scholarly journals Knowledge regarding learning disabilities in children among primary school teachers

2021 ◽  
Vol 9 (1) ◽  
pp. 235
Author(s):  
Harmanjot Dhindsa ◽  
Hiteshi Borana ◽  
Jyoti Yadav ◽  
Kavita Gharu ◽  
Sanju Pukhraj Khawa ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Total Sample ◽  
Cross Sectional Study ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers ◽  
School Teaching

Background: Children are precious resources of a nation and if they are physically and psychologically healthy, then they can excel in all domains of life. Learning disabilities mainly affects the psychological domain of child as it interferes with basic skills such as organization, time planning, abstract reasoning, memory and attention. This disorder is unable to cure at primary stages as it is mostly neglected due to lack of knowledge regarding learning disabilities.Methods: A descriptive cross sectional study was used to assess the knowledge regarding learning disabilities in children among primary school teachers in selected schools of Jodhpur, Rajasthan, India in April 2017. A total sample size of 70 primary school teachers from Class 1st to 5th of four selected schools of Jodhpur, Rajasthan, India were taken using total enumeration sampling technique. The tool for data collection was self structured questionnaire.Results: The results of the study showed that the majority of primary school teachers (70% had average knowledge regarding learning disabilities, 27.14% had poor knowledge whereas only 2.86% had good knowledge and there is no significant association between the knowledge of primary school teachers and their socio-demographic variables like age, gender, marital status, religion, educational qualification, type of school, teaching experience, in-service education on learning disabilities, any family member/friend suffering with learning disabilities.Conclusions: The study concluded that primary school teachers had limited knowledge regarding learning disabilities in children. Therefore, there should be provision of awareness programmes among them along with parents of children.  

scholarly journals Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India

Scientifica ◽  
2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Ankita Mota ◽  
Kunal C. Oswal ◽  
Dipti A. Sajnani ◽  
Anand K. Sajnani
Keyword(s):  
Oral Health ◽  
Primary School ◽  
Health Knowledge ◽  
Cross Sectional Study ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers ◽  
Oral Health Knowledge ◽  
Health Related ◽  
Children’S Oral Health

Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai.Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers.Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children’s oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet.Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children’s oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge.

scholarly journals Assessment of knowledge level on learning disability among primary school teachers

2019 ◽  
Vol 6 (2) ◽  
pp. 431
Author(s):  
Basim Ali C. T. ◽  
Fysal N. ◽  
Akhila Thasneem A. ◽  
Aswathy P. S.
Keyword(s):  
Primary School ◽  
Learning Disability ◽  
Behavioral Problems ◽  
Cross Sectional Study ◽  
Emotional And Behavioral Problems ◽  
Knowledge Level ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers ◽  
Scholastic Backwardness

Background: Learning disability (LD) is one of the major causes of poor scholastic backwardness. Undetected and unmanaged specific LDs result in chronic scholastic backwardness ensuing school dropouts, emotional and behavioral problems such as depression, substance abuse and social delinquency. Since teachers are the ones who first encounter academic difficulties of children, their knowledge and training on LD is of utmost importance in identifying it at an initial stage and to prevent further mental and social damage. This study is to assess the knowledge level of primary school teachers on learning disability.Methods: This cross-sectional study was conducted among government primary school teachers of Malappuram district, Kerala from April 16, 2018 to May 20, 2018.Convenient sampling method was adopted. The study sample consisted of 709 primary school teachers from 21 schools in Malappuram district of Kerala and the teacher’s knowledge level on learning disability was assessed using a questionnaire.Results: Even though majority of the teachers had some knowledge about the outcome and treatment of learning disability, they lack sufficient knowledge about its concepts and causes and it is grossly insufficient for its practical application in the class room.Conclusions: There is a need to improve the knowledge of primary school teachers on LD and to enhance their basic skills in recognizing learning disability at the earliest. This is very important for the management of these children by introducing and applying the appropriate remedial measures on time. This can go a long way in improving the quality of learning among children with poor scholastic performance.

scholarly journals Frequency and Risk Factors of Voice Problems among Teachers

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
V F Fahmy ◽  
E E Elokda ◽  
M A Abdelhamid ◽  
M Momen
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
Primary Schools ◽  
Occupational Safety ◽  
Descriptive Analysis ◽  
Study Data ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers ◽  
School Teaching

Abstract Background Voice problems are thought to be one of the major occupational hazards of school teaching; as teachers often use their voice with high-intensity, in noisy classes, for a long time and without suitable breaks. The measurement of vocal demands and risk factors is essential for adjusting occupational safety and health services to this population’s needs. Aim of the Work To estimate the prevalence of voice problems and to identify the possible risk factors for developing voice pathology among primary school teachers. Materials and Methods A cross sectional study was carried out in 10 primary schools in Cairo, Egypt. A total of 225 primary school teachers were invited to participate in the study. Data were collected through an interview questionnaire addressing the prevalence of voice problems and potential risk factors. Descriptive analysis and chi-square test were used to measure the relationship between voice problems and associated risk factors. Results The frequency of voice problems among teachers was 56.4% at any point of time throughout their career. The teachers reporting voice problems were compared with those without problems. Gender was significantly associated with the development of voice problems among teachers. Conclusion A high frequency of self-reported voice problems was found among the studied teachers which indicates that school teaching is a high-risk profession for occurrence of voice problems.

scholarly journals Low Back Pain and Associated Factors among Primary School Teachers in Mekele City, North Ethiopia: A Cross-Sectional Study

2019 ◽  
Vol 2019 ◽  
pp. 1-8
Author(s):  
Aregawi Kebede ◽  
Solomon Mekonnen Abebe ◽  
Haile Woldie ◽  
Melaku Kindie Yenit
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Primary School ◽  
Cross Sectional Study ◽  
Low Back ◽  
Sectional Study ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers ◽  
Prolonged Standing

Background. Low back pain (LBP) is the most prevalent musculoskeletal disorder among teachers. The pain, which is widely considered to be caused by occupational activities, has a significant impact on teachers’ quality of life because it results in frequent sick leaves, functional impairment, and early retirement. It is also demanding in terms of treatment costs, individual suffering, and discontinuation of jobs. Therefore, this study assessed the magnitude of low back pain and associated factors among primary school teachers in Mekele City, north Ethiopia. Methods. An institution-based cross-sectional study which included 611 public primary school teachers of Mekele City was conducted from March to April 2015. A multivariable logistic regression analysis was used to identify factors associated with low back pain. The adjusted odds ratio (AOR) with a 95% confidence interval (CI) was used to show the strength of the associations, and variables with a p value of less than 0.05 were considered statistically significant. Results. In this study, the prevalence of low back pain was 74.8% (95% CI: 71.4-78.2). According to the multivariate analysis, the pain was associated with teachers’ sleeping disturbance (AOR = 6.99; 95% CI: 2.20, 13.63), prolonged standing (AOR = 4.78; 95% CI: 3.75, 9.32), and irregular physical exercise (AOR = 1.46; 95% CI: 1.29, 5.10). Conclusion. The study showed that the prevalence of low back pain was high. Sleeping disturbance, prolonged standing during sessions, and irregular physical activity were significantly associated with the problem. Therefore, addressing work-related and individual factors is essential for decreasing the burden.

scholarly journals An association of knowledge and misconceptions with health seeking behaviour for dog bite: a cross-sectional study in Ahmedabad

2017 ◽  
Vol 4 (7) ◽  
pp. 2592 ◽  
Author(s):  
Arjunkumar Hardas Jakasania ◽  
Farzana Mustufabhai Mansuri ◽  
Grishma Trambaklal Dixit
Keyword(s):  
Primary School ◽  
Cross Sectional Study ◽  
Treatment Seeking ◽  
Sectional Study ◽  
Health Seeking Behaviour ◽  
Dog Bite ◽  
Health Seeking ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers

Background: Rabies is a deadly zoonotic disease and most often transmitted to humans through a dog bite. It is 100% fatal yet 100% preventable with timely and appropriate Post Exposure treatment. There are myths associated with a dog bite and rabies and which might affect the health seeking behaviour. The objectives of the study were to assess the knowledge and misconceptions regarding dog-bite and rabies in primary school teachers and to know the association of misconceptions with health seeking behaviour for dog-bite in the study group.Methods: A cross-sectional study was conducted among 196 teachers of municipality and self-finance primary schools in Ahmedabad city. A pre-tested and pre-designed questionnaire was used to collect data of knowledge & attitude regarding dog-bite/rabies.Results: Out of 196 teachers, 118 teachers will not take ARV injection after bite of a normal looking dog. Many of them have a misconception about ARV injection. 128 teachers will discontinue ARV after a dog bite if any symptoms of Rabies will not develop within 10 days after starting ARV. There is an association found between knowledge regarding rabies and treatment seeking behaviour which was found statistically significant.Conclusions: There is a serious gap in knowledge regarding Rabies in primary school teachers and misconceptions regarding rabies are rampant in most of them. The misconceptions regarding rabies and dog bite found to be affecting the treatment seeking behaviour after dog bite which leads to low compliance to ARV.

scholarly journals Comparing varieties of in-service English Language Training for primary school teachers in Norway

2014 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
James Coburn
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Teaching Experience ◽  
English Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
International Trends ◽  
School Teaching ◽  
Teacher Trainers

International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET) for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development

scholarly journals Causes of Poor Study Habits of Students as Expressed by Primary School Teachers in Nigeria

2019 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Falilat Anike Okesina
Keyword(s):  
Primary School ◽  
Work Experience ◽  
Survey Design ◽  
Sampling Technique ◽  
Educational Status ◽  
Total Sample ◽  
Study Habits ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

This research investigated the causes of poor study habits of students as expressed by primary school teachers in Nigeria. A descriptive survey design was adopted for this research, and a multi-stage sampling technique procedure was employed to draw a total sample of 200 respondents that participated in the research. The results of the research revealed that the causes of poor study habits of students consisted of poor monitoring by parents, parental educational status and laziness. Moreover, the hypothesis testing conducted in this research stated that there was a significant difference in the causes of poor study habits of students as expressed by teachers based on gender. In addition, there was no significant difference in the causes of poor study habits of students as expressed by teachers based on work experience. Based on the findings of the research, the proposed recommendation is that counselors should be employed in all schools in the country and they should be equipped with supporting facilities to prove their full support and service.

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.

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