Level of Awareness Among Secondary School Teachers and Their Perception Regarding Child Rights: A Case Study of District Peshawar

2017 ◽  
Author(s):  
Shakeel Iqbal ◽  
Taj Akbar ◽  
Anwar Fazil Chishti ◽  
Muhammad Younes
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Child Rights

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

scholarly journals Teachers' Voice in Zambia

2021 ◽  
Vol 2 (3) ◽  
pp. 388-397
Author(s):  
Jianhua Luo ◽  
Gift Muyunda
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
General Education ◽  
Development Process ◽  
Secondary School Teachers ◽  
Structured Interview ◽  
School Teachers ◽  
Interview Guide ◽  
Development Center

Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).

scholarly journals The Professionalism of Certified Teachers in Instructional Process: A Case Study of Secondary School Teachers in Jambi

AL-TA LIM ◽  
2014 ◽  
Vol 21 (2) ◽  
pp. 80-92
Author(s):  
Muhammad Syahran Jailani
Keyword(s):  
Qualitative Research ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Instructional Quality ◽  
Civil Servant ◽  
School Teachers ◽  
Certified Teachers ◽  
Instructional Process ◽  
Teaching Commitment

The purpose of this research is to reveal teaching commitment of certified teachers who teach in private Madrasah in Jambi to increase the learning. The participants are teachers (civil servant) who teach in several private Madrasah in Jambi. It is the phenomenology qualitative research, referring to the eleventh steps proposed by Spradley (1980). This research revealed two important findings. First, the teachers realize that they need to be committed in their teaching as a way to improve their professionalism and also instructional quality. The second important finding is that there is a lack of supervisory effort to supervise certified teachers, and thus there has no coordination between teachers and the stakeholders. This makes MGMP and KKG does not run effectively.

scholarly journals Perception of the Ways of Elimination and Prevention of Bullying by Future Secondary School Teachers

2021 ◽  
pp. 133-137
Author(s):  
Ladislav Pasiar
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Digital Technologies ◽  
Basic Knowledge ◽  
Negative Consequences ◽  
Case Study Method ◽  
School Teachers ◽  
Violent Content ◽  
Ict Tools

Are future secondary school teachers able to identify the possibilities for preventing and reducing negative consequences of bullying and cyberbullying using digital technologies? We verified this question through a case study method. Teachers play a very important role in detection, elimination, as well as prevention. It is therefore necessary to educate them and constantly remind them of the seriousness of these problems. In our research, we tried not only to identify the opinions of respondents, future secondary school teachers, but also to emphasize these problems. The existence of ICT have "facilitated" the spread of violent content and thus encouraged its wider expansion. In our research, respondents stated several serious and important ideas. The number of identified cases of bullying and cyberbullying in their vicinity was increasing. There was non-significant number of opinions about non-existence, or ignorance of any kind of bullying near respondents. Despite identifying the contribution of ICT tools to the increase in bullying and cyberbullying, respondents did not mention these tools as possible preventive tools. We can conclude that, although the most respondents are able to identify these issues. The mentioned ways for preventing and eliminating negative consequences were only general and did not exceed basic knowledge about this growing phenomenon.

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