Journal articles: '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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이정아. "Korean elementary school teachers’ attitudes toward the English language." English Language Teaching 22, no. 4 (December 2010): 25–51. http://dx.doi.org/10.17936/pkelt.2010.22.4.002.

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Peretz, Dvora. "Enhancing Reasoning Attitudes Of Prospective Elementary School Mathematics Teachers." Journal of Mathematics Teacher Education 9, no. 4 (November 22, 2006): 381–400. http://dx.doi.org/10.1007/s10857-006-9013-9.

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Artemenko, Christina, Nicolas Masson, Carrie Georges, Hans-Christoph Nuerk, and Krzysztof Cipora. "Not all elementary school teachers are scared of math." Journal of Numerical Cognition 7, no. 3 (November 30, 2021): 275–94. http://dx.doi.org/10.5964/jnc.6063.

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Teachers are strong role models for their pupils, especially at the beginning of education. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental. Previous studies have shown that (future) elementary school teachers have higher levels of math anxiety than most people studying other subjects. Here, we set out to conceptually replicate these findings (e.g., meta-analysis by Hembree, 1990, https://doi.org/10.2307/749455) by comparing math anxiety levels of pre-service and in-service German and Belgian elementary school teachers to a reference group of German university students from various fields of study. Moreover, we questioned this finding by asking which elementary school teachers experience math anxiety, considering gender, specialization, and experience, and investigated how math anxiety relates to teaching attitudes towards math. We replicated the previous finding by showing that female elementary school teachers have a higher level of math anxiety as compared to other female students. Importantly, female elementary school teachers without math specialization indeed had higher levels of math anxiety than female students from other fields and almost a quarter of them experience critical math anxiety. In contrast, female elementary school teachers with math specialization did not show an increased level of math anxiety as compared to the reference sample. Considering that not only these but all teachers, regardless of specialization, teach math in elementary school in the investigated educational systems, the math anxiety of elementary school teachers is a potential problem for their pupils’ math attitudes and learning.

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Yılmaz, Gülçin, Abanoub Riad, Martin Krsek, Hanefı Kurt, and Sameh Attia. "Oral Health-Related Knowledge, Attitudes and Behaviours of Elementary School Teachers." International Journal of Environmental Research and Public Health 18, no. 11 (June 3, 2021): 6028. http://dx.doi.org/10.3390/ijerph18116028.

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Background: elementary schoolteachers play a central role in shaping their students’ beliefs, attitudes, and behaviours related to health and oral hygiene. This study was designed to evaluate Turkish schoolteachers’ levels of oral health knowledge, attitudes, and behaviours. Methods: A cross-sectional survey-based study was conducted among elementary schoolteachers in Istanbul using a validated self-administered questionnaire. The questionnaire was composed of 36 multiple-choice items categorised into six sections, and the participants were recruited using convenience sampling. (3) Results: A total of 385 elementary schoolteachers participated in this study. The majority were female (62.2%), qualified with a licensure degree (81.3%) and working in public schools (86.5%). Female gender and greater work experience were found to be promoters for oral health knowledge and positive attitudes. The correlation between their perceived knowledge and actual knowledge was very weak, thus suggesting that the teachers are inclined to overestimate their knowledge. Conclusions: The Turkish elementary schoolteachers showed satisfactory oral health knowledge and attitudes toward oral health education. The teachers’ knowledge about dental trauma management was inadequate, necessitating urgent educational interventions, especially for physical education teachers, who are at the greatest risk of encountering such events during their work. The oral hygiene behaviours were not associated with teachers’ oral health knowledge, attitudes, or practice, thus requiring further investigation.

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Liao, Chin-Wen, Yu-Hsiang Liao, Bo-Siang Chen, Ying-Ju Tseng, and Wei-Sho Ho. "Elementary Teachers’ Environmental Education Cognition and Attitude: A Case Study of the Second Largest City in Taiwan." Sustainability 14, no. 21 (November 4, 2022): 14480. http://dx.doi.org/10.3390/su142114480.

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This study aims to explore the perceptions and attitudes of national elementary school teachers toward environmental education to understand the difference between different teachers’ background variables on environmental education cognition and attitude and the correlation between cognition and attitude. This research adopts the questionnaire survey method and takes elementary school teachers from the second largest city in Taiwan, Taichung City, as the research sample. Stratified random sampling was adopted, and 636 questionnaires were distributed. In total, 536 questionnaires were effectively recovered, and the effective recovery rate was 84.27%. The descriptive statistical analysis of sample data, an independent sample T-test, a one-way analysis of variance, Scheffe’s comparison test, and Pearson’s product-difference correlation were used for analysis. The study results are: (1) Elementary school teachers in Taichung City have good environmental education and teaching cognition and environmental issue cognition. (2) The attitudes toward the environmental education of elementary school teachers in Taichung are positive and active. (3) Senior and experienced elementary school teachers in Taichung City have a high awareness of environmental education due to their participation in many workshops and environmental protection activities. Therefore, there are significant differences in the cognition and attitude of environmental education from elementary school teachers. (4) There is a significant correlation between the cognition and attitude of elementary school teachers in Taichung City toward environmental education. This research shows that teachers with more senior teaching experience have better cognition and attitude toward environmental education.

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Miličković, Velimir, Veljko Vukićević, Stanko Zečević, and Slobodan Vignjević. "The attitudes of elementary school students towards physical education teachers." Sport — nauka i praksa = Sport — Science And Practice 9, no. 2 (2019): 5–19. http://dx.doi.org/10.5937/snp1902005m.

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The aim of the study was to determine the factor structure of the assessment scale of the Physical Education Teacher Attitude Questionnaire, as well as to ascertain the existence of gender, age, and differences in whether students practice some sport outside of school or not, in terms of attitudes toward different physical education teacher competences. A sample of 119 students of both genders, grades 5 through 8, was assigned a USF assessment scale, modeled on existing instruments for assessing student attitudes toward physical education and physical education teachers. The factor structure was determined by using factor analysis. The ANOVA results for gender differences indicate that there are no statistically significant differences in the attitudes of students towards the competences of physical education teachers. ANOVA results for differences between coaching students and non-coaches suggest that there are statistically significant differences between these groups of respondents regarding the factor of socio-emotional competence of teachers, in the sense that students who train a sport are more inclined towards the socio-emotional competences of teachers. The ANOVA results for age differences indicate that there are statistically significant differences between younger and older students, regarding both factors, in the sense that younger students are more inclined towards both the socio-emotional and professional competences of physical education teachers. Attitudes towards the teacher provide valuable information about what students think and feel about them, thus creating adequate conditions for effecting change and improving both teaching and relationships with students.

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Choi, Mi Young. "Preservice elementary teachers' attitudes toward music in the school curriculum." Educational Research Institute 40, no. 2 (October 31, 2020): 569–86. http://dx.doi.org/10.34245/jed.40.2.569.

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Dragutinovic, Katarina, and Milena Mitrovic. "Attitudes of Teachers towards Physical Education Teaching in Elementary School." Journal of Anthropology of Sport and Physical Education 4, no. 2 (April 14, 2020): 29–33. http://dx.doi.org/10.26773/jaspe.200406.

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Lombardo, Edith, and Victor Lombardo. "Attitudes of elementary, middle and high school teachers toward mainstreaming." International Journal of Rehabilitation Research 10, no. 4 (December 1987): 405–10. http://dx.doi.org/10.1097/00004356-198712000-00005.

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Magliaro, D. R., and M. W. Luby. "Food and Food Allergies: Elementary School Teachers’ Practices and Attitudes." Journal of the American Dietetic Association 105, no. 8 (August 2005): 27. http://dx.doi.org/10.1016/j.jada.2005.05.091.

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Tufekčić, Nermin, and Mirsada Bulut-Huseljić. "Refleksija stavova nastavnika o učenju i poučavanju na stavove o odgoju i obrazovanju za ekološki održivi razvoj." Zbornik radova 20, no. 20 (December 15, 2022): 57–81. http://dx.doi.org/10.51728/issn.1840-4448.2022.20.57.

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The aim of this paper was to find out whether teachers' attitudes about learning and teaching will be reflected in the attitudes about education for ecologically sustainable development. In terms of research methods, a method of theoretical analysis and a descriptive-analytical survey method were used, while survey was used as a research technique. The following research instruments were used: The Questionnaire on Teachers’ Attitudes about Learning and Teaching (Suzić, 2005: 928–929) and the Questionnaire on Teachers’ Attitudes about Education for Sustainable Development, created for the purposes of this research. The research sample consisted of 120 elementary school teachers and 120 high school teachers. The results of the research on attitudes about learning and teaching showed that elementary school teachers achieve a statistically significantly higher average score than high school teachers on the subscales of Motivation, Attitudes about the Current State and Involvement in Changes, while there were no statistically significant differences in Attitudes about Commitment to Changes. Furthermore, the results indicated that acting in accordance with education for sustainable development is not statistically significantly related to attitudes about learning and teaching, but that positive attitudes about learning and teaching reflect positively in the nature, contents and skills of education for ecologically sustainable development.

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Pasino, Sukmawari, and Elihami Elihami. "Problems of Teachers in Providing Assessments of Students' Attitudes in the Learning Process." Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar 2, no. 2 (November 3, 2021): 140–45. http://dx.doi.org/10.33487/mgr.v2i2.3074.

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This study aims to find out how teachers assess student attitudes, teacher difficulties in assessing student attitudes, and the efforts made by teachers in overcoming difficulties in assigning values to students' attitudes in the learning process based on the 2013 curriculum in elementary school. Research subjects as six teachers were selected using the purposive sampling technique. The approach used in this research is a qualitative approach with a descriptive type of research. Data collection techniques use observation and interviews. The data were analyzed using inductive logic, namely from specific to general. The conclusions of this study indicate that the teacher provides an assessment of student attitudes in the learning process based on the 2013 curriculum in elementary school by observing or making direct observations of students' attitudes during the learning process. The difficulty of teachers in assessing student attitudes in the learning process based on the 2013 curriculum in elementary schools in the limited time, the large number of students in one class, and the difficulty in directing students to instill good attitudes following learning objectives. Efforts made by teachers in overcoming difficulties in assigning grades to students' attitudes in the learning process based on the 2013 curriculum in elementary schools are by discussing with parents of students, coordinating with other teachers, and asking other students to get detailed information.

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Rader-Brown, Lucy, and Aimee Howley. "Predictors of the Instructional Strategies that Elementary School Teachers Use with English Language Learners." Teachers College Record: The Voice of Scholarship in Education 116, no. 4 (April 2014): 1–34. http://dx.doi.org/10.1177/016146811411600406.

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Background/Context According to demographers, the number of English language learners (ELLs) in U.S schools has been increasing and is likely to continue to increase in coming years. For various reasons relating to language acquisition, cultural adjustment, and persistent discrimination, these students tend to experience academic difficulties. Improvement in their performance depends on teachers’ use of effective instructional strategies, but few surveys have investigated the extent to which teachers use such strategies or the conditions that encourage them to do so. Focus of Study This study addressed the following research questions: (a) To what extent do elementary content-area teachers use various research-based practices for teaching ELLs? (b) In consideration of appropriate statistical controls, to what extent are elementary content-area teachers’ professional training, attitudes, bilingualism, and their schools’ characteristics, singly and in combination, associated with their reported use of a set of research-based strategies for teaching English language learners? Participants Participants were a random sample of Ohio elementary school teachers (n = 419) in schools in the highest quartile of ELL enrollment. Research Design The current study surveyed elementary teachers in Ohio and then used multiple regression methods to identify significant predictors of teachers’ use of research-based strategies with ELLs. Findings Findings showed that teachers reported frequent use of research-based strategies, but their preference was for strategies recommended for all learners. They were less likely to use strategies specifically intended for ELLs. In addition, regression results showed that teachers’ attitudes and the percentage of ELLs in their schools were significant predictors of teachers’ use of research-based strategies—a positive predictor in the first instance and a negative predictor in the second. Ancillary analyses revealed that teachers’ years of experience and bilingualism, as well as the schools’ resources, were significant predictors of teachers’ attitudes toward ELLs, with more experienced teachers exhibiting more negative attitudes, and bilingual teachers and those in higher resource schools exhibiting more positive attitudes. Conclusions/Recommendations Findings point to the likelihood that continued efforts to prepare elementary school teachers to work with ELLs will entail the provision of additional resources to schools with large and increasing ELL populations. In addition, efforts to increase teachers’ use of research-based strategies with ELLs will involve professional preparation powerful enough to change attitudes. Instruction in a second language appears to be an approach that bears consideration.

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Hammond, Helen, and Lawrence Ingalls. "Teachers' Attitudes toward Inclusion: Survey Results from Elementary School Teachers in Three Southwestern Rural School Districts." Rural Special Education Quarterly 22, no. 2 (June 2003): 24–30. http://dx.doi.org/10.1177/875687050302200204.

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Epifani, Graziana, Carmencita Serino, and Stefania Scelsi. "Percezione di bulli e di vittime nella scuola dell'obbligo: un confronto fra insegnanti delle elementari e delle medie." PSICOLOGIA DI COMUNITA', no. 1 (July 2009): 115–27. http://dx.doi.org/10.3280/psc2009-001010.

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- Bullying is a widespread social phenomenon involving both individual and group variables. Few researches have explicitly evaluated how this phenomenon is perceived among teachers. The present study is aimed at analyzing and comparing elementary and middle school teachers' perception of bullying. Perceived problems among children/adolescents in the classroom, perceived peer'attitudes toward bullies, perceived victim' attitudes and perceived seriousness of bullying situations were assessed using a questionnaire completed by 81 teachers. Results highlighted differences in perceived seriousness of phenomenon across two di¬ferent conditions (elementary and middle school teachers). Specifically, middle school teachers perceived bullying situations more serious than elementary school teachers. Theoretical and practical implications of these results are discussed in terms of directions for future research and intervention in bullying.Keywords: Bullying, Teachers, School Communities

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Yulandri, Micko, and Febrina Dafit. "IMPLEMENTATION OF STUDENTS SOCIAL ATTITUDE IN THEMATIC LEARNING AT CLASS IVA OF ELEMENTARY SCHOOL." Primary: Jurnal Pendidikan Guru Sekolah Dasar 11, no. 6 (December 26, 2022): 1941. http://dx.doi.org/10.33578/jpfkip.v11i6.9334.

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Social attitude refers to the becoming of students' social attitudes in order to make them honest, disciplined, responsible, and caring for others. The research described in this article is to describe the students’ becoming of social attitudes and obstacles found by teachers in applying social attitudes in thematic learning. The method used is descriptive research with a qualitative approach. The research involved students and homeroom teachers at class IVA. The data collection method is carried out by observation, interviews, and documentation. The results indicate that the circumstances in the research field teachers and students have already embedded social attitudes in the teaching and learning processes. The social attitudes that appeared in this research are tolerance, self-confidence, and mutual cooperation. The implementation of social attitudes is seen when group discussion and learning interactions in the classroom. Yet, the implementation of these social attitudes has not been applied optimally. It is due to several existing inhibition factors like students’ low self-awareness, uncontrolled associations, and children’s inner behavior. However, teachers should be tried to adapt themselves to students through socialization such as in school, family, and society. Various attempts are given by teachers in order to make students instill their social attitudes like maximizing the application of teaching and learning methods, linking the material with social attitudes, and providing guidance to apply learning methods in groups.

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Patonah, Siti, Sentot Budi Rahardjo, Cari Cari, and Sajidan Sajidan. "INVESTIGATING ENVIRONMENTAL CONCERNS FOR PRIMARY SCHOOL TEACHERS." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 416. http://dx.doi.org/10.20961/shes.v1i2.26790.

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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.

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Alfianah, Ari, Widi Dewi Ruspitasari, and Mohammad Bukhori. "PENGARUH SIKAP INOVATIF DAN KEDISIPLINAN TERHADAP KOMPETENSI GURU SD NEGERI GUGUS SEKOLAH 1, KECAMATAN KARANGPLOSO, KABUPATEN MALANG." Jurnal Ekonomi Manajemen dan Bisnis 2, no. 2 (January 3, 2022): 35–37. http://dx.doi.org/10.32815/jubis.v2i2.908.

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This study aims to determine the effect of: 1) Innovative attitude towards teacher competence; 2) Discipline towards teacher competence; 3) Innovative attitude and discipline towards teacher competence of SD Negeri 1 Cluster School, Karangploso District, Malang Regency. A total of 77 elementary school teachers in School Cluster 1, Karangploso District, Malang Regency. The results of this study indicate, among others: 1) Innovative Attitudes have a significant effect on Teacher Competence; 2) Discipline has a significant effect on Teacher Competence; 3) Innovative and Disciplined Attitudes have a significant effect on the Competence of Elementary School Teachers in Cluster 1, Karangploso District, Malang Regency.

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Okech, Jack Green. "Mathematical Knowledge and Attitudes of Elementary School Teachers from Urban and Suburban Areas of Houston." Psychological Reports 64, no. 1 (February 1989): 177–78. http://dx.doi.org/10.2466/pr0.1989.64.1.177.

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From 1965 urban and 1441 suburban elementary school teachers in Houston (Texas) Independent School District, 186 urban and 166 suburban teachers were randomly selected for study of their mathematical knowledge and attitudes. There were no significant effects of place of employment, but the correlations between attitudes and knowledge were higher for white and suburban teachers than they were for the other groups.

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Suparjan, Suparjan. "INTEGRATING INFORMATION AND COMMUNICATION TECHNOLOGY IN ELEMENTARY SCHOOLS: TEACHERS’ ATTITUDES AND BARRIERS." Ta'dib 24, no. 1 (June 28, 2021): 151. http://dx.doi.org/10.31958/jt.v24i1.2584.

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Unquestionably, the rapid development of ICT has had a significant impact on various areas of human life including education in the past few decades. The use of Information and Communication Technology (ICT) to support educational activities in schools has increased significantly in several developing countries as in the case of Indonesia. The study aims to examine the attitudes of teachers of elementary schools located in all districts in West Kalimantan, one of the provinces on the Island of Kalimantan, Indonesia, towards ICT as a medium to support teaching and learning activities which includes the ease of use, effectiveness and satisfaction. This study investigates how elementary school teachers view ICT as a supporting tool for classroom learning activities and the barriers faced regarding the use of the technology in teaching and learning activities. A total of 102 elementary school teachers were involved in this investigation by acting in response to a questionnaire and 13 participants were selected voluntarily to take part in in-depth interviews about their attitudes on the use of ICT as a tool for educating activities and the barriers these teachers encountered. The findings indicate that elementary school teachers had a positive attitude towards the employment of ICT for instruction along with the various barriers they faced during teaching and learning activities.

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IKEDA, Ayano, and Takao ANDO. "Teachers' Attitudes Toward Individual Teaching Plans in Elementary School: Semantic Differential." Japanese Journal of Special Education 49, no. 6 (2012): 685–99. http://dx.doi.org/10.6033/tokkyou.49.685.

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DeCicco, C. M., and E. A. Bergman. "Nutrition Knowledge and Attitudes of Elementary School Teachers in Washington State." Journal of the American Dietetic Association 97, no. 9 (September 1997): A38. http://dx.doi.org/10.1016/s0002-8223(97)00453-7.

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Ćaro, Amer, and Selma Turalić. "THE ATTITUDES OF TEACHERS, PARENTS AND STUDENTS TOWARD THE IMPACT OF THE PARENT-SCHOOL COOPERATION ON ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL." Zbornik radova 15, no. 15 (December 15, 2017): 129–44. http://dx.doi.org/10.51728/issn.2637-1480.2019.15.129.

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Abstract The aim of the research was to examine the attitudes of teachers, parents and students toward the impact of the parent-school cooperation on students' academic achievement. The research sample comprised 100 students, 39 teachers, and 65 parents. A survey method was used to gather data in this research. Within this method three scales were constructed: a scale for assessing parents’ attitudes, a scale for assessing teachers’ attitudes, and finally a scale for assessing students’ attitudes. The results indicate that, when it comes to the impact of the parent-school cooperation on students’ academic achievement, there are statistically significant differences in the attitudes between teachers, on the one hand, and parents and students, on the other hand. Parents usually come to school at the end of the first and second semester to get an insight into students’ achievement. Parents and teachers shift responsibility onto each other for the students’ failure, thus proving that the partnership between family and school is ineffective. However, parents' visits positively affect the child's achievement and his/her interest in various activities at school.

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Henderson, Gail E., Pamela Beach, and Andrew Coombs. "Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers’ Perceptions, Attitudes, and Practices." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 2 (June 30, 2021): 308–36. http://dx.doi.org/10.53967/cje-rce.v44i2.4249.

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Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward. Keywords: financial literacy, financial education, elementary teachers

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Kay, Robin. "Analyzing the use of mathematics apps in elementary school classrooms." Contemporary Educational Researches Journal 10, no. 2 (May 30, 2020): 68–78. http://dx.doi.org/10.18844/cerj.v10i2.4732.

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Limited research has been conducted on the use of mathematics apps in elementary school environments. The purpose of this study was to examine student (n=127) and teacher (n=6) attitudes toward the use of constructive-based, mathematics apps in grades 4 to 6 and to explore what factors influence learning performance. Students rated the design and engagement value of mathematics apps high, and the learning value moderately high. Teachers were neutral about app design but rated the engagement and learning value high. Student learning performance increased significantly after using mathematics apps for remembering, understanding, applications and analysis-based tasks. Student gender, ability, attitudes, and age had no significant impact on student learning performance. On the other hand, teacher gender and strategies had a significant impact on student learning performance. Students scored 13% higher with female teachers, 24% higher when students used apps in pairs, and 21% lower with a teacher-led strategy. Keywords: mobile apps, mathematics, elementary school, attitudes, learning performance

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Tseng, Shih-Hsien, Huang-Yi Kang, Tien Son Nguyen, and Meng-Yun Liu. "Correlations Between the Attitudes about Learning of After-School Club Students during School and the Teaching Quality of Elementary School Teachers." Social Sciences 9, no. 7 (July 21, 2020): 125. http://dx.doi.org/10.3390/socsci9070125.

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In this study, we investigated the correlations between the attitudes about learning of elementary students who attended after-school clubs and the teaching quality of their educators during school. Previously, scholars have focused on service quality and satisfaction from the point of view of the parents, while overlooking the attitudes of students and teachers. To investigate the correlation between student enthusiasm and teaching quality, we sent out a questionnaire survey, collected 343 valid responses, and tested the related data via regression analysis. From the teacher’s point of view, this study can be divided into five constructs: learning interest, self-regulated learning, completing homework, interaction with the environment, and preparation for examinations. We also examined the correlations between each construct and teaching quality. We found that learning interest, homework assignments, environment interaction, and preparation for examinations had a positive correlation with the teaching quality of the elementary level teachers. Lastly, based on our findings, we made recommendations on how to improve teaching quality and leaning in the classroom.

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Atanović, Hasudin, and Esad Memić. "THE CHARACTERISTICS OF COOPERATIVE LEARNING IMPLEMENTATION IN ELEMENTARY SCHOOL RELIGIOUS EDUCATION." Zbornik radova 16, no. 16 (December 15, 2018): 97–114. http://dx.doi.org/10.51728/issn.2637-1480.2019.16.97.

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Exploring the attitudes of students and teachers of Islamic religion, this study aimed to determine the characteristics of the implementation of cooperative learning in comparison to traditional teaching in elementary schools. The research was based on the assumption that there are some features of cooperative learning which make it more effective than traditional teaching in elementary school religious education. A method of theoretical analysis, a descriptive-analytical method and testing were used to gather data in the current study. The following instruments were used: 1) a test measuring the knowledge of Islamic religion; 2) a survey exploring the students' and teachers' attitudes about religious education; 3) a survey investigating the teachers' attitudes about cooperative learning in religious education. The research instruments were designed for the purposes of this study. The research sample comprised 25 seventh grade students (13 students of NMS Spittal an der Drau elementary school and 12 students of NMS Villach elementary school in Carinthia, Austria) and 104 Islamic religion teachers (90 from Bosnia and Herzegovina and 14 from Austria). The results showed that the students involved in cooperative learning achieved significantly better results on the test of knowledge of Islamic religion than the students taught in a traditional way. Moreover, the findings revealed that the greatest number of the teachers from B&H and Austria apply cooperative learning in their classrooms, that they consider their learners more motivated when involved in cooperative learning, and that it contributes to more free and open communication among students, a better school achievement, and durability of knowledge.

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Chrysti, Kartika, Rokhmaniyah Rokhmaniyah, Moh Salimi, and Siti Fatimah. "Involvement of Teachers, Parents, and School Committees in Improving Scientific Attitudes of Elementary School Students: Application of Rasch Model Analysis." International Journal of Educational Methodology 8, no. 4 (November 15, 2022): 783–94. http://dx.doi.org/10.12973/ijem.8.4.783.

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This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.

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G. Gerona, Michaela Camille, and Rosalyn G. Mirasol. "ATTITUDES OF ELEMENTARY SCHOOL TEACHERS TOWARDS ONLINE LEARNING DELIVERY IN THE TIME OF COVID-19 PANDEMIC." International Journal of Education and Social Science Research 05, no. 05 (2022): 117–42. http://dx.doi.org/10.37500/ijessr.2022.5508.

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Educational institutions were compelled to use the world of cyberspace, specifically through the Internet as its main infrastructure, to “effectively” transmit knowledge to the learners in the middle of the COVID-19 pandemic. It is in this light that this study investigated the attitudes of elementary school teachers towards online learning during the COVID-19 pandemic. This study determined the significant difference between respondents' assessment of teachers' attitudes towards online learning when grouped according to gender, age, and teaching experience of the 138 elementary school teachers from Districts 2, 3, and 4 of Manila City. The results indicate that elementary teachers felt that online learning devices could help improve the quality of their work. Contrary to this, the face-to-face learning delivery remains favorable for them. Furthermore, the results show that it is essential to continuously develop the quality of online education with the support of school administration and government to make online education more effective and accessible to all.

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Li, Junfei, and Xinyue Peng. "Chinese EFL Teachers’ Cognition of CLT in Elementary Schools." Journal of Language Teaching and Research 13, no. 4 (July 1, 2022): 849–59. http://dx.doi.org/10.17507/jltr.1304.18.

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This study investigates Chinese elementary school teachers’ cognition of CLT (communicative language teaching). Prepared interviews were conducted with eight Chinese teachers who teach English in different elementary schools in China, with the interviews being translated and transcribed in English. Through repeated reading of the transcripts, the participants’ thinking about the main features of CLT was analysed from a linguistic perspective to determine their attitudes towards and knowledge of CLT, their view of language acquisition, and their practice in real life. The results indicate that EFL teachers hold positive attitudes towards CLT in elementary school teaching in general; their divergences from the principles of CLT are caused by their previous experience, their knowledge of CLT and considerations that affect teaching practice in classrooms. The study provides a lens for future teachers’ training adaption and exposes the limitations of the current teaching curriculum in China.

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Yilmaz, Nihal Yildiz. "Students and Teachers’ Metaphors about Classroom Teachers." Journal of Education and Learning 7, no. 1 (December 20, 2017): 245. http://dx.doi.org/10.5539/jel.v7n1p245.

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The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.

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Zupanec, Vera, Tomka Miljanovic, and Snezana Parezanovic-Ristic. "Biology teachers’ attitudes toward computer assisted learning." Archives of Biological Sciences 66, no. 3 (2014): 1281–89. http://dx.doi.org/10.2298/abs1403281z.

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Based on the new technology initiative in Serbian education, we explored primary school teachers? attitudes toward Computer Assisted Learning (CAL) in biology teaching, as well as the relationships between the teachers? attitudes and four independent variables: age, teaching experience, teachers? competence to use modern teaching aids and their professional advanced training in the field of computer applied learning. Fifty-four elementary school biology teachers from Novi Sad participated in the study. The findings suggested that the teachers generally had positive attitudes toward CAL in biology teaching. Correlation analyses revealed significant relationships between age, teaching experience, teachers? competence to use modern teaching aids in the teaching process, professional advanced training in the field of computer applied learning, and the teachers? attitudes toward CAL. We offer suggestions for further research in this field.

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Marwa, Mentari. "Pengetahuan, Sikap dan Keterampilan Guru Sebagai Prevensi terhadap Kekerasan Seksual Pada Anak." Journal An-Nafs: Kajian Penelitian Psikologi 1, no. 1 (September 19, 2016): 51–68. http://dx.doi.org/10.33367/psi.v1i1.238.

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This paper aims to examine the provision of child protection training at the elementary school teachers as primary prevention of child sexual abuse to increase knowledge, attitudes and skills to convey information in Tulungagung, East Java. The research method using untreated control group design with pre-test and post-test. There are 21 elementary school teachers who are involved in the research. The instrument used was a questionnaire, observation. Test Mann Whitney U-test to test for differences in gain score the experimental group and the control group. The results showed no significant effect giving child protection programs against KSA by Guru to the increase of knowledge, attitudes, and skills of teachers as primary prevention of sexual assault at elementary school children in Tulungagung, East Java, as indicated by the results of Mann Whitney p value below a significant level 0,05 (p <0.05)

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Bella, Tolulope, Olayinka Omigbodun, and Olayinka Atilola. "Towards School Mental Health in Nigeria: Baseline Knowledge and Attitudes of Elementary School Teachers." Advances in School Mental Health Promotion 4, no. 3 (January 2011): 55–62. http://dx.doi.org/10.1080/1754730x.2011.9715636.

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Shiobara, Frances, and Keiko Sakui. "Teachers’ Attitudes to Team Teaching in Japanese Elementary Schools." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 109. http://dx.doi.org/10.37546/jaltpcp2018-15.

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Team teaching (TT) has been playing an important role in Japanese English education, especially at the secondary school level, since it started over 30 years ago (Reed, 2016). With the expansion of English education at the elementary school level, the impact of TT on English teaching is going to be even greater. This paper explores the current practices in TT by interviewing teachers who have been participating in it in elementary schools. The interviews offer insights from the different perspectives of homeroom teachers (HRTs), Japanese teachers of English (JTEs), and assistant language teachers (ALTs) to show how TT has been conducted in practice. The results imply that TT is a complicated system in which the roles of the three types of teachers are intertwined and are not necessarily clearly defined. The paper offers suggestions for optimizing educational outcomes within the system of TT. ティームティーチング（TT）は、日本の中高等学校の英語教育において３０年以上大切な役割を果たしてきた（Reed, 2016）。小学校の英語教育の早期化・教科化にともない、TTはこれまで以上に重要な意味を持つと考えられる。本研究は、小学校での英語教育に携わっている小学校学級担任（HRT）、日本人英語教師（JTE）、外国語指導助手（ALT)にインタビューを行い小学校でのTTに関する実践報告を行う。インタビューの分析結果によると、TTはそれを担当する異なる教員の役割が必ずしも明確ではないため複雑なシステムになっていることが明らかになった。これらを受けてTTにおいて教育的効果を上げるための実践的示唆を提示する。

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Özer, Niyazi, Celal Teyyar Ugurlu, and Kadir Beycioglu. "Computer Teachers’ Attitudes toward Ethical Use of Computers in Elementary Schools." International Journal of Cyber Ethics in Education 1, no. 2 (April 2011): 15–24. http://dx.doi.org/10.4018/ijcee.2011040102.

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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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Moskalenko, Natalia, Ivanna Bodnar, Nataliya Sorokolit, Olga Rymar, and Alla Solovey. "ANALYSIS OF ATTITUDES TO EDUCATIONAL REFORMS IN UKRAINE OF PHYSICAL EDUCATION TEACHERS AND PRIMARY EDUCATION TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 119. http://dx.doi.org/10.17770/sie2020vol2.4846.

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Questions, connected with conduction educational reforms on the modern stage in Ukraine, are discovered in this article. Those changes are connected with desire of Ukrainian society to join European society and to sigh Association with European Union. The educational reform is implemented in primary school. The goal is to find out and analyze physical education teachers’ and primary school teachers’ opinion about implementation educational changes on the present stage in Ukraine.In due to realize such goal we applied literature sources analysis and questionnaire. The questions were answered by 100 physical education teachers and 104 primary school teachers from Lviv region. We have discovered opinion of physical education teachers and primary school teachers is common. The highest level of support got: opportunity to choose and create educational program in terms of educational standards (82% of physical education teachers, 78,9% of primary education teachers), providing different forms of elementary education (76% and 73,1% respectively), applying game methods in studying in elementary school (72% and 69,23% respectively). We have noticed difference in teachers’ attitude towards verbal evaluation of pupils during physical education lessons, progressive forms of retraining and teachers’ independent attestation. Teachers do not support 12-years studying period and implementing the inclusion.

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Ross, George S., L. David Weller, and Carvin L. Brown. "Attitudes of Georgia Public School Teachers toward Teaching as a Profession." Perceptual and Motor Skills 66, no. 3 (June 1988): 780–82. http://dx.doi.org/10.2466/pms.1988.66.3.780.

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This study examined the professional aspects of teaching and assessed differences in the attitudes of 1,436 Georgia public school teachers in 88 rural and 55 urban schools at the elementary (K-5), middle (6–8), and secondary (9–12) levels. Significant differences in attitude were noted by school level but not location.

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Puniya Saktia Darma, I. Wayan. "KOMPETENSI GURU AGAMA HINDU DALAM PEMBENTUKAN SIKAP RELIGIUS SISWA SEKOLAH DASAR SE-KECAMATAN SUKAMAJU KABUPATEN LUWU UTARA PROVINSI SULAWESI SELATAN." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 327. http://dx.doi.org/10.25078/jpah.v1i2.260.

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Competence is one's ability. The better the competence of a teacher in a school then the achievements obtained by students will be good, so it is important that a teacher has knowledge and ability, especially in the formation of religious attitudes of students. The establishment of students' religious attitude will be more effective and efficient if a teacher has the right skills and strategies so that students are able to behave in accordance with religious teachings and virtuous. So it can be said that the success of students is determined by the competence of teachers owned.The results showed (1) .The competence of Hindu religious teachers in the formation of religious attitudes of elementary school students of Sukamaju District of North Luwu Regency of South Sulawesi is (a) Pedagogic competence that is competence which refers to the ability of teachers in implementing classroom management. (B) Competence keperibadan namely competence that refers to the attitude and personality of teachers. (C) social competence refers to the teacher's ability to communicate with the school and community environment. (D) Professional competence refers to the ability of teachers to implement their professional attitude. (2). The obstacles faced in the formation of religious attitudes of the students of the Sukamaju Elementary School in South Luwu Regency South Sulewesi are (a) Lack of student learning motivation (c) lack of school facilities and infrastructure 3) lack of teaching hours at school (d) the influence of social environment. (3). Efforts to improve the religious attitudes of elementary school students in Sukamaju sub-district of North Luwu regency of South Sulawesi are (a) giving of school habituation (b) giving exemplary (b) establishing Pasraman

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Simić, Ivana, Jelena Mladenović, and Nebojša Stojković. "Research on Elementary School Teacher Satisfaction in the Republic of Serbia." Economic Themes 53, no. 3 (September 1, 2015): 415–32. http://dx.doi.org/10.1515/ethemes-2015-0024.

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AbstractEmployees’ satisfaction is one of the frequently analyzed subgroups of human attitudes connected to organizational environment. The authors’ aim is to study different categories of satisfaction or dissatisfaction of teachers in elementary schools in the Republic of Serbia, as a specific category of employees. The results of the research carried out have shown that teachers are dissatisfied with salaries, awards and benefits. The next category concerning the intensity of dissatisfaction is teachers’ dissatisfaction with operational procedures. On the other hand, teachers are mostly satisfied with the work they are doing, with their superiors, their colleagues and system of communicating within schools.

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

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