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Tashpulatova, Dilorom Mukimovna. „Primary School Teachers Professiogram“. American Journal of Social Science and Education Innovations 03, Nr. 05 (07.05.2021): 11–15. http://dx.doi.org/10.37547/tajssei/volume03issue05-03.
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Reddy, Dr B. Yella, Dr T. I. Nagarjuna Dr. T. I. Nagarjuna und Dr M. Sateeshnadha Reddy. „A Study of Teacher’s Commitment of Primary School Teachers“. International Journal of Scientific Research 2, Nr. 11 (01.06.2012): 142–44. http://dx.doi.org/10.15373/22778179/nov2013/46.
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MboweniMatshidiso, L., und Matshidiso Joyce. „Understanding Teacher Morale Among Primary School Teachers“. International Journal of Educational Methodology 8, Nr. 1 (15.03.2022): 29–38. http://dx.doi.org/10.12973/ijem.8.1.29.
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<p style="text-align: justify;">Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers’ experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.</p>
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Reddy, Dr M. Mohan. „Cognitive Styles of Primary School Teachers“. International Journal of Scientific Research 2, Nr. 7 (01.06.2012): 116–18. http://dx.doi.org/10.15373/22778179/july2013/40.
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Imtiaz Alam und Aamir Sohail Langraw. „Teachers' Perspectives on Strategies for Improving the Education in primary school“. Voyage Journal of Educational Studies 2, Nr. 1 (12.03.2022): 13–22. http://dx.doi.org/10.58622/vjes.v2i1.10.
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The study was conducted to investigate the primary school teachers effective teaching strategies that develop skills in primary school learning status, and to identify effective professional development for primary schools teachers .To compare the teaching strategies in private and government primary schools as well as compare the teacher’s attitude towards students learning of private and government schools. And To identify the effective professional development of private and government teachers. The findings of research shows that teaching staff of government schools is highly qualified, trained and working on permanent basis while this factor is lacking in private schools. Different teaching strategies affect the students learning and academic achievement as most of the private school teachers using verity of strategies for enhancing the learning process as compare to public school teachers. Research has attempted to compare the effective professional development of private and government teachers mostly public school teachers take part in professional development courses and attain educational conferences, but most of private respondent teachers Search extra subject material and collaborations with other teachers for their development. Research has to compare the teacher’s attitude towards students learning of private and government schools results shows that mostly private school teachers have positive attitude towards student learning.
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Eroglu, Nermin, melek Bahat und Aysegul Metindogan. „Primary School Teachers’ and Teacher Candidates’ Attribituons Toward Students with Dyslexia“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 2 (22.03.2017): 80–87. http://dx.doi.org/10.18844/gjhss.v3i2.1602.
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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid und Arnida Abdullah. „School Innovativeness as Predictors of School Performance in Malaysian Primary Schools“. Journal of ICT In Education 8, Nr. 2 (25.08.2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.
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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.
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Patonah, Siti, Sentot Budi Rahardjo, Cari Cari und Sajidan Sajidan. „INVESTIGATING ENVIRONMENTAL CONCERNS FOR PRIMARY SCHOOL TEACHERS“. Social, Humanities, and Educational Studies (SHEs): Conference Series 1, Nr. 2 (11.01.2019): 416. http://dx.doi.org/10.20961/shes.v1i2.26790.
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<p><em>The success of environmental education in schools is largely determined by the teacher's factors at school. The purpose of this research is to get the teacher's view of the environmental concern. This research method is a cross sectional survey. The survey was conducted randomly to 950 elementary school teachers who were scattered in two locations of the PLPG program in Central Java in 2017. Obtained 148 samples from 10 regencies and cities in 1 rayon and 1 sub rayon. The results obtained indicate that the knowledge of elementary school teachers' environment is in good condition even though it has not directly influenced attitudes, or habits.</em></p>
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Filipović, Jelena, und Ana Popović. „How to recognize potential school leaders among primary school teachers“. Management 24 (29.05.2019): 107–21. http://dx.doi.org/10.30924/mjcmi.24.si.7.
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The aim of this paper is to discuss the potential of primary school teachers for governing roles in schools. The level of teacher’s financial literacy is used as a proxy for their managerial potential – managerial competences. Using the Competence Motivation Theory as framework, the authors postulate that teachers with the higher perceived competence in financial literacy are at the same time intrinsically motivated to achieve mastery in this field. Therefore, the teacher’s perceived competence and type of motivation are combined with a set of individual and contextual determinants, highlighted in the previous research, and the framework for assessing teacher’s potential or aptness for the governing position in the school is proposed. The design of this framework is based on data collected via survey which included 954 primary school teachers from Serbia, and analysed by linear and multinomial regression and cluster analysis. The results demonstrate that teachers can be categorized into four different groups, with variable degree of their potential for the governing roles. Clusters vary according to teachers’ gender, subject they teach, location of the school, level of education and whether they are driven by extrinsicor intrinsic motivators.
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Alalageri, Prakash S., Dr Sadanand Halageri und Dr P. Vikkraman Dr. P. Vikkraman. „Do the Primary School Teachers are Competent? A Study With Special Reference to Primary School Teachers, Government of Karnataka“. International Journal of Scientific Research 3, Nr. 6 (01.06.2012): 222–24. http://dx.doi.org/10.15373/22778179/june2014/74.
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Lim, Sungman, und Soyoung Yun. „NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF“. Journal of Baltic Science Education 21, Nr. 6 (10.12.2022): 1040–51. http://dx.doi.org/10.33225/jbse/22.21.1040.
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This study explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools’ culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers. Keywords: designing science lesson, novice teacher, science education, teacher agency, teacher education
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Jazuly, Ahmad, Ninuk Indrayani und Nostalgianti Citra Prystiananta. „The Teaching of English in Indonesian Primary Schools: a Response to the New Policy“. Linguistic, English Education and Art (LEEA) Journal 3, Nr. 1 (22.12.2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.
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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English.
Keyword; Indonesian primary school, teacher, new policy.
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Zhaukumova, Sh, N. Khanina und G. Tleuzhanov. „Forming communicative competence of future primary school teachers“. Bulletin of the Karaganda University. Pedagogy series 102, Nr. 2 (29.06.2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.
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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.
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chqarovMirzavali, Qo', Samidjonova Muxabbat und Karimova Gulchexra. „FORMATION OF PEDAGOGICAL CREATIVITY AMONG PRIMARY SCHOOL TEACHERS“. International Journal of Pedagogics 03, Nr. 03 (01.03.2023): 40–44. http://dx.doi.org/10.37547/ijp/volume03issue03-08.
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This article is about the formation of pedagogical creativity among primary school teachers. The article suggests some ways and means of developing creativity in primary school teachers, as well as describes the psychological and pedagogical conditions for the development of creativity, capable of influencing the need–motivational and emotional spheres of the student's personality: the regular reinforcement of creative manifestations by the teacher, which consists in “centering” the student on the self–achieved result; providing students with freedom of choice in their pedagogical activity when demanding responsibility for it; the evaluation and promotion of creative initiative and high–quality work.
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Çevik Kansu, Ceren, und Sezgin Temel. „Primary School Teachers’ Opinions on the Expert Teacher Training Program Seminar“. International Journal of Psychology and Educational Studies 10, Nr. 3 (31.07.2023): 796–810. http://dx.doi.org/10.52380/ijpes.2023.10.3.1190.
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The process of becoming an expert teacher, which is one of the career steps of teachers, and the evaluation of this process are important and necessary in terms of education. The general purpose of this study is to obtain the opinions of primary school teachers about the Expert Teacher Training Program Seminar (ETTPS). In the study, a qualitative research approach was adopted, and a case study design was preferred. The data were collected from the primary school teachers who received the aforementioned seminar at the beginning of the fall semester of the 2022–2023 academic year. The research group consisted of 24 primary school teachers who were identified by the maximum diversity sampling method among the primary school teachers working in public primary schools in a province of Turkey. The research data were analyzed using content analysis. Primary school teachers listed the concepts related to expert teaching as experience, seniority, educational status, professional development, presentation skills, and competence. While the primary school teachers stated that the training was both necessary and not necessary, they also stated that the training they received did not contribute to their professional development. Most of the primary school teachers stated that the training they received did not meet their expectations. In addition, it was revealed that the online delivery of the ETTPS caused some problems in terms of time, internet, and devices in terms of follow-up. Primary school teachers offered some suggestions for changing the prerequisites for the current career ladder. In particular, they suggested that the trainings should be long-term, interactive, and face-to-face, and that examples with active participation should be provided for the implementation of different education systems. It is thought that this research will benefit all stakeholders, especially program developers, in terms of the career ladder of the teaching profession.
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Le Thuc Anh. „Developing a School Counseling Competency Framework for Primary School Teachers“. Tuijin Jishu/Journal of Propulsion Technology 45, Nr. 01 (15.01.2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.
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The school counseling competency framework is a tool to develop teachers doing the school psychology counseling work in primary schools, which is extremely necessary, especially when schools in Vietnam are currently not having the official title for that job. The article proposes a framework of school counseling competency for primary school teachers with 5 elements rated at levels 1,2,3 including: 1/ Teachers' cognitive competency of psychology counseling activities for primary school students. 2/ Ability to understand the physiological characteristics of primary school students and the difficulties of students in school life. 3/ Ability to develop school psychological counseling plans for primary school students. 4/ Ability to design, select, and implement school psychology counseling topics for primary school students. 5/ Ability to coordinate family and community in school psychological counseling for primary school students. The competency framework can be used to improve the quality of teachers working in school counseling in primary schools
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Anastasakis, Marinos, und Eleni Vasilaki. „Pedagogical Awareness in Primary Schools: The Role of Teachers in Creating Stressful Events and their Impact on Future Primary Teachers’ Development“. International Journal of Research and Review 10, Nr. 6 (09.06.2023): 263–70. http://dx.doi.org/10.52403/ijrr.20230632.
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Despite the evidence supporting the significant role of school life events on students’ learning and well-being, little attention is currently reserved for school life events in the literature. In the case of mathematics, there is an agreement that school life events related to primary teachers’ in-class practices and perceived as stressful by students, affect negatively the quality of their learning. Within a framework combining cognitive and pedagogical approaches, we investigated stressful school life events in primary educational settings and their relation to a teacher’s pedagogical knowledge. For the study, data were collected by interviewing a cohort of future primary teachers about their experiences when they were pupils. By using a qualitative text analysis approach, we identified three thematic groups of school life events. We conclude by highlighting the need for communicating to the wider academic and teacher community the vital role that stressful school life events play on students’ learning and well-being. Keywords: schools life events, pedagogy, primary teachers, primary mathematics education
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Bayındır, Nida, Levent Sevi und Aynur Çukurcalıoğlu. „Primary School Teachers’ Perceptions of School Report“. Participatory Educational Research spi16, Nr. 2 (01.02.2016): 157–72. http://dx.doi.org/10.17275/per.16.spi.2.15.
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Rybak, Olga. „The structure of the primary school teacher’s readiness for professional activity: theoretical analysis“. Visnyk of the Lviv University. Series Pedagogics, Nr. 36 (2022): 142–50. http://dx.doi.org/10.30970/vpe.2022.36.11561.
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The article substantiates the essence of the concept of “the future teacher’s readinessˮ on the basis of theoretical indicators: knowledge, skills and abilities through the indicator of the educational employee’s professionalism in professional activity. It presents the role of the teacherʼs work in the society, which is considered through the prism of basic values: scientific, cultural, and traditional as a great responsibility to the society for the quality education of primary school children. The professionalism of a new type of teachers in the new Ukrainian school which is based on the harmonious development of the junior school student is revealed. It is argued that the readiness of primary school teachers to work with younger students in primary education is of great importance. The opinion is highlighted that the main goal of education is a comprehensively developed personality in the aspect of moving from traditional to innovative learning. Various approaches (competence, personality-oriented, dialogical, criterion, synergetic) are used to develop the future primary school teachers’ readiness. The importance of these approaches is presented in the form of a structured system of the teacher’s readiness based on a disordered flow of information. Emphasis is placed on the readiness of the future primary school teachers through individual characteristics. It is stated that the readiness of the primary school teachers contributes to the modernization of the education system of the primary school children. Keywords: future teacher’s readiness, dialogical approach, competence approach, criterion approach, personality-oriented approach, primary school, teacher professionalism, professional activity, synergetic approach, structured system.
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Lydian Eku, Maru, und Ngemunang Agnes Ngale Lyonga. „SCHOOL SAFETY AND TEACHERS’ EFFECTIVENESS IN GOVERNMENT PRIMARY SCHOOLS IN MANYU DIVISION, SOUTH WEST REGION OF CAMEROON“. American Journal of Social Science and Education Innovations 06, Nr. 02 (29.02.2024): 50–59. http://dx.doi.org/10.37547/tajssei/volume06issue02-07.
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This study investigated the effect of school Safety on Teachers’ Effectiveness in Government Primary Schools in Manyu Division, South West Region of Cameroon. The study sought to find out the extent to which School Safety affect Teachers’ Effectiveness in Government Primary Schools in Manyu Division. The methodology used in this study was the descriptive survey research design. The area of the study was Manyu Division, South West region of Cameroon. The target population of the study was all the teachers in Government Primary Schools in Manyu Division. The accessible population was teachers in 22 Government Primary Schools in Mamfe Central, Eyumojock and Upper Bayang Sub Divisions. The sample population was 114 teachers (22 head teachers and 92 teachers). Purposive sampling and convenience sampling techniques were used in the study. Questionnaire was used to collect data for teachers and constructed in a 4 responds likert scale. Interview guide was used for head teachers. Data was analysed using SPSS software and presented on tables. The hypothesis were tested using Pearson product moment correlation. The validity focused on face, content and construct. The reliability of the instrument was conducted using a pilot test of 15 teachers who were not part of the study. Findings revealed that school safety to a greater extent affects teachers’ effectiveness in government primary schools in Manyu Division. Finally, it was concluded that school safety has an effect on teachers’ effectiveness in government primary schools in Manyu Division. Based on the findings, it was recommended that the government and educational managers should encourage a school environment that is physically, cognitively and emotionally safe so that teachers can be effective.
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May, Yoong Soo, Fu Sai Hoe, Wong Wei Lun und Lijuan Shen. „Malaysian Primary Teachers’ Perceptions on Dyscalculia“. South Asian Journal of Social Sciences and Humanities 2, Nr. 6 (2021): 125–36. http://dx.doi.org/10.48165/sajssh.2021.2610.
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This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.
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Tyshchenko, Liudmyla. „OF FUTURE PRIMARY SCHOOL TEACHERS“. B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 42, Nr. 1 (2020): 150–59. http://dx.doi.org/10.31376/2410-0897-2020-1-42-150-159.
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Naz, Rashida, Sajida Naureen und Zeenat Sana Baloch. „Identification Of Managerial Problems Faced By Primary School Head Teachers In Quetta“. Pakistan Journal of Applied Social Sciences 6, Nr. 1 (08.09.2017): 77–90. http://dx.doi.org/10.46568/pjass.v6i1.310.
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The primary schools year is an important phase of children education. The objective of this research was to identify the managerial problems faced by Primary Schools Head teachers. For primary data the sample was comprised 10 school heads 100 teachers from the primary schools, questionnaires were distributed among teachers and head teachers. The samples were randomly selected. Results showed that teachers were trying to achieve the students learning outcomes. A large number of head teachers agreed that they knew the process of school management and they were able to control the management of schools. They were trained by the education department regarding primary school management. But on the other hand less number of professional trainings were available for primary school teachers and head teachers. There were some evidences that most of the non-government organizations introduced some training programs for primary school teachers. Most of the head teachers of primary schools faces the shortage of physical and human resources in their schools. A number of head teachers had no qualification related to school management. It was concluded that almost all the in charge and teachers had no clear concept regarding curriculum 2006. Majority of the head teachers had no ability to manage the learning and teaching process. They were found incompetent for report writing and implement their decisions in jurisdiction of school. It was recommended that new posts should be created for head teachers in primary schools and their job description should be cleared. All the incharges or head teachers should be trained in school management and resource management.
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Zhurat, Yulya, Nina Rudenko, Adile Bekirova, Olena Borovets, Tеtiana Doroshenko und Tamara Skoryk. „Developing Subjectivity in Future Primary School Teachers“. Revista Romaneasca pentru Educatie Multidimensionala 13, Nr. 3 (13.08.2021): 280–302. http://dx.doi.org/10.18662/rrem/13.3/452.
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The article formulates theoretical and methodological conditions for developing subjectivity in future primary school teachers in Ukraine. Therefore, it analyzes the Ukrainian experience of teacher training for primary school, as well as the aspects of the primary school teachers’ subjectivity in relevant scientific discourse. Besides, the article contains theoretical generalizations on the issue in question. Research methods include induction and generalization, prognostic methods in combination with modelling of principles of the educational process and sociological methods (used to identify students’ motivation towards teaching). The article proves that Ukraine as “a young democracy” must consider new conditions associated with significant socio-cultural, socio-economic and other changes in the society. It is so because they determine new requirements for the professional training of future primary school teachers. On the other hand, the analysis of relevant literary sources indicates insufficient attention to psychological, methodological, social and other aspects of teacher’s subjectivity. The authors of the article offer the updated definitions of key concepts on the development of teacher’s subjectivity. Also, they summarize theoretical and methodological principles of primary school teachers’ subjectivity in Ukraine and justify the new educational conditions for developing such subjectivity. The novelty of the research lies in its addressing the issue of developing subjectivity in future primary school teachers under the realities of Ukrainian education, which is still on the path of development.
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Hartiwi, Heriana, Anna Yu Kozlova und Fitri Masitoh. „THE EFFECT OF CERTIFIED TEACHER AND PRINCIPAL LEADERSHIP TOWARD TEACHERS’ PERFORMANCE“. INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, Nr. 1 (28.03.2020): 70–88. http://dx.doi.org/10.33369/ijer.v2i1.10629.
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This study aimed at determining the influence certified teachers and principal leadership either partially or simultaneously toward teachers’ performance in primary school Palembang. The research was conducted in several public primary schools in Gadus, Palembang. The research method was ex post facto with 125 certified teachers while the sample wer 56 respondents. The data were collected by using questionnaires and analyzed by using t-test and F-test. The results of this study concluded that there is significant influence of certified teachers and principal leadership either partially or simultaneously toword teachers’ performance of primary school in Palembang.
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Bellová, Slavomíra. „Bullying in Primary Schools from the Perspective of Primary School Teachers“. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, Nr. 3 (2023): 51–56. http://dx.doi.org/10.54937/ssf.2023.22.3.51-56.
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One of the most common types of aggressive behavior among school-aged children is bullying which is no longer just a matter of the army, prison, or the lives of people in borderline life situations. It is not infrequently encountered by pupils and teachers in our schools as well. Nowadays, this phenomenon is moving from the age of adolescence and puberty to increasingly younger age groups - even to the younger school age or pre-school age. This paper deals with the issue of bullying among pupils of younger school age. The aim of the presented contribution is to present the experiences of primary school teachers with bullying among pupils and to map what forms of prevention they use in their practice.
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Kizi, Rashidova Nodira Abdulla. „CREATIVITY IN PRIMARY SCHOOL EL TEACHING“. American Journal Of Social Sciences And Humanity Research 02, Nr. 12 (01.12.2022): 109–24. http://dx.doi.org/10.37547/ajsshr/volume02issue12-17.
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In the dynamically changing world, educational settings are increasingly relying on employee creativity. By promoting educators to generate creative ideas and products for the market, organizations can achieve innovation and maintain competitive advantages (Shalley, Zhou, & Oldham, 2004; Woodman, Sawyer, & Griffin, 1993; Zhou & Hoever, 2014). Considering the critical importance of creativity, practitioners are searching for ways to facilitate teachers’ creative performance. However, existing knowledge on creativity predictors and drivers remains incomplete. To help teaching organizations effectively manage employees’ creativity, this course work aims to elucidate what predictors from universities and teachers themselves can align to engender creative results.
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Svalina, Vesna, Blaženka Bačlija Sušić und Goran Lapat. „PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS“. Problems of Education in the 21st Century 79, Nr. 1 (10.02.2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
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Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
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Tavşancil, Ezel, und Seher Yalçin. „Attitudes of primary school prospective teachers towards art education“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 1 (19.02.2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.
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Topalska, R. „READINESS OF PRIMARY SCHOOL TEACHERS TO TEACH COMPUTER MODELLING“. Educational Psychology in Polycultural Space 51, Nr. 3 (2020): 50–56. http://dx.doi.org/10.24888/2073-8439-2020-51-3-50-56.
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A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR und Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. „Teaching Abilities of Primary School Teachers : An Empirical Study“. Global Journal For Research Analysis 3, Nr. 7 (15.06.2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.
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Kushakovna, Abdurasulova Shaira. „PROFESSIONAL COMPETENCE IMPROVEMENT OF PRIMARY CLASS TEACHERS“. American Journal of Applied Sciences 5, Nr. 10 (01.10.2023): 25–28. http://dx.doi.org/10.37547/tajas/volume05issue10-04.
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In this article, the importance of improving the professional competence and professional development of primary school teachers as a scientific-pedagogical problem is studied. The scientific views of foreign and our republican scientists on the topic are summarized. The principles, theoretical and pedagogical aspects of developing the professional competence of primary school teachers are scientifically based.
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Radul, Olha. „PRIMARY SCHOOL TEACHER IN MODERN WORLD“. Academic Notes Series Pedagogical Science 1, Nr. 204 (Oktober 2022): 44–48. http://dx.doi.org/10.36550/2415-7988-2022-1-205-44-48.
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Primary school is the oldest unit in the system of education. In modern world it is the primary school teachers that make up the biggest part of the total number of teachers since the world is developing unevenly and in many developing countries only elementary stage of education is widely accessible. Due to the mass character of the primary school teacher profession the study of the position of the teacher in different countries remains a topical direction in comparative pedagogical researches. The article presents the analysis of the most widely spread parameters and characteristics of the primary school teacher in modern world, their work, peculiarities of training and further professional development. The statistics show the uneven increase of the number of primary school teachers: the biggest rise takes place in the developing countries as the result of the mass character of elementary education there. The number of teachers in the developing countries increases following the decrease of class size and the introduction of new teacher categories. A firm indicator of the primary school teacher is feminization. There are different approaches to the assessment of the teachers’ work. Working conditions differ as well, which manifests itself in the “teacher–students” coefficient ratio and the teaching workload. All this predetermines the high importance of the problem of professional training of teachers. According to the implemented reforms higher pedagogical education is generally recognized for professional development of a teacher. It is represented by different types of educational establishments. Primary education will continue to be the most massive part of the educational systems of all countries of the world - developed and developing - and therefore, among all the world's teachers, there will be the largest number of primary school teachers. Every country will always need the most primary school teachers. Accordingly, the study of the qualitative and quantitative characteristics of the primary school teacher's profession, as well as his training and professional development in different countries, will always be a relevant topic of comparative research.
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Kenneth, Besigomwe, und Nasser A. Karim Ssesanga. „Teacher Motivation and Job Satisfaction in Private Primary Schools of Kampala District, Uganda“. Cognizance Journal of Multidisciplinary Studies 4, Nr. 7 (30.07.2024): 142–54. http://dx.doi.org/10.47760/cognizance.2024.v04i07.013.
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A teacher is a key resource in a school and their job satisfaction depends on their level of motivation among other factors. A study was conducted to explore the relationship between teacher motivation and job satisfaction in private primary schools in Kawempe Division, Kampala District in Uganda. The study assessed relationships between (i) extrinsic motivation and teachers’ job satisfaction; (ii) intrinsic motivation and teachers’ job satisfaction; and (iii) personal factors and teachers’ jobs. A cross-sectional survey design was employed to collect data from 88 teachers of 6 private primary schools in Kampala district. SPSS software was used to analyse the data. The study findings showed a strong positive correlation between extrinsic motivation and teacher’s job satisfaction (r=.572**, p<0.01); and intrinsic motivation and teacher’s job satisfaction (r=.694**, p<0.01). Personal factors and teachers’ job satisfaction however had a weak positive correlation (r=.244**, p<0.05). It is therefore concluded that teacher motivation has a statistically significant relationship with job satisfaction. The school administrators are therefore urged to regularly motivate teachers through the provision of teacher houses, classroom expansion, continuous appraisals, regular training, certificate awards at school assemblies and inculcation of religious values to teachers.
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Kiymaz, Mustafa Said, und İbrahim Doyumğaç. „The Views of Turkish Language Teachers and Primary School Teachers on Teacher Guidebooks“. Journal of Curriculum and Teaching 9, Nr. 3 (20.08.2020): 88. http://dx.doi.org/10.5430/jct.v9n3p88.
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The present study aims to determine the views of primary school teachers and Turkish language teachers on teacher guidebooks in Turkey. The mixed research method and “convergent parallel design” were used in the study. The quantitative study group of the study included 163 primary school teachers (1st-4th grades) and 163 Turkish language teachers (5th-8th grades) in Turkey, while the qualitative study group included 6 primary school teachers (1st-4th grades) and 6 Turkish language teachers (5th-8th grades). The study population included primary school and Turkish language teachers in Turkey. The 23-item survey included the measures of main trands (such as mode, median, average), while the qualitative data were based on the transcripts of teacher feedback audio recordings. Determination Validity Ratio was calculated based on the validity and reliability tests conducted on the survey tool. During the analysis, the SPSS 21.0 software was used. The qualitative data were analyzed with content analysis. Furthermore, averages, percentages, and frequencies were calculated for a section of qualitative data. In the validity and reliability tests for the qualitative data, the views expressed in audio recordings were analyzed several times by 3 field experts using content analysis, and they were categorized as sub-topics.
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Tichonova, Renata, und Vaiva Schoroškienė. „Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers“. Pedagogika 109, Nr. 1 (26.03.2013): 127–33. http://dx.doi.org/10.15823/p.2013.1842.
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The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age.
The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements.
The aim of the research – to examine the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements.
The quantitative research was done in February 2012 at secondary schools: Vilnius Ateities High School, Švenčionys Primary and High Schools aiming to find out the attitude of teachers, students and parents towards the assessment of learning outcomes and self-assessment in primary education.
Research instrumentation formed: surveys for teachers, students and their parents.
Research scope: 70 surveys for teachers, 70 for students and 70 for students’ parents were formed and distributed. The received reversibility quota reached 100 %.
The research showed that the assessment of learning outcomes is important and significant to all members of educational process (students, parents and teachers). Besides, parents feel that they are able to participate in the assessment together with teachers and they want to be considered as their partners. Thus all the above mentioned members / partners of the educational process should be included into the process of the assessment of students’ progress and achievements.
The basis of the assessment of learning achievements and progress in primary education is the self-assessment of students. It is an interesting, human and effective way of assessment that allows children to lead their own learning by their selves with responsibility, to be equitable partners of teachers and personally observe their own progress.
The main participants of the education (learning) process (pupils, their parents and teachers) acknowledge that primary school pupils are capable to evaluate their learning achievements. Teachers are the most optimistic about the self-assessment of the pupils of this age, meanwhile parents are the most pessimistic. Most of parents and teachers of primary school pupils understand the pupils’ self-assessment as a method of developing pupils’ responsibility for their learning. Parents of primary school pupils much rarely than teachers relate the self-assessment with the education of the pupil as an equal teacher’s partner and with the education of the pupil who is capable to manage his/her learning on his / her own.
Only a minority of parents of primary school pupils accept the idea that pupils of this age are capable to manage their learning on their own. The answers of primary school pupils and teachers indicate that primary school pupils are allowed to evaluate themselves, however, students’ self-assessment is now associated with the generalizing assessment. The daily learning is related to teacher’s evaluation rather than students’ self-assessment.
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Tan, Deping. „Study of Differences in Educational Qualifications of Elementary and Secondary School Teachers“. International Journal of Education and Humanities 9, Nr. 1 (15.06.2023): 151–54. http://dx.doi.org/10.54097/ijeh.v9i1.9379.
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By observing the academic qualifications of primary and secondary school teachers in recent years, we can find that more and more graduate students have joined the primary and secondary school teachers, and now some school recruitment requirements have changed to graduate students, and high school, middle school, and elementary school teachers all follow the same trend of educational upgrading. With the entry of highly educated teachers into primary and secondary schools, primary and secondary school teachers also face many challenges that require continuous improvement to truly improve the professional level of primary and secondary school teachers, thus promoting the quality of primary and secondary school education.
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Karashash, Zhanadilova, Zhumabayeva Aziya, Arenova Assyl, Ospanbekova Meirgul, Zhanazarova Zagira und Zhankushkov Bauyrzhan. „Developing metacompetence in future primary school teachers“. Cypriot Journal of Educational Sciences 17, Nr. 1 (31.01.2022): 294–305. http://dx.doi.org/10.18844/cjes.v17i1.6709.
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The general aim of this study is to determine the development of meta-competences of future primary school teachers. The research was carried out in the fall semester of 2021-2022. The research consisted of 362 volunteer primary school teachers who continue to work in various schools in Kazakhstan. The data collected for the quantitative method in the research through an online questionnaire were analyzed using the SPSS program. Thanks to this wide participation, the meta-competence status of distance education and primary school teachers were emphasized and described. The results demonstrated that the use of innovative education with the blended learning method provides a better understanding of the lesson and that thanks to the meta-competence model of education, a bond is formed between the students who take the course. Finally, it is thought that the repetition of these studies with different methods for primary school teachers will benefit both the field, the educator, and the future primary school teacher candidates.
Keywords: Corona Virus (COVID 19), Distance Education, Meta Competence, Pandemic, Technology
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Ferah Özcan, Aysel. „Candidate Primary School Teachers' and Primary School Teachers' Metaphorical Perceptions about Teaching and Mathematics Teaching“. International Journal of Progressive Education 19, Nr. 4 (01.08.2023): 52–69. http://dx.doi.org/10.29329/ijpe.2023.579.4.
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Jaka, Fahima Salman. „Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools“. Journal of Education and Educational Development 2, Nr. 2 (08.02.2016): 172. http://dx.doi.org/10.22555/joeed.v2i2.445.
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This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.
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Dakamo, Dereje. „An examination of primary school teacher's perception of school readiness programs“. Cypriot Journal of Educational Sciences 18, Nr. 4 (24.04.2023): 644–54. http://dx.doi.org/10.18844/cjes.v18i4.8869.
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School readiness implies that children are prepared for school, families are prepared to help them learn, and schools are prepared for them. It depends on the development of physical, cognitive, language, and socio-emotional development. This study was intended to examine the primary school teachers’ perception of school readiness. The participants were 30 teachers of 2 primary schools (Argo and Hogoba) from one of the 8 sub cities called Tabor, Hawassa City. The sub-city was selected using a lottery method and schools were selected by systematic random sampling technique. A survey design was employed to conduct this study. The questionnaire was the main data-gathering tool used. Independent-sample t-test, one-way ANOVA, and other descriptive statistics were employed to analyze data. The findings of the study reveal that primary school teachers have sufficient knowledge about school readiness programs. However, it was revealed that there is a substantial relationship between the perception, level of qualification, and age of the participants. Keywords: Perception; primary school; school readiness; teachers; transition to school.
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Saputra, Hendra Nelva, und Salim Salim. „Analysis of the Multimedia Use of Primary Schools“. AL-ISHLAH: Jurnal Pendidikan 13, Nr. 3 (31.12.2021): 2535–44. http://dx.doi.org/10.35445/alishlah.v13i3.673.
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Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.
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Siddique, Ambreen, Zainab Noorani und Muhammad Moin. „AN INVESTIGATION ON CLASSROOM MANAGEMENT CHALLENGES FACED BY TEACHERS AT PRIMARY SCHOOL LEVEL IN PUNJAB“. JUNE 2024 5, Nr. 2 (12.06.2024): 130–40. http://dx.doi.org/10.53664/jsrd/05-02-2024-11-130-140.
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Schools play an important role in community development, particularly for children. The teachers engage in daily routine activities to support this goal. As a result, primary school pupils improve their mental and physical talents while learning life skills and academic competence. The purpose of this research was to assess the difficulties that primary school teachers face while managing classroom. 200 primary teachers were randomly selected from Lahore, Multan, and Mianwali districts. Data were gathered through a self-developed questionnaire and analyzed by using t-test and ANOVA in inferential statistics. The results of study illustrated that primary-level teachers encountered enormous classroom management challenges. Both gender and teacher’s district showed a significant difference in classroom management. The results indicated the requirement of effective classroom management strategies, supportive infrastructure, and potential training for teachers. To have effective classroom management there is a need to work together including teachers, parents, and educational authorities to create good learning environment & manage challenges faced by primary school teachers.
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Kkadim, Shaimaa Ab, und Suad Hassoon Khudhair. „Effectiveness of an Instructional Program for Teachers about Students' School Phobia at Primary Schools“. Pakistan Journal of Medical and Health Sciences 16, Nr. 3 (31.03.2022): 517–19. http://dx.doi.org/10.53350/pjmhs22163517.
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Objectives: Evaluate the effectiveness of the instructional program for teacher's knowledge's about student's school phobia at primary school. Study design: A quasi-experimental design was implemented in the research to achieve the study goals by using pre- and post-tests for one group of teachers in primary school. in Al- Amara Region. The study has been carried out during the period extended from the 23th december 2021 to 20th July 2022. Data collection: The permission was presented to the Ministry of education- office of Misan provenance/ deparment of oversight specialist to ensure the research agreement and cooperation and to provide access the these school facilities. In order to attain precise data and illustrative sample , non-probability (purposive) sample is carefully chosen which consists of (25) teachers Conclusion: Illustrated from this study, the teachers have poor knowledge regarding primary students school phobia at pretest in study group. Association between teachers' knowledge and their (gender, level of education, years of experience and main source of information. Keywords: teachers, students' school phobia, primary schools
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Falkenbach, Danielle, Helen D'avila und Elza Mello. „Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food“. International Journal of Nutrology 11, Nr. 01 (Januar 2018): 021–29. http://dx.doi.org/10.1055/s-0038-1646942.
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Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.
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Majidah, Yuniz, Ike Kusdyah Rachmawati und Tin Agustina Karnawati. „PENGARUH GAYA KEPEMIMPINAN SITUASIONAL DAN MOTIVASI KERJA TERHADAP KINERJA GURU DENGAN KEPUASAN KERJA SEBAGAI VARIABEL MODERASI“. Jurnal Ilmiah Bisnis dan Ekonomi Asia 14, Nr. 2 (08.08.2020): 105–12. http://dx.doi.org/10.32812/jibeka.v14i2.173.
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The principal should have caring to improving the quality of education. Such caring should be demonstrated with the will and ability to develop themselves optimally, so the teachers and education personnel can improve their performance. The teacher's performance is influenced by several factors are situational leadership style, work motivation and job satisfaction.The purpose of this research is to know and analyse the influence of situational leadership style, job motivation, and job satisfaction on the teacher's performance, the influence of situasional leadership style and job motivation to the performance of teachers moderated in job satisfaction. The population of this research is the teachers of accredited pre-primary school in Singaraja Cit Bali. The data collection techniques in this research are the observation and distribution of questionnaires. This research uses data analysis methods using SmartPLS software. The results showed that the situational leadership style, job motivation, and job satisfaction affects the teacher’s performance of the accredited pre-primary schools in Singaraja City Bali, and the situational leadership style, and job motivation have no effect the teacher’s performance who are moderated job satisfaction at the pre-primary school accredited in Singaraja City Bali.
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B. Bostancı, Aynur, und Sebila Bülbül. „Do the teachers' organizational trust levels predict their academic optimism?“ Journal of Human Sciences 15, Nr. 4 (05.01.2019): 2626. http://dx.doi.org/10.14687/jhs.v15i4.5642.
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This research was conducted to determine the relationship between teachers' organizational trust levels and academic optimism perception about their schools. The research is in relational screening model. The sample of the study consisted of 299 teachers working in primary, secondary and high schools in Uşak province. In the study, simple random sampling was employed. The data were collected by The Organizational Trust Scale and the Organizational Trust in Colleagues Scale and School Academic Optimism Scale. In the analysis of the data, arithmetic mean, one way variance analysis, Pearson Product Moment Coefficient and multiple regression analysis were used. According to the results of the study; It is observed that teachers who work in primary school and secondary schools have high levels of trust in the organization and teachers who work in high schools have a moderate level of trust in the organization. The level of teachers’ trust in the administrator working in all school levels is moderate. Again teachers’ perceptions about academic optimism of their schools is high in all school levels. In the research, the school academic optimism levels of primary school teachers was found higher than that of high school teachers. A significant relationship between teachers’ trust in the organizational and the level of school academic optimism was found only in secondary schools. While there is a low positive relationship between the teachers’ trust in the administrator and school academic optimism levels in primary school, there is a moderate positive relationship in secondary and high schools. While primary teachers' trust in the administrator does not predict school academic optimism levels; level of trust of secondary and high schools teachers to administrators predicts about school academic optimism levels of their schools.
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Manwa, Lilian, Tabitha Grace Mukeredzi und Lokadhia Manwa. „Rural school teaching in Zimbabwe: Mentoring experiences of 'beginning' primary school teachers.“ Australian and International Journal of Rural Education 26, Nr. 2 (15.11.2016): 63–76. http://dx.doi.org/10.47381/aijre.v26i2.65.
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The first year of teaching is the most formative period in a teacher’s career. Support is therefore crucial if they are to develop the competencies, confidence and attitudes that will help keep them contented and effective in the classroom. One way of enhancing these aspects is through induction and mentoring. This will help ensure a firm foundation for professional growth and career development. This qualitative inquiry sought to establish the mentoring experiences of ‘beginning’ teachers in rural primary schools in Masvingo District of Zimbabwe. Data were generated through in-depth interviews and open-ended questionnaires from thirty purposively selected novice teachers. Findings indicate that most beginning teachers in this study did not experience mentoring and consequently smooth transitions from student-hood to teacher-hood, but were left to navigate their new environment alone. Their experiences seemingly impacted negatively on their career prospects as some indicated interest in careers outside the teaching profession. The education system needs to offer on-going, in-service mentor training courses to practicing teachers to expose them to mentoring, thereby preparing them for professional guidance of beginning teachers. This will promote professional learning and development, adding qualitative commitment and competence to the growth trajectory of both novice and practicing teachers, which in turn may motivate new teachers to stay in the profession.Â
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Leus, Olga, und Anatoly Maslak. „MEASUREMENT AND ANALYSIS OF TEACHERS’ PROFESSIONAL PERFORMANCE“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (25.05.2018): 308–19. http://dx.doi.org/10.17770/sie2018vol1.3097.
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The relevance of the measurement and analysis of teachers’ professional performance is based on the fact that teachers largely determine the quality of education at schools. The measurement of the latent variable "teacher’s professional performance" is done within the framework of the theory of latent variables based on the Rasch model. It was shown that the set of indicators has a high differentiating ability. The results of the measurement of this latent variable are used to compare the quality of professional activities of teachers of mathematics, history, Russian language, and literature as well as primary school teachers. No statistically significant differences were found between the professional performance of teachers of mathematics, history, and primary school teachers. The quality of professional activity of teachers of Russian language and literature is lower. The results of the measurement of teachers’ professional performance were used for comparison of schools. As one would expect, the highest quality of professional performance of teachers is in high schools and lowest in the primary schools; secondary schools occupy an intermediate position. Teachers’ professional performance is defined operationally, using a set of indicators. This set of indicators can be adjusted to clarify the content of the latent variable "teacher’s professional performance".
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ZORLU KANA, Hatice. „EVALUATION OF THE PRIMARY SCHOOL TEACHERS VIEWS TOWARDS PRIMARY SCHOOL STUDENT'“. Route Educational and Social Science Journal 7, Nr. 53 (01.01.2020): 95–122. http://dx.doi.org/10.17121/ressjournal.2758.
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