scholarly journals Factors Influencing ICT Competency Skills among ESL Primary School Teachers

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Nadzirah Saimi ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Influencing

Factors Influencing Primary Teachers' Conceptualisations of Literacy

2022 ◽  
pp. 1596-1618
Author(s):  
Raquel Fernández-Fernández
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Teachers ◽  
Significant Variable ◽  
Autonomous Community ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Bilingual Teacher

This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.

Factors Influencing Primary Teachers' Conceptualisations of Literacy

2020 ◽  
pp. 21-43
Author(s):  
Raquel Fernández-Fernández
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Teachers ◽  
Significant Variable ◽  
Autonomous Community ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Bilingual Teacher

This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.

scholarly journals FACTORS INFLUENCING RESILIENCE OF PRIMARY SCHOOL TEACHERS, HULU LANGAT, SELANGOR

2020 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Tho Mei Hui ◽  
Zuraidah Abdullah
Keyword(s):  
Primary School ◽  
Family Cohesion ◽  
Teaching Profession ◽  
Social Resource ◽  
School Teachers ◽  
Survey Question ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Research Findings ◽  
The Mean

This study aimed to explore the factors influencing resilience of primary school teachers, Hulu Langat, Selangor. The research design used in this study is quantitative, and survey question is used to collect the data. A total of 351 respondents is randomly selected.  Research findings are analysed using statistical descriptive and inferences. Findings show that the level of teachers’ resilience (M=3.92, SD=.44) are high. The mean score of each dimension is personal competence (M= 3.77, SD =.57), social competency (M=3.99, SD=.55), social resource (M=3.85, SD=.54), family cohesion (M= 4.20, SD= .65) .and structure style ( M= 3.77, SD = .48). This study helps teachers to improve their resiliency, enables them to remain in the teaching profession and commits to the job which was assigned to them.

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.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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