scholarly journals Emotional Intelligence Training to Improve the Efficacy of Primary School Teachers

2021 ◽  
Vol 19 (2) ◽  
pp. 974
Author(s):  
Cicilia Hendarto
Keyword(s):  
Emotional Intelligence ◽  
Elementary Teachers ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Elementary Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Before And After ◽  
Emotional Intelligence Training ◽  
The Impact

The aim of the current study was to investigate the effect of emotional intelligence training toward elementary teacher. The training given to increase the teachers’ efficacy in students’ engagement, instructional strategies and classroom management. There are three sessions during the training included identifying and understand the emotions of himself and others, identifying and understanding the impact of the emotion used in adopting decisions and managing the emotions of himself and others. Participant were 25 elementary teachers in Intan Permata Hati School. The result taken using the Teacher’s Efficacy Scale (Tschannen-Moran, M., & Woolfolk Hoy, A., 2001) before and after training to investigate the impact of the training. Overall the result showed that the students’ engagement has the biggest impact and emotional intelligence is significant increase teachers’ efficacy. The students’ engagement has the biggest impact

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

2020 ◽  
Vol 23 (1_part_2) ◽  
pp. 2156759X1989918
Author(s):  
Kristie K. Opiola ◽  
Daniel M. Alston ◽  
Brandi L. Copeland-Kamp
Keyword(s):  
Emotional Intelligence ◽  
Child Behaviors ◽  
School Teachers ◽  
Student Stress ◽  
Teacher Student ◽  
Urban Elementary School ◽  
Effectiveness Of Training ◽  
Charter School Teachers ◽  
The Impact ◽  
Child Teacher Relationship Training

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

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.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES

2020 ◽  
Vol 19 (6) ◽  
pp. 1020-1033
Author(s):  
Katarina Susman ◽  
Jerneja Pavlin
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Knowledge Test ◽  
Primary School Teachers ◽  
Moon Phases ◽  
University Teachers ◽  
Advantages And Disadvantages ◽  
Poor Understanding ◽  
Before And After ◽  
Astronomy Concepts

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases

scholarly journals PENGARUH KECERDASAN EMOSIONAL TERHADAP KINERJA PEGAWAI NEGERI SIPIL PADA DINAS PENDIDIKAN KOTA TASIKMALAYA

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Arga Sutrisna ◽  
Suci Putri Lestari
Keyword(s):  
Emotional Intelligence ◽  
Elementary Teachers ◽  
Elementary Teacher ◽  
Research Method ◽  
Employee Performance ◽  
School Teacher ◽  
Teaching Material ◽  
Scientific Publications ◽  
Know How ◽  
National Journal

ABSTRAKTujuan dari penelitian ini adalah pertama untuk mengetahui bagaimana kecerdasan emosional, kedua mengetahui bagaimana kinerja, ketiga mengetahui bagaimana pengaruh kecerdasan emosional terhadap kinerja pegawai, serta keempat menjadi dasar penelitian berikutnya. Metode yang digunakan untuk mencapai tujuan diatas adalah metode penelitian eksplanatori (explanatory research), penggunaan metode ini karena peneliti tidak hanya menggambarkan fakta-fakta empiris yang ditemui di lapangan, tetapi juga bermaksud menganalisis dan menjelaskan pengaruh antar variabel. Penelitian ini dilakukan terhadap Guru SD di Kecamatan Cipedes pada Dinas Pendidikan Kota Tasikmalaya dalam kurun waktu empat bulan. Hasil penelitian ini adalah terdapat pengaruh yang signifikan antara kecerdasan emosional terhadap kinerja Pegawai Negeri Sipil Guru SD di lingkungan Dinas Pendidikan Kota Tasikmalaya. Luaran dari penelitian ini berupa publikasi ilmiah dijurnal nasional tidak terakreditasi (JUMPER) dan sebagai bahan ajar dalam mata kuliah manajemen sumber daya manusia.Kata kunci: Kecerdasan Emosional, Kinerja Guru SD  ABSTRACTThe purpose of this study is first to know how emotional intelligence, secondly to know how performance, third to know how emotional intelligence affects employee performance, and fourth to be the basis of the next research. The method used to achieve the above objectives is explanatory research method, the use of this method because researchers not only describe empirical facts found in the field, but also intend to analyze and explain the influence between variables. This research was conducted on elementary teachers in Cipedes sub-district at tasikmalaya city education office within four months. The result of this study is that there is a significant influence between emotional intelligence on the performance of elementary school teacher civil servants in the Tasikmalaya City Education Office. Outside of this research in the form of scientific publications in the national journal is not accredited (JUMPER) and as a teaching material in human resource management courses.Keywords: Emotional Intelligence, Elementary Teacher Performance  

The Impact of an educational intervention on knowledge of attention-deficit hyperactivity disorder among primary school teachers in Lagos Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 14-20
Author(s):  
I Adeosun ◽  
O Ogun ◽  
S Adeyemo ◽  
A Bello ◽  
O Fatiregun
Keyword(s):  
Primary School ◽  
Educational Intervention ◽  
Intervention Program ◽  
Psychological Treatment ◽  
Child And Adolescent Psychiatry ◽  
School Teachers ◽  
Post Intervention ◽  
Primary School Teachers ◽  
Children With Adhd ◽  
The Impact

Objective: Primary school teachers have been identified as important partners in the prompt recognition, referral and management of children with ADHD. However their capacity to function in these roles is hinged on their extent of knowledge about ADHD. Furthermore teachers' knowledge about ADHD may influence the education and clinical outcomes of children with ADHD. This study assessed the impact of an educational intervention program on knowledge about ADHD among primary school teachers in Lagos, Nigeria. Method: An experimental study of the impact of a brief educational intervention on ADHD literacy among primary school teachers (n=144) in Lagos, Nigeria. At baseline, knowledge about symptoms and treatment of ADHD was elicited with a vignette-based questionnaire. The intervention consisted of the administration of an educational leaflet about ADHD, designed by the American Academy of Child and Adolescent Psychiatry. One week post-intervention, the baseline assessments were repeated. Results: At baseline, 92.4% of the teachers could not recognise features of ADHD. The majority were also unaware of the role of teachers, medications and psychological interventions in the management of children with ADHD. Post-intervention, significantly greater number of respondents compared with baseline (88.0% vs. 7.6%) correctly identified symptoms of ADHD (p<0.005), and agreed that ADHD could be successfully managed with medications (63.2% vs. 9.0%; p<0.005) and psychological treatment (79.2% vs. 16.7%; p<0.005). Conclusion: A simple low-cost educational intervention is effective in improving knowledge about ADHD among primary school teachers in the shortterm. Further research is required to evaluate the impact of this intervention in the long term.

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