scholarly journals THE ROLE OF THE TEACHER IN THE DISTANCE LEARNING PROCESS IN LIGHT OF THE CORONA PANDEMIC AND ITS RELATIONSHIP TO TAKING INTO ACCOUNT INDIVIDUAL DIFFERENCES AMONG STUDENTS IN ARAB PRIMARY SCHOOLS

2021 ◽  
Vol 03 (04) ◽  
pp. 22-38
Author(s):  
Nadia GHALIA ◽  
Sawsan KARA
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Green Line ◽  
Descriptive Approach ◽  
The Relationship

The study aimed to identify the role of the teacher in the distance learning process in schools within the Green Line from the perspectives of teachers and school principals in them, as well as to reveal the level of consideration of individual differences and the statement of the relationship between them. The survey descriptive approach was used, the study sample included teachers and principals in primary schools, who numbered (330) teachers and principals. The primary school was significant, and the results showed that there were no statistically significant differences attributed to the study variables about the teacher’s role in the distance learning process in light of the Corona pandemic and its relationship to taking into account individual differences among students in Arab primary schools.

scholarly journals Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals

2018 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Rassidy Oyeniran ◽  
Ishmael Bonjah Anchomese
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Policy Makers ◽  
Female Principals ◽  
Home Based ◽  
Primary School Principals ◽  
Leadership Experiences

Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.

scholarly journals The Organizational Slack of Primary Schools Principals in Minia Governorate and its Relation to Teachers' Job Satisfaction

2019 ◽  
Vol 7 (12) ◽  
pp. 440-461
Author(s):  
Dalia Taha Mahmoud Yousef
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
School Principals ◽  
Organizational Slack ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Principals ◽  
Points Of View ◽  
The Relationship

       The current study aimed to identify the reality of organizational slack among primary school principals and job satisfaction among primary school teachers, Minia Governorate, Egypt; and to monitor the relationship between organizational slack among primary school principals and teachers' job satisfaction. The study utilized the descriptive research methodology relying on a questionnaire as a study tool prepared by the researcher, which was applied to a sample consisted of 531 teachers in the primary schools in Minia Governorate centers. Results of the study revealed that the level of organizational slack among primary school principals from teachers' points of view were moderate in all dimensions of this axis which were as follows: laws and regulations, administrative and technical tasks, the relationship with colleagues and the relationship with students and that the level of job satisfaction among primary school teachers in Minia Governorate centers from teachers' points of view were high in the dimension of the nature of work inside the school; while it was moderate in the dimensions of laws and regulations regulating work and the relationship with principals, in addition it was law in the dimension of salaries, rewards and promotions. Results also indicated that there was a statistically significant relationship at the level of (α ≥0.001) between the organizational slack and job satisfaction dimensions in primary schools in Minia Governorate centers at a moderate level from teachers' points of view.

The Relationship Between Hemisphere Dominant and Organizational Support Among School Principals: الدعم الإداري وعلاقتهُ بالسيطرة الدماغية لدى مدراء المدارس الابتدائية التابعة لوزارة التربية بمديرية تربية الكرخ الأولى والثانية

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Maha Sabry Salim
Keyword(s):  
Primary School ◽  
Psychometric Properties ◽  
Organizational Support ◽  
School Principals ◽  
Face Validity ◽  
Single Sample ◽  
Primary School Principals ◽  
Significant Difference ◽  
Descriptive Approach ◽  
The Relationship

The aim of the research was to identify Organizational Support and its relation to Hemisphere Dominant among principals, The researcher used the descriptive approach and the sample of the study was (200) principals of primary school. The researcher used the Organizational Support scale for Eisenberger et al. (1986). The validity (translation, face validity, construction), McCrone's Hemisphere Dominant scale and psychometric properties. The results of the study were used to test the results of a single sample, a square of Ka2, a cross call test, and a search for a number of results. The most important results were: the existence of a statistically significant difference in primary school principals in Organizational Support in general ; For school principals, but the results did not show statistically significant differences in school principals in Organizational Support according to Hemisphere Dominant.

scholarly journals ANALISIS KEBUTUHAN PEMBELAJARAN ILMU PENGETAHUAN SOSIAL DI SEKOLAH DASAR

2020 ◽  
Vol 4 (1) ◽  
pp. 15-25
Author(s):  
Anang Yulianto Nugroho ◽  
Hartono Hartono ◽  
Sudiyanto Sudiyanto
Keyword(s):  
Social Science ◽  
Primary School ◽  
Learning Process ◽  
Science Learning ◽  
School Level ◽  
Primary School Students ◽  
School Students ◽  
Approach Method ◽  
Descriptive Approach ◽  
The Relationship

Tujuan dari penelitian ini adalah untuk mengeksplorasi hambatan dan kebutuhan dalam proses pembelajaran ilmu pengetahuan sosial (IPS) di sekolah dasar. Penelitian ini mengunakan pendekatan deskriptif. Pengumpulan data dilakukan dengan observasi proses pembelajaran IPS, analisis bahan ajar, dan mencermati rata-rata nilai tes peserta didik. Penelitian dilakukan selama lima bulan mulai dari April 2017 sampai dengan Agustus 2017. Data yang terkumpul di lakukan trianggulasi teknik untuk mengetahui keterkaitan dan kesepadanan data. Setelah itu data dianalisis menggunakan analisis miles interaktif menurut Miles Huberman. Hasil penelitiannya yaitu buku pelajaran yang digunakan kurang menarik karena banyak tulisan dan sedikit gambar yang memacu peserta didik untuk berpikir kritis; guru cenderung ceramah dan tanya jawab dalam proses pembelajaran; peserta didik dalam belajar cenderung menghafalkan daripada menguasai materi pelajaran; keterbatasan penggunaan media pembelajaran oleh guru materi pembelajaran menjadi abstrak bagi peserta didik padahal pembelajaran peserta didik sekolah dasar harus memperhatikan perkembangan cara berpikir peserta didik dari konkret ke abstrak. Inovasi pembelajaran yang sesuai dengan karakteristik peserta didik sekolah dasar akan mampu menciptakan pembelajaran yang bermakna. NEEDS ANALYSIS IN SOCIAL SCIENCE LEARNING AT PRIMARY SCHOOLThis study was aimed at exploring the obstacles and the needs in teaching social science at the primary school level. A descriptive approach method was used in this study. The data was obtained by observing the learning process, analyzing the teaching materials and media in learning, and analyzing the students’ test scores. The study was conducted for 5 months starting from April 2017 to August 2017. The collected data were examined by triangulation techniques to determine the relationship and comparability of the data. Data were then analyzed using the interactive-miles analysis according to Miles Huberman. The results show that the hand books were not interesting enough as there were too many theories but few pictures which would not encourage students to think critically; teachers tended to adopt a teacher-centered approach of teaching in which they dominated the class with their explanation and there were limited interactive sessions; the students tended to memorize more than master the theories; having limited teaching medias, the teachers made the learning process become abstract, while primary-school students needed to have activities which encouraged their way of thinking from concrete into abstract. An innovation which suits primary school students’ character is needed to create a meaningful learning process.

scholarly journals PEDAGOGICAL ASPECTS OF LOGARITHMIC AND RHYTHMTHERAPY ON THE DISORDERS OF FLUENCY AND THEMPO-RHYTHMIC ORGANIZATION OF SPEECH OR STUTTERING

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 267-274
Author(s):  
B. Petrova
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
Learning Process ◽  
Speech Therapy ◽  
Point Of View ◽  
Pedagogical Practice ◽  
The Relationship ◽  
Rhythmic Organization ◽  
Scientific Fields

The relationship between logarithmic and rhythm therapy is multifaceted, which explains the good opportunities for their application in a primary school in students with fluency and tempo-rhythmic organization of speech, which form the picture of development- stuttering. Research related to the pedagogical aspects of this application is relevant, as the problem is analyzed mainly theoretically as related to other scientific fields. This article presents methods for corrective work, which is also the concept of this framework of speech therapy rhythmic: object, subject, goal and tasks. A theoretical analysis on the topic was made and a study of the role of logarithmic and rhythm therapy from the point of view of pedagogues in primary school was presented. Тhe results are analyzed in terms of their applicability and adequacy to the learning process and pedagogical practice.

Supervisi Kepala Sekolah Dalam Penggunaan Media Pembelajaran di Sekolah Dasar

2020 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Srie Irianisyah ◽  
Edi Harapan ◽  
Houtman Houtman
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Research Method ◽  
Teaching And Learning ◽  
School Principals ◽  
Instructional Media ◽  
School Officials ◽  
Two Factors

This study illustrated the implementation of supervision by school principals, particularly in the use of instructional media during the teaching and learning process in 90 Seberang Ulu II Palembang Primary Schools. This research method uses qualitative research methods and data collection is done by direct observation techniques in the field, documentation and interviews with teachers and school officials. The results showed that the implementation of academic supervision of the use of instructional media in Palembang 90 Primary School uses different techniques. To find out the use of instructional media objectively during the teaching and learning process, the Principal of State Elementary School 90 conducted a class visit supervision technique and also an individual meeting technique with a direct approach in accordance with a predetermined plan. There are factors that inhibit the implementation of academic supervision. The two factors influence the implementation of media use supervision learning in Palembang 90 Primary School. Nevertheless, all problems can be overcome until the supervision of the use of instructional media is carried out properly. Keywords: Supervision of the Pprincipals, Learning Media

scholarly journals Umgangsweisen mit den Schulschließungen und dem ‚Homeschooling‘ im Kontext der Corona-Pandemie – Orientierungen von Schulleitungen inklusiver Grundschulen zum Lernen auf Distanz

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Marlene Kowalski
Keyword(s):  
Distance Learning ◽  
Qualitative Study ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Cultural Orientation ◽  
Documentary Method ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Erste Ergebnisse

Das mit Inklusion verbundene Ziel der Partizipation von allen Kindern an Lern- und Bildungsprozessen wurde im Kontext des durch die Corona-Pandemie notwendig gewordenen Lernen auf Distanz bzw. ‚Homeschooling‘ erheblich auf die Probe gestellt. Im Beitrag wird der Frage nachgegangen, wie inklusive Grundschulen mit den Herausforderungen der Schul-schließungen und der Unterbrechung des gemeinsamen Unterrichts umgehen. Dazu werden erste Ergebnisse aus einer qualitativ-empirischen Studie zu „Inklusions- und Exklusions-prozessen an Grundschulen während der Corona-Zeit“ vorgestellt: In zwei Fallbeispielen werden die Erfahrungen von Schulleitungen mit den Schulschließungen und dem Lernen zuhause dokumentarisch-methodisch rekonstruiert. Die Schulleitungen werden hierbei als zentrale Repräsentanz ihrer Schule betrachtet, sodass die Rekonstruktion des institutionellen, schulkulturellen Orientierungsrahmens, also der verinnerlichten Handlungs- und Deutungs-muster der Schule im Vordergrund steht. Die Ergebnisse weisen darauf hin, dass die Schulen zuerst organisations- und kommunikationsbezogene Herausforderungen wahrgenommen und erst in einem zweiten und dritten Schritt die lern- und leistungsbezogene Teilhabe der Schüler*innen und die Bereitstellung von differenziellen Lernangeboten als zentrale Aufgabe betrachtet haben. Abschließend werden aktuelle Herausforderungen der Schaffung von inklusiven Lerngelegenheiten im Kontext der Corona-Pandemie diskutiert.   Abstract The general aim of inclusion to facilitate learning participation of all children has been enormously challenged by homeschooling and distance learning during the coronavirus lockdown. In this paper, the question of how primary schools deal with the challenges of the school lockdown and how they promote participation of all children during this period of time will be elaborated. Based on the qualitative study „Processes of Inclusion and Exclusion on Primary Schools during the Coronavirus Pandemic“ two case studies of schools will be discussed. Therein, school principals report on their experiences with the lockdown and homeschooling. Their statements will be analysed with the Documentary Method. Considering the school principals as the key representatives of their school, the focus is on analysing the school cultural orientation frame. The results highlight that schools are mainly handling with challenges in organising the general learning process and communicating with students. Hence, learning participation is considered being important after having managed these requirements. Based on the results, general challenges of inclusive learning contexts, especially with regard to distance learning, will be discussed.

Teachers’ commitment, self-efficacy and job satisfaction as communicated by trained teachers

2021 ◽  
pp. 089202062110194
Author(s):  
Aida Mokhtar ◽  
Vatimetou Mokhtar Maouloud ◽  
Asafa Kafayat Omowunmi ◽  
Mohamad Sahari bin Nordin
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Self Efficacy ◽  
Primary Schools ◽  
Mediating Effect ◽  
School Teachers ◽  
Primary School Teachers ◽  
Validated Questionnaire ◽  
The Relationship

The aim of the paper is to establish the mediating role of teachers’ self-efficacy in the relationship between teachers’ job satisfaction and teachers’ commitment of primary school teachers in Malaysia. Although several scholars have established the relationship between teachers’ commitment and job satisfaction, this is the first study that tests the mediating effect of self-efficacy in the relationship of job satisfaction and teachers’ commitment in primary schools in Malaysia using motivation-hygiene theory. The research study used a validated questionnaire on a sample of 984 teachers and the research questions in the study were addressed by using structural equation modelling. The findings were that self-efficacy significantly mediated the relationship between primary school teachers’ commitment and job satisfaction, both teachers’ commitment and self-efficacy had significant and direct impacts on the job satisfaction of primary school teachers and the presence of self-efficacy enhanced teachers’ commitment and improved the job satisfaction of primary school teachers in Malaysia. It is clear that teachers needed to be communicated on the importance of having greater self-efficacy for better commitment and job satisfaction. As the study used a cross-sectional research design that was quantitative-oriented, in future, interviews could be adopted for a more inductive examination of teachers’ job satisfaction, self-efficacy and commitment. The primary schools in Malaysia should consider the role of self-efficacy in improving job satisfaction among teachers in Malaysia by adopting strategies that would enhance teachers’ self-efficacy so as to spur them to perform better at their jobs.

The role of personality in shaping pandemic response: Systemic sociopolitical factors drive country differences

2020 ◽  
Author(s):  
Meghan Siritzky ◽  
David M Condon ◽  
Sara J Weston
Keyword(s):  
Individual Differences ◽  
Big Five ◽  
Public Health Research ◽  
Cross Cultural ◽  
Economic Factors ◽  
State Fragility ◽  
Systemic Factors ◽  
Pandemic Response ◽  
The Relationship

The current study utilizes the current COVID-19 pandemic to highlight the importance of accounting for the influence of external political and economic factors in personality public-health research. We investigated the extent to which systemic factors modify the relationship between personality and pandemic response. Results shed doubt on the cross-cultural generalizability of common big-five factor models. Individual differences only predicted government compliance in autocratic countries and in countries with income inequality. Personality was only predictive of mental health outcomes under conditions of state fragility and autocracy. Finally, there was little evidence that the big five traits were associated with preventive behaviors. Our ability to use individual differences to understand policy-relevant outcomes changes based on environmental factors and must be assessed on a trait-by-trait basis, thus supporting the inclusion of systemic political and economic factors in individual differences models.

Sign in / Sign up

Export Citation Format

Share Document