Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning

ABSTRACT Purpose: to investigate the teachers’ knowledge on educational speech-language-hearing pathology and the importance of auditory and linguistic skills to learning, comparing the answers of public-school teachers with those of private ones. Methods: an exploratory study with a mixed quantitative and qualitative approach, conducted with 25 teachers working in kindergarten and elementary school. Data were collected with a questionnaire comprising 19 closed-ended questions (which dealt with the relationship between language, hearing, and learning) and one open-ended question (which approached their knowledge on educational speech-language-hearing pathology. The quantitative data were analyzed with descriptive and inferential statistical analyses, and the qualitative ones, with theme modality content analysis. Results: in general, the teachers recognize the importance of hearing and language to learning, although they do not feel prepared to deal with it at school, neither do they have more specific knowledge of auditory processing. The results obtained in the open-ended question revealed an also limited knowledge on educational speech-language-hearing pathology. In this sense, their greatest source of information was some teachers’ previous experience with the work of a speech-language-hearing pathologist within the educational setting. No important differences were observed between the answers given by public school teachers and those by private ones. Conclusion: the teachers’ knowledge on educational speech-language-hearing pathology and the importance of hearing and language to learning is still limited, which requires more investment in the training in this field.

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Teamwork and Motivation to Leave the Teaching Profession: An Exploratory Study

Journal of Education ◽

10.1177/0022057418818811 ◽

2018 ◽

Vol 198 (3) ◽

pp. 215-224 ◽

Cited By ~ 1

Author(s):

Roque do Carmo Amorim Neto ◽

Amanda Bursey ◽

Drew Janowiak ◽

Cassandra Mccarty ◽

Bart Demeter

Keyword(s):

Public School ◽

Exploratory Study ◽

Grade Level ◽

Teaching Profession ◽

Public School Teachers ◽

School Teachers ◽

Motivation To Quit ◽

Roles Of Principals

This study has two goals: (a) to assess the contributions of teamwork and demographics to teachers’ motivation to leave the profession and (b) to identify the actions teachers believe they and their principals should take to foster teamwork. A sample of 322 U.S. public school teachers participated. Grade level was found to predict teachers’ motivation to quit. The roles of principals and teachers in fostering teamwork were also discussed.

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Stress in the Workplace, Depression, and Academic Workloads of Public School Teachers

International Journal of Multidisciplinary: Applied Business and Education Research ◽

10.11594/ijmaber.02.05.08 ◽

2021 ◽

Vol 2 (5) ◽

pp. 417-423

Author(s):

Noel L. Dominado ◽

Lilia G. Valdez

Keyword(s):

Public School ◽

Educational Attainment ◽

High School Teachers ◽

Junior High School ◽

Coping Mechanism ◽

Public School Teachers ◽

School Teachers ◽

Junior High School Teachers ◽

And Coping ◽

The Relationship

Stress and depression are unavoidable in the workplace and have turn out to be a perennial have fascinated many researcher in modern eras. The current study aims to findings the relationship between demographic profile, stress, and depression in the workplace. A descriptive sequential explanatory research design was used. A questionnaire was adopted from the American Institute of stress (2011) and Depression organization New Zealand (n.d.), the open-ended question on academic workloads, and coping mechanism as the whole main instruments used to gather the data for the current study. A total of 100 public school teachers were randomly selected from 7 clusters in the Division of Pampanga – Philippines. The result showed that the majority of the respondents were between the ages 32-37 years old, 53% of them were male, 84% were junior high school teachers, and 26% had been serving four to seven years, the stress grand mean 2.13 which means they were disagreeing, a total score of 63% of the respondents was moderately well, the depression grand mean was 1.76 with a descriptive rating of several days, a total score of 57.6% of the respondents moderately well, but things may get worse. It is also revealed that there is no significant as to sex, depression, stress, teaching level, and educational attainment. While the age, depression, sex, stress, teaching level, depression, educational attainment, years in service to stress, depression stating that there is a highly significant.

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The mediating roles of internal context variables in the relationship between distributed leadership perceptions and continuous change behaviours of public school teachers

Educational Studies ◽

10.1080/03055698.2016.1206462 ◽

2016 ◽

Vol 42 (4) ◽

pp. 410-426 ◽

Cited By ~ 7

Author(s):

Yaşar Kondakci ◽

Merve Zayim ◽

Kadir Beycioglu ◽

Mehmet Sincar ◽

Celal T Ugurlu

Keyword(s):

Public School ◽

Distributed Leadership ◽

Public School Teachers ◽

Continuous Change ◽

Leadership Perceptions ◽

School Teachers ◽

Context Variables ◽

Internal Context ◽

The Relationship

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THE MEDIATING EFFECT OF WELLBEING ON THE RELATIONSHIP BETWEEN FINANCIAL LITERACY AND PROFESSIONAL COMMITMENT OF TEACHERS

International Journal of Legal Studies ( IJOLS ) ◽

10.5604/01.3001.0015.2486 ◽

2021 ◽

Vol 9 (1) ◽

pp. 277-288

Author(s):

Elizabeth Joy Serrano Quijano ◽

Venus D. Bualan

Keyword(s):

Public School ◽

Financial Literacy ◽

Sampling Technique ◽

Mediating Effect ◽

Professional Commitment ◽

Public School Teachers ◽

School Teachers ◽

The Public ◽

Validated Questionnaire ◽

The Relationship

This study aimed to determine the mediating effect of wellbeing on the relationship between financial literacy and professional commitment of public school teachers. Stratified random sampling technique was used which included 300 public school teachers as respondents. Through non-experimental quantitative mediation test, validated questionnaire, mean and per-son, results showed significant relationships between financial literacy of teachers, professional commitment and wellbeing. However, there was no mediation on the effect of wellbeing on the relationship between financial literacy and professional commitment of teachers. Furthermore, to improve the level of wellbeing of the public school teachers, the mediating model can be tested keeping in view the socio demographics for better results as the scope of this research required testing of the model. The attitudinal variable of financial literacy relies on many factors as well and to get a holistic picture of what exact source of financial literacy.

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