scholarly journals Earth Sciences Teaching Difficulties in Secondary School: A Teacher’s Point of View

2019 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
Radouan Chakour ◽  
Anouar Alami ◽  
Sabah Selmaoui ◽  
Aâtika Eddif ◽  
Moncef Zaki ◽  
...  
Keyword(s):  
Earth Sciences ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Natural Sciences ◽  
Point Of View ◽  
The Other ◽  
School Teachers ◽  
Continuous Training ◽  
Points Of View ◽  
The Relationship

The teaching of Earth Sciences (ES) is particularly delicate and seems to be problematic for both learners and Moroccan teachers for multiple reasons. Based on this observation, this study aims at identifying the difficulties related to the teaching of ES by exploring the points of view of the Moroccan teachers toward this field. As an investigative tool, we used a questionnaire and semi-directive interviews with nearly 122 secondary school teachers of Life and Earth Sciences (LES). The results of our survey revealed that the major difficulties that hinder the teaching of natural sciences are mainly related to the teachers’ university studies. Most of them had training in biology as well as in the relationship that the natural sciences maintain within time and space, the limited abstraction capacity of unmotivated learners, and the inadequacy of their prerequisites in these sciences. On the other hand, they were aware of the demotivating geological knowledge taught to the learners and the lack of initial and continuous training for teachers, especially for those who specialized in natural sciences.

The Influence of Teachers’ Emotional Intelligence on Academic Performance With Mediating Effect of Job Satisfaction

2021 ◽  
pp. 002205742110323
Author(s):  
Sonika Singh ◽  
Piar Chand Ryhal
Keyword(s):  
Job Satisfaction ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Mediating Effect ◽  
Survey Method ◽  
School Teachers ◽  
Northern India ◽  
The Relationship

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.

scholarly journals Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers

2020 ◽  
Vol V (IV) ◽  
pp. 108-121
Author(s):  
Muhammad Akram ◽  
Farrukh Munir ◽  
Misbah Gilani
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Well Being ◽  
Descriptive Statistics ◽  
Strongly Correlated ◽  
School Teachers ◽  
Psychological Well Being ◽  
The Relationship

This study was designed to measure the relationship between emotional intelligence and the psychological well-being of secondary school teachers. This correlational study used a multistage random sampling technique to select 1200 teachers from 20 boys and 20 girls' high schools in district Lahore. The emotional Intelligence Questionnaire (?=.86) and Psychological Well-Being Scale (?=.89) were adapted as tools for data collection. The results showed that emotional intelligence and psychological well-being were strongly correlated with each other. Factor wise descriptive statistics of emotional intelligence showed that teachers were almost completely agreed with their students while teaching. Descriptive statistics of the psychological well-being of teachers showed that they were almost completely agreed while dealing with stakeholders. Female teachers demonstrated a higher score than male in emotional intelligence and psychological well-being. Married teachers demonstrated a higher score in emotional intelligence and psychological well-being. It was recommended that male and unmarried teachers be motivated to improve emotions and well-being.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

Progressivism and Traditionalism in Teachers' Attitudes towards Education

1977 ◽  
Vol 21 (3) ◽  
pp. 268-276 ◽  
Author(s):  
W. A. McAtee ◽  
Keith F. Punch
Keyword(s):  
Secondary School ◽  
Factor Structure ◽  
Small Proportion ◽  
Secondary School Teachers ◽  
The Other ◽  
Two Dimensional ◽  
School Teachers ◽  
Situational Variables ◽  
Teachers Attitudes ◽  
Western Australian

This paper analyses the pattern of responses of a representative sample of 841 Western Australian secondary school teachers to the Kerlinger Education Scale VII. The analysis shows clearly the two dimensional factor structure commonly postulated, with one factor bringing together the “progressive” educational referents, and the other bringing together the “traditional” educational referents. Interesting bivariate relationships, some of which may challenge conventional stereotypes, occur between scores on these orthogonal factors, and background variables of the teachers and situational variables of the schools. Not surprisingly, however, only a small proportion of the variation between teachers in progressivism and traditionalism can be accounted for by such variables.

scholarly journals Multitasking and Job Satisfaction amongst Secondary School Teachers at the District of Klang, Selangor Malaysia

2020 ◽  
Vol 17 (1) ◽  
pp. 61
Author(s):  
Leele Susana Jamian ◽  
Mohd Syarudin Mohd Nazir ◽  
Gurnam Kaur Sidhu ◽  
Khairunnisa Othman ◽  
Norshiha Saidin
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Empirical Studies ◽  
School Context ◽  
School Teachers ◽  
Educational Management ◽  
Job Satisfaction Survey ◽  
Local Literature ◽  
The Relationship

The role of a teacher has always been challenging especially in the 21st century. Ranging from teaching, extra-curricular activities, sports, administrative, to non-academic matters, teachers teaching in the secondary schools tend to multitask their daily duties. Added with numerous responsibilities in the digital era, doing just one thing at a time seems to be very luxury yet awfully wasteful. Indeed, multitasking was considered essential in today’s work efficiency. Based on observation and empirical studies, multitasking tends to influence and contribute to teachers’ job satisfaction. Nonetheless, there are also gaps in the existing local literature pertaining to multitasking and job satisfaction amongst teachers in the Malaysian local school context. In view of this, the current study is conducted with the primary aim to investigate the relationship between multitasking and job satisfaction amongst the secondary school teachers in one of the districts of Klang, Selangor, Malaysia. A descriptive correlational research design using a mixed-methods approach was employed to explore the relationship between the two variables. Two instruments measuring multitasking by Woods, Boyd, Rand, Nardo and Boyd (2014) and Job Satisfaction survey by Spector (1997) were adapted to suit the local setting for data responded by 124 secondary school teachers. The quantitative findings revealed that there were significant, positive and moderate relationships between multitasking and job satisfaction. However, findings from the multiple regression indicated that only 11.3% of the variance in job satisfaction was contributed by multitasking. In addition, qualitative data tend to triangulate the quantitative findings. Besides positive responses, there were also voices that proposed otherwise. Consequently, all these findings lead to some important implications in terms of the corpus of knowledge and policy implication related to the two variables of educational management and leadership amongst the teachers cum instructional leaders in the academic setting.

scholarly journals Self-worth and its relationship to motivation to work from the Public secondary school teachers’ point of view in Irbid Governorate in Jordan: قيمة الذَّات وعلاقتها بالدَّافعية نحو العمل من وجهة نظر معلمي المدارس الثَّانويَّة الحكومية في محافظة إربد بالأردن

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Abeer Abdul-Hafiz Barakat, Shatha Abdul-Baqi Al-Ajili
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Point Of View ◽  
The Self ◽  
School Teachers ◽  
First Semester ◽  
The Public ◽  
Public Secondary School ◽  
Self Worth ◽  
Motivation To Work

This study aimed to identify the self-worth and its relationship to motivation to work from the public secondary school teachers’ point of view in Irbid governorate in Jordan. Descriptive relational approach was used. Two scales were used, namely: the self-worth scale and the motivation towards work scale. The two scales were applied to a stratified random sample of (352) male and female teachers in public secondary schools in Irbid governorate, of the first semester (2019-2020). The results showed that the level of self-worth among public secondary school teachers in the governorate of Irbid obtained an overall average (3.98 out of 5), as a rating (high). Furthermore, the level of motivation towards work obtained an overall average (3.72 out of 5), as a rating (high), and at the level of the fields the reasons for motivation related to the teacher got the highest average (3.76), followed by the reasons related to the work environment with an average (3.71) and finally the reasons for society with an average (3.69), all of them with a (high) rating. The results also showed a positive correlation between self-worth and motivation to work among public secondary school teachers in Irbid governorate, which reached (0.62), which is a (medium) relationship and based on the results, a set of recommendations have been proposed, including the need to develop new and innovative mechanisms and methods that work to raise the self-worth of teachers, in a way that improves their performance and increases their motivation towards work.

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