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Han, Eunjung, and Hyejoo Jung. "A Study on the Perception of Secondary Teacher Competency and Secondary Teacher Training Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (May 31, 2024): 721–41. http://dx.doi.org/10.22251/jlcci.2024.24.10.721.
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Objectives This study aims to analyze the competencies of secondary school teachers recognized by novice teachers and the problems and improvement tasks of the secondary school teacher training curriculum they experienced. Through these results, we tried to derive implications for the future secondary school teacher train-ing curriculum. Methods We conducted individual online interviews with nine novice teachers who have less than five years of teaching experience. The data obtained from the interviews were analyzed according to the procedure of open coding, sub-topic derivation, and higher-topic determination using thematic analysis methods. Results The results of the analysis are as follows. Firstly, the competencies required for teachers recognized by novice teachers were communication skills, relationship-building skills, insight into human psychology and life, and continuous professional development capabilities. Secondly, the characteristics of the secondary school teacher training curriculum were theory-centered curriculum operation, efforts to strengthen practicality, student practice as a “valuable time”, presentation, discussion, team task-oriented operation, and systematic curriculum operation based on the formation of values as teachers. Thirdly, it was found that the problems of this school teacher training curriculum were an impractical curriculum, variations in the quality of the curriculum based on in-dividual differences between the professors or training instructors in charge, and the limitations of “eventuality” in student practice that lacked teaching opportunities and practical experience. Finally, it was proposed to improve the secondary school teacher training curriculum by restructuring the curriculum according to the growth process of pre-service teachers, strengthening the field of school education by inviting teachers and enhancing practical practice, operating a convergence curriculum, and enhancing student practice by systematizing it, strengthening educational services, and reducing supervisor work. Conclusions These findings suggest the following points. Firstly, the communication and relationship skills that novice teachers perceive as important competencies prove the fact that they are having difficulty communicating and establishing relationships. Secondly, it is necessary to consider transitioning to a curriculum that balances theory with a field-oriented approach. Finally, a paradigm shift is needed to focus on enhancing competencies through effective teaching methods.
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Jena, Prakash C. "A Study of Techno-Pedagogical Competence among Secondary School Teachers." JOURNAL OF TEACHER EDUCATION AND RESEARCH 18, no. 02 (December 20, 2023): 1–2. http://dx.doi.org/10.36268/jter/18201.
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To attain efficiency in every aspect of teaching, a teacher must have a high level of professional commitment. Teachers having appropriate techno-pedagogical skills can make teaching a more pleasurable experience without feeling much pressure. Techno-pedagogy has three ranges of information such as content, pedagogy and technology. Techno-pedagogical competence is teachers’ ability to use technology technology effectively in teaching. A teacher with competency in technology and pedagogy must know the existence, components, and capability of various technologies used in teaching and learning settings
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Das, Sijila, and Nalinilatha M. "A STUDY ON TEACHING COMPETENCY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 508–13. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2063.
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The role of teacher is proficient, be composed of academic, didactic and social roles. Academic roles cover teaching, instructing and supervisory characters and pedagogical characters include instructional, valuation and simplifying roles. The study aimed to identify the teaching competency of secondary school teachers. The investigator adopted survey method to study the teaching competency between teachers from selected government, private and aided school. For this study a sample of 300 school teachers from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant difference towards teaching competency among selected secondary school teachers with respect to personal variables like Gender, Marital Status, Educational Qualification, Type of Management and Teaching experience. The findings of the study help to discover the teaching competency of secondary school teachers in the society.
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Barad, Mr Sadashiv, and Prof Prasanta Kumar Acharya. "Attitude of Secondary School Students’ towards Smart Classroom Teaching: An Explanatory Study." International Journal of Research Publication and Reviews 5, no. 1 (January 24, 2024): 2162–66. http://dx.doi.org/10.55248/gengpi.5.0124.0348.
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Kumari, Manjeet. "A Comparative Study of Teacher Effectiveness of Secondary School Teachers of Sonepat District." Management Insight - The Journal of Incisive Analysers 16, no. 01 (June 25, 2020): 41–44. http://dx.doi.org/10.21844/mijia.16.1.8.
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The teaching profession is a highly sophisticated profession that regularly reaches out past academics. Besides ensuring that students experience scholastic success, teachers must also work as surrogate parents, guides and counselors, and even almost-politicians. There is almost no limit to the jobs a teacher may play. The purpose of the present study was to study the teacher effectiveness of secondary school teachers of Sonepat district. For this study, a sample of 120 secondary school teachers was selected. The teacher effectiveness scale developed by Puri and Gakhar (2010) was used to measure teachers’ teaching effectiveness. The study’s findings revealed no significant difference between the teacher effectiveness of male and female secondary teachers of Sonepat district. It also revealed that gender does not affect teaching efficiency or effectiveness.
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Thangarajan, M. "A STUDY OF THE RELATIONSHIP BETWEEN TEACHER ATTITUDE AND TEACHING APTITUDE OF PROSPECTIVE SECONDARY SCHOOL TEACHERS." International Journal of Technical Research & Science 3, no. 04 (May 25, 2018): 142–44. http://dx.doi.org/10.30780/ijtrs.v3.i4.2018.014.
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The main purpose of the research was to study the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers as they are the future teachers and many at times become the role models for their students. The researcher took 650 prospective secondary school teachers from 10 colleges of education under Nagarjuna university. Teacher attitude inventory by Dr. S.P. Ahluwalia and Teaching aptitude test developed by S.C Gakhar and Dr. Rajnish were used to measure the Teacher attitude and Teaching aptitude of the prospective teachers. The analysis and interpretation of the data was done by calculating the co-efficient of correlation. The major findings of the study were: 1) The Teacher attitude and Teaching aptitude have significant positive correlation 2) Academic qualifications do not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of prospective secondary school teachers. 3) Methodology opted does not have any significant influence on the relationship between Teacher attitude and Teaching aptitude of the prospective secondary school teachers.
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Kothawade, Dr Pravin Laxman. "Correlative Study of Teaching Effectiveness & Job Satisfaction of Higher Secondary School Teachers." Indian Journal of Applied Research 4, no. 7 (October 1, 2011): 116–18. http://dx.doi.org/10.15373/2249555x/july2014/35.
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Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.
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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequency and percentage were used whereas thematic analysis was used for analyzing the qualitative data. Findings show that the majority of English language teachers use the bottom-up approach during the teaching of the listening skill. Findings also show that English language teachers failed to properly and fully implement the pre, while and post listening activities. Findings also show that teachers’ emphasis on grammar, teachers’ preference to explanation and demonstration than to create students listening opportunities, teachers’ preference to teacher-centered approach, teachers’ reluctance to provide students opportunities to exercise listening were some of the challenges facing the class room exercise of teaching the listening skill. Finally, it is recommended that English language teachers should clearly understand and properly exercise the pre, while and post-listening activities in the process of teaching the listening skills. Moreover, practical in-service trainings on how to teach listening skill should be given to teachers
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Askarkyzy, Samal, and Aziza Zhunusbekova. "EXPERIMENTAL STUDY OF EMOTIONAL BURNOUT OF SECONDARY SCHOOL TEACHERS." 3i intellect idea innovation - интеллект идея инновация 3 (2023): 176–84. http://dx.doi.org/10.52269/22266070_2023_3_176.
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The article is dedicated to an experimental study of the burnout of secondary school teachers. The authors conducted a study based on the concept of experimental testing of the program of correctional and developmental work with secondary school teachers to prevent burnout. The article shows the study results of the extent of professional burnout of secondary school teachers and it substantiates the need to establish a systematic approach to the prevention of burnout syndrome among school teachers, since the majority of teachers, as indicated by statistical data of the Republic of Kazakhstan, are women, who are exposed to chores and a shortage of time required for family and personal life in addition to their occupation stressors. The article explores the potential for secondary school teachers to nurture and refine their professional skills. It also describes the development of new teaching methods and technologies, participation in professional trainings and courses, reading special literature and following current trends in education. The paper underlines that mitigating burnout is not only vital but also paves the way for the development of a teacher's personal brand, which hinges on continuous self-reflection, feedback from both students and peers, and a commitment to ongoing professional growth.
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Beisenherz, Paul C., and Marylou Dantonio. "Preparing secondary teachers to study science teaching." Journal of Science Teacher Education 2, no. 2 (June 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.
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Situmorang, Pandoyo, Valews Nopatri L. Purba, Listra Sitohang, and Erikson Saragih. "SPEAKING TEACHING STRATEGIES BY SECONDARY SCHOOL ENGLISH TEACHER." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 2 (February 2, 2022): 50. http://dx.doi.org/10.32682/jeell.v8i2.2147.
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The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.
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Li, Jing, Xuejun Xie, and Yanyuan Ma. "Study on the Tripartite Collaborative Training Mechanism for Secondary School Mathematics Teachers." Contemporary Education and Teaching Research 4, no. 11 (November 24, 2023): 562–66. http://dx.doi.org/10.61360/bonicetr232015171102.
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Based on the principle of "local colleges and universities serving the local community", the university has established a tripartite collaborative training mechanism with the local secondary schools and government with clear rights and responsibilities, stable coordination and win-win cooperation. Based on the theoretical teaching and practical guidance of teacher education, and oriented to the improvement of educational and teaching ability, the university is striving to build a cooperative community integrating the training of secondary school mathematics teachers, the training of in-service secondary school mathematics teachers, and the research and service of backbone teacher education.
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Menon K.P, Seema, and Sobha K. "TEACHER EFFICACY OF SECONDARY SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 5, no. 6 (June 30, 2017): 637–43. http://dx.doi.org/10.29121/granthaalayah.v5.i6.2017.2096.
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The study aims to find out the teacher efficacy of secondary school teachers. The sample for the present study consisted of 350 secondary teachers of Kerala. In this study the investigators used a teacher Efficacy scale to measure the teacher efficacy of secondary school teachers. The study reveals that secondary school teachers possess an average level of teacher efficacy and also that there exist significant difference in the mean scores of teacher efficacy with respect to type of management and teaching experience, but no significant difference exist in the mean scores of teacher efficacy with respect to Gender and locale and Subject of specialization.
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Stamatis, Panagiotis J., and Vasiliki E. Kostoula. "Nonverbal Immediacy in Teaching Process: A Case Study in Secondary Education." European Journal of Education and Pedagogy 2, no. 1 (January 10, 2021): 20–24. http://dx.doi.org/10.24018/ejedu.2021.2.1.25.
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Communication holds a leading position in education and more specifically in the learning process. Especially the communication which takes place between teacher and student is one of the most important skills in education. If teaching communication is well established, pedagogical relationships are promoted and a positive pedagogical environment is created. Within this framework this article aims at pointing out the positive impact of the teacher’s nonverbal immediacy in the teaching and learning processes. Teaching immediacy is a powerful learning incentive and renders the learning process more efficient. The results of a case study examining nonverbal immediacy of the secondary education teachers of an Upper Secondary General Education School (Lyceum) are presented.
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a, Aashish, and Vishal Kumar. "TEACHING LEARNING PROCESS OF SCIENCE CLASSROOM AT SECONDARY LEVEL SCHOOLS: AN EXPLORATORY STUDY." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 487–96. http://dx.doi.org/10.21474/ijar01/12863.
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The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.
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Brown, Ph.D, Troy T., and Enid F. McLymont, Ph.D. "Teacher Qualification Characteristics and Secondary School Students’ Mathematics Achievement: A Quantitative Study." Journal of Education and Culture Studies 3, no. 3 (September 1, 2019): p339. http://dx.doi.org/10.22158/jecs.v3n3p339.
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Many Grade 12 Caribbean Secondary Education Certificate (CSEC) Mathematics examination registrants are consistently underperforming due to their inability to grasp basic mathematical concepts (Caribbean Examinations Council, 2006-2016). The purpose of this research was to examine the relation and association between five Teacher Qualification Characteristics (TQCs) and students’ 2016 CSEC Mathematics achievement at two secondary schools in the British Virgin Islands (BVI). A sample size of 113 participants were incorporated in this research (N=105 students and N=8 teachers). These teachers taught these students CSEC Mathematics during the year of examination, 2015-2016. The Spearman’s rho correlation revealed that there was a statistically significant positive relationship between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [r=.416; p=.000 < ?=.001], [r=.235; p=.016 < ?=.05], and [r=.20; p=.041 < ?=.05] respectively. Similarly, the chi-square output showed a statistically significant association between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [p=.000 < ? =.001], [p=.010< ? =.05], and [p=.003< ? =.05] respectively. On two occasions, the Bonferroni adjustment was used. For both tests, professional development and academic coaching were not statistically significant.
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Kim, Somin. "예비 고등 수학교사들의 Geometer’s Sketchpad를 이용한 수업 시연에 관한 다중 사례 연구." Korean School Mathematics Society 20, no. 3 (September 30, 2017): 303–23. http://dx.doi.org/10.30807/ksms.2017.20.3.005.
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This is a multiple-case study of how preservice secondary mathematics teachers teach a particular mathematics using a technological tool. In a performance interview, the preservice teachers demonstrated how they would teach a specific mathematical topic using Geometer’s Sketchpad. The results of this study showed that the preservice teachers designed diverse types of lesson plans and implemented different pedagogical and technological techniques in their teaching demonstrations. The findings suggest that preservice teachers’ pedagogical content knowledge is an important factor in the integration of technology into their mathematics teaching. Thus, mathematics teacher educators should help preservice teachers gain a robust pedagogical content knowledge in order to effectively teach mathematics with technological tools.
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Dalnaik, Sagar Kumar. "A Study on Problems of Teachers in Teaching Mathematics at Higher Secondary Level of Mayurbhanj District, Odisha." International Journal for Research in Applied Science and Engineering Technology, no. 12 (December 31, 2022): 421–27. http://dx.doi.org/10.22214/ijraset.2022.47889.
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Abstract: The key objectives of the research work are to find the problems of teachers in teaching mathematics at higher secondary level. This study was administered on 120 mathematics teachers teaching in different higher secondary schools of Mayurbhanj district, Odisha, India. A self developed questionnaire was used to collect data from higher secondary school mathematics teacher to investigate the problems of teaching mathematics. The finding of the study emphasized that there is a significant difference between high and low experienced mathematics teachers’ attitude towards problems in teaching mathematics at higher secondary level. The outcome of research work revealed that there is no significant difference between male and female mathematics teacher’s attitude towards problems in teaching mathematics at higher secondary level. In addition to this, there is a significant difference in attitude among rural and urban mathematics teachers towards the problems in teaching mathematics at higher secondary level. Further, recommendations were given on the basis of obtained finding of the study.
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Saxena, Preeti, and Dharmesh Patel. "A Study of Online Teaching Strategies During Covid-19 of Secondary School Teachers." RESEARCH REVIEW International Journal of Multidisciplinary 9, no. 2 (February 15, 2024): 39–59. http://dx.doi.org/10.31305/rrijm.2024.v09.n02.005.
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During the advent of COVID-19, it became inevitable to switch from traditional face-to-face teaching to online teaching mode. Switching to the online teaching process was the only option left for uninterrupted learning. One of the ways to make the online teaching-learning experience was the ability to energize the class environment. Creating a classroom community where students can communicate after lectures and can share their ideas and thoughts. Recording of the lectures must be given to students so that they can see them later for better understanding. Effective teaching strategies implementation was utmost required to improve the online teaching and make online learning a successful experience for both teachers and the students. Descriptive survey method was used for the present study. Objectives were to study the role of teacher in online class during covid -19 pandemic, to find different types of educational strategies for making online classes, to study the role of parents and students in implementation during online classes. Sample was selected from the 7 Secondary Schools affiliated to the State Board of Gujarat in Vadodara city taking as random sampling technique which included 70 teachers. Self made questionnaire was used to achieve the objectives of the study. It has been found in present study that the maximum number of teachers were able to perform their role in helping students according to their needs, perform as a mentor, guide and friend, to inspire the students and the remaining have faced difficulty motivating their students. Able to maintain the proper interpersonal relationships, interactions were also possible between the teacher & students in online mode of teaching, but very few teachers face the difficulty in fulfilling or maintaining the interpersonal relationships. Different types of educational strategies were used in which maximum number of teachers were able to perform their interactive classroom though various activities. All the teachers were able to perform stories as strategies to clear the concept, majority of teachers are able to inspire the students and the remaining have faced difficulty with an inductive deductive approach & ICT based lesson plan in online mode of teaching. Majority of teachers were able to make good rapport with the students & Use teaching aids, various online quiz platforms in online mode of teaching, but very few teachers face the difficulty in fulfilling open forum or discussions & encourage Group feedback for engagement. The maximum number of teachers agreed that parents and students were found able to perform their roles, to perform online cultural programs, competitions & activities, to motivate online morning assemblies, dignity of online assessments, to connect in online parents and teacher meeting during online class.
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Ertaş, Güneş, and Fatma Aslan-Tutak. "Mathematics Teacher Education in Turkey through the Lens of International TEDS-M Study." Journal of Research in Mathematics Education 10, no. 2 (June 24, 2021): 152. http://dx.doi.org/10.17583/redimat.2021.3627.
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This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers’ mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers’ correct response percentages were higher than international average in all domains except “data” in primary level, and “data”, “mathematical modelling” and “symmetry” in secondary level. The common content domains where primary and secondary preservice teachers’ percentages were lower than international average is “data”. In this paper, these areas will be examined within the context of Turkish education.
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.
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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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Chatelain, Sabine, Karine Barman, Carlos Lage-Gómez, and Marcelle Moor. "Reframing Creative Teaching in Secondary Music Teacher Education." Education Sciences 14, no. 3 (March 18, 2024): 324. http://dx.doi.org/10.3390/educsci14030324.
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According to research about creativity in education, creativity can be considered an ability that can be fostered through specific teaching strategies. Consequently, future secondary music teachers should be equipped with the knowledge to develop students’ musical creativity. A challenge for teacher training lies in providing concepts and strategies to develop this professional knowledge. With the aim of improving a music didactics course, the purpose of this study was to understand how student teachers’ conceptions of creative music teaching evolved over one semester. In reference to the concept of creative teaching developed by Beghetto and research about the role of the teacher’s body in music education, a specific framework to identify aspects of creative pedagogical knowledge was conceived. A thematic analysis of two semi-structured interviews with five future secondary music teachers provided a detailed picture of the evolution of their conceptions about creative music teaching. Interestingly, student teachers’ knowledge of theoretical concepts presented in the course, as well as knowledge about the role of the body in creative music teaching, remained mainly implicit. Knowledge about their professional identities as creative musicians and pedagogues appeared to be relevant for enhancing awareness of how to teach with creativity. In order to describe this dimension more precisely, we develop the concept of creative stance knowledge as an emerging category from the data. Its potential for teacher training will be discussed, including a more embodied vision of creative pedagogical knowledge for music teacher training.
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Varma, Kavita, and Jyoti manwani. "TEACHER EMPOWERMENT:A COMPARATIVE STUDY OF URBANPRIVATE & GOVERNMENT SECONDARY SCHOOL TEACHERS OF AGRA DISTRICT." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 3076–94. http://dx.doi.org/10.37200/ijpr/v24i4/pr201419.
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Šestáková, Jana. "Case Study of Using Peer Instruction at Upper Secondary School." Scientia in educatione 7, no. 2 (December 31, 2016): 111–27. http://dx.doi.org/10.14712/18047106.298.
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The article describes the results of the case study “Implementation of the Peer Instruction method into education in the Czech Republic”, trying to answer one main question: “How is the Peer Instruction method implemented into physics teaching at upper secondary Czech school?”.The data was collected through interviews with the teacher, lesson observation and questionnaires for the teacher and students. The teacher involved in the study had been interested in the method since 2009. The research findings resulting from lesson observation and students’ opinions are from the 2014/2015 school year, when the method was implemented with students aged 17–18 years in three physics classes taught at an upper secondary school, with the respective numbers of students being 28, 16 and 13. The research generated the following conclusions, among other things: (1) the method should ideally be used immediately after a presentation of a new topic, therefore e.g. once a month, (2) a maximum of two ConcepTest questions should be used within one 45-minute lesson, and (3) students’ responses should be collected by means of ï¬ashcards rather than by an electronic voting system. The teacher starting with the method expected that ConcepTest questions would be simple for students and the work pace would be faster. She tried to hasten the work and therefore sometimes did not give students enough time to think about their responses, occasionally even failing to provide the option of a second answer. Nevertheless, the participating students gave positive feedback on this method, strongly indicating that that they had learned more while using this method. They admitted that using ï¬ashcards during the first answering was a strong incentive that boosted their motivation towards thinking about the answers. This article is intended for people interested in the Peer Instruction method, teachers and researchers in active learning.
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Lee, Jocelyn Yee Vun, and Alice Su Chu Wong. "Teaching reading in rural secondary schools in Sabah: A preliminary study." Borneo Akademika 4, no. 4 (October 1, 2020): 59–69. http://dx.doi.org/10.24191/bav4i4/80758.
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Several studies have indicated education inequality between rural students and urban students. In language learning, students in rural areas have lower proficiency in English than those in urban areas.The aims of the present study were to investigate the perceptions,instructional knowledge and classroom practices of English teachers in teaching reading in rural areas in Sabah.An online survey was conducted on a sample of 20 secondary English teachers in a teacher professional development programme in Kudat, Sabah. The implications of these findings for future practice in rural high schools are discussed.
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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
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Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
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Begum, Zahanat. "Factor Motivating Teachers to Teaching Profession at Secondary School Level." Volume 2, Issue 2 2, no. 2 (December 30, 2021): 17–29. http://dx.doi.org/10.55737/qjssh.834354352.
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Factors motivating teachers to teaching profession was the researcher area of interest. Objectives of the study were to identify the intrinsic factors and extrinsic factors that motivation teachers to teaching profession. Out 485 female secondary school teachers one hundred teachers were randomly selected. Closed ended questionnaire was developed. Collected data were analyzed through percentage. Findings of the study conclude that majority of the respondents were agreed that democratic attitude of Head of the institution serves as a motivational factor for teacher toward teaching profession. Most of the respondents viewed that students' interest and supporting attitude serves as a motivational factor for teachers toward teaching profession. Maximum respondents were agreed that recognition of work serves best to motivate teachers toward teaching profession. Large percentage respondents were agreed conducive work environment serves as a motivational factor for teachers in teaching learning process. Majority respondents were agreed that fame and Respect in Society motivate teachers toward teaching profession. Most of respondents were agreed with statement that, the financial support (Salary) motivates teachers toward teaching profession. Maximum respondents were agreed that pension and gratuity motivate teachers towards teaching profession. Several respondents were agreed with statement that Mentoring provides significant motivations to teacher. Many respondents were agreed that different teaching allowances motivates teacher toward teaching profession. Most of respondents were agreed with statement that Promotion from rank to rank motivate teacher to his profession.
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Fu, Junfeng. "Study on the Development of Secondary Vocational Education in China." International Journal of Education and Humanities 3, no. 1 (March 1, 2023): 66–73. http://dx.doi.org/10.58557/(ijeh).v3i1.136.
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In order to understand the current situation of secondary vocational education research in China, this paper adopts the literature research method to study the development of secondary vocational education in China. Firstly, we searched the literature of secondary vocational education research and found that the main research literature was focused on three areas: "research on secondary vocational education development", "research on school-enterprise cooperation and industry-education integration model of secondary vocational education", and "research on secondary vocational teaching reform". After analyzing the hotspots of secondary vocational education research, the future directions that researchers should focus on in the field of secondary education research in the future are generally "problems in the development of secondary vocational education", such as promoting the research of "school-enterprise cooperation and integration of industry-education" in secondary vocational schools. "The important role of secondary vocational education as a bridge", such as the promotion of the "double high" policy, which opens up new channels for higher education or vocational-technical universities through the creation of specialties. "Teacher training and pedagogical innovation in secondary vocational education" e.g. interdisciplinary cross-fertilization. It is strongly believed that these recommendations will be useful for researchers concerned with the field of secondary vocational education
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Ahmad, Sahibzada Waqar, Prof Dr N. B. Jumani, and Prof Dr Samina Malik. "Exploring the Perceptions of Secondary School Teachers about Critical Pedagogy at Secondary School Level." International Research Journal of Education and Innovation 2, no. 2 (September 30, 2021): 190–95. http://dx.doi.org/10.53575/irjei.21-v2.2(21)190-195.
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Critical teaching combines learning with reflective thinking. It allows students to understand the relationship between ideas, encourages questioning and challenges all forms of injustice and social disorientation. One principle of critical pedagogy is problem-solving education, which is an alternative to the banking model education in which the teacher is active, and the student is inactive in the learning process. Teachers in critical pedagogy are concerned about society and allow students to think critically and act within society. The present study examines critical teaching (CP) methods at the secondary school level. The aim of this study was to explore the perception of secondary school teachers about critical pedagogy, to examine the practices of critical pedagogy adopted by secondary school teachers. In the present study, mixed methods were adopted, which included both quantitative and qualitative methods. The design of this study was descriptive and survey type. The population for this study consisted of teachers from all public sector secondary schools (male) working in Hazara Division of Khyber Pakhtunkhwa (KP) and teaching English, Urdu, Pakistan studies, and Islamic studies subjects. There are a total of 380 secondary level schools for both boys in Hazara Division (KP), where 6408 teachers are working. Four out of eight districts (50%) were selected as a sample of study. Further, researcher used cluster sampling technique. Questionnaire was used as research tool. Then, according to the suggestions and recommendations of experts and based on evidence of piloting, necessary changes were made in the instrument. The reliability of this study was determined by Cronbach Alpha. The researcher visited personally to sample institutions to collect data. Quantitative data obtained from teacher’s questionnaires were compiled and tabulated. Percentages and mean scores were calculated to obtain results from quantitative data, and it was analysed and interpreted with the help of descriptive statistics, chi square (c2).
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Mardiani, Ridha, and Sifa Prasasti. "Capturing Secondary English Teachers' Teaching Style in the 21st Century: A Case Study at one Secondary School." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 9, no. 1 (February 26, 2023): 9–23. http://dx.doi.org/10.35569/biormatika.v9i1.1507.
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The demand of teaching in the 21st century has centered on the four Cs, critical thinking, creativity, collaboration and communication. How English teachers become aware of these characteristics and adapt their teaching styles to this demand needs to be researched. Therefore, this study aimed to (1) investigate the types of two English teachers teaching styles and (2) find out whether the teaching styles are still relevant to the 21st century teaching. This study employed a qualitative case study with descriptive data analysis. The study was conducted in one secondary school in Cimahi with two English teachers as participants. Two techniques were used in obtaining the data: 1) classroom observation, and 2) teachers’ interviews. Data were analysed in the lense of teaching style types from Grasha (1996), then juxtapose with the characteristics of learning in 21st century. The findings showed that T1 applied formal authority teaching style, while T2 implemented personal model category. T2 is more adaptable to the challenges of English teaching in 21st century by facilitating the students to be more critical in thinking, discussing current learning issues, helping the students using learning media proficiently and solving learning problems by collaborating and co-creating in real and virtual world
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Chouana, Khaled. "A self-study of a former EFL teacher in the Algerian secondary education." Global Journal of Foreign Language Teaching 12, no. 1 (February 28, 2022): 20–29. http://dx.doi.org/10.18844/gjflt.v12i1.6491.
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Several novices but also veteran teachers face several challenges as they try to implement the competency-based approach in their EFL classes. However, they can teach English better by deploying a number of innovative techniques and strategies instead of trying to implement a teaching method. This descriptive research paper aims to develop some reflections on TEFL at the secondary school level with special reference to Algeria. This research uses a self-study of teaching and teacher education practices (S-STTEP) by following the researcher’s work as an EFL headteacher and coordinator in Algerian secondary education for six years in order to illustrate ways in which personal techniques and strategies can contribute to a deeper understanding of teaching English in Algeria. The paper argues that TEFL in Algeria can evolve for the better as teachers adapt to the contextual factors and promote continuing professional development (CPD) and 21st-century skills. Keywords: Adaptation; Algerian secondary education; CBA; techniques; TEFL.
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Kalita, Anju, and Kaberi Saha. "A Study on the Effectiveness of Teachers Teaching English in the Secondary Schools of Kamrup District." Paripex - Indian Journal Of Research 2, no. 3 (January 15, 2012): 76–77. http://dx.doi.org/10.15373/22501991/mar2013/28.
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Kim, ShinYoung. "An Evaluation Study on Teaching Practicum in Secondary Schools." Korean Society for Educational Evaluation 31, no. 4 (December 30, 2018): 831–63. http://dx.doi.org/10.31158/jeev.2018.31.4.831.
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Bolden, Benjamin. "Teaching composing in secondary school: a case study analysis." British Journal of Music Education 26, no. 2 (June 3, 2009): 137–52. http://dx.doi.org/10.1017/s0265051709008407.
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This article reports a case study of an experienced teacher of composing working with secondary school students in a large urban centre in Ontario, Canada. Results suggest authentic assignments connect student composing to the ‘real world’, and so have meaning and life beyond the music classroom. Teachers can facilitate the development of theoretical music knowledge by supporting and enhancing the experiential learning that students accomplish on their own, through composing. Offering suggestions for change to compositions-in-progress, and cultivating a classroom ethos where students exchange this service amongst themselves, serves to enhance composing potential. By helping students infuse their work with personal knowledge, experiences, and interests, teachers can increase students’ meaningful involvement in classroom composing.
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SUGIYAMA, Sarina, and Yukinori UTSUMI. "Study on STEM Teaching Materials in Australian Secondary Schools." Journal of Research in Science Education 63, no. 2 (November 30, 2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.
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Sato, Takahiro, and Samuel Russell Hodge. "African American Teacher Candidates’ Experiences in Teaching Secondary Physical Education." Journal of Teaching in Physical Education 36, no. 1 (January 2017): 97–112. http://dx.doi.org/10.1123/jtpe.2016-0010.
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The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.
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Park, Ji Hyun, and Heungjoon Kim. "The Impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction." Educational Research Institute 43, no. 4 (February 29, 2024): 905–22. http://dx.doi.org/10.34245/jed.43.2003.
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The purpose of the present study is to verify the impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction. The study conducted descriptive statistics, correlation analysis, two- independent samples t tests, and regression analysis were conducted on 387 middle school teachers by using the SPSS 23 statistics program. The analysis results are as follows. First, there was a significantly positive correlation on the relationship between secondary school teachers' digital literacy competence, teaching quality, and teacher satisfaction. Next, there were significant differences in digital literacy competence, teaching quality, and teacher satisfaction depending on gender. There were significant differences in in digital literacy competence and teaching quality depending on age group. Lastly, secondary school teachers' digital literacy campetence had a significant impact on their teaching quality and teacher satisfaction. Based on these research results, theoretical and practical implications were derived regarding the digital literacy competence of secondary school teachers’ to improve their teaching quality and teacher satisfaction.
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DATOY, FLORAFEL C. "Teaching Competence and Challenges Encountered in Secondary Science Instruction." International Journal of English Language Studies 2, no. 4 (October 30, 2020): 33–46. http://dx.doi.org/10.32996/ijels.2020.2.4.4.
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The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.
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Zumwalt, Karen, Gary Natriello, Judy Randi, Alison Rutter, and Richard Sawyer. "Learnings from a Longitudinal Study of New Jersey Alternate Route and College-Prepared Elementary, Secondary English, and Secondary Math Teachers." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–54. http://dx.doi.org/10.1177/016146811711901406.
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Findings from a longitudinal survey, interview, and observational study of an early cohort of New Jersey elementary, secondary English, and secondary math teachers participating in a first-generation state alternate route initiative to address issues of supply, quality, and diversity in the teaching pool are discussed. The article explores emerging themes common to the literature on alternate routes and unique contributions of this study in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs. The article ends with implications of what has been learned and still needs to be learned about different approaches in the face of the continued need for highly qualified teachers and in light of the contrasting policy agendas surrounding teacher education. Rather than the “horse-race” mentality that dominated earlier debate of alternate route vs. college-based teacher education programs, a more constructive frame considers the short term and long term trade-offs (e.g., recruitment vs. preparation, recruitment vs. retention) that arose from New Jersey's early implementation of an alternate route program.
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Pramesti, Kadek Nesya Febi, I. Gusti Ayu Lokita Purnamika Utami, and Made Hery Santosa. "Infographics Development for Secondary School Students in English Learning." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 4, no. 2 (October 14, 2021): 93. http://dx.doi.org/10.20527/jetall.v4i2.11688.
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This study aimed to develop infographics as teaching media for 7th students of grade secondary school in learning English. The method used in this study was Design and Development research (DnD) promoted by Richey and Klein (2005) which consist three steps, namely design, development, and evaluation. Initial observation had been done at one of junior high school in North Bali. In that observation, it was found the use of visual media in teaching still monotonous. The visual media that used in the teaching and learning process were only PowerPoint and videos from YouTube. The PowerPoint was mostly used in the teaching and learning activity. The PowerPoint slides were filled with many words related to the material. The teacher only explained the material through PowerPoint without doing other learning activities. The development of infographics was done to support the teacher in using visual media in teaching and learning process. The data collections of this study were carried out by library research, document analysis, and expert judgment. The data analysis of this study used mixed qualitative and quantitative research. The result of this study was infographics are very good media for teaching English to 7th grade junior high school. The design in each infographics was simple and effective as visual media for English teaching and learning activity. The quality of infographics was assessed using expert judgment by two experts. The result of expert judgment was the infographics media were classified as good media and did not need to be revised based on level accomplishment from Agung (2013). Teachers were expected to use various visual media in the class for creating fun and meaningful learning process. The infographics became complementary teaching media and can be used for a long time period.
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Llurba, Cèlia, Gabriela Fretes, and Ramon Palau. "Pilot study of real-time Emotional Recognition technology for Secondary school students." Interaction Design and Architecture(s), no. 52 (June 10, 2022): 61–80. http://dx.doi.org/10.55612/s-5002-052-004.
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The large variety of students in a class makes the teaching task complex, making it difficult for the teacher to personalise learning to each student. Since students should be at the centre of the educational process, it is necessary to know them better, so this study aims to explore the possibilities of using a camera for emotion recognition (ER) with a view to the potential use of this information to improve the teaching-learning process. To accomplish the aim it is previously necessary to develop and apply code capable of detecting faces, ER and transfer this data into a database for further analysis, which consists of establishing the first approximations to the relationship between students' emotions and other conditions (subject, time of day, academic performance). By monitoring the emotional state of students, if used properly, can improve educational processes, such as the teacher's decision-making in the classroom, as well as optimise attention to students, adjusting their methodology or focusing on a specific student.
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Huang, Jing, Kenny Yau Ning Lock, and Feng Teng. "Autonomy in English Language Teaching: A Case Study of Novice Secondary School Teachers in Hong Kong." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 3–20. http://dx.doi.org/10.1515/cjal-2019-0001.
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Abstract Following years of pre-service teacher education, novice teachers are often enthusiastic about embarking on the journey in the teaching profession. However, they may not always possess the internal capacity and institutional support to take effective control of their teaching. This paper reports on a case study of the teaching lives of two novice secondary school ESL (English as a second language) teachers in Hong Kong, drawing on qualitative data gathered through individual face-to-face interviews, and supplemented by email exchanges and telephone conversations, over a one-year period. The study investigates how novice English teachers develop their teacher autonomy, and what factors contribute to their development as autonomous English teachers. The paper concludes that novice English teachers in Hong Kong possess the capacity and are also ready for autonomy, and that an invitational, supportive and collaborative school environment plays a decisive role in affording ample opportunities for novices to develop their autonomy in language teaching. The study suggests that novice teachers should become critically aware of the affordances (opportunities, possibilities, invitations, enablements) in their working conditions, and should meanwhile exercise their teacher agency to act on these affordances to pursue their personal-professional development.
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Vo Thi Kim Anh. "VIETNAMESE SECONDARY TEACHERS’ RESPONSES TO EMERGENCY ONLINE TEACHING." International Journal on E-Learning Practices (IJELP) 4 (October 11, 2021): 33–40. http://dx.doi.org/10.51200/ijelp.v4i.3422.
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Early 2020 witnessed one of the greatest pandemics in the history of human beings. All aspects of life have changed since then. In Vietnam, due to the unexpected pandemic, most schools nationwide have been occasionally closed for up to four months, leading teachers to a new way of teaching: online teaching. This study aimed at investigating how Vietnamese secondary teachers reacted to such a sudden change. The study employed sequential explanatory mixed method with the survey and the in-depth interview as the main instruments. The findings of the study revealed that Vietnamese secondary teachers used a mass variety of ways to maintain their teaching from sending exercises through Zalo and email to online meetings. In light of teachers’ view, their remote teaching was not very effective due to a lack of skills and knowledge. It was also found that secondary teachers of English in Vietnam need pedagogical, financial support, and resources to better implement their online teaching. The study recommends that the peer mentoring method and an immediate change in pre-service teacher education should be conducted as an effective way to help teachers overcome their challenges in the new teaching context. In addition, instant financial help from the government should be provided.
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Filimonyuk, Lyudmila, Valentina Ivashova, Natalia Ivanova, Victoria Burlyaeva, and Natalia Demchenko. "Updating the professional profile of the modern teacher: the results of a regional study." E3S Web of Conferences 371 (2023): 05047. http://dx.doi.org/10.1051/e3sconf/202337105047.
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The article presents the results of expert assessment of the importance of professional competencies for successful educational activity by the teachers of the regional system of secondary education. A theoretical review of the scientific literature on changes in general education and their impact on the professional activities of teachers, as well as the content of the current Russian professional teacher standard provided a methodological basis for the research tools of the current professional profile of the modern teacher. The expert survey and statistical data analysis procedures performed using SPSS software (version 23) allowed us to identify the latent factors that determine new important details of the professional profile of a secondary education teacher. The results of the study are the basis for the development of additional educational resources, professional development courses, internships in the system of supplementary secondary teacher education. Considering the requests of the professional teaching community, which faces staff shortages, it is possible to improve the quality and efficiency of educational organizations of the regional system of secondary education.
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Seben Zatkova, Tímea, and Zuzana Bobak. "DISCOVERY-TECHNIQUE-BASED TEACHING IN SECONDARY VOCATIONAL EDUCATION." Slavonic Pedagogical Studies Journal 11, no. 1 (February 2022): 76–88. http://dx.doi.org/10.18355/pg.2022.11.1.5.
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One of many alternatives available for teaching is inquiry-based teaching. In this type of teaching, the student is in the role of a researcher and the teacher in the role of the creator of learning activities and in certain phases also a guide for students. The aim of this study was to map the opinions and experiences of teachers with inquiry-based teaching and its implementation into secondary vocational education teaching. The research methodology was based on a questionnaire survey among secondary school teachers with the largest representation from the Nitra region. The results show that although awareness of inquiry-based teaching reaches 55% among the teachers, the practical implementation is low.
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You, Sukkyung, Ann Y. Kim, and Sun Ah Lim. "Job satisfaction among secondary teachers in Korea." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 284–97. http://dx.doi.org/10.1177/1741143215587311.
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This study applied multilevel modeling to examine how individual characteristics, such as gender and teaching experience, and contextual characteristics, such as principal leadership and perceived colleague support, influenced Korean secondary school teachers’ sense of job satisfaction. Previous research identified teachers with high job satisfaction to have positive influences on their students, making it important to understand teacher job satisfaction not only for teachers but also for students. Using data from a nationally representative sample of 2908 teachers from 150 middle schools, the results indicated that (1) among teachers’ individual characteristics, teacher efficacy had significant effects on teacher job satisfaction, and (2) among institutional, school-level characteristics, perceptions of academic climate, support from colleagues, and supportive principal leadership had significant impacts on teacher job satisfaction. The findings of this study provide reason for individual teachers to reflect on their sense of efficacy and the influence it can have on their professional practice. The study also suggests ways to create better education policies on the basis of its empirical data.
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Chowdhury, Tapashi Binte Mahmud, and Mohammad Nure Alam Siddique. "An Explorative Study on the Null Secondary Science Curriculum in Bangladesh." Science Education International 28, no. 2 (June 28, 2017): 147–55. http://dx.doi.org/10.33828/sei.v28.i2.8.
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The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then purposefully selected curriculum developers, textbook authors and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems like adolescent mistakes, child rape, child pregnancy and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy.
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Myrzakhmetova, Akbayan, Bahtiyar Smanov, Veli Ugur, and Aida Zhaparova. "Methods of teaching folklore in secondary school." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 4, 2024): 1742–52. http://dx.doi.org/10.54919/physics/56.2024.174qk2.
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Relevance. Folk songs, fairy tales, riddles, and tongue twisters are important for their emotional impact on a person, and the study of folklore allows a better understanding and feeling the spirit of the people, their worldview, culture, and history. The relevance of the study is based on the fact that at the present stage, due attention is paid to the use of folklore in the educational process in secondary school. Purpose. The purpose of the study: determine the role of folklore in the educational process through the conducted analysis of knowledge in secondary schools of Kazakhstan, identify the main genres of folklore, show the main techniques and methods of teaching folklore. Methodology. Comparative, descriptive, deductive, axiomatic, dogmatic, and abstraction methods and the method of analysis and synthesis were used to clarify this subject. Results. The result of the study was the definition of the concept of folklore and consideration of the classification of genres. The empirical part of the study consists of a survey conducted among 44 pupils, and a survey of 15 teachers of the highest category of secondary schools in Kazakhstan on the methodology of teaching folklore, its impact on the upbringing of the younger generation, and the activation of the educational process in general. Conclusions. The study examines Kazakh folklore and its components, shows the model of teaching folklore at school. The study allowed identifying certain features and assessing the prospect of further introduction of folklore teaching methods into the educational system of Kazakhstan, and developing recommendations for studying Kazakh folklore for grades 5-6. The practical importance of this subject is due to the main methodological aspects that affect the effectiveness of the use of certain methods of teaching folklore in secondary schools. Keywords: learning process; teacher; educational system; oral folk art; traditions
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Modius, Marcella, Nyet Moi Siew, and Mad Noor Madjapuni. "THE YOUNG TEACHER APPROACH IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS: A CASE STUDY." International Journal of Education, Psychology and Counseling 8, no. 49 (March 1, 2023): 37–56. http://dx.doi.org/10.35631/ijepc.849004.
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This study aims to explore the approach of Young Teachers in teaching and learning the subject of Mathematics, the ability of Young Teachers to help weak students in the subject of Mathematics and the motivation of students to follow the teaching and learning of Mathematics through the implementation of Young Teachers. The research informants involved eight informants consisting of i) two Mathematics teachers, and ii) six Form 5 students consisting of three Junior Teachers and three mentees. This study uses observation instruments, interviews, and document analysis. The research analysis uses qualitative methods and this research is in the form of a case study. The findings of the study have proven that with the implementation of the Young Teacher approach in the teaching and learning of Mathematics subjects, the credibility and leadership of the Young Teacher can be honed through mentoring the mentee by using cooperative learning. In addition, the internal and external motivation of Young Teacher students and mentees also influence the teaching and learning of Mathematics subjects. In conclusion, the implementation of the Young Teacher approach can have a positive impact on students, teachers and schools.
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Purnama, Nelza Gita, Risnawati Risnawati, and Detti Lismayanti. "Teacher’s Pedagogic Competence in Teaching English at Secondary School Level." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 3 (March 2, 2021): 362–76. http://dx.doi.org/10.52690/jadila.v1i3.127.
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Pedagogical Competence is one kind of competencies that completely need to be mastered by teachers. Pedagogical competence refers to educational and teaching qualifications. One of the qualifications, the teachers should have the ability to manage and run the process of teaching and learning in the classroom. The aims of study are to know how the teacher’s pedagogical competence in teaching English. This study used Descriptive approach using mix method and the data were structured observation, questionnaire, and interview. The subjects of this study are an English teacher and 36 students of SMPN 16 Bengkulu Selatan. The findings of this study showed that the pedagogical competence of student is enough in medium category in can be seen at data interview and observation, and supported with the score of students’ perception on teachers’ pedagogical competence in teaching English were 27.2. The forms include: comprehend the qualities of understudies, this is finished utilizing an individual methodology, learning procedures, learning techniques, and learning materials that suit with students need. For aspects of teacher understanding of learning theory and learning principles which emphasizes very much on manuals, for the parts of educational program advancement educators just comprehend a little about the standards of educational plan improvement. Instructors aggregate schedule and exercise plans dependent on MGP. Based on the results of this study, the researcher suggested to the teachers that they should try to improve their strategy and competence when teaching in the class. The main problem of English Teachers are focusing only on the book instruction, not using English while teaching, and just giving the learners assignments without giving explanation in advance. There are also the solutions of all the problems like joining learning seminar or teacher forum.