scholarly journals PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND

2013 ◽  
Vol 55 (1) ◽  
pp. 74-87
Author(s):  
Lindiwe Rose Matsenjwa ◽  
S’lungile Kindness Thwala
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Knowledge Measurement ◽  
Measurement And Evaluation ◽  
Descriptive Survey

The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.

scholarly journals Dual-role Conflict among Female Primary School Teachers

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawal Abdul Faragai
Keyword(s):  
Primary School ◽  
Role Conflict ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Background Level ◽  
Work And Family ◽  
Dual Role ◽  
School Teachers ◽  
Conceptual Approach ◽  
Primary School Teachers

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

scholarly journals Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services

2022 ◽  
Vol 11 (3) ◽  
pp. 141
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Research Design ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Counselling Services

The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners’ rights. Given the findings, some notable recommendations were highlighted.

scholarly journals PRIMARY SCHOOL TEACHERS' PERCEPTIONS TOWARDS THE REMOTE TEACHING AND LEARNING ACTIVITIES (RTLA) DURING LOCKDOWN PERIOD IN SRI LANKA

2022 ◽  
pp. 1-15
Author(s):  
F.M.NAWASTHEEN ◽  
S.SHIFAAN ◽  
M.W.A.BISTHAMY
Keyword(s):  
Sri Lanka ◽  
Primary School ◽  
Primary Education ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
Learning Activities ◽  
The Internet ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Training

Remote Teaching and Learning Activities (RTLA) have emerged in the aftermath of the sudden closure of schools due to the Covid-19 pandemic around the world. Multimode RTLA is slightly suited to the students of secondary and tertiary education. Nevertheless, it is questionable to use with primary school children whose learning is designed mostly child-centred. In addition, it is vital to investigate teachers' readiness and training and access to facilities for conducting remote learning activities. Therefore, this study aimed to evaluate Primary school teachers' perception towards RTLA during the lockdown period in Sri Lanka. This study was employed a survey research design, and data were collected using a google form-based questionnaire. The questionnaire contained 40 items to collect teachers' demographic information, facilities and training available to them, attitudes towards RTLA, teaching methods and techniques they used, and participation of parents and students in RTLA. Sixty-two primary teachers were selected using the snowball sampling technique from two districts, namely Gampaha and Kandy. Collected data were analyzed using mean and standard deviations and percentages. The analysis of results shows that most of the respondents (92.9%) used mobile broadband services to access the internet and 69.5% of the respondents used pre-paid services to access the internet. Furthermore, most respondents (69.4%) claimed they could afford it. Data analysis in terms of devices and apps for RTLA showed that most respondents (72.6%) relied on their smartphones for conducting RTLA. Likewise, many of them (64.5%) had been used WhatsApp and Zoom (64.5%) to reach their students who were at home. However, it is revealed that 98% of the respondents mentioned that they did not receive any facilities and training from authorities to conduct RTLA. Teachers' attitudes toward RTLA (M=3.52, SD=1.21), parental participation (M=3.2, SD=1.14), and student participation (M=3.89, SD=1.13) had lower mean values. Moreover, most of the respondents claimed that the RTLA is not suited to the students in Primary education. Many primary teachers stated that they faced challenges regarding access to the internet and devices, getting parental support for the RTLA. Therefore, researchers recommended that the National and Local authorities provide clear guidelines, training, and necessary facilities and resources to conduct a meaningful RTLA to the primary education teachers.

scholarly journals Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

2021 ◽  
Vol 3 (2) ◽  
pp. 44-51
Author(s):  
Nabilah Yasin ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Language Education ◽  
Primary Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
High Level ◽  
Teachers Training

English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.

scholarly journals Primary School Teachers’ Readiness Towards Heutagogy and Peeragogy

2019 ◽  
Vol 4 (1) ◽  
pp. 11 ◽  
Author(s):  
Choo Gui Chan ◽  
Mohamed Amin Bin Embi ◽  
Harwati Hashim
Keyword(s):  
Primary School ◽  
Future Study ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
Technology Readiness ◽  
Technology In Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Pedagogical Relationship

Over the decades, education is seen as a pedagogical relationship between the teacher and the learner. Traditionally, what a learner needed to learn, what knowledge and skills that should be taught were always decided by a teacher. However, education has transformed and moved from pedagogy to different approaches namely andragogy, heutagogy and peeragogy, the newest approach to education to suit the needs of the society. Therefore, the aim of this paper is to identify primary school teachers’ acceptance of technology and to investigate their readiness towards Heutagogy and Peeragogy. This study also sought to identify possible demographic factors which may influence respondents’ readiness towards Heutagogy and Peeragogy. Data were collected from 48 primary teachers in a primary school in Malaysia using a survey and were analysed using descriptive statistics. The results showed that the in-service teachers have a very positive readiness towards technology in Education as well as using heutagogy approach and peeragogy approach in their teaching. The study about the teachers’ acceptance of technology, readiness towards Heutagogy and Peeragogy and the challenges faced are expected to provide useful information for the educators to provide support for future study.

scholarly journals Primary school teachers' use of digital resources with interactive whiteboards: The Australian context

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Damian Maher ◽  
Renata Phelps ◽  
Nikkita Urane ◽  
Mal Lee
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teacher Educators ◽  
Dominant Role ◽  
Interactive Whiteboards ◽  
School Teachers ◽  
Digital Resources ◽  
Primary School Teachers

<span>As interactive whiteboards appear in increasing numbers in primary classrooms, questions will continue to be asked about the effectiveness of these devices in supporting teaching and learning. It is not the board itself, however, which is likely to make a difference to student learning outcomes, but the resources which teachers choose to use in conjunction with their board. This study investigated what digital resources Australian primary school teachers </span><em>are</em><span> using when teaching with interactive whiteboards and the factors affecting their choice of such resources. Data were collected from 116 teachers from 13 primary schools in regional and metropolitan areas via an online survey and follow-up focus groups. While flipchart software plays an important role in delivery of lessons, a broad range of resources, particularly online, interactive and multimedia resources are utilised. National, pedagogical and curriculum relevance are critical influences on Australian teachers' resource choice and word-of-mouth plays a dominant role in influencing patterns of use. There are important implications from the study for teachers, school leaders, teacher educators and producers of digital resources.</span>

scholarly journals Current Disciplinary Practices by Primary School Teachers in Eswatini: Implications for School Counselling

2022 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Disciplinary Practices ◽  
Counselling Services

This study explored current disciplinary practices by primary school teachers in Eswatini. A missed method design was employed using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. Instruments used were questionnaires and interviews. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. The findings of this study indicated that the participants are using guidance and counselling to discipline student as disciplinary measure. The study established that some disciplinary practises are not effective to curb students’ misbehaviour in schools such as corporal punishment and suspension. Conclusions arrived at indicate that public primary schools have adopted the use of guidance and counselling services. Few disciplinary practices were also found to be detrimental to academic performance. Therefore, this study suggested that guidance and counselling training should be given to all teachers. This therefore necessitates further investigation on the use of disciplinary practises and their impact towards the learner behaviour in all the four regions of Eswatini, since this study focuses in one region.

South African Teachers’ Perspectives of What Causes Students to Exhibit Challenging Behavior in Primary Schools

2021 ◽  
pp. 002205742098870
Author(s):  
Julie Shantone Rubbi Nunan
Keyword(s):  
Primary School ◽  
South African ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
School Intervention ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers

South African primary school teachers struggle curtailing student behaviors, therefore impeding teaching and learning. To understand this phenomenon, 15 primary school teachers were interviewed. Findings reveal that students’ negative family dynamics, displaced aggression, and social factors influenced challenging behavior. Social cognitive theory and general systems theory rationalized how behavior is learned and transferred within systems. Understanding the causative factors of student challenging behavior will benefit teachers to understand the student before addressing their behavior. Future research should look into student challenging behavior from other perspectives. School intervention programs should be established that support vulnerable students to curtail their challenging behavior.

scholarly journals EFFECTS OF UNSECURED PERSONAL LOANS ON HOUSEHOLD FINANCIAL HEALTH OF PRIMARY SCHOOL TEACHERS IN EMINING DIVISION, BARINGO COUNTY, KENYA

2017 ◽  
Vol 12 (1) ◽  
pp. 3153-3158
Author(s):  
Robert Kingwara ◽  
Florence Bett ◽  
Mary Bosire
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Positive Association ◽  
Primary Teachers ◽  
Primary Data ◽  
Financial Health ◽  
School Teachers ◽  
Primary School Teachers ◽  
Descriptive Research ◽  
Home Improvement

Credit facilities include both secured and unsecured loans. For employees, unsecured personal loans have become more popular due to the relative ease and speed at which they can be obtained. The study focused on three areas namely: evaluate the effects of school fees loans on household financial health of primary school teachers in Emining division, assess the effects of home improvement loans on household financial health of primary school teachers in Emining division, examine the effects of emergency loans on household financial health of primary school teachers in Emining division and establish the effects of development loans on household financial health of primary school teachers in Emining division. The study used descriptive research design. Purposive sampling was used to obtain a sample of 165 respondents, 5 teachers from each of the thirty-three primary schools, in Emining Division, Baringo. A questionnaire was used to collect primary data from the respondent. Correlation analysis was conducted to test the study hypotheses. Results of the study showed that there is a statistical significant positive relationship between unsecured personal loans and household financial health. In particular, there is a statistical positive association between school fees loans, home loans, emergency loans, development loans and household financial of primary school teachers. The study concludes that unsecured loans contributes to the wellbeing of primary teachers.

scholarly journals Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

2021 ◽  
Author(s):  
Marina Casanoves de la Hoz ◽  
Anna Solé-Llussà ◽  
Juan Haro ◽  
Niklas Gericke ◽  
Cristina Valls
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
Primary Teachers ◽  
Primary School Teacher ◽  
Biotechnological Applications ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Attitudes ◽  
Positive Attitudes

AbstractThe speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.

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