Relevant bibliographies by topics / Elementary school teachers Victoria Attitudes

Academic literature on the topic 'Elementary school teachers Victoria Attitudes'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Elementary school teachers Victoria Attitudes"

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Vasilijevic, Danijela, Gordana Stepic, and Marina Ilic. "Elementary school teachers' attitudes to teamwork." Nastava i vaspitanje 66, no. 1 (2017): 99–114. http://dx.doi.org/10.5937/nasvas1701099v.

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Wilkins, Jesse L. M. "ELEMENTARY SCHOOL TEACHERS' ATTITUDES TOWARD DIFFERENT SUBJECTS." Teacher Educator 45, no. 1 (December 18, 2009): 23–36. http://dx.doi.org/10.1080/08878730903386856.

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Kim, Rah-Kyung, Chung-eun Lee, and Mi-Ji Lee. "Attitudes of Elementary School Teachers Toward Elementary Teachers with Disabilities Using Q-methodology." Korean Society of vocational Rehabilitation 30, no. 2 (August 31, 2020): 73–95. http://dx.doi.org/10.24226/jvr.2020.8.30.2.73.

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Cabanová, Mariana, Bronislava Kasáčová, and Marián Trnka. "Slovak Teachers’ Attitudes Towards Inclusive Education." New Educational Review 1, no. 67 (March 31, 2022): 207–17. http://dx.doi.org/10.15804/tner.22.67.1.16.

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Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.
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Laine, Sonja, Risto Hotulainen, and Kirsi Tirri. "Finnish Elementary School Teachers’ Attitudes Toward Gifted Education." Roeper Review 41, no. 2 (April 3, 2019): 76–87. http://dx.doi.org/10.1080/02783193.2019.1592794.

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Seckel, María José, Hernán Parra, Claudia Vásquez, and Francisca Bravo. "Attitudes towards Mathematics in Future Elementary School Teachers." Acta Scientiae 22, no. 1 (March 20, 2020): 23–37. http://dx.doi.org/10.17648/acta.scientiae.5345.

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Choi, Goya, and Eun Joung Choi. "Attitudes of Elementary School Teachers toward Mental Illness." Journal of Korean Academy of Psychiatric and Mental Health Nursing 24, no. 2 (2015): 107. http://dx.doi.org/10.12934/jkpmhn.2015.24.2.107.

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Lindemann-Matthies, Petra, and Sarah Knecht. "Swiss Elementary School Teachers’ Attitudes Toward Forest Education." Journal of Environmental Education 42, no. 3 (March 16, 2011): 152–67. http://dx.doi.org/10.1080/00958964.2010.523737.

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Suratmi, Suratmi, and Wahyu Sopandi. "Knowledge, skills, and attitudes of teachers in training critical thinking of elementary school students." Journal of Education and Learning (EduLearn) 16, no. 3 (August 22, 2022): 291–98. http://dx.doi.org/10.11591/edulearn.v16i3.20493.

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Knowledge, skills, and attitudes of teachers in developing critical thinking skills are very much needed to train students' basic thinking skills. This descriptive quantitative study described the knowledge, skills, and attitudes of teachers in developing critical thinking skills in elementary school students. The data collection employed a questionnaire with a Likert scale. The questionnaire was distributed online using Google Form during teacher professional development training. Respondents in this study were 366 elementary school teachers spread across 23 provinces in Indonesia. The data obtained were analyzed descriptively and quantitatively. The results of this study indicated the knowledge, skills, and attitudes of teachers in developing critical thinking in elementary school students are a good category. Description knowledge, skills, and attitudes of a good teacher impact the designed learning process. However, this study only described teachers' knowledge, skills, and attitudes in developing critical thinking skills, which the basis for implementing learning in elementary schools. The application of critical thinking learning by elementary school teachers can be used for further research.
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Matsumoto, Michiko. "Elementary school teachers’ attitudes toward and actual utilization of school libraries." Library and Information Science 68 (December 20, 2012): 55–84. http://dx.doi.org/10.46895/lis.68.55.

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Dissertations / Theses on the topic "Elementary school teachers Victoria Attitudes"

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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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Schertzer, Diane E. "A comparison of south-western Ontario secondary school teachers' and elementary school teachers' attitudes towards educational change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ52658.pdf.

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Gervase, Sara J. "Reading mastery a descriptive study of teachers attitudes and perceptions towards direct instruction /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120001760.

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Chow, Yau-mui Helen, and 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.

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Green, Kay McMullen Baker Paul J. "The attitudes and perceptions of elementary teachers towards magnet school and non-magnet school programs in a selected school district." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323734.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 13, 2006. Dissertation Committee: Paul J. Baker (chair), Ronald L. Laymon, Patricia H. Klass, Richard L. Berg, Rodney P. Riegle. Includes bibliographical references (leaves 141-151) and abstract. Also available in print.
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Santabarbara, Todd C. "Pre-service elementary teachers' attitudes toward role modeling selected health behaviors." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294898.

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The problem of this study was to examine the relationship between pre-service elementary teachers' attitudes toward role modeling and the health behaviors they practice. Using a 26-item questionnaire modified from several instruments, a convenience sample of 166 pre-service elementary teachers enrolled in health education course at Ball State University, voluntarily completed the questionnaire in Spring semester 2004. A panel of expert jurors reviewed the instrument for face validity. A pilot test was conducted to confirm instrument reliability. Data were analyzed using both unviariate and bivariate analysis. Bivariate correlations indicated a statistically significant association between pre-service elementary teachers' attitudes toward role modeling and their attitudes toward role modeling healthy behaviors. Additionally, a statistically significant association was indicated between pre-service elementary teachers' attitudes toward role modeling healthy behaviors and the actual health behaviors they practice. Results confirmed that while elementary teachers believe role modeling healthy behaviors to their students is important, they are not consistently practicing healthy behaviors.
Department of Physiology and Health Science
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Graber, John Paul. "Attitudes of parents and teachers toward the use of calculators in the elementary classroom /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9318172.

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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.
Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.

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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.
Department of Educational Leadership
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Books on the topic "Elementary school teachers Victoria Attitudes"

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Susuwele, William J. Primary teachers' opinions on primary teacher training programmes and use of untrained teachers in primary schools in Malawi. [Domasi, Malawi]: Malawi Institute of Education, 1997.

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Niiyama, Harunobu. Shikon o tazunete: Bunkō kyōiku ni shōgai o kaketa Miyagi no kyōshitachi. [Shiraishi-shi: Niiyama Harunobu], 1990.

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Integrating teachers' conceptions: Assessment, teaching, learning, curriculum, and efficacy. New York: Nova Science Publishers, 2008.

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Cassandra, Rowand, Farris Elizabeth, Carpenter Judith M, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Public elementary teachers' views on teacher performance evaluations. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.

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William, Harkins, and National Catholic Educational Association, eds. The people who work there: The report of the Catholic elementary school teacher survey. Washington, D.C: National Catholic Educational Association, 1995.

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Facing extinction?: Why men are not attracted to primary teaching. Dublin: Liffey Press, 2006.

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Pickard, Garth N. Beginning teachers' expectations of the teaching profession. Regina, Saskatchewan: Research Centre, Saskatchewan School Trustees Association, 1989.

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Yrjönsuuri, Yrjö. Peruskoulun opettajien käsityksiä itsestään ja työstään. Helsinki: Kouluhallitus, Kokeilu- ja tutkimustoimisto, 1990.

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Koskela, Teija. Perusopetuksen oppilashuolto Lapissa opettajien käsitysten mukaan. Rovaniemi: Lapin yliopisto, 2009.

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Koskela, Teija. Perusopetuksen oppilashuolto Lapissa opettajien käsitysten mukaan. Rovaniemi: Lapin yliopisto, 2009.

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Book chapters on the topic "Elementary school teachers Victoria Attitudes"

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Huang, Pao-Chu, Li Yue, and Hsuan-Pu Chang. "Elementary School Teachers’ Attitudes Toward Flipped Classrooms." In Lecture Notes in Electrical Engineering, 354–58. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3648-5_40.

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Özer, Niyazi, Celal Teyyar Ugurlu, and Kadir Beycioglu. "Computer Teachers’ Attitudes toward Ethical Use of Computers in Elementary Schools." In Ethical Technology Use, Policy, and Reactions in Educational Settings, 46–55. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1882-4.ch004.

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This descriptive study explores the elementary school computer teachers’ attitudes and awareness regarding ethical computer use in classrooms and the differences in teachers’ attitudes and awareness in terms of demographic variables including gender, teaching experiences, pre-service/in-service education about ethical computer use. In order to measure computer teachers’ attitudes, awareness, and teaching practices regarding computer ethics, an adopted version of Cyberethics Questionnaire (CEQ), originally developed by Yamano (2004), was used in this study. The CEQ was administered to 150 teachers working for elementary schools in Hatay, Turkey. After incomplete and erroneous forms were discarded, a total number of 141 questionnaires completed by 60 female and 81 male computer teachers were considered for analysis. Results show that the opinions of male and female teachers are significantly different.
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Rock, Tracy, and Tina L. Heafner. "The Professional Development School." In Professional Development Schools and Transformative Partnerships, 189–212. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch014.

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This chapter examines the differences and similarities in learning outcomes between the two espoused approaches to service-learning in teacher education: an elementary school service-learning approach called the teachers as leaders of change model and a high school service-learning approach named the tutoring for change model. The purpose in comparing both models is to highlight the distinct learning outcomes that are associated with the manner in which service-learning is structured. Given the benefits of service-learning, the authors contend that service-learning in the PDS context has the potential to improve the overall quality of teacher preparation. However, benefits vary depending on the model organization. The authors describe structural differences in the models as three thematic outcomes: a) reasons for valuing, b) likelihood of future implementation, and c) attitudes on community participation. They recommend that decisions regarding program goals be aligned early in PDS organizational planning to effectively embrace unique service-learning benefits.
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Rock, Tracy, and Tina L. Heafner. "The Professional Development School." In Professional Development and Workplace Learning, 150–73. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch011.

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This chapter examines the differences and similarities in learning outcomes between the two espoused approaches to service-learning in teacher education: an elementary school service-learning approach called the teachers as leaders of change model and a high school service-learning approach named the tutoring for change model. The purpose in comparing both models is to highlight the distinct learning outcomes that are associated with the manner in which service-learning is structured. Given the benefits of service-learning, the authors contend that service-learning in the PDS context has the potential to improve the overall quality of teacher preparation. However, benefits vary depending on the model organization. The authors describe structural differences in the models as three thematic outcomes: a) reasons for valuing, b) likelihood of future implementation, and c) attitudes on community participation. They recommend that decisions regarding program goals be aligned early in PDS organizational planning to effectively embrace unique service-learning benefits.
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Sullivan, Dennis D. "Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism." In Maximizing Social Science Research Through Publicly Accessible Data Sets, 197–228. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3616-1.ch009.

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This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics.
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Meletiou-Mavrotheris, Maria. "Integrating Game-Enhanced Mathematics Learning into the Pre-Service Training of Teachers." In New Pedagogical Approaches in Game Enhanced Learning, 159–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3950-8.ch009.

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Mathematical literacy is a core literacy that functions as a critical gatekeeper for participation in many aspects of modern society. Research has shown that the way mathematics is taught at school is highly associated with students’ achievement and interest levels. Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Digital games hold a lot of promise as tools for improving mathematics instruction at the school level. This chapter reports the main insights gained from a study that implemented a game-enhanced learning environment for the training of pre-service elementary school teachers. Teachers experienced some of the ways in which online educational games could help students internalize key mathematical concepts across the school curriculum and build their problem-solving skills, while at the same time improving their attitudes towards the subject. The course also familiarized teachers with the design principles for constructivist gaming environments. Findings indicate a positive impact on teachers’ competence in selecting, evaluating, and productively using online games as an instructional tool.
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DeCoito, Isha, and Tasha Richardson. "Beyond Angry Birds™." In Digital Tools and Solutions for Inquiry-Based STEM Learning, 166–96. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2525-7.ch007.

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This chapter explores digital web-based tools for engaging learners and promoting inquiry-based STEM learning. Specifically the authors analyze a selection of technological supports in STEM education, including remote laboratories and simulations, within the context of inquiry based teaching and learning in physics. Teaching physics through inquiry continue to create high levels of anxiety amongst elementary school teachers, which in turn influences their pedagogical choices and limits the possibility of spontaneous events arising from student exploration in the classroom. The authors maintain that teachers will require professional development opportunities to work within the Technological Pedagogical Content Knowledge (TPACK) framework to ensure that they are able to select from a broad spectrum of technological supports. The authors highlight the potential of web-based digital tools to promote inquiry-based STEM learning, and engage both teachers and students, thus potentially improving attitudes toward teaching and learning STEM content through digital technologies.
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Conference papers on the topic "Elementary school teachers Victoria Attitudes"

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Kalajžić, Vesna, and Bernard Miočić. "ATTITUDES OF FUTURE TEACHERS REGARDING MEDIA EDUCATION OF ELEMENTARY SCHOOL PUPILS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1007.

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Hall, Jennifer. "Using census at school and Tinkerplots™ to support Ontario elementary teachers’ statistics teaching and learning." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08706.

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This paper outlines the successful professional development workshops provided by Canada’s National Statistical Agency, Statistics Canada, for the Census at School program. Workshops for this international in-class online survey program help teachers develop statistical knowledge and teaching competencies. Workshop participants develop more positive attitudes toward statistics teaching and learning through hands-on exploration. Furthermore, by analyzing the Census at School data with TinkerPlotsTM dynamic statistical software, participants learn to use technology to maximize statistical learning.
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Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
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Koliqi, Donika, and Naser Zabeli. "IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end062.

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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.
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Stračárová, Nikola. "A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-55.

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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).
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Putica, Katarina. "Attitudes and Experiences of Elementary School Pupils as Guidelines for Improving Pre-service Chemistry Teachers’ Competencies for the Implementation of Problem-Based Teaching." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.159p.

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Papić, Miloš, Katarina Karić, and Svetislav Stojanović. "Informacioni sistemi u obrazovanju: stavovi nastavnika u vezi upotrebe elektronskog dnevnika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.281p.

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Until few years ago, all educational process documentation in Serbian schools was kept exclusively through paper class book. In accordance with European standards and with the implicit role of new ICT and Information Systems and due to the perceived short comings, there was a need for a different work recording. In school year 2017/2018, the electronic grade book came to life in 60 educational institutions in Serbia as a pilot project of the Ministry of Education, Science and Technological Development. Today, its use is mandatory in all the schools in Serbia. This paper deals with the analysis of the advantages and dis advantages of an electronic grade book through the examination of attitudes and impressions, and the general satisfaction of its users. In this study, users or respondents were represented by teachers of elementary schools in Jagodina and its surroundings.
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