scholarly journals Assessment of intercultural competence of vocational teachers in Croatia

2015 ◽  
Vol 21 (4) ◽  
pp. 37-51
Author(s):  
Višnja Rajić ◽  
Tomislav Rajić
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Secondary School Teachers ◽  
Vocational Teachers ◽  
School Teachers ◽  
Self Assessment ◽  
New Era ◽  
Significant Difference ◽  
The Republic ◽  
Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 508-513
Author(s):  
Sijila Das ◽  
Nalinilatha M
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
School Teachers ◽  
Personal Variables ◽  
Significant Difference

The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.

scholarly journals Predictors Affecting the Level of Work Satisfaction in Relation to the Job Performance Among Secondary School Teachers in the Division of Zambales During SY 2020-2021

2021 ◽  
Vol 2 (11) ◽  
pp. 998-1007
Author(s):  
Alma G. Villanueva ◽  
Thelma Q. Meer
Keyword(s):  
Secondary School ◽  
Work Environment ◽  
Work Performance ◽  
Secondary School Teachers ◽  
Early Adulthood ◽  
Work Satisfaction ◽  
Community Support ◽  
School Teachers ◽  
School Officials ◽  
Significant Difference

The research aimed to determine the Predictors Affecting the Level of Work Satisfaction in Relation to the Work Performance Among Secondary School Teachers in the Division of Zambales During SY 20120-2021. The descriptive research design were used with survey questionnaire as the data gathering.The study was limited on predictors affecting the level of work performance as to teaching hours, salary/remuneration, school officials/administrators, peer/colleagues, student factor, work environment and community supports predictors respectively. The respondents of the study were Secondary Teachers in the Division of Zambales. The findings revealed that the teacher-respondent is a typical female in her early adulthood, married, Roman Catholic, Mathematics major, Teacher 1, BS degree with masteral units of education and had been teaching for almost a decade. The teacher-respondent agreed on the predictors affecting the level of work performance as to teaching hours, salary/remuneration, school officials/administrators, peer/colleagues, student factor, work environment factor and community support. The teachers were rated “Very Satisfactory” on their level of work performance. There was a significant difference on the assessment towards salary/remuneration when grouped according to civil status, religion and highest educational attainment; on school officials/administrators when grouped according to position/designation. There was significant difference on the assessment of the teacher-respondents towards predictors affecting the level of work satisfaction. There was no significant relationship between the work satisfaction predictors and the level of work performance as reflected in the IPCRF performance rating.

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

scholarly journals The Gap between Primay and Secondary School Teacher Followership Styles at Adni Islamic School, Malaysia

2014 ◽  
Vol 2 (2) ◽  
pp. 59-83
Author(s):  
Ahmad Suhail Al-Anshory ◽  
Hairuddin Mohd Ali
Keyword(s):  
Secondary School ◽  
Organizational Performance ◽  
Secondary School Teachers ◽  
School Teacher ◽  
School Teachers ◽  
Islamic School ◽  
Significant Difference ◽  
Performance Suggestions ◽  
Questionnaire Surveys ◽  
Primary And Secondary School

This study investigated the gap between primary and secondary school teachers’ followership styles at a private Islamic school in Malaysia. Questionnaire surveys were completed by 92 teachers from both respective schools. The findings of this research show that all of Kelley’s Followership Styles (exemplary, alienated, pragmatist, conformist and passive) were represented in the followership styles of primary and secondary school teachers at AIS. The most common followership style is the exemplary style which was practiced by 39 (42.3%) of the teachers. Furthermore, the findings show that there was a significant difference in followership styles between the male primary and secondary school teachers of AIS. However, there was no significant difference in followership styles between the female primary and secondary school teachers of AIS. In general, there was no significant difference of followership styles between both schools. Based on the findings of this study, it is recommended that the exemplary followership style be adopted, since it is especially suited to helping followers achieve exemplary levels that can help promote higher standards of organizational performance. Suggestions concerning further research on the subject of followership are also presented.   Abstrak:     Tujuan kajian kuantitatif ini adalah untuk menyiasat jurang antara guru sekolah rendah dan sekolah menengah dalam gaya kepengikutan di sebuah sekolah swasta Islam di Malaysia. Soal selidik telah dijawab oleh 92 orang guru dari kedua-dua peringkat sekolah. Dapatan kajian ini menunjukkan bahawa semua gaya kepengikutan Kelley (teladan, terasing, pragmatis, konformis dan pasif) diwakili dalam gaya kepengikutan guru-guru sekolah rendah dan menengah di AIS. Gaya kepengikutan yang paling biasa adalah gaya teladan yang telah diamalkan oleh 39 orang guru (42.3%). Selain itu, dapatan kajian menunjukkan bahawa wujud perbezaan yang signifikan dalam gaya kepengikutan antara guru lelaki sekolah rendah dan guru lelaki sekolah menengah AIS. Walau bagaimanapun, adalah tiada perbezaan yang signifikan dalam gaya kepengikutan antara guru perempuan sekolah rendah dan guru perempuan sekolah menengah AIS. Secara umum, tiada perbezaan yang signifikan dalam gaya kepengikutan antara kedua-dua buah sekolah rendah dan menengah. Berdasarkan dapatan kajian ini, adalah disyorkan supaya gaya kepengikutan teladan diterima pakai, kerana ia adalah sangat sesuai untuk membantu pengikut-pengikut mencapai tahap teladan yang membantu meningkatkan tahap prestasi organisasi. Cadangan berkaitan penyelidikan lanjutan pada subjek kepengikutan juga turut dipersembahkan.

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

Perceived Self- Esteem among Secondary and Higher Secondary School Teachers

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Krutika Shah ◽  
Dr. Sangeeta Pathak
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Work ◽  
Total Sample ◽  
Self Esteem ◽  
School Teachers ◽  
Significant Difference ◽  
The Difference

The present research work aimed at finding out the difference between secondary and higher secondary school teachers on Self-esteem. For this purpose a total sample of 240 school teachers. Among them 120 secondary and 120 higher secondary school teachers. Data was collected by using Self-esteem scale developed by “Roseberry,(1965)”. Results were analyzed by using F- Anova. Results revealed that there is no significant difference between secondary and higher secondary school teachers on Self-esteem.

A Study of Teacher Effectiveness, General Intelligence and Creativity of Secondary School Teachers

2021 ◽  
pp. 51-65
Author(s):  
Kamalpreet Kaur Toor
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Male Teachers ◽  
General Intelligence ◽  
School Teachers ◽  
Government School ◽  
Male And Female ◽  
Significant Difference

The present study attempts to compare teacher effectiveness, general intelligence and creativity of secondary school teachers in relation to gender and type of school. The sample for the study consisted of 850 secondary school teachers of Punjab. The findings of the study revealed that there is no significant difference in teacher effectiveness of male and female secondary school teachers. The significant main effect of type of school is independent of gender groups, i.e. government school teachers are effective both in case of male and female groups of school teachers. There is significant difference in general intelligence of male and female secondary school teachers, female teachers being more intelligent as compared to male teachers, both in case of government and private schools. The results also show that male teachers of private secondary schools are more creative than female teachers of private secondary schools but not in case of government secondary schools. Government school teachers are significantly high on creativity than private school teachers only in case of female group and not in case of male teachers. Teacher effectiveness is positively and significantly related with general intelligence and creativity among secondary school teachers.

Research Capabilities of Public Secondary School Teachers in the Schools Division of Zambales

2021 ◽  
Vol 3 (7) ◽  
pp. 26-35
Author(s):  
Elizabeth N. Farin ◽  
Wilma M. Brade ◽  
Cherry E. Garcia
Keyword(s):  
Secondary School ◽  
Computer Literacy ◽  
Secondary School Teachers ◽  
Computer Applications ◽  
Research Proposal ◽  
Research Report ◽  
Female Teacher ◽  
School Teachers ◽  
Public Secondary School ◽  
Significant Difference

The study aimed to assess the research capability of public secondary school teachers in the Division of Zambales and utilized a descriptive research design with a questionnaire as the main instrument in gathering data from seven hundred (700) teacher-respondents who were randomly selected. The researcher found out that the respondent is a married female Teacher-I in her early adulthood, with 21-25 hours of teaching load, baccalaureate degree holder had no research conducted and published but had attended a school-based seminar on research with knowledge on basic computer applications.  The respondents were assessed "moderately capable" of writing a research proposal and writing a research report. There is significant differences in civil status, academic rank, specialization, number of seminars attended, number of research published, and the level of computer literacy towards writing research proposal while the significant difference in age, specialization, number of seminars attended number of research published, and the level of computer literacy towards writing a research report. There is a slight or weak relationship between the number of research conducted and the research capability and a negligible relationship between the number of seminars attended and the research capability as to writing a research proposal and writing a research report.

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