scholarly journals Teachers’ Awareness of the Existence and the Use of Technology to Promote Children’s Literacy Instruction

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Ngozi Obidike ◽  
Ngozi Anyikwa ◽  
Joy O Enemou
Keyword(s):  
Primary School ◽  
Literacy Instruction ◽  
Primary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Teachers ◽  
Primary School Teachers ◽  
Anambra State ◽  
Government Education ◽  
Children's Literacy

This paper examined the awareness of teachers of nursery and primary schools on the existence of the technological resources that could be used to support children's literacy instruction, as well as the use of such technological resources for enriching children's literacy instruction. The study was carried out in Awka Local Government Education Zone in Anambra State, Nigeria. Two (2) research questions guided the study. Five (500) nursery and primary school teachers were selected as the sample for the study using simple random sampling technique. Questionnaire was the instrument used for data collection which was analyzed using mean scores. The findings, among others, were that both the nursery and primary school teachers are able to identify the technological tools that could be used to enhance literacy instruction in children but are not aware of how such resources could be used. Suggestions for improvement were provided. 

scholarly journals ENHANCING QUALITY TEACHING THROUGH MENTORING: THE PERCEPTION OF PRIMARY SCHOOL TEACHERS IN OWERRI EDUCATION ZONE OF IMO STATE

2017 ◽  
Vol 13 (2) ◽  
pp. 245-255
Author(s):  
A. C. Izuagba ◽  
A. O. Afurobi ◽  
J. Oruwari
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mentoring System ◽  
Area Of Study

The aim of the study was to find out the perception of teachers towards enhancing their professional and human developments through mentoring using Owerri Educational zone. The result of the study would be significant as it would provide a basis for incorporating the mentoring system into teachers' development programmes. Four research questions were formulated to guide the study. A simple random sampling technique with non-replacement balloting was used to sample hundred (900) teachers in the area of study. Data for the study were collected using a structured questionnaire relating to the topic and analysed with simple percentages The result of the analysis showed those primary school teachers were not aware of the benefits of enhancing their profession and personal development through mentoring. Teachers in the area of study had a negative perception towards enhancing their personal and professional development through mentoring by years of experience. The levels o f education, sex are not determining factors in the teacher's perception o f their professional development through mentoring. Based on the result some recommendations were made which include a review of the current development programmes of teachers to incorporate the mentoring system, and team teaching should be encouraged to facilitate networking and sharing of best practices among teachers among others.

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.

scholarly journals An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon

2020 ◽  
Vol 5 (7) ◽  
pp. 1249-1256
Author(s):  
Kenneth Yuomeyse ◽  
Henri Rodrigue Njengoué Ngamaleu
Keyword(s):  
Primary School ◽  
Technology Implementation ◽  
Primary Schools ◽  
Technical Assistance ◽  
Simple Random Sampling ◽  
Easy Access ◽  
School Teachers ◽  
Primary School Teachers ◽  
Technological Tools ◽  
Technological Competences

The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

A STUDY TO ASSESS THE EFFECTIVENESS OF PLANNED TEACHING PROGRAM ON KNOWLEDGE REGARDING SCHOOL PHOBIA AMONG PRIMARY SCHOOL TEACHERS AT SELECTED PRIMARY SCHOOLS OF GUJARAT STATE.

2021 ◽  
pp. 42-44
Author(s):  
Jinal Katara ◽  
Palak Patel
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Sampling Technique ◽  
Educational Status ◽  
Demographic Variables ◽  
School Teachers ◽  
Gujarat State ◽  
Primary School Teachers ◽  
School Phobia ◽  
Post Test

School phobia is when your child is nervous and refuses to go to school. It is also called school avoidance. A phobia is a strong fear of something for no obvious reason. The objectives of the study were: To assess the pre-test knowledge regarding school phobia among primary school teachers at selected primary schools of Gujarat state. To assess the post-test knowledge regarding school phobia among primary school teachers at selected primary schools of Gujarat state. To nd out the association between the levels of knowledge regarding school phobia with selected demographic variables. Total 60 samples were selected from the selected primary schools of Gujarat state through Non- Probability Convenient Sampling Technique. The pre-test mean score was 11.82 and post-test score was 14.22. Researcher found the association with demographic variables i.e., Gender, educational status, Economic status, Year of experience and working period.

scholarly journals Extent of Parental School Involvement on Pupils’ Academic Performance in Anambra State, Nigeria

2020 ◽  
Vol 3 (1) ◽  
pp. 507-513
Author(s):  
J.O. Enemuo ◽  
C .Y. Onyenwe
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
School Involvement ◽  
School Teachers ◽  
Primary School Teachers ◽  
Good Communication ◽  
Anambra State ◽  
Parental School Involvement ◽  
Research Questions

This study was carried out to investigate the extent of parental-school involvement on pupils’ academic performance in Anambra State. Four research questions and four null hypotheses guided the study. It adopted a descriptive survey research design. Two research questions guided the study. The population of the study consisted of 10,369 primary school teachers and 65,406 parents in Anambra state. The sample size for the study comprised of 736 which made up of 172 primary school teachers and 564 parents whose children/wards are in primary schools in Awka North, Awka south, Anambra, Dunukofia and Njikoka local Government Education Authorities were selected using multi-stage sampling. Data were collected using two structured questionnaires titled “Teachers Response on Parental School Involvement Questionnaire (TRPSIQ) and parent’s response on school involvement questionnaire (PRSIQ). The TRPSIQ and PRSIQ was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha which yielded an overall co-efficient of 0.83. mean was used to answer the research questions while standard deviation was used to check the closeness of the respondent’s response to the mean. The findings revealed that teachers and parents rated to a great extent parental involvement in child home-school communication and school volunteering for improvement in pupil’s academic performance. Based on the findings, the researcher recommended among others that schools should create good communication language style that will foster close interaction between the parents and the child as well as the parents and the schools.

scholarly journals Happiness of primary school teachers reviewed from the Big Five personality theory

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Alifia Cahya Wicaksani ◽  
Farida Agus Setiawati
Keyword(s):  
Primary School ◽  
Big Five ◽  
Primary Schools ◽  
Sampling Technique ◽  
Big Five Personality ◽  
School Teachers ◽  
Personality Dimension ◽  
Primary School Teachers ◽  
Significance Level ◽  
Ex Post

This study aims to assess: (1) teachers’ happiness level, (2) dimensions of teachers’ personality, and (3) effect of the big five personality dimensions on the happiness of primary school teachers in Belik. The research applied a quantitative descriptive method with the ex-post facto approach. It took place at primary schools in Belik. The subject consisted of 210 primary school teachers in the District of Belik. The sample was established using the cluster random sampling technique. The data were collected through questionnaires, the big five was measured by an instrument called BFI, and PANAS-X and SWLS for data on happiness. The data were analyzed using the multiple regression at the significance level of 5%. The result of descriptive statistic analysis showed that: teacher’s happiness in Belik was high, for the big five dimensions of personality, the highest was extraversion followed by agreeableness, conscientiousness, openness, and neuroticism. The statistics quantitavely suggested that the types of personality significantly affected the teacher’s happiness. The Extraversion personality dimension gave contribution of 2.85%, agreeableness of 2.25 %, openness of 3.80% and neuroticism of 2.13% of happiness.

scholarly journals Assessing Test Feedback Strategies Adopted By Primary School Teachers In Anambra State

2019 ◽  
Vol 12 (1) ◽  
pp. 1-10
Author(s):  
Nneka Chinyere Ezeugo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Anambra State ◽  
Eastern State ◽  
Test Feedback ◽  
Feedback Strategies ◽  
The Right ◽  
Descriptive Survey

In learning new skills, it is necessary that students receive some information (feedback), that tells them if they are on the right track. The strategies, tactics or means through which teachers provide feedback to pupils after assessments are, however, a source of concern. Thus, this study aimed at assessing test feedback strategies/tactics adopted by primary school teachers in Anambra State, Nigeria. This study is a descriptive survey conducted in Anambra State, a south-eastern State in Nigeria. The sample of the study consisted of 500 teachers drawn from 1054 public primary schools in the state. The study tested two hypotheses and answered two research questions. The instrument used for collecting data is a researcher-developed questionnaire, titled “Test Feedback Strategy Assessment Questionnaire” (TFSAQ). Mean, standard deviation and t-test were adopted to analyze the data collected. The study revealed that teachers majorly gave feedbacks in writing or print form which included handwritten comments on students’ assessed work, written numeric scores, grades, averages or positions, etc. They also gave face-to-face feedbacks to whole classes, individual students and small groups of students. Most of the teachers did not use electronic feedbacks. The feedbacks were of fairly good quality. The school location and the level of a class taught had no significant influence on teachers’ responses. As a result of the findings, the researcher recommended among other things that teachers should be given more training especially on electronic feedback strategies as well as ways of improving the qualities of their test feedbacks.

scholarly journals Monitoring Process and Performance of Teachers: A Quantitative Study of Primary Schools in Punjab

2020 ◽  
Vol V (IV) ◽  
pp. 144-157
Author(s):  
Syed Kamran Ali Shah ◽  
Muqaddas Butt ◽  
Mubashar Nadeem
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Monitoring Process ◽  
Data Collection And Analysis ◽  
And Performance

Monitoring is such an organized way of data collection and analysis regarding any program that executes during the phase of implementation. This study aimed at studying the process of monitoring and exploring its correlation with the performance of primary school teachers. The objectives of the study involved exploring different aspects of the monitoring process and its relationship with the performance of primary school teachers. A quantitative research design was employed. The study was descriptive in nature. The sample consisted of 400 teachers, including 200 male teachers and 200 female teachers, using a convenient sampling technique. A research instrument was developed by the researchers and validated through a pilot study. Data were analyzed and interpreted by using (SPSS 21.0). The study concluded that the monitoring process in schools improves the performance of teachers and the academic results of students. It was recommended that policymakers should focus on enhancing the professional skills of the monitoring team.

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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