scholarly journals EXAMINATION AND EVALUATION OF PARENT'S PERCEPTIONS REGARDING THE GENDER OF PRE-SCHOOL TEACHERS

2021 ◽  
Vol 9 (8) ◽  
pp. 210-214
Author(s):  
Menekşe Veysi ◽  
Eren B ◽  
Afşin Ö
Keyword(s):  
Classroom Management ◽  
Preschool Teachers ◽  
School Attendance ◽  
Public Awareness ◽  
Preschool Education ◽  
Active Role ◽  
School Education ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers

For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004).  In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers.     According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%. Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers. In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430). It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ). In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".

ICT usage in Ghanaian secondary schools: teachers’ perspectives

2015 ◽  
Vol 32 (5) ◽  
pp. 300-312 ◽  
Author(s):  
Charles Buabeng-Andoh
Keyword(s):  
Secondary Schools ◽  
Administrative Support ◽  
Male Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Content Type ◽  
Female Teachers ◽  
Significant Difference ◽  
Ict Training ◽  
Teachers Perspectives

Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

scholarly journals A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level

2021 ◽  
Vol 3 (2) ◽  
pp. 59-71
Author(s):  
KIFAYAT KHAN ◽  
DR. TEHSIN TAHIR ◽  
DR. UMBREEN ISHFAQ ◽  
ASAD KHAN
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Time Management ◽  
Management Strategies ◽  
School Level ◽  
School Teachers ◽  
Female Teachers ◽  
Classroom Management Strategies ◽  
Secondary School Level ◽  
Classroom Time

Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.

Verbal and Nonverbal Responsiveness of Male and Female Preschool Teachers to Sex of Child and Sex-Typed Child Behaviors

1981 ◽  
Vol 48 (1) ◽  
pp. 285-286 ◽  
Author(s):  
Bryan E. Robinson
Keyword(s):  
Preschool Teachers ◽  
Male Teachers ◽  
Child Behaviors ◽  
Male And Female ◽  
Female Teachers

Frequencies of verbal and nonverbal responsiveness of 20 male and 20 female preschool teachers to sex of child and to sex-typed child behaviors were observed. Male and female teachers responded verbally equally as often to boys arid girls, especially when the children were involved in masculine activities. Higher incidences of nonverbal responsiveness of male teachers to boys and to masculine behaviors indicated that male teachers tended to be more physically proximate to boys than girls and more involved in masculine behaviors than the women.

scholarly journals Monopsony, Mobility, and Sex Differences in Pay: Missouri School Teachers

2011 ◽  
Vol 101 (3) ◽  
pp. 454-459 ◽  
Author(s):  
Michael R Ransom ◽  
Val E Lambson
Keyword(s):  
Sex Differences ◽  
School Districts ◽  
Teaching Experience ◽  
Job Mobility ◽  
Education Level ◽  
Male Teachers ◽  
School Teachers ◽  
Men And Women ◽  
Salary Level ◽  
Female Teachers

We examine the sex differences in the pay of school teachers in Missouri. In Missouri school districts, pay is determined by a salary schedule that maps teaching experience and education level of an individual to a salary level. In spite of this apparently mechanical rule for determining pay, female teachers earn less than male teachers, after controlling for experience and education. We explore how such a difference could arise from differential job mobility and find some evidence to support this idea. However, within district differences in pay are a more important source of differences in pay between men and women.

scholarly journals SWOT Analysis and Countermeasures on the Cultivation of Preschool Teachers in Sichuan Province

1970 ◽  
Vol 3 (2) ◽  
Author(s):  
Fei Liu ◽  
Yingying Wang
Keyword(s):  
Swot Analysis ◽  
Preschool Teachers ◽  
Rapid Development ◽  
Preschool Education ◽  
Sichuan Province ◽  
School Education ◽  
Government Support ◽  
Second Child ◽  
Education Industry ◽  
External Impact

Abstract: Training of preschool teachers in Sichuan Province brings advantages in increasing government support for the pre-school education industry. The society attaches an important role to the pre-school education industry as well as the rapid development of preschool education in Sichuan Province. However, problem exists in large flows of preschool teachers and imbalanced gender ratios. By viewing from the new situation, the comprehensive liberalization of the second-child policy and the development of educational informatization as well as the implementation of the One Belt and One Road strategy (OBOR) have created great opportunities in training of preschool teachers. At the same time, the increase in external impact of high-quality graduates in the east also poses a great threat to the development of preschool teachers in Sichuan Province. Through the strategic combination of SWOT analysis, the paper explores effective countermeasure ways to improve the quality of training of preschool teachers in Sichuan Province and the construction of an excellent team of preschool teachers in Sichuan Province.

scholarly journals Changes in Schooling Arrangements and in the Demographic and Social Profile of Teachers in Iceland, 1930–1960

2014 ◽  
Vol 1 (1) ◽  
pp. 7-20 ◽  
Author(s):  
Ólöf Garðarsdóttir ◽  
Loftur Guttormsson
Keyword(s):  
School Attendance ◽  
Educational Status ◽  
Urban Society ◽  
School Buildings ◽  
Social Changes ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Class Origin ◽  
Origin Analysis

This article examines the demographic and social profile of primary school teachers in Iceland over half a century, beginning with the introduction of mandatory elementary school attendance in 1908, with particular focus on changes between 1930 and 1960. During this period, Iceland developed from a rural to a predominantly urban society where most children attended classes in permanent school buildings, in contrast to the ambulatory schools most common at the outset. It is our hypothesis that these rapid social changes affected the composition of the teaching corpus in many ways, particularly as regards gender and class origin. Analysis shows that in the first half of the period, female teachers were more numerous in the capital of Reykjavík, and their social and educational status was higher than teachers outside the capital. Furthermore, female teachers in Reykjavík were less likely to marry and had longer teaching careers than their male colleagues. On the whole, the share of female teachers increased considerably between 1930 and 1960, by which time it had become easier for women to combine teaching with marriage.

scholarly journals FORMATION OF PROFESSIONAL ABILITIES OF FUTURE PRE-SCHOOL TEACHERS OF EUROPEAN INTEGRATION

2019 ◽  
Author(s):  
Yuliia Volynets ◽  
Catherine Volynets
Keyword(s):  
European Integration ◽  
Preschool Teachers ◽  
Educational Process ◽  
School Education ◽  
Theory And Practice ◽  
Educational Activity ◽  
Professional Activity ◽  
Modern Theory ◽  
School Teachers ◽  
Research Activities

The article reveals the problem of the formation of professional abilities of future preschool teachers in the context of European integration. The state of the problem under study in modern theory and practice is analyzed; clarified the features of the formation of professional abilities of future preschool teachers; the professional abilities of students -future preschool teachers in the process of educational activity are characterized. Possible ways of intensifying the movement of the modern professional educational system into the European educational and scientific community and promising areas for further research are identified. Exploring the problem of forming the readiness of future specialists in pre-school education to carry out professional activity in the context of European integration, one of the factors is: the transition from productive ideas to a real change of educational space, the implementation of effective retraining of future pre-school teachers, to technologically and methodically update the educational process, to raise the quality of education, to rely on the intrinsic motivation of future pre-school teachers. We have found out that the specificity of professional activity requires the teacher of higher education institution to have certain knowledge and skills, in particular, knowledge of forms and methods of implementation; possessing a system of advanced competencies in the field of technology of modeling, designing and realization of pedagogical process on the basis of features and values orientations of students; changes in traditional technology of interaction with students. During the preparation of the student-future specialist in pre-school education for the organization of professional activity, it is assumed that the teacher as a subject of the specified activity of a complex of special abilities, among which are analytical, communicative, research, reflexive, presentation abilities. They are in the skill to effectively carry out their professional activities and teach students; to activate their cognitive activity by posing educational problems; organize research activities of different levels of independence according to the individuality of each student.

scholarly journals THE AVAILABILITY OF CONSELING SKILLS WITH FEMALE PRE-SCHOOL TEACHERS IN THE SULTANATE OMAN

2021 ◽  
Vol 03 (05) ◽  
pp. 140-145
Author(s):  
Jokha AL-SAWAFI ◽  
Amina BENKOUIDER
Keyword(s):  
Classroom Management ◽  
Educational Environment ◽  
Counseling Skills ◽  
Years Of Experience ◽  
School Teachers ◽  
Female Teachers ◽  
Academic Qualification ◽  
Training Courses ◽  
Descriptive Approach ◽  
Personal Skills

The study aimed to uncover the practice of a pre-school teachers in counseling skills, and to find out the differences in the degree of availability of counseling skills among them according to the following variables (Academic Qualification, Years of Experience, Training Courses). The researchers used a descriptive approach, and the Observation-Card which designed by the researchers themselves, it was divided into three domains (Classroom Management & interaction with children, Organization of the educational environment, and Interpersonal), then was applied to a sample of (120) teachers. The study concluded that the teachers practice skills in Classroom Management & Interaction with children) was on a degree of (medium). While practicing the skills of (Organizing the Educational Environment, and Personal skills) was on a degree of (high). The results also showed that the degree of availability of counseling skills among teachers in all three- domains were differs according to their academic qualification in favor of a kindergarten bachelor’s qualification, and the degree of availability of counseling skills among teachers in all three-domains not differ according to the number of years of experience, and the degree of availability of counseling skills for teachers in two areas (Classroom Management & Interaction with children, and Interpersonal skills) differs according to the number of training courses in favor of female teachers who obtained one course and more, with the exception of the domain of (Organizing the Educational Environment), as it founded that it does not differ according to the number of training courses

scholarly journals The literacy preparation in Turkish preschool education

2022 ◽  
Vol 5 (1) ◽  
pp. 5-36
Author(s):  
Semra Tican Başaran ◽  
◽  
Sabri Sidekli ◽  
Keyword(s):  
Primary School ◽  
Preschool Teachers ◽  
First Graders ◽  
Preschool Education ◽  
Education Curriculum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Imperfect Knowledge ◽  
Literacy Preparation

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.

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