scholarly journals INCIDENCIA Y MEDIDAS PREVENTIVAS DE HIPERTENSIÓN ARTERIAL EN DOCENTES DE INSTITUCIONES EDUCATIVAS BÁSICA, MEDIA Y SUPERIOR (UPSE) DE LOS CANTONES SALINAS Y LA LIBERTAD EN LA PROVINCIA DE SANTA ELENA. (2008 -2009)

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Bertha Maggi Garcés ◽  
Juan Monserrate Cervantes
Keyword(s):  
Secondary School ◽  
Arterial Hypertension ◽  
Primary School ◽  
Secondary School Teachers ◽  
Public Health Problem ◽  
Preventive Measure ◽  
Secondary Hypertension ◽  
School Teachers ◽  
Primary School Teachers ◽  
Santa Elena

La hipertensión arterial (HTA) es  problema de Salud Pública a nivel mundial, la provincia de Santa Elena no es la excepción, considerando el avance espectacular de esta patología nos parece pertinente estudiar la incidencia y  medidas preventivas de  hipertensión arterial en nuestra población. Participan del estudio docentes de establecimientos educativos básicos y medio de los cantones Salinas y La Libertad, y docentes de la Universidad Estatal Península de Santa Elena,  periodo 06/ 2008 – 04/ 2009. Los métodos: histórico lógico, deductivo, analítico comparativo y matemático. Universo y muestra  1725 docentes. Resultados, mayor incidencia de HTA en mujeres que  varones, la población más afectada es entre 40 y 60 años. En el cantón La Libertad, de 419 docentes de educación media 76 (18%) son hipertensos, de ellos 63 (83%) son hipertensos secundarios y 13 (17 %)  primarios.  De  491docen¬tes de educación básica  43 (9%) son hipertensos, de ellos 3 (7%) tienen HTA primaria y 40 (93%) secundaria. En la UPSE de 285 docentes, 45 tienen HTA,  de ellos, 3 (7%) tienen HTA primaria y  42 (93%) secundaria. En el cantón Salinas, de 366 docentes de educación básica, 32 (9%) tienen HTA, de ellos 6 (19%) son primarios y  26 (81%) son secundarios. De  164 docentes de educación media 16 (10%) son hipertensos, de ellos 6 (37.5%) son primarios y 10 (62.5%) secundarios. Conclusión: Hay mayor incidencia de HTA en los docentes del cantón La Libertad que en los de Salinas. Dentro de las medidas preventivas se proyectó un programa de capacitación.   Palabras clave: Hipertensión  Arterial, Hipertensión primaria, Hipertensión secundaria.   ABSTRACT   Arterial hypertension (HBP) is a world public health problem; the province of San- ta Elena is no exception, due to the spectacular progress of this disease it seems pertinent to study the incidence and preventive measures of hypertension in our population. Teachers participating in the study come from primary and secondary schools of Salinas and La Libertad, and from the State University Peninsula de Santa Elena, 06/2008-04/2009 academic period.  The methods:  historical, logical, deductive, comparative analytic and mathematical.  Universeand sample: 1725 teachers. Results: greater incidence of HBP in women than in men.  The most affected population is between 40 and 60 years old.  In La Libertad, out of 419 secondary school teachers, 76 (18%) are hypertensive, 63 of them (83%) are secondary hypertensive and 13 (18%) are primary hypertensive. Out of 491 primary school teachers, 49 (9%) are hypertensive, 3 of them (7%) have primary HBP, and 40 (7%) secondary HBP. In UPSE, out of 285 teachers, 45 have HBP, 3 of them are primary hypertensive (6,7%) and 42 (93.3%) are secondary hypertensive.  In Salinas, out of 366 primary school teachers , 32 (9%) have HBP, 6 of them (19%) are primary and 26 are secondary (81%).    Out of 164 secondary school teachers, there were 16 cases with HBP (10%), 6 of them are primary (37.5%) and 10 are secondary (62.5%). Conclusion: There is more incidence of HBP in teachers from La Libertad than Salinas. A training program has been planned as a preventive measure, among others.   Keywords: Arterial hypertension, primary hypertension, secondary hypertension. Recibido: junio, 2012 Aprobado: septiembre, 2012

scholarly journals Analysis of pre-service and in-service views of evolution of Serbian teachers

2015 ◽  
Vol 67 (1) ◽  
pp. 317-329
Author(s):  
Jelena Stanisavljevic ◽  
Dragan Djuric ◽  
Ljubisa Stanisavljevic ◽  
Pierre Clément
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Teachers ◽  
Religion And Politics ◽  
Primary Teachers ◽  
Science And Religion ◽  
Evolution Theory ◽  
School Teachers ◽  
Biology Teachers ◽  
Primary School Teachers

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

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.

scholarly journals THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS

2019 ◽  
Vol 19 (1) ◽  
pp. 184-190
Author(s):  
Nursyuhada Binti Mohamad Yusoff ◽  
Vivien How ◽  
Ezza Sabrina Binti Azmi ◽  
Khairuddin Bin Othman
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Positive Attitude ◽  
Occupational Safety ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Safety And Health ◽  
Primary And Secondary School

Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn. 

Implications of Using Corpus Tools in Primary and Secondary Education

2020 ◽  
pp. 179-190
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Language Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Levels ◽  
Teaching Activities ◽  
Advantages And Disadvantages ◽  
The Given

This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

scholarly journals CHALLENGES OF ONLINE TEACHING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 2 ◽  
pp. 330-339
Author(s):  
Martina Malogorski Jurjević ◽  
Marina Đuranović ◽  
Diana Olčar
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Online Teaching ◽  
Initial Step ◽  
Teaching Profession ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Level Of Education ◽  
Teachers Perceptions

The teaching profession has always been complex and dynamic, but now the challenges are posed to a society as a whole by the COVID-19 pandemic. The purpose of the research was to determine teachers' perceptions of the challenges of conducting online teaching during the COVID-19 pandemic. 413 teachers from Croatia participated in the research. Respondents were distributed according to the level of education at which they work in three groups (primary school teachers - grades 1st to 4th, subject teachers – grades 5th to 8th of primary school, subject teachers - secondary school). According to the results of the research, teachers estimated that difficulties in online teaching generally occur occasionally. There were statistically significant differences in some of the items in the perception of the challenges in online teaching among teachers depending on the level of education at which they work. Still, in general, teachers at all three levels of education experienced approximately the same amount of challenges. More challenges in online teaching have been related to a higher level of burnout and correlated positively with higher numbers of students to teach. Age has been unrelated to challenges in online teaching. Since difficulties in conducting online teaching hinder the educational process, this research could serve as an indicator of problems and an initial step to solving them.  

scholarly journals PROCEDIMIENTOS DE EVALUACIÓN DE LOS FORMADORES DE PROFESORES DE PRIMARIA Y DE SECUNDARIA. UN ESTUDIO CUALITATIVO

2016 ◽  
Vol 4 (1) ◽  
pp. 387
Author(s):  
Mairena González Ballesteros ◽  
Pilar Fernández Lozano
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Learning Process ◽  
Secondary School Teachers ◽  
Computer Application ◽  
Educational Activity ◽  
University Faculty ◽  
Scientific Policy ◽  
School Teachers ◽  
School Group

Abstract.This work is part of a broader study of educational activity by university teachers after the implementation of the EHEA. This research is funded by the Office of the Vice-Chancellor for Research and Scientific Policy UCM (call for proposals 210-GR35/10). The present contribution focuses on the comparative analysis of assessment procedures used by university faculty teaching at different degree levels. We believe that assessment is the key to understanding teachers’ beliefs with regard to the teaching-learning process. The methodology used was the discussion group. The sample included two groups of teachers who teach degree programs for Elementary School Teachers and master’s programs for Secondary School Teachers at public universities in Madrid: Complutense, Autónoma and Alcalá de Henares. Data processing was performed by way of content analysis using the Atlas-ti 0.5 computer application, which helps create the conceptual network for the categories obtained from the participants’ responses. The two groups of teachers spoke about the two basic types of assessment: a) learning-process, b) results. In the case of learning process assessment, both groups feel that developing portfolios and co assessment are important, though the Primary school group also points to self-assessment while the Secondary school group favours standards-based assessment. For results-based assessment Secondary school teachers only believe in assessing homework, but the Primary school group also include tests. In short, both Primary and Secondary school teachers believe in the learning process approach, but this belief is stronger for Secondary school teachers.Keywords: assessment, university faculty, teacher training, discussion group.Resumen.Este trabajo se inscribe en una investigación más amplia de la actividad docente desarrollada por el profesorado universitario tras la implantación del EEES, investigación financiada por el Vice-rectorado de Investigación y Política científica de la UCM (convocatoria 210-GR35/10). La presente aportación va referida al análisis comparativo de los procedimientos de evaluación que utiliza el profesorado universitario que imparte docencia en distintas titulaciones de Educación. Consideramos que la evaluación es la pieza clave para inferir las concepciones que mantienen los profesores acerca del proceso de enseñanza-aprendizaje. La metodología utilizada ha sido la del grupo de discusión. La muestra está configurada por dos grupos de profesores que imparten docencia en la titulación de Maestro de Primaria y en el Master de Secundaria procedentes de Universidades Públicas de la Comunidad de Madrid: Complutense, Autónoma y Alcalá de Henares. Al tratamiento de la información se realizó mediante un análisis de contenido apoyado en el programa informático Atlas-ti 0.5 que facilita establecer la red conceptual para las categorías derivadas de los relatos de los participantes. Los dos grupos de profesores aludieron a los 2 tipos fundamentales de evaluación: a) Orientada al proceso de aprendizaje, b) Orientación sumativa, o de producto. Respecto a la evaluación orientada al aprendizaje, los dos grupos distinguen la elaboración de portafolios y la co-evaluación, mientras que los de Primaria tienen en cuenta también la autoevaluación y los de Secundaria la evaluación por criterio. Respecto a la evaluación sumativa los profesores de Secundaria sólo tienen en cuenta la evaluación de trabajos; pero los de Primaria, además efectúan exámenes. En síntesis tanto los profesores de Primaria como los de Secundaria se decantan hacia la orientación centrada en el aprendizaje, más específicamente los de Secundaria.Palabras Clave: evaluación, profesorado universitario, formación del profesorado, grupo de discusión. 

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

scholarly journals Was the risk of death among the population of teachers and other school workers in England and Wales due to COVID-19 and all causes higher than other occupations during the pandemic in 2020? An ecological study using routinely collected data on deaths from the Office for National Statistics

BMJ Open ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. e050656
Author(s):  
Sarah J Lewis ◽  
Kyle Dack ◽  
Caroline L Relton ◽  
Marcus R Munafo ◽  
George Davey Smith
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
England And Wales ◽  
Aged People ◽  
Risk Of Death ◽  
National Statistics ◽  
Weak Evidence ◽  
All Cause Mortality

ObjectivesTo estimate occupation risk from COVID-19 among teachers and others working in schools using publicly available data on mortality in England and Wales.DesignAnalysis of national death registration data from the Office for National Statistics.SettingEngland and Wales, 8 March–28 December 2020, during the COVID-19 pandemic.ParticipantsThe total working age population in England and Wales plus those still working aged over 65 years.Primary and secondary outcomesDeath with COVID-19 as a primary outcome and death from all causes as a secondary outcome.ResultsAcross occupational groups, there was a strong correlation between COVID-19 mortality and both non-COVID-19 and all-cause mortality. The absolute mortality rates for deaths with COVID-19 were low among those working in schools (from 10 per 100 000 in female primary school teachers to 39 per 100 000 male secondary school teachers) relative to many other occupations (range: 9–50 per 100 000 in women; 10–143 per 100 000 in men). There was weak evidence that secondary school teachers had slightly higher risks of dying with COVID-19 compared with the average for all working-aged people, but stronger evidence of a higher risk compared with the average for all professionals; primary school teachers had a lower risk. All-cause mortality was also higher among all teachers compared with all professionals. Teaching and lunchtime assistants were not at higher risk of death from COVID-19 compared with all working-aged people.ConclusionThere was weak evidence that COVID-19 mortality risk for secondary school teachers was above expectation, but in general school staff had COVID-19 mortality risks which were proportionate to their non-COVID-19 mortality risk.

A STUDY OF THE OPINIONS OF SECONDARY SCHOOL TEACHERS AND STUDENTS IN DELTA STATE ON CORRUPTION IN NIGERIA

2015 ◽  
Vol 3 (3) ◽  
pp. 286-291
Author(s):  
DANIEL D. WHAWO
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Citizenship Education ◽  
Character Development ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers And Students ◽  
Character Building

This is a survey research to obtain the opinions of staff and students of secondary schools in Delta State of Nigeria on the corruption in the country. It is a replica study of an earlier one carried out among primary school teachers. Secondary school teachers are part of the societal agents charged with the character development of citizens. Analysis of available data indicated that both staff and students agree that there is corruption in Nigeria and that Nigerians are corrupt. They both disagree on the assertions that: all Nigerians are corrupt; only men are corrupt ; and, men are more corrupt than women in Nigeria. The most noticeable causes of corruption identified by respondents are poor income, unemployment,, corrupt leadership, greed, selfishness, prevalence of bribery and desire to openly spend money in public gatherings. A strong emphasis on moral and religious education for character building and civic/citizenship education is advocated as a long-term antidote to the evils of corruption in Nigeria.

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