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Journal articles on the topic 'Post-primary schools'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Success Ayodeji, Fasanmi. "Leadership Behaviour and Organisational Effectiveness in Post-Primary Schools." International Journal of Secondary Education 9, no. 1 (2021): 26. http://dx.doi.org/10.11648/j.ijsedu.20210901.14.

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2

Omari, Sana, and Andree Woodcock. "Post occupancy evaluation of primary schools in Saudi Arabia." Work 41 (2012): 881–87. http://dx.doi.org/10.3233/wor-2012-0258-881.

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3

Oghuvbu, Enamiroro Patrick. "Unified Teaching Service Board For Private Post Primary Schools." Journal of Social Sciences 16, no. 2 (March 2008): 141–50. http://dx.doi.org/10.1080/09718923.2008.11892611.

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4

Ogunrombi, Samuel A. "Creating library awareness in primary and post‐primary schools in Bauchi State, Nigeria." New Review of Children's Literature and Librarianship 6, no. 1 (January 2000): 147–54. http://dx.doi.org/10.1080/13614540009510636.

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5

Duffy, Declan. "Inservice training and the internal management of post‐primary schools." Irish Educational Studies 14, no. 1 (March 1995): 278–85. http://dx.doi.org/10.1080/0332331950140126.

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6

Ifeoma, Ifediora Raluchukwu, Ifediora Chuka Uzoma, and Ugwuanyi Chidera Christian. "Factors Influencing Examination Cheating Behaviors by Consumers of Post-Primary Education in Enugu, Nigeria." International Journal of Marketing Research Innovation 3, no. 1 (June 29, 2019): 37–50. http://dx.doi.org/10.46281/ijmri.v3i1.335.

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This study evaluates the factors influencing examination cheating behaviors by consumers of post-primary education in Enugu, Nigeria. The study objectives were to; determine whether the gender of consumers of post-primary education has a significant influence on the incidence of examination cheating behaviors in post-primary schools in Enugu, Nigeria, and; ascertain the significant causes of examination cheating behaviors among consumers of post-primary education in Enugu, Nigeria. The study adopted a descriptive research design. Examiners of external and internal examinations in post-primary schools in Enugu, Nigeria were the target population for the study. A sample size of 246 was chosen from this population. A structured questionnaire was the instrument for data collection, while the t-test was used for the hypotheses tests at 5% level of significance. The hypotheses tests revealed that; gender of consumers of post-primary education has no significant influence on the incidence of examination cheating behaviours in post-primary primary schools in Enugu, Nigeria and; inadequate preparation, environmental influence and poor infrastructure in schools are the significant causes of examination cheating behaviors among consumers of post-primary education in Enugu, Nigeria. Following the findings, the study concludes that though male consumers of educational services have a higher tendency of engaging in examination cheating behaviors than female consumers of educational services in Enugu, Nigeria. This influence of gender has been shown to be insignificant. Also, examination cheating behaviors among consumers of educational services in Enugu, Nigeria are caused by a combination of personal attributes of the consumers and group/societal influences.

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7

Brosnan, Anne. "Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 236–51. http://dx.doi.org/10.1108/ijlls-09-2013-0050.

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Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

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Fleming, Domnall. "Student voice in Irish post-primary schools: is the challenge too challenging?" Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 66–70. http://dx.doi.org/10.33178/boolean.2011.15.

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All of us, as students, attended school and sat in classrooms for long periods. We listened (most of the time!), we absorbed, we learned, we sat and passed examinations (hopefully!), but we were largely silent participants in the whole classroom process. Yes, we answered and asked questions about what we were learning and responded to our teachers and classmates but, did anyone in our schools ever ask us what we thought about how we were being taught or whether and how we were learning? Did anyone ever ask us for our opinions on our schools or the classrooms in which we sat for all of that time? The answer is often a resounding no. There is no tradition in Irish schools to ask, consult or discuss with students their views on their school, their classroom, their teachers, their learning or their experience in this very important and formative period of ...

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9

CHINONYELUM, EGBO ANTHONIA, ONUOMA LOVENAH IKODIYA, and EGBO CHINONYE EMMANUELLA. "EXTENT OF COUNSELORS EFFECTIVENESS IN POST PRIMARY INSTITUTIONS IN ENUGU STATE." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 52–64. http://dx.doi.org/10.31686/ijier.vol6.iss4.1001.

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This study is an appraisal of counselors’ effectiveness in post primary institutions in Enugu State. This study adopted descriptive survey research deign. It was carried out in the six educational zones of Enugu state with a total of two hundred and seventy-five (275) government-owned secondary schools. The population for the study comprises a key officer each from all the two hundred and seventy-five (275) government owned secondary schools in Enugu State. Two hundred and seventy-five (275) is small and manageable as a sample for study. Hence, the researcher used all of them for the study. Therefore, no sampling was done. The researcher explored eight research questions and formulated two hypotheses on the comparison of the performance of counselors by gender and locations using t-test statistics at 0.05 level of significance. The research questions were answered using means and standard deviations. It was found that the respondents generally had high perceptions of the counselors’ performance in each of their professional roles except with respect to the referral function. It was also found that there is no significant difference in the performance of male and female counselors in both urban and rural areas. Recommendations were made that counselors should be adequately motivated and that counselors should specialize on guidance and counseling services to improve their effectiveness in post primary schools in Enugu State, Nigeria.

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10

Chimombo, Joseph. "Expanding post‐primary education in Malawi: are private schools the answer?" Compare: A Journal of Comparative and International Education 39, no. 2 (March 2009): 167–84. http://dx.doi.org/10.1080/03057920902750442.

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11

Cahill, Kevin, and Kathy Hall. "Choosing schools: explorations in post-primary school choice in an urban Irish working class community." Irish Educational Studies 33, no. 4 (October 2, 2014): 383–97. http://dx.doi.org/10.1080/03323315.2014.978657.

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12

Buckley, Paul. "What Entitles a School to Legitimately Call Itself an Aboriginal School?" Australian Journal of Indigenous Education 24, no. 1 (April 1996): 10–16. http://dx.doi.org/10.1017/s1326011100002209.

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According to the 1995 Northern Territory Department of Education Directory, the numberof schools within the Territory which cater for Aboriginal students are as follows:• 40 preschools in predominantly Aboriginal communities• 67 primary schools of predominantly Aboriginal communities• 53 outstations and Homeland Learning Centres in predominantly Aboriginal communities• 33 Community Education Centres and other post-primary schools in predominantly Aboriginal communities.

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13

Galbally, Rhonda, and Chris Borthwick. "Mental Health Promotion in Schools." Australasian Psychiatry 5, no. 4 (August 1997): 159–62. http://dx.doi.org/10.3109/10398569709108562.

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Mental health is a key element in every aspect of health. Poor mental health impacts both directly and indirectly on health, both through biopsychological effects and in its influence on risk behaviour. Health promotion must address these factors in the settings where people live and work. Schools – primary and post primary – are where children and young people spend the greater part of their days, and are thus a key setting.

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14

Millar, Sophie, Megan O’Donoghue, Breige McNulty, Laura Kirwan, and Aideen McKevitt. "A cross-sectional observation on habitual non-alcoholic beverage consumption among adolescents from four Irish post-primary schools." Public Health Nutrition 20, no. 3 (September 26, 2016): 404–12. http://dx.doi.org/10.1017/s1368980016002627.

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AbstractObjectiveNo up-to-date data on the dietary intake of Irish adolescents are available. The aim of the present pilot study was to obtain and compare cross-sectional information on habitual adolescent beverage consumption between four distinct post-primary schools in the Republic of Ireland, in 2014–2015.DesignA cross-sectional observation study. A beverage consumption questionnaire was used to obtain data on beverage intake and influences on consumption.SettingFour post-primary mixed-sex schools in Ireland representing the following school classifications were selected for the study: urban fee-paying, urban disadvantaged, rural fee-paying and rural disadvantaged.SubjectsStudents (n 761) aged 12–18 years.ResultsData were analysed by Kruskal–Wallis (non-parametric) ANOVA to compare the distribution of beverage consumption across the schools. Water was the most highly consumed beverage among students from all four schools (median 1425 ml/d). Students from urban and rural disadvantaged schools reported a significantly higher volume of carbonated beverage intake than students from fee-paying schools. Students from an urban disadvantaged school also reported a significantly higher volume of carbonated beverage and energy drink intake compared with the other three schools. Students from an urban fee-paying school reported the highest consumption of water, while rural disadvantaged school students were the biggest consumers of tea and milk.ConclusionsSignificant differences in beverage consumption (ml/d) were reported by adolescents from four schools in Ireland. Surveillance on current beverage consumption trends among adolescents is vital to guide policies and interventions, and for appropriate targeting of resources.

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15

Neil, Peter S., Wendy Phipps, and Rosemary Mallon. "Diversification of Modern Language Provision in Post-Primary Schools in Northern Ireland." Research in Education 62, no. 1 (November 1999): 10–21. http://dx.doi.org/10.7227/rie.62.2.

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16

Myers, Martin, and Kalwant Bhopal. "Racism and bullying in rural primary schools: protecting White identities post Macpherson." British Journal of Sociology of Education 38, no. 2 (September 2015): 125–43. http://dx.doi.org/10.1080/01425692.2015.1073099.

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17

Adamson, Sean P. "The aims and practice of physical education in Irish Post‐Primary Schools." Irish Educational Studies 11, no. 1 (March 1992): 191–206. http://dx.doi.org/10.1080/0332331920110116.

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18

McGarr, Oliver, and Adrian McDonagh. "Examining the role of the ICT coordinator in Irish post-primary schools." Technology, Pedagogy and Education 22, no. 2 (July 2013): 267–82. http://dx.doi.org/10.1080/1475939x.2012.755132.

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19

Zhang, Yufan, and Peter Barrett. "Findings from a post‐occupancy evaluation in the UK primary schools sector." Facilities 28, no. 13/14 (October 19, 2010): 641–56. http://dx.doi.org/10.1108/02632771011083685.

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20

O’Brien, Shivaun, Gerry McNamara, and Joe O’Hara. "Supporting the consistent implementation of self-evaluation in Irish post-primary schools." Educational Assessment, Evaluation and Accountability 27, no. 4 (April 12, 2015): 377–93. http://dx.doi.org/10.1007/s11092-015-9218-5.

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21

Chen, Yong, and Xiaoxia Wang. "Chinese Language Education in Victorian Government Primary and Secondary Schools Post-Pandemic." Educational Review, USA 6, no. 12 (January 5, 2023): 844–47. http://dx.doi.org/10.26855/er.2022.12.008.

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22

Gray, Colette, and Sarah Behan. "Current and predicted staffing patterns in post‐primary schools: the perception and experience of school principals." Oxford Review of Education 31, no. 3 (September 2005): 443–58. http://dx.doi.org/10.1080/03054980500222189.

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23

Essa, Mariam Saeed Ibrahim, Magda Elhadi Ahmed Yousif, and M. A. Abdalmagid. "Role of Health Education in Promoting Knowledge, to-wards Personal Hygiene Among Primary School Pupils in Umbada locality, Khartoum State, Sudan (2018 - 2020)." ABC Research Alert 10, no. 3 (October 19, 2022): 45–55. http://dx.doi.org/10.18034/abcra.v10i3.631.

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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health. Objectives: This study aimed to assess the role of health education in promoting knowledge of personal hygiene among Primary School Pupils in Umbada locality, Khartoum State Sudan (2018 - 2020) Materials and methods: The study design an observational interventional study was conducted where a pre and post- assessment was done. Pre-test and post-test was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality al emir unit. The targeted population was primary school Pupils in Government schools only. The study populations were the pupils in the Primary public schools with a total number of 37850 Pupils (grade 5, grade 6 and grade7) distributed among 180 public primary schools in the locality. The sample size consisted of (800) pupils during the period of the study. A pre and post- questionnaire was carefully prepared, tested and directed to the pupils . It covers pupil’s age, sex, and the classroom. , source of water supply and latrine in the house there, and to obtain data regarding knowledge, attitude, and practices (as regards personal hygiene in both pre and post-intervention phases. Data was analyzed using Statistical Package for Social Sciences SPSS Computer Program Version (19.0). Results: The study revealed that the overall knowledge of pupils about personal hygiene was increase from 38.7% to 61.3% after intervention of health education packages. Conclusion: Due to gaps in many items of knowledge, attitude and practice regarding personal hygiene, there is need of the proper health education intervention through framework of schools to the school children, for improvement regarding personal hygiene among them, throughout the nation. Health education has significant role in promoting knowledge of school pupils regarding personal hygiene.

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24

Callaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (February 2, 2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.

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Purpose – Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach – Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food environment for these 63 schools was assessed by mapping food businesses within 1 km of schools, using a Geographic Information System (GIS). Food businesses were categorised based on type of food sold. Findings – A total of 68.3 per cent of schools had a canteen, 52.5 per cent had a small food shop and 37.1 per cent had a vending machine. A total of 32.7 per cent of schools reported selling chips (French fries) in their canteen while 44.2 per cent of schools reported selling energy-dense nutrient-poor foods in their school shop. Of the schools surveyed, there was an average of 3.89 coffee shops and sandwich bars, 3.65 full service restaurants, 2.60 Asian and other “ethnic” restaurants, 4.03 fast food restaurants, 1.95 supermarkets, 6.71 local shops and 0.73 fruit and vegetable retailers within a 1 km radius of the post-primary schools. Findings are presented by geography (urban/rural), disadvantage (Delivering Equality of Opportunity in School (DEIS)/non DEIS), gender (girls/boys/mixed) and food policy in place at the school (yes/no). Practical implications – These data will facilitate schools working on the framework for Health Promoting Schools in Ireland. Social implications – This work can contribute to current discussions on restricting accessibility to certain foods and food premises for school children. Originality/value – The study explores the internal and external school food environment. GIS have been used to link the external food environment to specific schools thus allowing a comprehensive analysis of the schools’ food environment. To the authors knowledge, this is the first time that both environments are explored simultaneously.

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Essa, Mariam Saeed Ibrahim, Magda Elhadi Ahmed Yousif, and M. A. Abdalmagid. "Assessment of Personal Hygiene Practices among Primary School Pupils in Umbada locality, Khartoum state, Sudan (2018-2020)." ABC Research Alert 10, no. 3 (October 13, 2022): 23–31. http://dx.doi.org/10.18034/abcra.v10i3.629.

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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health. Objectives: The current study aimed to assess personal hygiene practices among Primary School Pupils in Umbada Locality, Khartoum state, Sudan (2018-2020). Materials and methods: An observational interventional study was conducted where a pre- and post-assessment was done. Pre-test and post-test intervention was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality al emir unit. The targeted population was primary school Pupils in Government schools only. The study populations were the pupils in the Primary public schools by a total number of 37850 Pupils (grade 5, grade 6 and grade7) distributed among 180 public primary schools in the locality. The sample size were consist of (800) pupils during the period of the study. A pre- and post- questionnaire was carefully prepared, tested and directed to the pupils. It covers pupil’s age, sex, and the classroom; source of water supply and latrine in the house there, and to obtain data regarding knowledge, attitude, and practices (as regards personal hygiene in both pre and post intervention phases. Data was analyzed using Statistical Package for Social Sciences SPSS Computer Program Version (19.0). Results: The study revealed that the overall practice of pupils, about personal hygiene was increased from 39% to 61% after intervention of health education sessions. Conclusion: Health education has significant role in promoting the practice of school pupils regarding personal hygiene. Moreover, motivational approaches and programs to encourage children about their primacy personal hygiene should be adopted and implemented.

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ŻUCHOWSKI, IRENEUSZ, JOANNA GRZEMSKA, and ANNA ŻUCHOWSKA. "STUDENTS' POTENTIAL IN TERMS OF ENTREPRENEURSHIP AND EVALUATION OF THE ENTREPRENEURSHIP TEACHING PROCESS IN POST-PRIMARY." sj-economics scientific journal 36, no. 1 (June 4, 2021): 4–30. http://dx.doi.org/10.58246/sjeconomics.v36i1.8.

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The article briefly discusses the concept and meaning of entrepreneurship. The results of the research were conducted among students of high schools and technicians from Grudziądz. The aim of the research was to assess the potential entrepreneurship of upper secondary school students and to assess the entrepreneurship climate in secondary schools and compare it in relation to the research conducted in 2011 by Grzybowska-Brzezińska. The research has shown that entrepreneurial students’ potenial is getting higher. There is also the upper level of entrepreneurship education, but further improvement processes are still needed.

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Kavanagh, Siobhán, PJ Sexton, and Sabrina Fitzsimons. "Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland." International Journal for Transformative Research 8, no. 1 (December 1, 2021): 20–32. http://dx.doi.org/10.2478/ijtr-2021-0003.

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Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.

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O’Brien, Shivaun, Gerry McNamara, Joe O’Hara, and Martin Brown. "External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools." Evaluation 23, no. 1 (January 2017): 61–79. http://dx.doi.org/10.1177/1356389016684248.

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B., Mamatha, and Damayanthi S. "Effectiveness of Video Assisted Teaching Program on Knowledge Regarding Prevention and Management of Laryngitis among Primary School Teachers of Selected Primary Schools at Hassan." Journal of Health and Allied Sciences NU 08, no. 02 (June 2018): 043–48. http://dx.doi.org/10.1055/s-0040-1708752.

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Abstract Background: Teaching is a profession where teachers are exposed to use their voice excessively in many situations which impose the risk for developing morbidity caused to larynx, among them the most common is laryngitis. However, I felt that there was great need for educating primary school teachers on Prevention and Management of Laryngitis. Objectives: To find the effectiveness of Video Assisted Teaching Program (VATP) on Knowledge regarding Prevention and Management of Laryngitis among Primary School Teachers. Materials and methods: Quasi-experimental research design was adopted for the study with purposive sampling technique to select the sample (N=60) with n=30 in experimental group and control group of primary school teachers respectively. A structured knowledge questionnaire was used to assess the Knowledge; VATP was administered only to experimental group to find its effectiveness in comparison with control group. The findings of the study revealed deficit in knowledge of primary school teachers before administration of VATP. Results: The mean percentage knowledge score of post-test (79.80 %) was higher than the pretest (39.30%). The calculated paired 't' value is greater than the table value (0.05, 29df) = 2.045. It showed a significant difference between mean pre and post- test knowledge scores among experimental group. The mean percentage of knowledge scores in post-test (79.80%) among experimental group was higher than the post-test (39.80%) among control group. The 2 calculated unpaired 't' value is greater than the table value (0.05,58df) = 1.96. Calculated ÷ values showed significant association between post-test knowledge scores of respondents with their selected demographic variables. Conclusion: VATP was effective in increasing the knowledge of primary school teachers on Prevention and Management of Laryngitis.

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Snow, Nicola, Niamh Hickey, Nicolaas Blom, Liam O. Mahony, and Patricia Mannix-McNamara. "An Exploration of Leadership in Post-Primary Schools: The Emergence of Toxic Leadership." Societies 11, no. 2 (June 3, 2021): 54. http://dx.doi.org/10.3390/soc11020054.

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The focus of this research was to explore school leadership in post-primary schools using an adapted Schmidt Toxic Leadership Scale ©, which the authors recalibrated to examine both constructive and destructive leadership, the impact on individuals professional and personal lives, and on staff morale. Using a mixed methods approach, data were collected from 111 teaching professionals via online survey. Findings indicated a notable emergence of toxic leadership experiences which is reported in this paper. In addition, participants reported various and concerning negative consequences including: decreased job satisfaction, professional agency, and staff morale; reduced performance; increased attrition; increased negative behaviours including incivility; stifled career development; reduced self-confidence; depression; stress and anxiety; fear; tearfulness; humiliation; anger; mistrust; exhaustion; burnout; health issues; migraines; weight gain; substance abuse, suicidal thoughts, as well as, negative consequences on personal/home life. The results indicate that the quality of leadership was perceived to influence the health of respondents and had a bearing on their occupational wellbeing. Further research is needed to understand the nature of toxic leadership in education and its effects on organisational members.

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Ugonwa Okafor, Theresa. "Unethical practices among physics education teachers in post primary schools and tertiary institutions." Journal of Educational Research and Reviews 7, no. 4 (April 10, 2019): 86–91. http://dx.doi.org/10.33495/jerr_v7i4.19.112.

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Desmond, Ann-Marie. "A Foucauldian perspective on student experiences of family discourses in post-primary schools." Irish Educational Studies 35, no. 4 (October 2016): 319–36. http://dx.doi.org/10.1080/03323315.2016.1243068.

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Kerins, Pauline, Ann Marie Casserly, Evelyn Deacy, Deirdre Harvey, Dolores McDonagh, and Bairbre Tiernan. "The professional development needs of special needs assistants in Irish post-primary schools." European Journal of Special Needs Education 33, no. 1 (March 6, 2017): 31–46. http://dx.doi.org/10.1080/08856257.2017.1297572.

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Bass, Di, and Colin A. Hardy. "That Sinking Feeling: Swimming in Primary Schools Post the 1988 Education Reform Act." European Journal of Physical Education 2, no. 2 (January 1997): 178–97. http://dx.doi.org/10.1080/1740898970020205.

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35

Asli, Abdallah. "Israeli post-primariy teacher`s attitudes towards teaching mathematics." PedActa 12, no. 1 (August 31, 2022): 17–26. http://dx.doi.org/10.24193/pedacta.12.1.3.

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Attitudes of teachers towards teaching mathematics and the anxiety that accompanies mathematics teaching are well known in the literature as important factors that influence pupils’ attitude towards mathematics and their mathematical achievement. It is important to note that most of the research done in this subject has examined the attitudes of teachers and students in primary schools. The purpose of this study is to investigate the attitude towards teaching mathematics of mathematics teachers in post primary schools in Israel.The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers’ attitudes towards teaching mathematics and applications of Mathematics in other disciplines. The results show that majority of the teachers have high level of positive attitudes towards teaching mathematics, but there are also teachers whose attitudes need to be developed. Teachers with little experience and young age feel more anxiety in teaching mathematics. As well as teachers that feel anxiety have less support and less innovation in teaching mathematics. It is surprising that there are no correlations and connections between anxiety and confident and enjoyment in teaching mathematics.

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Cochran Hameen, Erica, Bobuchi Ken-Opurum, and Young Joo Son. "Protocol for Post Occupancy Evaluation in Schools to Improve Indoor Environmental Quality and Energy Efficiency." Sustainability 12, no. 9 (May 3, 2020): 3712. http://dx.doi.org/10.3390/su12093712.

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Research has shown a strong correlation between the performance and health of young students and teachers, and the indoor environmental quality (IEQ) of their schools. A post occupancy evaluation (POE) of a school’s IEQ can help stakeholders understand the current conditions of the building and their impact on occupant wellbeing and productivity. It can also provide pathways for building performance upgrades and resource allocation for school administrations. However, current research on POE in schools frequently omits the contexts of young students during evaluations. Furthermore, there is limited research on guidelines for performing POE and measurements in school facilities. This study adopted the National Environmental Assessment Toolkit (NEAT) and tailored qualitative methods to evaluate eight schools over an eight-year period. The methodology was refined throughout the study to develop a protocol for robust investigation of IEQ conditions in schools. The NEAT was developed by Carnegie Mellon University’s Centre for Building Performance and Diagnostics for measuring the IEQ of office buildings. The paper addresses the challenges that may occur during POE and measurements (POE+M) and the differences between POE+M for offices and schools. It also determines how the POE+M process can be efficiently implemented to include all primary stakeholders in order to improve data collection for IEQ and energy efficiency analysis.

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Kkadim, Shaimaa Ab, and 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, no. 3 (March 31, 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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Hickey, Niamh, Aishling Flaherty, and Patricia Mannix McNamara. "Distributed Leadership: A Scoping Review Mapping Current Empirical Research." Societies 12, no. 1 (January 26, 2022): 15. http://dx.doi.org/10.3390/soc12010015.

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Distributed leadership has enjoyed increased popularity, becoming a prevalent model of school leadership. The focus of distributed leadership is to foster shared leadership practices thereby enhancing school culture and practice. Despite multiple literature reviews that sought to yield greater understanding of the theoretical underpinnings of distributed leadership, there is little focus on empirical research on distributed leadership in post-primary schools. Therefore, this article reports on a scoping review of 39 empirical studies on distributed leadership in post-primary schools. The studies were analysed to identify the main trends of this body of research and to offer implications for future research. The main trends of this research corpus include the typical methodologies used, the common theoretical constructs which distributed leadership is studied in respect of, the most common distributed leadership theoretical framework subscribed to by research, and variances in understanding of distributed leadership. The authors offer future research implications for distributed leadership in post-primary schools. The results of this review lead us to conclude that there is a need for greater rigor in distributed leadership research. Future research is suggested regarding perceptions of distributed leadership, its relationship with policy, wellbeing, and female leadership, and the culture required for distributed leadership to flourish.

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Essa, Mariam Saeed Ibrahim, and M. A. Abdalmajed. "Assessment of Personal Hygiene Attitudes among Primary School Pupils in Umbada Locality, Khartoum state (2018-2020), Sudan." ABC Research Alert 10, no. 3 (November 25, 2022): 64–71. http://dx.doi.org/10.18034/abcra.v10i3.639.

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Background: Personal hygiene is the behaviors that must be practiced in daily life, starting from morning to sleep time to protect our health. Objectives: The current study aimed to assess personal hygiene attitudes among Primary School Pupils in Umbada Locality, Khartoum state, Sudan (2018-2020). Materials and methods: An observational interventional study was conducted besides a pre- & post-assessment was done. Pre-test and post-test intervention was used to determine the practices of hygiene among primary school Pupils in some selected schools of Umbada locality Alaemir unit. The targeted populations were primary school Pupils in Government schools only. The study populations were the pupils in the Primary public schools by a total number of 37850 Pupils (grade 5, grade 6 and grade7) distributed among 180 public primary schools in the locality. The sample size consisted of (800) pupils during the period of the study. A pre- and post- questionnaire was carefully prepared, tested and directed to the pupils. It covers pupil’s age, sex, and the classroom., source of water supply and latrine in the house there, and to obtain data regarding knowledge, attitudes, and practices (as regards personal hygiene in both pre and post intervention phases. Data was analyzed using Statistical Package for Social Sciences SPSS Computer Program Version (19.0). Results: The study revealed that the overall attitude of pupils, about personal hygiene was increased from 45.8% to 54.2 % after intervention of health education sessions. Conclusion: Health education has a significant role in promoting attitude of school pupils regarding personal hygiene. The need for more health education concerning personal hygiene to ensure that all children learn at an early age how to protect themselves and others from preventable exposure to illness and other hazards related to poor hygiene. This can be carried out through formal (as a part of the curriculum) and informal health education messages.

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Dlamini, Ruth N., Moses Onyemaechi Ede, and Chinedu Ifedi Okeke. "Post-Corporal Punishment Challenges Facing Eswatini Primary School Teachers When Disciplining Learners and the Necessary Counselling Services." International Journal of Higher Education 11, no. 3 (January 7, 2022): 141. http://dx.doi.org/10.5430/ijhe.v11n3p141.

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The purpose of this study was to explore post-corporal punishment challenges facing Eswatini primary school teachers when disciplining learners and the necessary counselling services. The research employed embedded research design using 48 primary teachers in the Hhohho region in the Kingdom of Eswatini. A purposive sampling was used to select the most accessible research participants. Instruments used were questionnaires and one-on-one interviews. Sixteen schools were selected. Data was collected and analyzed both quantitative and qualitatively. For analyzing data for questionnaires and observation, descriptive statistics such as frequencies and percentages were used and for analyzing data for interviews, thematic analysis was used. Findings show that teachers are facing challenges regarding learner discipline in post corporal punishment in primary schools. Teachers are confused and afraid of infringing learners’ rights. Given the findings, some notable recommendations were highlighted.

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Cosgrove, Jude, and Lorraine Gilleece. "An international perspective on civic participation in Irish post-primary schools: results from ICCS." Irish Educational Studies 31, no. 4 (December 2012): 377–95. http://dx.doi.org/10.1080/03323315.2012.664948.

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Fitzgerald, Johanna, and Julie Radford. "The SENCO role in post-primary schools in Ireland: victims or agents of change?" European Journal of Special Needs Education 32, no. 3 (February 21, 2017): 452–66. http://dx.doi.org/10.1080/08856257.2017.1295639.

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Shannon, Christine, Jacqueline Reilly, and Jessica Bates. "Teachers and information literacy:." Journal of Information Literacy 13, no. 2 (December 3, 2019): 41. http://dx.doi.org/10.11645/13.2.2642.

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Building on our 2017 article focussing on school library staff perceptions of teachers’ information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post-primary schools (the age range for pupils in post-primary schools is 11–18) throughout Northern Ireland. Results of a comprehensive online teacher survey (n=426) indicated that, despite misplaced confidence in their own skills, teachers’ IL understandings and skills were underdeveloped. The majority of respondents had neither received IL training nor included IL instruction in their teaching. The significance of these findings for theory, practice and policy relating to the teaching of IL skills, which are intended to equip young people to become active citizens and members of a skilled workforce, is discussed.

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Qazi, Sheze Haroon, Rubina Mumtaz, Saba Masoud, and Rabia Tassaduq. "Effectiveness of An Oral Health Care Workshop in Primary School Teachers of Barakahu; A Pilot Study." Pakistan Armed Forces Medical Journal 72, no. 1 (February 28, 2022): 115–18. http://dx.doi.org/10.51253/pafmj.v72i1.5440.

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Objective: To assess the effectiveness of an oral health care workshop in enhancing the knowledge of primary school teachers Study design: Quasi-experimental study. Place and Duration of Study: Primary schools of Barakahu, from Feb to Jun 2019. Methodology: This pilot study was carried out among who attended a training workshop on oral health at various primary schools of Barakahu. Training methods included didactic lectures, demonstrations and audio-visual aids. Scores were graded pre and post workshop as poor, fair and good knowledge. Evaluation was done to assess the effectiveness of the training. Results: Out of 40 participants, 78% had good pre-training knowledge as compared to 83% after the training. As our data was not normally distributed therefore, we applied, Wilcoxon signed ranks test to check the change in the questionnaire scores (pre- and post-workshop). Among the 40 participants, 30 had a higher score post-workshop, while 7 had the same score and 3 participants had the lower score (p-value <0.001). Conclusion: The study concluded that a training workshop was an effective tool for improving the knowledge of primary school teachers regarding oral health.

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Friedman, Sharon. "Provisioning Western Cape Schools in South Africa with Effective Dance Educators: Posing the Challenges." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 6–16. http://dx.doi.org/10.1017/s2049125500000844.

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This paper problematises the training of dance teachers in post-apartheid South Africa. The provisioning of the state primary and secondary schools that offer dance studies as part of the Learning Area, Arts and Culture, with effective teachers is crucial to the delivery of satisfactory dance education in South Africa, where the Revised National Curriculum Statement is specifically intended to meet the diverse demands of the post-apartheid arts environment. The paper proposes that the training of dance educators is further complicated due to the tensions created by the gaps between post-apartheid education philosophy and the realities of teaching, particularly in state schools in the Western Cape.

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Qiang, Wang, Chen Zehang, and Qi Xianglin. "Improving Chinese students’ English reading through graded readers." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 262–301. http://dx.doi.org/10.1075/ltyl.19022.wan.

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Abstract Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded readers in primary classrooms in collaborative projects with university teacher educators. This paper reports a case study based on a project school in a suburb of Beijing with a cohort of 290 Grade 4 students and their 8 English teachers. The study investigated changes the reading project has brought to the students and teachers between 2017 to 2019. Data collected include three reading test results (pre-, mid-, and post-), and a post-project student questionnaire. Data collected concerning the 8 teachers included classroom observations, teachers’ lesson plans and post project narrative reports. Analyses were closely linked to how students’ literacy developed, including their reading ability, interests, habits, and creative thinking. Changes in the teachers’ views and their teaching practices were also examined.

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Idongesit N., Udosen, and Ekukinam Thelma U. "Improvisation of Teacher-Made Instructional Media and Students’ Performance in Primary Science in Nigerian Schools." Research Journal of Education, no. 55 (May 15, 2019): 63–68. http://dx.doi.org/10.32861/rje.55.63.68.

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The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.

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Chyb-Winnicka, Marta. "Jak słucha ósmoklasista? Próba diagnozy." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 12, no. 330 (December 16, 2021): 444–64. http://dx.doi.org/10.24917/20820909.12.31.

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The aim of this article is an attempt to give an answer the question: What is the level of listening skills of the students who come to post-primary school? The author presents the results of research that she carried out using authorial listening comprehension texts. The research involved a group of 162 eighth grade students from four primary schools in Opole. The data obtained from this research show that eighth-graders demonstrate an average level of listening skills, there fore schools should take preventive measures aimed at in creasing the effectiveness of auditory perception.

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IERUSALIMSKAYA, S. Y., and Y. Y. IERUSALIMSKIY. "THE STATE OF PRIMARY SCHOOLS OF THE SPIRITUAL DEPARTMENT OF THE RUSSIAN PROVINCE IN THE SECOND HALF OF THE 19TH CENTURY (BASED ON THE MATERIALS OF THE YAROSLAVL DIOCESE)." JOURNAL OF PUBLIC AND MUNICIPAL ADMINISTRATION 11, no. 3 (2022): 86–97. http://dx.doi.org/10.22394/2225-8272-2022-11-3-86-97.

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The article analyzes the socio-cultural activities of the Yaroslavl Diocese of the Russian Orthodox Church on the basis of the analysis of legislative, clerical and statistical materials, periodicals, as well as journalism on the example of the functioning of the primary school system subordinate to this diocese. The chronological scope of the article is limited to 1861-1900, i.e. the time defined by a number of researchers as post–reform. Constant comparisons of local data with general imperial data are given, which makes it possible to identify all-Russian patterns and local specifics. The role of primary schools of the spiritual department in the development of primary education of the Yaroslavl province is determined. The article gives a classification of the types of primary schools: parochial schools and literacy schools. The analysis of changes in the dynamics of the number of parochial schools from the 60s - 90s of the XIX century, from a decrease to a significant increase at the end of the century, is given. The problems in the development of the primary school of the spiritual department (insufficient methodological training of teachers, weak material base, etc.) and positive aspects (increase in the number of literates, expansion of the school network, etc.) are shown. The role of the Russian Orthodox Church in the development of primary schools is revealed by the example of the activities of the Yaroslavl diocese. The work of special bodies of the diocese, such as the Yaroslavl Diocesan School Council and its county branches, to monitor the formation of primary education and assistance in the development of primary schools in the province was noted. (The study was supported by a grant from the Russian Science Foundation №22-28-01231, https://rscf.ru/project/22-28-01231/).

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Daud, Dg Nursazwani, Wardatul Akmam Din, Noraini Said, and Suyansah Swanto. "INVESTIGATING ENGLISH WRITING PROBLEMS AMONG HIGH ACHIEVER POST-UPSR LEARNERS IN SABAH." International Journal of Education, Psychology and Counseling 6, no. 43 (November 30, 2021): 30–39. http://dx.doi.org/10.35631/ijepc.643003.

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The purpose of the study was to investigate the writing problems faced by the Post-UPSR learners during their primary school years. The data was obtained from 217 high achiever learners who scored an A on the UPSR. These learners, who had completed primary schools and taken the UPSR exam, are now enrolled in secondary schools as Form 1 learners. The method used is a quantitative study. A questionnaire was used as the instrument in the study. The analysis of the study uses SPSS which involves frequency and percentage. The data revealed that Malaysian ESL primary school learners struggle with writing tasks, particularly due to insufficient of vocabulary knowledge. The findings of the study will be valuable to ESL researchers and educators in assisting learners with their writing difficulties. Teachers or researchers can develop appropriate solutions to the issues once the writing issue has been identified.

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