scholarly journals Public School Teachers’ Attitude towards Action Research in Magsaysay, Occidental Mindoro

2020 ◽  
pp. 11-16
Author(s):  
Mary Yole Apple Declaro-Ruedas ◽  
Emmanuel G. Ruedas
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Public School ◽  
Self Efficacy ◽  
Influential Factors ◽  
Practical Training ◽  
Public School Teachers ◽  
School Teachers ◽  
Training Experience ◽  
The Public

This descriptive research study was conducted to determine the self-efficacy of the public school teachers in conducting action research; their attitude towards action research and identify the possible factors that hindered teachers from doing action research & their influence level. The study was conducted in the different public schools in Magsaysay, Occidental Mindoro from May to July 2016. The public school teachers from the Department of Education-Magsaysay District were purposively selected as the respondents of the study. The study adopted and modified the Attitudes toward Research (ATR) scale and self-efficacy test to suit the needs of the research objectives. Descriptive statistics such as mean, frequency and percentage were used to describe and quantify the variables. The result shows that the public school teachers in Magsaysay, Occidental Mindoro have an "average" level of research self-efficacy. They tend to hold "positive" attitudes toward research. The "very high" influential factors that hindered teachers from doing action research were work over-load which leaves little time or no time for conducting research, lack of practical training/experience in how to do action research and lack of research centres and research specialist in school or division.

scholarly journals SECULARISM AND THE CONSTITUTION: CAN GOVERNMENT BE TOO SECULAR?

2010 ◽  
Vol 72 (1) ◽  
Author(s):  
Jorge O. Elorza
Keyword(s):  
Public Schools ◽  
Public School ◽  
Religious Belief ◽  
Scientific Evidence ◽  
Sufficient Evidence ◽  
Public School Teachers ◽  
Religion And Science ◽  
School Teachers ◽  
The Public ◽  
The Universe

     When the “jurisdictions” of religion and science overlap, the conclusions they each reach sometimes conflict. For example, religiously conservative views towards sex or the formation of the universe may be undermined by the secular instruction students receive in public schools. With respect to normative matters, such as views towards sex, courts have resolved the conflicts by stating that public school teachers can neither directly contradict religious beliefs nor compel adherence to the secular view. However, with respect to empirical matters, such as how planets formed, courts have implicitly recognized—although never expressly stated—that a different standard must apply. So long as sufficient evidence exists to support an empirical claim, a public school may teach it. The fact that it directly contradicts a deeply held religious belief, as does evolution for example, is irrelevant.      How far does this principle extend? If scientific evidence leads us to conclude that a particular aspect of God cannot be true, can this be taught in the public schools? In order to explore this issue, I first lay out a framework that isolates the tension that exists between religion and science and that introduces the concept of the memist God. Second, I examine the extent to which science has spoken to the question of God’s existence and I determine that it has certainly addressed one particular aspect. Specifically, science has disconfirmed the claim that the theist God has the power to violate the laws of physics. Last, once the issues are properly identified and the framework set, I explore whether teaching the non-existence of the theist God would violate the underlying values of the religion clauses. I conclude, first, that teaching that the theist God does not exist would not violate any of the underlying values and second, that the consequences of doing so are not as far-reaching as may be initially believed.

Frustration in the schools Teachers speak out on pay, funding, and feeling valued

2019 ◽  
Vol 101 (1) ◽  
pp. NP1-NP24
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Past

The 2019 PDK Poll of the Public’s Attitude Toward the Public Schools finds that half of public school teachers have considered leaving the profession in the past year, and majorities say that, given the opportunity, they’d vote to strike, an action that large majorities of parents and the public say they’d support. In other results, Americans say that public schools need to be better funded, that they should require students to study civics and offer Bible classes as electives, and the mediation should be used more than detention and suspension to deal with misbehaving students.

scholarly journals Crisis Self-Efficacy and Work Commitment of Education Workers among Public Schools during COVID-19 Pandemic

2020 ◽  
Author(s):  
Erick Baloran ◽  
Jenny Hernan
Keyword(s):  
Public Schools ◽  
Public School ◽  
Self Efficacy ◽  
Uncertainty Management ◽  
Future Research ◽  
Work Commitment ◽  
Public School Teachers ◽  
School Teachers ◽  
Local Setting ◽  
High Level

COVID-19 pandemic has affected the public educational sectors in terms of adjustment in educational modalities of instructional delivery, school operations, and policies. With this emerging paradigm shift, teachers' crisis self-efficacy and work commitment are relevant for research. This study's main objective was to determine the significant influence of crisis self-efficacy on the work commitment of public school teachers in Region XI (Davao Region), Philippines, during the COVID-19 pandemic. The sample consisted of 1,340 public school teachers across the Davao Region. The researchers collected the data through adapted questionnaires contextualized to the local setting and administered through online Google forms with appended consent. Mean, standard deviation, Pearson r, and regression analysis were used to analyze data. Results revealed that crisis self-efficacy significantly influences the work commitment of public school teachers during the COVID-19 pandemic. Uncertainty management during this crisis, in particular, best predicts teachers’ work commitment. Data also showed a high level of crisis self-efficacy in terms of action, preventive, achievement and uncertainty management, and high level of teachers’ work commitment in terms of commitment to school, commitment to students, commitment to teaching, and commitment to profession. Correlation results also showed a link between crisis self-efficacy and the work commitment of teachers amid pandemic. Finally, the study concluded with practical recommendations and directions for future research.

Missing Elements in the Discussion of Teacher Shortages

2016 ◽  
Vol 45 (8) ◽  
pp. 460-462 ◽  
Author(s):  
James Cowan ◽  
Dan Goldhaber ◽  
Kyle Hayes ◽  
Roddy Theobald
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public School ◽  
Teacher Candidates ◽  
Public Policies ◽  
Public School Teachers ◽  
School Teachers ◽  
Teacher Shortages ◽  
Considerable Evidence

Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

scholarly journals Job Satisfaction Among Public and Private School Teachers

2015 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Maher Bano ◽  
Syeda Kaniz Fatima Haider ◽  
Alay Ahmad
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Private School ◽  
Sampling Technique ◽  
Public School Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

The Dying of the Light

2017 ◽  
pp. 85-102
Author(s):  
Westry Whitaker
Keyword(s):  
Information Technology ◽  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Critical Awareness ◽  
The Social ◽  
Cultural Implications ◽  
A Site

These are dangerous times (Giroux, 2010, 2015). In this chapter, the author illuminates and explores the founders' complex and often contradictory perspectives on public education and democracy itself and their relevance to technologically-mediated educational discourses. This chapter demonstrates the importance of re-politicizing and historicizing public education with particular emphasis on defending public schools, public school teachers and the very concept of public education as a site of democratic solidarity. The author approaches this topic with attention to the corporatized war on education waged by wayward conservatives and centrist democrats. The author explores these battle lines while juxtaposing their stance and value for public education with that of the nation's founders. The author expands upon this contrast by drawing critical awareness to the social, political, and cultural implications of information technology and the use of digital spaces to project our voices and faces loudly and vividly into the bedrooms of people never met.

Empowering Students and Teachers Through Formative Assessment

2020 ◽  
pp. 18-48
Author(s):  
Bridget Morton ◽  
Jessica Van Cleave
Keyword(s):  
Action Research ◽  
Public School ◽  
Formative Assessment ◽  
Growth Mindset ◽  
Assessment Model ◽  
Second Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Reading Groups ◽  
Second Grade Students

In this chapter, the authors provide a formative assessment model geared toward supporting what Carol Dweck called a growth-mindset. The authors describe the model in detail, then describe an action research study in which they collaborated with public school teachers to put the model to work with high-achieving, second grade students in the context of reading groups. Finally, the authors provide key results from the implementation and make recommendations for practitioners interested in using formative assessment to promote growth-mindset.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

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