scholarly journals THE INSTRUCTIONAL PRACTICES OF SECONDARY SCHOOL TEACHERS IN ETHIOPIA: HULET EJU ENESIE WOREDA

2020 ◽  
Vol 8 (11) ◽  
pp. 53-62
Author(s):  
BIZU KINFE ZEKIROS
Keyword(s):  
Secondary School ◽  
Instructional Practices ◽  
Quantitative Methods ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
First Principle ◽  
School Teachers ◽  
Biology Teachers ◽  
Qualitative And Quantitative Methods ◽  
Instruction Model

This study was examined secondary school teachers’ instructional practices by using First Principle of Instruction model as guiding principle. Both qualitative and quantitative methods were employed. The total populations of the study were 52. From these 40 Biology teachers, 4 directors, 4 supervisors and 4 department heads were selected through comprehensive sampling technique. Data were obtained through questionnaire, interview, classroom observation and document analysis. Various statistical tools such as mean, frequency and percentage were applied to analyze the data. The finding indicated that secondary school Biology teachers design their lessons by using First Principle of Instruction Model and they practiced it partially. And biology teacher’s instructional practices are aligned partially with First Principle of Instructional Model. Some factors that affect the design and implementation of the lessons based on the First Principle of Instruction model were identified: teachers’ related problems, students related problems, time constraints, policy issues, and resources. Based on the finding, it is recommended that woreda education office and general secondary schools should have to prepare short- and long-term training, seminars and workshop for teachers. Secondary school directors and supervisors should help teachers to have personal, professional knowledge and pedagogical skill. They should also support them by creating good educational environment.

scholarly journals Analysis of Job Motivation for Secondary School Teachers of Private and Public Schools in (Punjab) Pakistan

2014 ◽  
Vol 4 (2) ◽  
pp. 510 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Quantitative Methods ◽  
Secondary School Teachers ◽  
Primary Data ◽  
Development Programs ◽  
School Teachers ◽  
Public And Private ◽  
Qualitative And Quantitative Methods ◽  
Private And Public

The aim of this research is to explore various issues of motivation for the secondary school teachers of private and public schools. The study also discovers the implementation plans that can be used in order to have highly motivated teachers. In this research qualitative and quantitative methods have been used by the researchers where survey has been conducted in public and private schools. Likert scale is used in quantitative method. Primary data has been collected through questionnaire and interviews. Data was analysed by using t-test in SPSS software. The major findings which researchers found in conducting the research are; Salary is not given to them according to their qualification and workload they have to bear in schools and they seldom enjoy the benefits and monitory packages, Enough resources are not provided to them to work properly, There are alot of students in the class rooms due to which teachers are unable to handle the class and to produce quality work, They are not treated well due to personal biasness and attitude of management, Development programs are not satisfactory. They don’t find it beneficial for their career development

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

scholarly journals An Exploratory Study to Measure the Environmental Literacy Level of Teachers Teaching at Secondary Schools in Punjab, Pakistan

2020 ◽  
Vol V (II) ◽  
pp. 149-156
Author(s):  
Saira Taj ◽  
Tahira Kalsoom ◽  
Moafia Nader
Keyword(s):  
Secondary School ◽  
Cognitive Skills ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
School Teachers ◽  
Environmentally Responsible Behavior ◽  
Responsible Behavior ◽  
Environmentally Responsible

This study measured the environmental literacy (EL) level that the secondary school teachers in Punjab (Pakistan) possessed and found mean scores of various groups of teachers, demographically categorized, significantly different when assessed on scales of environmental literacy. Data collection was done by adapting a valid tool titled as Middle School Environmental Literacy Instrument and administered on 1626 teachers randomly selected from five out of 36 districts of Punjab through stratified random sampling technique. The EL level of teachers was assessed according to environmental knowledge, environmental dispositions, cognitive skills, and environmentally responsible behavior. The application of descriptive and complex inferential statistics showed moderate composite score of EL. Also moderate scores on individual scales were found with the exception of the scale on issue analysis. On this scale, the scores were high. However, scores of women teachers were higher than those of male instructors. The experience variable had not shown significantly different scores on EL.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals EFFECTS OF THE ORGANIZATIONAL FACTORS ON TEACHERS' RETENTION: PERCEPTIONS OF PRIVATE SECONDARY SCHOOL TEACHERS OF LYARI TOWN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Lubna Oad, Safia Niazi
Keyword(s):  
Secondary School ◽  
Educational Administration ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Organizational Factors ◽  
Human Mind ◽  
School Teachers ◽  
Significant Relationships ◽  
Correlation Statistic

The teaching occupation and the essential tasks and duties of teachers are necessary for developing every nation's human resources. The teachers are the pillar of our country, and without them, the standard of our education will suffer since teachers are the nearest to the human mind and are prime drivers of economic development. Therefore, educational administration and organizational factors play a pivotal role in making teachers motivated and satisfied to sustain their academic institutions' jobs and should focus on switching jobs frequently. This study examined the association between organizational and teacher retention in eight private secondary schools in Lyari town Karachi, Sindh Pakistan. The study formulated three objectives and hypotheses. The research design was a correlation—the population of the study comprised of teachers from schools. A random sampling technique was used, and a questionnaire was distributed among 200 teachers to collect data. Data were gathered using an instrument that was self-made with the help of literature reviewed and experts' suggestions. The questionnaire was validated and piloted. The Cronbach Alpha coefficient was determined. Ensure the reliability at 0.85, respectively. The Pearson correlation statistic was used to test the hypotheses. The findings reveal significant relationships between teachers' salary packages, teachers' workload, professional development opportunities, and teachers' retention in schools. Further, the study's findings reveal that educational administration and management align with government compensation policies regarding teachers' salaries and promotions and focus on their teaching workload and other fringe benefits.

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?.

CHALLENGES FACED BY SECONDARY SCHOOL TEACHERS IN CARRYING OUT CONTINUOUS COMPREHENSIVE EVALUATION (CCE)

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Rajwinder Kaur ◽  
Arshdeep Kaur
Keyword(s):  
Secondary School ◽  
Private School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Comprehensive Evaluation ◽  
Sampling Technique ◽  
Indian Education ◽  
School Teachers ◽  
Implementation Time ◽  
The Mind

School is an institution where talents are nurtured. Therefore it becomes very important to continuously revise and introduce such measures and schemes which will impact the mind, character and physical ability of the learner. Indian education is moving from summative to a continuous evaluation system. This study is an attempt to find out the challenges faced by secondary school teachers in carrying out CCE. The sample consisted of 100 government and private school teachers and random sampling technique was used for the collection of data. The results of the study revealed regarding the challenges. The teachers are not adequately prepared for the effective execution of CCE in schools. Further the study revealed that the major challenges faced by the school teachers in the execution of CCE were increased volume of work, disturbance in classes, difficult in implementation, time consuming, financial difficulties, lack of adequate infrastructure and teaching materials.

scholarly journals Inclusive Education in Azad Jammu and Kashmir: A Cross-Sectional Survey of Secondary Schools

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 359-365
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Muhammad Naqeeb ul Khalil Shaheen ◽  
Dr. Sadaf Zamir Ahmed
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir

Inclusive education represents the concern of the entire school and is committed to providing quality education to all students in the most effective way, so that special education and general education are consistent. The study aimed to analyze inclusive education in Azad Jammu and Kashmir. The study was descriptive in nature and a cross-sectional survey was applied to collect the data. All 538 secondary school teachers and headteachers of District Pooch were the population of the study. A stratified random sampling technique was used to select the sample. The researcher selected 185 secondary school teachers and 45 head teachers through a proportionate stratified random sampling technique as a sample. A questionnaire for teachers and headteachers was used as a research instrument in this study. Data were collected through personal visits and postal service. Data were analyzed through mean scores and standard deviation. Based on analysis it was found that inclusive education provides an opportunity for the enjoyment and implementation of full human rights without any discrimination because inclusive education allows understanding individual differences. It is recommended that the school Education Department of Azad Jammu and Kashmir (AJ&K) may introduce inclusive education at the district and tehsil level. Further, they need to plan for all teachers and headteachers to provide awareness about inclusive education.

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