scholarly journals Low back pain among primary school teachers in Rural Kenya: Prevalence and contributing factors

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Hussein E. Elias ◽  
Raymond Downing ◽  
Ann Mwangi
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Female Gender ◽  
Primary Teachers ◽  
Low Back ◽  
School Teachers ◽  
Primary School Teachers ◽  
Western Kenya ◽  
Work Related ◽  
High Prevalence

Background: Low back pain (LBP) has been recognised as a common occupational problem with a high prevalence among work-related musculoskeletal disorders. Although there appears to be a high prevalence of LBP among school teachers, there is inadequate information on the prevalence and predisposing factors of LBP among primary school teachers in rural Western Kenya.Aim: To determine the prevalence, factors associated with LBP and physical disability caused by LBP.Setting: The setting was public schools in rural Western Kenya selected by simple random sampling method.Methods: A cross-sectional study was conducted among primary teachers from public schools using a self-administered questionnaire. The questionnaire included information on LBP, demographic data, occupational and psychosocial factors and disability score. The 12-month prevalence, associated factors and LBP disability were analysed.Results: The 12-month self-reported prevalence of LBP among primary teachers was 64.98%, with close to 70% of them reporting minimal disability. The logistic regression analysis showed that female gender (odds ratio [OR]: 1.692, p < 0.02) was associated with LBP and high supervisor support (OR: 0.46, p < 0.003) was negatively associated with LBP.Conclusion: The prevalence of LBP among primary school teachers in rural Western Kenya is 64.98%, with the majority of them reporting minimal disability. The identified risk factors were female gender and low supervisor support. The presence of work-related psychosocial risk factors in this study suggests a comprehensive approach in evaluation and management of LBP. Preventive measures should be in place to prevent and reduce the progression of LBP disability.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica

2020 ◽  
Vol 19 (1) ◽  
pp. 60-100
Author(s):  
Melicia Plunkett-Mills
Keyword(s):  
High School ◽  
Primary School ◽  
Educational Change ◽  
Junior High School ◽  
Primary Teachers ◽  
Teacher Preparedness ◽  
School Teachers ◽  
Teaching Resources ◽  
Primary School Teachers ◽  
Teachers Experiences

This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

scholarly journals How Teachers Become “Good” At What They Do A Narrative Approach

2015 ◽  
Vol 27 (1) ◽  
pp. 62-69
Author(s):  
Idhun Wirawati ◽  
Fitri Kurniawan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Department Of Education ◽  
Professional Experience ◽  
Narrative Approach ◽  
Good Teacher ◽  
School Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children And Parents

The research was purposed to explore how teachers learn from their professional experience to become ‘good’ at what they do.  The research was a replication of the a study project conducted by School of Education at University of Aberdeen in 2012 . The current research was an effort to investigate the teachers’ learning from their professional experience in different context and participants. The study is an interpretation of narratives of two primary school teachers from SD Muhammadiyah Klaten Utara, Indonesia. The narratives materials are taken from the research project undertaken in Klaten jointly conducted by the Department of Education at Universitas Muhammadiyah Surakarta and SD Muhammadiyah Klaten Utara. This study is a narrative reseach approach. The analysis in this report is  using  narrative  approach  because  the  materials  are  the  narratives  of  two  teachers  of primary teachers. The finding shows that two things that makes them become good teacher.  The first one is the teacher’s will to always learn from problems they faced. Their persistent concern to make a positive rapport with children and parents

scholarly journals The Situation of Forecasting the Number of Children and Students Attending School: An Exploration Study Based on Primary Teachers’ Evaluation in Vietnam

2020 ◽  
pp. 321-324
Author(s):  
Luong Tran
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Current Situation ◽  
School Teachers ◽  
Education Development ◽  
Primary School Teachers ◽  
Number Of Children ◽  
The Mean ◽  
Random Survey

The paper presented the current situation of forecasting the number of children and students attending school in Ca Mau Province, Vietnam. A random survey of 89 primary school teachers in Ca Mau province with a questionnaire about the situation of the work of forecasting the number of children and students attending to school in Ca Mau Province showed that: The mean score of forecasting the number of children and students attending to school is 3.93 - corresponding to often level; the average point of the quality of the task of forecasting the number of children and students attending to school is 3.96 - at a fair level; the ensuring the development of education based on the results of forecasting the number of children and students attending to school with the mean of 2.92 - at a sometimes level. There is no correlation between forecasting the number of children and students attending school and ensuring conditions for education development based on the results of forecasting the number of children and students attending school.

scholarly journals Attitudes of primary school teachers towards e-learning in teaching Arabic and the obstacles they face

2022 ◽  
pp. 133-149
Author(s):  
أنس عدنان عضيبات ◽  
مشاعل محمد الرياحنة
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Arabic Language ◽  
Point Of View ◽  
School Teachers ◽  
Primary School Teachers ◽  
Male And Female ◽  
Arithmetic Average ◽  
Female Teachers ◽  
E Learning

The study aimed to identify the trends of primary stage laborers towards e-learning in teaching the Arabic language, and the obstacles they face from their point of view. The study relied on the descriptive and analytical approach, and the study population consisted of (170) male and female teachers working in public schools in Jerash governorate. The study sample (75) male and female teachers, who were chosen randomly. The results of the study showed that the attitudes of primary school teachers towards e-learning came at a positive level, with an arithmetic average (3.61), and the obstacles facing primary school teachers in e-learning came with a high degree, with an arithmetic average (3.84). The study recommended giving attention to providing electronic learning tools to include all schools, connecting all schools to the Internet and providing computers in proportion to the number of students in schools, and the study also recommended the necessity of dissolving all obstacles in e-learning, in terms of providing Internet labs in schools in proportion to the number of students and courses Scholastic.

scholarly journals Analysis of pre-service and in-service views of evolution of Serbian teachers

2015 ◽  
Vol 67 (1) ◽  
pp. 317-329
Author(s):  
Jelena Stanisavljevic ◽  
Dragan Djuric ◽  
Ljubisa Stanisavljevic ◽  
Pierre Clément
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Teachers ◽  
Religion And Politics ◽  
Primary Teachers ◽  
Science And Religion ◽  
Evolution Theory ◽  
School Teachers ◽  
Biology Teachers ◽  
Primary School Teachers

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

scholarly journals Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services

2022 ◽  
Vol 11 (3) ◽  
pp. 141
Author(s):  
Ruth N. Dlamini ◽  
Moses Onyemaechi Ede ◽  
Chinedu Ifedi Okeke
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Research Design ◽  
Thematic Analysis ◽  
Primary Schools ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Counselling Services

The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners’ rights. Given the findings, some notable recommendations were highlighted.

scholarly journals Attitude of Primary School Teachers Towards Inclusive Education in Nigeria: Contributions of Personality and Work Experience

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Victor Okechukwu Odo ◽  
Evelyn N. Onah ◽  
Ikechukwu V. Ujoatuonu ◽  
Agnes E. Okafor ◽  
Alexandra N. Chukwu ◽  
...  
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Work Experience ◽  
Primary Schools ◽  
Children With Disabilities ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers ◽  
Work Related ◽  
South Eastern

Children with disabilities in South-Eastern Nigeria face problems of isolation. This study investigated the roles of conscientious personality and work experience in predicting teachers’ attitude towards inclusive education. Participants included 196 primary school teachers who were selected randomly from 6 primary schools in Enugu, South-Eastern Nigeria. The age of the teachers ranged from 27-51 years (Mean age = 41.85 years; Standard Deviation = 4.63). Results showed that conscientious personality and work experience positively predicted primary school teachers’ attitude towards inclusive education. The results were discussed in terms of determining work-related attributes necessary for improving access to education among children with disabilities. The limitation of the study and recommendation for future research were highlighted.

Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?

1997 ◽  
Vol 13 ◽  
pp. 27-36 ◽  
Author(s):  
Julie Clark ◽  
Terry Harrison
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Educational Outcomes ◽  
New South ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
South Wales ◽  
Significant Attention ◽  
School Curricula

AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.

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