scholarly journals Perceptions about Job Recruitment and Job Placement of Teachers Having B. Ed (Hons) Qualification

2020 ◽  
Vol 3 (2) ◽  
pp. 149-157
Author(s):  
Shehar Bano ◽  
Hameed Nawaz ◽  
Kishwer Naheed Rana
Keyword(s):  
Frequency Analysis ◽  
Teaching And Learning ◽  
The Self ◽  
Job Placement ◽  
Education Department ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Qualified Teachers ◽  
Female Teachers ◽  
Job Recruitment

The excellence in teaching and learning in academia depends on teachers’ abilities and process of recruitment. The current study planned to investigate teachers’ perceptions about job recruitment and job placement of B. Ed (hons) qualified teachers. The objectives were to explore teachers’ perceptions about job placement and job recruitment and to explore the distinction in male and female teachers’ opinions about the job placement and job recruitment. The sample comprised of 50 teachers who had B. Ed. (Hons) qualification and now working in education department. The self-developed instrument, Job Placement and Recruitment Survey was used. The data were analyzed using SPSS. Frequency analysis and t-test were applied. The results revealed that most teachers were willing and claimed that they sure that govt. has fair recruitment policy of teaching jobs. While 40% teachers denied that govt. has fair recruitment policy of teaching jobs. About 61% teachers told that they passed their recruitment test while preparing their exams through the courses they studied during training. 72% teachers perceived that subjects they studied during training helped them during recruitment exams. No difference was found between gender of teachers about their job recruitment and job placement.

The Islamic Studies Teachers' Perception of Integrating ICT Into the Teaching and Learning in the UAE Public Schools

2019 ◽  
Vol 10 (2) ◽  
pp. 69-82 ◽  
Author(s):  
Gubran Saif Al-Gumaei ◽  
Khadeegha Alzouebi ◽  
Hamdy Ahmed Abdelaziz
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Future Research ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Islamic Studies ◽  
Female Teachers ◽  
Use Of Technology

This article investigates Islamic Studies teachers' perceptions in integrating ICT, and the anticipated challenges faced when using ICT. Data was collected through a questionnaire and semi-structured interviews. A total of 62 teachers participated in an online questionnaire consisted of 48 questions. In addition, eight teachers participated in the interviews. The findings of this study revealed positive perceptions of both male and female teachers in the integration of technology in their classrooms. The results showed that there were no significant differences between male and female teachers in all parts of the questionnaire. It also indicated that there was a number of challenges hindered the teachers' use of technology in teaching. Based on the research findings, it was recommended that stakeholders and decision makers in the MOE implement relevant training programs for Islamic studies teachers, to upgrade integrating ICT in classrooms. In addition, this article gives insights into future research studies on the effective use of ICT by Islamic studies teachers.

Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy

2016 ◽  
Vol 7 (6) ◽  
pp. 1097
Author(s):  
Ahmad Yaghoubi ◽  
Mojgan Nosrati Kordkandi
Keyword(s):  
Teacher Efficacy ◽  
Teaching And Learning ◽  
Descriptive Statistics ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Age Range

The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.

scholarly journals Teachers’ Perceptions and Practices of Cooperative Learning and Its Influence on Classroom Learning

sjesr ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. 278-289
Author(s):  
Ms. Fozia Bashir ◽  
Dr. Muhammad Nisar ◽  
Mr. Anar Gul
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Secondary Level ◽  
Study Data ◽  
The Body ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Learning Evaluation ◽  
Research Studies

This study was launched in order to contribute to the body of researchers conducted for investigating teachers’ perceptions and practices about cooperative learning in the classroom. The main objective of this study was to learn about the reasons and perceptions of teachers why they choose to implement or not to implement cooperative learning strategies and how the use of the same influences their class classroom teaching and learning the process. The benefits of the cooperative learning strategies are supported by multiple research studies and conclude in students' intellectual performances along with behavioral improvements. Copious research studies focus on the benefits and methods of the cooperative learning process while lacking teachers’ perceptions and practices of cooperative learning. Evaluation of teachers’ perceptions and practices of cooperative learning in this research study was conducted at the secondary level in district Kohat. The study was descriptive in nature, the questionnaire was developed by the researcher with the kind and immense consultation of the supervisor. The population of the study comprises all the teachers teaching at the Secondary level at district Kohat while 50 teachers were selected using convenient sampling techniques. Keeping in view the cultural restriction only female teachers were taken as the sample of the study. Data were analyzed using descriptive statistics and central tendencies. Analysis of the quantitative questionnaire showed that most of the teachers like and tend to use cooperative learning strategies. The use of these strategies makes their classes not only conducive to learning and but also develops social skills, self-esteem, cooperation and confidence in students.

scholarly journals Perceptions of Pre-service Teachers toward Teaching and Learning Mathematics in Bhutan

2021 ◽  
pp. 39-48
Author(s):  
Karma Dorji ◽  
Karma Wangchuk
Keyword(s):  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Colleges Of Education ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Perceptions Of Teaching

This study was carried out to investigate the perceptions of teaching and learning Mathematics by the pre-service Mathematics teachers in Bhutan. The research has employed quantitative methods. A five-point Likert scale survey questionnaire was administered to collect the data. The participants included both male and female pre-service Mathematics teachers from 2 colleges of education in Bhutan aged 18-29 (N = 261). In order to examine the perceptions of Mathematics, the mean interpretation developed by Roble and Bacabac (2016) was used and found that perceptions of pre-service teachers teaching and learning Mathematics were high indicating they enjoy teaching and learning Mathematics. The analysis also showed that there was no significant difference between male and female pre-service teachers perceptions toward teaching and learning Mathematics in Bhutan. Further, the findings also indicated there was no significant difference in perceptions of teaching and learning Mathematics between pre-service teachers at College A and College B. The College of Education might consider devoting additional attention to improving teaching practices in order to experience the real classroom scenario.

scholarly journals Female Teachers’ Perceptions of Teaching Culture in EFL Classrooms at a Saudi University

2017 ◽  
Vol 10 (6) ◽  
pp. 28 ◽  
Author(s):  
Bayan Al-Hashemi Al-Amir
Keyword(s):  
Multicultural Competence ◽  
Teaching And Learning ◽  
Teaching Culture ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Culture Teaching ◽  
Language Classrooms ◽  
The University ◽  
Target Culture ◽  
Culture And Language

In the literature of second language teaching and learning, culture and language have always been assumed to be interdependent. Their interdependence comes from the fact that language is not a code free from culture, but an embodiment of it. However, there is still a need, from the part of teachers, to realize the importance of integrating culture with language study. Using a three- Points Likert scale questionnaire, the current study aims at investigating teachers’ perceptions of culture teaching in English as a foreign language classrooms at the University of Jeddah. Moreover, it aims at discovering the type of cultural competence teachers seek to promote; whether it is intercultural or multicultural. The results show that female teachers support the study of the target culture. Furthermore, the results indicate that teachers’ perceptions lean more towards promoting multicultural competence instead of intercultural one.

scholarly journals Iranian EFL Teachers’ Perceptions of Learning Accent

2018 ◽  
Vol 7 (3) ◽  
pp. 108
Author(s):  
Hassan Galbat ◽  
Farhad Fahandezh Sa’adi
Keyword(s):  
Teaching And Learning ◽  
Native People ◽  
Foreign Accent ◽  
Structured Interviews ◽  
Language Understanding ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Efl Teachers ◽  
Authentic Language ◽  
Age Range

Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Questionnaire developed by the researcher and semi-structured interviews. Based on the analysis performed on the data collected through questionnaires and interviews, it was found that teachers care about learning accent and they considered it valuable and important. They admitted that they have foreign accent to some degree and they did not seem to be happy with foreign accent and were more in favour of native like accent. Regarding the strategies to improve English accent, they mentioned techniques like listening to authentic language, understanding pronunciation rules, and comparing people’s accent with their own accent, watching English movies, noticing stress, and pronunciation patterns, imitating, speaking with native people, using books, and recording and monitoring their own speeches.

scholarly journals Perspectives of Teachers on Challenges of Teaching in Deaf Schools, Afghanistan

2021 ◽  
pp. 15-20
Author(s):  
Gul Dad Sanaiy ◽  
Murtaza Khavari ◽  
Sayed Yasin Qanbari
Keyword(s):  
Study Design ◽  
Physical Environment ◽  
Male And Female ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Significant Difference ◽  
The Status ◽  
Spss Software ◽  
Specialist Teachers ◽  
Analyze Data

Aims: this study aims  to investigate teachers ’perceptions about the challenges of teaching in deaf schools in  Kabul city, Afghanistan. Study Design: This study was describing the status of Deaf schools in Kabul. For gathering information used questionnaire. Place and Duration of Study: Sample: teachers participated from three deaf schools across Kabul city. Between September 2020 and June 2021. Methodology: We included 74 (33 men, 41 women).  Data was collected through a questionnaire and analyzed with SPSS software. The reliability of the questionnaire was 0.83%. T-test and ANOVA tests were used to analyze data. Results: Results showed there was a significant difference between male and female teachers with challenges of teaching. There were no significant differences among specialist and non-specialist teachers, and experience of teaching with challenges of teaching. Conclusion: there were four factors (students, teachers, content, and physical environment) that influence challenges of teaching.

scholarly journals Identification of the Educational Problems at Higher Secondary Schools of Lahore

2020 ◽  
Vol 3 (3) ◽  
pp. 403-410
Author(s):  
Raheela Sarfraz ◽  
Sadaf Jabeen ◽  
Muhammad Ashraf Sajid ◽  
Muhammad Shahid Zulfiqar Ali
Keyword(s):  
Secondary Schools ◽  
Secondary Teachers ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Secondary Level ◽  
Descriptive Statistics ◽  
Survey Method ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
Score Difference

This study was conducted with the aim to find out educational problems faced by the teachers at higher secondary level by keeping in mind their most common issues regarding discipline, books, environment regarding teaching and learning, conduction of exams. This study was descriptive in nature and survey method was used to identify the higher secondary teachers’ perceptions about educational problems that they faced. The sample has been selected while using the convenient sampling technique. The total 215 teachers were working in the boys’ HSCs selected as the sample. On the other hand 282 female teachers have been selected for the study as a sample. The researcher collected the data while adapting the close ended questionnaire developed by (Ayub, 2014). There are 32 items included in the aforementioned research questionnaire. The descriptive statistics percentage and Mann Whitney U test was applied by the researcher to analyze the data. In the light of findings of current study it is concluded that the educational problems exist at Higher Secondary schools Lahore. However, the teachers replied that they try to resolve the students’ problem by discussing the issues with their colleagues, principals and most importantly with students as well. It was also concluded that there was no mean score difference in male and female teachers regarding the existence of problems faced at Higher Schools Lahore.

scholarly journals An Analysis of Politeness Strategies Used by Male and Female Teachers in EFL Classes in SMP Negeri 4 Kuta Selatan

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Komang Dujani
Keyword(s):  
Teaching And Learning ◽  
Video Recording ◽  
Female Teacher ◽  
English Teacher ◽  
Male And Female ◽  
Classroom Activities ◽  
Female Teachers ◽  
Eighth Grade Students ◽  
Politeness Strategies ◽  
Male Teacher

This study aimed at investigating teachers’ politeness strategies in two teacher’s role which is male and female teacher in EFL classes of the eighth grade students in SMPN 4 Kuta Selatan. The objects of this descriptive qualitative research were utterances delivered by male and female teachers in the classroom activities. This study aimed at finding out (1) describing the types of politeness strategies are used by male English teacher at grade eight of SMPN 4 Kuta Selatan. (2) describing the types of politeness strategies are used by female English teacher (3) explaining the differences in the used of politeness strategies between male and female English teachers. The data were taken from the conversations of the teaching and learning process in the classroom through observation and interviews. The data were gained by observing and video-recording of conversation in classroom discussion and analyzed using politeness strategies by Brown & Levinson (1987). It was found that the differences strategies used by male and female teacher, the male teacher mostly used bald on record has the highest occurrence (175 times) (16.29%) expressions, while the female teacher mostly used positive politeness (257 times) (23.93%) expressions.

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