scholarly journals Perceptions of public primary school teachers regarding noise-induced hearing loss in South Africa

2017 ◽  
Vol 64 (1) ◽  
Author(s):  
Katerina Ehlert
Keyword(s):  
South Africa ◽  
Hearing Loss ◽  
Young Children ◽  
Primary School ◽  
School Setting ◽  
Noise Induced Hearing Loss ◽  
Limited Information ◽  
School Teachers ◽  
Hearing Conservation ◽  
Primary School Teachers

Background: Noise-induced hearing loss (NIHL) is an increasingly growing problem in young children. This is attributed to recreational noise being the most common cause of this problem. In young children, hearing problems can delay language development and reduce academic achievements. South Africa, in particular, has limited information and protective measures regarding the conservation of hearing in school-aged children.Objectives: The main aim of the study was to determine the perception of primary school teachers regarding NIHL. The study also aimed to determine if any hearing conservation programmes are being implemented in schools and the need for training of primary school teachers regarding NIHL.Method: A survey was conducted. In order to cover the population of interest, the sampled schools in Pretoria were clustered into urban, semi-urban and rural areas.Results: The majority of the teachers included in this study are aware of NIHL and its effects. They, however, lack the necessary resources and knowledge to effectively use this information. Most (67.5%) of the teachers indicated that they have never been exposed to children with NIHL in a school setting. It was also found that the majority (84%) of the schools included in the study do not implement hearing screening and conservation programmes.Conclusion: Although the sample size was limited, the results correlate with other research in this field indicating a need for planning and implementation of hearing conservation programmes in schools, including training of teachers in order for these programmes to be effective.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

scholarly journals Nutrition education practices of primary school teachers in a resource-constrained community in Gauteng, South Africa

2016 ◽  
Vol 55 (3) ◽  
pp. 279-291 ◽  
Author(s):  
Mojisola D. Kupolati ◽  
Gerda J. Gericke ◽  
Una E. MacIntyre ◽  
Ronel Ferreira ◽  
William Fraser ◽  
...  
Keyword(s):  
South Africa ◽  
Primary School ◽  
Nutrition Education ◽  
Resource Constrained ◽  
School Teachers ◽  
Primary School Teachers

Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

scholarly journals EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA

2021 ◽  
Author(s):  
Monde Kazeni ◽  
Keyword(s):  
South Africa ◽  
Science Education ◽  
Primary School ◽  
Basic Knowledge ◽  
Process Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Science Process Skills ◽  
Limited Knowledge ◽  
Early Primary

Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.

scholarly journals The Prevalence and Associated Risk Factors of Shoulder Injuries in Primary School Teachers, Durban, South Africa

2020 ◽  
Vol 12 (7) ◽  
pp. 64
Author(s):  
Zingisa Z Nyawose ◽  
Rowena Naidoo
Keyword(s):  
Risk Factors ◽  
South Africa ◽  
Primary School ◽  
Management Strategies ◽  
Teaching Profession ◽  
Shoulder Injuries ◽  
School Teachers ◽  
Cross Sectional ◽  
Primary School Teachers ◽  
Associated Risk Factors

BACKGROUND: Shoulder injuries are among the most common musculoskeletal disorders (MSD) that can present in teachers, due to the nature of the teaching profession. OBJECTIVE: To determine the prevalence and associated risk factors of shoulder MSD in primary school teachers, Durban, South Africa. METHODS: A cross-sectional study was conducted on 203 school teachers. A questionnaire to determine the prevalence of shoulder injuries and other common injuries experienced was completed. Descriptive statistics and chi-square and binomial tests were used to analyse the results. RESULTS: The prevalence of shoulder injuries among school teachers was 53.7%, which was significantly higher than neck injuries (p=.037). Participants who had had a previous injury to the shoulder were more likely to have experienced shoulder problems at work (p = .006). A significant 76.1% had not injured their shoulder in any way (p <.0005). Additionally, the shoulder problems prevented a significant 77% of the participants from performing their normal work for up to seven days during the previous 12 months (p<.0005). CONCLUSION: Preventative and management strategies for shoulder injuries among school teachers are needed.

scholarly journals “it’s a medical condition … you need to support as much as possible”: a qualitative analysis of teachers’ experiences of chronic fatigue syndrome / myalgic encephalomyelitis (CFS/ME)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Amberly Brigden ◽  
Alison Shaw ◽  
Esther Crawley
Keyword(s):  
Primary School ◽  
School Attendance ◽  
Medical Condition ◽  
Qualitative Interviews ◽  
School Setting ◽  
Chronic Fatigue ◽  
Barriers And Facilitators ◽  
School Teachers ◽  
Primary School Teachers ◽  
Fatigue Syndrome

Abstract Background An increasing number of children with complex health needs are being educated in mainstream classes. CFS/ME is a complex and disabling condition, and there is little guidance on how primary school teachers can support younger children with this condition. To improve care, it is important to understand what these children need in the school setting, and the barriers and facilitators to teachers providing this support. The aims for this qualitative study were to explore teachers’ views about CFS/ME, their experiences of supporting a pupil with CFS/ME and their perspectives on the barriers and facilitators to providing support. Methods We recruited families from an NHS specialist paediatric CFS/ME service and families were eligible if the child was aged between 5 and 11 years and had a diagnosis of CFS/ME. We gained written consent/assent from families to invite the child’s teacher to participate in a qualitative interview. We contacted these teachers, gained written consent and then carried out semi-structured qualitative interviews. Interviews were audio-recorded, transcribed, anonymised and analysed thematically. Interviews took place between July 2018 and December 2018. Results We interviewed 11 teachers; their pupil’s age ranged from 5 to 11 years and school attendance ranged from 0 to 80%. Theme 1: Most teachers provided rich descriptions of their pupil’s CFS/ME; they consistently described cognitive dysfunction and significant fatigue, but beyond this the symptoms varied from one account to the next (from mobility problems, to aches and pains, digestive problems, headaches, nausea and hypersensitivity). These teachers noted the ripple effects on their pupil’s social, emotional and academic functioning. Two of the eleven teachers said that they did not observe symptoms of CFS/ME, expressing a degree of scepticism about the diagnosis. Theme 2: Teachers described a close relationship with their pupil. They said they understood the individual needs of the child and portrayed positive and proactive attitudes towards providing support. The type of support provided included facilitating rest breaks and limiting strenuous activities; using practical strategies to address cognitive, physical, social and emotional difficulties; maintaining a connection with the child during their absences from school; and encouraging the child to talk about their health and wellbeing. Teachers noted that receiving formal confirmation of the child’s diagnosis enabled them to put this support in place. Theme 3: The adaptations they described were often intuitive, rather than being based on a knowledge of CFS/ME. Teachers wanted more resources to increase their understanding of the condition and its management. Conclusions Primary school teachers want to provide effective support for children with CFS/ME. Clinical services should consider working in collaboration with teachers to equip them with evidence-based strategies for CFS/ME management in the primary school setting.

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