A Study of Digital Literacy among Secondary School Teachers of Delhi City in Respect to their Gender, Working Period & Type of School

2020 ◽  
Vol 12 (SP7) ◽  
pp. 2241-2250
Author(s):  
Rajni Goswami
Keyword(s):  
Secondary School ◽  
Digital Literacy ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Type Of School

scholarly journals Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling

2021 ◽  
Author(s):  
Annamária Brijaková
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
New Media ◽  
Virtual Environment ◽  
Digital Literacy ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Innovative Methods ◽  
Questionnaire Method ◽  
Primary And Secondary School

The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).

scholarly journals SECONDARY SCHOOL TEACHERS’ PERCEPTIONS OF THE CHALLENGES AND SOLUTIONS TO ONLINE ASSESSMENT OF LEARNING

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Ezeugo Nneka Chinyere
Keyword(s):  
Secondary School ◽  
Digital Literacy ◽  
Professional Training ◽  
Secondary School Teachers ◽  
School Administrators ◽  
Online Assessment ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Anambra State ◽  
Assessment Of Learning

<p>The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA

2021 ◽  
Vol 79 (4) ◽  
pp. 657-673
Author(s):  
Tomislava Vidić ◽  
Marina Đuranović ◽  
Irena Klasnić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Type Of School ◽  
Primary And Secondary School

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

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