AN EVALUATION OF TEACHERS' VIEWS OF PRIMARY SCHOOL PRINCIPALS' PRACTICE OF DEMOCRATIC VALUES

2008 ◽  
Vol 36 (4) ◽  
pp. 483-492 ◽  
Author(s):  
Salih Zeki Genç
Keyword(s):  
Primary School ◽  
Educational Level ◽  
School Principals ◽  
Professional Experience ◽  
Democratic Values ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals

The purpose of the study was to evaluate teachers’ views about the level of practice of democratic values by primary school principals. Participants were 300 primary school teachers from four different regions of Turkey. The data were collected through a questionnaire, and analyzed by using t test and ANOVA tests. Results indicate that gender, educational level, and membership of a union make a difference in terms of practicing democratic values. Furthermore, some meaningful differences were noted in the subdimension of the questionnaire depending on the teachers' professional experience and on the present number of students as variables.

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

scholarly journals Cultural leadership behaviors of the primary school principals regarding certain variables

2016 ◽  
Vol 13 (2) ◽  
pp. 2462
Author(s):  
Yasin Hiçyılmaz ◽  
Necla Şahin Fırat
Keyword(s):  
Primary School ◽  
Educational Administration ◽  
Primary Schools ◽  
School Principals ◽  
School Type ◽  
School Teachers ◽  
Significant Discrepancy ◽  
Cultural Leadership ◽  
Primary School Teachers ◽  
Primary School Principals

This study was carried out in order to analyse the primary school teachers’ perception of the cultural leadership behaviours of the primary school principals regarding the personal and vocational qualities of the principals and certain features of the school in which they work, and in order to develop suggestions based on the findings. “The Scale for Cultural Leadership Behaviours of the School Administrators” Yıldırım (2001) was used as data collection tool.  The scale tool used in the study was applied to 859 teachers working in randomly selected 51 primary schools in four central districts (Konak, Buca, Karşıyaka and Bornova) of İzmir-Turkey. Arithmetic average, standard deviation, t- test, ANNOVA and Scheffe Test were made us of in the analysis of the study. These findings were attained in the study: The perceptions of the primary school teachers for the cultural leadership behaviours of the primary school principals are at a good level. The perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate significant discrepancy in terms of gender, age, training of educational administration and school type variables. However, the perceptions of the primary school teachers for the school principals’ cultural leadership behaviours indicate no significant discrepancy in terms of vocational seminars or school size.  

scholarly journals How Teachers Become “Good” At What They Do A Narrative Approach

2015 ◽  
Vol 27 (1) ◽  
pp. 62-69
Author(s):  
Idhun Wirawati ◽  
Fitri Kurniawan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Department Of Education ◽  
Professional Experience ◽  
Narrative Approach ◽  
Good Teacher ◽  
School Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children And Parents

The research was purposed to explore how teachers learn from their professional experience to become ‘good’ at what they do.  The research was a replication of the a study project conducted by School of Education at University of Aberdeen in 2012 . The current research was an effort to investigate the teachers’ learning from their professional experience in different context and participants. The study is an interpretation of narratives of two primary school teachers from SD Muhammadiyah Klaten Utara, Indonesia. The narratives materials are taken from the research project undertaken in Klaten jointly conducted by the Department of Education at Universitas Muhammadiyah Surakarta and SD Muhammadiyah Klaten Utara. This study is a narrative reseach approach. The analysis in this report is  using  narrative  approach  because  the  materials  are  the  narratives  of  two  teachers  of primary teachers. The finding shows that two things that makes them become good teacher.  The first one is the teacher’s will to always learn from problems they faced. Their persistent concern to make a positive rapport with children and parents

scholarly journals IMPROVING ORGANIZATIONAL CITIZENSHIP BEHAVIOR (OCB) THROUGH STRENGTHENING ORGANIZATIONAL CLIMATE AND PERSONALITY

2021 ◽  
Vol 23 (1) ◽  
pp. 19
Author(s):  
Nancy Yusnita ◽  
Widodo Sunaryo ◽  
Sri Yulianti
Keyword(s):  
Primary School ◽  
Organizational Climate ◽  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Significant Relationship ◽  
Citizenship Behavior ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Indicator Analysis

Many kinds of research on Organizational Citizenship Behavior (OCB) had generated findings that OCB is considered one of the main ways to increase organizations’ effectiveness. This study examines factors that have a relationship with OCB, namely, organizational climate and personality. This study was conducted among Primary School teachers at Cileungsi District, Bogor, Indonesia. The sample for the study consisted of 152 permanent teachers derived randomly from its population  which is 245 Primary School teachers. The study mainly utilized quantitative data (from questionnaires). Regression and correlational analysis were applied, with that the relationship among variables found. The findings revealed that the school organizational climate had a positive and significant relationship with OCB. Similarly, teachers’ personalities had a positive and significant relationship with OCB. Both school organizational climate and teachers’ personalities simultaneously had a strong positive and significant relationship with OCB. Further analysis was conducted to find out which indicators of those variables that had a dominant influence on OCB. Based on the indicator analysis results, this study proposed some recommendations toward Primary School Principals at Cileungsi District, Bogor to strengthen indicators of Organizational Climate and Personality that have a high coefficient of correlation with OCB. By strengthening those indicators it can be predicted will improve teachers’ OCB.

scholarly journals Occupational Stress Relation to Tenure and Educational Level in Primary School Teachers in Greece

Psychology ◽  
2020 ◽  
Vol 11 (06) ◽  
pp. 865-873
Author(s):  
Michael Galanakis ◽  
Eleni Alexiou ◽  
Angeliki Androutsopoulou ◽  
Ioulia-Fanouria Chiotaki ◽  
Ioanna Mouselimidou ◽  
...  
Keyword(s):  
Primary School ◽  
Occupational Stress ◽  
Educational Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Stress Relation

PEDAGOGICAL COMPETENCES OF PRIMARY SCHOOL TEACHERS IN THE ASSESSMENT OF TEACHERS AND PARENTS

2021 ◽  
Vol 565 (4) ◽  
pp. 15-27
Author(s):  
Zdzisław Czajka
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Professional Experience ◽  
Competence Assessment ◽  
School Teachers ◽  
Professional Advancement ◽  
Primary School Teachers ◽  
Teachers And Parents ◽  
The Impact ◽  
Education Process

The article presents the scope and level of competences of primary school teachers defined in legislation and their assessment by teachers and parents in terms of the requirements of the teaching and education process. The article uses research among 210 teachers. Article presents: the requirements of competence, the assessment of the implementation of the standards of education in pedagogical studies, the impact of learning outcomes on the development of competences, the impact of professional promotion on the development of competences, the usefulness of different competences in the teaching and education of children are presented. Many teachers see skills gaps, not all competences are used to work with children. Teachers see an increase in their competences mainly as their professional experience and level of professional advancement increase. There are differences in competence assessment between teachers and parents. For parents, the most important thing is the competences supporting the teaching process

scholarly journals Transformational Leadership of School Principals and Organizational Health of Primary School Teachers in Malaysia

2016 ◽  
Vol 229 ◽  
pp. 151-157 ◽  
Author(s):  
Anantha Raj A. Arokiasamy ◽  
Abdul Ghani Kanesan Abdullah ◽  
Mohammad Zohir Ahmad @ Shaari ◽  
Aziah Ismail
Keyword(s):  
Transformational Leadership ◽  
Primary School ◽  
School Principals ◽  
Organizational Health ◽  
School Teachers ◽  
Primary School Teachers

Recognition and management of Asperger's syndrome: perceptions of primary school teachers

2010 ◽  
Vol 27 (1) ◽  
pp. 6-10
Author(s):  
Vincent Agyapong ◽  
Maria Migone ◽  
Charles Crosson ◽  
Bernadette Mackey
Keyword(s):  
Primary School ◽  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Asperger's Syndrome ◽  
School Principals ◽  
Asperger’S Syndrome ◽  
Behavioural Disorders ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

AbstractBackground: Most children who have Asperger's Syndrome (AS) are not identified until early school age, when social difficulties with other children become evident. Consequently, primary school teachers have an important role to play both in the recognition and management of the condition.Objectives: Our study sought to examine the perception of primary school teachers regarding the recognition and management of AS.Methods: A structured questionnaire on the recognition and management of AS was circulated to all 90 primary school principals in the Fingal County of Dublin for them to copy and distribute to teachers in their schools for completion. Self-addressed envelopes were provided to each principal for the return of completed questionnaires.Results: Three hundred and forty-three completed questionnaires were returned by 54 out of the 90 school principals. Fifty-eight per cent of respondents reported that they had ever taught a child with the condition and 49% reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training. Some 78.4% said that they would recognise the symptoms of AS in a child, with those who had training on the recognition and management of emotional and behavioural disorders being more likely to report that they would recognise such symptoms while 71.1% said children with AS should be taught in mainstream classes. However, 77.3% did not think mainstream schools are presently adequately resourced to cater for children with AS. Some 96.2% said they would like to receive in-service training from the Child and Adolescent Mental Health Services on the detection and management of children with AS.Conclusion: There is a need for formal in-service training for all primary school teachers in the recognition and management of children with Pervasive Developmental Disorders (PDD). The recognition and management of children with PDD should also be included in the curriculum of all undergraduate teacher training institutions in Ireland.

scholarly journals Analısıs Penggunaan Model Supervısı Artıstık dan Pendekatan Supervısı yang Dıgunakan Kepala Sekolah Sesuaı Tıngkat Kuadran Guru dı Sekolah Dasar

2020 ◽  
Vol 5 (2) ◽  
pp. 80-90
Author(s):  
Nafiah Nafiah ◽  
Sri Hartatik
Keyword(s):  
Data Analysis ◽  
Primary School ◽  
School Principals ◽  
School Teachers ◽  
Supervision Models ◽  
Primary School Principals ◽  
Analysis Technique ◽  
Pedagogical Competence ◽  
Supervision Model ◽  
Data Collection Technique

The purpose of this study was to analyze the percentage level of primary school principals in using artistic supervision models, and to analyze the supervisory approach undertaken by principals according to the teacher quadrant level. The research method used is quantitative, the type of research used is survey. The data collection technique used was a questionnaire. The data analysis technique used is descriptive statistics, namely presenting in the form of tables, charts, graphs, percentage values ​​and so on. Data analysis was carried out with the help of SPSS version 23. The results showed: 1) the percentage level of primary school principals using the artistic supervision model 27.34% was quite often done by the principal, 2.88% was sometimes done by the principal, 7.91% very often done, 57.55% often and 4.32% never done. 2) principals who take an artistic supervision approach basically do not realize that the supervision model used is an artistic approach. The percentage level of school principals who supervised the quadrant level of teachers with a directive approach was 20.86%, the use of a collaborative approach was 42.45% and the non-directive approach was 36.69%. The suggestions recommended in this article are for researchers to expect further research to create models of artistic supervision in increasing pedagogical competence according to the quadrant level of primary school teachers. For other researchers, similar research can be carried out related to artistic supervision models and the quadrant level of elementary school teachers. The principal should understand the teacher quadrant level to determine the supervision approach that will be used by the principal.

Perception of Primary School Teachers About Asperger’s Syndrome

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
V. Agyapong ◽  
M. Migone ◽  
B. Marckey
Keyword(s):  
Primary School ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Psychiatric Services ◽  
Main Stream ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Service Training ◽  
To Receive

Objectives:To assess the knowledge and perception of primary school teachers about Asperger's Syndrome (AS).Methods:Structured questionnaires about AS were posted to 90 primary school principals for them to distribute to teachers in their schools.Results:343 completed questionnaires were returned by 54 principals giving a response rate of 60%. Of these, 49% of the teachers reported that recognition and management of emotional and behavioural disorders was covered in their undergraduate training whilst 58% said they had ever taught a child with AS. 90% said intense absorption in certain subjects was a feature of AS, 84% recognised lack of empathy and poor social interaction whilst 58%, 64% and 69.7% respectively recognised pedantic repetitive speech, clumsy or ill-coordinated movements or odd postures and poor non-verbal communication as features of AS. 71% said children with Asperger's Syndrome should be taught in mainstream classes. However, only 10.5% of the teachers believed that main stream schools in Ireland are adequately resourced to cater for children with AS. 87.2% said they saw the need for a closer collaboration between schools and psychiatric services in the management of children with AS whilst 96.2% said they would like to receive in-service training on the management of children with AS.Conclusion:Most primary school teachers recognise the features of AS and want schools to have greater collaboration with psychiatric services regarding management of AS. An in-service training for teachers on the management of AS might be of benefit to children with AS.

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