scholarly journals Crisis Self-Efficacy and Work Commitment of Education Workers among Public Schools during COVID-19 Pandemic

2020 ◽  
Author(s):  
Erick Baloran ◽  
Jenny Hernan
Keyword(s):  
Public Schools ◽  
Public School ◽  
Self Efficacy ◽  
Uncertainty Management ◽  
Future Research ◽  
Work Commitment ◽  
Public School Teachers ◽  
School Teachers ◽  
Local Setting ◽  
High Level

COVID-19 pandemic has affected the public educational sectors in terms of adjustment in educational modalities of instructional delivery, school operations, and policies. With this emerging paradigm shift, teachers' crisis self-efficacy and work commitment are relevant for research. This study's main objective was to determine the significant influence of crisis self-efficacy on the work commitment of public school teachers in Region XI (Davao Region), Philippines, during the COVID-19 pandemic. The sample consisted of 1,340 public school teachers across the Davao Region. The researchers collected the data through adapted questionnaires contextualized to the local setting and administered through online Google forms with appended consent. Mean, standard deviation, Pearson r, and regression analysis were used to analyze data. Results revealed that crisis self-efficacy significantly influences the work commitment of public school teachers during the COVID-19 pandemic. Uncertainty management during this crisis, in particular, best predicts teachers’ work commitment. Data also showed a high level of crisis self-efficacy in terms of action, preventive, achievement and uncertainty management, and high level of teachers’ work commitment in terms of commitment to school, commitment to students, commitment to teaching, and commitment to profession. Correlation results also showed a link between crisis self-efficacy and the work commitment of teachers amid pandemic. Finally, the study concluded with practical recommendations and directions for future research.

scholarly journals Public School Teachers’ Attitude towards Action Research in Magsaysay, Occidental Mindoro

2020 ◽  
pp. 11-16
Author(s):  
Mary Yole Apple Declaro-Ruedas ◽  
Emmanuel G. Ruedas
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Public School ◽  
Self Efficacy ◽  
Influential Factors ◽  
Practical Training ◽  
Public School Teachers ◽  
School Teachers ◽  
Training Experience ◽  
The Public

This descriptive research study was conducted to determine the self-efficacy of the public school teachers in conducting action research; their attitude towards action research and identify the possible factors that hindered teachers from doing action research & their influence level. The study was conducted in the different public schools in Magsaysay, Occidental Mindoro from May to July 2016. The public school teachers from the Department of Education-Magsaysay District were purposively selected as the respondents of the study. The study adopted and modified the Attitudes toward Research (ATR) scale and self-efficacy test to suit the needs of the research objectives. Descriptive statistics such as mean, frequency and percentage were used to describe and quantify the variables. The result shows that the public school teachers in Magsaysay, Occidental Mindoro have an "average" level of research self-efficacy. They tend to hold "positive" attitudes toward research. The "very high" influential factors that hindered teachers from doing action research were work over-load which leaves little time or no time for conducting research, lack of practical training/experience in how to do action research and lack of research centres and research specialist in school or division.

Missing Elements in the Discussion of Teacher Shortages

2016 ◽  
Vol 45 (8) ◽  
pp. 460-462 ◽  
Author(s):  
James Cowan ◽  
Dan Goldhaber ◽  
Kyle Hayes ◽  
Roddy Theobald
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Teacher Candidates ◽  
Public Policies ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Shortages ◽  
Considerable Evidence

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

scholarly journals Job Satisfaction Among Public and Private School Teachers

2015 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Maher Bano ◽  
Syeda Kaniz Fatima Haider ◽  
Alay Ahmad
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Private School ◽  
Sampling Technique ◽  
Public School Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

The Dying of the Light

2017 ◽  
pp. 85-102
Author(s):  
Westry Whitaker
Keyword(s):  
Information Technology ◽  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Critical Awareness ◽  
The Social ◽  
Cultural Implications ◽  
A Site

These are dangerous times (Giroux, 2010, 2015). In this chapter, the author illuminates and explores the founders' complex and often contradictory perspectives on public education and democracy itself and their relevance to technologically-mediated educational discourses. This chapter demonstrates the importance of re-politicizing and historicizing public education with particular emphasis on defending public schools, public school teachers and the very concept of public education as a site of democratic solidarity. The author approaches this topic with attention to the corporatized war on education waged by wayward conservatives and centrist democrats. The author explores these battle lines while juxtaposing their stance and value for public education with that of the nation's founders. The author expands upon this contrast by drawing critical awareness to the social, political, and cultural implications of information technology and the use of digital spaces to project our voices and faces loudly and vividly into the bedrooms of people never met.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

scholarly journals FINANCIAL LITERACY CHALLENGES: THE CASE OF FILIPINO PUBLIC-SCHOOL TEACHERS

2021 ◽  
Vol 19 (4) ◽  
pp. 715-724
Author(s):  
Cyrus Casingal ◽  
◽  
Inero Ancho ◽  
Keyword(s):  
Public School ◽  
Financial Literacy ◽  
Online Survey ◽  
Basic Education ◽  
Literacy Program ◽  
Future Research ◽  
Public School Teachers ◽  
School Teachers ◽  
Service Training ◽  
Survey Questionnaires

This study analyzed the Philippine public school teachers' financial literacy challenges. The data and results were gathered through online survey questionnaires and focused group discussions conducted in the school year 2019-2020. Twelve participants contributed to the FGD, while a total of 325 teacher respondents answered the online survey questionnaires. The results showed that the majority of the public-school teachers are struggling financially. That results in a controlled and limited financial lifestyle. Moreover, teachers unconsciously practice informal debt, which causes uncontrolled debt. Without proper knowledge and education to financial literacy, borrowing money becomes a lifestyle of every teacher in the country. Based on the findings, a financial literacy program must be included in every in-service training or division-wide teachers' mass gathering. The financial literacy program may be implemented by all participating schools where the study was conducted. Future research related to financial literacy programs may be conducted in basic education, colleges, and universities following the method used in this study.

scholarly journals The Degree of Implementing the Principles of Knowledge Economic by Public School Teachers in Karak Governorate in Jordan from Principals Perspective: درجة تطبيق مبادئ اقتصاد المعرفة لدى معلمي المدارس الحكومية في محافظة الكرك بالأردن من وجهة نظر المديرين

2021 ◽  
Vol 5 (47) ◽  
pp. 75-57
Author(s):  
Ismail Mahmoud Omar Al-sou'b Ismail Mahmoud Omar Al-sou'b
Keyword(s):  
Public Schools ◽  
Public School ◽  
Data Collection ◽  
Teaching Strategies ◽  
Descriptive Analysis ◽  
Arab Countries ◽  
Analysis Approach ◽  
Public School Teachers ◽  
School Teachers ◽  
Teaching Technology

This study aimed to identify the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective. To achieve the objectives of the study, the researcher used the descriptive analysis approach, the sample of the study consisted of (82) female and male principals, and a questionnaire for data collection; consisted of (35) statements, distributed for five sectors. The results indicated that the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective was moderated with average (3.63 out of 5), the sector of "teaching strategies" was high with an average (3.89), then the sector of " evaluating" was moderated with average (3.67) then the sector of" teaching technology" was also moderated with average (3.65) then the sector of "student" was moderated with an average of (3.59) finally the sector of " teacher" with average (3.36) also was moderated. furthermore, there were no statistically significant differences at (α ≤ 0.05) in the variable of principals' sex. However, there were statistically significant differences due to the qualification of the participants in favor of (High studies). Based on the results, the researcher presented a number of recommendations and proposals, to enhance the implementation of knowledge economic principles in public schools in Karak, and the whole of the Kingdom and the Arab countries.

Washington View: Education on the campaign trail

2019 ◽  
Vol 101 (1) ◽  
pp. 39-40
Author(s):  
Maria Ferguson
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
Personal Experience ◽  
Presidential Campaign ◽  
Student Debt ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Strikes

The 2020 presidential campaign has already touched on a variety of education issues. Maria Ferguson describes how the campaigns have addressed issues related to higher education, such as student debt and the rising cost of college. She predicts that the ongoing plight of public school teachers, brought to the spotlight by teacher strikes across the nation, will also remain an issue throughout the campaign. Charter schools have been targeted by some candidates as one of the causes of public schools’ struggles. And racial inequity hit the spotlight in the June Democratic debate when Kamala Harris shared her personal experience with busing. Ferguson predicts that education will remain a visible issue throughout the campaign and the candidate who speaks clearly and directly about the education issues that matter most to voters will score a win.

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