scholarly journals A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms

2020 ◽  
Vol 17 (6) ◽  
pp. 2083
Author(s):  
Suvi Karjalainen ◽  
Jonas K. Brännström ◽  
Jonas Christensson ◽  
Birgitta Sahlén ◽  
Viveka Lyberg-Åhlander
Keyword(s):  
Primary School ◽  
Well Being ◽  
School Teachers ◽  
Classroom Acoustics ◽  
Vocal Health ◽  
Primary School Teachers ◽  
Bivariate Correlation ◽  
Sound Environment ◽  
The Relationship ◽  
Voice Symptoms

Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades.

scholarly journals The Relationship between Happiness, Subjective Well-Being, Creativity and Job Performance of Primary School Teachers in Ramhormoz City

2016 ◽  
Vol 9 (6) ◽  
pp. 45 ◽  
Author(s):  
Zohreh Jalali ◽  
Alireza Heidari
Keyword(s):  
Regression Analysis ◽  
Job Performance ◽  
Primary School ◽  
Pearson Correlation ◽  
Well Being ◽  
Subjective Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Correlational Method ◽  
The Relationship

<p class="apa">The research aimed to investigate the relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. Hence, a sample of 330 individuals was selected through random stratified sampling. The research tools included Oxford Happiness Inventory, Subjective Well-being Scale by Keyes and Magyarmv, Creativity Inventory by Randsip and Patterson Job Performance Inventory. The research employed a correlational method and the data were analyzed using Pearson correlation coefficient and multiple regression analysis. Results indicated that, there is significant relationship between happiness, subjective well-being, creativity and job performance of primary school teachers in Ramhormoz City. The results of regression analysis indicated that, happiness and subjective well-being are the strongest predictors of job performance.</p>

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals RESILIENSI DIRI DAN STRES KERJA PADA GURU SEKOLAH DASAR

2017 ◽  
Vol 6 (2) ◽  
pp. 106-112
Author(s):  
ZARINA AKBAR ◽  
RIZKY PRATASIWI
Keyword(s):  
Primary School ◽  
Job Stress ◽  
Negative Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Negative Relationship ◽  
Stress Inventory ◽  
Teacher Stress Inventory ◽  
The Relationship ◽  
Stress Work

This Research aims to review the relationship between resiliensi and job stress on primary school teachers.This research using quantitative methods.Samples to this study were 100 (n = 100) using purposive sampling technique.The data using a questionnaire resilience quotient test and teacher stress inventory (TSI). The analysis used using spss 23.0 version. Based on the research, we got the result of notation statistics r = -0.41; p = 0.000 < 0.05 (significant). The result of this research indicated there are significant negative relationship between resiliensi themselves to stress work in primary school teachers. Much value p produced is -0.41 on significance 0.05 standard.

scholarly journals Examining the Relationship Between Pre-Service Teachers' Behaviors Towards Environmental Issues and Their Awareness

2021 ◽  
Author(s):  
Buket Ballıel Ünal
Keyword(s):  
Primary School ◽  
Pearson Correlation ◽  
Environmental Issues ◽  
Continuous Data ◽  
Continuous Variables ◽  
School Teachers ◽  
Primary School Teachers ◽  
Anova Test ◽  
School Teaching ◽  
The Relationship

This research was designed in the relational screening model to examine the relationship between the awareness levels of pre-service teachers towards environmental issues and their behaviors towards environmental issues. 5 multiple-choice questions to determine their descriptive features, the "Awareness Scale for Environmental Issues" developed by Guven (2011) to measure their awareness of environmental issues, and the "Behavior Scale for Environmental Issues" to measure their behaviors on this were applied by the researcher to 129 pre-service teachers studying at Gazi Osmanpasa University, Faculty of Education, Department of Primary School Teaching in the 2019-2020 academic year. Numbers, percentage, mean, standard deviation were used as descriptive statistical methods in the evaluation of the data. T-test was used for comparison of quantitative continuous data between two independent groups and a one-way Anova test was used for comparison of quantitative continuous data between more than two independent groups. Scheffé's test was used after the Anova test as a complementary post-hoc analysis to determine the differences. The Pearson correlation and regression analysis were applied between the continuous variables of the study. As a result of the research, it was determined that the awareness of the pre-service primary school teachers about environmental issues was low and their behavior towards environmental issues was moderate. A low-level significant relationship was found between pre-service primary school teachers’ awareness of environmental issues and their behaviors. As a result, it was concluded that as the awareness levels of primary school teachers towards environmental issues increased, their behaviors towards environmental issues increased positively.

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

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