The Effect of Primary Teachers' Perceptions of the Work Environment for Creativity in the School Organization on Teaching Behaviors Creatively : The Mediating Effect of Creative Mindset

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

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Malaysian Primary Teachers’ Perceptions on Dyscalculia

South Asian Journal of Social Sciences and Humanities ◽

10.48165/sajssh.2021.2610 ◽

2021 ◽

Vol 2 (6) ◽

pp. 125-136

Author(s):

Yoong Soo May ◽

Fu Sai Hoe ◽

Wong Wei Lun ◽

Lijuan Shen

Keyword(s):

Survey Data ◽

Primary Schools ◽

Primary Teachers ◽

Difficulty Level ◽

Ministry Of Education ◽

Learning Abilities ◽

Learning Capability ◽

Primary School Teachers ◽

Teachers Perceptions ◽

Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

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THE METHODOLOGICAL DIGITAL COMPETENCE DEVELOPMENT IN CLASSROOM. PRESCHOOL AND PRIMARY TEACHERS’ PERCEPTIONS: FACILITIES AND BARRIERS

EDULEARN19 Proceedings ◽

10.21125/edulearn.2019.0112 ◽

2019 ◽

Author(s):

Núria Carrasco ◽

Miquel Àngel Prats ◽

Elena Sofía Ojando ◽

Jordi Simón

Keyword(s):

Primary Teachers ◽

Competence Development ◽

Digital Competence ◽

Teachers Perceptions

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Primary Teachers' Conceptions of Giftedness

journal for the education of the gifted ◽

10.4219/jeg-2008-793 ◽

2008 ◽

Vol 31 (4) ◽

pp. 447-480 ◽

Cited By ~ 40

Author(s):

Tonya R. Moon ◽

Catherine M. Brighton

Keyword(s):

Survey Design ◽

Primary Teachers ◽

Nonnative English Speakers ◽

Primary Grade ◽

English Speakers ◽

Emotional Needs ◽

Social Emotional ◽

Teachers Perceptions ◽

Cultural Minority ◽

Traditional Paradigm

This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students—one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor—poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents.

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Extremely Ego-Oriented Preservice Teachers’ Perspectives on Teaching Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.28.2.155 ◽

2009 ◽

Vol 28 (2) ◽

pp. 155-172 ◽

Cited By ~ 4

Author(s):

John R. Todorovich

Keyword(s):

Preservice Teachers ◽

Physical Education ◽

Social Interactions ◽

Subject Area ◽

Mediating Effect ◽

Teaching Behaviors ◽

Teaching Perspectives ◽

Education Data ◽

Teachers Perspectives ◽

Performance Behavior

Social constructivists posit that learning involves social interactions among individuals in a given place and time. Since teachers play a significant role in how social interactions are developed and determined in the school classroom, it is important to learn how teachers make decisions about their teaching behaviors and interactions with their students. Because extreme ego orientations have been shown to have a mediating effect on performance behavior in achievement settings, the purpose of this study was to investigate the potential mediating effect of an extreme ego orientation on preservice teachers’ perspectives on teaching physical education. Data collection consisted of two formal interviews, several informal interviews, and observations of the participants’ teaching. Five themes reflecting the teaching perspectives held by the participants emerged from the data: (a) teachers must maintain control and manage their classes, (b) the best students should be singled out, (c) physical education is an isolated subject area, (c) physical education and athletics are inherently linked, and (d) because only the best can do physical education well, teachers must grade on effort. Findings demonstrate how extreme ego orientations were actualized in preservice teachers’ perspectives of teaching.

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Pre-primary teachers’ perceptions about professionalism and professional development through the lens of transformative learning: A case study in Greece

Global Studies of Childhood ◽

10.1177/2043610617735005 ◽

2017 ◽

Vol 8 (2) ◽

pp. 184-194

Author(s):

Vasiliki S Fotopoulou ◽

Amalia A Ifanti

Keyword(s):

Professional Development ◽

Transformative Learning ◽

Primary Teachers ◽

Teachers Perceptions ◽

Nursery Schools

In this study, pre-primary teachers’ views about professionalism and professional development in state nursery schools in Greece were investigated using a survey. This investigation of teachers’ responses regarding specific issues of professionalism and professional development revealed that the majority of the teachers in the sample valued the importance of their collaboration with colleagues in schools as well as their concern for pupils’ achievement. The findings demonstrated the coherence between teachers’ professionalism and professional development and provide a useful approach to contextualizing these notions through the lens of transformative learning.

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THE EFFECT OF LEADERSHIP STYLE, WORK ENVIRONMENT, AND ORGANIZATIONAL MOTIVATION ON EMPLOYEE PERFORMANCE WITH JOB SATISFACTION AS VARIABLE MEDIATING

Business and Entrepreneurial Review ◽

10.25105/ber.v18i2.5310 ◽

2019 ◽

Vol 18 (2) ◽

pp. 93

Author(s):

Defina Sulastiningtiyas ◽

B Medina Nilasari

Keyword(s):

Job Satisfaction ◽

Work Environment ◽

Leadership Style ◽

Structural Equation ◽

Employee Performance ◽

Mediating Effect ◽

Hypotheses Testing ◽

Survey Questionnaire ◽

Analytical Technique ◽

Equation Modelling

This study is to examine the influence of leadership style, work environment, and organizational motivation on employee performance which is job satisfaction as mediating variable. The methodology of this study was hypotheses testing. Analytical technique used in testing the hypothesis is by Structural Equation Modelling (SEM) Method using Lisrel 8.80 software. A survey questionnaire was developed and validated. A total 124 questionnaire were distributed to Insurance’s agent PT. Askrindo Mitra Utama in Jakarta and 124 valid responses collected. The result from this study indicates that Leadership Style, Work Environment, Organizational Motivation has a positive and significant effect on Job Satisfaction; Leadership Style, and Organizational Motivation have a positive and significant effect on Employee Performance; but Work Environment does not have a positive and significant effect on Employee Performance; and there is a mediating effect of Job Satisfaction that can increase the influence of Leadership Style, Work Environment, and Organizational Motivation on Employee Performance.

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Primary Teachers' Perceptions Of Mindfulness Practices With Young Children

10.32920/ryerson.14661411.v1 ◽

2021 ◽

Author(s):

Stephanie Anne Piotrowski

Keyword(s):

Young Children ◽

Well Being ◽

Primary Teachers ◽

Descriptive Study ◽

Successful Implementation ◽

Structured Interviews ◽

Teachers Perceptions ◽

Holistic Approaches ◽

Mindfulness Practices ◽

Qualitative Descriptive

This qualitative descriptive study aimed to present findings from four primary teachers and their perceptions of mindfulness practices with young children. Using open-ended and semi-structured interviews, these teachers in the school system shared their experiences with mindfulness practices in their classrooms. This study, using a thematic analysis, indicated that teachers felt there to be benefits of including mindfulness practices in their classrooms but have found that there are various issues that may hinder successful implementation. Integrating different mindfulness practices in the classroom could allow childhood well-being to be improved though holistic approaches.

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Engaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19

International Journal of Higher Education ◽

10.5430/ijhe.v10n7p62 ◽

2021 ◽

Vol 10 (7) ◽

pp. 62

Author(s):

Peter Tiernan ◽

Jane O'Kelly ◽

Justin Rami

Keyword(s):

Online Learning ◽

Student Teachers ◽

Online Teaching ◽

Primary Teachers ◽

Initial Teacher Education ◽

Learning Tools ◽

Teachers Perceptions ◽

The Impact ◽

Teaching Pedagogies ◽

Learning Data

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.

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