scholarly journals Secondary school teachers’ experiences related to learner teenage pregnancies and unexpected deliveries at school

2019 ◽  
Vol 24 ◽  
Author(s):  
Antoinette Du Preez ◽  
A. Johan Botha ◽  
Tinda Rabie ◽  
Dudu G. Manyathi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Hiv And Aids ◽  
Department Of Education ◽  
Drop Out ◽  
Health Campaigns ◽  
Structured Interviews ◽  
Pregnancy Risk ◽  
Department Of Health ◽  
Teachers Experiences

Background: The incidence of learner teenage pregnancies can be reduced, provided that the major stakeholders, which include the Department of Education and the Department of Health, combine to address this issue. Despite the implementation of Life Orientation as a school subject, which focuses on sexual behaviour, health, decision-making, pregnancy risk, sexually transmitted infections and HIV and AIDS, the prevalence of learner teenage pregnancies at secondary schools remains alarmingly high.Aim: The purpose of this study was to explore and describe teachers’ experiences of learner teenage pregnancies in secondary schools in a province in South Africa.Setting: Secondary schools in KwaZulu-Natal.Method: A qualitative approach with exploratory, descriptive and contextual strategies was used in this research. Semi-structured interviews were conducted with teachers who had been selected through purposive sampling. Tesch’s steps of systematic open coding were used to analyse all of the interviews.Results: The results that emerged during the data analysis indicate that firstly, teachers’ experiences of having pregnant learners in their classrooms are negative as these learners are frequently absent from school, perform badly and drop out of school. Secondly, teachers’ experiences related to unexpected deliveries are coloured by their lack of the necessary skills and competencies to deal and their resultant insecurity. Thirdly, the teachers feel that they do not receive the assistance they need to deal with teenage pregnancies as well as unexpected deliveries.Conclusions: Collaboration between and continuous support from the Department of Health and the Department of Education are crucial if teenage pregnancies at secondary schools are to be handled with greater success. Support from health care personnel should include guidance on contraception and health campaigns should target both the teachers and secondary school learners. Furthermore, coping strategies for the teachers should form part of the preservice curriculum of teachers.

Quality Management Practices and Performance of Public Secondary School Heads in Pangasinan, Philippines

2020 ◽  
Vol 1 (1) ◽  
pp. 6-13
Author(s):  
Jeger P. Paragas
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Management Practices ◽  
Department Of Education ◽  
The Public ◽  
Quality Management Practices ◽  
Public Secondary School ◽  
And Performance ◽  
School Heads

This is a descriptive study which determined and analyzed the quality management practices of public secondary school heads. The study included the school heads and teachers in all Schools Division in Pangasinan. The identified quality management practicesare based on the parameters of APPES Manual. Kendall’s tau correlation coefficient was utilized to identify the significant relationship in the quality management practices of public secondary school heads to the performance of their respective schools. The researcher used questionnaire, interview and google form to gather the needed data. Same set of questionnaire was utilized for the teachers and school heads as respondents of this study. Findings of the study revealed that stakeholders were truly a great agent in improving the public secondary schools. Therefore, school heads must be eager to do this to have a strong partnership and participation of the stakeholders in the school. They contribute a lot for the direction leading to greater learning outcomes. Also, it was found out that weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. Further, a proposed plan of action with regard to the indicators that were found out moderate would be presented to public secondary schools for them to better identify the risk and opportunities so to attain and maintain quality management practices of school heads and school perfomance in the Department of Education.

scholarly journals HIV and AIDS knowledge and sexual behaviours amongst secondary school learners in Harare, Zimbabwe

2012 ◽  
Vol 17 (1) ◽  
Author(s):  
Margaret Mlingo ◽  
Valerie J. Ehlers ◽  
Janetta Roos
Keyword(s):  
Secondary School ◽  
Immune Deficiency Syndrome ◽  
Deficiency Syndrome ◽  
Hiv And Aids ◽  
Structured Interviews ◽  
Prevention Education ◽  
Community Activities ◽  
Sexual Activities ◽  
Aids Knowledge ◽  
Grade 8

Efforts to stem the tide of the Human immunodeficiency virus (HIV) and Acquired immune deficiency syndrome (AIDS) pandemic in Africa emphasise the necessity that learners should be able to make informed decisions. Although learners in Zimbabwe’s schools are taught about HIV and AIDS, the extent of their knowledge needed to be determined. The major objective was to assess the knowledge of secondary school learners in Harare, Zimbabwe, about HIV and AIDS. Structured interviews were conducted with 75 Grade 8 (Form 1) secondary school learners from four schools in Harare.Most learners had obtained their HIV and AIDS knowledge from schools, but some did so from their parents, community activities, the radio or television. No learner had commenced with sexual activities and all had heard about HIV, but not all knew what HIV was, and even fewer could define AIDS. Less than one-third of the learners could mention the three most important HIV preventive measures. Most learners were willing to undergo voluntary counselling and testing (VCT), but few had done so. As no learner had commenced sexual activities, opportunities existed to empower Grade 8 (Form 1) learners with adequate HIV and AIDS knowledge. Generally the learners’ HIV and AIDS knowledge levels were high but some misconceptions existed. Schools should engage with radio and television programmes to address misconceptions about HIV and AIDS. Learners should be enabled to access VCT services. More effective HIV prevention education in Zimbabwe’s schools, could enable more youth to remain HIV negative.OpsommingPogings om die Menslike Immuniteitsgebrekvirus (MIV) en Verworwe immuniteits-gebreksindroom (VIGS) pandemiese golf in Afrika te stuit, beklemtoon die noodsaaklikheid dat leerders ingeligte besluite moet kan neem. Alhoewel leerders in Zimbabwe se skole onderrig word oor MIV en VIGS, behoort die omvang van die kennis vasgestel te word. Die hoofdoelwit was om sekondêre skool leerders van Harare, Zimbabwe, se MIV en VIGS kennis te bepaal. Gestruktureerde onderhoude is gevoer met 75 Graad 8 (Vorm 1) sekondêre skool leerders van vier skole in Harare.Die meeste leerders het hulle MIV and VIGS kennis by skole opgedoen terwyl ‘n paar dit van hulle ouers, gemeenskapsaktiwiteite, die radio en televisie gekry het. Geen leerders het met seksuele aktiwiteite begin nie, almal het van MIV gehoor, maar nie almal het geweet wat MIV is nie, en nog minder kon VIGS definieer. Minder as een-derde kon die drie belangrikste MIV voorkomende maatreëls noem. Die meeste leerders was gewillig om vrywillige berading en toetsing (VBT) te ondergaan, maar min het dit reeds gedoen.Aangesien geen leerder seksueel aktief was nie, bestaan geleenthede om Graad 8 (Vorm 1)leerders te bemagtig om ingeligte besluite te neem. Oor die algemeen was die leerders se MIV en VIGS kennisvlakke hoog, maar wanopvattings het bestaan Skole behoort saam te werk met radio en televisie programme ten einde wanopvattings aan te spreek. Leerders moet in staat gestel word om VBT dienste te benut. Doeltreffender MIV en VIGS voorligting in Zimbabwe se skole, kan meer jong mense in staat stel of HIV negatief te bly.

Therapists’ Perception of their Relationship with Educational Staff In Secondary Inclusive Schools

2021 ◽  
Vol 8 (3) ◽  
pp. 73-87
Author(s):  
Meytal Fogel -Simhony
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Educational System ◽  
Management Team ◽  
Role Perception ◽  
Structured Interviews ◽  
Inclusive Schools ◽  
Educational Staff

Due to the disparities inherent in the role perception of expressive and creative therapists in the Israeli educational system, and the difficulty of fulfilling the role in an optimal manner for all parties involved, this study aims to examine the role perception of the therapist in secondary schools with inclusive education, examining the therapist’s work vis-a-vis the school’s educational staff and its management team.The sample included 11 therapists who have worked in a secondary school for over two years. The data was collected through semi-structured interviews. Findings of the study indicated a number of significant parameters in the therapist's work vis-à-vis the staff. Moreover, it is evident that the therapist's own role perception is related to the role perception as perceived by the educational and management team. The discussion examines the significance of the disparity between the therapist's role perception and the expectations and perceptions of the staff within the educational system.

Collaboration Between Administrators of National Secondary Schools and the Local Government Units (LGUs): Its Impact on the Schools’ Development

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
GAY P. DELA CRUZ
Keyword(s):  
Local Government ◽  
Secondary School ◽  
Secondary Schools ◽  
Mixed Model ◽  
School Administrators ◽  
Department Of Education ◽  
School Administrator ◽  
Statistical Tool ◽  
Model Research ◽  
Education Fund

The collaboration between the Local Government Units (LGUs) and thenational secondary schools (NSS) of Misamis Oriental is seen as a need for the schools’ development. This study assessed the level of collaboration between the administrators of the 18 national secondary schools (NSS) and the localgovernment executives (LCE) in the 23 municipalities of Misamis Oriental fromthe calendar years 2007 to 2012. The instruments used were the questionnairesand interview on collaboration involving school administrators and the local chiefexecutives in Misamis Oriental. The questionnaire has a reliability coefficient ofr=.968 using Cronbach’s Alpha. The study adopted the across-stage mixed modelresearch as its statistical tool. The findings of the study showed that both localchief executives and school administrators are mature and responsible leaders intheir respective areas of responsibility. The assistance that the national secondaryschools received from LGUs are funded from the Special Education Fund (SEF)and the Internal Revenue Allotment (IRA). The level of assistance in buildingpartnerships for collaboration LGUs provided to schools is high. Most of thesupport provided by the LGUs to schools is in the form of financial assistance.Some secondary school administrators have strong collaboration with the localchief executives.Keywords: Education, collaboration, impact, school administrator, local governmentunit, IRA, SEF, Department of Education, Across-stage mixed model research,Misamis Oriental, Philippines

scholarly journals Geografilärares och niondeklassares syn på undervisningen om klimatförändringenClimate change education: Geography teachers’ and ninth-graders’ views

2014 ◽  
Vol 10 (2) ◽  
pp. 176-194 ◽  
Author(s):  
Mikaela Hermans
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Ninth Graders ◽  
Collective Actions ◽  
Structured Interviews ◽  
Climate Change Education ◽  
Students Attitudes ◽  
Action Competence ◽  
Made In

It has been increasingly recognised that education plays a key role in addressing human-induced climate change. The ultimate goal of climate change education (CCE) is positive impacts on the climate through both individual and collective actions. The aim of this study is to investigate geography teachers’ and their ninth-graders’ views about CCE. Data was collected using semi-structured interviews with geography teachers (N = 13) and questionnaires for ninth-graders (N = 549) at eleven secondary schools from all parts of Swedish-speaking Finland. The results show that although the students’ attitudes to CCE is positive, it does not supply them with action competence. The geography teachers in this study largely miss the ultimate goal of CCE, pointing at the need for more effort to be made in the process of developing CCE at secondary school.

scholarly journals Tama Samoa Stories: Experiences and Perceptions of Identity, Belonging and Future Aspirations at Secondary School

2021 ◽  
Author(s):  
◽  
Fuapepe Rimoni
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Structured Interviews ◽  
Future Aspirations ◽  
Zealand Secondary School ◽  
And Gender ◽  
Key Aspects ◽  
Critical Discourses

<p>This thesis investigates the experiences of twelve strong, articulate and thoughtful tama Samoa (Samoan boys) through their participation in secondary schools and lives outside the classroom and through the stories of others. The study looked at how the students enacted their identities as Samoans, as learners and as young men who are anticipating the future. The study is premised on the view that Pacific identities are fluid, diverse, multi-dimensional and include a range of different perspectives relating to social class, ethnicity, culture and gender. Such a view of identity as complex is not generally taken into consideration in the literature on educational success and achievement of Pacific students in New Zealand.  The study employed a phenomenological qualitative design, using focus groups and semi-structured interviews by talanoa (conversations). As the study involved a group of indigenous tama Samoa, the Samoan fa’afaletui method was used. Participants were a group of twelve tama Samoa in three Wellington secondary schools and their twelve nominated persons.  The study found that there are key aspects to making the experiences of tama Samoa positive and successful within the secondary school. These include acknowledging tama Samoa and their multiple identities while attending secondary school; supporting the development of a sense of belonging through everyday interactions with peers and teachers, and affirming the belief by tama Samoa that secondary school socialisation serves to help them make future decisions.  This study argues that the experiences of tama Samoa are deeply embedded within wider social, economic and political trends. Indeed, their “voices” are shaped in part by these broader forces that construct and represent them as being historically “disadvantaged” and socio-economically “underserved.” Further, this study advocates for the diverse voices of tama Samoa, along with their experiences, stories, hopes, aspirations and dreams to be brought to light and placed alongside the official accounts of Pacific “disadvantage” to enable more balanced critical discourses taking place.  It is hoped that this study will offer further insights into the experiences of tama Samoa in the New Zealand secondary school context, from which valuable knowledge is derived to inform and support schools in improving the New Zealand secondary school experiences of Samoan adolescent boys.</p>

scholarly journals Headteachers’ and chairs of governors’ perspectives on adolescent obesity and its prevention in English secondary school settings

2019 ◽  
Author(s):  
E Booth ◽  
V Halliday ◽  
R J Cooper
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Adolescent Obesity ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Factors Affecting ◽  
School Settings ◽  
Sedentary Behaviours ◽  
Public Health Professionals

ABSTRACT Background Secondary schools are an important setting for preventing obesity in adolescence. Headteachers and chairs of governors are identified in national guidance as crucial stakeholders for school-based preventative action. Despite this, their views remain unexplored and unrepresented. Methods A sequential mixed method study was conducted. Semi-structured interviews were undertaken with a purposive sample of 22 secondary school headteachers and chairs of governors in England. Data were thematically analysed and informed the development of a descriptive cross-sectional survey, completed by 127 participants from the same population. Results Unhealthy dietary and sedentary behaviours were viewed as a more significant problem than adolescent obesity. Obesity was perceived as complex and multi-causal, and a range of stakeholders were deemed to have responsibility for its prevention, most notably parents. Support was identified for the role of secondary schools, although this was not an explicit priority and extensive internal and external barriers exist, which hinder preventative action. Conclusions Whilst secondary school settings in England remain an important setting for the prevention of adolescent obesity, it is crucial for policy makers and public health professionals to recognize the factors affecting school leaders’ ability and willingness to contribute to this agenda.

Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?

2018 ◽  
Vol 34 (3) ◽  
pp. 244-261 ◽  
Author(s):  
Kelsie Prabawa-Sear ◽  
Vanessa Dow
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Administrators ◽  
School Level ◽  
Education For Sustainability ◽  
Final Report ◽  
Structured Interviews ◽  
Secondary School Level ◽  
Report Data ◽  
Western Australian

AbstractThis research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.

Teachers’ experiences implementing the National Standards Curriculum at the Riverbank High School

2020 ◽  
Vol 19 (1) ◽  
pp. 1-34
Author(s):  
Deandrea Scott
Keyword(s):  
High School ◽  
Secondary School ◽  
National Standards ◽  
Structured Interviews ◽  
Teachers Experiences ◽  
Phenomenological Case Study

This paper explores teachers’ experiences implementing the National Standards Curriculum at a secondary school in Jamaica. During a phenomenological case study, structured and semi-structured interviews were completed with 16 participants and data collected subsequently analysed using constant comparison. The aim was to ascertain how teachers described their experiences implementing the NSC, what teachers saw as challenges with implementing the NSC and what they saw as strengths of the NSC. The findings showed that most teachers described their experience as challenging. Improving the process for implementing new curriculums and guiding efforts to address challenges teachers face in order to better facilitate institutionalization of the NSC are benefits to be derived from these findings.

scholarly journals Secondary School Physical Education Curriculum: Implications for Sports Development in Botswana

2003 ◽  
Vol 9 (1) ◽  
pp. 69-73
Author(s):  
O.M. TORIOLA
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Curriculum Design ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Sport Participation ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Human Right

LANGUAGE NOTE | Document text in English; abstract also in Chinese.In many countries, a major rationale for curriculum design in physical education is that it promotes a physically active lifestyle among the youths and provides a basis for the development of fundamental sports skills. Access to physical education and sport is not only a fundamental human right but it also promotes health, desirable social attitudes and values. Based on the above rationale physical education was introduced to Botswana secondary schools in 1999. In this study, the Botswana secondary school physical education curriculum was analysed regarding its potential role in sports development in the country. Structured interviews were carried out with Principals of selected public secondary schools in which physical education is a teaching subject and the curriculum development unit in the Ministry of Education. Results were discussed in the following specific areas: curriculum content analysis, implementation problems, time allocation, provision of teaching and learning resources, funding, personnel, opportunities for competitive sport participation and assessment procedures. Problems affecting the teaching of physical education in Botswana were also discussed and possible solutions proffered. Finally, analysis of implications of the physical education curriculum for sport development in Botswana was presented.體育運動對學童成長過程非常重要，本文旨在探討非洲波斯尼亞中學體育課程，從多方面分析體育課程與體育運動發展的關係，透過與校長及敎育部長面談，了解影響體育運動發展的原因。

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