scholarly journals LEVEL OF PRIMARY SCHOOL TEACHERS’ EXTRINSIC AND INTRINSIC MOTIVATION AND PERFORMANCE IN SINDH

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Farida Shaikh
Keyword(s):  
Intrinsic Motivation ◽  
Primary School ◽  
Extrinsic Motivation ◽  
Likert Scale ◽  
Supporting Evidence ◽  
School Teachers ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Multi Stage ◽  
And Performance

This mixed study examined the existing level of primary school teachers’ perceived intrinsic and extrinsic motivation and their performance assessed through respective head-teachers. Data was collected through adapted teachers’ and head-teachers’ questionnaires having both Likert-scale items and open-ended questions. Teachers’ questionnaire involved 38 (11=intrinsic motivation, 14 =extrinsic motivation) and three open ended questions within the same questionnaire used for obtaining qualitative data. They asked for teachers’ insights into existing problems and the measures to improving teachers’ motivation and performance; whereas, head-teachers’ questionnaire implicated 13 Likert-scale items asking for respective performance of the teachers. Overall internal consistency of the tool was measured through Cronbach’s alpha which stood good (.82). The alpha values stood at .89, .74 and .85 for intrinsic motivation, extrinsic motivation; and teachers’ performance respectively. The multi-stage random sampling involved 348 teacher-respondents and 40 head-teachers of District Hyderabad, Sindh. Data was analyzed through SPSS package of 16.00 for descriptive statistical analyses at 0.05 confidence-intervals. Descriptive statistics revealed that teachers ranked their intrinsic motivation better (mean ranged1.62 to 2.18 for 11items) against extrinsic motivation (mean ranged from 2.50 to 3.97 for 14 items). Teachers’ 13 performance items did not catch supporting evidence i.e. means ranged from 1.93 to 3.97 (with 2.82 mean of means) which is disappointing one

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

scholarly journals SUPPORT SUPERVISION AND PERFORMANCE OF PRIMARY SCHOOL TEACHERS IN UGANDA

2021 ◽  
Vol 04 (03) ◽  
pp. 95-114
Author(s):  
Henry Stanley Okia ◽  
Esther Frances Naluwemba ◽  
George Wilson Kasule
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Performance

scholarly journals Profesionalisme Guru Sekolah Dasar

2018 ◽  
Author(s):  
zuryanty
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teacher Competencies ◽  
School Of Education ◽  
School Teachers ◽  
Teaching Competencies ◽  
Primary School Teachers ◽  
And Performance ◽  
Government Rules

As a profesionalist, a Primary School Teacher should reach a minimum level of teaching competencies There are some competencies, such as professional, paedagogic, personal, social, physical, and spiritual competency. Some Primary School Teachers stiil unstandarized in teacher competencies according to government rules and performance. This paper discuss roots of the problems, and programs to improve teacher competencies. teacher competencies, competency test, sertification, scholarship, school of education

scholarly journals Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya

2019 ◽  
Vol 3 (II) ◽  
pp. 159-185
Author(s):  
Jackson Ombasa Ayiema ◽  
Teresa Mwoma ◽  
Hudson Ouko
Keyword(s):  
Primary School ◽  
Sample Size ◽  
Primary Teachers ◽  
Teaching Science ◽  
School Teachers ◽  
Instructional Resources ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Instructional Resource ◽  
And Mathematics

The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of  determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource.  The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County.  Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics. This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.

scholarly journals Knowledge and Attitude of Primary School Teachers in Tehran/Iran towards ADHD and SLD

2016 ◽  
Vol 8 (12) ◽  
pp. 141 ◽  
Author(s):  
Mojgan Khademi ◽  
Sepideh Rajeziesfahani ◽  
Simasadat Noorbakhsh ◽  
Leili Panaghi ◽  
Rozita Davari-Ashtiani ◽  
...  
Keyword(s):  
Primary School ◽  
Self Report ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Multi Stage ◽  
Service Training ◽  
Knowledge And Attitude ◽  
Students With Adhd

<p>The purpose of this study was to assess the knowledge and attitude of primary school teachers in Tehran (Iran) towards attention deficit hyperactivity disorder (ADHD) and specific learning disability (SLD). This study was conducted on 205 primary school teachers in Tehran. Using multi-stage sampling, 25 schools were selected randomly. The selected teachers completed a self-report questionnaire on knowledge and attitude towards ADHD and SLD. They were found to have average knowledge of as well as mostly neutral attitudes towards SLD and ADHD. There was a positive significant relationship between knowledge and attitude scores of the participants on the two disorders. Regarding students with ADHD or SLD, instead of referring to specialists, most teachers chose to inform the parents. Our findings mainly indicate average knowledge and attitude scores for both ADHD and SLD-compared to lower findings in previous studies. Those responsible for organizing and holding in-service training workshops on these issues need to have complete mastery and up-to-date information. It is necessary that the results of such studies be used in educational planning and policy making in the Ministry of Education. </p>

scholarly journals Teachers Application of the National Professional Standards in Three Northern Jordanian Provincial Schools

2016 ◽  
Vol 8 (1) ◽  
pp. 59 ◽  
Author(s):  
Saleh Swailem Alshurfat
Keyword(s):  
Primary School ◽  
Educational Reform ◽  
Questionnaire Survey ◽  
Likert Scale ◽  
Professional Standards ◽  
School Teachers ◽  
Primary School Teachers ◽  
Statistical Procedures ◽  
Reform Program ◽  
International Team

<p>The main purpose of this study was to explore and analyze primary school teachers'<br />perceptions at three Northern provinces about the application of national professional<br />standards for teachers. A questionnaire, which was based on the National Professional<br />Standards for Jordanian Teachers, was developed by a national and international team of<br />experts in (2006) as an integral part of the Jordanian educational reform program. The<br />questionnaire included seven scales containing (56) items. Participants were asked to respond<br />to each item statement using a five-point Likert scale. The study surveyed (632) teachers at<br />three Northern provinces. Both descriptive and inferential statistical procedures were<br />employed to analyze the data from the questionnaire survey. The main findings indicate that, in<br />general, teachers are moderately satisfied with their professional standards.</p>

scholarly journals Role of Organizational Culture on the Performance Primary School Teachers

2016 ◽  
Vol 6 (1) ◽  
pp. 95
Author(s):  
Suharningsih ◽  
Murtedjo
Keyword(s):  
Organizational Culture ◽  
Primary School ◽  
Study Design ◽  
Quantitative Data ◽  
Teacher Performance ◽  
Likert Scale ◽  
School Teachers ◽  
Primary School Teachers

This study aims to identify and examine the role of organizational culture on teacher performance.In the present study examined the role of organizational culture with teacher performance. In accordance with the study design, namely the survey, the data collected in this research is quantitative data. The data is extracted and obtained through the views of teachers through questionnaires. To test the hypothesis formulated likert scale instrument is required to generate the data interval.These results indicate there is no significant effect between Organizational Culture on Teacher Performance. The value of the coefficient is positive, which means that the better the organizational culture will lead to better teacher performance, and vice versa, the less good organizational culture will lead to a decrease in teacher performance. Role between the two is not significant, because it has a relatively weak role as well as through other variables.

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