scholarly journals The Level of Knowledge about HIV/AIDS among Junior Secondary School Teachers in Osun State, Nigeria

Author(s):  
Olufunmiso Olatunbosun Ajala ◽  
2013 ◽  
Vol 9 (4) ◽  
pp. 397-406 ◽  
Author(s):  
Smitta Waitshega Tefo Moalosi

Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.


2019 ◽  
Vol 9 (1) ◽  
pp. 136 ◽  
Author(s):  
Ukonu Ifeanyichukwu Ojeka ◽  
Rachel Serieke Dickson ◽  
Georgina Edoga

In time past, teaching profession was presumed to be stress free. Conversely, stress is gradually becoming endemic in various professions.  However, recent studies have shown an exponential increase in the number of educators reporting that stress is affecting their work. Hence, this study seeks to examine causes, signs, symptoms and consequences of job stress among Junior Secondary School teachers in Abuja. This qualitative study used interview to elicit information from a focused group. Thematic content analysis was used to analyse data generated. The findings showed that teachers’ stress emanated from external and internal work environments which have moderating and mediating effect on the level of stress an individual feel in carrying out his/her work. Moreover, the consequences of the identified stressors were psychological, behavioural and physiological. Furthermore, the study suggests preventive and interventional measures which can aid to reduce the negative effects of stress on teachers.


2003 ◽  
Vol 31 (4) ◽  
pp. 349-356 ◽  
Author(s):  
Karl Peltzer ◽  
Supa Promtussananon

The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.


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