scholarly journals The influence of Guided Imagery and Music (GIM) relaxation on primary school teachers’ stress

2018 ◽  
Vol 9 (1) ◽  
pp. 45-50
Author(s):  
Herlinah Herlinah ◽  
Herqutanto Herqutanto ◽  
Nuri Purwito Adi
Keyword(s):  
Primary School ◽  
Stress Level ◽  
Guided Imagery ◽  
Relaxation Method ◽  
Health Science ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Guided Imagery And Music ◽  
Cluster Random Sampling

Abstrak Latar belakang: Stres dapat menimpa berbagai profesi dan pekerjaan. Guru sekolah dasar merupakan salah satu profesi yang rentan terhadap stres. Stres ini dapat berpengaruh terhadap kinerja guru, oleh karena itu stress harus diatasi. Salah satu cara untuk menurunkan stres adalah relaksasi dengan terapi musik. Bagian dari terapi musik adalah Guided Imagery and Music (GIM). Penelitian ini untuk mengetahui pengaruh relaksasi GIM terhadap stres guru sekolah dasar negeri di kabupaten Sekadau, Kalimantan barat. Metode: 40 orang responden guru diikut sertakan dalam penelitian ini melalui cluster random sampling. Desain penelitian menggunakan metode quasi eksperiment pre-post dengan grup kontrol. Data yang dikumpulkan meliputi karakteristik individu dan masa kerja, stressor kerja (menggunakan kuesioner SDS) dan stres guru (menggunakan kuesioner SCL-90). Relaksasi GIM diberikan sebanyak 5 sesi dalam waktu ±20 menit setiap sesi selama 1 minggu. Hasil: 77.5% responden memiliki tingkat stress sedang pada stressor beban pekerjaan kualitatif berlebih. Penilaian awal stress didapatkan 77.5% responden mengalami gejala psikopatologi dengan gejala terbanyak adalah obsesi-kompulsif (27.5%). Terdapat penurunan rerata stres yang bermakna pada guru SD yang mendapat relaksasi GIM dengan perbedaan mean 3.00±6.29 (p=0.046) dan peningkatan rerata stress pada kelompok kontrol -1.45±7.72 (p=0.412). Kesimpulan: Intervensi GIM berpengaruh terhadap penurunan tingkat stress pada guru SD yang menjalani relaksasi GIM. (Health Science Journal of Indonesia 2018;9(1):45-50) Kata kunci: Relaksasi GIM, Stres guru, Guru sekolah dasar Abstract Background: Stress is a common hazard in a lot of professions and occupation. Primary school teachers are one of the most vulnerable profession to have stress. Stress may impact on teachers’ performance and therefore must be treated. One of the ways to alleviate stress is relaxation by musical theraphy. A part of musical theraphy is Guided Imagery and Music (GIM) relaxation. The purpose of the research is to know the influence of GIM relaxation method on stress’ level of primary school teachers in district Sekadau, West Kalimantan. Methods: 40 teachers participated in this research and were chosen by cluster random sampling method. The study design was pre-post quasi experiment with control group. The collected data included respondents’ individual characteristics and length-of-employment, work stressors (using SDS questionnaire) and teachers’ stress (using SCL-90 questionnaire). GIM relaxation method was provided in 5 sessions where conducted for 20 minutes during the period of one week. Results: 77.5% of respondents have medium stress levels, which were excessive qualitative workloads stressors. In early stress assessment, 77.5% respondent showed psychopatology symptoms, where the most frequent symptom was obsessive-compulsive (27.5%). There was a significant decrease in stress level in primary school teachers who received the GIM relaxation with a mean difference of 3.00±6.29 (p=0.046) and an increase of stress’ level in control group with a mean difference of -1.45±7.72 (p=0.412). Conclusion: GIM intervention has an effect on reducing stress level in primary school teachers who have undergone GIM relaxation. (Health Science Journal of Indonesia 2018;9(1):45-50) Keywords: GIM relaxation, Teachers’ stress, primary school teachers

scholarly journals Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of The Nature of Science

2020 ◽  
Vol 9 (4) ◽  
pp. 75
Author(s):  
Ceren Köseler ◽  
Demet Sahin Kalyon
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Laboratory Method ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
Experimental Group

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science.The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.

scholarly journals Effect of rational-emotive adult education intervention on burnout symptoms among primary school teachers in Southeast Nigeria

2019 ◽  
Vol 48 (4) ◽  
pp. 030006051988220 ◽  
Author(s):  
Linus Okechukwu Nwabuko ◽  
Georgina Chinagorom Eze ◽  
Eberechukwu Charity Eneh ◽  
Ann Ebere Okechukwu ◽  
Inwang Etim Udom
Keyword(s):  
Adult Education ◽  
Treatment Group ◽  
Primary School ◽  
Control Group ◽  
Education Intervention ◽  
School Teachers ◽  
Primary School Teachers ◽  
Rational Emotive ◽  
Before And After

Objective To determine the effect of a rational-emotive adult education intervention (REAEI) on burnout symptoms among primary school teachers in Southeast Nigeria. Methods Primary school teachers with burnout symptoms were randomised to treatment or control condition. Treatment was a 16-week REAEI programme delivered in 32 group therapeutic sessions. The Teachers’ Burnout Inventory (TBI) score was recorded before and after therapy and at a three-month follow-up. Results Overall, 27% (86/320) of the sample of primary school teachers had burnout symptoms. TBI scores were statistically significantly lower in the treatment group compared with the control group both after therapy and at the three- month follow up. Conclusion In this sample of primary school teachers, burnout symptoms were alleviated by use of a REAEI program.

scholarly journals EXPERIMENTAL VALIDATION OF THE DEVELOPMENT LEVEL OF A PROFESSIONAL-PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 42-50
Author(s):  
Oleksii Mukoviz
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Pedagogical Competence ◽  
History Of ◽  
Group Control Group ◽  
Experimental Group

The paper presents the stating stage of the pedagogical experiment in which the levels of the development of a professional-pedagogical competence of primary school teachers have been studied. We used the following research methods: observation, conversations and testing. Diagnostic blocks of a professional-pedagogical competence of primary school teachers were identified: theoretical-methodological and psychological-pedagogical training. The total number of the participants of the pedagogical experiment was 1960 people, including 960 people in an experimental group and 952 people in a control group, besides 48 teachers-experts from pedagogical universities were involved. Statistical results of the interviewing were summed up taking into account the number of questions, the highest possible number of points received for the answers to the questions, and the total number of points according to the level of a block development that was evaluated. We state that as far as the level of a theoretical-methodological training is concerned (knowledge and skills of theoretical principles of a professional-pedagogical activity; knowledge and skills of the use of the methods of a professional pedagogical activity; knowledge of the history of the development and a current state of the achievements in a professional-pedagogical activity), big amount of primary school teachers corresponded to a sufficient level. This can be explained with teaching the subjects of humane and fundamental training at pedagogical universities. The results of the experiment have shown that the process of the development of a professional-pedagogical competence of primary school teachers requires the improvement, it becomes possible with providing the readiness of an individual for distance education; the organizational-technical support of distance education; the teaching-methodological support of distance education; the organization of the process of distance education on an individual basis; a continuous psychological-pedagogical support of distance education; a system improvement of the qualification of distance education organizers. Keywords: professional-pedagogical competence, experimental group, control group, primary school teachers, university teachers, pedagogical experiment, distance education, diagnostics.

In-Service Training for Increasing Teachers’ ADHD Knowledge and Self-Efficacy

2017 ◽  
Vol 23 (3) ◽  
pp. 270-281 ◽  
Author(s):  
Alexandre Pascal Latouche ◽  
Michael Gascoigne
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Intervention Group ◽  
Control Group ◽  
Training Workshop ◽  
School Teachers ◽  
Primary School Teachers ◽  
Brief Training ◽  
Service Training

Objective: The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers’ ADHD knowledge and sense of self-efficacy. Method: Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers’ ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up. Results: Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps < .001). Knowledge increased more than twofold, from very low to high levels, although increases in self-efficacy were more modest. Both knowledge and self-efficacy decreased at the 1-month follow-up but, nevertheless, remained higher than baseline levels ( p < .001). Conclusion: Results demonstrate that a brief training workshop can increase primary school teachers’ ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers’ training and knowledge about the disorder.

scholarly journals Effectiveness of Video Assisted Teaching Program on Knowledge Regarding Prevention and Management of Laryngitis among Primary School Teachers of Selected Primary Schools at Hassan

2018 ◽  
Vol 08 (02) ◽  
pp. 043-048
Author(s):  
Mamatha B. ◽  
Damayanthi S.
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Control Group ◽  
Teaching Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Video Assisted ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

Abstract Background: Teaching is a profession where teachers are exposed to use their voice excessively in many situations which impose the risk for developing morbidity caused to larynx, among them the most common is laryngitis. However, I felt that there was great need for educating primary school teachers on Prevention and Management of Laryngitis. Objectives: To find the effectiveness of Video Assisted Teaching Program (VATP) on Knowledge regarding Prevention and Management of Laryngitis among Primary School Teachers. Materials and methods: Quasi-experimental research design was adopted for the study with purposive sampling technique to select the sample (N=60) with n=30 in experimental group and control group of primary school teachers respectively. A structured knowledge questionnaire was used to assess the Knowledge; VATP was administered only to experimental group to find its effectiveness in comparison with control group. The findings of the study revealed deficit in knowledge of primary school teachers before administration of VATP. Results: The mean percentage knowledge score of post-test (79.80 %) was higher than the pretest (39.30%). The calculated paired 't' value is greater than the table value (0.05, 29df) = 2.045. It showed a significant difference between mean pre and post- test knowledge scores among experimental group. The mean percentage of knowledge scores in post-test (79.80%) among experimental group was higher than the post-test (39.80%) among control group. The 2 calculated unpaired 't' value is greater than the table value (0.05,58df) = 1.96. Calculated ÷ values showed significant association between post-test knowledge scores of respondents with their selected demographic variables. Conclusion: VATP was effective in increasing the knowledge of primary school teachers on Prevention and Management of Laryngitis.

scholarly journals Views of Preservice Primary School Teachers’ on Inclusion and Differentiated Science Experiments

2020 ◽  
Vol 9 (3) ◽  
pp. 47
Author(s):  
Hatice Mertoğlu
Keyword(s):  
Special Education ◽  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Control Group ◽  
Science Laboratory ◽  
Inclusive Practices ◽  
School Teachers ◽  
Primary School Teachers ◽  
Laboratory Lesson

Today, individuals with special needs who are reported to increase each day are receiving education with their peers in general classes and are subjected to inclusive practices according to the developments in the field of special education and legal regulations. However, it is also reported that there are problems with special education in many countries. The goal of this study is to reveal the views of pre-service primary school teachers on inclusive education and science laboratory lesson taught with differentiated approach and contribute to the solution of problems in inclusive education to some extent. Study sample comprise 103 pre-service primary school teachers studying at the 2nd grade of a state university in İstanbul in 2017-2018 academic period. Quantitative data of the study carried out with pretest-post test control group random quasi-experimental pattern were published by Mertoğlu, Top&ccedil;u in 2020 and only qualitative data are used in this study. Condition of inclusive students in the experiment group was mentioned only as an individual difference and science laboratory lesson was taught with differentiated approach for one term. Students in the control group took the science laboratory class according to the normal program. Data obtained with lesson evaluation form, inclusion question form and field notes were evaluated and interpreted with descriptive data analysis method. Research results show that students in both control and experiment group need to take training on inclusive education. It was found that students in experiment group gained an awareness of instructional adaptations while the views of students in control group about instructional adaptations were far from being relevant to inclusive education. Views of students in experiment group show that science lessons taught with differentiated approach contributed to them &ldquo;to remove their prejudices against science, to learn and teach science&rdquo;, &ldquo;remove their prejudices against students with special needs&rdquo;, &ldquo;remove their feelings, attitudes and worries about inclusion&rdquo; and &ldquo;realize inclusive practices in science education when they become teachers&rdquo;.

scholarly journals The Framing of a Preferred Variety of English by Pre-Service Primary School Teachers
of English as a Foreign Language

2019 ◽  
pp. 117-139
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
English Language ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
British English ◽  
Respective Control Group ◽  
Teacher Students ◽  
Reflective Essay

The article presents a mixed-method study on how the preferred variety of the English language was framed by pre-service primary school teachers of English as a Foreign Language (EFL). The group of pre-service primary school teachers (further referred to as “participants”) was recruited at a large university in Norway and matched with the respective control group of non-teacher students enrolled in the English course at the same university. The participants and controls were asked to write a reflective essay on their preferred variety of the English language. The corpus of the participants’ and controls’ essays was analysed quantitatively and qualitatively. The results of the quantitative analysis revealed that British English was preferred by 47% of the participants, who framed it via the frames “Films/TV”, “Sounds”, “Spelling”, “Teacher”, and “Visit”. Those findings were further discussed in the article.

scholarly journals The Framing of Speech Fluency in English as a Foreign Language (EFL) by In-Service Primary School Teachers

2019 ◽  
Vol 27 ◽  
pp. 79-98
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Mixed Method ◽  
Role Model ◽  
Control Group ◽  
Framing Analysis ◽  
School Teachers ◽  
Primary School Teachers ◽  
Qualitative And Quantitative ◽  
Speech Fluency

The article presents a mixed-method study of how in-service primary school teachers frame speech fluency in English as a Foreign Language (EFL). In the present study, a group of 19 in-service primary school teachers (further - participants) are asked to write reflective essays on the topic “My Understanding of Speech Fluency in EFL”. The corpus of the participants’ reflective essays has been contrasted with the reflective essays written on the same topic by a control group, which is comprised of 19 EFL pre-service primary school teachers. The results of the framing analysis reveal that the participants frame speech fluency in EFL by the frames Communication, Disfluency, Flow, Grammar, Importance, Multimedia, Role Model, Vagueness, and Vocabulary. Notably, there are qualitative and quantitative differences in the distribution of the frames between the groups of participants and controls. The results of the data analysis indicate that the distribution of the frames involves such variables as the approach towards speech fluency in EFL and the participants’ view of their own speech fluency in EFL.

scholarly journals ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПЕДАГОГІЧНОЇ ВЗАЄМОДІЇ З БАТЬКАМИ ЗАСОБАМИ ІКТ

2018 ◽  
Vol 67 (5) ◽  
pp. 226
Author(s):  
Nataliia O. Sinelnikova
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Training System ◽  
Educational Process ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Depth Analysis ◽  
Information And Communication

The paper presents a current problem of training the future primary school teachers – their ability to interact with parents. The study argues that the most effective training for future specialists is reached by the use of modern interactive forms of work and information and communication technologies (ICT) during lectures, seminars and workshops. During the complex study of this problem, an in-depth analysis of the works by domestic and foreign scholars was carried out. The represented student survey helped to evaluate the scope of knowledge about the issue and corroborated its relevance and objectives. The presented results of the survey of students of the IV course of the specialty «Primary education» at the Pedagogical Institute of the Borys Grinchenko Kyiv University provided an idea of the scope and depth of knowledge on the identified problem. During the research we outlined some necessary components promoting readiness for teacher – parent interaction, among them cognitive, emotional, psychological, praxeological components and rhetorical skills. The results of the developed training system with the use of various interactive forms of work and ICT tools are presented and its efficiency tested and proved. The pedagogical study was carried out in three stages – the recording, forming and control experiment. The effectiveness of the developed system is reflected in the comparative table, according to the data of the questionnaire of the control group in the control phase of the study. The presented data testify to the necessity of additional measures aimed at increasing the readiness of future teachers of elementary school for pedagogical interaction with parents through means of information and communication technologies. The results of the study demonstrate the need to increase the rhetorical skills and the praxis component of the readiness of future primary school teachers to work with their parents. To achieve this goal it is expedient to introduce the proposed system of work with students in the educational process of institutions of higher education.

Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?

2009 ◽  
Vol 19 (2) ◽  
pp. 116-130 ◽  
Author(s):  
Orla Tyson ◽  
Clare M. Roberts ◽  
Robert Kane
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Primary School ◽  
Usual Care ◽  
Primary Schools ◽  
Primary School Children ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Usual Care Control Group

AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.

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