scholarly journals EXPLORATORY FACTOR ANALYSIS OF TPACK IN THE CONTEXT OF ESL SECONDARY SCHOOL TEACHERS IN SABAH

2021 ◽  
Vol 6 (38) ◽  
pp. 137-146
Author(s):  
Ahmad Abdul Rauf ◽  
Suyansah Swanto ◽  
Syahrul Nizam Salam
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
English Language Teachers

The aim of this study was to adapt the Survey of EFL-Technological Pedagogical Content Knowledge (EFL-TPACK) by Bostancıoğlu & Handley (2018) and to investigate its factor structure through exploratory factor analysis. 100 ESL teachers of secondary schools in Sabah participated in this study. SPSS application has been used for statistical analyses. The reliability of the subscales from Cronbach Alpha is ranging from 0.898 to 0.902. The final TPACK survey included a total of 33 items: 6 TK, 3 CK, 6 PK/PCK, 6 TCK, 6 TPK, and 6 TPACK. Based on the findings also, the TPACK Survey has been found to be ideal to study on TPACK level of English language teachers in Malaysia.

scholarly journals An Investigation into the Level of Burnout in Secondary School English Language Teachers and their Perception of Prevention of it

2020 ◽  
Vol 1 (4) ◽  
pp. 133-138
Author(s):  
Ziaullah ◽  
Dr. Farooq Nawaz Khan ◽  
Dr. Shazia Kanwal
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
School Level ◽  
Average Score ◽  
Systematic Sampling ◽  
Country Level ◽  
English Language Teachers ◽  
Teaching Learning

Research on burnout gained popularity in the 1970s but in the last three decades’ research about burnout gained immense popularity (Hedden, 2005, Harmesh, Laurenz, Maulana & Veen., 2018). Frudenberger (1974) defined the term (Burnout) for the first time who opined that when there are too many professional demands with limited resources and rewards, it causes a sense of chronic stress and failure. The current research study was undertaken to find out the level of burnout among secondary school English teacher and also their perception of prevention from burnout. The data from the respondents were collected through CBI inventory to measure their level of burnout and its effects on teachers at the secondary school level in district Swat. An open-ended 7 items questionnaire was used to identify the perception of the teachers about preventing them from burning out. The population for this study is comprised of government secondary schools’ teachers (230) male-only from which the sample group was selected through systematic sampling techniques. The reliability coefficient was measured through the Cronbach alpha method the= .00000. All the respondents used the categories indicating a low level of burnout and the average score of all the respondents is below 40 in most of the categories of burnout.  The study recommends that the school management should take preventive measures to help teachers fight burnout on a school level and larger scale (directorate level) organizations should help teachers maintain balance in their work so that they do not fall victim to burnout. The study is of immense importance for the wellbeing of the teachers and the effective teaching-learning process. To be able to generalize the findings of the study, it is recommended for future researchers to undertake it on a larger scale such as provincial or country level. Moreover, the current research has been conducted only among male secondary school teachers. It would be interesting to see the research-based results across both genders.

scholarly journals THE RURAL SECONDARY SCHOOL TEACHERS’ USE OF I-THINK IN THEIR CLASSROOM

2019 ◽  
pp. 86-96
Author(s):  
Nazrah Sarbini ◽  
Melor Md. Yunus
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Industrial Revolution ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
Ministry Of Education ◽  
School Teachers ◽  
Positive Attitudes ◽  
English Language Teachers ◽  
New Education

The Malaysian Ministry of Education has introduced the new Education Blueprint with the objective of elevating the Malaysian education standard to international level. The fourth industrial revolution prompts the urgent needs for transformation in the way teachers teach in class. The researcher believes that the use of I-THINK can be an effective approach to teach English in rural schools to promote students’ ability to think critically. However, despite the efforts executed, the level of practice on the use of i-THINK among English language teachers in rural secondary schools after the training and exposure is average. This paper aimed to investigate the attitude and practice level of English language teachers in rural secondary schools on the use of i-Think maps. Data was collected via a questionnaire survey of ESL school teachers in Merlimau Zone, Melaka. The data were analyzed using descriptive statistics. The findings show that the teachers had positive attitudes towards I-THINK use in the classroom despite the average practice in their teaching. The implication of the study is the Ministry of Education through effective supervision of the District Education Office should ensure the teachers go for I-THINK courses to arm them with ample knowledge to successfully implement I-THINK maps in their practice.

scholarly journals Interplay between Beliefs about Reading Stratagems and Classroom Practices of Secondary School Teachers in Teaching Reading Comprehension

2020 ◽  
Vol 1 (3) ◽  
pp. 56-62
Author(s):  
Itbar Khan ◽  
Farooq Nawaz Khan ◽  
Nazia Saeed
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
English Language ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Pearson Correlation ◽  
Belief System ◽  
Study Data ◽  
Language Teachers ◽  
English Language Teachers

The current study is built on the idea that teachers’ classroom practices are influenced by their belief system. The research investigated the beliefs of teachers about the position of reading stratagems, and their classroom implementation among 141 secondary school English teachers and found the association between their beliefs about the position of reading comprehension stratagems and their classroom application. It is a descriptive study, data were collected through a questionnaire. Means and Pearson correlation were calculated for finding out the relationship between the variables. The study found that reading stratagems in reading comprehension and their practices in classrooms are positively correlated. The study recommends understanding the conceptions of English language teachers in schools for the effective teaching of English in general and reading stratagems in particular.

scholarly journals Demotivational Factors among Secondary School EFL Teachers in Iran

2015 ◽  
Vol 6 (2) ◽  
pp. 932-942
Author(s):  
Abolhassan Nazari ◽  
Saeed Taki
Keyword(s):  
Secondary School ◽  
High School Teachers ◽  
English Language ◽  
Language Teachers ◽  
School Teachers ◽  
Attitudes And Behaviors ◽  
South West ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Teachers Attitudes

Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

scholarly journals Need analysis on the usage of multimodal reading assessment among secondary school teachers

2021 ◽  
Vol 5 (S1) ◽  
Author(s):  
Bhavarita Subramaniam ◽  
Azlina Abdul Aziz ◽  
Mohd Effendi Ewan Mohd Matore
Keyword(s):  
Secondary School ◽  
English Language ◽  
Reading Skills ◽  
Secondary School Teachers ◽  
Reading Assessment ◽  
Language Teachers ◽  
School Students ◽  
Need Analysis ◽  
English Language Teachers ◽  
Consistent Assessment

Strategically developed assessment rubrics are essential to ascertain fair and consistent assessment grading. Nevertheless, devising assessment rubrics poses certain drawbacks as scores that determine students’ capability are awarded holistically. In order to assure that students’ grades indeed reflect their current capability and to provide effective feedback on aspects that demand improvement, rubrics must accurately evaluate and measure the performances displayed by students. Hence, this study identified the suitability and acceptability of multimodal reading assessment upon assessing reading skills among secondary school students. This study, which involved English language teachers from several schools located across Negeri Sembilan, Malaysia, had adopted the survey research method to design a multimodal reading assessment rubric and to obtain teachers’ views on multimodal reading and viewing (MMRV). The study outcomes signified that although the teachers acknowledged and were aware of the advantages of applying MMRV, the absence of such rubric that specifically assesses MMRV seemed to limit this practice in classroom. This study concludes that it is imperative to formulate a comprehensive MMRV-based rubric to enable teachers assess their students’ reading skills in a more accurate manner.

scholarly journals Validity and Reliability of a Questionnaire on Primary and Secondary School Teachers’ Perception of Teaching a Competence-based Curriculum Model

2018 ◽  
Vol 7 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Luis Miguel García-López ◽  
David Gutiérrez ◽  
Juan Carlos Pastor ◽  
Vicente Romo
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Exploratory Factor Analysis ◽  
Secondary School Teachers ◽  
Structural Equations ◽  
Validity And Reliability ◽  
School Teachers ◽  
Curriculum Model ◽  
The Impact ◽  
Primary And Secondary School

The aim of this study is to develop a scale to measure primary and secondary school teachers’ perception of a competence-based curriculum model in Spain. After reviewing the literature, we designed an initial questionnaire with 37 five-point Likert-type items. This was then reviewed by a panel of experts. A pilot test was conducted with 100 participants using exploratory factor analysis. This resulted in a final scale with 23 items across five factors (beliefs about the theoretical model, level of implementation of the model, difficulties in implementing the model, resources and professional development). To verify, using new data, the level of fit of the measurement model generated by the first sample, we conducted an exploratory factor analysis, and, subsequently, a confirmatory factor analysis with structural equations on a sample of 1408 respondents. Acceptable levels of internal consistency and model fit were obtained. The result is a scale which is rapidly and easily administered. It demonstrates good criterion validity in explaining teachers’ beliefs about the competence-based curriculum model, and thus reveals teachers’ perceptions of the impact of this curricular reform.

Teacher Motivation During Emergency Distance Learning

2021 ◽  
pp. 16-45
Author(s):  
Elyanora Yusufovna Menglieva ◽  
Fareeha Manzoor
Keyword(s):  
Distance Learning ◽  
Thematic Analysis ◽  
English Language ◽  
Teacher Motivation ◽  
Lessons Learned ◽  
Language Teachers ◽  
Esl Teachers ◽  
English Language Teachers ◽  
Level Of Motivation ◽  
Rapid Shift

The rapid shift to virtual teaching in response to the COVID-19 pandemic has resulted in emergency remote teaching (ERT) and has highlighted the numerous multilevel challenges associated with it in the countries from the Global South. This chapter aims to explore how this shift to remote teaching has affected English language teachers' level of motivation and how they have adapted to it. In addition, this study offers quantitative and qualitative insights into the effectiveness of the resources employed by EFL/ESL teachers. This is done by analyzing the surveys of 34 teachers and interviews of four teachers from Uzbekistan and Pakistan. Through thematic analysis of the interviews, a detailed account of the challenging factors and their coping strategies were found. This chapter concludes with a discussion on the lessons learned and recommendations on how to make a relatively smoother transition to remote teaching.

Qualifications for Secondary School Teachers of Modern Foreign Languages

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 46-49 ◽  
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Language Teachers ◽  
Foreign Languages ◽  
Secondary School Teacher ◽  
School Teachers ◽  
National Welfare

It is Vitally important that teachers of modern foreign languages be adequately prepared for a task which more and more Americans are declaring essential to the national welfare. Though a majority of the language teachers in our schools are well trained, many have been poorly or inadequately prepared, often through no fault of their own. The undersigned therefore present this statement of what they consider the minimal, good, and superior qualifications of a secondary school teacher of a modern foreign language.

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