scholarly journals EFFECTS OF UNSECURED PERSONAL LOANS ON HOUSEHOLD FINANCIAL HEALTH OF PRIMARY SCHOOL TEACHERS IN EMINING DIVISION, BARINGO COUNTY, KENYA

2017 ◽  
Vol 12 (1) ◽  
pp. 3153-3158
Author(s):  
Robert Kingwara ◽  
Florence Bett ◽  
Mary Bosire
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Positive Association ◽  
Primary Teachers ◽  
Primary Data ◽  
Financial Health ◽  
School Teachers ◽  
Primary School Teachers ◽  
Descriptive Research ◽  
Home Improvement

Credit facilities include both secured and unsecured loans. For employees, unsecured personal loans have become more popular due to the relative ease and speed at which they can be obtained. The study focused on three areas namely: evaluate the effects of school fees loans on household financial health of primary school teachers in Emining division, assess the effects of home improvement loans on household financial health of primary school teachers in Emining division, examine the effects of emergency loans on household financial health of primary school teachers in Emining division and establish the effects of development loans on household financial health of primary school teachers in Emining division. The study used descriptive research design. Purposive sampling was used to obtain a sample of 165 respondents, 5 teachers from each of the thirty-three primary schools, in Emining Division, Baringo. A questionnaire was used to collect primary data from the respondent. Correlation analysis was conducted to test the study hypotheses. Results of the study showed that there is a statistical significant positive relationship between unsecured personal loans and household financial health. In particular, there is a statistical positive association between school fees loans, home loans, emergency loans, development loans and household financial of primary school teachers. The study concludes that unsecured loans contributes to the wellbeing of primary teachers.

scholarly journals Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services

2022 ◽  
Vol 11 (3) ◽  
pp. 141
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Research Design ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Counselling Services

The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners’ rights. Given the findings, some notable recommendations were highlighted.

scholarly journals Current Disciplinary Practices by Primary School Teachers in Eswatini: Implications for School Counselling

2022 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Disciplinary Practices ◽  
Counselling Services

This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. The findings of this study indicated that the participants are using guidance and counselling to discipline student as disciplinary measure. The study established that some disciplinary practises are not effective to curb students’ misbehaviour in schools such as corporal punishment and suspension. Conclusions arrived at indicate that public primary schools have adopted the use of guidance and counselling services. Few disciplinary practices were also found to be detrimental to academic performance. Therefore, this study suggested that guidance and counselling training should be given to all teachers. This therefore necessitates further investigation on the use of disciplinary practises and their impact towards the learner behaviour in all the four regions of Eswatini, since this study focuses in one region.

scholarly journals LEVELS OF STRESS AMONG THE PUBLIC PRIMARY SCHOOL TEACHERS: A CASE OF PUBLIC PRIMARY SCHOOLS IN NAIVASHA DISTRICT

2017 ◽  
Vol 1 (1) ◽  
pp. 59-75
Author(s):  
Isabel Sadya Omondi ◽  
Dr. M. W. Kariuki
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Primary Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Public ◽  
Teacher Student ◽  
Performance Effects ◽  
Public Primary School

Purpose: The purpose of the study was to establish the levels of stress among the public primary school teachers: a case of primary schools in Naivasha district.Methodology: The study used descriptive research design. The target population in this study was 665 public primary school teachers. The sample of the study was 66 public primary school teachers from the four zones in Naivasha district. Primary data was collected through the administration of the questionnaires. A questionnaire is a pre-formulated written set of questions to which the respondents record the answers usually within rather closely delineated alternatives. Responses to the questionnaires were tabulated, coded and processed by use of a computer Statistical Package for Social Science (SPSS) software to analyze the data using descriptive statistics. This generated quantitative reports through tabulations, percentages, and measures of central tendency.Results: Results from the study revealed that pressures of assessments targets and inspection, changes to pay and benefits, teacher student interaction and excessive workload and level of stress among public primary teachers are positively and significant related.Unique contribution to theory, practice and policy: The study recommended that the Ministry of education and TSC should develop a policy on stress management to guide the induction; operation and counseling of public primary school teachers in their day to day duties so as to sufficiently support them manage stress and prevent further job performance effects of stress.

scholarly journals Identification Of Managerial Problems Faced By Primary School Head Teachers In Quetta

2017 ◽  
Vol 6 (1) ◽  
pp. 77-90
Author(s):  
Rashida Naz ◽  
Sajida Naureen ◽  
Zeenat Sana Baloch
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Management ◽  
Primary Data ◽  
School Teachers ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
Government Organizations ◽  
School Head

The primary schools year is an important phase of children education. The objective of this research was to identify the managerial problems faced by Primary Schools Head teachers. For primary data the sample was comprised 10 school heads 100 teachers from the primary schools, questionnaires were distributed among teachers and head teachers. The samples were randomly selected. Results showed that teachers were trying to achieve the students learning outcomes. A large number of head teachers agreed that they knew the process of school management and they were able to control the management of schools. They were trained by the education department regarding primary school management. But on the other hand less number of professional trainings were available for primary school teachers and head teachers. There were some evidences that most of the non-government organizations introduced some training programs for primary school teachers. Most of the head teachers of primary schools faces the shortage of physical and human resources in their schools. A number of head teachers had no qualification related to school management. It was concluded that almost all the in charge and teachers had no clear concept regarding curriculum 2006. Majority of the head teachers had no ability to manage the learning and teaching process. They were found incompetent for report writing and implement their decisions in jurisdiction of school. It was recommended that new posts should be created for head teachers in primary schools and their job description should be cleared. All the incharges or head teachers should be trained in school management and resource management.

scholarly journals PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND

2013 ◽  
Vol 55 (1) ◽  
pp. 74-87
Author(s):  
Lindiwe Rose Matsenjwa ◽  
S’lungile Kindness Thwala
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Knowledge Measurement ◽  
Measurement And Evaluation ◽  
Descriptive Survey

The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.

scholarly journals Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

2021 ◽  
Author(s):  
Marina Casanoves de la Hoz ◽  
Anna Solé-Llussà ◽  
Juan Haro ◽  
Niklas Gericke ◽  
Cristina Valls
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
Primary Teachers ◽  
Primary School Teacher ◽  
Biotechnological Applications ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Attitudes ◽  
Positive Attitudes

AbstractThe speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

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 CHILDREN’S FOOD PREFERENCES INCLUDED AND OFFERED IN THE „SCHOOL SCHEME”

2018 ◽  
Vol XX (6) ◽  
pp. 262-266
Author(s):  
Sławomir Wawrzyniak ◽  
Krystyna Krzyżanowska
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Dairy Products ◽  
Fruits And Vegetables ◽  
Food Preferences ◽  
Sweet Pepper ◽  
Cottage Cheese ◽  
School Teachers ◽  
Primary School Teachers

The aim of the studies was to gather the primary school teachers’ opinion about the „School Scheme” and its effectiveness, as well as children’s food preferences and the reasons, why some of the schools didn’t take part in the program. The empiric studies were conducted in 2017 and 6,413 teachers from primary schools took part in them. The results show that students prefer to eat fruits than vegetables. If some of them chose vegetables, they ate tomatoes, radish, carrot rather than kohlrabi or sweet pepper. When it comes to dairy products, they took: milk and cottage cheese. Some of the Polish schools didn’t take part in the program, because they claim not to have enough suitable place to store fruits and vegetables at their entities and children’s parents weren’t interested in that matter.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

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