scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

scholarly journals Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management

2017 ◽  
Vol 7 (1) ◽  
pp. 30 ◽  
Author(s):  
Hatice Vatansever Bayraktar ◽  
M. Cihangir Dogan
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Personal Information ◽  
State School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Discipline Practices ◽  
Significant Difference ◽  
Education Status ◽  
Scale Data

The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

scholarly journals Analysis of pre-service and in-service views of evolution of Serbian teachers

2015 ◽  
Vol 67 (1) ◽  
pp. 317-329
Author(s):  
Jelena Stanisavljevic ◽  
Dragan Djuric ◽  
Ljubisa Stanisavljevic ◽  
Pierre Clément
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Teachers ◽  
Religion And Politics ◽  
Primary Teachers ◽  
Science And Religion ◽  
Evolution Theory ◽  
School Teachers ◽  
Biology Teachers ◽  
Primary School Teachers

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

scholarly journals THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS

2019 ◽  
Vol 19 (1) ◽  
pp. 184-190
Author(s):  
Nursyuhada Binti Mohamad Yusoff ◽  
Vivien How ◽  
Ezza Sabrina Binti Azmi ◽  
Khairuddin Bin Othman
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Positive Attitude ◽  
Occupational Safety ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Safety And Health ◽  
Primary And Secondary School

Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn. 

scholarly journals INCIDENCIA Y MEDIDAS PREVENTIVAS DE HIPERTENSIÓN ARTERIAL EN DOCENTES DE INSTITUCIONES EDUCATIVAS BÁSICA, MEDIA Y SUPERIOR (UPSE) DE LOS CANTONES SALINAS Y LA LIBERTAD EN LA PROVINCIA DE SANTA ELENA. (2008 -2009)

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Bertha Maggi Garcés ◽  
Juan Monserrate Cervantes
Keyword(s):  
Secondary School ◽  
Arterial Hypertension ◽  
Primary School ◽  
Secondary School Teachers ◽  
Public Health Problem ◽  
Preventive Measure ◽  
Secondary Hypertension ◽  
School Teachers ◽  
Primary School Teachers ◽  
Santa Elena

La hipertensión arterial (HTA) es  problema de Salud Pública a nivel mundial, la provincia de Santa Elena no es la excepción, considerando el avance espectacular de esta patología nos parece pertinente estudiar la incidencia y  medidas preventivas de  hipertensión arterial en nuestra población. Participan del estudio docentes de establecimientos educativos básicos y medio de los cantones Salinas y La Libertad, y docentes de la Universidad Estatal Península de Santa Elena,  periodo 06/ 2008 – 04/ 2009. Los métodos: histórico lógico, deductivo, analítico comparativo y matemático. Universo y muestra  1725 docentes. Resultados, mayor incidencia de HTA en mujeres que  varones, la población más afectada es entre 40 y 60 años. En el cantón La Libertad, de 419 docentes de educación media 76 (18%) son hipertensos, de ellos 63 (83%) son hipertensos secundarios y 13 (17 %)  primarios.  De  491docen¬tes de educación básica  43 (9%) son hipertensos, de ellos 3 (7%) tienen HTA primaria y 40 (93%) secundaria. En la UPSE de 285 docentes, 45 tienen HTA,  de ellos, 3 (7%) tienen HTA primaria y  42 (93%) secundaria. En el cantón Salinas, de 366 docentes de educación básica, 32 (9%) tienen HTA, de ellos 6 (19%) son primarios y  26 (81%) son secundarios. De  164 docentes de educación media 16 (10%) son hipertensos, de ellos 6 (37.5%) son primarios y 10 (62.5%) secundarios. Conclusión: Hay mayor incidencia de HTA en los docentes del cantón La Libertad que en los de Salinas. Dentro de las medidas preventivas se proyectó un programa de capacitación.   Palabras clave: Hipertensión  Arterial, Hipertensión primaria, Hipertensión secundaria.   ABSTRACT   Arterial hypertension (HBP) is a world public health problem; the province of San- ta Elena is no exception, due to the spectacular progress of this disease it seems pertinent to study the incidence and preventive measures of hypertension in our population. Teachers participating in the study come from primary and secondary schools of Salinas and La Libertad, and from the State University Peninsula de Santa Elena, 06/2008-04/2009 academic period.  The methods:  historical, logical, deductive, comparative analytic and mathematical.  Universeand sample: 1725 teachers. Results: greater incidence of HBP in women than in men.  The most affected population is between 40 and 60 years old.  In La Libertad, out of 419 secondary school teachers, 76 (18%) are hypertensive, 63 of them (83%) are secondary hypertensive and 13 (18%) are primary hypertensive. Out of 491 primary school teachers, 49 (9%) are hypertensive, 3 of them (7%) have primary HBP, and 40 (7%) secondary HBP. In UPSE, out of 285 teachers, 45 have HBP, 3 of them are primary hypertensive (6,7%) and 42 (93.3%) are secondary hypertensive.  In Salinas, out of 366 primary school teachers , 32 (9%) have HBP, 6 of them (19%) are primary and 26 are secondary (81%).    Out of 164 secondary school teachers, there were 16 cases with HBP (10%), 6 of them are primary (37.5%) and 10 are secondary (62.5%). Conclusion: There is more incidence of HBP in teachers from La Libertad than Salinas. A training program has been planned as a preventive measure, among others.   Keywords: Arterial hypertension, primary hypertension, secondary hypertension. Recibido: junio, 2012 Aprobado: septiembre, 2012

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.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

scholarly journals Assessment of intercultural competence of vocational teachers in Croatia

2015 ◽  
Vol 21 (4) ◽  
pp. 37-51
Author(s):  
Višnja Rajić ◽  
Tomislav Rajić
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Secondary School Teachers ◽  
Vocational Teachers ◽  
School Teachers ◽  
Self Assessment ◽  
New Era ◽  
Significant Difference ◽  
The Republic ◽  
Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

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