scholarly journals COACHING COMPETENCE OF PUBLIC SCHOOL TEACHERS: AN INPUT TO STUDENT-ATHLETE PERFORMANCE

2020 ◽  
Vol 8 (10) ◽  
pp. 1092-1102
Author(s):  
Aaron John P. Tolentino ◽  
Keyword(s):  
High School ◽  
Public School ◽  
Junior High School ◽  
Athletic Performance ◽  
Student Athletes ◽  
Training Programs ◽  
Student Athlete ◽  
Public School Teachers ◽  
School Teachers ◽  
School Sports

Coaches have been recognized as important influencers and direct purveyors due to school sports developmental mandate to foster quality relationships that set the stage for quality athletic performance of students. Here, coaches have lots of responsibilities, liabilities, and duties to advocate and hold up for developing their sportsmen and confirming needed suggestions to certainly correspond to one imperative concern (Jacob, Couture, Lamarche, Provencher, Morissette, Valois, Goulet, &Drapeau, 2019). Consistent and uniform improvement and in additional to consistent achieving and winning are allusions of athlete compensation and repayment, which as a result put into organizational and team effectiveness (Simon, 2020). Therefore, thisdescriptive and comprehensive study was conducted to investigate the coaching competence of public school teachers as input to student-athlete performance. A sample of 100 student-athletes(male = 51 female = 49)from different public junior high school in Nagcarlan, Laguna participated in this research. The research focused on the responses given by student-athletes about the coaching competence of their sports coaches and their own athletic performance in terms of the highest level of competition they have reached, number of athletic awards they have received, and rate of winning records (%). Along with the problems of this research on the coaching competence of teachers, the student-athletes was also examined and based on the data gathered and computed, the study found out that most of the student-athletes are fourteen to fifteen years old and there are about equal number of female and male of them in this research. Majority of the student-athletes that competed in different athletic meets are grade ten students. Secondly, among the nine sports participated and competed, volleyball was the first leading sport followed by sepaktakraw and basketball as the third leading sport. Based on the overall statistical analysis, the coaching competence of public junior high school teachers is very high. It was also found out that some of the student-athletes have reached only district-based competitions while few of them have reached inter-division and higher athletic meets. Looking at the number of athletic awards received by the students, it was shown that majority received one to five athletic awards in their overall sports participation. Speaking of participation, among the number of sports competitions participated, the rate of win of student-athletes is high resulted to a high performance in overall in terms of rate of win. The overall relationship between the teachers coaching competence and students athletic performance showed a significant correlation. Looking forward to the findings of this study, coordinators and school-sports program developers should widen sports and extend training programs or experiences relative to other unfamiliar sports in order to offer more opportunities to students who want to excel and develop themselves for different field of sports. Additionally, the coaches should continue their training programs or regime and develop further enhancement that will consistently benefits the success and performance of their subordinates or athletes. Also, the researcher would like to extend his great concern for future researchers to conduct a study not just on the athletic but also on the academic performance of student-athletes to see balance results both as a student and athlete.

scholarly journals Stress in the Workplace, Depression, and Academic Workloads of Public School Teachers

2021 ◽  
Vol 2 (5) ◽  
pp. 417-423
Author(s):  
Noel L. Dominado ◽  
Lilia G. Valdez
Keyword(s):  
Public School ◽  
Educational Attainment ◽  
High School Teachers ◽  
Junior High School ◽  
Coping Mechanism ◽  
Public School Teachers ◽  
School Teachers ◽  
Junior High School Teachers ◽  
And Coping ◽  
The Relationship

Stress and depression are unavoidable in the workplace and have turn out to be a perennial have fascinated many researcher in modern eras. The current study aims to findings the relationship between demographic profile, stress, and depression in the workplace. A descriptive sequential explanatory research design was used. A questionnaire was adopted from the American Institute of stress (2011) and Depression organization New Zealand (n.d.), the open-ended question on academic workloads, and coping mechanism as the whole main instruments used to gather the data for the current study. A total of 100 public school teachers were randomly selected from 7 clusters in the Division of Pampanga – Philippines. The result showed that the majority of the respondents were between the ages 32-37 years old, 53% of them were male, 84% were junior high school teachers, and 26% had been serving four to seven years, the stress grand mean 2.13 which means they were disagreeing, a total score of 63% of the respondents was moderately well,  the depression grand mean was  1.76 with a descriptive rating of several days, a total score of 57.6%  of the respondents moderately well, but things may get worse. It is also revealed that there is no significant as to sex, depression, stress, teaching level, and educational attainment. While the age, depression, sex, stress, teaching level, depression, educational attainment, years in service to stress, depression stating that there is a highly significant.

The Long-term Effects of Human Sexuality Training Programs for Public School Teachers

1984 ◽  
Vol 54 (4) ◽  
pp. 157-159 ◽  
Author(s):  
Peggy B. Smith ◽  
Carol Flaherty ◽  
Linda J. Webb ◽  
David M. Mumford
Keyword(s):  
Public School ◽  
Training Programs ◽  
Human Sexuality ◽  
Public School Teachers ◽  
Long Term Effects ◽  
School Teachers ◽  
Sexuality Training

scholarly journals Transformational coaching and leadership: athletic administrators' novel application of social and emotional competencies in high school sports

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephen P. Hebard ◽  
Lindsey R. Oakes ◽  
Ann Kearns Davoren ◽  
Jeffrey J. Milroy ◽  
Jody Redman ◽  
...  
Keyword(s):  
High School ◽  
Lived Experiences ◽  
Student Athletes ◽  
Athletic Administrators ◽  
Student Athlete ◽  
Emotional Competencies ◽  
High School Sports ◽  
Content Type ◽  
Social And Emotional ◽  
School Sports

PurposeThe coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports.Design/methodology/approachInterviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics.FindingsAAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context.Research limitations/implicationsThe data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications.Practical implicationsAthletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development.Originality/valueThe results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context.

Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React

2019 ◽  
Vol 29 (3) ◽  
pp. 293-308
Author(s):  
Salem S. Alhajeri ◽  
Abdulaziz S. Alenezi
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Middle Schools ◽  
High School Teachers ◽  
Significant Relationship ◽  
School Administrators ◽  
Public School Teachers ◽  
School Teachers ◽  
Future Studies

This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

scholarly journals Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices

2018 ◽  
Vol III (IV) ◽  
pp. 127-141
Author(s):  
Gulnaz Hameed ◽  
Intzar Hussain Butt
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Private School ◽  
Teaching Practices ◽  
School Teacher ◽  
Public High School ◽  
Public School Teachers ◽  
School Teachers ◽  
Text Book

This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.

scholarly journals Assessing intrinsic and extrinsic motivational orientations between the public and the private high school teachers toward teaching as profession in Jordan

2021 ◽  
pp. 1807-1812
Author(s):  
Mohammed Eldahamsheh ◽  
Ali Dahamsheh ◽  
Khaled Alsalaiteh ◽  
Muneer Jaradat
Keyword(s):  
High School ◽  
Public School ◽  
High School Teachers ◽  
Private School ◽  
Public School Teachers ◽  
School Teachers ◽  
Motivational Orientations ◽  
The Public ◽  
Private High School ◽  
Better Than

The aim of this research paper is to assess intrinsic and extrinsic motivational orientations between the public and the private sector for high school teachers toward teaching as a profession. A sample of teachers were chosen from the public and the private school in Jordan (N=204). Four hypotheses were tested using independent-samples T-test, the result shows that private school teachers were more motivated by extrinsic compensation motives and extrinsic outward motives, while public school teachers were more motivated by intrinsic challenge motives and intrinsic enjoyment motives. The authors found out that private school teachers perceived themselves motivated by money and rewards, to be better than their colleagues in doing their job and need to have a recognition for their performance at their work. Public school teachers perceived themselves as enjoying tackling new problems and solving complex and difficult problems and considered their job as very important to them.

Entry Costs and the Supply of Public School Teachers

2006 ◽  
Vol 1 (2) ◽  
pp. 247-265 ◽  
Author(s):  
Randall Reback
Keyword(s):  
High School ◽  
Public School ◽  
Teacher Certification ◽  
Marginal Effect ◽  
Public School Teachers ◽  
School Teachers ◽  
Entry Costs ◽  
Certification Programs ◽  
Selective Colleges ◽  
The Impact

This article examines the impact of entry costs on the likelihood that recent college graduates will become public school teachers. I combine Barron's ratings of college selectivity, data on the types of teacher certification programs offered by colleges, and NELS data that track members of the high school class of 1988 into college and into the workforce. Restricting the sample to individuals who were not considering teaching careers when they were high school seniors, I estimate the marginal effect of the availability of undergraduate teacher certification programs on the likelihood that these individuals will become teachers. The results suggest that graduates from highly selective colleges are very sensitive to entry costs related to the number of years of schooling required for certification, while graduates from less selective colleges are not marginally influenced by these costs.

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