scholarly journals Saudi School Education During the COVID-19 Pandemic: The Madrasati Platform

2021 ◽  
Vol 22 (2) ◽  
pp. 1-9
Author(s):  
Fawzia Alubthane
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Elementary School Teachers ◽  
Computer Skills ◽  
Structured Interviews ◽  
School Teachers ◽  
Technical Problems ◽  
Female Teachers ◽  
Quantitative Results ◽  
Teachers Perspectives

This study aimed to evaluate the Madrasati Electronic Platform (MEP) from female teachers’ perspectives in public schools in Riyadh. It also investigated whether students’ educational level or teachers’ computer skills significantly affected teachers’ views. The study applied the mixed-method approach, whereby a questionnaire was distributed to a random sample of 384 teachers, and semi-structured interviews were conducted with five teachers. Quantitative data were analyzed via appropriate statistical methods, while thematic analysis was used to interpret the interviews and comments. The quantitative and qualitative results indicated that MEP and its tools are effective and appropriate. Technical problems, internet interruptions and difficulties with evaluating students' learning represented the most common challenges. Teachers’ suggestions focused on solving technical problems, increasing internet speed, providing internet incentive packages, training teachers and educating parents. The quantitative results demonstrated significant differences amongst teachers’ views of the challenges in favor of elementary school teachers, and the qualitative results showed that some elementary school teachers oppose distance learning at this stage. The outcomes revealed significant differences amongst teachers with respect to their views of MEP’s effectiveness and challenges stemming from their varied computer skills.

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

scholarly journals Impact of Transformational Leadership on Teacher Retention at Elementary School Level in Punjab: Teachers’ Perspectives

2019 ◽  
Vol IV (III) ◽  
pp. 234-240
Author(s):  
Toheed Qamar ◽  
Muhammad Javed ◽  
Zafar Hussain
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Teacher Retention ◽  
Elementary School Teachers ◽  
School Level ◽  
Personal Attributes ◽  
School Teachers ◽  
Significant Difference ◽  
Private And Public ◽  
Teachers Perspectives

The purpose of this study was to investigate the effect of transformational leadership on teacher retention at elementary school level (ESL) of Southern Punjab. The elementary school teachers (ELT) of Southern Punjab formed population. For the sample, 240 schools and 960 teachers were selected randomly for the study. The study has measured transformational leadership through factors i.e. job characteristics, school characteristics and personal attributes. When the respondents were asked for their views about teacher retention then there was no significant dissimilarity with respect to gender rather both groups had similar views; whereas significant difference was found between private and public teacher.

scholarly journals Motivational Techniques Used by Elementary School Teachers: A Comparative Analysis based on Gender

2021 ◽  
Vol VI (III) ◽  
pp. 62-70
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference

The study aimed to compare the emotional techniques of males and females at the elementary school level in Azad Jammu and Kashmir. The nature of this study was descriptive, and a cross-sectional survey was applied for the collection of data. All male and female teachers working in the elementary school of district Sudhnuti were the population of the study. Three hundred nine elementary school teachers of District Sudhnuti were selected by using a random sampling technique. A questionnaire was developed to collect data based on a five-point Like rt scale from elementary school teachers. For data collection, the researcher collected the data personally from the nearest areas while using the postal service for far-flung areas. The data collected through the questionnaire were analyzed by using mean scores and an independent sample t-test. It was found that there is a significant difference in the mean score of male and female teachers regarding motivational techniques. Furthermore, female teachers are using all the motivational techniques instead of male teachers.

scholarly journals THE EFFECT OF KELOMPOK KERJA GURU IN ELEMENTARY TEACHERS’ PROFESSIONAL DEVELOPMENT IN HELVETIA DISTRICT MEDAN INDONESIA

2020 ◽  
Vol 3 (1) ◽  
pp. 11-14
Author(s):  
Ordekoria Saragih ◽  
Arman Bemby Sinaga
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Community ◽  
Lesson Plan ◽  
Current Situation ◽  
Teacher Professionalism ◽  
Structured Interviews ◽  
School Teachers ◽  
Phase Cycle ◽  
The Government

Kelompok Kerja Guru (KKG)/ Teacher Working Group or generally known as Professional Learning Community (PLC) program should be a vehicle for developing teacher professionalism as expected by the government and schools. However, the current situation regarding its implementation, the effect on elementary school teachers and its activities are unknown. The purpose of this research is to find out an in-depth picture and the current situation regarding the implementation of the KKG and its influence in developing the professionalism of elementary school teachers in Helvetia District, Medan, North Sumatra Province. Researcher had interviewed teachers from representatives of each school individually and in groups to get their thoughts and perspectives by using semi-structured interviews so that the contents of the conversation are more organized. The researcher has also observed the activities within the KKG through a qualitative method approach in order to report the activities carried out by the KKG. The data obtained were analyzed using a five-phase cycle: compiling, disassembling, reassembling, interpreting and concluding. The results showed that the KKG carried out by the participants in this study was a KKG program that had been set by the government and was carried out with different schedules and durations. There are programs that are carried out 2 times in a semester with duration of 2-3 days, and there are programs that are carried out 1 time in 1 semester which takes 1.5-2 hours. The mechanism for selecting teachers who will take part in the KKG is always determined by the principal in accordance with the field of study taught. It is revealed that the KKG activities are not only carried out per district with several schools but also in each school under the supervision from the principal or foundation. The teachers gained knowledge and skills from KKG especially those related to the 2013 curriculum such as designing annual program, semester program, and lesson plan, compiling questions to be tested and assessed, and increasing 4 teacher competencies which are competency social, professional, pedagogic, and personality. It was also found that the activities they carried out at the KKG are group discussions, sharing information and teaching experiences, sharing students’ work book, and conducting presentations. It is suggested that the government should have a good preparation in conducting KKG activities in order to provide useful and meaningful KKG.

scholarly journals Female teachers’ math anxiety affects girls’ math achievement

2010 ◽  
Vol 107 (5) ◽  
pp. 1860-1863 ◽  
Author(s):  
Sian L. Beilock ◽  
Elizabeth A. Gunderson ◽  
Gerardo Ramirez ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Math Achievement ◽  
Math Anxiety ◽  
The United States ◽  
Early Elementary ◽  
School Teachers ◽  
Female Teachers ◽  
School Year ◽  
Early Elementary School

People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.

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