scholarly journals Determination of the undesirable student behaviors observed by the first grade primary school teachers in their classroomsBirinci sınıf öğretmenlerinin sınıflarında gözlemledikleri istenmeyen öğrenci davranışlarının belirlenmesi

2019 ◽  
Vol 15 (4) ◽  
pp. 2602 ◽  
Author(s):  
Sibel Yoleri
Keyword(s):  
Primary School ◽  
Problem Behaviors ◽  
Teaching Experience ◽  
First Grade ◽  
Study Data ◽  
English Summary ◽  
Survey Method ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers

The purpose of the study is to investigate students’ problem behaviors observed by primary school teachers and to determine the relationship between these behaviors and teacher’s gender, age and teaching experience. 100 primary school teachers from Diyarbakır, Mardin and Aydın provinces were participated in this research study. The sample group for the study was selected using a random sampling method. A relational survey method was used for this study. Data were collected through the use of two instruments: Students’ Misbehaviour in Class Scale (Balcı, Çapri, Çelikkaleli & Büte, 2006) and Demographic Information Form. According to results, "not talking without permission”, “disturbing other students”, “disturbing others by wiggling” and “throwing things to classmates” are reported by teachers as most frequently observed misbehaviors. On the other hand, not significant relationships were found among teachers’ views on primary school students’ classroom problem behaviors according to their gender, age, and teaching experience.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma, ilkokul birinci sınıf öğretmenlerinin sınıfta gözlemledikleri problem davranışları ve bu davranışların öğretmenlerin yaş, cinsiyet gibi değişkenlerle ilişkisini belirlemek amacıyla yapılmıştır. Araştırma, 2015-2016 eğitim öğretim yılında Diyarbakır, Mardin ve Aydın illerinde tesadüfî örnekleme yöntemi ile seçilen 15 ilkokulda görev yapan 100 sınıf öğretmeni ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak, öğretmenlerin demografik özelliklerinin yer aldığı Kişisel Bilgi Formu ve Balcı, Çapri, Çelikkaleli ve Büte (2006) tarafından geliştirilmiş olan “İlköğretim Okulları İstenmeyen Öğrenci Davranışları Ölçeği’nin Sınıf İçi İstenmeyen Öğrenci Davranışları” alt ölçeği kullanılmıştır. Verilerin analizinde SPSS 20.0 programı kullanılmıştır. Araştırma sonucunda sınıflarında en sık gözlenen problem davranışlar öğretmenler tarafından; “Söz verilmeden konuşma”, “Arkadaşlarının dikkatini dağıtacak biçimde kıpırdanıp durma”, “Yanındaki ya da arkasındaki öğrenciyi rahatsız etme” ve “Derste dersi takip edemeyecek bir biçimde fısıldama ya da gizli konuşma” olarak ifade edilmiştir. Öte yandan araştırma sonucunda öğretmenlerin cinsiyet, yaş ve mesleki deneyim değişkenleri ile sınıf içindeki olumsuz davranışlara ilişkin görüşleri arasında anlamlı bir farklılık bulunmamıştır. 

scholarly journals Causes of Indiscipline Among Students as Viewed by Primary School Teachers in Nigeria

2019 ◽  
Vol 6 (1) ◽  
pp. 126
Author(s):  
Aminat Adeola Odebode
Keyword(s):  
Primary School ◽  
Psychometric Properties ◽  
School Administrators ◽  
Teaching Experience ◽  
Survey Method ◽  
School Teachers ◽  
Physical Damage ◽  
Primary School Teachers ◽  
Years Of Teaching Experience ◽  
Descriptive Survey

Indiscipline among students in Nigerian schools remained a source of great concern to stakeholders as it had caused a lot of mental, emotional and physical damage in the society. This research investigated the causes of indiscipline among students as viewed by primary school teachers in Nigeria. The research also examined the influence of gender, school locale, years of teaching experience and educational attainment on the respondents’ views. In addition, this research employed a descriptive survey method. A total of 200 primary school teachers in Nigeria participated in the research. They responded to a researcher-designed questionnaire entitled ‘Causes of Indiscipline Questionnaire’ (CIQ). Then, the psychometric properties of the instrument were established and the collected data were analyzed using both descriptive and inferential statistics. Furthermore, the findings showed that the causes of indiscipline among students as viewed by primary school teachers in Nigeria were societal, governmental, parental, school and students factors respectively. In view of the findings, it is recommended that government and school administrators should formulate policies in schools to curb indiscipline among students.

scholarly journals PERSEPSI GURU SD TERHADAP PENELITIAN TINDAKAN KELAS

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Lungguh Puri Pramswari
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Sixth Grade ◽  
First Grade ◽  
Survey Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Grade One

<em>This study was set out of curiosity to know what kind of the perception of elementary school teachers, in understanding and implementing classroom action research (CAR) to solve pedagogical-didactical problems that faced in the learning process. By survey method, this study is conducted to 63 the primary school teachers from first grade class up to sixth grade one, derived from the three districts/city in West Java Province. In general, can be described that all teachers stated how important CAR is, but most feel still constrained in implementing it. </em>

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals ENHANCING QUALITY TEACHING THROUGH MENTORING: THE PERCEPTION OF PRIMARY SCHOOL TEACHERS IN OWERRI EDUCATION ZONE OF IMO STATE

2017 ◽  
Vol 13 (2) ◽  
pp. 245-255
Author(s):  
A. C. Izuagba ◽  
A. O. Afurobi ◽  
J. Oruwari
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mentoring System ◽  
Area Of Study

The aim of the study was to find out the perception of teachers towards enhancing their professional and human developments through mentoring using Owerri Educational zone. The result of the study would be significant as it would provide a basis for incorporating the mentoring system into teachers' development programmes. Four research questions were formulated to guide the study. A simple random sampling technique with non-replacement balloting was used to sample hundred (900) teachers in the area of study. Data for the study were collected using a structured questionnaire relating to the topic and analysed with simple percentages The result of the analysis showed those primary school teachers were not aware of the benefits of enhancing their profession and personal development through mentoring. Teachers in the area of study had a negative perception towards enhancing their personal and professional development through mentoring by years of experience. The levels o f education, sex are not determining factors in the teacher's perception o f their professional development through mentoring. Based on the result some recommendations were made which include a review of the current development programmes of teachers to incorporate the mentoring system, and team teaching should be encouraged to facilitate networking and sharing of best practices among teachers among others.

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 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 THE CONTENT OF PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE CREATIVE POTENTIAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN POSTGRADUATE EDUCATION

2016 ◽  
pp. 163-172
Author(s):  
Yelena Krivolap
Keyword(s):  
Primary School ◽  
Postgraduate Education ◽  
Primary School Students ◽  
Creative Potential ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Potential Development ◽  
Training Courses ◽  
Teachers Training

One of the problems of primary school teachers’ training in postgraduate education is to prove the guidelines vector of teaching activities on the development of creative abilities of every child. From the early school years it is necessary to enhance the student’s tendency to creative performance with new creative and intellectual abilities and effective methodologies. The realia of the new millennium requires the activation of personality’s creative potential, creative activity of primary school students, creating psychological and pedagogical conditions for their professional self-expression and creative fulfillment.The aim of the article is to analyze the content of primary school teachers’ training on the development of primary school students’ creative potential in postgraduate education.The content of primary school teachers’ training for the creative potential development of primary school students during training courses in postgraduate teachers’ education complies with such features as: concentric (allows to establish a connection between the known and the unknown, to develop, enhance, organize teachers’ ideas on the types and methods of the development of primary school students’ creative abilities); transfer from simple to complex in teaching of adults, from the known to the unknown or little known (makes it possible to gradually expand, enrich the content of each topic); the relationship of learning content during training courses with practical activities in primary school (includes visiting methodologist teachers’ lessons at schools); providing students with positive motivation during learning to fix the interest in the development of primary pupils’ creative activity in the classroom; interdependence of methods and techniques of training (for their efficient optimal combination in different learning situations).Thus, the content of primary school teachers’ training to the development of primary school students’ creative potential in postgraduate education combines didactic, andragogical and psychological foundations of teachers’ education as a particular category of working adults. In the long term we shall search pedagogical conditions of training.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

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