scholarly journals Challenges and Solutions: The Experiences of Newly-Qualified Counsellors

2021 ◽  
Vol 6 (2) ◽  
pp. 70-84
Author(s):  
Yusuf FLORENCE ADEOTI ◽  
Ayoade Ejiwale Okanlawon ◽  
Imran Moshood Adesile
Keyword(s):  
Public Schools ◽  
School System ◽  
School Administrators ◽  
Training Programme ◽  
Research Approach ◽  
School Type ◽  
Mixed Method Research ◽  
Counsellor Training ◽  
School Counsellors ◽  
Significant Difference

The emergence of the increases in the rate of different social vices among the adolescents in high schools calls for re-evaluation and updating of the existing operating counselling services in secondary schools' educational system. The study examined the challenges of the newly qualified school counsellors and the solution proffered. Six research questions were raised to guide the study. It adopted a mixed-method research approach.  The results of the findings revealed that the lack of recognition of the role of counsellors in the school system was rated the highest among the challenges experienced by newly-qualified counsellors, non-referral of students who need to be sent to a counsellor by teachers was rated second. From the findings of the study of the awareness campaign on the importance of counselling through various media, the finding “more time should be allotted to practicum for counsellors in training” was the highest-rated as the solution to the challenges experienced by newly-qualified counsellors. The results obtained from the study also revealed that male counsellors might be experiencing different challenges from their female counterparts. The results of the study also show a significant difference in the challenges experienced by newly qualified counsellors based on school type. The findings revealed that there is a significant difference in the solution provided by newly qualified counsellors based on gender. The results also show that the solution provided by a counsellor from private schools does not differ from that of their public schools’ counterpart. Based on the findings of the study recommendations were made: government should provide public enlightenment programmes to parents, school administrators, teachers, and students through jingles, posters, billboards on the need to embrace counselling in the school system and make use of the facility. National University commission should revise the counsellor training programme and increase the period allocated for practicum for the counsellor in training in order to equip them for the tasks ahead. Keywords: challenges, solutions, experiences, newly qualified counsellors

Another look at the Acceptability of Philippine English through the Lens of Basic Education Teachers

2021 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Jenifer Mangalus
Keyword(s):  
Public Schools ◽  
English Language ◽  
Basic Education ◽  
School Administrators ◽  
English Teachers ◽  
Current Status ◽  
Academic Context ◽  
English Classes ◽  
Significant Difference ◽  
Post Test

While there have been studies and awareness seminars conducted in the promotion of Philippine English (PE), still PE has not fully-penetrated in most public schools. Hence, the study sought to identify the acceptability of PE among English teachers from a secondary high school in Pampanga. PE’s levels of acceptability were determined using Torres and Alieto’s (2019) Grammatical and Lexical Acceptability Questionnaire. Pre -test result revealed that teachers have low acceptability level of the PE grammatical and lexical items   and that they are not aware of the PE. A webinar was conducted to introduce the PE among teachers and the post-test showed a significant difference to their acceptability level. Furthermore, teachers’ answers to the follow up questions imply that they are willing to introduce PE in the classroom, which they believe will help the students to be more conversant and become more confident in speaking the English language. It is concluded that teachers are open to incorporating the PE in their classes to further improve their students’ confidence in learning the language. The following recommendations were given: (1) Teachers should be provided with more seminars that will update them with the current status of Philippine English; (2) Teachers should be encouraged to consider the Philippine English in motivating students to be confident speakers in the English classes; and (3) School administrators and English teachers should promote the acceptance of Philippine English in the academic context.

scholarly journals Variation in Leadership Styles Based on Gender and School System in Baltistan Region of Gilgit-Baltistan, Pakistan

2021 ◽  
Vol VI (II) ◽  
pp. 162-173
Author(s):  
Kamal Ud Din ◽  
Zaheer Abbas ◽  
Musarrat Habib
Keyword(s):  
Public Schools ◽  
Leadership Styles ◽  
School Leadership ◽  
Private School ◽  
School System ◽  
School Principals ◽  
Situational Leadership ◽  
Public And Private ◽  
Significant Difference ◽  
Gilgit Baltistan

Previous studies show divided views on how female-school-leadership styles differ from their male counterparts in both public and private schools. This survey designed research employed a structured questionnaire to collect data from one hundred (120) headteachers (63 male, 57 female) about their leadership styles practices from elementary schools of the Baltistan region. Schools were selected through stratified (public/private) random sampling from the four districts of Baltistan. Both descriptive and inferential statistical tools were used to analyze data. A statistically significant difference between male (M= 3.131, SD = .896) and females (Mean = 3.667, SD=.922) was found with respect to situational leadership only. Public schools principals practiced more autocratic styles as compared to private school principals. Female school principals were more democratic in both private as well as public schools than male principals. Situational leadership styles were more in practice across gender and the school system.

scholarly journals ATTITUDE OF MALE INSERVICE AND PRESERVICE EARLYCHILDHOOD TEACHERS TOWARDS WORKING IN PRESCHOOL CENTERS IN IBADAN, NIGERIA

2021 ◽  
Vol 3 (2) ◽  
pp. 48-56
Author(s):  
Moses Amosun ◽  
Lawrence Ogunniyi ◽  
Funke Ogunbiyi
Keyword(s):  
Early Childhood ◽  
Preschool Education ◽  
Sampling Technique ◽  
Early Childhood Educators ◽  
Research Approach ◽  
Mixed Method Research ◽  
Childhood Education ◽  
Care Givers ◽  
Foreign Countries ◽  
Significant Difference

Preschool Education provides foundation for all round development, enables the child to understand various issues and fit in well into the society. Although it is the duty of both male and female early childhood educators to help children develop holistically, statistics has shown that more female care givers work in preschool centers across the country than male. Even in some foreign countries, this problem remains the same. However, researches have tried to identify the cause of this gender inequality or disparity but have only sampled the opinion of others about this without adequately considering the attitude of the male early childhood educators. Hence, this study investigated the attitude of male early childhood educators towards working in preschool centers in Ibadan. The study adopted a mixed method research approach and the design is explanatory triangulation of QUAN + QUAL type. Proportional stratified sampling technique was used to select 150 in-service and 150 pre-service male early childhood educators from the 3 local government areas selected. One instrument was used to gather the quantitative data. Interview of in-services and pre-service early childhood educators also form source of qualitative data. The study found out that the attitude of early childhood educators is not encouraging. It also found out that there is no significant difference between in-services and pre service early childhood educators in their attitude towards working in preschool. It was recommended that investment should be made into early childhood education level so as to make the salary attractive for most male educators.

scholarly journals Relationship between Cognitive Style (Impulsivity / Reflectivity) and Violence of the Tenth Grade Students in the Governorate of Ramallah and Al Bireh in Palestine

2015 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Zakia Al Rimawi ◽  
Tayseer Abdullah ◽  
Omar Al Rimawi
Keyword(s):  
Public Schools ◽  
Cognitive Style ◽  
Physical Violence ◽  
School Type ◽  
Place Of Residence ◽  
Significant Difference ◽  
Tenth Grade ◽  
Figure Test ◽  
The Relationship ◽  
Type Of School

The study aimed to explore the relationship between cognitive style (impulsivity/reflectivity) and violence. It also aimed to know the significance of some variables, such as gender, place of residence, and type of school, in the cognitive style (impulsivity/reflectivity) and violence among students of tenth grade in the governorate of Ramallah and Al Bireh. The study sample, was randomly selected (N = 190, 86 males and 104 females). The Familiar Figure Test (Faramawi, 1986) and a specifically designed questionnaire to assess violence were used. The results indicated no relationship between impulsivity/reflectivity and violence. However, there were significant differences in cognitive method (impulsivity/reflectivity) due to gender and place of residence. While, there was no significant difference due to school type. There were differences in verbal violence, physical violence and violence toward property attributable to gender and in favour of males. Private schools were more physically violent than public schools. 

Risk Management Framework for Mega Bridge Project in Kuwait

2019 ◽  
Author(s):  
Shaikha AlSanad
Keyword(s):  
Construction Industry ◽  
Risk Mitigation ◽  
Risk Category ◽  
Research Approach ◽  
Mixed Method Research ◽  
Correlation Test ◽  
Government Sector ◽  
Significant Difference ◽  
Level Of Experience ◽  
Comprehensive Framework

<p>The purpose of this article is to identify and assess the degree of impact and likelihood of occurrence of the risk factors on construction mega bridge with Kuwait construction industry. After a comprehensive review of the pertinent literature, a mixed method research approach is utilized involving in-depth interviews and subsequently a structured questionnaire survey. The questionnaires survey was conducted with local stakeholders within the Kuwait construction industry who were employed in both private and government sector and statistical analysis was carried out in order to identify the major project risks. The results suggested that the different groups of organizations responded to the technical risks more than other risks. A significant difference is observed in the perception of the criticality of these factors based on the stakeholder’s level of experience and sector of organization. The correlation test between the risk category groups which indicated that there is a positive relationship between the risk categories’ group variables. The results suggest that there are numerous relationship levels existing in the results of the correlation test. The output results from this study can guide construction stakeholders to distinguish the critical risks associated with mega bridge projects so that they can consequently establish a suitable and comprehensive framework for risk mitigation.</p>

scholarly journals Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Muhammad Mujtaba Asad ◽  
Raja Bahar Khan Soomro ◽  
Atefeh Shamsy ◽  
Prathamesh Churi
Keyword(s):  
Public Schools ◽  
Research Study ◽  
Assessment Tool ◽  
Alternative Hypothesis ◽  
Careful Consideration ◽  
Research Approach ◽  
Survey Questionnaire ◽  
Multiple Choice Questions ◽  
Electronic Assessment ◽  
Significant Difference

The core aim of this research study is to assess, analyze, and evaluate students’ perception of traditional and electronic assessment, which may affect their academic performance. This research study focuses on students’ perceptions about English as a second language in the context of formal assessment and electronic assessment, which is taken as a problem of this study, i.e., students’ perception of traditional and electronic assessment. This study uses a quantitative research approach, and the data have been obtained through a survey questionnaire from 100 students of SSC and HSC Part- I and II. The research results served descriptively and analytically regarding the two significant types of assessment applied in their classrooms; one is the traditional assessment, which is further subdivided into multiple-choice questions (including fill in the blanks and true and false statements), constructed response questions, and extended response questions. At the same time, the second form of assessment is the electronic assessment which is a computer-based assisted assessment. Electronic assessment is the modern technology that includes all forms of assessments, including collaborative approach-based assessment, interactive assessment, portfolios, and group projects. The result of this study reflects exciting findings. The results for the closed-ended questions (survey questionnaire) bend towards the null hypothesis (Ho), which states that there is no significant difference among students of GSL towards traditional and electronic assessment. However, the results of the two open-ended questions bend towards the alternative hypothesis (Hα), which states that there is a significant difference for the level of difference among students of GSL towards traditional and electronic assessment. Most importantly, teachers are obligated to select an assessment tool with careful consideration to ensure the appropriateness of each assessment tool for the learning objectives. Based on the research findings, some valuable recommendations for the policymakers, curriculum developers, students, and teachers are finally presented.

scholarly journals ERICA: prevalence of common mental disorders in Brazilian adolescents

2016 ◽  
Vol 50 (suppl 1) ◽  
Author(s):  
Claudia S Lopes ◽  
Gabriela de Azevedo Abreu ◽  
Debora França dos Santos ◽  
Paulo Rossi Menezes ◽  
Kenia Mara Baiocchi de Carvalho ◽  
...  
Keyword(s):  
Mental Disorders ◽  
Common Mental Disorders ◽  
School Administrators ◽  
General Health Questionnaire ◽  
Control Measures ◽  
School Type ◽  
Cross Sectional ◽  
Adolescent Students ◽  
The North ◽  
Significant Difference

ABSTRACT OBJECTIVE To describe the prevalence of common mental disorders in Brazilian adolescent students, according to geographical macro-regions, school type, sex, and age. METHODS We evaluated 74,589 adolescents who participated in the Cardiovascular Risk Study in Adolescents (ERICA), a cross-sectional, national, school-based study conducted in 2013-2014 in cities with more than 100,000 inhabitants. A self-administered questionnaire and an electronic data collector were employed. The presence of common mental disorders was assessed using the General Health Questionnaire (GHQ-12). We estimated prevalence and 95% confidence intervals of common mental disorders by sex, age, and school type, in Brazil and in the macro-regions, considering the sample design. RESULTS The prevalence of common mental disorders was of 30.0% (95%CI 29.2-30.8), being higher among girls (38.4%; 95%CI 37.1-39.7) when compared to boys (21.6%; 95%CI 20.5-22.8), and among adolescents who were from 15 to 17 years old (33.6%; 95%CI 32.2-35.0) compared to those aged between 12 and 14 years (26.7%; 95%CI 25.8-27.6). The prevalence of common mental disorders increased with age for both sexes, always higher in girls (ranging from 28.1% at 12 years to 44.1% at 17 years) than in boys (ranging from 18.5% at 12 years to 27.7% at 17 years). We did not observe any significant difference by macro-region or school type. Stratified analyses showed higher prevalence of common mental disorders among girls aged from 15 to 17 years of private schools in the North region (53.1; 95%CI 46.8-59.4). CONCLUSIONS The high prevalence of common mental disorders among adolescents and the fact that the symptoms are often vague mean these disorders are not so easily identified by school administrators or even by health services. The results of this study can help the proposition of more specific prevention and control measures, focused on highest risk subgroups.

scholarly journals Intentions And Feedback From Participants In A Leadership Training Program

2011 ◽  
Vol 8 (11) ◽  
pp. 51
Author(s):  
Eleanor D. White ◽  
Ann Hilliard ◽  
Barbara T. Jackson
Keyword(s):  
Public Schools ◽  
Training Program ◽  
Assistant Principals ◽  
Leadership Training ◽  
School System ◽  
School Leaders ◽  
School Administrators ◽  
The United States ◽  
Leadership Positions ◽  
Grant Support

The shortage of school leaders has led several universities to offer training programs to increase the number of qualified and certified individuals prepared to assume future leadership positions in public schools, such as assistant principals and principals. The purpose of this study was to develop, deliver and evaluate a participatory leadership training program so that more qualified individuals would take positions as leaders in the public schools. Armed with data regarding the shortage of leaders being ready to assume leadership positions in schools, a proposal was written and approved for the leadership training program that was established through grant support funding for a small university on the east coast of the United States of America. This study took place in a small suburban university with a student population of less than ten thousand students. The training university collaborated with a large county school system with which it has had partnership programs for more than 15 years. Working in collaboration with the county school system, 16 individuals were chosen in spring 2008 to participant in an educational leadership training program for 18 months. The program ended in spring 2010. The financial aspect of the leadership training program was sponsored by a federal agency. The leadership training program met its objectives satisfactorily. The 15 program participants met the states standards for certification as LeveI I, School Administrators (as assistant principals). This also suggests that the leadership training program adequately prepared participants to assume the roles of school leaders. However, there were areas that needed improvement based on feedback from the participants.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

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