Study of Emotional Intelligence Patterns with Teachers Working in Public Education

2015 ◽  
Vol 10 (1) ◽  
pp. 46-56 ◽  
Author(s):  
László Balázs
Keyword(s):  
Emotional Intelligence ◽  
Organizational Culture ◽  
Secondary School ◽  
Primary Schools ◽  
Organisational Culture ◽  
Major Question ◽  
Training Institutions ◽  
The Given ◽  
Primary And Secondary School

AbstractThe data necessary for the empirical research presented it this study were provided by 572 people, from altogether 26 schools. The schools included 18 primary schools, 7 secondary training institutions and 1 primary and secondary school. The major question of the study related to the pedagogues' emotional intelligence, more precisely if the teachers of different institutions showed any individual differences in their emotional intelligence patterns according to the given type of their school's organisational culture. We also examined if the nature of the organizational culture had any influence on the development the individual's emotional intelligence pattern. On the basis of the results we can declare that the teachers of different institutions having their own particular organizational cultures evolve different emotional intelligence patterns. Accordingly, we can come to the conclusion that in the long term the organizational culture affects the evolution of the individual's emotional intelligence pattern and vice versa.

Teaching and learning L2 in the classroom: It's about time

2019 ◽  
Vol 53 (4) ◽  
pp. 422-432 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Nina Spada
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Instructional Time ◽  
Policy Makers ◽  
School Settings ◽  
Intensive Instruction ◽  
Primary And Secondary School

AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

Stress and work motivation of primary and secondary school teachers

2019 ◽  
Vol 12 (4) ◽  
pp. 709-723
Author(s):  
Jinda Kongcharoen ◽  
Nutthajit Onmek ◽  
Panaya Jandang ◽  
Sukanya Wangyisen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Empirical Data ◽  
Primary Schools ◽  
Work Motivation ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Content Type ◽  
Factors Affecting ◽  
Primary And Secondary School

Purpose The purpose of this paper is to explore the levels of stress and work motivation of primary and secondary school teachers, investigate factors affecting stress of teachers and validate the consistency of the model and empirical data. Design/methodology/approach The sample consisted of 400 teachers of primary and secondary schools. Questionnaire was implemented as the instrument and the data were analyzed by t-test, ANOVA and confirmatory factor analysis. Findings The results indicated that teachers of secondary schools have higher overall stress than teachers of primary schools for many reasons, such as financial issues and work obligations. Stress was found to be significantly positively associated with work motivation in secondary school teachers. The study revealed that demographic and work motivation factors influence teacher stress. The validation of a goodness of fitted model demonstrated an acceptable model fit with empirical data (χ2 test/df = 1.913, GFI = 0.934, CFI = 0.965, NFI = 0.930, AGFI = 0.893). Originality/value Teachers under stress could negatively influence their students’ academic performance and might be more vulnerable to occupational diseases. Therefore, the teachers should find favorite activities that reduce stress and thereby contribute to effective teaching. This study would be beneficial for anyone who works to support teachers and wants to reduce turnover among teachers.

scholarly journals Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

2016 ◽  
Vol 13 (3) ◽  
pp. 5901 ◽  
Author(s):  
Veysel Okçu ◽  
Adem Uçar
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Administrators ◽  
City Centre ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Low Level ◽  
Primary And Secondary School

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model.  The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

Depth or breadth? some issues in lote teaching

1994 ◽  
Vol 17 (1) ◽  
pp. 1-22 ◽  
Author(s):  
John Gibbons
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Primary Schools ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Window Of Opportunity ◽  
Second Languages ◽  
Classroom Processes ◽  
Primary And Secondary School

Abstract The prevailing pattern of second language instruction in NSW schools is one in which the available time is distributed across several languages (a ‘breadth’ approach). With the impending introduction of second languages into many primary schools, a window of opportunity has opened: if all the available curriculum hours are devoted to a single language in primary and secondary school (a ‘depth’ approach) there is a possibility of most students attaining a communicative proficiency in a LOTE. This possibility can be increased (a) if the second language is a language spoken in the home (b) if certain classroom processes are adopted, and (c) if the language is more easily learnable. A case study of a school is presented which includes information and opinions gathered from parents on these issues, and an outline ‘depth’ curriculum for this school.

Association Study on Air Pollution and Cardiopulmonary Function of Primary and Secondary School Students

2014 ◽  
Vol 700 ◽  
pp. 437-441
Author(s):  
Hai Ying Wang ◽  
Yong Jing Liu ◽  
Di Hua Tang
Keyword(s):  
Air Pollution ◽  
Secondary School ◽  
Secondary School Students ◽  
Control Measures ◽  
Long Term Effects ◽  
School Students ◽  
Cardiopulmonary Function ◽  
Incidence Increase ◽  
Primary And Secondary School

Impact of air pollution on health has become an important social issue. Air pollution is closely related to the morbidity and death rate of cardiopulmonary disease, produces short-term acute and chronic hazards on health, and especially has long-term and profound impact on primary and secondary school students’ constitution. Long-term effects of air pollution on cardiopulmonary function of primary and secondary school students are represented as incidence increase of asthma, decrease of FEV1, MMEF, VO2max, MVV and other indicators and relation to NO, PM2.5 and CO. Students taking exercise in air pollution environment can cause acute cardiopulmonary reactions, such as abnormal changes of MVV, VC, FEV1, FVC and other indicators after exercise, which may relate to O3, PM10, PM2.5, SO2and NO2. Therefore, schools should strengthen the awareness of air pollution in implementing sports, and conduct development of control measures, to ensure the effect of physical exercise.

Direct and Indirect Influence of Physical Education-Based Interventions on Physical Activity: A Review

2011 ◽  
Vol 8 (6) ◽  
pp. 866-878 ◽  
Author(s):  
Menno Slingerland ◽  
Lars Borghouts
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Children And Adolescents ◽  
Intervention Studies ◽  
Reference Lists ◽  
Adult Life ◽  
School Students ◽  
Primary And Secondary School

Background:Physical education (PE) has the potential of stimulating physical activity (PA) in children and adolescents in a direct and an indirect manner. By providing in-class activity, PE could directly contribute to the accumulation of physical activity. In addition, it is often claimed that PE could have an effect on physical activity by stimulating out-of-class activity, or even physical activity in adult life.Methods:We reviewed intervention studies using a PE component that directly or indirectly aimed to increase physical activity in primary and secondary school students. An electronic literature search was conducted and articles’ reference lists were scanned for additional papers.Results:Fourteen studies matched our criteria. A review of these studies showed that interventions are able to directly increase activity in PE classes with relatively simple modifications, whereas the evidence for increasing out-of-class PA through interventions utilizing PE as a component is less convincing.Conclusions:We propose that evidence-based interventions aimed at increasing PA in children and adolescents through PE should at this moment be aimed at the direct effect of PE. There is a need for high quality PE-based interventions directed at out-of-class activity and long-term active life style.

scholarly journals Quantitative comparison on the difficulty of manual books used in Chinese and Romanian primary schools———Based on the Bao’s Difficulty Model

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Xiaoying Feng ◽  
Loan Neacsu
Keyword(s):  
Secondary School ◽  
Primary Schools ◽  
Secondary School Students ◽  
Quantitative Comparison ◽  
School Students ◽  
Mathematics Scores ◽  
Primary And Secondary School

In study before, we found that the mathematics scores of Romanian primary and secondary school students were not satis- factory compared with the children of the same age in China. The reason may be multifaceted, and this study start from the most objec- tive material, the textbooks, to compare the difficulty, and try to find the truth hidden behind.

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