scholarly journals Teachers and Interpersonal Relationships: a Question of Distance and Social Link?

K@iros ◽  
2019 ◽  
Author(s):  
Tony ORIVAL ◽  
Keyword(s):  
Secondary School ◽  
Interpersonal Relationships ◽  
Social Distance ◽  
Oral Language ◽  
Secondary School Teachers ◽  
Language Practices ◽  
School Teachers ◽  
The Social ◽  
Social Link

Social distance and social link are important in the relationships between teachers and pupils. This question deserves to be examined with a sociological eye. The aim of this book chapter is to clarify the meaning of the terms (“social distance” and “social link”) and to analyze the influences of the social distance reconfigurations on the behavior of the first towards the second. Based on interviews with secondary school teachers, this chapter aims to show how do the influences of social distance reconfigurations change or not their oral language practices.

scholarly journals Understandings of the Safety in School Concept among Secondary School Teachers

2018 ◽  
pp. 271-276
Keyword(s):  
Secondary School ◽  
Occupational Safety ◽  
Secondary School Teachers ◽  
Peninsular Malaysia ◽  
Occupational Safety And Health ◽  
School Teachers ◽  
Safety And Health ◽  
The Social ◽  
Management Responsibility ◽  
School Concept

Safety at workplace is an issue that has been growing in the social context and is becoming an increasing concern of many parties that call for the need of actions to prevent injuries and other sort of dangerous situations. Safety in school, as a workplace for many, is not only the school’s management responsibility but teachers, staff as well as the students have roles to play to ensure that schools are safe. Teachers need to have knowledge and awareness of safety in schools and embrace its related concepts as depicted by Occupational Safety and Health Act 1994 (OSHA 1994).This paper reports on a qualitative study, involving interviews with20 experienced secondary school teachers from the Northern States of Peninsular Malaysia. It examines the concept of safety in school from their perspectives. The interview data were analysed thematically. Among the concepts that had emerged from the analysis are safety in school as undeniably an important aspect that warrants attention from the related parties; safety in school as a condition whereby the community in the schools feel safe; and safety in schools as the awareness of being free from danger from the physical and psychosocial aspects. The results of the study provided evidence of limited conceptions of safety in school among the teachers. Hence, it indicates the need to provide teachers with relevant knowledge about matters pertaining to safety in school as described by the ministry.

scholarly journals Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Historical Thinking ◽  
Training Needs ◽  
School Teachers ◽  
The Social ◽  
Competency Based ◽  
Primary And Secondary School

AbstractCompetency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

The Teacher and the Child

PEDIATRICS ◽  
1956 ◽  
Vol 18 (5) ◽  
pp. 854-854
Author(s):  
JAMES B. STROUD
Keyword(s):  
Group Therapy ◽  
Secondary School ◽  
Interpersonal Relationships ◽  
Mental Hygiene ◽  
Secondary School Teachers ◽  
School Teachers

This is a fine book. Basically it reports and interprets the experiences of 92 elementary and secondary school teachers as they attempted to practice certain principles of mental hygiene in school situations. It presents an account of teachers' own perceptions of the needs and feelings of pupils and the behavior of these teachers as they tried to effect wholesome interpersonal relationships. The fact that it is teachers who did the things reported, rather than a worker in group therapy or interview therapy or some other specialist, should make the book appealing to the education worker.

scholarly journals Social Intelligence of Secondary School Teachers with Respect to Their Gender and Age

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Karanam Mahaboobvali ◽  
Dr. S. Vijaya Vardhini
Keyword(s):  
Secondary School ◽  
Social Intelligence ◽  
Secondary School Teachers ◽  
Age Groups ◽  
Sampling Technique ◽  
School Teachers ◽  
Male And Female ◽  
Gender And Age ◽  
The Social ◽  
Significant Difference

Social intelligence is the ability to compromise so as to understand and manage the people and engage in adaptive social situations. Though everyone needs intelligence in general and Social intelligence in particular. Especially it is essential for the Teachers to interact with the students effectively and for better understanding the students in the school environment. Hence in this context the investigators made an attempt to study the Social intelligence of Secondary school teachers. The objectives of the study are (i) to assess the social intelligence of Secondary school teachers and (ii) to find out the significance difference if any in the Social intelligence of Secondary school teachers due to variations in their Gender and Age. In this study 700 Secondary school teachers were selected from Kadapa district of Andhra Pradesh by employing simple random sampling technique. In this study the researchers analyzed the Social intelligence of Secondary school teachers in relation to their Gender and Age and found that, there is no significant difference between the male and female sample in their Social intelligence. On the other hand findings revealed that, there is significance difference among the age group of Secondary school teachers in their Social intelligence in general and Patience, Cooperativeness, Confidence, Sensitivity, Recognition of Social Environment, Tactfulness and Memory dimensions of Social intelligence in specific. Findings of the study are (i) both the male and female Secondary school teachers expressed equal level of Social intelligence and (ii) significant variation exists among the age groups of the Secondary school teachers towards the Social intelligence in Toto.

scholarly journals Cultura e professionalità educative nella società complessa

2010 ◽  
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Knowledge Society ◽  
School Teachers ◽  
New Faculty ◽  
New Approach ◽  
The Social ◽  
New Knowledge ◽  
History Of ◽  
Primary And Secondary School

The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.

scholarly journals Caring Behavior of Teachers: Investigating the Perceptions of Secondary School Teachers and Students in Lahore

2021 ◽  
Vol 6 (2) ◽  
pp. 63-78
Author(s):  
Muhammad Abid Malik ◽  
Sadia Bashir
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Interpersonal Relationships ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
Academic Support ◽  
School Teachers ◽  
Caring Behavior ◽  
Teacher Student ◽  
Teachers And Students

This study is designed to investigate perceptions of teachers and students about caring behavior of teachers. The purpose of the study is to gain better understanding about factors that play a role in the development of teachers’ caring behavior and teacher-student caring relationship. A scale employed by King and Chan (2011) has been adopted for this purpose. The revised scale consists of four main factors (Sense of Respect and Trust, Interpersonal Relationships, Academic Support, and Classroom Management), and twenty two items. Data were collected from 403 grade 9 students and 156 secondary school teachers who belonged to seven public secondary schools in Lahore. Both descriptive and inferential statistics were used for data analysis. The study revealed that both the teachers and students gave great importance to the teachers’ caring behavior. They agreed to the top two factors i.e. Sense of Respect and Trust, and Classroom Management. The opinions differed about the priority of the other two i.e. Interpersonal Relationships and Academic Support. When it came to individual items, the differences were more prominent as four out of top five items were different. There were no statistically significant differences based on teachers’ gender and education level, but their experience made a difference with less experienced teachers showing more inclination towards caring behavior. The study recommends the teachers to develop a culture of respect and care in the classroom by showing respect to the students, developing a culture of greetings, calling them with their proper names, appreciating good behavior, and involving them in decision making. Keywords: caring behavior, teacher behavior, classroom environment, teacher-student relationships

scholarly journals Kompetencje społeczne nauczycieli – diagnoza i pomocowe implikacje

1970 ◽  
pp. 121-142
Author(s):  
Magdalena Piorunek ◽  
Iwona Werner
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Lower Secondary School ◽  
School Teachers ◽  
Professional Advancement ◽  
Men And Women ◽  
Social Competencies ◽  
Community Awareness ◽  
The Social

The paper focuses on the diagnosis of the social competencies of the lower secondary school teachers and among students preparing for the teaching profession. The study used the Social Competencies Profile (PROKOS), which measures social competencies in five specific areas: assertiveness, cooperation, social mindedness, resourcefulness, and community awareness. Surprisingly, students exhibit higher levels of assertiveness and cooperation competencies than teachers. In the group of teachers, statistically significant differences were found between men and women at the level of all the competencies diagnosed. Professional advancement and teacher training did not produce different results. This shows that the level of social competence of teachers is unsatisfactory, especially as regards their ability to support young people.

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