scholarly journals Teachers’ Attitude Towards Inclusive Education in Nepal

2019 ◽  
Vol 4 (2) ◽  
pp. 173-189
Author(s):  
Puspa Sharma
Keyword(s):  
Inclusive Education ◽  
Positive Attitude ◽  
Survey Design ◽  
Teaching Experience ◽  
Likert Scale ◽  
Experienced Teachers ◽  
Male Teachers ◽  
Quantitative Survey ◽  
Older Teachers

This article assesses the attitude of teachers towards inclusive education by their age, gender, qualifications, training, disability and teaching experience. Under the quantitative survey design, 63 teachers from four schools participated in the study, who responded to a Likert questionnaire measuring attitude towards inclusive education. Teachers are found generally positive towards inclusive education. On a Likert scale ranging from 1 to 5(highly positive), the overall attitude of teachers is 3.32. Looking at attitude by gender, male teachers are found slightly positive towards inclusive education than female ones. Similarly, younger teachers are found positive than older teachers. Trained and experienced teachers are also found positive than untrained and inexperienced ones. In addition, teachers with some disabilities are found to have a more positive attitude than other groups of teachers.

scholarly journals Teachers’ Perceived Barriers to Implementation of Physical Education

2021 ◽  
Vol 45 (3) ◽  
pp. 191-200
Author(s):  
Eng Hoe Wee ◽  
Wei Fong Cheng ◽  
Ngien Siong Chin
Keyword(s):  
Physical Education ◽  
Human Resources ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Training Programme ◽  
Male Teachers ◽  
Barriers To Implementation ◽  
Older Teachers ◽  
Learning Factors ◽  
Financial Allocation

This study investigated the perception of Physical Education (PE) teachers on barriers to implementation of PE pro[1]gramme in terms of the administration of PE programme, and the provision of non-human resources. A total of 248 PE[1]major teachers were surveyed using questionnaires which were mailed to schools. The sample consisted of almost 63% male teachers and the majority was under 40 years of age. A 12-item questionnaire was used to assess the administration of the PE programme, and the provision of non-human resources. Results showed that a majority of administrators did not assume PE important; they did not seek consensus in assigning teaching duty, did not discuss teaching and learning factors, and did not organize staff training programme (STP). Older teachers and teachers with 15 years of teaching ex[1]perience or more agreed that administrators discuss their teaching assignment, observe them, and organize STP. Respon[1]dents also perceived inadequacy of facilities, equipment, financial allocation, and reference books in the school PE pro[1]gramme. Male teachers, younger teachers and teachers with less teaching experience concurred the inadequacy of human resources. It is recommended that further research on solving PE human resource problems and PE administration be undertaken. Specifically, greater attention should be given to the needs of younger and junior PE teachers.

Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong

2015 ◽  
Vol 39 (2) ◽  
pp. 97-112
Author(s):  
Frances Lai Mui Lee ◽  
Alexander Seeshing Yeung ◽  
Katrina Barker ◽  
Danielle Tracey ◽  
Jesmond C. M. Fan
Keyword(s):  
Hong Kong ◽  
Teacher Perceptions ◽  
Inclusive Education ◽  
Teaching Experience ◽  
Government Support ◽  
Experienced Teachers ◽  
Successful Implementation ◽  
School Type ◽  
Childcare Centre ◽  
Full Day

In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.

Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education

2017 ◽  
Vol 7 (2) ◽  
pp. 47-72
Author(s):  
Anna Petr Šafránková ◽  
Tereza Humenská
Keyword(s):  
Inclusive Education ◽  
Family Environment ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Research Survey ◽  
Socially Disadvantaged ◽  
Individual Variables ◽  
Questionnaire Method ◽  
The Relationship

In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

The Ascription of Attributes to Pupils by Experienced Teachers and Student Teachers: The Influence of Voice in this Process

1982 ◽  
Vol 26 (3) ◽  
pp. 305-326
Author(s):  
K. J. Eltis
Keyword(s):  
Student Teachers ◽  
Significant Influence ◽  
Physical Appearance ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Relative Influence ◽  
Cognitive Variables ◽  
Wide Range ◽  
Initial Impressions ◽  
Pupil Voice

This study was designed to gain substantial information about how teachers form initial impressions of pupils. The particular aim was to examine the relative influence of speech style, physical appearance, and written work on judgments about pupils on a wide range of classroom personality and cognitive variables. Teaching experience emerged as a key rater variable. The results indicated that, for raters in general, pupil voice was a strong discriminator on variables pertaining more narrowly to the child as a learner in the classroom, and was a significant influence on judgments about intelligence and likely success as a pupil.

scholarly journals The Degree of Effectiveness of The New Teachers Program in Applying Modern Teaching Strategies for Teachers in The First Three Grades: درجة فاعلية برنامج المعلمين الجدد في تطبيق الاستراتيجيات التدريسية الحديثة لدى معلمي الصفوف الثلاثة الأولى في مديرية تربية عمان الثانية

2020 ◽  
Vol 4 (43) ◽  
Author(s):  
Mays Khaled Al- Kasasbeh, Alaa Fareed Ibdah
Keyword(s):  
Data Collection ◽  
Teaching Strategies ◽  
New Teachers ◽  
Teaching Experience ◽  
Professional Preparation ◽  
Male Teachers ◽  
Classroom Teachers ◽  
Government Schools ◽  
Female Teachers

This study aimed to identify the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades In Government Schools of the second Amman Directorate. the study sample consists of (15) male teachers and (171) female teachers. To achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (21) paragraphs. The result showed that the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades was moderate with (3.65) score. The finding also showed there were statistically significant differences between the level of applying modern teaching strategies refers to their teaching experience in favor of (6 years and more) besides there wasn’t statistically significant differences between the level of applying modern teaching strategies refers to their qualifications. In light of these result, the researcher recommended a set of recommendation the most of these was the need to pat attention to the professional preparation of the first three classroom teachers and to provide appropriate educational means for using modern teaching strategies.

scholarly journals Attitudes of medical students to electroconvulsive therapy

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S15-S15
Author(s):  
Patrick Clements ◽  
Aidan Turkington
Keyword(s):  
Medical Students ◽  
Electroconvulsive Therapy ◽  
Positive Attitude ◽  
Undergraduate Curriculum ◽  
Likert Scale ◽  
Background Information ◽  
Positive Shift ◽  
Medical Undergraduate ◽  
Queen's University ◽  
Strongly Agree

AimsThis study explores the different attitudes among fourth year medical students in Queen's University Belfast to Electroconvulsive Therapy (ECT) and investigates whether these are influenced by teaching and exposure to ECT during their undergraduate psychiatry placement. In particular we sought to determine firstly, correlates of baseline attitudes to ECT and secondly, whether specific forms of ECT teaching improved attitudes to ECT during their placement.MethodThis study was conducted in Queen's University Belfast and agreed with their ethics committee. Participants completed a questionnaire at the beginning of their psychiatry placement and another questionnaire in the second half of their placement. The first questionnaire captured background information and baseline attitudes. The second questionnaire recorded the educational and clinical experience gained on ECT during placement (for example lectures, tutorials, informal teaching, observing ECT and interacting with ECT patients), in addition to attitudes to ECT at this timepoint. Attitudes to ECT were assessed on a 5-point Likert scale. A positive attitude to ECT was defined as scoring agree/strongly agree on a 5-point Likert scale to the statement “I would recommend ECT for a patient if clinically indicated”.Result187 students were interviewed at both time points. At the outset of the psychiatry placement 66% of students reported a positive attitude to ECT. Positive attitude was associated with age: 72% of students under 24 had a positive attitude to ECT vs 58% of students over 24 (χ2 = 3.5; P < 0.05). Of students who had previously attended a lecture on ECT (n = 117) 83% had a positive attitude to ECT vs 42% of those who had not previously attended a lecture (χ2 = 33.5; P < 0.001).Attitudes to ECT significantly improved during the placement (66% vs 94% positive; t = 7.97; P < 0.001). Students who attended a lecture on ECT during the psychiatry placement were more likely to have a positive shift in attitude (67% vs 49%; F = 6.0; P = 0.01). No other specific teaching modality was associated with a positive shift in attitude.ConclusionWe conclude that undertaking a Psychiatry placement and particularly having a lecture on ECT significantly improves attitudes of medical students to ECT. It is therefore important that lectures on ECT are included in the medical undergraduate curriculum to allow students to be accurately informed about this essential treatment for a number of psychiatric disorders.

Teaching Experience and Training in the Sports Skill Analysis Process

1988 ◽  
Vol 7 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Sandy K. Beveridge ◽  
Sandy K. Gangstead
Keyword(s):  
Repeated Measures ◽  
Functional Performance ◽  
Teaching Experience ◽  
Experienced Teachers ◽  
Motor Patterns ◽  
Significant Treatment ◽  
Perceptual Performance ◽  
Skill Analysis ◽  
Sports Skills ◽  
The Impact

This study investigated the effects of teaching experience and instruction on visual retention and knowledge of selected sports skills. Prior to and after 30 hours of instruction, 31 experienced teachers and 29 undergraduates were administered the Utah Skills Analysis Test (USKAT) to assess both visual retention of performance and knowledge of correct motor patterns. Before instruction, teachers performed slightly better than undergraduates on the perceptual portion of USKAT, whereas there were no significant differences on the knowledge portion. A repeated measures analysis indicated significant treatment effects across groups on both perceptual and knowledge measures, with undergraduates exhibiting greater pretest to posttest gains than teachers on both dependent variables. A one-way ANOVA conducted on gain score data of subjects blocked into high, medium, and low functional performance levels based upon pretreatment scores revealed significant differences in perceptual performance between the blocks. It was concluded that (a) both teachers and undergraduates demonstrated the ability to improve performance in qualitative skills analysis, (b) undergraduates appear more responsive to specific instructional protocol than experienced teachers, and (c) entry level performance may influence the impact of the protocol on sport skill analysis performance.

scholarly journals Readiness of Higher Education Institutions Faculty Staff to Work in Inclusive Groups

2021 ◽  
Author(s):  
Vadim N. Kozlov ◽  
Daria F. Romanenkova ◽  
Elena I. Salganova
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
People With Disabilities ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Russian Society ◽  
Sociological Study

Inclusive education is regarded as a valuable resource for the development of Russian society. Teachers play a distinctive role in its implementation. The study of this role is based on the principles of structural and functional and systemic approaches, as well as the sociology of education, the sociology of culture, pedagogy, psychology, and the monitoring of inclusive education. The empirical basis of the research was formed by the materials of a quantitative, representative sample and sociological study of the readiness of teachers of higher education institutions to work in inclusive groups, in which students with disabilities are studying. A total of 777 teachers from 23 universities in Sverdlovsk, Chelyabinsk, and Kurgan regions were interviewed in November 2019. The analysis showed that most teachers of higher education institutions support the idea of inclusive education, as well as are ready to work in inclusive groups and have a need for professional training on inclusive higher education. The overwhelming majority of teachers of higher education institutions in the region do not experience any particular psychological difficulties and methodological challenges in working with streams and groups with students with disabilities. Teachers with longstanding teaching experience, associate professors, professors, and people with good knowledge of inclusive education express a greater interest in working with inclusive groups. At the same time, a significant number of teachers of higher education institutions in the region do not support the idea of teaching people with disabilities in inclusive groups. Some teachers are not familiar with or lack knowledge in the concept of inclusive higher education, and they also point to psychological and methodological problems when working in inclusive groups, which is particularly characteristic of young teachers and those who have not taken advanced training on inclusive education. In order to increase the role and responsibility of the teaching staff in inclusive education, it is recommended to continue monitoring it by reaching out to every inclusive group, student, and teacher. Keywords: inclusive higher education, monitoring studies, teacher, student, people with disabilities

scholarly journals Prevalent Rate of Occupational Stress among Senior High School Teachers

2021 ◽  
pp. 163-173
Author(s):  
Dominic Owusu ◽  
Anthony A. Nkyi ◽  
Grace Sintim Adasi
Keyword(s):  
High School ◽  
Occupational Stress ◽  
High School Teachers ◽  
Turnover Intentions ◽  
Survey Design ◽  
Teaching Experience ◽  
Senior High School ◽  
School Teachers ◽  
Cape Coast ◽  
Significant Difference

This study assessed occupational stress among Senior High School teachers in Ghana. The descriptive survey design was used for the study. The census method was used to involve all the 520 teachers in the selected public Senior High Schools in the Cape Coast Metropolis. The research instrument used was a questionnaire. Descriptive statistics (frequencies and percentages) and inferential statistics (independent samples t-test and One-Way ANOVA) were employed for the data analysis. The findings showed low level of occupational stress among the teachers engaged in the research. The study also revealed that there is no statistically significant difference in occupational stress among teachers based on their gender. However, the study found out that there was a statistically significant difference in occupational stress among teachers based on their age, educational qualification and teaching experience. Based on the findings and the conclusions drawn, it was recommended that the Ghana Education Service (GES) and other analogous institutions should consciously re-design the responsibilities of teachers in the classroom in such a way that it may reduce the occupational stress, burnout and turnover intentions teachers experience on their jobs.

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