scholarly journals Perception of Teachers on Collaborative Tools Knowledge Level Mediated by ICT and Their Experience with Students

2020 ◽  
Vol 15 (11) ◽  
pp. 137
Author(s):  
Rosalba Acosta Corporan ◽  
Jorge Joo Nagata ◽  
Antonio Víctor Martín García ◽  
Azucena Hernández Martín
Keyword(s):  
Secondary School ◽  
Mixed Model ◽  
Secondary School Teachers ◽  
Collaborative Work ◽  
Nonparametric Tests ◽  
School Teachers ◽  
Female Teachers ◽  
Collaborative Tools ◽  
Level Of Knowledge ◽  
Digital Gap

In 21st century, competencies mediated with ICT are key for development at the educational area. This is the reason why this research aims to assess perception on level of competences of secondary school teachers on technological tools to promote collaborative work methodologies with their students and determine if said level has influence on the implementation of these experiences. Design implies a mixed model based on the application of a questionnaire divided in three parts: demographic aspects, level of knowledge on collaborative tools and experiences on collaborative work with students. Sample (n=542) corresponds to secondary education teachers from Dominican Republic. In analysis, nonparametric tests and categorizations were used. Results suggest that teachers require of a better formation on collaborative methodologies and tools mediated by ICT and, additionally, results indicate that there is a digital gap between male and female teachers, as the first group had more advantages.

scholarly journals The impact of professional pressure on self-efficacy among high school teachers in Karak governorate: أثر الضغوط المهنية على الكفاءة الذاتية لدى معلمي المدارس الثانوية في محافظة الكرك

2021 ◽  
Vol 5 (37) ◽  
pp. 161-144
Author(s):  
Khalidah Jamil Abdallah Algaraleh Khalidah Jamil Abdallah Algaraleh
Keyword(s):  
Secondary School ◽  
High School Teachers ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Psychological Needs ◽  
The Self ◽  
Validity And Reliability ◽  
School Teachers ◽  
Female Teachers ◽  
The Impact

This study aimed to identify the impact of occupational pressures on the self-efficacy of secondary school teachers in the Karak governorate. The study sample consisted of (284) male and female teachers from secondary schools in the districts of Karak governorate. In order to collect data, the study tool (the questionnaire) was developed, which Its validity and reliability were confirmed, and the study relied on the descriptive analytical method. The results showed that the level of the study sample members’ perceptions of professional pressures among secondary school teachers was medium, and that the level of the study sample members’ perceptions of the self-efficacy clauses was medium. Job burden) on the self-efficacy of secondary school teachers. The study recommended easing the professional burdens on teachers, such as taking care of shifts and raising classes for teachers of high grades, sensing the psychological needs of secondary school teachers, taking into account the humanitarian aspects of dealing with them, and notifying them of support in the citizens that need that support.

scholarly journals LOW BACK PAIN AND ITS ASSOCIATED FACTORS AMONG SECONDARY SCHOOL TEACHERS IN CUTTACK, ODISHA: A CROSS-SECTIONAL STUDY

2021 ◽  
Vol 5 (6) ◽  
Author(s):  
Swatisuman Behera ◽  
Shyamal Koley
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Secondary School ◽  
Associated Factors ◽  
Secondary School Teachers ◽  
Low Back ◽  
School Teachers ◽  
Prolonged Standing ◽  
Female Teachers ◽  
Keywords Low Back Pain

The purpose of the present study was to search the prevalence of low back pain and its associated factors in secondary school teachers of Cuttack, Odisha. For this purpose, 457 secondary school’s teachers aged 26-60 years were contacted from various schools of Cuttack city, of those 191 teachers (76 male and 115 female) were confirmed for low back pain by self- informative questionnaire. Modified Oswestry Low Back Pain Disability Pain Questionnaire and a self-constructed questionnaire were applied to measure the socio-demographic and economic characteristics of the participants. The results revealed that the overall prevalence of LBP in the last 12 months among secondary school teachers was 41.79%, of those female teachers (60.20%) were affected more than their male counterparts. Some factors, such as excessive work load, sleeping disturbance (especially in female teachers), prolonged standing in classroom, physical inactivity affected adversely towards their health and wellbeing causing LBP in them. It was also found that the maximum male (75.00%) and female (58.26%) teachers had the minimum disability in Oswestry Disability Index category. It might be concluded that the addressing work-related and individual factors would be essential to decrease the magnitude of the problem. Keywords: Low back pain, Prevalence, Associated factors, Secondary school teachers of Cuttack, Odisha.

scholarly journals Teachers’ pedagogical power – A community school study

2016 ◽  
Vol 5 (1) ◽  
pp. 44-60
Author(s):  
Stanislava Stoyanova ◽  
Nikolay Ivantchev
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Community School ◽  
School Teachers ◽  
Referent Power ◽  
Female Teachers ◽  
School Study ◽  
Legitimate Power ◽  
Different Types ◽  
Teachers And Students

AimThe aim of our work was to study the types of power preferred by teachers and students of pedagogical specialties.MethodIvanov’s questionnaire “Teacher’s pedagogical power” was used to study the pedagogical power including Reward, Coercive, Legitimate, Expert and Referent powers. In 2012 and 2013, 46 secondary school teachers and 40 students of pedagogical specialties were part of a study in Blagoevgrad, Bulgaria.ResultsThe results indicated that teachers and students of pedagogical specialties preferred making use syncretic power, more than one power. The most frequent types of power were Legitimate and Reward. The rarest was Referent power. The teachers used the different types of power less than students of pedagogical specialties did, confirming Adler’s view that humans striving for power over others was inversely proportional to the degree of education. Female teachers preferred to use Legitimate power more compared to male teachers.ConclusionsThe study of teachers’ pedagogical power could contribute to clarify teachers and students’ views of the teacher’s role in schoolar education. The studied teachers and students of pedagogical specialties perceived the teacher mainly as a regulating (rewarding or coercive) legitimate figure of pedagogical power.

MEASURING ATTITUDE TOWARDS COMPUTER OF SECONDARY SCHOOL TEACHERS- AFFECTIVE DOMAIN

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Lata S. More (Surwade)
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Computer Attitudes ◽  
Colleges Of Education ◽  
Urban Teachers ◽  
School Teachers ◽  
Computer Attitude ◽  
Rural Teachers ◽  
Urban Group ◽  
Female Teachers

The present study examines Cognitive and Affective Computer Attitudes of Secondary Teachers 300 teachers (170 male and 130 female – belonging to Urban area – 160 and Rural area – 140) were randomly selected from Colleges of Education affiliated to North Maharashtra University, Jalgaon. Computer attitudes scale (Cognitive and Affective) developed by D.Kumaran and K. Selvaraju was used for data collection. The result indicate that – (a) Teachers have a favourable computer attitude. (b) Sex and subject of specialization (faculty) have no significant influence on cognitive computer attitude, affective computer attitude and computer attitude. (c) Urban teachers have more favourable cognitive computer attitude, affective computer attitude and computer attitude than Rural teachers. (d) In urban group, male teachers have more favourable affective computer attitude and computer attitude than those of female teachers, whereas both male and female teachers do not differ in respect of cognitive computer attitude.

A STUDY OF TEACHING EFFECTIVENESS AMONG SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Pratibha Sagar ◽  
Shahida Parveen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Effectiveness ◽  
Secondary School Teachers ◽  
Uttar Pradesh ◽  
Optimum Level ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference ◽  
Efficiency And Productivity

Teaching effectiveness means perfection, optimum level of efficiency and productivity on the part of the teacher. It refers to the height of maturity and learning that teachers grows with experience and learns more and more. This study was conducted on 148 teachers selected randomly from 8 secondary schools located in Bareilly District of Uttar Pradesh. The data was collected by self made teaching effectiveness scale. This scale consists of 38 items of 6 dimensions. Collected data was analysed using statistical techniques such as mean, standard deviation and t-test. The study revealed that there is significant difference between the teaching effectiveness of male and female teachers working in secondary school. But no significant difference was found teaching effectiveness of CBSE Board female and UP Board female teachers and CBSE Board male and UP Board male teachers working in secondary schools.

scholarly journals A COMPARATIVE STUDY OF PROFESSIONAL ATTITUDE OF SECONDARY SCHOOL TEACHERS

2021 ◽  
Vol 9 (46) ◽  
pp. 11230-11237
Author(s):  
Sipra Ray
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Technical Skills ◽  
School Teachers ◽  
Male And Female ◽  
Professional Attitude ◽  
Female Teachers ◽  
The Status ◽  
Role Of Teachers

The role of teachers in society is vital. Dr. Sarvapalli Radhakrishnan said, "Teacher's place in society is of vital importance." He acts as a pivot for the transmission of intellectual, traditional and technical skills from generation to generation and helps to keep the lamp of civilization burning and shining. He not only guides individuals, but also decides the destiny of the Nation. The status of teachers reflects the socio-cultural ethos of the society. It is said that no pupil can rise above the level of its teachers. The present article is an attempt to find out the dependable answer to the question raised previously. Adjustment and professional attitude are two interdependable variables which influence behaviour of male and female teachers.

scholarly journals The Styles of Coping with Stress at Work among High School Teachers and Secondary School Lecturers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 78-85
Author(s):  
Olga Loikienė ◽  
Margarita Pileckaitė - Markovienė
Keyword(s):  
High Schools ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Material Research ◽  
School Teachers ◽  
Coping With Stress ◽  
Female Teachers ◽  
Older Teachers ◽  
Stress At Work

Carried out investigations proved that teachers’ stress experience is more often noticeable than among other professionals [28] and threat of a professional burning out for the teachers is higher. This investigation is quite new because there is not much research, which would compare the styles of coping with stress at work by secondary school teachers and high schools lecturers. It could be important for further psychological investigations either in Lithuania as well as in other countries. This article presents the results of investigation about the styles to coping with stress at work. There were paid attention to such factors as age, gender, place of work (secondary or higher school) and teaching experience. The study sample consisted of 245 teachers from Vilnius city and Vilnius area, 157 (64.1 percent) secondary school teachers and 88 (35.9 percent) high schools lecturers. The investigation revealed that a younger group of the teachers (21–39 years old) was more than the elder teachers’ group (40-67 years old) incline to use the avoidance style of coping with stress at work than the teachers belonging to an elder group (40–67 years old) (p = 0.0001). Female teachers were more than male teachers inclined to use an emotions oriented styles of coping with stress (p = 0.0001). The teachers with more teaching experience inclined to use the avoidance and emotions oriented styles of coping with stress (p < 0.05). It also appeared that the secondary school teachers were more than the higher school teachers inclined to use the emotional style of coping with stress (p = 0.028) and were less inclined to employ a problem solving oriented style of coping with stress (p = 0.017) at work. A separate examination of statistically material research results for the secondary school teachers and higher school teachers allows stating that the younger secondary school teachers more often that the older teachers use the avoidance style in stressful situations at work (p = 0.0001); higher school female teachers are more often inclined to use the emotional coping style in stressful situations (p = 0.001). Taking into consideration that there were identified a few important differences between the groups of teachers, the subsequent researches should be justified in order to determine causal relations of these differences.

scholarly journals Burnout of Male and Female Secondary School Teachers of Jawahar Navodaya Vidyalayas in Karnataka – A Study

2019 ◽  
Vol 7 (4) ◽  
pp. 34-37
Author(s):  
M D Keerthy Kumar
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Maslach Burnout Inventory ◽  
Library Science ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
The Difference ◽  
Navodaya Vidyalayas

The purpose of the study is to analyse the difference between the Burnout of male and female secondary school teachers of Jawahar Navodaya Vidyalayas (JNVs) in Karnataka, belonging to the faculty namely physical education, arts, commerce, science, music, art and library science. They were administered checklist developed by Maslach Burnout Inventory by Maslach, which measures Emotional exhaustion, Depersonalisation and Personal accomplishment of a teacher.The data were subjected to ‘t’ test to find out the significance difference between burnout of male and female teachers of JNVs.

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