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Journal articles on the topic 'Primary school teacher'
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1
Erol, Mustafa, and Mustafa Başaran. "How Primary School Students Perceive Primary School Teacher Exchange?" Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.6m.
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MboweniMatshidiso, L., and Matshidiso Joyce. "Understanding Teacher Morale Among Primary School Teachers." International Journal of Educational Methodology 8, no. 1 (March 15, 2022): 29–38. http://dx.doi.org/10.12973/ijem.8.1.29.
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<p style="text-align: justify;">Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers’ experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.</p>
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Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.
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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.
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Eroglu, Nermin, melek Bahat, and Aysegul Metindogan. "Primary School Teachers’ and Teacher Candidates’ Attribituons Toward Students with Dyslexia." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 2 (March 22, 2017): 80–87. http://dx.doi.org/10.18844/gjhss.v3i2.1602.
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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.
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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
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SEVER, Isiner, and Ali ERSOY. "Becoming a Teacher Educator: Journey of a Primary School Teacher." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.4.
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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.
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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature.
Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
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Ceken, Ramazan. "Primary school teacher education students' misconception on waste." International Journal of Academic Research 6, no. 3 (May 30, 2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.
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Simbolon, Naeklan. "PROFESSIONAL TEACHER AND CLASSROOM MANAGEMENT IN PRIMARY SCHOOL." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 3, no. 1 (June 30, 2015): 19–23. http://dx.doi.org/10.24114/esjpgsd.v3i1.2186.
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Mutahar Al, Abdulghani, and Ma Hong Yu. "Primary School Teacher Competency." Social Sciences 6, no. 5 (May 1, 2011): 391–97. http://dx.doi.org/10.3923/sscience.2011.391.397.
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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.
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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English.
Keyword; Indonesian primary school, teacher, new policy.
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Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (March 15, 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.
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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.
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Lee, Boon L., Andrew Worthington, and Clevo Wilson. "Learning environment and primary school efficiency." International Journal of Educational Management 33, no. 4 (May 7, 2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.
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Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.
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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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Plunkett-Mills, Melicia. "Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 60–100. http://dx.doi.org/10.46425/j119016107.
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This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.
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Uaidullakyzy, Elmira, Aziza Zhunusbekova, Nabuova Roza, Raigul Doszhan, Karibayeva Gulnaz Maratovna, and Ulzharkyn Аbdigapbarova. "Development of entrepreneurial competence of future primary school teachers." Cypriot Journal of Educational Sciences 17, no. 4 (April 30, 2022): 1333–46. http://dx.doi.org/10.18844/cjes.v17i4.7157.
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The aim of this study is to evaluate the opinions of prospective teachers regarding the development of entrepreneurial competencies of future primary school teachers. This research was designed in accordance with the qualitative research method. The research was conducted with 40 pre-service teachers who received primary school teacher training at various universities in Almaty, Kazakhstan. The data of the research were collected by interview technique in order to get the opinions of the teacher candidates participating in the research. As a result of the research, it has been seen that pre-service teachers associate their entrepreneurial skills with being innovative, evaluating opportunities, taking risks, self-confidence and emotional intelligence. In this direction, the majority of pre-service teachers stated that they partially have entrepreneurial skills. In addition, pre-service teachers stated that universities, schools, teachers and teacher candidates have duties to develop entrepreneurship skills. In line with the research results, it is necessary to intensify entrepreneurship courses for primary school teacher candidates in universities, and to organise seminars for personal development and development of entrepreneurship skills.
Keywords: Entrepreneurship, entrepreneurial skills, prospective teachers
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Khumalo, Shuti Steph. "A Descriptive Analysis of the Leadership Practices of Primary School Principals in Promoting Sustainability Through Motivating Teachers." Discourse and Communication for Sustainable Education 12, no. 1 (May 29, 2021): 42–54. http://dx.doi.org/10.2478/dcse-2021-0004.
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Abstract Enhancing sustainability in primary schools is apposite because primary schools are the building blocks in any education system. In its examination, the study provides insights on the role of primary school principals in promoting sustainable education through inspiring teachers. Teacher motivation is a very critical focus research area, particularly in the present depressing times and particularly in promoting sustainability. Without ignoring and dismissing other factors that have a bearing on the poor performance of the South African primary schools, teacher discouragement is one of the factors. The purpose of this investigation was to explore the extent in which the leadership practices of primary school principals promote teacher motivation and ultimately achieving sustainable teacher workforce. This study was based on random sampled primary school teachers in South Africa, Waterberg District. Hundred and fifty survey questionnaires were distributed to participating primary schools and only 96 responses were received. The respondents were from a mix of both male and female teachers who responded to the questionnaire. Descriptive statistics was applied to analyse data. Even though the results indicated that there were issues with teacher motivation, to a significant extent, the majority of respondents demonstrated that most primary principals do take efforts in trying to ensure that teachers are motivated. The results of the study deepen the already existing scope of knowledge regarding teacher motivation, particularly in primary schools.
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Nursyuhada Binti Mohamad Yusoff, Vivien How, Ezza Sabrina Binti Azmi, and Khairuddin Bin Othman. "THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS." Malaysian Journal of Public Health Medicine 19, no. 1 (January 1, 2019): 184–90. http://dx.doi.org/10.37268/mjphm/vol.19/no.1/art.52.
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Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn.
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Olkhova, Nataliia, and Nastya Olkhova. "ASPECTS OF MATHEMATICAL PREPARATION OF FUTURE PRIMARY SCHOOL TEACHER." Pedagogìčnij časopis Volinì 2(5), no. 2017 (2017): 86–90. http://dx.doi.org/10.29038/2415-8143-2017-02-86-90.
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Tefera, Anteneh, Mulugeta Atnafu, and Kassa Michael. "Alignment of Ethiopian Primary School Pre-Service Teacher Education Program with that Primary School Mathematics Contents/Syllabi." Natural Science and Advanced Technology Education 30, no. 1 (March 1, 2021): 77–99. http://dx.doi.org/10.53656/nat2021-1.05.
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This study is a quantitative research that examine the extent of alignment of Ethiopian teacher education program curricula with primary school mathematics contents. So, to collect the data, the study was used content analysis as instrument. The sources of data were primary school mathematics syllabi and curricula materials of college of teacher education. To do this, the study employed quantitative method to collect data from pre-service mathematics teachers. Coders were very experienced teacher educators from three different colleges of teacher education: Kotebe Metropolitan University, Hawassa college of teacher education and Arba Minch college of teacher education. Teacher educators were selected purposely based on their service year in college of teacher education and their positiveness for coding. To do the content analysis, the main documents (primary school mathematics syllabi) were coded or broken down in to manageable categories on a variety of theme and then examined using appropriate content analysis theoretical model. The result of the study portrayed that the curricula materials of generalist have low level of alignment with the primary school mathematics contents whereas those of specialist and linear curricula were align with the mathematical contents of primary school curricula in moderate level. As it was indicated in the findings of the study, the college curricula materials are not fully aligned with the contents of primary school mathematics. There are school mathematical contents which are not included in curricula of teacher education. Thus, it is recommended that appropriate program should be designed which create an opportunity for preservice mathematics teachers to access school contents either during practicum sessions or should include in the curricula materials of teacher education.
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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (September 15, 2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.
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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.
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Nasution, Salma Ida, and Zaka Hadikusuma Ramadan. "Primary School Teacher Performance During The Covid-19 Pandemic." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (October 23, 2021): 639. http://dx.doi.org/10.23887/jisd.v5i4.40237.
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During the COVID-19 pandemic, the effectiveness of teacher performance can be seen from the quality of teacher performance in implementing online learning involving information and communication technology media. This study aims to analyze more deeply the effectiveness of teacher performance during the covid-19 pandemic in the implementation of online learning. The type of research used is qualitative research. The research subjects were principals, 2 teachers, 2 students, and 2 guardians. The research instruments are observation sheets and interview guidelines. Data collection techniques are interviews and observation. The data analysis technique used the Miles and Huberman model. The results showed that the effectiveness of teacher performance during the COVID-19 pandemic was classified as less effective. The quality of the work of teachers is classified as less effective because of the many obstacles in the implementation of learning during the COVID-19 pandemic. The teacher's punctuality decreases. Teacher initiatives during the pandemic are relatively ineffective. Teachers' ability during the COVID-19 pandemic is classified as less effective due to limited infrastructure, internet quotas, and unstable networks that do not support online learning processes involving technology. Communication during the covid-19 pandemic is classified as less effective because of the many obstacles that cause learning not to take place so that there is no effective communication.
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Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
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Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
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Semenova, T. S. "Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities." Psychological-Educational Studies 12, no. 1 (2020): 44–58. http://dx.doi.org/10.17759/psyedu.2020120104.
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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.
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Jayanti, Jayanti, and Dinn Wahyudin. "How important are today’s teacher development program contents for primary school teacher?" Jurnal Penelitian Ilmu Pendidikan 12, no. 1 (April 25, 2019): 55–62. http://dx.doi.org/10.21831/jpipfip.v12i1.19799.
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Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.
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Rahmah, Siti, Gimin Gimin, and Afrianto Afrianto. "The Relationship among Supervision, Integrity, and Performance of Primary School Teachers." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 2 (August 31, 2021): 218. http://dx.doi.org/10.33578/jtlee.v4i2.7887.
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This study aims to analyze the relationship between supervision, integrity and performance of primary school teachers. The participantes of the study were 150 teachers of public elementary schools in Dumai Barat subdistrict, Dumai city, and the sample was determined using the proposite stratifield random sampling technique. The method of data collection was done by distributing questionnaires for the supervision and integrity variables, while for the teacher performance variable it was with documentation. The results of the study show that there is a positive correlation between supervision on teacher performance, a positive correlation between integrity and teacher performance, and a positive correlation between supervision, integrity and teacher performance.This study concludes that there is a positive and significant correlation among supervision, integrity, and performance of primary school teachers in Dumai Barat Subdistrict, Dumai City.
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Di Norcia, Anna, Eleonora Cannoni, and Anna Silvia Bombi. "Student-teacher relationship representation and school adjustment in primary school." RICERCHE DI PSICOLOGIA, no. 1 (May 2022): 1–12. http://dx.doi.org/10.3280/rip2022oa13311.
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The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre &amp; Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation.
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������� and T. Khilenko. "Developing Information Competence of Primary School Teachers." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 42–45. http://dx.doi.org/10.12737/17281.
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The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.
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Bakhmat, Nataliia, Olena Popadych, Larysa Derkach, Marianna Shvardak, Mykola Lukashchuk, and Viktor Romanenko. "Using Information Technologies to Train Today Teachers in the Educational Environment." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 2 (May 9, 2022): 479–99. http://dx.doi.org/10.18662/rrem/14.2/591.
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The article studies the characteristics of teacher training for primary school teachers in the information educational environment in higher education institutions (HEIs). It shows that Ukraine’s integration into European and world educational space as a prerequisite for determining effective areas in its development is a strong motive to study the systems of teacher training for primary school teachers, reflect on their positive experience, clarify trends and prospects of their development and discover ways to solve the existing issues in teacher education. The article considers the current state of teacher training for primary school teachers in view of applying information technologies in HEIs. Considering teacher training for primary school teachers as the large-scale nationwide objective, the article analyzes this aspect in those Ukrainian HEIs whose activities are related to this particular area. IT is also essential and necessary to study the experience of individual scholars and practitioners implementing the achievements of informatization in their activities. The detailed study of teacher training for primary school teachers has made it possible to reveal significant shortcomings in this process. The findings prove that HEIs do not create favourable organizational conditions for future primary schools teachers to develop their innovative professional and personal qualities. These include the following: competitiveness; motivation towards lifelong learning and continuing professional development; knowledge about appropriate ways of personal development; creative and IT skills.
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Alnoor, Abdulghani, and Ma Hong Yu. "Yemenis Primary School Teacher Competency." Social Sciences 5, no. 5 (May 1, 2010): 414–20. http://dx.doi.org/10.3923/sscience.2010.414.420.
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çermik, Hülya. "The Ideal Primary School Teacher." Social Behavior and Personality: an international journal 39, no. 8 (September 1, 2011): 1113–25. http://dx.doi.org/10.2224/sbp.2011.39.8.1113.
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The qualities that an ideal primary school teacher has to have according to the view of 109 teacher trainees were investigated. Data were collected from an open-ended question in which the participants' views about the ideal primary school teacher and the reasoning behind those views were explored. Content analysis, frequency analysis, and percentage techniques of the collected data resulted in 6 themes: ethical and humanistic values; teaching skills; cultural and scientific knowledge; personal qualities; interaction with society, environment, and parents; and self-values.
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Goodrum, Denis, Judith Cousins, and Adrianne Kinnear. "The reluctant primary school teacher." Research in Science Education 22, no. 1 (December 1992): 163–69. http://dx.doi.org/10.1007/bf02356892.
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ESMAGANBETOVA, D. B. "PRIMARY SCHOOL TEACHER COMMUNICATIVE CULTURE." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 6 (2020): 51–58. http://dx.doi.org/10.51883/20704046_2020_6_51.
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OSIESI Mensah Prince. "The import of professional development programmes for primary school teachers in Nigeria." International Journal on Integrated Education 3, no. 10 (October 10, 2020): 48–55. http://dx.doi.org/10.31149/ijie.v3i10.677.
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The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.
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Osiesi Mensah Prince. "The import of professional development programmes for primary school teachers in Nigeria." International Journal on Integrated Education 3, no. 7 (July 29, 2020): 111–18. http://dx.doi.org/10.31149/ijie.v3i7.507.
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The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.
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Haig, Belinda, and Steven S. Sexton. "Primary students’ perceptions of good teachers." Set: Research Information for Teachers, no. 3 (November 1, 2014): 22–28. http://dx.doi.org/10.18296/set.0316.
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This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.
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Mubarok, Husni, Ma’ruf Akbar, and Endry Boeriswati. "The Impact of Perceptions of Policy Dissemination, Communication, and Motivation on National Character Knowledge of Primary School Teachers." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 128. http://dx.doi.org/10.36941/jesr-2021-0036.
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This study measures perceptions of policy dissemination, communication, and teacher motivation on knowledge of primary school teachers' nationality character. The survey method with structural equation models was used involving 144 primary school teachers in Pati, Central Java, Indonesia. The instruments were in the form of questionnaires on national character knowledge, policy dissemination, communication, and teacher motivation. The concern in this study is the cognitive abilities of primary school teachers in the form of knowledge of national characters and non-cognitive abilities in the form of policy dissemination, communication, and motivation. The study results indicated an influence of policy dissemination, communication, and motivation on primary school teachers' national character knowledge. Primary school teacher motivation provided a significant positive value on the teacher's nationality character's experience. In addition to the influence of non-cognitive abilities on cognitive abilities, there was also a positive influence between the non-cognitive abilities of primary school teachers. This study recommends that policymakers, including school principals, have an excellent opportunity to succeed in national character education, including character education in general, if policy dissemination is implemented optimally and appropriately to primary school teachers as educators.
Received: 12 January 2021 / Accepted: 16 February 2021 / Published: 5 March 2021
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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.
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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
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Lenanant, Apichat. "Developing of The Causal Relationship Model of Factors Affecting Educational Quality of Primary Schools in Phetchaburi Province." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 66–77. http://dx.doi.org/10.31686/ijier.vol8.iss6.2375.
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The aim of this paper is to develop and confirm the causal relationship model of factors affecting educational quality of primary schools. The quality of school education is an important product that represents the future of the nation and influenced by the theory of administrators’ leadership, teacher leadership, and school culture. The sample used in this research were obtained by multi-stage random sampling from 138 elementary schools (According to the Krejcie & Morgan (1970: 607-610) sample size table. The respondents in schools consisted of 430 teacher (132 school administrators, 138 academic teachers and 160 teachers). The research instrument was 1 questionnaire that with the reliability of 0.98. The statistics used for data analysis were mean, standard deviation, kurtosis, skewness, Pearson's product moment correlation coefficient, and structural equation analysis with LISREL (8.80 student edition) program. The findings show that: 1) administrators’ leadership variables Influence through teacher leadership, and school culture on the quality of education of the school, 2) Teachers' leadership variables directly and indirectly affected through school culture variables on school quality variables, and 3) School culture variables directly affected on school quality variables.
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Lamanauskas, Vincentas. "Primary School Teachers’ Educational Research: Educational Practice and Professional Development Context." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 1–18. http://dx.doi.org/10.23947/2334-8496-2020-8-3-1-18.
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Teacher research activity is an important complex part of their work. Therefore, alongside with the other, their important professional competences, teacher research activity competence becomes a significant one. Teacher’s activity space has widened a lot. Carrying out various research, the teacher uses the obtained information firstly for their activity improvement. It is obvious that there is a lack of reliable research on this question. A deep gap exists between educational research and educational practice. This research aimed to ascertain primary school teachers’ position on educational research question. The research was carried out in 2019, in which 106 primary school teachers from various Lithuanian schools took part. A two-part research instrument was applied, which consisted of open-ended and closed-ended questions. A descriptive qualitative and quantitative content analysis was carried out. Though most of the teachers thought that educational research was important for their practical activity, however, the biggest gap between educational research and educational practice is most frequently determined by the lack of teacher competence in this sphere. There exists an obvious teacher support need as well as teacher professional development needs in the aspect of research availability/accessibility and its use in educational practice.
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Hiltunen, Matti, Sirpa Kärkkäinen, Tuula Keinonen, Markus Hähkiöniemi, Sami Lehesvuori, and Pirjo Tikkanen. "PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS." Problems of Education in the 21st Century 69, no. 1 (February 20, 2016): 37–56. http://dx.doi.org/10.33225/pec/16.69.37.
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In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.
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Atmono, Dwi, and Muhammad Rahmattullah. "STUDY OF PRIMARY SCHOOL TEACHER COMPETENCE IN TANAH BUMBU REGENCY." JPDI (Jurnal Pendidikan Dasar Indonesia) 2, no. 1 (November 13, 2017): 5. http://dx.doi.org/10.26737/jpdi.v2i1.266.
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Teacher competence is central factor that influencing teacher performance to create human resources with certain quality. Teacher competence influenced by many factors, such as educational background and teaching experience for his specific subject. This study aims to: 1) map the competence of primary school teachers in Tanah Bumbu Regency, and 2) analyze the effect of educational background and teaching experience to teacher competence. This study used quantitative approach. Population of this research is all primary school teachers in Tanah Bumbu regency which already followed Online Test of Teacher Competence (UKG Online) as many as 1,106 teachers. Samples were taken by using purposive random sampling as much as 20% of the total population that numbered 160 people. Variables of this study are: 1) Teacher Competence, 2) Educational Background and 3) Teaching Experience. This study used quantitative analysis includes percentage technique and multiple linear regressions. The results showed: 1) Primary school teacher competence in Tanah Bumbu Regency is above the national average score of 53.05, but still below the Minimum Competence Standards (SKM) of 55. The average score of pedagogic competence is 48.15 and professional competence is 55.91. 2) There is a significant simultaneous effect of educational background and teaching experience to teacher performance. Partially, only teacher experience variable that that significantly influence the teacher competence.
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Kasirin, Kasirin. "THE EFFORTS TO IMPROVE TEACHER PERFORMANCE THROUGH ACADEMIC SUPERVISION BY THE PRINCIPAL IN PRIMARY SCHOOL." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 3, no. 3 (October 29, 2020): 112. http://dx.doi.org/10.26418/jp2d.v3i3.113.
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There have been many attempts to prepare teachers to become professionals. The fact shows that not all teachers have a good performance in carrying out their duties. Supervision, which is assumed to be a teacher guidance service, is expected to advance and develop teaching so that teachers can teach well and impact student learning. The research aims to improve teacher performance through academic supervision by the principal at SDN 7 Sungai Ambawang. The research method used was descriptive research, with school action research with a collaborative nature with the teacher. The subjects in this study were 18 teachers at SDN 7 Sungai Ambawang, Sungai Ambawang District. Data collection technique in this study was measurement technique and the instrumentl used was the observation sheet. This study's results are as follows: The first finding, the teacher's performance increases in doing learning planning. The second finding, the teacher's performance increases in carrying out learning. The third finding, the teacher's performance increases in assessing student learning achievement. To improve teacher performance at SDN 7 Sungai Ambawang has been done well. Researchers provide motivation, guidance, and direction to teachers to compile complete teaching administration and teaching planning through academic supervision to produce higher quality learning. (2) In the implementation of academic supervision to improve teacher performance at SDN 7 Sungai Ambawang, almost all of the 18 teachers could carry out learning well. Academic supervision activities can increase teacher competence in preparing and implementing learning well, creatively, and fun.
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Meckes, Lorena, and Martín Bascopé. "Uneven Distribution of Novice Teachers in the Chilean Primary School System." education policy analysis archives 20 (September 30, 2012): 30. http://dx.doi.org/10.14507/epaa.v20n30.2012.
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This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level—perhaps below the minimum that will be required—have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere.
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Nguyen, Yen Thi Xuan, Xuan Van Ha, and Ngoc Hai Tran. "Vietnamese Primary School Teachers’ Needs for Professional Development in Response to Curriculum Reform." Education Research International 2022 (April 20, 2022): 1–8. http://dx.doi.org/10.1155/2022/4585376.
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This qualitative study explored the needs for teacher professional development (PD) of Vietnamese primary school teachers. The participants of the study were ten teachers at ten different primary schools in a large city in Vietnam. The data included in-depth individual interviews with the participating teachers. Qualitative analysis of the interview transcripts revealed several interesting insights into the teachers’ perspectives on PD, their regular PD activities, and their needs for PD. All the teachers considered PD essential for their demanding teaching job. They reported having attended various PD programs and activities provided by their schools, and the department of education and training at the province and district levels. They also participated in several teacher professional learning communities available on the Internet. However, the teachers expressed a need for more PD programs and activities, especially in the context of curriculum reforms. Notably, they preferred to attend PD courses which were more practical and relevant to their work. In addition, they highly appreciated the hands-on activities and opportunities to interact with teacher trainers and educators. These findings were interpreted and discussed in relation to the sociocultural contexts of Vietnamese primary education. The study also discussed implications for PD course designers and teacher educators in Vietnamese primary school contexts and beyond.
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Matsenjwa, Lindiwe Rose, and S’lungile Kindness Thwala. "PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 74–87. http://dx.doi.org/10.33225/pec/13.55.74.
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The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.
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Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.
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The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.
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Kilinç, Ali Çağatay, Serkan Koşar, Emre Er, and Zeki Öğdem. "The Relationship Between Bureaucratic School Structures and Teacher Self-Efficacy." Articles 51, no. 1 (September 9, 2016): 615–34. http://dx.doi.org/10.7202/1037362ar.
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The purpose of this study was to examine the relationship between bureaucratic school structures and teachers’ self-efficacy. Participants included 252 teachers from 15 primary schools in Ankara, Turkey. Mean, standard deviation, correlation, and regression analyses were conducted. Results indicated that bureaucratic school structures and teacher self-efficacy were positively and significantly correlated and a bureaucratic school structure was a significant indicator of teacher self-efficacy. The results of the study are discussed with a focus on improving teacher self-efficacy.
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Kapranov, Oleksandr. "Framing the Identity of an Ideal Primary School Teacher of English." English Studies at NBU 6, no. 1 (June 8, 2020): 95–110. http://dx.doi.org/10.33919/esnbu.20.1.4.
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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.
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Tyson, Orla, Clare M. Roberts, and Robert Kane. "Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?" Australian Journal of Guidance and Counselling 19, no. 2 (December 1, 2009): 116–30. http://dx.doi.org/10.1375/ajgc.19.2.116.
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AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.