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Journal articles on the topic 'Teachers' attitudes'
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1
Suhaili, Hidayati, and Syafwan Syafwan. "Upaya Guru PPKN dalam Meningkatkan Sikap Jujur Siswa." IJOCE: Indonesia Journal of Civic Education 1, no. 2 (June 30, 2021): 39–47. http://dx.doi.org/10.31539/ijoce.v1i2.2386.
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ABSTRACT
The purpose of this study was to determine the efforts of PPKn teachers in improving students' honest attitudes and what obstacles were encountered by teachers in improving students' honest attitudes at SMPN 3 Payakumbuh District. The type of research used is qualitative with descriptive method. The results of this study are: 1) PPKn teachers' efforts in improving students' honest attitudes are: (a) Providing learning motivation for students; (b) Provide various learning models; (c) Reduction of value when caught cheating on the results of a friend's test; (d) Assign error points weights; (e) The imposition of punitive sanctions. 2) The teacher's obstacle factors in improving students' honest attitudes are: (a) Factors from within the students; (b) The interest of students in learning is low; (b) Lack of understanding of students in applying an honest attitude; (c) Factors from outside the students, such as the teacher's busyness and environmental factors. The conclusion that the PPKn teacher's efforts in increasing honesty in students is to always instill and increase honesty in themselves.
Keywords: Honest Attitude, PPKN Teacher.
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Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (October 1, 2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.
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AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.
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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.
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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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Ediyanto, Ediyanto, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, Md Abu Bakor Siddik, and Areej Talea Almutairi. "Indonesian Teachers’ Attitudes Toward Inclusive Education." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 31–44. http://dx.doi.org/10.2478/dcse-2021-0014.
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Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).
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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.
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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.
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Denny, Stacy. "Looking back while moving Forward: When teacher Attitudes Belie Teacher Motive in Bidialectal Classrooms." International Journal of Learning and Development 2, no. 5 (October 26, 2012): 289. http://dx.doi.org/10.5296/ijld.v2i5.2569.
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Abstract: This study compares and contrasts the language attitudes of teachers of African American Vernacular English (AAVE) and West Indian Creole English (CE) speakers over the last fifty years, to determine if there have been any significant changes, to draw out the implications of these findings and offer reasons for the results. Teachers’ attitudes towards these languages were generally negative over the decades, but I noticed that as the number of teachers of colour increased in the USA, there was a slight shift in attitude towards AAVE in a positive direction. I conclude that though language attitudes are very difficult to change, teacher education which specifically targets and challenges teacher language attitudes will be a major step in helping to shift these attitudes further for the benefit of teacher and student. Keywords: Teacher Attitude, AAVE, Creole, Language Discrimination
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Wagner, Iwona, and Hanna Wiśniewska-Śliwińska. "Teacher attitudes – based on research." Pedagogika. Studia i Rozprawy 28 (2019): 83–96. http://dx.doi.org/10.16926/p.2019.28.07.
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Introduction. Speaking of teachers’ attitudes, it is impossible to mention the fact that ethical values must be respected in teacher’s work. The results of research in this area bring examples of different behaviours of teachers. Aim of the study. 1. To determine what attitudes teachers perceive in their environment and what attitudes presented by teachers are perceived by students. 2. To formulate which attitudes presented by teachers are desired by teachers and students and which are not. 3. To present students’ opinions on what qualities teachers should have. Material and methods. The research was conducted in Silesian Voivodeship from May 2018 to February 2019. The research covered 300 teachers working in Czestochowa and in the counties of Czestochowa and Myszkow, as well as 300 students. The method of diagnostic survey and interview was applied. Results. Teachers most often notice fair, tolerant, wise people in their professional group, and students often notice inconsistent people among teachers, those who do not listen to others, as well as those who are wise and open. According to teachers, the attitudes least frequently presented by teachers are : aggression, negative attitudes towards students. Pupils are least likely to encounter laziness and disorganization of the teacher. According to teachers attitudes that teachers should not present include aggressiveness, impatience, indifference and, according to students, aggressiveness, negative attitude towards students and impatience. According to the pedagogues, teachers should be open, and according to the students, be fair. Among the qualities that teachers should have students most often give wisdom, fairness and sense of humour. Conclusions. 1. Teachers most often notice in their professional group people who are fair, tolerant and wise. Pupils most often notice inconsistent, deaf, wise and open-minded people among teachers. 2. Teachers are convinced that there should be no aggressiveness or impatience among teachers. Students cite aggressiveness and negative attitudes towards students as undesirable attitudes of teachers. 3, According to the majority of students, the features that teachers should have are great knowledge, sense of justice, humour. It is worthwhile for teachers to pay attention to the students’ preferences.
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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.
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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.
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Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (October 2, 2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.
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<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>
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Garmabi, Hanieh, and Gholamreza Zareian. "EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students." International Journal of Learning and Development 6, no. 1 (February 29, 2016): 61. http://dx.doi.org/10.5296/ijld.v6i1.9124.
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In any educational program, the most influential factor affecting the students’ level of improvement is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher‘s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts.
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Yanti, Resi, Hameng Kubuwono, and Dina Hajja Ristianti. "Sikap Siswa Terhadap Guru dan Faktor yang Mempengaruhinya." Journal of Education and Instruction (JOEAI) 3, no. 2 (December 28, 2020): 222–30. http://dx.doi.org/10.31539/joeai.v3i2.1460.
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This study aims to find out the attitude of students towards teachers and the factors that influence them in SMPN 4 Bermani Ilir. This research is a field research with qualitative approach. Data collection techniques used in this research include observation, interviews and documentation. Data analysis techniques in this study include data reduction, data presentation and conclusions. The results of the study obtained information that students should maintain the boundaries between themselves and their teachers, by maintaining a polite attitude, manners, not testing the ability of teachers, and so on. As a student must realize that the teacher is a figure that must be respected and obeyed if it does not deviate from the teachings of islam. With this, teachers also hope that students can follow their attitudes so that students can develop care by listening, politeness, obedience and honor. Factors that influence students' attitude towards their teachers in school are internal factors and external factors. In conclusion, students' attitude towards teachers should maintain the boundaries between students and teachers, maintain attitudes and exemplify teachers by maintaining politeness, compliance and respect for teachers.
Keywords: Influencing Factors, Student Attitudes, Attitudes Towards Teachers
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Siswanto, Edi. "Implementation Of Character Education In Planting Student Nationalism In The Era Of Independent Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 308. http://dx.doi.org/10.20961/shes.v3i2.46252.
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<p><em>Seeing the existing problems with the character crisis in this country, as an effort for social studies teachers to implement character education in instilling the nationalism of students in the era of independent learning. The method used in this research is a qualitative descriptive method, where descriptive research in this case is a study that aims to describe the policy of independent learning as an effort to improve the quality of education and the attitude of nationalism. The results of this study indicate that the attitude of nationalism which is part of the character values really needs to be possessed by students, the role of the teacher is very important in shaping the character of students who have a nationalistic attitude. The teacher's role implementation can be reflected in the teacher's personality, because the teacher is the main factor and influences the learning process of students. The efforts of history teachers in forming students' nationalistic attitudes, namely linking with the scope, historical material and lesson plans for history subjects, the methods used by teachers in instilling the existing values of nationalism. Learning media used by teachers in an effort to form student nationalism attitudes.</em></p>
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Aghaz, Alireza, Zohre Arani Kashani, and Arash Shahriyari. "Evaluating Teachers’ Attitudes Toward Stuttering Using the Persian Version of the Teacher’s Attitudes Towards Stuttering Inventory." Journal of Modern Rehabilitation 15, no. 1 (December 23, 2020): 41–46. http://dx.doi.org/10.32598/jmr.15.1.6.
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Introduction: The attitude of teachers is effective in improving the quality of life and academic achievement of students with stuttering. The Teachers’ Attitudes Toward Stuttering (TATS) inventory is a tool for evaluating teachers’ opinions and attitudes toward stuttering. The purpose of this study is to validate the Persian version of the TATS (TATS-Persian) and a preliminary study of the attitude of elementary teachers towards stuttering.Materials and Methods: In this cross-sectional study, which is of validation and instrumentation type, 32 teachers from elementary schools in Tehran were recruited by the available sampling method. To examine the content validity of TATS-Persian, 12 teachers were surveyed, and for the test-retest reliability of it, 12 teachers re-completed the TATS-Persian after one week. The statistical methods included the Cronbach alpha coefficient calculation and the Spearman correlation test.Results: The content validity, test-retest reliability, and internal consistency of TATS-Persian were 0.92, 0.93, 0.96, respectively. The Mean±SD scores of teacher’s attitudes were 78.09 ±11.9. Also, the teachers’ attitudes score had a significant positive correlation with the number of stuttering students experienced in their teaching history.Conclusion: The Persian version of the TATS inventory is a valid and simple tool for evaluating teachers’ attitudes toward stuttering.
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Puniya Saktia Darma, I. Wayan. "KOMPETENSI GURU AGAMA HINDU DALAM PEMBENTUKAN SIKAP RELIGIUS SISWA SEKOLAH DASAR SE-KECAMATAN SUKAMAJU KABUPATEN LUWU UTARA PROVINSI SULAWESI SELATAN." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 327. http://dx.doi.org/10.25078/jpah.v1i2.260.
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<p><em>Competence is one's ability. The better the competence of a teacher in a school then the achievements obtained by students will be good, so it is important that a teacher has knowledge and ability, especially in the formation of religious attitudes of students. The establishment of students' religious attitude will be more effective and efficient if a teacher has the right skills and strategies so that students are able to behave in accordance with religious teachings and virtuous. So it can be said that the success of students is determined by the competence of teachers owned.</em></p><p><em></em><em>The results showed (1) .The competence of Hindu religious teachers in the formation of religious attitudes of elementary school students of Sukamaju District of North Luwu Regency of South Sulawesi is (a) Pedagogic competence that is competence which refers to the ability of teachers in implementing classroom management. (B) Competence keperibadan namely competence that refers to the attitude and personality of teachers. (C) social competence refers to the teacher's ability to communicate with the school and community environment. (D) Professional competence refers to the ability of teachers to implement their professional attitude. (2). The obstacles faced in the formation of religious attitudes of the students of the Sukamaju Elementary School in South Luwu Regency South Sulewesi are (a) Lack of student learning motivation (c) lack of school facilities and infrastructure 3) lack of teaching hours at school (d) the influence of social environment. (3). Efforts to improve the religious attitudes of elementary school students in Sukamaju sub-district of North Luwu regency of South Sulawesi are (a) giving of school habituation (b) giving exemplary (b) establishing Pasraman</em></p>
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Ichsan, Ilmi Zajuli, Rika Sa'diyah, Nur Fadli Hazhar Fachrial, Ainur Rosyid, and Rosa Susanti. "Pre-Service Elementary Teacher in Global Warming and Environmental Health Issue: Attitude in Natural Science Learning." Jurnal Penelitian Pendidikan IPA 8, no. 3 (July 31, 2022): 1199–203. http://dx.doi.org/10.29303/jppipa.v8i3.1485.
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Pre-service elementary teachers’ attitude in supporting the achievement of the ecosystem and environmental balance is necessary to implement. Most global warming topic taught in natural science learning has yet to be based on environmental orientation. This research purpose was to analyze pre-service elementary teachers’ attitudes in preventing global warming and environmental health issue. The research uses a descriptive method with the data collection technique of the survey. The research samples include 239 students of the Department of Elementary Teacher Education in Jakarta, Bogor, Depok, Tangerang, Bekasi (Jabodetabek) area. These students are pre-service elementary teachers. Data analysis used is by comparing the average score of each item and indicator. The research result indicates that the average score for attitudes is 87.33 suggesting that the attitude score is relatively high. The attitudes, however, have not been fully implemented in the form of attitudes to prevent global warming and environmental health issue. Natural science learning plays a prominent role in providing understanding related to global warming. The research results also recommend the application of more applicable lecture activities to the pre-service elementary teachers to improve the pre-service teacher attitude in natural science learning. The research concludes that the score of the pre-service elementary teachers’ attitudes is within a high category
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Mitevski, Orce, Mitevska Petrusheva, and Katerina Biljana Popeska. "Perspectives of students - Future natural sciences teachers regarded teacher’s role as educator." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 96–105. http://dx.doi.org/10.18844/cerj.v7i3.2651.
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One of the important segments in the initial education of the teachers is creating positive attitudes of students for the importance of teachers’ role as educator. The aim of this research is to determine the attitudes of students – future teachers about the role of the teacher as an educator and to determine the differences in student’s attitudes regarded their sex. The study was conducted on a sample of 94 examiners, students at Teaching Faculties in Republic of Macedonia preparing for future teachers in natural sciences. Obtained results were analyzed using quantitative and qualitative analyses. Differences in student’s attitudes regarded the sex were determined using Pearson chi - square test. It could be concluded that students-future teachers in natural sciences have developed positive attitudes toward teacher’s role as educator, establishing teacher’s personal characteristics, its authority, and reputation and building quality relations with pupils as one of the important aspect. Yet it’s notable that for most of the examiners, teacher’s role as transmitter of knowledge is defined as more important and priority. These findings suggest on need for greater emphasis of the teacher as a factor in creating student’s personality through educational activities and realization of teacher’s role as educator.
Keywords: Competences, pedagogical work, educator, students.
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Erten, Pinar. "Attitudes and Evaluations of the Teachers Towards Distance Education During the COVID-19 Pandemic." Discourse and Communication for Sustainable Education 13, no. 1 (June 1, 2022): 112–44. http://dx.doi.org/10.2478/dcse-2022-0010.
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Abstract This study aims to identify the attitudes and evaluations of the teachers towards distance education which has become compulsory due to the COVID-19 pandemic. Both the attitudes towards distance education and the evaluations regarding this application and process were taken with an online survey prepared in this context. The authors have reached the teachers with the help of various applications and collected the data. The study was performed under the mixed method. It has been determined that the teachersí attitudes towards distance education were negative. This study also examines how teachersí attitudes towards distance education differ according to various parameters and it was found that only the teachers with previous distance education experience have a positive attitude. Apart from these, the views of the teachers were also questioned by various means. It was found out that the teachers have both positive and negative attitudes and evaluations, and suggestions were developed in this regard.
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Hapsyah, Dina Rahmawati, Nina Fitriyani, Riska Handayani, Theodora Nurmalia, Afan Abdul Jabbar, Deni Purwanto, and Aip Badrujaman. "HUBUNGAN ANTARA SIKAP TERHADAP EVALUASI GURU BK DENGAN KETERLAKSANAAN PROGAM BIMBINGAN DAN KONSELING." Jurnal Renaissance 4, no. 02 (August 13, 2019): 564. http://dx.doi.org/10.53878/jr.v4i02.102.
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Attitudes towards program evaluation need to be owned by guidance and counseling teachers in implementing programs so that the services provided are of higher quality. This study aims to look at the relationship between the teacher's counseling and counseling attitudes towards program evaluation and the implementation of guidance and counseling programs. In this study, the subjects of the study population were guidance and counseling teachers at Serang District (Banten) State Middle School, amounting to 30 people. The instrument used is the teacher's attitudes of guidance and counseling towards the evaluation of basic services used to obtain information about the teacher's attitudes of guidance and counseling on evaluating basic services and instruments for the implementation of guidance and counseling programs used to describe the evaluations carried out by teachers guidance and counseling . The results showed that 50% of the guidance and counseling teachers had good knowledge of the guidance and counseling teacher evaluation, as many as 63 guidance and counseling teachers had good opinions on the evaluation of guidance and counseling. The results of the study on the implementation of the guidance and counseling program evaluation showed that 47% of guidance and counseling teachers carried out an evaluation of counseling and guidance program planning, 53% of guidance and counseling teachers carried out process evaluation, 59% of guidance and counseling teachers carried out evaluation results, while evaluation of counseling programs was 53 %. Keywords: Attitudes toward Guidance and Counseling Teacher Evaluation, Implementation of Guidance and Counseling Programs
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Kaleli, Yavuz Selim. "Investigation of the Relationship between Pre-service Music Teachers’ Attitudes towards Teaching Profession and their Self-efficacy Beliefs." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 580. http://dx.doi.org/10.46328/ijres.v6i4.1493.
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This study aimed to examine the attitudes of pre-service music teachers towards teaching profession and their teaching self-efficacy beliefs. The attitudes and self-efficacy beliefs of pre-service music teachers towards teaching profession were compared based on the variables of gender and academic achievement. The research sample consists of 262 pre-service music teachers studying in the faculties of education in Turkey. Personal information form, attitude scale towards teaching profession and teacher self-efficacy beliefs scale were used in the research. The findings showed that the pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession are high. In addition, pre-service teachers’ attitudes and self-efficacy beliefs towards teaching profession differ according to their gender and level of academic achievement. A significant relation was found between pre-service teachers’ self-efficacy beliefs and attitudes towards teaching profession.
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MS.Tahseen Arshad, Dr.Fakhra Aziz, Dr.Ghazala Noureen, MS.Sabeen Asghar, and MS.Kiran Karamat. "A Comparative Study of Teacher’s knowledge, Attitudes and Behavior’s Regarding Evidence Based Practices of Public and Private Universities in Lahore." Journal of Arts & Social Sciences 7, no. 2 (December 31, 2020): 93–100. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(93-100).
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Abstract
This study “A comparative study of teacher’s knowledge, attitudes and behaviors regarding Evidence-based practices of public and private universities in Lahore” investigates the difference between knowledge, attitudes and behaviors of public and private university teachers by adopting questionnaire as a tool of data collection. The study targeted the three hundred teachers of public and private universities of Lahore. The main objective of the study was to compare the knowledge, attitudes and behaviors of public and private university teachers.
Data was analyzed using descriptive and inferential statistics. The results show that overall teachers have knowledge, positive attitudes and behaviors towards Evidence-based practices. Findings of comparison indicate public sector teachers have higher knowledge and more positive attitude towards EBP as compare to private sector teachers. But on the other hand, behavior of private sector teachers was more positive than public sector teachers.
Key words: Comparative, evidence-based practices, attitudes, behaviors
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Garmabi, Hanieh, and Gholamreza Zareian. "Investigating EFL Teachers' Attitudes towards the Effectiveness of Reading Metacognitive Strategies Regarding Their Academic Degrees." International Journal of Linguistics 8, no. 1 (February 21, 2016): 26. http://dx.doi.org/10.5296/ijl.v8i1.9069.
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<p>Xu (2012) stated that teachers' beliefs are more influential than teachers' knowledge on determining their teaching activities, so effective teacher beliefs about learners are of importance, and are considered as integral components of effective teaching. In other words, teachers' beliefs influence teacher consciousness, teaching attitude, teaching methods, teaching policy, and also strongly influence teaching behavior and learner development (Xu, 2012). With such an importance in teachers' beliefs and attitudes, this study tried to explore the teachers' attitudes towards the effectiveness of reading metacognitive strategies which are used by high school students. To do so, 91 teachers holding BA and MA degrees were chosen as the participants of study. They all had an experience of teaching English at different high schools of three Cities in Iran. These participants were asked to complete 34 item thesis questionnaire which investigated the teachers' attitudes toward the effectiveness of reading metacognitive strategy use. The results of statistical analysis indicated that although teachers holding MA and BA degrees had the same attitudes about pre-reading metacognitive strategies, they had significantly different attitudes about reading and post-reading metacognitive strategies.</p>
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Kustati, Martin, and Hidayat Al-Azmi. "Pre-Service Teachers' Attitude on ELT Research." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 1–13. http://dx.doi.org/10.46303/ressat.03.02.1.
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This paper reports on a research determining the attitudes of pre-service EFL teachers’ attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.
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Onwuegbuzie, Anthony J. "Teachers' Attitudes toward Statistics." Psychological Reports 83, no. 3 (December 1998): 1008–10. http://dx.doi.org/10.2466/pr0.1998.83.3.1008.
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Wise's 1985 Attitude Toward Statistics scale was used to obtain normative data for 222 teachers enrolled in graduate classes in statistics and research methods. Comparisons with norms from other studies in which the scale was used indicated that these teachers had less positive attitudes toward the field of statistics and the course than did graduate students in psychology. In addition, the teachers had less positive attitudes toward the field of statistics than did undergraduate students from a variety of disciplines. These differences in attitudes ranged from .55 to .87 standard deviations, indicating moderate to large effect sizes. Recommendations for research include replicating the study.
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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.
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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST) was used to measure teaching motivation. ‘Dimensions of Attitude towards Science’ (DAS) was used to measure attitudes towards teaching science whereas the ‘Behavioural Intention Scale’ was used to measure behavioural intention in teaching science among pre-service science teachers. Partial Least Square-Structural Equation Modelling approach was used to evaluate the reliability and validity of the instruments. Research findings concluded all instruments are valid and reliable to be used in future research. Key words: self-efficacy beliefs, teaching motivation, attitudes towards teaching science, behavioural intention, partial least square-structural equation modeling.
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Suliyarti, Riri, Nurhizrah Gistituati, Rusdinal Rusdinal, and Irsyad Irsyad. "Persepsi Siswa tentang Komunikasi Interpersonal Guru di Sekolah Menengah Kejuruan Negeri 5 Padang." Journal of Educational Administration and Leadership 1, no. 2 (December 14, 2020): 1–7. http://dx.doi.org/10.24036/jeal.v1i2.39.
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This study aims to determine: 1) students 'perceptions about openness of interpersonal communication of teachers, 2) students' perceptions of empathy in teacher's interpersonal communication, 3) students 'perceptions of supportive attitudes in teacher's interpersonal communication, 4) students' perceptions of positive attitudes of interpersonal communication of teachers, 5) students' perceptions about the similarity of teacher's interpersonal communication. This research is quantitative descriptive, and data collection techniques are using a questionnaire. The results showed that students' perceptions of teacher interpersonal communication were; 1) openness with 79.37% achievement which is in good enough criteria, 2) empathy with 86.80% achievement are in good criteria, 3) mutual support with 83.41% achievement in good criteria, 4) positive attitude with achievement of 79.67% in the category is quite good, 5) similarity with achievement of 76.67 in the criteria is quite good, so it can be concluded that the interpersonal communication of teachers in SMK 5 Padang according to students' perceptions with a score of 81.18% on good criteria.
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Kellerman, Sharon. "Attitudes of a multi-disciplinary team regarding sexual education among students with Developmental Cognitive Disabilities (DCD)." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 32 (March 15, 2021): 185–212. http://dx.doi.org/10.14746/ikps.2021.32.10.
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This quantitative study examines the attitudes of multidisciplinary staff regarding sex education among students with developmental intellectual disabilities and compares the attitudes of teachers working in regular education and those working in special education, and attitudes of religious versus non-religious teachers. One hundred and twenty teachers from various schools in the State of Israel participated in the study. The vast majority were women (91.7%), and the rest were men (8.3%). The prevailing level of religiosity in the study was secular (47.5%), and religious (43.3%). Most teachers had no experience working with children with special needs (60%). The study participants completed a demographic survey. The questionnaire used to examine the research questions was The Sexual Attitude Scale (SAS) (Hudson, Murphy, & Nurius, 1983) – a 25-item summated category partition scale that was designed to measure the extent to which an individual adheres to a liberal or a conservative orientation concerning sexual expression. One question was removed from the original questionnaire (statement 18: heavy sexual petting should be discouraged) and 5 statements were added, focusing on attitudes toward sex education for students with developmental intellectual disabilities. The study findings show that the level of conservatism among special education teachers was lower than the level of conservatism among regular education teachers, i.e., special education teachers expressed more positive attitudes. The study find-ings show that the level of conservatism among religious teachers was higher than the level of conservatism among non-religious teachers, i.e., non-religious teachers expressed more positive attitudes. It was also found that there is a positive and significant relation between the seniority of teachers and their degree of conservatism: the more years of experience teachers had, the more negative were their attitudes regarding the sexual education of students with Developmental Cognitive Disabilities (DCD). In contrast, there was no significant connection between age and level of conservatism. The study also examined the relationship between the role of the teacher and his attitudes. The study reveals surprising findings that show that the highest degree of conservatism was found among teachers and counselors, then, among professional teachers, and finally, school therapists who demonstrated the lowest level of conservatism. This means that the most positive attitudes were among the paramedical caregivers and the more negative among the educators and counselors.These findings suggest that training is needed for teachers in regular education, and among religious teachers, who are more conservative concerning sex education for people with special needs. It was also found that there is a connection between the teacher's role and his attitudes, and that the teacher's discipline should be addressed in the training. Veteran teachers have shown more negative attitudes, which is why training, for both teaching students and young teachers, and especially to veteran teachers, has an impact on their attitudes towards sex education among people with special needs. This training, beyond the knowledge provided, will facilitate changes of social attitudes to another, more positive view, towards people with special needs.
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Alfianah, Ari, Widi Dewi Ruspitasari, and Mohammad Bukhori. "PENGARUH SIKAP INOVATIF DAN KEDISIPLINAN TERHADAP KOMPETENSI GURU SD NEGERI GUGUS SEKOLAH 1, KECAMATAN KARANGPLOSO, KABUPATEN MALANG." Jurnal Ekonomi Manajemen dan Bisnis 2, no. 2 (January 3, 2022): 35–37. http://dx.doi.org/10.32815/jubis.v2i2.908.
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This study aims to determine the effect of: 1) Innovative attitude towards teacher competence; 2) Discipline towards teacher competence; 3) Innovative attitude and discipline towards teacher competence of SD Negeri 1 Cluster School, Karangploso District, Malang Regency. A total of 77 elementary school teachers in School Cluster 1, Karangploso District, Malang Regency. The results of this study indicate, among others: 1) Innovative Attitudes have a significant effect on Teacher Competence; 2) Discipline has a significant effect on Teacher Competence; 3) Innovative and Disciplined Attitudes have a significant effect on the Competence of Elementary School Teachers in Cluster 1, Karangploso District, Malang Regency.
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Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (August 30, 2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.
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Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta
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Kiliç, Durmuş. "Changes in Democratic Attitudes of Trainee Teachers Over Time." Social Behavior and Personality: an international journal 38, no. 9 (October 1, 2010): 1211–18. http://dx.doi.org/10.2224/sbp.2010.38.9.1211.
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The purpose in this study was to investigate the democratic attitudes of prospective teachers in line with certain variables. The study was carried out with 233 randomly selected teacher trainees during the 2005-2006 academic year. A democratic attitude scale was applied to student teachers while they were freshmen in 2002 and seniors in 2005. Results showed that democratic attitudes of the student teachers did not change over time.
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San Martin, Constanza, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez, and Umesh Sharma. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices." Sustainability 13, no. 4 (February 20, 2021): 2300. http://dx.doi.org/10.3390/su13042300.
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Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.
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Beyazoğlu, Gamze. "Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 3390–93. http://dx.doi.org/10.53350/pjmhs2115103390.
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Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes
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Ahmadishokouh, Ali Asghar, and Fatemeh Samadi. "The Differences between English and Russian Language Teachers' Attitudes towards CALL." International Journal of Multicultural and Multireligious Understanding 8, no. 10 (October 3, 2021): 147. http://dx.doi.org/10.18415/ijmmu.v8i10.3072.
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Teachers play an important role in the implementation of Computer Assisted Language Learning(CALL) into language classes and their attitudes have proved to be significant predictors of using technology in their classes. In other words, Teachers’ attitudes are considered as a major factor that influences the use of new technologies in the educational settings. Thus, their attitudes toward computer can play an important role in the acceptance and actual use of technology in teaching in general and language teaching in particular. A review of the literature shows many examples of student voice reports, but not enough studies have conducted on teachers’ attitudes towards CALL. This study was an attempt to address the possible differences between the English and Russian language teachers' attitudes towards incorporating CALL into their teaching professions. To this end a number of 53 English teacher and 52 Russian language teachers participated in the study. They were asked to fill the E & L teachers' attitude toward CALL questionnaire.The collected data was analyzed using SPSS 22 through running independent sample T- test. The result indicated that there is a significant difference between English and Russian teachers' attitude towards CALL. Moreover, it was concluded that English language teachers have more positive views towards incorporating CALL into their teaching.
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Nurfaidah, Sitti. "Three Attitudes of a Reflective Teacher." Research and Innovation in Language Learning 1, no. 1 (April 18, 2018): 39. http://dx.doi.org/10.33603/rill.v1i1.1084.
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Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study’s implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility
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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.
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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.
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Pillai, Ajay Kumar, Margaret Pereira, Jasper Roe, and Luong Khanh Luong. "Curriculum Innovation in Vietnam: A Study on Teachers’ Attitudes using the Dimensions of ACB (Affective, Cognitive and Behavioral) Model." Vietnam Journal of Education 6, no. 1 (March 24, 2022): 20–31. http://dx.doi.org/10.52296/vje.2022.141.
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This study examines teachers’ attitudes towards curriculum innovation in Vietnam. The paper attempts to contribute to understanding teachers’ attitudes and responses towards curriculum innovation in terms of competencies, several affective, cognitive, and behavioral abilities of teachers which may affect the overall attitudes towards curriculum innovation, leading to extensive ramifications for the success of an educational project. To understand the attitude of teachers, a mixed-method explanatory sequential design approach is used. The authors collected quantitative data and then designed a qualitative open-ended plan to build upon the quantitative research. ANOVA was performed to test the statistical significance and correlations were established. Data gathered from interviews were analysed using thematic analysis. This study shows that the overall attitudes of teachers and educators towards curriculum innovation in Vietnam are favourable. However, both quantitative and qualitative show there are certain challenges to such innovations. No teacher had either a broad view of curriculum innovation or awareness of the interrelationship between the three dimensions of attitude and the implementation of the curriculum although aspects of each dimension were mentioned by individual teachers.
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Rind, Zainulabdin. "Theories of Attitude: Implications for Head Teachers." Sukkur IBA Journal of Educational Sciences and Technologies 1, no. 2 (February 2, 2022): 47–52. http://dx.doi.org/10.30537/sjest.v1i2.1021.
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The basic assumption of the consistencies theories is that there must be consistency between attitude and behaviours. On another side, the functional theories explain that changing attitudes requires understanding the motivations or their function to individuals. The functional attitude theories also provide an explanation of why attitudes change. The social judgment theory of attitude change is based on the study of research literature and by practice. It shows the importance of people's previous attitudes. Most of the other approaches are just mild with the previous attitudes.
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Camilleri, Patrick, Bård Ketil Engen, Ove Edvard Hatlevik, Juan Carlos Colomer Rubio, and Héctor Hernández Gassó. "Student teachers and their attitudes towards ICT." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (November 30, 2021): 38–52. http://dx.doi.org/10.7577/njcie.4207.
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This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.
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Ferguson, Robert H., Xiaofen D. Keating, Dwan M. Bridges, Jianmin Guan, and Li Chen. "California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram." Journal of Teaching in Physical Education 26, no. 2 (April 2007): 161–76. http://dx.doi.org/10.1123/jtpe.26.2.161.
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This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.
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Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (January 31, 2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.
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Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.
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Inarsih, Nova Sri, Sastika Seli, and Dewi Syafitri. "Student’s Attitude and Challenges toward Teaching Practicum Programme (PPL) in Junior High School." EDULIA: English Education, Linguistic and Art Journal 1, no. 2 (March 6, 2021): 45–49. http://dx.doi.org/10.31539/edulia.v1i2.2121.
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This study aims to describe the attitudes and challenges of students towards the teaching practicum program (PPL) of STKIP-PGRI Lubuklinggau in Junior High School. The research method used is descriptive qualitative research. The research subjects were 16 respondents who were selected by purposive sampling. In collecting data, researchers used interviews and questionnaires. The results showed that many respondents had the most positive attitudes towards the affective and behavioral components. However, the component with the lowest teacher candidate teacher attitudes is the cognitive component. In terms of challenges for prospective teachers, most respondents (37.5%) rated field workload as a challenge, while the least field of supervision was faced by respondents during PPL (6.25%). In conclusion, the analysis of findings related to the attitudes of prospective STKIP-PGRI Lubuklinggau teachers in Junior High Schools is an almost positive attitude.
Keywords: Attitudes, Challenges, Pre-Service Teachers, Teaching Practicum Program
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Bada, S. Olusegun, M. Inuwa Ibrahim, A. Umar Aliyu, and Abubakar Sani. "Relationship Between Teachers’ Motivation, Attitude and Students’ Academic Achievement in Senior Secondary Schools in Bauchi Metropolis." Kashere Journal of Education 3, no. 1 (June 16, 2022): 49–54. http://dx.doi.org/10.4314/kje.v3i1.7.
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This study investigated the influence of teachers' motivation and teachers’ attitudes, on students’ academic achievement in secondary schools in Bauchi metropolis in Bauchi state, Nigeria. Correlational research design was used. Teachers’ Motivation Questionnaire (TMQ), and Teachers’ Attitude Questionnaire (TAQ) were adapted and used for the research study. Three hypotheses were tested at 0.05 level of significance. The statistical tools used were Multiple Regression Analysis and Pearson's Product Moment correlation coefficient. The participants in this study were made up of 191 teachers and purposively selected from the population of 382 teachers of English and Civic Education across 26 senior secondary schools in Bauchi metropolis. Multiple regression analysis discovered that there is a significant positive relationship among teachers' motivation, teachers' attitudes and students’ academic achievement (f= +13061, p<0.05), and also shows that 12 percent of variance in student achievement is contributed by teachers' motivation and teacher attitudes scores (R2= +0.122). The results further revealed a significant relationship between the motivation of teachers and students’ academic achievement (r= +0.304, p<0.05), and there is significant relationship between teachers' attitudes and students’ academic achievement (r= +0.243, p<0.05). The study recommends among others that, teachers should be motivated by government and education stakeholders in order to improve teachers’ attitudes toward teaching and students’ academic achievement.
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Ruwaida, Ruwaida, and Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN." IndOmera 3, no. 5 (March 22, 2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.
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The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Rotich, Paul K., Richard K. Ronoh, and Joseph M Mubichakani. "Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County." International Journal Of Engineering And Computer Science 7, no. 02 (February 21, 2018): 23596–605. http://dx.doi.org/10.18535/ijecs/v7i2.13.
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In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers
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Hartanto, Cahya Fajar Budi, A.M. Wibowo, and Mohamad Miftah. "Teacher Perceptions, Responses, and Attitudes towards Learning Supervision." Formosa Journal of Science and Technology 1, no. 8 (December 24, 2022): 1233–44. http://dx.doi.org/10.55927/fjst.v1i8.2280.
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Learning supervision is one of the efforts to increase the teacher's role in carrying out their duties so that it is hoped that it can help develop teacher competence. However, supervision is often seen as a heavy burden that must be faced by teachers. This research was conducted to assess the perceptions, responses, and attitudes of teachers towards learning supervision. All three must be kept positive so that they become motivation and momentum to absorb input from supervisors. The results of the study show that teachers' perceptions of supervision in various regions in Indonesia are very different, some are already good and some are still lacking. The response of the teachers was generally good and made supervision a means of balancing, bridge and communication. Meanwhile, the attitudes of teachers tend to be low because they do not yet feel a good partnership between teachers and supervisors.
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Pamuk, Savas, Rıdvan Elmas, and Yakup Saban. "A Modeling Study on Science Teachers’ Sustainable Development Knowledge, Attitudes and Practices." Sustainability 14, no. 16 (August 22, 2022): 10437. http://dx.doi.org/10.3390/su141610437.
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This study investigates possible predictors of science teachers’ education for sustainable development (ESD) practices by controlling their significant life experiences (SLE), knowledge and attitudes about sustainable development (SD), and schools’ environment. Fifty schools and 376 teachers participated in the study. A survey was conducted investigating teachers’ demographic information and their knowledge and attitude about SD and ESD practices. Their schools were examined as ESD facilitators. Teachers’ SLE was a significant predictor of their knowledge and attitude about SD and their ESD practices. Besides, teachers’ knowledge about SD predicted their attitude towards SD. Their attitude towards SD and SLE predicted their ESD practices. Also, schools’ physical environment was not a significant predictor of any teacher-related variables.
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Page, Angela, Jeanette Berman, and Penelope Serow. "Parent and Teacher Attitudes Towards Inclusive Education in Nauru." Australasian Journal of Special and Inclusive Education 44, no. 2 (September 1, 2020): 116–28. http://dx.doi.org/10.1017/jsi.2020.10.
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AbstractIt is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.
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İlhan, Nail, Hülya Güngör, and Emine Gülseven. "Scale of Attitudes Towards Online Formative Assessment: Teacher’ Attitudes during COVID-19 Pandemic." International Journal of Educational Methodology 8, no. 2 (May 15, 2022): 241–57. http://dx.doi.org/10.12973/ijem.8.2.241.
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<p style="text-align: justify;">Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.</p>
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Usak, Muhammet, Harun Uygun, and Muharrem Duran. "THE EFFECTS OF SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS' ATTITUDES TOWARD SCIENCE AND THEIR ACHIEVEMENT." Journal of Baltic Science Education 21, no. 4 (August 25, 2022): 694–705. http://dx.doi.org/10.33225/jbse/22.21.694.
Full textAbstract:
Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers' PCK on students' achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers' PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided. Keywords: attitudes toward science, pedagogical content knowledge, science achievement, science teachers, teaching experience
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Columna, Luis, John T. Foley, and Rebecca K. Lytle. "Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 295–311. http://dx.doi.org/10.1123/jtpe.29.3.295.
Full textAbstract:
The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.