Journal articles on the topic 'Post-primary teachers'
To see the other types of publications on this topic, follow the link: Post-primary teachers.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Post-primary teachers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full text
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Akiri, Agharuwhe A. "Nigerian Primary and Post Primary Teachers’ Utility of the Due Process of Law." Journal of Social Sciences 24, no. 3 (September 2010): 203–11. http://dx.doi.org/10.1080/09718923.2010.11892857.
Full text
12
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.
Full textAbstract:
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.
13
Salisu, Abba Yangaiya. "Examining the Relationship between Post Primary School Teachers Job Satisfaction and Empowerment on Turnover Intention in Katsina State Nigeria." Journal of Islamic Economics and Social Science (JIESS) 1, no. 2 (December 1, 2020): 79. http://dx.doi.org/10.22441/jiess.2020.v1i2.004.
Full textAbstract:
The study focuses on the influence of post primary schools teacher’s Job Satisfaction and Empowerment on turnover intention in Katsina state Nigeria. Job Satisfaction Questionnaire (JSQ), Empowerment Questionnaire (EQ) and Turnover Intention Questionnaire (TIQ) were used to get the data used in this study. All the questionnaires were adopted and adapted. The data was analyzed using multiple regression analysis via SPSS version 20.0. The results indicate that the independent variables influences turnover intention of post primary school teachers (R2 .51). In addition, among the independent variables, Job satisfaction best influences turnover intention of post primary school teachers. The results would be useful to the stakeholders as before now few studies were conducted in the area in Nigeria in general and Katsina state in particular.
14
Danielsson, Anna T. "Science for whom? Case studies of two male primary school student teachers’ constructions of themselves as teachers of science." Nordic Studies in Science Education 9, no. 2 (November 18, 2013): 145–55. http://dx.doi.org/10.5617/nordina.766.
Full textAbstract:
This paper investigates intersections of gender and the teaching and learning of science in case studies of two male primary school student teachers, exploring how these student teachers negotiate identities as teachers of science. The project works from dual theoretical starting points. Firstly, the project is founded in a feminist post-structural understanding of gender as performative, something ‘done’ in a social context rather than an inherent characteristic of a person. Secondly, learning is, following situated learning theory, conceptualised as involving the constitution of an identity. Empirically, the paper draws on semi-structured interviews with two primary school student teachers specialising in science. The paper explores the two student teachers’ classed and gendered interpretations of school science, in particular how they use these interpretations as a means for them as male teachers to fit into the primary teacher role with its feminine connotations. Finally, some implications for teacher education are discussed.
15
Xiong, Tao, and Xiuzhen Xiong. "The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China." English Language Teaching 10, no. 4 (March 14, 2017): 100. http://dx.doi.org/10.5539/elt.v10n4p100.
Full textAbstract:
Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.
16
Aasheim, Merete, Sturla Fossum, Charlotte Reedtz, Bjørn Helge Handegård, and Monica Martinussen. "Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate." SAGE Open 10, no. 2 (April 2020): 215824402092742. http://dx.doi.org/10.1177/2158244020927422.
Full textAbstract:
In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.
17
Mbon, Usen F., Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara, and Emanghe E. Emanghe. "School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools." Journal of Social Sciences Research, no. 73 (July 31, 2021): 116–25. http://dx.doi.org/10.32861/jssr.73.116.125.
Full textAbstract:
Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.
18
Indraswati, Dyah, Prihma Sinta Utami, Suyitno Suyitno, and Dodik Kariadi. "Pengaruh Persepsi Mahasiswa Tentang Status Sosial Guru Dan Pendidikan Profesi Guru (PPG) Terhadap Motivasi Menjadi Guru Sekolah Dasar." Madrasah 12, no. 2 (June 29, 2020): 140–53. http://dx.doi.org/10.18860/mad.v12i2.8963.
Full textAbstract:
This study aims to determine: (1) the effect of students' perceptions of the teacher's sosial status on student motivation to become a Primary Teachers; (2) the effect of students' perceptions about teacher professional education programs (PPG) on student motivation to become teachers; (3) the effect of students' perceptions about the sosial status of teachers and teacher professional education programs (PPG) on student motivation to become teachers. This research is an ex post facto research with a quantitative approach. The subjects in this study were the 7th-semester students of the University of Mataram's PGSD study program, amounting to 315, then samples were taken using the Slovin formula so that 177 students were obtained. The data collection method uses a questionnaire. Data analysis uses descriptive statistical analysis; analysis prerequisite test consisting of normality test, linearity test, and multicollinearity test; and regression analysis consisting of a simple linear regression test and multiple linear regression test. The results showed: (1) There was a positive and significant influence of students' perceptions about the teacher's sosial status on motivation to become a teacher. (2) There is a positive and significant influence of students' perceptions about PPG on motivation to become a teacher. (3) There is a positive and significant influence of students' perceptions about the sosial status of teachers and PPG simultaneously on the motivation of students to become teachers.
19
Devries, Karen, Manuela Balliet, Kerrie Thornhill, Louise Knight, Fanny Procureur, Yah Ariane Bernadette N’Djoré, Dedou Gruzshca Ferrand N’Guessan, et al. "Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results." BMJ Open 11, no. 11 (November 2021): e044645. http://dx.doi.org/10.1136/bmjopen-2020-044645.
Full textAbstract:
ObjectivesTo gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.DesignMixed-methods formative research.SettingPrimary schools in Tonkpi region, Cote d’Ivoire.Participants160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.InterventionsLearn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.OutcomesFor survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.ResultsFour-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; p<0.001) and borderline lower acceptance of physical discipline practices (premean=4.2; postmean=3.6; p=0.10). We found no change in teacher awareness of the consequences of violence. Qualitatively, teachers found the intervention acceptable and understandable, perceiving it as useful because it provided methods for non-violent discipline. Teachers had mixed views about whether the techniques improved classroom dynamics.ConclusionsData suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted.
20
Nally, Michael, and Brian Ladden. "An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 19–25. http://dx.doi.org/10.2478/ijtr-2020-0003.
Full textAbstract:
AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.
21
Hussein, Afaf Abdel Malek, Hayam Ahmed El Shrief, Gehan Ahmed Abed, Azza Abdalla Ghoneim, and Shimaa AbdElhady Badawy. "Video-assisted nursing intervention: It's effectiveness on bullying prevention measures and procedures among primary school teachers." Journal of Nursing Education and Practice 10, no. 10 (June 27, 2020): 23. http://dx.doi.org/10.5430/jnep.v10n10p23.
Full textAbstract:
Background: Bullying commonly defined as an aggressive behavior that is intentional, repeated for a long time and involves an imbalance of power. It can have negative effects on children’s physical and psychological health and can even escalate to the tragedy of suicide. Aim: This study aimed to determine effectiveness of video-assisted nursing intervention on bullying prevention measures and procedures among primary school teachers.Methods: A quasi-experimental design with pre and post-test was used. Sample: Simple random sample of 100 primary school teacher was included. Settings: The study was carried out at four primary schools in Shebin-Elkom and menouf, Menoufia Governorate, Egypt. Tools: Tool one: teachers’ self-administered structured interview questionnaire (a) Demographic data (b) Teachers knowledge regarding bullying. Tool two: bullying preventive measures likert scale.Results: The study showed that after video-assisted nursing intervention there was statistically significant improvement in the knowledge of primary school teachers' about bullying compared to before nursing intervention. Also, there was statistically significant improvement in teachers prevention practices regarding bullying after video-assisted nursing intervention compared to before nursing intervention. There was positive correlation between teachers’ total knowledge scores and total practices scores about bullying post intervention.Conclusions: Implementation of video-assisted nursing intervention achieved significant improvements in the primary school teachers’ knowledge and practices measures regarding bullying prevention. Recommendations: Prominently utilizing video-assisted nursing intervention strategy in teaching bullying to promote children's health and improve knowledge and practices of teachers.
22
Zuhroh, Ni’matuz. "PENGARUH SERTIFIKASI GURU TERHADAP PROFESIONALISME, PENGEMBANGAN DIRIBERKELANJUTAN DAN KEPUASAN KINERJA GURU IPS MAN Se Kota MALANG PASCASERTIFIKASI." J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) 2, no. 1 (December 30, 2015): 10. http://dx.doi.org/10.18860/jpips.v2i1.6835.
Full textAbstract:
<p>This study aims to determine the effect of Teacher Certification on Professionalism, Sustainable Self Development, and Job Satisfaction Teachers IPS MAN Malang Post- Certification. This study uses a quantitative approach and data taken by means of cross- section data collected at the same time from many subjects and retrieval of this data is only done once. In this research the data collection method used is by using questionnaire (questionnaire) that is given to all teachers IPS MAN Se Malang city that has been certified. Primary data taken are data about teacher professionalism, ongoing self-development and job satisfaction. While the questionnaire about teacher performance is filled by the Principal. Other secondary data is the number of teachers who have certification / teacher identity already certified. Measurement scale for primary data by using Likert Scale. Testing data used validity and reliability test. The result of this research is that Teacher Certification to Professionalism, Self Development and Work Satisfaction of Teacher IPS MAN Malang Post Certification ". Influence significantly.</p><p><strong>Keywords: </strong>Teacher Certification, Professionalism, Self-sustained Development and Performance Satisfaction</p>
23
Young, Keith, Patricia Mannix McNamara, and Barry Coughlan. "Post-primary school teachers’ knowledge and understanding of autism spectrum disorders." Irish Educational Studies 36, no. 3 (July 3, 2017): 399–422. http://dx.doi.org/10.1080/03323315.2017.1350594.
Full text
24
Walsh, John. "Unlikely radicals: Irish post-primary teachers and the ASTI, 1909–2009." Irish Studies Review 18, no. 4 (November 2010): 466–68. http://dx.doi.org/10.1080/09670882.2010.515857.
Full text
25
Nally, Michael, and Brian Ladden. "An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 19–25. http://dx.doi.org/10.2478/ijtr-2020-0003.
Full textAbstract:
Abstract The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements. The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’ which are compulsory for NQTs and were seen as being too similar to their initial teacher education.
26
Murphy, Helena R., John Tubritt, and James O’Higgins Norman. "The Role of Empathy in Preparing Teachers to Tackle Bullying." Journal of New Approaches in Educational Research 7, no. 1 (January 15, 2018): 17–23. http://dx.doi.org/10.7821/naer.2018.1.261.
Full textAbstract:
Much research on bullying behaviour in schools among students has been carried out since the 1970’s, when Olweus started a large-scale project in Norway which is now generally regarded as the first scientific study on bullying. Yet, there has been little research on how teachers respond to reports of bullying and tackle bullying behaviour in post-primary schools. This paper reports on a preliminary study investigating teacher empathy levels and their preparedness for tackling bullying in a post-primary school in Ireland. There were two research questions central to this research. The first looked at how empathic are teachers in this school? The second examined to what extent it prepares them for tackling bullying? In answering these questions we relied on the Interpersonal Reactivity Index (IRI) to gather data on empathy levels among teachers (n=10), with findings related to existing research in the field. The results showed that teacher empathy is an important factor in creating and maintaining a positive school climate, which in turn leads to a prevention of bullying situations.
27
전영주. "An analysis of primary English teachers’ teaching skills improvement via pre/post intensive English teacher training." English Teaching 67, no. 2 (July 2012): 343–65. http://dx.doi.org/10.15858/engtea.67.2.201207.343.
Full text
28
Matundura, Martin Ogachi, Prof Kennedy Bota, and Prof Hezborn Kodero. "TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA." International Journal of Research in Education and Psychology 08, no. 01 (2022): 54–68. http://dx.doi.org/10.54513/ijrep.2022.8104.
Full textAbstract:
This paper investigates the teachers’ perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers’ demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the demographic indicators and inclusive education practices. The respondents (n = 333) were regular primary school teachers in Kisii Central Sub County of Kisii County, Kenya. There were five research questions that guided the current study were translated into ten hypotheses which were tested using the one – way Analysis of Variance (ANOVA).The findings reveal that the participants presented mixed opinions on the general philosophy of inclusive education based on their demographic factors. The difference among age cohort (F (14,329)= 2.629; P< .001), level of qualification (F(14,311)= 8.94; P< .001) and teaching experience (F(12,163)= 18.03; p< .001) were found to have statistically significant influence on regular teachers’ perceptions of inclusive education. However, the findings showed that gender (F(14, 300)= 1.385; p> .001) and training in disability education (F (13,316)=3.84; P> .001), did not have significant influence on regular teachers’ perceptions of inclusive education. The study has revealed that a number of teacher demographic factors significantly influence teacher’s perceptions in inclusive education classrooms in the general school environments. These include teacher’s age, level of educational qualification and teaching experience. The gender and training in disability of the teachers however do not influence the teachers perceptions.
29
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.
Full textAbstract:
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.
30
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.
Full textAbstract:
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.
31
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.
Full textAbstract:
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.
32
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.
Full textAbstract:
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
33
Young, Keith, Patricia Mannix McNamara, and Barry Coughlan. "Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education." Teaching and Teacher Education 68 (November 2017): 1–11. http://dx.doi.org/10.1016/j.tate.2017.07.017.
Full text
34
Novikova, Galina Viktorovna. "Integration issues of pedagogy and psychology for the decision educational problems." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2016): 123–27. http://dx.doi.org/10.51314/2073-2635-2016-2-123-127.
Full textAbstract:
The article presents the educational direction of activity in which it is necessary to develop new theoretical and methodological approaches to primary and post-graduate training of teachers, based on the integration of pedagogical and psychological knowledge and skills. Such directions are creation of the school educational system, preservation of teachers professional health, education students in the conditions of inclusive education, work with students families, the interaction of teachers and psychologists, and are not formal and actual implementation of the principles of competence approach in teacher education.
35
Booth, Sarah, Helen Pope, and Katriona Hawthorne. "Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context." Educational Psychology in Scotland 22, no. 1 (2022): 61–67. http://dx.doi.org/10.53841/bpsepis.2022.22.1.61.
Full textAbstract:
The Covid-19 pandemic created many challenges for teachers who had to adapt their practice to fit new online teaching models. Since this period of disruption has come to an end, there has been little research on how teachers are being supported as they return to the physical classroom. This research explores collaborative work between three trainee educational psychologists (TEPs) and two primary teachers, using the consultation model (Wagner, 1995) and the Child Inclusion Research into Curriculum Learning Education (CIRCLE) framework for inclusive practice (Maciver et al, 2021) to produce strategies to support the needs of the children in their classrooms. Teacher self-efficacy (Tschannen-Moran et al., 1998) was examined in relation to inclusive classroom practice and the consultation process. This article is an abridged version of the original report and focuses on three of the themes identified in relation to educational psychology practice; ‘Solution focused language and problem solving’; ‘Collaboration’, and ‘Time’. Findings suggest that using the CIRCLE framework in conjunction with consultation supports Teacher self-efficacy (TSE) and inclusive classroom practice.
36
Smeins, Engelina Maria, Kirsten Wildenburg, and Joana Duarte. "The Use of Digital Tools in Pre-Service Teachers’ Professional Development Towards Linguistic Diversity in Primary Education." Sustainable Multilingualism 21, no. 1 (December 1, 2022): 166–96. http://dx.doi.org/10.2478/sm-2022-0017.
Full textAbstract:
Summary As language diversity in education gradually increases, several challenges for primary school teachers arise. According to previous studies, there are not many adequate teacher training programs that prepare teachers in linguistically diverse classrooms and, therefore, teachers that teach pupils with linguistically/culturally diverse backgrounds highly depend on their own engagement with plurilingualism. This shows the need for initial plurilingual(-oriented) pre-service teacher training and in-service teachers’ continuing professional development that focus on acquiring language awareness and obtaining strategies for promoting and recognizing linguistic diversity in the classroom. In addition, most teachers feel the need for further professionalization and tools to help them manage and acknowledge the diversity in their classrooms. Through a pre-post-intervention design, this study examined a) the effects of digital tools for teacher professionalization for plurilingual education on pre-service teachers’ attitudes and knowledge, and (b) how AR-games can be used to further language awareness and openness towards plurilingualism of pre-service teachers and their pupils. The participants reported that the digital tools contributed to their knowledge of linguistic diversity in the classroom, as well as ways to implement plurilingualism in their teaching practices and further language awareness.
37
Obateru, Oluwatoyin Tolu. "Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training." International Journal on Integrated Education 3, no. 12 (December 9, 2020): 149–54. http://dx.doi.org/10.31149/ijie.v3i12.954.
Full textAbstract:
This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future
38
Csida, Stefanie, and Claudia Mewald. "PrimarWebQuest in foreign language education." International Journal for Lesson and Learning Studies 5, no. 1 (January 4, 2016): 45–59. http://dx.doi.org/10.1108/ijlls-09-2015-0029.
Full textAbstract:
Purpose – The purpose of this paper is to demonstrate the teacher and pupil learning progress through the first implementation of a computer-based method called PrimarWebQuest in a primary school classroom. The study aimed at identifying cognitive and metacognitive skills that are needed to work successfully with the platform. To do so, this lesson study (LS) investigated the pupils’ strategy acquisition and analysed their autonomy and knowledge growth making use of observation, collaborative reflection, questionnaires, content analysis and triangulation. Additionally, the teacher’s development of methodological skills in the use of the strategy was investigated. Design/methodology/approach – A LS was carried out in an urban primary school in Lower Austria over a period of four weeks. Based on an experiment carried out during two project days, the learning and the pupils’ strategy use as regards their autonomy and self-direction were observed and their knowledge growth was analysed making use of pre-and post-tests. Moreover, questionnaires and post-lesson interviews were implemented to verify insights gained from observation and post-lesson discussions in the teacher research group, which consisted of the main investigating teacher, the two class teachers and an external expert. Findings – The study suggests that the pupils’ learning outcomes and self-direction improved through teaching with PrimarWebQuests and also after implementing the refined lesson plan. The results demonstrate the value of learning through new media and emphasise the importance of giving precise instructions as well as the need for careful guidance through the teacher in autonomous learning scenarios including new media. Originality/value – The findings of the study provide a deeper understanding of and guidelines for planning and implementing computer-based lessons with PrimarWebQuests, which may be useful for teachers and curriculum designers.
39
Britt, Clare, and Jennifer Sumsion. "Within the Borderlands: Beginning Early Childhood Teachers in Primary Schools." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 115–36. http://dx.doi.org/10.2304/ciec.2003.4.2.3.
Full textAbstract:
This article presents findings from a study undertaken by a pre-service early childhood teacher, that investigated the experiences of four beginning early childhood qualified teachers in primary school settings. The study explored the metaphors that these teachers used when describing their lived experience stories and analysed what these metaphors indicated about the discourses the teachers perceived were available to them, and where they had chosen to situate themselves within these discourses. Throughout the article, the metaphor of ‘border crossings' is used to highlight the focus within much of the literature on the difference and separation between early childhood and primary education. Data were generated through in-depth, open-ended interviews, a group discussion, visual representations and written material. The thematic recurrences and discursive positionings within the metaphors and narratives of the participants were deconstructed and critically analysed using a framework of feminist post-structuralism. In particular, this article explores the discursive positionings related to the teachers' movement within the borderland of early childhood education and primary education. It argues that early childhood teachers in primary schools are operating within an exciting space — an intersection between early childhood education and primary education. Rather than focusing on the difference and separation between these points, the focus shifts to working toward creating points of overlap, of connection — a shared borderland between early childhood education and primary education.
40
Beaglaoich, Pádraig Ó., and Yvonne Crotty. "‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.
Full textAbstract:
Abstract This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.
41
Beaglaoich, Pádraig Ó., and Yvonne Crotty. "‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.
Full textAbstract:
AbstractThis paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.
42
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.
Full textAbstract:
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 ...
43
O’Meara, Niamh, Mark Prendergast, Ian Cantley, Lorraine Harbison, and Clare O’Hara. "Teachers’ self-perceptions of mathematical knowledge for teaching at the transition between primary and post-primary school." International Journal of Mathematical Education in Science and Technology 51, no. 4 (March 14, 2019): 497–519. http://dx.doi.org/10.1080/0020739x.2019.1589004.
Full text
44
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.
Full text
45
Cañón Rodríguez, Ruth, Isabel Cantón Mayo, Ana Rosa Arias Gago, and Roberto Baelo Álvarez. "Initiation into Teaching from the Perspective of Primary School Teachers: Differences Between Newly Qualified and Experienced Teachers." Journal of New Approaches in Educational Research 6, no. 2 (July 15, 2017): 103–11. http://dx.doi.org/10.7821/naer.2017.7.202.
Full textAbstract:
This study consists of an investigation into the experiences of new teachers in primary education in the province of León, during their initiation into teaching. The objective was to explore how they experience this stage, and to recognize the training needs that exist along with the degree of motivation and satisfaction expressed with the measures designed for integration into teaching. The methodology used is descriptive and interpretive, ex-post-facto oriented towards a search for improvement.
Research finding reveals the existence of significant gaps in initial teacher training that bears a negative influence on the subsequent professional development of the teachers involved. In this sense, the training programs designed for teachers who are initiating their career, although valued positively by both novices and experienced teachers; do not overcome their initial shortcomings.
Despite the difficulties, however, new teachers show a general feeling of satisfaction with the stage in which they initiate their teaching.initiate their teaching.
46
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.
Full textAbstract:
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.
47
Mujuni, Perez Mbiire Batwine, Adrian R. Mwesigye, and Charles Tushabomwe Kazooba. "Teachers’ Welfare and Performance of Government Aided Primary Schools in Isingiro District, Uganda." American Journal of Education and Practice 6, no. 1 (June 10, 2022): 46–64. http://dx.doi.org/10.47672/ajep.1059.
Full textAbstract:
Purpose: The purpose of this research was to establish the relationship between teachers’ welfare and performance of government aided primary schools in Isingiro district, Uganda.
Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two teachers and a chairperson of school management committee member. The research was guided by the null hypothesis, Ho1: Teachers’ welfare has no relationship with performance of government aided primary schools in Isingiro district, Uganda.
Findings: The findings of the study revealed a positive significant relationship between teachers’ welfare and performance of government aided performance primary school at 99% level of confidence (r=.546, p<.01), thus rejecting the null hypothesis (Ho1). The results signify that increase in teachers’ welfare, is highly associated with good performance of government aided primary schools in Isingiro district, Uganda.
Recommendations: This study recommend the government through the Ministry of Education & Sports to impose the minimum-wage law for government aided primary school teachers’ pay which possibly caters for teachers’ motivation when given some due care and attention. In addition, the Ministry of Education & Sports should create social benefits for government aided primary school teachers as a means to enhance their wellbeing and motivate them. Moreover, it is also recommended that government aided primary schools’ teachers be given some allowances such as rental, medical care and transport to motivate them.
48
García-Carrillo, Christian, Ileana María Greca, and María Fernández-Hawrylak. "Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education." Education Sciences 11, no. 2 (February 8, 2021): 64. http://dx.doi.org/10.3390/educsci11020064.
Full textAbstract:
An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.
49
Goa, Endelibu. "The Effects of Needs- Based Continuous Professional Development Practice on Teachers ‟ Perception of CPD: Primary Schools English Language Teachers in Focus." International Journal of Management and Humanities 5, no. 8 (April 30, 2021): 20–39. http://dx.doi.org/10.35940/ijmh.f1287.045821.
Full textAbstract:
This study was an attempt to examine the effects of needs- based Continuous Professional Development (CPD) practices on English language teachers’ perceptions. More specifically, the study addressed the following research questions: (1) What CPD activities do ELT teachers need to practice currently? (2)Is there a significant change in EFL teachers’ perceptions following in an intervention design to increase their perceptions about CPD practices? This research work was mainly experimental in design. The purpose of the experiment was to examine the effects of needsbased CPD practices on English language teachers’ perceptions. Pre-test and post-test measures were analyzed using a t-test statistical procedure. In addition, questionnaire, interviews, and FGDs were employed in order to obtain data required for the study. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. The study involved five primary schools in Arba Minch. Fifty-two, randomly selected teachers were filled the pre-test and post-test questionnaire. Moreover, 10 teachers from each primary school were randomly selected for interview. Besides, 12 teachers from each primary school were involved in the FGDs in order to gather the necessary data for this study. Different sources were referred for the preparation of the training materials. The effects of need-based CPD practices on teachers’ perception were examined through the pre-test and the post-test. The results of the pre-test showed that there was no significant difference in the teachers’ perception before and after the experiment. The results of the post-test showed that there was a significant difference before and after the experiment in teachers’ perception (P<0.05). On the basis of the findings of the study, it was concluded that need-based CPD practice could have a great value in improving perception. Based on this, conclusions and recommendations were made.
50
Asio, Asio. "PENGARUH PELATIHAN MENGGUNAKAN MODUL CARA MENYIKAT GIGI TERHADAP PENGETAHUAN GURU SD UNGGUL SAKTI KOTA JAMBI." Jurnal Kesehatan Gigi 3, no. 1 (June 1, 2016): 21–24. http://dx.doi.org/10.31983/jkg.v3i01.1122.
Full textAbstract:
TITLEThe influence of dental training with tooth brushing module to educational level of elementary school teachers in SD Unggul Sakti JambiABSTRACTElementary school health training is a main objective of health promotion. Society, which is the health promotion primary target must be empowered to accept and able to maintain and develop their own health. The increase of teacher’s participation and skill in health service is in accordance with authority delegation scope, that teachers are able to play active role in guiding their students in increasing dental and oral hygiene. The purpose of the research is to find out the impact of increasing the training using how to brush teeth module towards SD Unggul Sakti Kota Jambi teachers’ knowledge.It is a quasi experiment with pre-test and post-test control group design. The respondents are 18 Elementary school Unggul Sakti Jambi city teachers as control group and 18 Elementary School Sari Putra teachers as control group. For the knowledge variable, the data collection is by filling questionaire about elementary school teacher knowledge about brushing teeth before and after the training using brushing teeth module. The data analyzed with Wilcoxon test.Research result shows that p 0,001, which means that there is a significant differentiation of teacher’s knowledge between before and after the training. Median value (min-Max) 20 (19-20) (experiment group) and after the observation, the median value (Min-Max) 8.5 (7-14). So, it can be concluded that there is an impact of training using brushing teeth module towards SD Unggul Sakti Kota Jambi teacher’s knowledge. Keywords : elementary teacher training, knowledge, how to brush teeth