scholarly journals Teaching Competence of Public School Teachers in the Light of the Philippine Professional Standards for Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 43-44
Author(s):  
Rodelyn E. Malunes ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School Teachers ◽  
Teaching Experience ◽  
Global Market ◽  
Department Of Education ◽  
Professional Standards ◽  
Public School Teachers ◽  
School Teachers ◽  
School Year ◽  
Teaching Competence ◽  
Significant Difference

The teaching competence of teachers is highly regarded as the core of every educational endeavor. Educators worldwide are greatly challenged to gradually develop a more complex teaching competence due to the demand for highly skilled graduates in the global market. Consequently, the Department of Education adopted the Philippine Professional Standards for Teachers (PPST) as a quality assurance tool in implementing the K to 12 Curriculum. The domains of the PPST comprised the complete competency that guarantees a manifestation of globally best teaching practices. Hence, the paper assessed the level of teaching competence of public elementary school teachers in the Division of Bacolod City during the school year 2019-2020, when grouped according to educational attainment, teaching experience, and assessor's designation. Also, it analyzed whether a significant difference exists in the areas of teaching competence and demographics.

scholarly journals Financial Attitude and Management of Public School Teachers in Tanjay City

2020 ◽  
Vol 3 (2) ◽  
pp. 11-12
Author(s):  
Benjamin S. Villagonzalo, Jr. ◽  
Rizalie N.E. Mibato
Keyword(s):  
Elementary School Teachers ◽  
Financial Literacy ◽  
Financial Management ◽  
Role Models ◽  
Public School Teachers ◽  
Monthly Income ◽  
School Teachers ◽  
School Year ◽  
Significant Difference ◽  
Civil Status

Teachers are influential individuals in the society.  They can positively influence various aspects of people's lives.  If financially learned, they can become role models for students and help develop a financially responsible family.  Thus, teachers are key contributors to the development of society.  This study aimed to assess the degree of financial attitude and the level of financial management of public elementary school teachers in Tanjay City, Negros Oriental during the School Year 2019-2020 as a whole and when grouped according to age, sex, civil status, educational attainment, family monthly income, and location of residence. It also sought to establish if there is a significant difference in the degree of their financial attitude and their level of financial management when they are grouped according to the variables.  It also determined if a significant relationship exists between financial attitude and financial management.  Findings were used for a financial literacy program that seeks to improve the financial attitude and financial management of the said teachers. 

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

A State Department of Education's Stake in the Work of Professional Teacher Placement Agencies

1952 ◽  
Vol 3 (2) ◽  
pp. 120-124 ◽  
Author(s):  
James C. Stone
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Supply And Demand ◽  
State Department ◽  
Department Of Education ◽  
School Teachers ◽  
Qualified Teachers ◽  
Cooperative Program ◽  
Professional Teacher ◽  
Teacher Placement

Qualified teachers, particularly elementary school teachers, are at a premium in every state. In California, the fastest growing state, which obtains one half its annual supply from other states, an effective cooperative program facilitates guidance, certification, and the continuous study of supply and demand, as described here by Mr. Stone, Consultant in Teacher Education, California State Department of Education.

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 INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals Contribution of Education and Teaching Experience to the Professionalism of SDLB Teachers

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Wahyu Kurniawan
Keyword(s):  
Elementary School Teachers ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Teacher Professionalism ◽  
Coefficient Of Determination ◽  
Questionnaire Data ◽  
Research Subjects ◽  
School Teachers ◽  
Collection Method ◽  
Education Training

Extraordinary School Teachers are required to have professionalism in teaching. Teacher professionalism shows the commitment of teachers to improve their professional abilities and develop their skills in carrying out their duties and functions as teachers. This study aims to determine the effect of education, training and teaching experience on teacher professionalism of special elementary school teachers in Kudus Regency. This research is an explanatory research with a quantitative approach. The research subjects were 63 SDLB teachers in Kudus Regency. The sampling technique was carried out by total sampling. The data collection method used a questionnaire. Data analysis using multiple regression analysis. The results showed that education partially had a positive and significant effect on the professionalism of SDLB teachers in Kudus Regency. Teaching experience partially has a positive and significant effect on the professionalism of SDLB teachers in Kudus Regency. Education and teaching experience together have a positive and significant effect on the professionalism of SDLB teachers in Kudus Regency. The result of the coefficient of determination (R2) of 0.645 shows that the influence of education, training and teaching experience on teacher professionalism is 64.5%. Teaching experience has the greatest influence on teacher professionalism, amounting to 55.4%.

scholarly journals Prevalent Rate of Occupational Stress among Senior High School Teachers

2021 ◽  
pp. 163-173
Author(s):  
Dominic Owusu ◽  
Anthony A. Nkyi ◽  
Grace Sintim Adasi
Keyword(s):  
High School ◽  
Occupational Stress ◽  
High School Teachers ◽  
Turnover Intentions ◽  
Survey Design ◽  
Teaching Experience ◽  
Senior High School ◽  
School Teachers ◽  
Cape Coast ◽  
Significant Difference

This study assessed occupational stress among Senior High School teachers in Ghana. The descriptive survey design was used for the study. The census method was used to involve all the 520 teachers in the selected public Senior High Schools in the Cape Coast Metropolis. The research instrument used was a questionnaire. Descriptive statistics (frequencies and percentages) and inferential statistics (independent samples t-test and One-Way ANOVA) were employed for the data analysis. The findings showed low level of occupational stress among the teachers engaged in the research. The study also revealed that there is no statistically significant difference in occupational stress among teachers based on their gender. However, the study found out that there was a statistically significant difference in occupational stress among teachers based on their age, educational qualification and teaching experience. Based on the findings and the conclusions drawn, it was recommended that the Ghana Education Service (GES) and other analogous institutions should consciously re-design the responsibilities of teachers in the classroom in such a way that it may reduce the occupational stress, burnout and turnover intentions teachers experience on their jobs.

scholarly journals Job Satisfaction Among Public and Private School Teachers

2015 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Maher Bano ◽  
Syeda Kaniz Fatima Haider ◽  
Alay Ahmad
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Private School ◽  
Sampling Technique ◽  
Public School Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

scholarly journals Impact of Transformational Leadership on Teacher Retention at Elementary School Level in Punjab: Teachers’ Perspectives

2019 ◽  
Vol IV (III) ◽  
pp. 234-240
Author(s):  
Toheed Qamar ◽  
Muhammad Javed ◽  
Zafar Hussain
Keyword(s):  
Elementary School ◽  
Transformational Leadership ◽  
Teacher Retention ◽  
Elementary School Teachers ◽  
School Level ◽  
Personal Attributes ◽  
School Teachers ◽  
Significant Difference ◽  
Private And Public ◽  
Teachers Perspectives

The purpose of this study was to investigate the effect of transformational leadership on teacher retention at elementary school level (ESL) of Southern Punjab. The elementary school teachers (ELT) of Southern Punjab formed population. For the sample, 240 schools and 960 teachers were selected randomly for the study. The study has measured transformational leadership through factors i.e. job characteristics, school characteristics and personal attributes. When the respondents were asked for their views about teacher retention then there was no significant dissimilarity with respect to gender rather both groups had similar views; whereas significant difference was found between private and public teacher.

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