scholarly journals Tahap Pelaksanaan Latihan dalam Perkhidmatan dan Hubungannya dengan Pengalaman Mengajar serta Kekerapan Menghadiri Latihan Guru Sekolah Rendah Berprestasi Tinggi di Putrajaya (The Level of Implementation of In-Service Training and Its Relationship with Teaching Experience and Frequency of Attending Training among High Performing Primary School Teachers in Putrajaya)

2018 ◽  
Vol 43 (01) ◽  
Author(s):  
Mohd Izham Mohd Hamzah ◽  
Mazlan Sirat
Keyword(s):  
Primary School ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Performing ◽  
Service Training

scholarly journals The perceptions and needs of science and primary school teachers about in-service training

2011 ◽  
Vol 15 ◽  
pp. 1102-1109 ◽  
Author(s):  
Tohit Güneş ◽  
Engin Serdar Demir ◽  
Meral Hoplan ◽  
Murat Çelikoğlu ◽  
Oktay Güneş
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

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.

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals STUDY OF PRIMARY SCHOOL TEACHER COMPETENCE IN TANAH BUMBU REGENCY

2017 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Dwi Atmono ◽  
Muhammad Rahmattullah
Keyword(s):  
Primary School ◽  
Teacher Performance ◽  
School Teacher ◽  
Teaching Experience ◽  
Educational Background ◽  
Average Score ◽  
Primary School Teacher ◽  
Teacher Competence ◽  
School Teachers ◽  
Primary School Teachers

Teacher competence is central factor that influencing teacher performance to create human resources with certain quality. Teacher competence influenced by many factors, such as educational background and teaching experience for his specific subject. This study aims to: 1) map the competence of primary school teachers in Tanah Bumbu Regency, and 2) analyze the effect of educational background and teaching experience to teacher competence. This study used quantitative approach. Population of this research is all primary school teachers in Tanah Bumbu regency which already followed Online Test of Teacher Competence (UKG Online) as many as 1,106 teachers. Samples were taken by using purposive random sampling as much as 20% of the total population that numbered 160 people. Variables of this study are: 1) Teacher Competence, 2) Educational Background and 3) Teaching Experience. This study used quantitative analysis includes percentage technique and multiple linear regressions. The results showed: 1) Primary school teacher competence in Tanah Bumbu Regency is above the national average score of 53.05, but still below the Minimum Competence Standards (SKM) of 55. The average score of pedagogic competence is 48.15 and professional competence is 55.91. 2) There is a significant simultaneous effect of educational background and teaching experience to teacher performance. Partially, only teacher experience variable that that significantly influence the teacher competence.

scholarly journals Assessment of the knowledge, attitude and practice of oral hygiene among primary school teachers in Navi Mumbai

2021 ◽  
Vol 8 (11) ◽  
pp. 5345
Author(s):  
Ojaswee D. Nakhawa ◽  
Manjusha S. Hindalekar ◽  
Ankita V. Deshmukh ◽  
Vaibhav P. Thakkar ◽  
Chinmayee V. Kulkarni
Keyword(s):  
Primary School ◽  
Oral Hygiene ◽  
Professional Training ◽  
Teaching Experience ◽  
Oral Diseases ◽  
School Teachers ◽  
Public Health Importance ◽  
Primary School Teachers ◽  
Global Issues ◽  
Years Of Teaching Experience

Background: School age is an important stage in an individual’s development. Early education of oral hygiene by teachers can cause lifelong benefits to students since teachers are closely involved in children during their developmental stages. Oral diseases are becoming global issues and should be considered of public health importance. Yet, oral diseases are a neglected issue, rarely seen as a priority in health policy.Methods: This study is a descriptive cross-sectional study conducted in primary school teachers from Navi Mumbai, Maharashtra. Total 400 school teachers, selected by stratified sampling technique, had participated in this study. Participants were given self-structured questionnaires with 16 dichotomous questions.Results: 67.5% of teachers expressed that they have never received any demonstrations/lectures in maintaining oral hygiene while 82.8% never had any professional training regarding oral hygiene. For the question, Have you received training by a professional on oral health care and hygiene? teachers with less than 1 year of teaching experience 68.8% responded negatively, 78.8% with 1-5 years of experience reported with ‘no’ and 85.4% and 89.4% were negative responses from teachers with 6-10 years of teaching experience and 11-35 years of teaching experience respectively, showing significant value of p=0.026.Conclusions: From this study we understood that, some degree of awareness is seen in younger aged primary school teachers, but it is not satisfactory, suggesting that teachers still have to undergo training for the same. It is hoped that this survey will help in implementation of training programs.

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