Academic literature on the topic 'Post-primary teachers'
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Journal articles on the topic "Post-primary teachers"
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Jeans, Bruce, and Ian Farnsworth. "Post-primary science teachers' perceptions of primary science education." Research in Science Education 23, no. 1 (December 1993): 118–25. http://dx.doi.org/10.1007/bf02357052.
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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.
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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.
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Nic Aindriú, Sinéad, Pádraig Ó. Duibhir, Lorraine Connaughton-Crean, and Joe Travers. "The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education." Education Sciences 12, no. 12 (December 12, 2022): 909. http://dx.doi.org/10.3390/educsci12120909.
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There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for future CPD in this area. The challenges they face in relation to CPD are evaluated and provide a context for the future development of CPD courses for this cohort. It was found that teachers want to learn more about inclusive pedagogies and assessments through a variety of interactive pedagogies. The findings of this study will be of interest to immersion educators in other contexts.
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Macdonald ★, Ann. "Collegiate or compliant? Primary teachers in post‐McCrone Scotland." British Educational Research Journal 30, no. 3 (June 2004): 413–33. http://dx.doi.org/10.1080/01411920410001689715.
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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.
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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.
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Sharma, Madhu, and Laxman Jnawali. "Teachers Perception Towards Pre and Post- Teaching Activities in English Language Teaching." Rupandehi Campus Journal 3, no. 1 (October 31, 2022): 23–32. http://dx.doi.org/10.3126/rcj.v3i1.51544.
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The present study aims to find out the “Teachers’ Perception Towards Pre and Post-Teaching Activities in English Language Teaching”. The main focus of the study was directed on perception of higher level English teacher towards pre and post-teaching activities in English Language Teaching. The study, being an attitudinal study, is believed to be relevant in offering a realistic picture of the effectiveness of pre and post- teaching activities in ELT. The study was carried out using both primary and secondary sources of data. For primary data, firstly higher-level English teachers have been selected through random sampling procedure. The study was confined with in Rupandehi district to find out the effectiveness of pre and post- teaching activities in ELT. It was found that the higher-level teachers are highly positive towards the teachers’ pre and post-teaching activities in ELT.
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Hartiwi, Heriana, Anna Yu Kozlova, and Fitri Masitoh. "THE EFFECT OF CERTIFIED TEACHER AND PRINCIPAL LEADERSHIP TOWARD TEACHERS’ PERFORMANCE." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 1 (March 28, 2020): 70–88. http://dx.doi.org/10.33369/ijer.v2i1.10629.
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This study aimed at determining the influence certified teachers and principal leadership either partially or simultaneously toward teachers’ performance in primary school Palembang. The research was conducted in several public primary schools in Gadus, Palembang. The research method was ex post facto with 125 certified teachers while the sample wer 56 respondents. The data were collected by using questionnaires and analyzed by using t-test and F-test. The results of this study concluded that there is significant influence of certified teachers and principal leadership either partially or simultaneously toword teachers’ performance of primary school in Palembang.
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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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Ican, Ican, Yasir Arafat, and Destiniar Destiniar. "The Influence of Principal Leadership and Work Commitment on Professionalism of Primary School Teachers." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 2 (February 8, 2021): 333–41. http://dx.doi.org/10.51276/edu.v2i2.130.
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This study aims to determine the influence of principal leadership and work commitment to the professionalism of primary school teachers. The formulation of the problem in this study, namely (1) how is the influence of the principal leadership on teacher professionalism?, (2) how is the influence of work commitment on teacher professionalism?, (3) how is the influence between principal leadership and teacher work commitment to teacher professionalism. This study uses a quantitative approach with an ex post facto design. This research is looking for systematic empirical data and in this study the researcher can’t directly control the independent variables because the events have occurred and according to their nature can’t be manipulated. This study places the influence of principal leadership and teacher work commitment to the professionalism of primary school teachers in Cokroaminoto cluster, Semidang Aji District, OKU Regency. The results of the descriptive analysis show that the performance of the Cokroaminoto cluster primary school teachers in good category of 65.5%, that’s, the mean or average score is 61.4155 which in 52–63 interval. The results of the descriptive analysis show that the professionalism of teachers in the professional category of teachers in carrying out their duties is 77.5%. However, there are still teachers whose professionalism is in the quite professional category at 12.0% and even there are still teachers who are less professional in carrying out their duties by 2.8%, this is reflected in the indicator that teachers do not master the methods and evaluation of learning outcomes. Based on the results of multiple regression analysis, the regression equation line Y = 18.668 + 0.260X1 + 0.472X2 is obtained. These results indicate that this positive sign is in accordance with the theory and can be interpreted that the principal leadership and teacher professionalism are good, so the teacher's performance will be good too.
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Wu, Jianjian, and Huan Song. "“Learn to Conserve Your Passion and Care”: Exploring the Emotional Labor of Special-Post Teachers in Rural China." Sustainability 15, no. 3 (January 20, 2023): 1991. http://dx.doi.org/10.3390/su15031991.
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In recent decades, the growing trend of post-structuralist research on teacher emotional labor has offered a discursive lens to elucidate rural teachers’ identities and their teaching practices. To date, however, few studies have explored the emotional labor of special-post teachers in rural China. Through a post-structuralist framework, this study aimed to explore the emotional labor of special-post teachers. Ethnographic qualitative data from a rural primary school in northern China showed that special-post teachers experienced various emotional conflicts embedded in multiple discourses. As teaching experience increases, special-post teachers obtain agentive emotional and practical responses to lighten their negative emotional burden for work. The findings suggested that the role overload and conflicts of special-post teachers were especially prominent in the social context of the urban–rural dichotomy. Emotional reflexivity and vulnerability of special-post teachers in their identity construction as educator, professional-service-provider, and also passer-by were also discussed.
Dissertations / Theses on the topic "Post-primary teachers"
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Greene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.
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This thesis explores the question: how do Irish post-primary teachers conceptualise their own professionalism? The central aim of the research is to give teachers a voice in defining what it means to be a professional teacher, within the context of new challenges posed by neoliberal ideologies and practices, which are increasingly informing educational policy. A total of sixteen teachers participated in semi-structured interviews as part of the research. The research employed an interpretative methodology and thematic analysis to the emergent data which was generated by a semi-structured interview process. The theoretical framework used to frame the analysis applied the tools of post-structural social theory, specifically, Foucauldian conceptual propositions of social identity-formation, power and knowledge, to teachers’ experience of their own professional identity and professionalism. The analysis and findings of this small scale interpretative, qualitative research study on teachers’ professionalism, highlight that teachers are currently entrenched in a struggle for control over, how their professional identity might be constructed, and the standards by which their professionalism is assessed. Neoliberal concepts of performativity, standards and accountability have recently become embedded in reformed practices and seek to redefine teachers’ professional identity and professionalism. The research concludes by staking the claim that unless teachers actively engage in an interrogation of the discourses and influences which assess their professional contribution and performance, they will conform to a professional identity that privileges the demands and values of the market. The discretionary judgement of the teacher, as currently understood by those interviewed in this research, is consequently, greatly undermined by compliance to neoliberal values.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools, others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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McCrory, W. P. "In secret of excitement and wonder - an investigation of how post-primary teachers can emotionally engage students in science through their performance." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534660.
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Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Ching-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.
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碩士國立嘉義大學
國民教育研究所
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The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. （1）The experience in the college period is positive to post-bachelor primary school teacher professional socialization. （2）Working experience increases post-bachelor primary school teachers’ professional abilities. （3）The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords：Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency
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Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
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This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and
final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the
observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have
sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor
understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to
time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these
constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methodsEnglish Studies
D. Litt. et Phil. (English)
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Gumede, Knightingale Siphelele. "Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools." Thesis, 2011. http://hdl.handle.net/10413/7450.
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Post 1994, the vision of the South African education policy terrain is to transform schools into more effective places of teaching and learning. To achieve this vision, policy suggests a shift in management practices from traditional autocratic headship to more participatory leadership practices, including the leadership of teachers.
Theorizing from a distributed leadership perspective, the aim of this study was to explore the concept of teacher leadership and the challenges that are faced by post level one teachers as they operate as leaders in their schools in the South African context. The study sought to investigate how the concept of teacher leadership was understood, how post level one teachers lead in their schools and what challenges to teacher leadership are in schools. The study was conducted in one rural and one semi-urban primary school and it was qualitative in nature. A case study methodology was suitable for this study since it was aimed at gaining teachers understanding and perceptions of teacher leadership. Different methods of collecting data were used and these included interviews, questionnaires, and document analysis. Data were analyzed thematically using Grant’s
(2008) model of teacher leadership.
The findings indicated that teacher leadership as a concept was still new to certain teachers, even though research on the topic in the South African context is increasing. Some teachers did not think of the roles they played in a school as teacher leadership. The findings further indicated that teacher leadership was experienced differently across the two schools with teacher leadership in the rural school being more restricted than the
teacher leadership in the semi-urban school, where it was more emergent. In the rural school, leadership could, at best, be described as authorized distributed leadership while in the semi-urban school, leadership could be described as dispersed distributed leadership.
In addition, the findings showed that the major barrier to teacher leadership in the rural school was resistance from the School Management Team while in the semi-urban school the major barrier to teacher leadership was a lack of time. A further barrier to teacher leadership in both schools was teachers themselves who were lazy and did not want to
take on additional leadership tasks. The study also found that the major enhancing factor to teacher leadership, particularly in the semi-urban school, was a collaborative school culture where teachers trusted each other and worked together in professional learning communities.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Kortjass, Dimakatso. "A post-graduate certification in education (PGCE) programme as preparation for Foundation Phase teachers : the experience of novice teachers in KwaZulu-Natal primary schools." Thesis, 2012. http://hdl.handle.net/10413/9121.
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This study seeks to investigate the extent to which novice Foundation Phase (FP) teachers
who are former Post-Graduate Certificate in Education (PGCE) students, perceive the
programme as adequate for preparing them to become Foundation Phase teachers.
Traditionally, the PGCE programme focuses on Senior and Further Education and Training
(FET) teachers and it is clear what disciplinary knowledge these students bring from their
undergraduate degrees. The disciplinary content knowledge that FP students bring to the
PGCE is less clear. Students with at least one major (third year level) subject and two
subjects at first year level, from the subject areas like Languages, Psychology and Sociology,
are accepted into the PGCE FP programme. The PGCE focuses primarily on developing
teaching skills. This study also seeks to determine in what ways the undergraduate degree
was of help in preparing them to become Foundation Phase teachers.
Individual interviews were conducted with six participants, who were practicing teachers,
from a group of thirty six students who completed the PGCE in 2008/2009. The study is
underpinned by Grossman's theory about teacher knowledge and teaching. Five of the
participants who were teaching in rural schools perceived the programme to be adequate.
They said that they acquired knowledge of psychological, sociological and linguistic
foundations of reading and writing; process and instruction; and that they gained knowledge
on how to plan for and use a wide range of curriculum materials. However one teacher, who
was teaching at an urban school, indicated that the programme was not very useful in
preparing her for Foundation Phase teaching. Rather, she perceived the knowledge she gained
at the school where she taught after completing the PGCE as being relevant. She cited that
she received support mainly from her mentor teacher who was her Head of Department.
These findings seem to suggest that novice teachers learn more in well-resourced schools
where there is good support and mentoring, whereas in poorly resourced schools that lack
instructional mentoring, teachers tend to rely more on what they learn in formal programmes
like the PGCE.Theses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Lin, Yi-Min, and 林義閔. "A study on the job stress and satisfaction of teachers with administrative post in primary schools in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/72447106844858468551.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
104
This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between job stress and satisfaction of the teachers with administrative positions in public primary schools in New Taipei City. The main purposes of this study are: 1.To understand the situation of teachers with administrative positions in public primary schools in New Taipei City. 2.To explore the job stress of teachers with administrative positions in public primary schools in New Taipei City. 3.To explore the job satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 4.To analyze the differences of the job stress and satisfaction among teachers with different backgrounds. 5.To analyze the relationship between job stress and satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 6.To propose suggestions, based upon the research findings of this study, useful for the reform of related educational policies in the future. The questionnaire survey was conducted through the stratified random sampling method, In total, 389 teachers with administrative post in primary schools of New Taipei City were chosen as the samples of the survey, 353 valid questionnaires (about 90.7% response rate) were analyzed. The conclusions of this study can be summarized as follows: 1. The majority of teachers with administrative positions in primary schools in New Taipei City are female, with Master’s degree, and take their offices no longer than 5 years. 2.The job stress felt by teachers with administrative post is medium, while the highest pressure of their job stress is in the dimension of the administrative workload. 3.The job satisfaction of teachers with administrative post is medium, while the “interpersonal interaction” is their most satisfied dimension. 4. The job stress of teachers varied significantly in terms of their ages. 5. From the dimension as a whole, there is no significant differences in the job stress among teachers in terms of the gender, educational backgrounds, geographic districts, school size, years of teaching in the current schools they are serving, accumulated years of teaching, marital status, and whether they are the main financial supporters of their households. 6. From the dimension as a whole, the job satisfaction of teachers differs significantly, in terms of their ages, school size, administrative position, years of taking administrative position, marital status, and whether they are the main financial supporters of their households. 7. From the dimension as a whole, there are no significantly differences in the job satisfaction of teachers, in terms of their gender, educational backgrounds, geographic districts, years of teaching in the current schools they served, and their accumulated years of teaching. 8. In some individual indicators or items, significant differences are found in the job stress and job satisfaction of teachers, respectively . 9. There is a negative correlation between job stress and satisfaction of teachers.
Books on the topic "Post-primary teachers"
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Hazel, John Mabin. Inequality and women post-primary teachers in Northern Ireland. [S.l: The author], 1993.
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Andrews, Liam S. The Irish language in Northern Ireland: The training of primary and post-primary teachers. Ljouwert: Fryske Akademy/EMOL Project, 1993.
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Weafer, John A. Whither religious education?: A survey of post-primary teachers in Ireland. Dublin: Columba Press, 1991.
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Crane, C. D. Applying for a primary school post: A guide for students and teachers. [U.K.]: Education Appointments Council, 1993.
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Different planets?: Gender attitudes and classroom practice in post-primary teaching. Dublin: The Liffey Press, 2006.
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Those who can teach: A history of secondary education in New Zealand from the union perspective. Wellington, N.Z: Steele Roberts, 2003.
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National Centre for Guidance in Education. Guidance and counselling in post-primary schools: Reviewing pupils' needs developing a school's response : in-school activities for school managment, guidance counsellor, subject teachers. Dublin: NCGE, 1999.
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Kelly, Breda. The health promoting school: An exploration and analysis of post-primary school teachers' experiences and perspectives of schools as health promoting settings in the South East of the Republic of Ireland. [s.l: The Author], 2001.
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McEntee, Seán. Walk in my presence: Teacher's book for sixth class/first year post-primary. Dublin: Veritas Publications, 1987.
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O'Grady, P. J. An investigation of the management role of the senior teacher in post primary schools in the Belfast area. [S.l: The author], 1985.
Find full textBook chapters on the topic "Post-primary teachers"
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Goos, Merrilyn, and Aoife Guerin. "Investigating the Self-Efficacy Beliefs and Classroom Practices of Out-of-Field, In-Field, and Upskilled Mathematics Teachers." In Out-of-Field Teaching Across Teaching Disciplines and Contexts, 311–32. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9328-1_15.
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AbstractThe study that we report in this chapter contributes to our broader research agenda for evaluating the impact of a national professional development programme that upskills out-of-field post-primary mathematics teachers in Ireland. The aim of the study was to compare the self-efficacy beliefs, perceived and observed classroom practices of six post-primary mathematics teachers (three groups of 2) who were either out-of-field, upskilled via the professional development programme, or in-field. The teachers completed surveys of their self-efficacy beliefs and approaches to teaching mathematics. Video recordings of three mathematics lessons taught by each teacher were analysed using the Productive Pedagogies classroom observation framework. The findings showed that there were similarities and differences between the three groups of teachers; however, the upskilled teachers were developing self-efficacy beliefs and pedagogical practices that are similar to those of in-field teachers of mathematics.
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Sweetman, Bernadette. "Valuing and Cultivating Dialogue Amongst Learner–Educators: Ongoing Challenges for Post-Primary Religious Education Teachers in Catholic Schools." In Formation of Teachers for Catholic Schools, 139–49. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4727-8_12.
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Kearney, Fiona. "5. Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 73–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-007.
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Malone, Anthony. "Post-Primary In-career Teacher Professional Development in Ireland." In Education Policy in Ireland Since 1922, 147–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91775-3_6.
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Audrain, R. Lennon, Andrea E. Weinberg, Ashley Bennett, Joseph O’Reilly, and Carole G. Basile. "Ambitious and Sustainable Post-pandemic Workplace Design for Teachers: A Portrait of the Arizona Teacher Workforce." In Primary and Secondary Education During Covid-19, 353–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_14.
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AbstractThe professional lives of teachers are in an incredible upheaval as a result of the COVID-19 pandemic, which has potential implications for the teaching profession and the workforce. The ambiguity of what schools will look like in the future and growing disparities of children have teachers concerned that their jobs are more untenable than ever before. In this chapter, we examine the teaching workforce year into the pandemic. We focus specifically on Arizona and explore whether teachers stayed in the profession or exited during this time of uncertainty. Our analysis suggests that, to date, the pandemic has not had a significant impact on an already dire labor market in Arizona—classroom vacancies and teaching positions filled by under-qualified individuals were no higher in January 2021 than in January 2020. We conclude by arguing that, while focusing teacher recruitment may seem like a viable solution, it alone is insufficient. Rather, in a post-pandemic world, we must build new structures that increase teacher coordination and collaboration that leverage the expertise of all educators, ultimately leading to better working and workplace conditions. This critical examination begins to shed light on teaching, learning, and the preparation for both as we move to a post-pandemic future.
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Scanlon, Joseph, and Xiuping Li. "An Exploration Into Post-Primary School Teachers' Perceptions About the Use of Google Classroom." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education, 420–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch019.
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This chapter aims to present a study that has explored the perceptions of post-primary school teachers, based at St Brigid's College in Derry, Northern Ireland, using Google Classroom (GC) to support pupils in remote and blended learning during the COVID-19 pandemic. The aims and objectives of the study are addressed through a mixed method approach. Data instrumentation consisted of teacher questionnaires, focus groups held with teachers, and semi-structured interviews with members of the senior leadership team (SLT). Quantitative data was analysed through Microsoft Forms, and qualitative data collected from the focus groups and semi-structured interviews was thematically analysed using NVivo. The findings of this study provide insightful suggestions as to the outlook for schools which integrate remote and blended learning systems post-COVID-19. Holistically, parents, guardians, pupils, and staff must be involved to sustain progress made by schools to support and enrich the educational experiences of all shareholders.
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O´Meara, Niamh, and Fiona Faulkner. "Professional Development for Out-of-field Post-primary Teachers of Mathematics: A pre and post Analysis of the Impact of Mathematics Specific Pedagogical Training." In Theory and Practice: An Interface or A Great Divide?, 434–39. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.82.
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The Professional Diploma in Mathematics for Teaching is a 2-year part-time programme dedicated to out of field teachers of mathematics in second level education in Ireland. The programme was introduced in Ireland after a report highlighted that 48% of second level teachers of mathematics in Ireland were not qualified to teach mathematics (Ní Ríordáin & Hannigan 2011). The programme has been running since 2012 and is currently upskilling its 6th cohort of out-of-field teachers. As part of the programme, teachers are required to undertake mathematics content modules as well as mathematics specific pedagogy modules. One such mathematics specific pedagogy module requires students to undertake five 3-hour workshops which examine mathematics content contained on the second level curriculum and offers suggestions on how to teach it for conceptual understanding. Teachers in Cohort 5 of the programme completed a questionnaire prior to completing the 5 workshops to outline how confident they felt teaching particular aspects of the second level mathematics curriculum. They were also asked to best describe the teaching approaches that they favoured at that point in time. Upon completion of the 5 workshops, this same cohort of teachers completed a similar questionnaire investigating their level of confidence in teaching the curriculum and any changes in their teaching practices that occurred as a result of participation in this module.
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Correia, Marisa, and Maria Clara Martins. "Primary Pre-Service Teacher Changing Perspectives About Integrated STEAM Approach." In Handbook of Research on Interdisciplinarity Between Science and Mathematics in Education, 308–33. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5765-8.ch014.
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In recent years, there is a growing interest in educational approaches that include the integration of STEAM disciplines. However, to contribute to increase students' interest in these subjects from an early age, it is crucial to prepare primary teachers to carry out an integrated STEAM approach in schools. This study is aimed to demonstrate the potential of engaging primary pre-service teachers in a STEAM program within a science and a mathematics course. The results of the study emerged from the analysis of the participants' responses to a pre-post questionnaire, STEAM lesson plans they have developed, and reflective writing assignments they carried out at the end of the STEAM program. Findings show that primary pre-service teachers' attitudes toward a STEAM-integrated approach evolved positively through developing lesson plans. The results revealed benefits and challenges of planning STEAM activities according to the participants and their confidence to implement a STEAM-integrated approach in the context of practice. This work was supported by Portuguese Foundation for Science and Technology, I.P., Grant/Award Number UIDP/04748/2020.
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Liang, Di, and Xingtan Cao. "Teacher Online ELT Experiences in a Rural Primary School in China During the COVID-19 Pandemic." In Transferring Language Learning and Teaching From Face-to-Face to Online Settings, 130–51. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8717-1.ch007.
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This study adopts narrative inquiry to report five English teachers' online teaching experiences in a rural primary school in China during the COVID-19 pandemic. From a sociocultural theoretical perspective, this study shows how the participating teachers navigated the transition in instructional mode and developed familiarity with online teaching over time. Using thematic analysis, the findings of this study reveal that the teachers showed anxiety toward online teaching, that they formed a virtual community of practice, that they incorporated lived experiences into online teaching, and that they called for professional development centered on online teaching and spoke to the changing needs for English teaching in the post-COVID era. Implications are provided regarding how the teachers could transfer face-to-face ELT to an online setting and how they could be better supported professionally by the school and their colleagues.
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Charlesworth, Martin. "Promoting the use of Classroom Response Systems." In Learning with Mobile Technologies, Handheld Devices, and Smart Phones, 187–201. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0936-5.ch012.
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This paper discusses the possible reasons why classroom response systems are little used by teachers, the benefits of using such a system for teaching, and how their greater use could be promoted. The primary source of research was a series of personal interviews with University academic staff and students. Post Graduate Certificate in Education (PGCE) students commented both in their capacity as teachers using them in the classroom, and how they also used them as students. In addition data was collected from traditional undergraduate students. The research found that students enjoyed using classroom response systems and those who were typically a little shy were less inhibited to voice their opinions when they could contribute using a response system. The benefits to teachers were increased student engagement and the provision of a simple and quick means of student feedback which improves a teacher’s awareness of their learners understanding and progress. PGCE students were found to be very keen to integrate a response system into the classroom when they started teaching, but established teachers were found to be more hesitant, due to their lack of awareness of the pedagogical benefits and the tutor’s lack of understanding how to set up and use the system.
Conference papers on the topic "Post-primary teachers"
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Burgess, Tim. "Teacher knowledge for teaching statistics through investigations." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08307.
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This report compares the teacher knowledge of two early career primary school teachers (drawn from a study of four teachers) as it was needed in the classroom during the teaching of statistics through investigations. The study involved video recording a sequence of four or five lessons and audio recoding post-lesson stimulated recall interviews with the teachers. These interviews were based on the teacher viewing selected episodes from the lesson videos. The results showed marked differences in the teacher knowledge of the two teachers, as analysed against a framework developed from the mathematics teacher knowledge domain and the statistical thinking domain. The conclusions and implications drawn from the results are discussed in relation to both initial (or preservice) teacher education and professional development for teachers.
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Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.
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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.
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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.
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Gajdošová, Eva, Ala Petrulytė, and Guna Svence. "Social Emotional Health and Resilience of Teachers in the East European Countries." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.06.
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Research on teachers’social emotional health and resilience is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. Research on mental health and resilience of teachers from Latvia, Lithuania and Slovak Republic was conducted as part of the ERASMUS+ project “Supporting teachers to face the challenge of distance learning”. The primary goal of the first project phase to assess social emotional health, so-called covitality and resilience of teachers in elementary, secondary and high schools in post pandemic times and to focus on those areas which require significant support and development. 1200 teachers, 400 from each participating country, took part in the research. Results were based on data from research methods Social-emotional health survey-teachers (SEHS-T) and Resilience Scale. Teachers reported in all high level of social-emotional health overall indicator – covitality, as well as enough high level in four of its domains: belief in self, belief in others, emotional competence, engaged living. Level of teachers’ resilience has reached a moderate level in all three participating countries. There were found high significant positive correlations between teachers’ resilience and overall covitality, as well as between resilience and covitality. Positive teacher strengths that were identified are self-regulation, empathy, cognitive reappraisal. Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase.
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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
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"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-training and philology programmes and identify possible differences. First, the paper summarizes the main directions in the ever-growing research on perceiving OMTs in foreign language education. Second, it presents partial results of the online survey conducted among future teachers of English and students of English philology (English language and culture). The results proved that both groups of respondents use a wide range of OMTs, with Google Translate being the most popular. In general, respondents showed positive attitudes towards OMTs and were satisfied with their outcomes; however, teacher trainees were more critical when the quality of translations was considered and they were more aware of the need for post-editing. Future teachers of English also showed more reserve for using OMTs as means of FL learning (learning new vocabulary, pronunciation, grammar, reading, writing, translating). Only a tiny part of respondents (all future teachers) saw OMTs as a threat to effective foreign language learning. The results proved a more “conservative” perception of OMTs by future teachers of English (which may explain why some practising teachers ban using OMTs in their classrooms, fearing that their students could become dependent on them). Students of English philology (English language and culture) manifested less critical attitudes towards OMT in all observed categories. They focused more on speed and comfort than the quality of translation. This result points to the need to instruct students on using OMTs properly (including post-editing) to get the best possible translating and learning outcomes. The paper presents partial results of the research project KEGA 019TTU-04/2021 Integrating new digital tools into philological research and education sponsored by the Slovak Ministry of Education, Science, Research, and Sport."
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Dai, YanMei, Xiaoying Lu, Mengdi Wang, and Jiajue Fang. "The Research on the Integrated Training of Outstanding Teachers of Primary Schools in Rural Areas of Guangxi before and after Post." In 2020 International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2020. http://dx.doi.org/10.1109/icbdie50010.2020.00056.
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Ferri, Nicoletta. "FROM BODY WORKSHOPS TO CO-RESEARCHER TEACHERS: A STUDY ON THE EDUCATIONAL VALUE OF BIODANZA IN PRIMARY SCHOOL CONTEXTS. PRE AND POST PANDEMIC REFLECTIONS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2108.
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Brasili, Simone, and Riccardo Piergallini. "A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.
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The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.
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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.
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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
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Situmorang, Roiman Dolok Tarsisius, Albadi Sinulingga, and Nurhayati Simatupang. "Performance Analysis of Primary School Physical Education Teacher in Sibolga Post Taking Teacher Competence Test 2015." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.149.
Full textReports on the topic "Post-primary teachers"
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.