scholarly journals Three Scales to Measure Burnout of Primary School Teachers: Empirical Evidence on their Adequacy

2016 ◽  
Vol 5 (2) ◽  
pp. 164 ◽  
Author(s):  
Maria Platsidou ◽  
Athena Daniilidou
Keyword(s):  
Primary School ◽  
Maslach Burnout Inventory ◽  
Model Fit ◽  
School Teachers ◽  
Factor Solution ◽  
Primary School Teachers ◽  
Confirmatory Factor ◽  
Acceptable Model ◽  
Respective Theory ◽  
Highly Correlated

This study aimed at comparing the psychometric properties of three measures of burnout administered in 320 Greek primary school teachers, namely the Maslach Burnout Inventory (Maslach and Jackson 1982), the Burnout Measure (Pines and Aronson 1988) and the Copenhagen Burnout Inventory (Kristensen et al. 2005). Confirmatory factor analysis tested a three-factor solution for each inventory, consistent to the respective theory. Results yielded a reasonably good model fit for the MBI, and merely acceptable model fit for the BM and the CBI. Overall the findings suggest that the MBI is more appropriate instrument for assessing teachers' burnout compared to the MB and the CBI, which presented not so well-defined inner structure and highly correlated subscales. 

Factors Contributing to Violent Discipline in the Classroom: Findings From a Representative Sample of Primary School Teachers in Tanzania

2021 ◽  
pp. 088626052110152
Author(s):  
Faustine Bwire Masath ◽  
Laura Hinze ◽  
Mabula Nkuba ◽  
Tobias Hecker
Keyword(s):  
Primary School ◽  
Representative Sample ◽  
Structural Equation ◽  
Model Fit ◽  
Equation Modeling ◽  
School Teachers ◽  
Primary School Teachers ◽  
Societal Norms ◽  
Positive Attitudes ◽  
Past Experiences

The need for intervention strategies aiming to reduce teachers’ use of violent discipline methods has been expressed repeatedly, especially for countries where this practice is socially and legally accepted. Nevertheless, initial targets for interventions are not clearly identified, as factors contributing to teachers’ use of violence are still understudied. In the present study, we examined the interplay between teachers’ own experiences of violence, their attitudes, current stress, and their use of violent discipline in a representative sample of 173 Tanzanian primary school teachers (53.7% female, Mage = 38.1 years, SDage = 10) using structural equation modeling. Our model showed good model fit ( χ2 [48, n = 173] = 78.058 ( p = .004), CFI = .962, TLI = .948, RMSEA = .060 [90% CI [.034, .084], PCLOSE = .233], SRMR = .048). Results indicated direct associations between positive attitudes toward violent discipline ( β = .41), stress ( β = .23), and teachers’ own experiences of violence ( β = .21) with teachers’ use of violence. Teachers’ own experiences of violence were significantly associated with positive attitudes ( β = .39), and these significantly mediated the association between teachers’ own experiences of violence and their use of violent discipline ( β =.23). Our findings underscore the relevance of past experiences, societal norms, and current working conditions in understanding teachers’ violence against students. Interventions aiming to reduce teachers’ use of violent discipline may focus on stress management, societal norms, personal beliefs on violent discipline, and how teachers’ own previous experiences of violence may influence teacher’s disciplining behavior.

scholarly journals Kesiapan Guru Mengimplementasikan Kurikulum 2013: Studi Pada Sekolah Dasar Pilotting

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Zuryanty Zuryanty
Keyword(s):  
Primary School ◽  
Elementary School Teachers ◽  
Latent Variables ◽  
Factor Model ◽  
Correlation Study ◽  
School Teachers ◽  
Indicator Variable ◽  
Primary School Teachers ◽  
Confirmatory Factor ◽  
The Subject

This study aims to find out and measure 4 model factors that influence the readiness of elementary school teachers in implementing the 2013 curriculum. This research is a correlation study. The data used is quantitative data. The technique used is confirmatory factor analysis and partial correlation. This study shows that the four-factor model as a suitable and very significant indicator variable correlates with the readiness of primary school teachers in implementing the 2013 curriculum. This study confirms that the transformation of mindsets, understanding of 2013 curriculum concepts, ability to analyse the subject matter and teaching design are significantly suitable and relates positive to the readiness of primary school teachers as latent variables.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

A Study of Teacher’s Commitment of Primary School Teachers

2012 ◽  
Vol 2 (11) ◽  
pp. 142-144
Author(s):  
Dr. B. Yella Reddy ◽  
◽  
Dr. T. I. Nagarjuna Dr. T. I. Nagarjuna ◽  
Dr. M. Sateeshnadha Reddy
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers
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