scholarly journals Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies

2020 ◽  
Vol 6 (1) ◽  
pp. 228
Author(s):  
Esra Dereli
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Preschool Teachers ◽  
Personal Information ◽  
School Teacher ◽  
Teacher Rating ◽  
Structured Interview ◽  
Intervention Strategies ◽  
School Teachers ◽  
Preschool Students

In this study was aimed to determine the preschool teachers’ perception and intervention strategies of physical, relational aggressive behavior and investigate the whether preschool students’ this aggressive behavior differ based on preschool teachers’ intervention strategies. Sample group consisted of 42 pre-school teachers and 755 preschool students aged 4-5. Sequential explanatory design of explanatory design model, one of the mixed method designs, was used in the study. In the quantitative part of study relational screening model and the qualitive part of study semi-structured interview was used to assess teachers’ perception and intervention. Personal Information Form, Pre-School Social Behavior Scale-Teacher Form, and Teacher Interview Forms were used to collect data. Analysis of data was used descriptive statistics, One Way Anova analysis. Results indicated that children’s physical and relational aggressive behavior scores significantly differed preschool teachers’ intervention strategies of aggressive behavior. According to the results, moderate level meaningful relationships between teachers’ preschool teachers’ intervention strategies of physical, relational aggressive behavior and students’ physical and relational aggressive behavior. Teachers stated that they tried different ways to intervention strategies these problems. However, it was determined that pre-school teachers used the strategy of prohibition and punishment in physical aggression more than relational aggression.

Examining Pre-school Teachers’ and Parents’ Views on Counseling and Guidance Services in Pre-school Education

2017 ◽  
Vol 6 (3) ◽  
pp. 207
Author(s):  
Gulsen Buyuksahin Cevik
Keyword(s):  
School Teacher ◽  
Structured Interview ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Study Group ◽  
School Teachers ◽  
Guidance Services ◽  
Computer Environment ◽  
Teachers And Parents ◽  
Counseling And Guidance

Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through a semi-structured interview form developed by the researcher. The researcher met the participants individually and asked the questions on the interview form for the current research. The responses that the participants provided were recorded and later transferred onto computer environment. The study group, formed based on voluntary participation, included total 30 participants with 15 pre-school teachers and 15 parents of pre-school children. Pre-school teacher participants 10 females and 5 males, worked for five different preschools in Adiyaman. Total 15 parents in the study group included nine females and six males. An examination of pre-school teachers’ responses based on the current study findings indicated that majority of the teachers did not prepare an annual counseling and guidance plan. Another finding of the current study was that children of most parents and teachers experience adjustment problems in pre-school. Another finding of the current research is about children’s individual problems. Main individual problems that parents experienced with their children included self-care and social development.

scholarly journals Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Karen A. Morine ◽  
Laura M. Crothers ◽  
James B. Schreiber ◽  
Jered B. Kolbert ◽  
Tammy L. Hughes ◽  
...  
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Research Question ◽  
Teacher Assessment ◽  
Peer Ratings ◽  
Factorial Anova ◽  
Preschool Students ◽  
Relationally Aggressive ◽  
Sibling Interaction ◽  
Older Siblings

In this study, researchers wished to ascertain whether there were age (three- and four-year old), sibling (with or without older siblings), and sex (male and female) differences in the use of relational aggression in preschool students as rated by peers and teachers. In order to answer this research question, two 2 × 2 × 2 factorial ANOVA procedures with the relational aggression composite score as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students' relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students' relationally aggressive behavior, a main effect for age was observed. Teachers rated four-year old children as evidencing significantly higher levels of relational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.

scholarly journals Preparing future primary school teachers for trilingual teaching with Clil technology

2021 ◽  
Vol 13 (4) ◽  
pp. 1137-1153
Author(s):  
Gulnaz Kydyrbayeva ◽  
Assel Stambekova ◽  
Urazgaliyeva Svetlana ◽  
Nurekeshova Gulsim ◽  
Matzhanova Gulvira
Keyword(s):  
Primary School ◽  
Teacher Candidates ◽  
School Teacher ◽  
Structured Interview ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Trilingual Education ◽  
Research Findings ◽  
Academic Year

The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology. Keywords: Content and Language Integrated Learning, CLIL technology, trilingual education, teacher competencies, teacher opinions

scholarly journals Classroom management strategies used to deal with unwanted behaviors encountered by pre-school teachersOkul öncesi öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri

2018 ◽  
Vol 15 (2) ◽  
pp. 1116 ◽  
Author(s):  
Mustafa Dal ◽  
Durdağı Akan
Keyword(s):  
Classroom Management ◽  
Classroom Behavior ◽  
School Teacher ◽  
Management Strategies ◽  
Structured Interview ◽  
English Summary ◽  
Study Group ◽  
School Teachers ◽  
Classroom Management Strategies ◽  
Purposeful Sampling

The aim of this study is to identify classroom management strategies used to deal with unwanted behaviors encountered in the classes of pre-school teacher. Phenomenology patterns, one of the methods of qualitative research, were benefited in the research. The study group consists of 18 pre-school teachers all working in kindergartens in the city center of Igdir. To determine the study group, easy accessible case sampling, which is one of purposeful sampling methods, was benefited. The data, consisting of 3 questions asked to teachers, was obtained via semi-structured interview forms. Analysis of the results indicated not following classroom rules, misbehavior, complaining of friends and violence in classroom behavior as the mostly expressed complaints by teachers. This behavior was found to occur mostly during free time period and during when schools are just opened. It was found that teachers benefited from rewarding and consolidating, identifying the class rules and ignoring to cope with this unwanted behavior. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetBu araştırmanın amacı, okul öncesi öğretmenlerinin sınıf içerisinde karşılaştıkları istenmeyen öğrenci davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejilerini tespit etmektir. Araştırmada yöntem olarak nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseninden faydalanılmıştır. Araştırmanın çalışma grubunu, tamamı Iğdır il merkezindeki bağımsız anaokullarında çalışan 18 okul öncesi öğretmeni oluşturmaktadır. Çalışma grubunun belirlenmesi için amaçlı örneklem seçimi yöntemlerinden kolay ulaşılabilir durum örneklemesinden yararlanılmıştır. Veriler, öğretmenlere sorulan 3 sorudan oluşan yarı yapılandırılmış görüşme formu ile elde edilmiştir. Analiz sonucunda öğretmenlerin en çok belirttiği istenmeyen davranışların sınıf kurallarına uymama, arkadaşlarını şikâyet etme ve şiddet türü davranışlar olduğu tespit edilmiştir. Bu davranışların en çok serbest zaman etkinliklerinde ve okulun yeni açıldığı dönemlerde ortaya çıktığı görülmüştür. Öğretmenlerin de bu istenmeyen davranışlara baş etmek için en çok ödül ve pekiştirme, sınıf kurallarını belirleme ve görmezden gelme stratejilerini kullandıkları tespit edilmiştir.

scholarly journals The Opinions of Preschool Teachers Regarding the Values of Turkish Children and Syrian Refugee Children

2021 ◽  
Vol 14 (8) ◽  
pp. 84
Author(s):  
Ayşe Duran Yilmaz ◽  
Esra Ömeroğlu
Keyword(s):  
Sampling Method ◽  
Preschool Teachers ◽  
Structured Interview ◽  
Self Control ◽  
Refugee Children ◽  
School Teachers ◽  
Turkish Children ◽  
Negative Behaviors ◽  
Syrian Refugee ◽  
Purposeful Sampling

The purpose of the study is to determine the opinions of preschool teachers regarding the values of Turkish children and Syrian refugee children. Phenomenology design, one of the qualitative research methods, was used in this study. The study group of the research consisted of twenty-four pre-school teachers working in different cities, namely Adıyaman, Kilis, Şanlıurfa, Gaziantep, and Hatay, where refugees live intensely. Purposeful sampling method was used to determine the participants of the study. The data of the study were obtained by using semi-structured interview form. The analysis of the data of the research was made by deductive content analysis. The findings of this research reveal that Turkish children and Syrian children generally show similarities behaviors according to the values of respect, responsibility, cooperation, friendship, and helpfulness. In addition, it has been stated that Turkish children and Syrian children display negative behaviors according to the values of self-control and tolerance.

scholarly journals DETERMINATION OF PRESCHOOL TEACHERS' ATTITUDES TOWARDS ART ACTIVITIES AND PERCEPTIONS OF SELF-SUFFICIENCY

2020 ◽  
Vol 8 (51) ◽  
Keyword(s):  
Qualitative Research ◽  
Public Schools ◽  
Data Analysis ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Preschool Teachers ◽  
Structured Interview ◽  
Attitude Scale ◽  
School Teachers ◽  
Art Activities

The aim of this study is to collect the opinions of pre-school teachers about their attitudes and self-efficacy perceptions towards art activities they apply. The research is designed in a mixed method pattern. Participant Information Form, Preschool Teachers’ Attitude towards Arts & Art Activities Scale Form were used in quantitative research while Semi-Structured Interview Form is used in qualitative research. The quantitative research was carried out with 100 pre-school teachers working in different provinces and schools affiliated with Ministery of National Education in the school year of 2019-2020. The qualitative research was carried out with 10 volunteer preschool teachers that is also participated in quantitative research. In quantitative data analysis, t test and one way analysis of variance (ANOVA) is made by using SPSS.22 statistical analysis program while researcher notes and voice recordings (from the interviews) are used in qualitative data analysis. According to the findings, the average of attitude scale towards Art & Art activities of teachers working in private schools is higher than the teachers working in public schools. Keywords: Preschool education, art activity, attitude, self-efficacy

scholarly journals Description of psychosocial traits of preschool education teachers and investigation of correlations between these traits

2020 ◽  
Vol 15 (2) ◽  
pp. 153-170
Author(s):  
Burcu Ozdemir Beceren ◽  
Atiye Adak Ozdemir
Keyword(s):  
Primary Schools ◽  
Satisfaction With Life ◽  
Preschool Teachers ◽  
Personal Information ◽  
Short Form ◽  
Screening Method ◽  
Preschool Education ◽  
Structured Interview ◽  
Satisfaction With Life Scale ◽  
Coping With Stress

The aim of this research was to describe the psychosocial traits of preschool teachers and to investigate the correlations between these traits. Designed according to the relational screening method, participants in this research comprised 102 teachers working in independent preschools and preschool classes linked to primary schools in Canakkale province. To collect psychosocial data, the research used a personal information form, semi-structured interview form, the Empathic Tendency Scale, Ways of Coping Questionnaire, Satisfaction with Life Scale, Burnout Measures– Short Form and Self-Efficacy Scale. Findings obtained in the research showed that having a model (teacher, friend and family) was more effective than other factors in preschool teachers choosing this profession. Nearly, half of the teachers (49%) stated they would choose preschool teaching again if they had the chance, while the remaining teachers stated they would choose a different area of teaching or a different profession (theology, engineering, medicine, etc.). Keywords: Preschool teachers, psychosocial, life satisfaction, burnout, coping with stress.

scholarly journals Opinions of pre-school teachers and pre-service teachers on values education in the pre-school period: The case of Konya province

2019 ◽  
Vol 9 (2) ◽  
pp. 381-412
Author(s):  
Bengü Türkoğlu
Keyword(s):  
School Children ◽  
Personal Information ◽  
Structured Interview ◽  
Values Education ◽  
School Education ◽  
Social Emotional Development ◽  
Social Emotional ◽  
School Teachers ◽  
National Education ◽  
School Period

This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 pre-service teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the “Personal Information Form” and the semi-structured interview form that consists of open-ended questions. In research results, the main factor affecting values education in the pre-school period is “family” according to the common opinions of teachers and pre-service teachers. The values that pre-school children must acquire in the family are “respect”and “love”. The values that pre-school children must acquire at pre-school education institutions are “helpfulness” and “empathy”. The type of activity used for introducing values in pre-school education is “play activity”. The values education given to pre-school children supports  “social-emotional development”area. The teachers and the pre-service teachers expressed the benefit that values education given in the pre-school period provides to children in their future lives as “being a good person”. The reason for giving values education at pre-school education institutions is to “prepare the children for their future roles”.

The Study and Application of Middle School Teacher Evaluation System Based on Support Vector Machine

2014 ◽  
Vol 905 ◽  
pp. 721-724
Author(s):  
Bo Yang ◽  
Li Na Zhang
Keyword(s):  
Support Vector Machine ◽  
Teacher Evaluation ◽  
Secondary School ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Evaluation Process ◽  
Support Vector ◽  
School Teachers ◽  
Teaching Management

In this paper, the Support Vector Machine (SVM) theory is applied to secondary school teachers evaluation systems. And the evaluation attributes of secondary school teachers are set in accordance with certain requirements. Through the use of sample data on the teacher evaluation system for a certain amount of training, we get a trained model, then evaluate and analyze the teachers data to be measured. This approach can make secondary school teachers assessment more accurate and reasonable, greatly reduce the workload of teaching management, and reduce the number of artificially errors in the evaluation process.

TECHNOLOGICAL HARASSMENT IN THE WORKPLACE: A RESEARCH ON DIGITAL MOBBING

2021 ◽  
Vol 6 (12) ◽  
pp. 117-132
Author(s):  
Gökçe CEREV ◽  
Ayşegül GÜRSUL
Keyword(s):  
Qualitative Research ◽  
Private Schools ◽  
Private School ◽  
Rapid Development ◽  
Electronic Devices ◽  
Structured Interview ◽  
School Teachers ◽  
Space Factor ◽  
Labour Relations ◽  
Technological Developments

The rapid development of technology has deeply affected labour relationships. With the increasing technological developments, traditional mobbing, which is an important problem in labour relations, has started to leave its place to digital mobbing practices today. The biggest difference of digital mobbing from traditional mobbing is that the electronic devices used, eliminate the time and space factor. In this study, the effects of digital mobbing practices applied to employees in workplaces were examined through the example of private school teachers. The reason for choosing private school teachers is that the education sector is the sector where mobbing is encountered intensely. Teachers working in private schools in Elazig province constituted the population of the study. Semi-structured interview form, one of the qualitative research methods, was used in the study. Interview forms were evaluated with content analysis. As a result of the study, it was determined that digital mobbing practices occur in private schools in a multidimensional way and negatively affect labour relationships.

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