniques were used for the sub-dimensions. The results of the research demonstrated that physical education and sports teachers have a high level of competence perception in inclusive practices. It was also determined that there was statistically no significant difference among the competence perception levels of teachers in inclusive practices concerning gender, professional experience, working location, and educational status.

scholarly journals Investigating primary school teachers’ perception of conflict management strategies used by principalsÖğretmen görüşlerine göre ilköğretim okul yöneticilerinin kullandıkları çatışma yönetimi stratejileri

2015 ◽  
Vol 12 (2) ◽  
pp. 1734
Author(s):  
Osman Titrek ◽  
Muammer Maral ◽  
Deniz Barut Kızılkaya
Keyword(s):  
Conflict Management ◽  
Marital Status ◽  
Primary Schools ◽  
School Administrators ◽  
Management Strategies ◽  
Educational Status ◽  
Conflict Management Styles ◽  
Conflict Situations ◽  
Significant Difference ◽  
Descriptive Survey

<p>The purpose of this study is to determine which and how often conflict management strategies are used in case of any conflict situations by school principals attending primary schools. This study aims to identify to what extent the school administrators use the strategies of integration, reconciliation, compromise, domination and avoidance when handling conflicts and whether there are differences based on factors including teacher’s gender, marital status, or whether they assume a role in management, or the rank of their position, their age, educational level and seniority. 300 teachers attending primary and middle schools in Kağıthane, Istanbul were administered the “Conflict Management Styles Survey” as part of the research which was conducted using the descriptive survey model.  The results of the study showed that the school principles use the integration strategy the most; there is no significant difference in the opinions of teachers based on factors such as gender, marital status, management experience, or educational status; there is a significant difference in the feedback on integration and reconciliation strategies based on the factor of rank of position held; and there is a significant difference in the feedback from teachers about integration, avoidance and reconciliation strategies both based on the factor of age and factor of seniority.</p><p> </p><p><strong>Özet</strong></p><p>Bu çalışmanın amacı, ilköğretim okullarında görev yapan öğretmenlerin görüşlerine göre okul müdürlerinin herhangi bir çatışma durumunda çatışma yönetim stratejilerinden hangilerini ne kadar sıklıkla kullandıklarını, okul yöneticilerinin çatışmaları yönetirken tümleştirme, uzlaşma, ödün verme, hükmetme ve kaçınma stratejilerini ne derece kullandıkları, öğretmenlerin cinsiyet, medeni durum, yöneticilik görevi yapıp yapmadıkları, görev yaptıkları kademe, yaş, eğitim düzeyi, kıdem değişkenlerine göre bir farklılık olup olmadığı belirlenmeye çalışmaktır. Betimsel tarama modeli ile gerçekleştirilen bu araştırmada İstanbul ili Kağıthane ilçesindeki ilkokul ve ortaokullarda görev yapan 300 öğretmene “Çatışma Yönetim Stilleri Anketi” uygulanmıştır.  Araştırmanın sonucunda okul müdürlerinin en çok tümleştirme stratejisini kullandıkları, cinsiyet, medeni durum, yöneticilik tecrübesi, eğitim durumu değişkenlerine göre öğretmenler görüşleri arasında anlamlı bir farklılığın olmadığı, görev yapılan kademe değişkenine göre tümleştirme ve uzlaşma stratejilerine ilişkin görüşlerde anlamlı farklılığın olduğu, hem yaş değişkenine hem de kıdem değişkenine göre tümleştirme, kaçınma ve uzlaşma stratejilerine ilişkin öğretmen görüşleri arasında anlamlı farklılığın olduğuna ulaşılmıştır.</p>

THE RELATIONSHIP BETWEEN COGNITIVE FLEXIBILITY AND COPING STYLE VARIABLES IN ADULT INDIVIDUALS

2021 ◽  
Vol 7 (43) ◽  
pp. 2112-2126
Author(s):  
Kahraman GÜLER ◽  
Çağla TATAR
Keyword(s):  
Marital Status ◽  
Cognitive Flexibility ◽  
Personal Information ◽  
Coping Styles ◽  
Pearson Correlation ◽  
Relevant Literature ◽  
Educational Status ◽  
Significant Difference ◽  
And Coping ◽  
The Relationship

The aim of the study is to examine the relationship between coping styles and cognitive flexibility variables in adult individuals and whether these two variables change according to gender, age, marital status, educational status and socioeconomic levels. The research is structured according to the scanning model.The sample of the study consisted of a total of 309 participants, including 261 randomly selected women and 48 men living in Bartın province. In the study, data were obtained using the" coping styles scale“, the” cognitive flexibility scale "and the" Personal Information Form". The data were analyzed using the SPSS 25 statistical program. Pearson Correlation analysis, multiple regression analysis and t test for independent samples were used to analyze the data. As a result of the analyzes made for the purpose of the research; while gender and marital status characteristics led to significant differences in cognitive flexibility and coping styles, age, educational status and monthly income characteristics did not create a significant difference. In addition, it was concluded that the independent variables of cognitive flexibility of planning, behavioral disengagement, denial, and humor predicted the dependent variable of cognitive flexibility and the variance was 12%. The findings were discussed by researching the relevant literature. Key Words: Cognitive Flexibility, Coping Styles, Adult

scholarly journals The corelation between classroom teachers’ using methods in coping with unwanted student behaviors and self-efficacy

2020 ◽  
Vol 17 (4) ◽  
pp. 1177-1203
Author(s):  
Hüseyin Aslan ◽  
Semanur Alpaslan
Keyword(s):  
Classroom Management ◽  
Marital Status ◽  
Self Efficacy ◽  
Primary Schools ◽  
Educational Status ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Classroom Teachers ◽  
Significant Difference ◽  
Service Duration

The aim of this study was to determine the relationship between the coping strategies used by the class teachers and the self-efficacy perceptions. The research has been conducted in relational survey method. The universe of the research is composed of class teachers working in the primary schools in the provincial centers of Samsun in the academic year of 2018- 2019. In the study, has been used ”the scale of determining strategies used by pre-school teachers against undesired behaviors in classroom management, developed by Keleş (2015) and teacher self-efficacy scale prepared by Çapa, Çakıroğlu and Sarıkaya (2005). The research was carried out with the participation of 528 classroom teachers. The data collection tool consists of three parts. For statistical analysis, ”SPSS 24.0 for Windows“ was used. Descriptive statistics, mann whitney u test, kruskal wallis h test and correlation analysis has been used to analyze the data. As a result of the study, it is found that classroom teachers are generally “indecisive” in coping with unwanted behaviors, and self-efficacy belief levels11 were “quite sufficient” for the whole scale. In addition, it was determined that teachers with high self-efficacy mostly used reality therapy / control model in coping with undesirable behaviors, and at least the safest discipline model and social discipline model were used. Therefore, there is a significant relationship between classroom teachers' self-efficacy beliefs and methods used to deal with unwanted behaviors. Methods used by teachers to deal with unwanted behaviors; There were significant differences between marital status, educational status, professional seniority and service duration in the institution. On the other hand, it was concluded that there was no significant difference according to gender variable. While teachers' self-efficacy beliefs differed significantly according to gender, professional seniority; It was concluded that there was no significant difference between marital status, educational status and service duration variables in the institution. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bu araştırma, sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışlarına karşı kullandıkları baş etme yöntemleri ile öz yeterlilik algıları arasındaki ilişkiyi belirlemek amacıyla yapılmıştır. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Araştırmanın evrenini, 2018-2019 eğitim-öğretim yılında, Samsun ili merkez ilçelerindeki ilkokullarda görev yapan 1481 sınıf öğretmeni oluşturmaktadır Araştırmanın örneklemini ise evren içerisinden rastgele örnekleme yöntemiyle seçilmiş olan 528 sınıf öğretmeninden meydana gelmektedir. Araştırmada veri toplama amacıyla Keleş (2015) tarafından geliştirilen “Okul Öncesi Öğretmenlerinin Sınıf Yönetiminde İstenmeyen Davranışlara Karşı Kullandığı Stratejileri Belirleme Ölçeği” ve Türkçe için geçerlik ve güvenirlik çalışması Çapa, Çakıroğlu ve Sarıkaya  (2005)  tarafından yapılan  “Öğretmen Öz Yeterlilik Ölçeği” kullanılmıştır. İstatistiksel çözümlemelerde “SPSS 24.0 for Windows” paket programı kullanılmıştır. Araştırma verilerinin analizinde betimsel istatistikler, Mann-Whitney-U testi ve Kruskal Wallis testi ile korelasyon analizleri kullanılmıştır. Araştırma sonucunda, sınıf öğretmenlerinin istenmeyen davranışlarla  orta  düzeyde başettikleri, öz yeterlilik inanç boyutu bakımından ise öğretmenler kendilerini “oldukça” düzeyinde başarılı görmüşlerdir. Ayrıca öz yeterliliği yüksek olan öğretmenlerin istenmeyen davranışlarla baş etmede en çok gerçeklik terapisi/kontrol modelini kullandıkları, en az ise güvengen disiplin modelini ve sosyal disiplin modelini kullandıkları belirlenmiştir. Dolayısıyla sınıf öğretmenlerinin istenmeyen davranışlarla baş etmede kullandıkları yöntemler ile öz yeterlilik inançları arasında anlamlı bir ilişki olduğu görülmüştür. Öğretmenlerin istenmeyen davranışlarla baş etmede kullandıkları yöntemler; medeni durum, eğitim durumu, mesleki kıdem ve kurumdaki hizmet süresine göre anlamlı farklılık gösterirken; cinsiyet değişkenine göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır. Öğretmenlerin öz yeterlilik inançları; cinsiyet, mesleki kıdeme göre anlamlı farklılık gösterirken; medeni durum, eğitim durumu ve kurumdaki hizmet süresi değişkenlerine göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır.

THE EMPATHY LEVELS OF WOMEN PLAYING IN BASKETBALL LEAGUES

2020 ◽  
Vol 6 (25) ◽  
pp. 760-768
Author(s):  
Nida Gencer ÖZKAN ◽  
◽  
Tülin ATAN
Keyword(s):  
Marital Status ◽  
Leadership Style ◽  
Female Athletes ◽  
Educational Status ◽  
Basketball Players ◽  
Coaching Behaviors ◽  
Significant Difference ◽  
Women's Basketball ◽  
Coaching Behavior ◽  
And Behavior

The aim of this study was to investigate the basketball players’, active in Turkey Women’s Basketball Super and 1st Leagues, empathy levels according to their marital status, educational status in addition to age and marital status of their coach; and to evaluate leadership characteristics and behavior of their coaches according to athlete’s perception. Another aim was to analyze the relation between empathy levels of the athletes and athletes’ perception of coaching behavior. 264 (age; 24.61±5.53 year) female athletes playing in Turkey Women’s Basketball Super and 1st Leagues participated in this study. Leadership Scale for Sports (LSS)-version of Athletes’ Perception of Coaching Behavior that developed by Chelladurai and Saleh, and adapted by Tiryaki and Toros in 2006 was used as data collection tool. Athletes’ perceptions of leadership style and behavior of their coach were evaluated in five different factors. A five-factor solution with 40 items describing the most salient dimensions of coaching behavior was selected as the most meaningful. Empathy levels of the athletes were determined by using Emphatic Tendency Scale which was developed by Dökmen (1988) and composed of 20 items. Empathy levels of the athletes showed no statistically significant difference in terms of any variable (p>0.05). There was no statistically significant difference in athletes’ perceptions of coaching behaviors in terms of marital status of the athlete and age of their coach (p>0.05). In terms of educational status of athletes and marital status of their coach, there were statistically significant differences in athletes’ perceptions of coaching behaviors (p<0.05 and p<0.01). Positive and meaningful correlation was found between empathy scores of the athletes and training and instruction behavior (r=.172**) and autocratic behavior (r=.154*) of the coach (p<0.05 and p<0.01). Educational status of the athletes and marital status of their coach are influental in athletes’ evaluation of their perceptions of coaching behavior. Empathy levels of the athletes are related to their perceptions of coaching behavior.

scholarly journals IMPACT OF MODELLING TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING ON ACADEMIC ACHIEVEMENT

2020 ◽  
pp. 292-299
Author(s):  
Dr. Thadei A. Kiwango
Keyword(s):  
Academic Achievement ◽  
Technology Integration ◽  
Primary School ◽  
Primary Schools ◽  
Significant Difference ◽  
The Government ◽  
Arusha Region ◽  
Primary School Pupils ◽  
The Impact ◽  
Out Of School

This paper determines the impact of modelling technology integration for of out-of-school (OST) learning on academic achievement in primary schools. The research was conducted in Arusha Region, specifically in Meru District. The paper adopted the experimental design, involving experimental and control groups. Each of the two groups comprised three (3) schools, making a total of six (6) schools. The experiment was conducted using Digital Video Disks (DVDs), mobile phones, notebooks and home assignment booklets. The tools were further supplemented by a list of perceived best practices, and examination papers. The findings reveal a statistically significant difference in mean scores between the control and experimental groups as confirmed by 95% confidence level whereby, F (1, 180) = 28.63, p=0. Based on the findings, null hypothesis was rejected, leading to the conclusion that the proposed model for OST technology integration is attributed to significant improvements in academic achievement for primary school OST learners. The implication of these findings is for researchers, and other educational stakeholders, including the government to invest in devising contextually relevant model, and mobilizing parents, teachers and learners with a view to hastening technology integration in order to improve academic achievements for primary school pupils. There is also a need for studies that further explore technology integration opportunities, and associated challenges in a bid to addressing poor academic performance among primary school pupils.

scholarly journals Gender as a Factor in Predicting Academic Performance in Agriculture in Primary School Leaving Examination in Gaborone, Botswana

2019 ◽  
pp. 1-8
Author(s):  
Tapela Bulala ◽  
Keabetswe Malima
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Parental Support ◽  
Primary Schools ◽  
Economic Status ◽  
Government Schools ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Males And Females

The study looked at gender as it relates to academic performance of students in Agriculture Primary School Leaving Examination in Gaborone schools. The research was quantitative ex-post facto type design. The sample composed of 3781 (1751 males and 2030 females) students who wrote PSLE in 2012. The sample was taken from 43 primary schools in Gaborone area which included private and government schools. The results which included students’ scores were obtained from Botswana Examinations Council academic records and were not manipulated in any way. The results were then subjected to testing using Statistical Package for Social Sciences at significance level of 0.05. An independent t-test was conducted to determine significance difference and value of -5.964 which is statistically significance (P = 0.00) obtained and therefore the null hypothesis that states that there is no significant difference between males and females was rejected. The analysis revealed that girls performed better than boys and moreover there is a significant difference between males and females’ academic performance. It was therefore, recommended that the Gaborone Regional Education office intensify research to establish how other variables such as location, parental support and economic status of parents contribute to poor Primary School leaving Examinations.

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.

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.

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