scholarly journals The Effects of Mindfulness Training on Wisdom in Elementary School Teachers

2019 ◽  
pp. 1-10 ◽  
Author(s):  
Jean Ngoc Boulware ◽  
Brenda Huskey ◽  
Heather Harden Mangelsdorf ◽  
Howard C. Nusbaum
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Self Regulation ◽  
The United States ◽  
Social Problem Solving ◽  
Mindfulness Training ◽  
School Teachers ◽  
Public Elementary School

Aims: School teachers have hundreds of spontaneous interactions with students each hour, requiring frequent decision-making. Often these interactions require social understanding and emotional self-regulation, two constructs often identified with wisdom and mindfulness.  Increasing mindfulness could aid wiser management of classroom demands. The present study evaluated effects of an online mindfulness course on measured wisdom in a sample of public elementary school teachers. Study Design: This study used a pretest posttest design using data collected immediately before taking the online mindfulness course and after completion of the course. End of the school year follow-up data was analyzed for all teachers. Place and Duration of Study: Participants were enrolled from multiple cities across the United States including Boston, Columbus, Chicago, Milwaukee, Seattle, and San Diego between June 2014 and June 2015. Data were collected online and analyzed at the University of Chicago. Methodology: Public elementary school teachers (n = 12) were assigned to a mindfulness training or a matched wait-list condition (11 female, 1 male; age range 26 – 57 years). Teachers had a range of teaching experiences from 1 to 36 years (median =18 years) and taught grades K-4 at schools with 30% - 50% Caucasian students with 40%-60% students receiving free and reduced-price lunches. We used standardized measures for mindfulness, wisdom, emotion regulation, compassion, theory of mind, state/trait anxiety, stress, burnout, and efficacy. Results: Online mindfulness training produced a significant increase in mindful awareness and changes in cognitive wisdom implying increased understanding of inter/intrapersonal concerns. There was a significant increase in mindful attention in those who completed both pre- and post-class online evaluations (n = 10) solicited by Mindful Schools (t (9) = 2.738, p = .02) from 54.3 to 59.9 following training (ΔM= 5.6, SD = 6.5). Wisdom, measured with Ardelt’s Three-Dimensional Wisdom Scale (n =12), demonstrated a significant change increase in the cognitive dimension of wisdom (t(11) = 2.39, p =.03) with a non-significant increase in the affective dimension (t(11) =1.38, p =.19) and a non-significant reduction in the reflective dimension of wisdom (t(11) =.96, p = .35) following mindfulness training. Conclusion:  Online mindfulness training may help develop wise decision making as a skill for teachers to aid classroom management and social problem solving.

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

scholarly journals The effect of leadership and work discipline on teacher performance

2021 ◽  
Vol 6 (1) ◽  
pp. 204
Author(s):  
Melia Wulandari ◽  
Happy Fitria ◽  
Achmad Wahidy
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Significant Influence ◽  
Teacher Performance ◽  
School Teachers ◽  
Public Elementary School

This study aims to determine the effect of leadership and work discipline on the performance of public elementary school teachers in Cluster I, Rambutan District, Banyuasin Regency. This type of research is quantitative. The sample in the study was 55 respondents with data collection techniques in the form of a questionnaire (questionnaire). The results showed that: 1) there is a significant influence of leadership on teacher performance, 2) there is a significant effect of work discipline on teacher performance, 3) there is a significant influence between leadership and work discipline on teacher performance.

Mindfulness Training for Teachers: A Pilot Program

2004 ◽  
Vol 9 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Maria Napoli
Keyword(s):  
Elementary School ◽  
Curriculum Development ◽  
Elementary School Teachers ◽  
Training Program ◽  
Mindfulness Training ◽  
Pilot Program ◽  
School Teachers ◽  
Personal Lives ◽  
Mindfulness Skills

This article discusses the results of three elementary school teachers’ feedback from a mindfulness-training program. Mindfulness is the ability to pay attention to what’s happening now without judgment. The training consisted of breathwork, bodyscan, movement, and sensorimotor activities. Results of interviews with the teachers revealed that teachers used the mindfulness skills to (a) aid in curriculum development and implementation, (b) deal with conflict and anxiety, (c) improve the quality of their personal lives, and (d) facilitate positive changes in the classroom.

scholarly journals Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

2013 ◽  
Vol 48 (2) ◽  
pp. 359-382 ◽  
Author(s):  
Nancy Gaudreau ◽  
Égide Royer ◽  
Éric Frenette ◽  
Claire Beaumont ◽  
Tara Flanagan
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Training Program ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Efficacy Beliefs ◽  
Control Group ◽  
Quebec City ◽  
School Teachers

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.

scholarly journals Efektifitas Clinical Supervision terhadap Peningkatan Class Management Abilities Guru di Sekolah Dasar

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
H Muhsin
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Classroom Management ◽  
Elementary School Teachers ◽  
Clinical Supervision ◽  
Research Method ◽  
Classroom Observations ◽  
School Teachers ◽  
Class Management ◽  
Management Coaching

This study was to determine the effectiveness of clinical supervision to improve the class management abilities of elementary school teachers. The research method uses action research based on clinical supervision in three cycles. Implementation of clinical supervision was attended by 24 representative teachers from 10 elementary schools in the Education Office of North Batukliang District, Central Lombok. Data collection was carried out through classroom observations and class management coaching tests and was described based on the results of the teacher's mastery achievement analysis. The results showed that the percentage of completeness in each cycle was obtained 37.5% in cycle-I, 62.5% in cycle-II, and 100% for cycle-III. It can be concluded that the implementation of clinical supervision is effective to improve the ability of elementary school teachers in conducting classroom management.

scholarly journals O "aluno da escola pública": o que dizem as professoras

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Alda Mazzotti
Keyword(s):  
Elementary School ◽  
Public School ◽  
Elementary School Teachers ◽  
Rio De Janeiro ◽  
Social Representations ◽  
School Failure ◽  
Structural Approach ◽  
School Teachers ◽  
Public Elementary School ◽  
The Public

Apresenta resultados de uma pesquisa que investigou as representações de “aluno da escola pública” construídas por professores da rede pública de ensino fundamental do Rio de Janeiro. Utilizando a abordagem estrutural de Abric, concluiu-se que o núcleo da representação é constituído pelos elementos pobre e aprende a “se virar” sozinho. Cotejando-se estes resultados com os obtidos nas etapas anteriores da pesquisa, observa-se que, para os professores, o aluno tem que aprender a “se virar” sozinho porque é pobre e a pobreza implicaria desagregação familiar e luta pela sobrevivência, impedindo os pais de oferecerem aos filhos a atenção de que necessitam. Dadas todas estas características, esse aluno representaria um desafio para os professores, desafio este que eles se sentem impotentes para enfrentar. Palavras-chave: representações sociais; aluno da escola pública; família e escola; fracasso escolar. Abstract The article presents a research that investigated the representations of the “public school student” constructed by public elementary school teachers of Rio de Janeiro. Using the structural approach proposed by Abric, one concluded that the nucleus of the representation is constituted by the elements poor and learns to make it on his own. Comparing these results with those obtained in the previous steps of the research, it can be observed that, to the teachers, the student has to learn to make it on his own because he is poor and poverty would imply family desegregation and struggle for survival, preventing the parents from providing their children with the attention they need. Given all those characteristics, this student would represent a challenge to the teachers, but this is a challenge they feel they are impotent to cope with. Keywords: social representations; public school student; family and school; school failure.

scholarly journals Analysis of Implementation of Elementary School Teachers Competence in Sungai Raya

2019 ◽  
Vol 2 (3) ◽  
pp. 91
Author(s):  
Maha Lastasabuju Basafpipana Habaridota
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Participant Observation ◽  
Professional Competencies ◽  
School Teachers ◽  
Public Elementary School ◽  
The Social ◽  
Collection Data ◽  
Using Data

This study aims to determine the analysis of the implementation of the competence of public elementary school teachers in Sungai Raya subdistrict, Kubu Regency. The study was conducted in Sungai Raya Subdistrict with 29 elementary school teachers. Data collected are pedagogical, personal, social, and professional competencies using data collection tools in the form of interview sheets, non-participant observation sheets, and documentation. Data analysis uses a checklist matrix technique with several stages, namely: data collection, data reduction, data display, drawing conclusions. The results showed that: First, the implementation of pedagogical competencies by public elementary school teachers in Sungai Raya Subdistrict, Kubu Raya District, was interpreted that the teacher's ability to educate reached an average of 3.37 with a good category. Second, the personality competency of public elementary school teachers in Sungai Raya Subdistrict, Kubu Raya Regency, averaged 3.30 in the good category. Third, the social competency of public elementary school teachers in Sungai Raya District is an average of 3.37 with a good category. The four professional competencies of public elementary school teachers in Sungai Raya District reach an average of 3.30 in the good category. The results of this study, it is suggested to be a reference for similar research related to teacher competencies, which should be part of the teacher to dedicate himself to serve especially elementary school teachers in Sungai Raya District Kubu Raya District.

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