scholarly journals Disparity in Availability of Public “General” Secondary Teachers in The City of Dschang And Its Periphery

2020 ◽  
Vol 2 (2) ◽  
pp. 298-315
Author(s):  
Jolin TAFELEFACK ◽  
Claudin Karim NANA ◽  
Martin KUÉTÉ
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Unequal Distribution ◽  
Demand For Education ◽  
Qualitative And Quantitative ◽  
Teacher Assignment ◽  
Trained Teachers ◽  
The City ◽  
The Town

To effectively meet the demand for education, the Cameroon is called upon to trained teachers and ensure their equitable distribution throughout the country. However, in Menoua Division, the situation is different as compared to the rest of the country. The spatial distribution of teachers per school shows unequal distribution between the town and its periphery. Indeed, while the number of pupils in general secondary schools is increasing. This increase is not accompanied by an increase in the number of teachers. This general shortage does not present itself within the city as compared to its periphery. The principal objective of this reflection is to show the reasons accounting for these disparities. The methodology applies include both qualitative and quantitative data from teachers and administrative officials of general secondary education. The reflection leads to three main results. Firstly, the shortage of teachers couple with the mechanism for assigning teachers favor’s schools in urban area of Dschang to the detriment of its periphery. Secondly, is that secondary school teachers use the loopholes in the teacher assignment to position themselves in urban schools where they avoid the periphery which they stigmatize. Finally, this disparity has many consequences in the demand of education.

scholarly journals Science and Religious Education Teachers’ Views of Argumentation and Its Teaching

2020 ◽  
Author(s):  
Sibel Erduran ◽  
Liam Guilfoyle ◽  
Wonyong Park
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Online Survey ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Pedagogical Strategies ◽  
Qualitative And Quantitative ◽  
School Subjects ◽  
Quantitative Results

Abstract Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant educational goal in science education in recent years. It has also been noted as an important pedagogical approach in numerous school subjects. Yet, there is limited understanding of how teachers’ views of argumentation and its teaching compare in different school subjects. In order to ensure coherence in the implementation of the school curriculum, it is important to understand such views particularly in the context of subjects that are often positioned to be in conflict with each other, for example in the context of science versus religious education. In this paper, we present an empirical study on how science and religious education teachers view argumentation and its teaching. The data are drawn from a survey of secondary school teachers of 11–16-year-old students in England. Twenty-nine teachers were presented with an online survey in order to collect data on various aspects of their views including pedagogical strategies that support argumentation. Qualitative and quantitative results suggest that teachers of both subjects consider argumentation to be a significant aspect of their subject although particular nuances exist in how the teachers interpret argumentation. Furthermore, the data suggest that there are statistically significant differences in terms of the perceived frequency of pedagogical strategies used to support argumentation in lessons.

scholarly journals Level of Inhibition in Trained Secondary School Teachers: Evidence from Pakistan

2015 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Fauzia Rafiq ◽  
Yousuf Sharjeel
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Educational Institution ◽  
Education Programme ◽  
School Teachers ◽  
Teaching Methodologies ◽  
Training Support ◽  
Large Class Size ◽  
Continuous Support ◽  
Trained Teachers

The study found that the inhibition amongst trained secondary school teachers in using learned teaching methodologies is caused due to the lack of content knowledge, insufficient support from the administration, scarce continuous professional development opportunities, unsupportive environment, large class size, in-efficiency to integrate technology, inadequate post-training support and lack of motivation. The study also concluded that teaching inhibition is not possible to be controlled by virtue of teacher’s training skills only. This study recommends that trained teachers be permitted to experiment within their permissible limits to try new teaching methodologies under supervised conditions and reflect upon them intermittently. Continuous support of the school administration is the key to successfully implementing the newly-acquired pedagogic and scholastic skills for an educational institution to improve its teacher education programme.

scholarly journals Evaluation of teachers’ opinions on sustainability of school-based change policiesÖğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 703
Author(s):  
Betül Balkar ◽  
Nazife Karadağ
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
School Administrators ◽  
School Teachers ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
School Based ◽  
Internal And External Factors

<p>The aim of this study is to determine the opinions of secondary school teachers on sustainability of school-based educational and administrative change policies at schools. Qualitative and quantitative research methods and techniques were used together in the study and therefore the study was conducted through mixed research method. The participants of the study consisted of 196 secondary school teachers working in the central districts of Gaziantep province. The participants were chosen by using maximum variation sampling on a volunteer basis. Data of the study were collected through an interview form including standardized open-ended questions. Qualitative and quantitative techniques were used in the analysis of collected data. As a result of the study, it is determined that school-based change policies were especially established for educational issues. Change policies should be accordant with school culture and should be systematic in order to gain acceptance of teachers and become practicable in this way. It is also revealed that teachers should have a certain number of characteristics facilitating implementation of changes. It is concluded that internal and external factors should be considered together and teachers’ and school administrators’ professional development should be provided with continuity in order to ensure sustainability of school-based change policies. Based on the results of the study, it is suggested that professional development opportunities for teachers and administrators should be varied and should be enriched in terms of content in order to response to requirements of change effectively.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı; ortaokul öğretmenlerinin okul temelli eğitsel ve yönetsel değişim politikalarının okullarda sürdürülebilirliğine ilişkin görüşlerinin belirlenmesidir. Nitel ve nicel araştırma yöntem ve tekniklerinin bir arada kullanıldığı araştırma karma araştırma yöntemiyle gerçekleştirilmiştir. Araştırmanın katılımcıları Gaziantep ili merkez ilçelerinde bulunan ortaokullarda görev yapan 196 ortaokul öğretmeninden oluşmaktadır. Katılımcılar maksimum çeşitlilik örneklemesi kullanılarak ve gönüllük esasıyla belirlenmiştir. Araştırmanın verileri standartlaştırılmış açık uçlu sorulardan oluşan görüşme formu aracılığıyla toplanmıştır. Araştırma verilerinin analizinde nitel ve nicel veri analizi teknikleri bir arada kullanılmıştır. Araştırmanın sonucunda; okul temelli değişim politikalarının özellikle eğitsel konulara yönelik olduğu belirlenmiştir. Değişim politikalarının öğretmenler tarafından kabul görmesi ve böylece uygulanabilir olabilmesi için, okul kültürüne uygun olması ve sistemli olması gerekmektedir. Aynı zamanda öğretmenlerin de değişimin uygulanmasını kolaylaştıracak birtakım özelliklere sahip olması gerektiği ortaya çıkmıştır. Okul temelli değişim politikalarının sürdürülebilirliğinde okul içi ve okul dışı faktörlerin bir arada değerlendirilmesi ve özellikle yönetici ve öğretmenlerin mesleki gelişimlerinde süreklilik sağlanması gerektiği sonucuna ulaşılmıştır. Araştırmanın sonuçlarına dayalı olarak; değişimin gerekliliklerine etkili bir şekilde cevap verilebilmesi için, öğretmenlere ve okul yöneticilerine sunulan mesleki gelişim olanaklarının çeşitlendirilmesi ve içerik açısından zenginleştirilmesi önerilmektedir.</p>

Mental Health of Secondary and Higher Secondary School Teachers - An Analysis

2012 ◽  
Vol 3 (2) ◽  
pp. 117-119
Author(s):  
P.Pachaiyappan P.Pachaiyappan ◽  
◽  
Dr. D.Ushalaya Raj Dr. D.Ushalaya Raj
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers
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