scholarly journals Positive Characteristics in Primary School Teachers: The Interactive Roles of Psychological Capital and Mindfulness in Teaching

2021 ◽  
Vol 8 (4) ◽  
pp. 55-66
Author(s):  
Meltem ASLAN GÖRDESLİ ◽  
Zeynep AYDIN SÜNBÜL
Keyword(s):  
Primary School ◽  
Psychological Health ◽  
Structural Model ◽  
Psychological Capital ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Teachers And Students ◽  
The Relationship

The reinforcing effects of positive characteristics in maintaining teachers’ and students’ psychological health have been well documented. However, there has been very little research into the determinants of what constitutes positive characteristics among teachers. Neither the full role played by mindfulness nor the psychological capital of teachers with positive characteristics remains unknown. This study marks the beginning of an investigation into such an issue. The sample of the study involved the participation of 374 teachers. In Model 1, the mediating role of psychological capital was tested in the relationship between mindfulness in teaching and teacher positivity. Meanwhile, in Model 2, the mediating role of mindfulness in teaching was tested in the relationship between psychological capital and positive teacher characteristics. In Model 1, the standardised path coefficients between the variables were not found to be statistically significant, thus prompting the test of a second structural model. The results showed that mindfulness in teaching appeared to constitute a full mediator in the relationship between psychological capital and positive characteristics among primary school teachers.

The Relationship Between Psychological Empowerment and Innovative Behavior

2012 ◽  
Vol 11 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Manjari Singh ◽  
Anita Sarkar
Keyword(s):  
Conceptual Understanding ◽  
Psychological Empowerment ◽  
Job Involvement ◽  
Innovative Behavior ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Control Dimension ◽  
The Relationship

Past studies have established the importance of psychological empowerment in fostering innovative behavior. This paper broadens the conceptual understanding by exploring the mechanisms of this linkage through dimensional analysis. The study also examines the mediating role of job involvement in this relationship. In this study of 401 women primary school teachers in India, the dimensions of psychological empowerment were self-rated whereas innovative behavior and job involvement were assessed by colleagues. Our findings show partial mediation for the meaning dimension and complete mediation for the non-work domain control dimension. Self-determination at job and organization levels have a direct effect on employees’ innovative behavior but no effect through job involvement. Competence and impact has no direct or indirect effect on innovative behavior.

A Structural Model of Green Technology Practices among Primary School Teachers at Northern Region Malaysia

2021 ◽  
Vol 12 (3) ◽  
pp. 2787-2794
Author(s):  
Talirkodi Vinathan Et.al
Keyword(s):  
Primary School ◽  
Structural Model ◽  
Northern Region ◽  
Green Technology ◽  
School Teachers ◽  
Primary School Teachers ◽  
Moderation Effect ◽  
And Gender ◽  
Green Education ◽  
The Relationship

Over the past few years, green technology practices have received increasing attention since it is considered critical for protecting the environment. However, only a few studies have presented green technology practices in the education field. Green education is viewed as a learning process that involves problem-solving and students' ability to make informed decisions for the future. This study aimed to examine the level and influence of primary school teachers' awareness and motivation in accepting green technology practices. Besides, this study aimed to examine the moderation effect of knowledge and gender on the relationship between awareness and motivation with the acceptance of green technology practices. This study employed a quantitative approach. Thus, 355 usable data from teachers have been collected in Malaysia's northern region, and the data were analysed using SmartPLS. The findings show that awareness and motivation are positively and directly associated with green technology practices. Also, it was found that only knowledge to be a moderator in the relationship between awareness, motivation, and green technology practices among primary teachers in northern region Malaysia.

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.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

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