The training needs of primary school leaders in Al-Kharj governorate in light of the transformational leadership requirements: الاحتياجات التدريبية لدى قائدي المدارس الابتدائية بمحافظة الخرج في ضوء متطلبات القيادة التحويلية

This study aimed to identify the reality of using Darsak platform and its obstacles By the Teachers Of primary school in southern Amman schools in Light of the Corona pandemic COVID-19. The study used the descriptive survey approach, and to collect data, a questionnaire was developed on the reality of using For Darsak platform and its obstacles By the Teachers Of primary school it’s consisted of (53) items, and their validity and reliability were confirmed. The questionnaire was distributed to a sample of (143) male and female teachers in schools in southern Amman. The results of the study showed that the responses of the study sample were in agreement with a medium degree to the reality of using Darsak platform by the Teachers Of primary school in southern Amman schools in Light of the Corona pandemic COVID-19 from there point of view. The most important recommendations of the study was to encourage primary school teachers to use Darsak platform to a large extent, and to spread the importance of e-learning among the elements of the educational process and to parents.

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Teacher Retention in a London primary school

10.31124/advance.12423890.v1 ◽

2020 ◽

Author(s):

Ahmed Mahfoodh

Keyword(s):

Teacher Retention ◽

Primary School ◽

Primary Schools ◽

Point Of View ◽

The Uk

Teacher retention in the UK has reached crisis level according to many resources. The paper attempts to provide an overview of the extent of the problem and its impacts, the factors that make a teacher wanting to leave especially in state-funded London primary schools and how some schools manage to keep a high teacher retention. Then it explores the same issues again but from the point of view of the headteacher and teachers of the author’s school. The results show that the efforts of the management, which are based on an understanding of the factors that could drive teachers away, play an important role in retaining the teachers. They also reveal that there are other independent (i.e. not directly resulting from the management’s efforts) factors, that influence high retention within the school such as royalty and ethics.

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Teacher Retention in a London primary school

10.31124/advance.12423890.v2 ◽

2020 ◽

Author(s):

Ahmed Mahfoodh

Keyword(s):

Teacher Retention ◽

Primary School ◽

Primary Schools ◽

Point Of View ◽

The Uk

Teacher retention in the UK has reached crisis level according to many resources. The paper attempts to provide an overview of the extent of the problem and its impacts, the factors that make a teacher wanting to leave especially in state-funded London primary schools and how some schools manage to keep a high teacher retention. Then it explores the same issues again but from the point of view of the headteacher and teachers of the author’s school. The results show that the efforts of the management, which are based on an understanding of the factors that could drive teachers away, play an important role in retaining the teachers. They also reveal that there are other independent (i.e. not directly resulting from the management’s efforts) factors, that influence high retention within the school such as royalty and ethics.

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Environmental Perceptions of Primary School Fourth Grade Students

Journal of Educational Issues ◽

10.5296/jei.v6i1.17153 ◽

2020 ◽

Vol 6 (1) ◽

pp. 422

Author(s):

Ramazan Peker ◽

Salih Ceylan

Keyword(s):

Primary School ◽

Primary Schools ◽

Descriptive Analysis ◽

Environmental Issues ◽

Fourth Grade ◽

Environmental Perceptions ◽

Rater Reliability ◽

Fourth Grade Students ◽

Descriptive Survey ◽

Academic Year

This study aims to identify environmental perceptions of primary school fourth grade students. The population of this study, which is designed as a descriptive survey model, consists of 97 male and 142 female 239 fourth grade students who are attending public primary schools in Kocaeli Province in the second term of 2018-2019 academic year. Data of research were evaluated by content analysis and descriptive analysis methods. Inter-rater reliability was evaluated by inter-rater reliability formula and Cohen’s Kappa Coefficient. According to the findings of the research, inter-rater reliability was high and acceptable in both statistics. Fourth grade students created 45 different and acceptable metaphors about the environment. These metaphors were analyzed in terms of their common features and were collected under 5 different conceptual categories. It was revealed that fourth grade students mostly referred to the environment with the metaphors of ‘Life’, ‘Home’, ‘Paradise’, and that students’ perceptions of the environment are related to a good world. The majority of students perceived the concept of ‘Environment’ as ‘Environment as Expression of Vitality’. As a result of research, in the process of teaching environmental issues, it can be said that emphasizing that ‘Environment as a Liveliness Expression’, factor of environment supporting the vitality can increase the rate of educational access on environmental issues.

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Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya

Global Journal of Educational Studies ◽

10.5296/gjes.v1i1.7686 ◽

2015 ◽

Vol 1 (1) ◽

pp. 52

Author(s):

Jacinta R. M. ◽

Rotich K. S.

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Primary School ◽

Primary Schools ◽

Survey Design ◽

Target Population ◽

Childhood Education ◽

Simple Language ◽

Descriptive Survey ◽

The Impact

The research focused on the impact of Early Childhood Education (ECE) in the learning of pupils in primary schools in Kenya. The study employed descriptive survey design. The target population of the study was 616 teachers in the 32 public primary school in Starehe Division of Nairobi County. The sample comprised of 210 randomly selected primary school teachers. Data were gathered by use of questionnaire. Findings revealed that pupils who had gone through the ECE were able to acquire skills in basic counting, mathematics and speaking. Pupils who had not attended ECE classes had problems with grasping simple counting skills and simple language skills. They were not able to interact well with other pupils. The findings also revealed that pupils who had attended ECE classes were able to interact with the teachers better than those who had not attended ECE. Findings indicated that pupils who had attended the ECE classes had usually lower scores at the beginning in class one. Attending ECE classes enabled pupils become fluent in reading and in recognizing numbers in mathematics. The study concluded that ECE classes had prepared pupils to join primary school by enabling them learn some basic counting and speaking skills. The study recommended that parents should be sensitized on the need to take their children to the ECE centers before taking them to formal primary schools.

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To adopt or reject? Testing the robustness of a principle-based scenario for guiding effective student questioning

EDeR. Educational Design Research ◽

10.15460/eder.2.1.1221 ◽

2018 ◽

Vol 2 (1) ◽

Author(s):

Harry Stokhof ◽

Bregje De Vries ◽

Theo Bastiaens ◽

Rob Martens

Keyword(s):

Primary School ◽

Primary Schools ◽

Point Of View ◽

Successful Implementation ◽

Theoretical Point ◽

School Contexts ◽

Teacher Guidance ◽

School Settings ◽

Student Questioning

Guiding student questioning to become effective for attaining curriculum objectives is a challenge for many teachers. In two previous studies a principle-based scenario was developed in two primary schools to enhance teacher guidance of effective student questioning. This study aims to determine to what extent the scenario for teacher guidance is robust and transferrable to other teachers in different primary school settings. To test its robustness, 15 trainers introduced the scenario in 23 primary schools to 103 teachers. After teachers completed a six-week trial, they indicated in a questionnaire if they were inclined to adopt, adapt, or reject the scenario for future use. Results show that approximately 80% of all teachers would like to adopt the scenario. About 55% of the teachers see opportunities to adapt the scenario to their needs. However, about 20% of the teachers feel not yet able to judge if and how to adapt, having completed only one trial. The conclusion is that most teachers, despite differences in age, gender, grade, experience and school contexts, are willing and able to guide effective student questioning with the help of the scenario. From a theoretical point of view, this study provides further insight in how successful implementation can supported by a principle-based design.

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The Hygienic Assessment of School Educational Programs

International Journal of Biomedicine ◽

10.21103/article11(4)_oa24 ◽

2021 ◽

Vol 11 (4) ◽

pp. 546-550

Author(s):

Elena Tkachuk ◽

Inna Mylnikova ◽

Natalia Efimova

Keyword(s):

Primary School ◽

Primary Schools ◽

Educational Program ◽

Intellectual Development ◽

Educational Programs ◽

Educational Process ◽

Point Of View ◽

School Students ◽

Educational Work ◽

Neuropsychological Development

Background: The study presents a methodology for the hygienic assessment of school educational programs from the point of view of safety for the health of students and of effectiveness in improving the quality of education. The aim of the study was a hygienic assessment of educational programs in primary schools. Methods and Results: The study involved primary school students (n=245) aged between 8 and 9.5 years: 120 children studying under the “Planet of knowledge” program (Group 1) and 125 children studying under the “Primary school of the XXI century” program (Group 2). The hygienic factors are studied using the methodology of assessing the intensity of educational work and the conditions of the organization of the educational process. The obtained data are compared with the main criteria of the state of children’s neuropsychological development. We found that the program “Primary school of the XXI century” is characterized by the intensity of educational work (2.7±0.13 points) and approaches to the third degree, according to the criterion of intellectual loads. In contrast, the program “Planet of knowledge” is characterized by a lower intensity of educational work – 2.1±0.08 points (P=0.000) . The indicators of sensory and emotional intensity of educational work under the program “Primary school of the XXI century” were also statistically higher. Conclusions: - The high intensity of educational work does not ensure high rates and levels of intellectual development and mental performance of children. - The hygienic assessment of children’s educational activities should include a comprehensive hygienic examination of the educational program and the means used in the process of its implementation. - An educational program may be allowed to be used in educational organizations only after a hygienic examination of its application in the educational process.

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Teacher Retention in a London primary school

10.31124/advance.12423890 ◽

2020 ◽

Author(s):

Ahmed Mahfoodh

Keyword(s):

Teacher Retention ◽

Primary School ◽

Primary Schools ◽

Point Of View ◽

The Uk

Teacher retention in the UK has reached crisis level according to many resources. The paper attempts to provide an overview of the extent of the problem and its impacts, the factors that make a teacher wanting to leave especially in state-funded London primary schools and how some schools manage to keep a high teacher retention. Then it explores the same issues again but from the point of view of the headteacher and teachers of the author’s school. The results show that the efforts of the management, which are based on an understanding of the factors that could drive teachers away, play an important role in retaining the teachers. They also reveal that there are other independent (i.e. not directly resulting from the management’s efforts) factors, that influence high retention within the school such as royalty and ethics.

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The status of teachers’ motivation and process of quality education: The case of primary school teachers, Ethiopia

Global Journal of Guidance and Counseling in Schools Current Perspectives ◽

10.18844/gjgc.v10i1.4448 ◽

2020 ◽

Vol 10 (1) ◽

pp. 01-11

Author(s):

Sewagegn Mola ◽

Asrat Dagnew Kelkay

Keyword(s):

Primary School ◽

Random Sampling ◽

Primary Schools ◽

Sampling Technique ◽

Simple Random Sampling ◽

Quality Education ◽

The Status ◽

Correlation Statistics ◽

Level Of Motivation ◽

Descriptive Survey

The purpose of this study was to investigate the status of teachers’ motivation and process of quality education in primary schools of Ethiopia. A descriptive survey was employed to achieve this purpose. Among the 40 government primary schools found in Banija District, 12(30%) were taken as a sample by using the simple random sampling technique. A sample size of 119 teachers was selected by using the systematic random sampling technique. 12 principals were also purposively included in the study. The instruments of data collection were questionnaire and interview. The data gathered through close-ended questionnaires were analysed quantitatively by frequency, percentages, mean and Pearson’s correlation statistics. The data gathered through document analysis and interviews were analysed qualitatively through narration for the purpose of triangulation. The results indicate that the teachers had a low level of motivation with extrinsic motivators. On the other hand, the findings of the study showed that teachers had a good status of intrinsic motivation and the status of their process of quality education was also good. Finally, the research findings revealed that, as teachers’ motivation increases their processes of quality education also increases. Thus, this study recommends that in order to deliver quality education, teachers should be motivated with attractive salaries, provision of accommodation and instituting awards, as well as strengthening intrinsic motivators. Keywords: Teachers’ motivation, process, quality education, primary school.

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Emotional exhaustion and organizational commitment: Primary school teachers’ perspective

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v9i4.20727 ◽

2020 ◽

Vol 9 (4) ◽

pp. 912

Author(s):

Mozes M. Wullur ◽

Basilius Redan Werang

Keyword(s):

Organizational Commitment ◽

Primary School ◽

Emotional Exhaustion ◽

Primary Schools ◽

Teacher Absenteeism ◽

School Teachers ◽

Primary School Teachers ◽

Low Performance ◽

High Level ◽

Survey Approach

Teaching is a noble profession to educate the youth of nations facing today’s global challenges. Teaching, at the same time, has become a highly challenging profession and occasionally a draining work, especially for those who are working in the remote areas. A high-level of teacher absenteeism in the primary schools of Southern Papua has blown some societal alarm for conducting studies focusing on emotional exhaustion as a latent predictor for low-performance. This study attempted to describe the eventual correlation between the emotional exhaustion and organizational commitment of teachers working in the primary schools of Merauke, Indonesia. A survey approach was employed to collect data from a total of 243 primary school teachers in Merauke, Papua, Indonesia. Data were examined statistically by employing Pearson’s correlation model. Results of analysis showed that the emotional exhaustion and commitment of primary school teachers in Merauke, Indonesia, are significantly negatively correlated. This result may be useful for the teachers to benefit from the information of how they may interact with all the school elements and the extent to which these emotions directly affect their organizational commitment. The result may also be advisable for the school leaders to take some tactical efforts of securing teachers’ emotion to promote a high-level of teachers’ organizational commitment and, in turn, improving students’ capabilities in reading, writing, and arithmetics.

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