scholarly journals Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement

2021 ◽  
Vol 11 (8) ◽  
pp. 407
Author(s):  
Jorge-Manuel Prieto-Ballester ◽  
Francisco-Ignacio Revuelta-Domínguez ◽  
María-Inmaculada Pedrera-Rodríguez
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Self Perception ◽  
School Teachers ◽  
Face To Face ◽  
Global Pandemic ◽  
Teaching Competence ◽  
Ict Tools ◽  
Institute Of Technology ◽  
Teaching Learning

The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.

scholarly journals Behavior of Czech Teachers in the Techambition System during the COVID-19 Epidemic

2021 ◽  
Vol 12 (1) ◽  
pp. 7
Author(s):  
Veronika Havelková ◽  
Antonín Jančařík
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Study Data ◽  
Learning System ◽  
Full Time ◽  
Approaches To Teaching ◽  
School Teachers ◽  
Face To Face ◽  
Global Pandemic ◽  
E Learning

In 2020, the global pandemic of COVID-19 significantly affected most human activities, including education. Many countries took anti-epidemic measures to reduce or eliminate the pandemic, which often included reduction or cancellation of full-time face-to-face school education. This, of course, went hand in hand with a number of technical, organizational, and pedagogical-didactic issues that had to be solved instantly. The presented study analyzes the behavior of more than 1000 secondary school teachers in the e-learning system named Techambition for mathematics education developed by the company with the same name. In the study, data from the spring and autumn 2020 waves of the pandemic are analyzed and presented (the period from 1 March 2020 until 18 March 2021). The main outcome of the study is a description of the basic types of approaches to teaching, based on cluster analysis of the collected data. The collected data show three basic types of teachers’ behavior during spring 2020 that were identified based on their characteristics: organized, hardworking, and seekers and three basic types of teachers’ behavior during autumn 2020: organized, seekers, and experimenters. As part of the findings, we present an interpretation of the data through the description of individual groups and monitor the changes in teachers’ behavior between the spring and the autumn 2020 period of the pandemic.

scholarly journals Shaken But Unruffled: Stories of Psychologically Distressed Public Secondary School Teachers

2016 ◽  
Vol 7 (2) ◽  
pp. 762-795
Author(s):  
Armando Mazo Olmedo ◽  
Gloria Pacifico Gempes
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Teachers ◽  
Well Being ◽  
School Teachers ◽  
Face To Face ◽  
The Public ◽  
Public Secondary School ◽  
Multiple Case ◽  
Cross Case Analysis

Psychological distress is a global phenomenon that affects not only the psychological and physical well-being but also the profession of  teachers  around the world. The purpose of this multiple case study was to explore the experiences of psychologically distressed public secondary school teachers, their coping strategies, and insights they can share to their peers and to the academe in general. The participants of this inquiry were five female teachers from the public secondary schools of Davao del Norte division of Davao region, Philippines who experienced distress caused by school and personal stressors. Furthermore, informants  underwent face-to-face in-depth interview. After a thorough analysis of the data using thematic, numeration and cross-case analysis procedures, it was found out that students’ misbehavior was the most common cause of teachers’ distress. On the coping strategies employed by them, it also came out that controlling the emotion was their most usual coping strategy against their distressful experiences. Moreover, teaching as both profession and ministry was the strongest insight. Finally, this study has provided some important implications on how to address the said phenomenon, suggested relevant insights for meaningful learning, and considered vital related topics which  necessitate future undertakings.

scholarly journals Identification of the Problems Faced by Secondary School Teachers in District Karak (Pakistan)

2012 ◽  
Vol 2 (5) ◽  
pp. 324
Author(s):  
Qaiser Suleman ◽  
Ishtiaq Hussain ◽  
Sarfraz Ahmad
Keyword(s):  
Secondary School ◽  
Rating Scale ◽  
Secondary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Long Distance ◽  
Critical Position ◽  
Male And Female ◽  
Pilot Testing ◽  
Teaching Learning

Teachers possess the most important and critical position in the entire education system. Successful and effective teaching learning process depends upon the quality of a teacher. The purpose of this research study was to identify the problems which affect the performance of secondary school teachers. The objectives of the study were: (a) to identify the problems faced by male and female secondary school teachers in District Karak (b) to make workable recommendations to enhance the performance of male and female secondary school teachers. All the male and female secondary school teachers in District Karak, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. The study was delimited to only 60 female and 80 male Govt. High Schools. In order to ensure adequate representation of the population, only 120 female and 160 male secondary school teachers were selected as sample randomly. The study was descriptive type and the researchers designed a questionnaire on five likert rating scale for the collection of data. Pilot testing was conducted to remove the misconceptions, ambiguities and weakness of the questions in the questionnaire. After pilot testing the questionnaire was revised and its final version was prepared in the light of suggestions given by the experts. In order to collect data, the researchers personally visited to the respective participants and distributed questionnaires among them and data was collected. Then it was organized, tabulated and analyzed. For the statisitcal analysis of the data, the percentage, means, standard deviations, and differences of means were computed for each male and female SSTs. Significance of difference between the mean opinions of both the male and females SSTs were tested at 0.05 level by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that there are various problems which negatively affect the performance of secondary school teachers. These problems are: unattractive pay package; lack of basic facilities; overcrowded classes; misbehaviors of students; financial crises of teachers; overwork load; long distance to school; autocratic environment inside school etc. In the light of the findings and conclusions, it is recommended that teachers should be given attractive salaries and pay scale. Educational facilities should be provided to them. Heads of the institutions should be democratic minded and adopted the principles of equality. KEYWORDS: Identification, problems, secondary school teachers, secondary school level

scholarly journals Perception of the Ways of Elimination and Prevention of Bullying by Future Secondary School Teachers

2021 ◽  
pp. 133-137
Author(s):  
Ladislav Pasiar
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Digital Technologies ◽  
Basic Knowledge ◽  
Negative Consequences ◽  
Case Study Method ◽  
School Teachers ◽  
Violent Content ◽  
Ict Tools

Are future secondary school teachers able to identify the possibilities for preventing and reducing negative consequences of bullying and cyberbullying using digital technologies? We verified this question through a case study method. Teachers play a very important role in detection, elimination, as well as prevention. It is therefore necessary to educate them and constantly remind them of the seriousness of these problems. In our research, we tried not only to identify the opinions of respondents, future secondary school teachers, but also to emphasize these problems. The existence of ICT have "facilitated" the spread of violent content and thus encouraged its wider expansion. In our research, respondents stated several serious and important ideas. The number of identified cases of bullying and cyberbullying in their vicinity was increasing. There was non-significant number of opinions about non-existence, or ignorance of any kind of bullying near respondents. Despite identifying the contribution of ICT tools to the increase in bullying and cyberbullying, respondents did not mention these tools as possible preventive tools. We can conclude that, although the most respondents are able to identify these issues. The mentioned ways for preventing and eliminating negative consequences were only general and did not exceed basic knowledge about this growing phenomenon.

scholarly journals The Influence of Clinical Supervision on the Instructional Competence of Secondary School Teachers

2020 ◽  
pp. 42-50
Author(s):  
Amelie T. Bello ◽  
John H. Olaer
Keyword(s):  
High School ◽  
Secondary School ◽  
Clinical Supervision ◽  
Secondary School Teachers ◽  
Simple Random Sampling ◽  
Department Heads ◽  
School Teachers ◽  
School Year ◽  
Teaching Learning ◽  
High Level

Aims: To determine the influence of clinical supervision of department heads on the instructional competence of secondary school teachers. Study Design: Descriptive-correlational research design. Place and Duration of Study: Digos City National High School during the School Year 2018-2019. Methodology: Respondents were the eight (8) school heads and one hundred seventy eight (178) teachers who were permanently employed at Digos City National High School during the School Year 2018-2019. Complete enumeration was used in the identification of department heads while simple random sampling for the teacher respondents. Mean, Pearson r and Multiple Regression were the statistical tools used to treat the gathered data. Results: The department heads had a high level of clinical supervision in terms of pre-observation, observation/analysis and strategy post-observation conference/analysis. Similarly, teachers a had high level of instructional competence of teachers. This result signified a very strong positive relationship between the two variables which indicated that about 75.80% on the variance of instructional competence can be attributed by the variation of the level of clinical observation. Regression analysis further entailed that clinical supervision significantly influenced the instructional competence of teachers. Conclusion: The significant influence of clinical supervision on teachers’ instructional competence implies that the more teachers are mentored, the better teachers they would become. Thus, it was recommended clinical supervision in schools shall be constantly monitored and implemented so as to improve competence of teachers in the teaching learning process.

scholarly journals An Evaluative Study of Practice of Stimulus Variation Skill of Secondary School Teachers in Khyber Pakhtunkhwa, Pakistan

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 54-61
Author(s):  
Salman Khan ◽  
Wazim Khan ◽  
Muhammad Ayaz
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Process Data ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
Stimulus Variation ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Teachers Training

This study is to evaluate the practice of stimulus variation skill (SVS) of Secondary School Teachers (SSTs) in Khyber Pakhtunkhwa (KP). The objective of the study was to examine the practice of SVS of SSTs in the teaching-learning process. Data was collected through observation for which rubric was developed. The population consists of 5537 male SSTs of KP. 160 SSTs were taken as a sample of the study from four districts i.e. Peshawar, Mardan, Charsadda, and Nowshera. A convenient sampling technique was applied to the study. The study was qualitative and descriptively analysed. The data were analysed descriptively by applying percentages. Results revealed that SVS plays a significant role in the attainment of the students' attention, however, most of the respondents could not appropriately, effectively, and properly practiced the SVS to attain and retain the students' attention to learning. The study recommended that in-service teachers training should be arranged by PITE, RITE, and other concerned organizations to improve the practice of SVS of teachers. This study was significant for the stakeholders in the department of education including policymakers, curriculum planners of teacher education, teachers, and students.

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