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This article presents the findings from an interview study with 12 subject teachers and special educators in three Swedish lower secondary schools. The purpose of the study was to explore how school professionals perceive and respond to dilemmas related to inclusive education that require prioritizations between conflicting values, principles or goals. Through the use of conceptual tools and theoretical notions of policy enactment, the article sheds light on how such dilemmas can be played out in practice. Four different dilemmas were discerned in the analysis: special vs. general education settings, external control vs. professional freedom, curricular demands vs. students’ needs and individual vs. group. The analysis illustrates how actors’ perceptions and responses to dilemmas can be framed by policy demands in different ways, but also by contextual factors and the actors’ roles and positions in their schools. In this way, the article provides a partly new understanding of such processes in relation to previous research. Moreover, it is argued in the article that the notion of dilemmas provides an educational dimension that can be an important addition in analyses of policy enactment.

Effective management allows teachers to see and handle student learning problems. This study aimed to determine the physical education management of elementary school teachers in Central Java and its predictors. This research is quantitative with data description and correlation. Using purposive sampling, the total number of respondents was 50 physical education teachers at the elementary level in Central Java. The data was processed using descriptive statistics, data normality, and correlation. The subjects studied had a minimum teaching experience of 1 year. Data collection techniques include instruments and observation by physical education teachers. The instruments included planning, implementation, and evaluation of physical education management. The questionnaire uses a scale of 1-4. In terms of age and length of teaching, researchers used correlation analysis. Correlation data were processed using SPSS Version 21. The management of physical education in Central Java is in the "good" category. Physical education management includes planning, implementation, and evaluation. Length of teaching and age are not predictors in physical education management. Most physical education teachers are linear and have at least a bachelor's degree. Further studies are needed involving many teachers and other variables to determine predictors. The results of this study contribute consideration, support, and contribution of ideas to stakeholders to improve the quality of physical education. The role of management is crucial in enhancing teachers’ ability to achieve educational goals in general.

Integrating technology, pedagogy, and content knowledge in teaching is a challenging but fulfilling undertaking. Teachers in the 21st century are expected to integrate technology in the classrooms effectively, while at the same time being knowledgeable in the pedagogy and content of the subjects being taught. The purpose of this study is to describe the perceptions of Filipino teachers teaching in the U.S. on the Technological Pedagogical Content Knowledge (TPCK) framework. Data was gathered through a survey using the Questionnaire to Measure Perceived Technology Integration Knowledge of Teachers by Hosseini & Kamal (2012). The study found that among the TPCK’s subscales, the mean for pedagogical knowledge (PK) was the highest (4.34), while the mean for technological knowledge (TK) was the lowest (4.03).

This article examines how and why elementary and lower secondary school teachers in Switzerland constructed audio-visual media as educational devices. The new technical solutions had to be interpreted and adapted so that they could be considered educational. The educational press and internal minutes of the Swiss Teachers’ Association SLV show the public discussions as well as internal conflicts. They allow conclusions to be drawn about the role of the teacher association in constructing educational media. They also show the part played by political and practical issues in the evaluation and development of educational media. The article ends with a conclusion that outlines the different ways in which Swiss elementary and lower secondary school teachers dealt with new teaching media.

The study examined the relationship between workload of teachers and academic performance of students in some selected secondary schools in Irepodun Local Government. The study adopted correlational research design. One hundred and twenty respondents were picked at random from twelve secondary schools (six public schools and six private schools). The data was collected from respondents via questionnaire and Achievement Test in Biology. Statistical Package for Social Scientists (SPSS) was used to evaluate the data collected between private and public secondary schools; Pearson's Product Moment Correlation and t-test Analysis were used to determine the impact of instructors' workload on students' academic achievement. According to the findings, there was a strong negative relationship between teacher workload and student academic performance. It was further discovered that there was a considerable disparity between students’ academic performance in public and private secondary schools. The findings also suggested that science teachers (Including biology) should only teach in accordance with the directive of 1:35 teacher-students ratio by National Policy of Education, as a result, teachers will be able to manage with the workload's stress. It was also recommended that government and other proprietors of Kwara state under the education ministry should employ teachers adequately as likely to conquer the problem in public schools and also to advance the value of teaching-learning development in secondary schools.

Sustainability education is crucial in helping students deal with current health and environmental challenges through dietary choices. This study aims to provide an understanding of how the teachers surveyed (n = 416, 85% women; 58% teaching natural sciences) view the importance of the following interrelated issues for sustainability: (1) the viability of diets for tackling environmental challenges and natural resource management; (2) the health benefits of traditional versus plant-based diets; and (3) the impacts of factory farming on animals and animal sentience. Most participants recognised the importance of a sustainable education model that encourages reducing meat consumption while adopting healthy plant-based diets. Furthermore, the majority recognise animal sentience and agree that schools should address the negative impacts of factory farming on animals and the environment. The results are striking, as they indicate that most teachers’ views contrast with the traditionalist and instrumental portrayal of animals in national core curricula. info:eu-repo/semantics/acceptedVersion

Sinemada eğitim konusunu ele alan filmlerin, eğitimci/öğretmen, öğrenci, okul ve sınıf mefhumlarıyla dolaylı ya da doğrudan ilişkisi vardır. Bu kavram ya da başlıkların ön planda yer aldığı filmlerde eğitimcinin önemi ve değeri, öğretmenin rolü ve öğrenciler üzerindeki katkıları oldukça dikkat çekicidir. Bu çalışmada öncelikle, sinemada eğitimi ve eğitimci konusuyla ilgili filmlerin belirlenmesi için Türkçe Altyazı ve IMDb web siteleri gözden geçirilmiştir. Dört Türkçe sözcük (okul, sınıf, öğretmen, öğrenci) ve dört İngilizce sözcük (school, class, teacher, student) toplam sekiz sözcük esas alınarak ilgili sitelerde taramalar, filtrelemeler yapılmıştır. Bunun sonucunda eğitimle alakalı 2000’den fazla filmin olduğu gözlenmiştir. Bu çalışmada, eğitim temasıyla doğrudan ilgili üç film, The Emperor's Club (2002), Black (2005) ve Les Choristes (2004) nitel içerik analizi ile değerlendirilmiştir. Üç filmde de eğitimci-öğrenci ilişkisinin sorgulandığı, eğitimle ilgili kavramların farklı anlam düzeylerine sahip olduğu, filmlerin eğitimciler ve öğrenciler arasındaki ilişkiyi barındırdığına ulaşılmıştır. Üç filmde de öğrenme sürecinde eğitimcinin rolünün önemli olduğu, öğrenme sürecinde azim, kararlılık ve emeğin ön planda tutulduğu gözlenmiştir. Bu filmlerde eğitim temasının altında ise adalet, ahlak, azim, bilinçli öğrenci, bilinçli eğitim, cahil ve cehalet, doğruluk, erdem, iyilik, sabır, saygı, sevgi ve vefa kavramlarının sıklıkla işlendiği, filmlerin katmanlı bir anlatıma sahip olduğu sonucuna ulaşılmıştır., Education-themed movies are either directly or indirectly related to such concepts as educator/teacher, student, school, and classroom. Structured around these concepts, this genre places a lot of emphasis on the prominence of educators and their value. To curate a list of education and educator-themed movies, this paper first reviews the IMDb database along with other web platforms providing Turkish subtitles. A total of eight keywords, four Turkish (okul, sınıf, öğretmen, öğrenci) and four English (school, class, teacher, student), were used to search and filter these web platforms, which returned a list of more than 2,000 movies. A qualitative content analysis was conducted for three movies; The Emperor’s Club (2022), Black (2005) and Les Choristes (2004). It was shown that these three movies question the relationship between educators and students through the contextualization of these themes with multimodal connotations. They all feature the primacy of the role played by educators within the process of learning along with tenacity, determination, and effort. Justice, morality, perseverance, conscious learning, informed education, illiterate and illiteracy, honesty, merit, goodness, patience, respect, love, and fidelity were some of the common themes in these movies featuring a multimodal narration.

While teachers are obliged to report and investigate incidents of bullying, harassment, and degrading treatment in Swedish schools, research suggests that they sometimes struggle to decide which incidents to report. In this study, we investigate Swedish schoolteachers’ reflections on dealing with bullying, harassment, and degrading treatment, and on balancing their pedagogical work with juridical demands to report. The study is based on qualitative interviews conducted with teachers at three comprehensive schools in Sweden, which were analysed in relation to Bronfenbrenner’s social-ecological framework. The findings demonstrate that teachers make judgement calls regarding which incidents to report and that these influence and are influenced by micro-, meso-, exo-, macro- and chronosystem factors. The findings also suggest that increasing demands for professional accountability negatively affect the professional responsibility of teachers and may lead to them making judgement calls that are not always in the best interests of the children for whom they have responsibility. Funding: Vetenskapsradet [2017-03604]

In this paper, we examine how evolutions related to the fragmentation of labour markets, the flexibilisation of work and employment conditions, and the multiplication of teacher training models and teachers’ roles in schools, are contributing to reshaping teachers’ careers. Drawing on interviews with teachers and senior leaders from 8 schools in London, our analyses highlight six career patterns and their embeddedness in the changing institutional environment of labour markets for teachers. Our results help renew the dialogue between research on teachers’ professional lives and on teachers’ labour markets. They have wider implications for knowledge on the fragmentation of the teaching profession, beyond the London case.

This article focuses on the discrepancy between school staffs views of a permissive, inclusive classroom climate, and high-performing minority students stories of social exclusion. The students are seemingly well-integrated into the Swedish school system, they have good grades, high ambitions, and attend a prestigious school. However, students with migration backgrounds describe recurring experiences of polite exclusion in the form of subtle, often unspoken, distancing from the students termed the Swedes, while school staff describe an equal and inclusive class climate, welcoming and accepting of all students. This study is based on participant observation in a prestigious high school, as well as interviews with students and staff. Funding Agencies|Swedish Research Council for Health, Working life and Welfare; [2015-00302]

During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations’ Agenda 2030 Goals, our results emphasize the importance of teachers’ emotional and metacognitive skills in promoting quality of life and psychological well-being.

International audience; There is a gap in the literature for how organizational and individual factors affect teachers’ adjustment. This study, focused on teachers, attempts to fill this lack by examining the extents to which psychological need satisfaction acts as a mediator between organizational justice, resilience, and teachers’ adjustment to work. We based this study on the predictive model of psychological health at work (Boudrias et al., 2011), psychological adjustment theory (Dawis & Lofquist, 1984), and self-determination theory (Ryan & Deci, 2017) which argue that individuals have a sense of well-being at work if it promotes the satisfaction of their needs for autonomy, competence, and relatedness. We tested our model in the education sector. Using a cross-sectional design, we asked French teachers (N = 393) to fill in a one-step self-report questionnaire. Mediation analyses showed that satisfaction of the three needs played a mediating role between organizational justice and job adjustment, and between resilience and job adjustment.; Il existe une lacune dans la littérature sur la façon dont les facteurs organisationnels et individuels affectent l'adaptation des enseignants. Cette étude, centrée sur les enseignants, tente de combler cette lacune en examinant dans quelle mesure la satisfaction des besoins psychologiques agit comme médiateur entre la justice organisationnelle, la résilience et l'adaptation/mesadaptation au travail des enseignants. Nous avons basé cette étude sur le modèle prédictif de la santé psychologique au travail (Boudrias et al., 2011), la théorie de l'ajustement psychologique (Dawis & Lofquist, 1984), et la théorie de l'autodétermination (Ryan & Deci, 2017) qui soutiennent que les individus ont un sentiment de bien-être au travail si celui-ci favorise la satisfaction de leurs besoins d'autonomie, de compétence, et de relation. Nous avons testé notre modèle dans le secteur de l'éducation. En utilisant un modèle transversal, nous avons demandé à des enseignants français (N = 393) de remplir un questionnaire d'auto-évaluation en une étape. Les analyses de médiation ont montré que la satisfaction des trois besoins jouait un rôle médiateur entre la justice organisationnelle et l'adaptation au travail, et entre la résilience et l'adaptation au travail.

El incremento de investigaciones vinculadas con el nivel de competencia digital del profesorado universitario es cada vez mayor siendo los marcos DigComp y el DigCompEdu los principales modelos de referencia para diagnosticar el grado de desarrollo de sus habilidades tecnológicas y definir estrategias para la mejora de la competencia digital en las distintas áreas. Este estudio, en el que se combina metodología cuantitativa y cualitativa, busca analizar el nivel de competencia digital docente del profesorado universitario para la creación de contenidos y conocer las variables que influyen en su desarrollo indagando posibles diferencias derivadas del nivel académico, el área de conocimiento, la titulación, la formación en competencia digital o el ajuste entre la competencia percibida y la real. Los resultados muestran, por un lado, algunas diferencias en la competencia para la creación de contenidos en función del área de conocimiento; evidenciándose, además, la vinculación del uso de contenidos digitales con la metodología didáctica utilizada, y la relevancia de una formación tecnológica para la creación de contenidos digitales. The increase in investigations linked to the level of digital competence of university professors is increasing, with the DigComp and DigCompEdu frameworks as the main reference models for diagnosing the state of development of their digital skills and define strategies for the improvement of digital competence in different areas. This study, which combines quantitative and qualitative methodology, seeks to analyze the level of digital teaching competence of university professors in content creation and to find out the variables that influence its development by investigating possible differences related to academic level, area of knowledge, degree, training in digital competence or the adjustment between perceived and real competence. The results show, on the one hand, some differences in the competence for content creation according to the area of knowledge; evidencing, in addition, the connection between the use of digital content and the didactic methodology used, and the relevance of a technological training for the creation of digital content.

In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled – 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell’s 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, in-service training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.

Although teachers’ attitudes towards gifted students and gifted education have been monitored more intensively since the 1990s, we still do not have a clear and definitive picture. Therefore, with the research reported on here we examined teachers’ opinions about the connection between gifted education and elitism and how they viewed the need for grouping gifted students. The sample consisted of 432 primary and secondary school teachers. The main results show teachers’ neutral opinions towards the grouping of gifted students and the correlation to elitism. Significant differences were obtained in the teachers’ opinions for demographic characteristics, i.e. the school type (primary or secondary) and the school location (urban or rural). The results are in line with the general idea that education should be accessible to everyone according to their abilities in order to overcome equating gifted education with the rich elite.

Peer violence is a common, prevalent, almost inevitable phenomenon in all schools, so more and more often, for the purpose of suppressing it, attention is paid to the factors that predict teachers' response to violence, and among them self-efficacy stands out. The aim of this paper is to examine the predictive role of perceived teacher self-efficacy in assessing the severity of violence, predicting interventions, and selecting strategies in cases of peer violence. The research was conducted on a representative sample (N = 639) of primary school teachers in the Republic of Croatia, with average age 43 (sd = 10,599). Data were collected via Vignettes and the Self-Efficiency Scale, along with the Socio-Demographic Characteristics Questionnaire. Research results show that teachers with a higher perception of self-efficacy are more inclined to assess violence more seriously and are more likely to intervene, and those who assess violence more seriously will intervene more often. Self-efficacy is also a significant predictor of the likelihood of intervention, and the perception of the severity of violence has proven to be a significant moderator of that relationship. Teachers with low perceived self-efficacy and low assessment of the severity of violence have the lowest probability of intervention, and teachers with high levels of self-efficacy and high assessment of the severity of violence have the highest probability. Teachers who choose cooperative strategies have the highest levels of assessed self-efficacy, while those who are prone to non-intervention show the lowest levels of self-efficacy. In conclusion, we discuss implications for teacher training and their professional development.

The church history of the Russian-Ukrainian border is a significant area for research, in particular in the issue of the meeting of the Moscow Orthodox Church, which was intensively reformed, and the church structure of numerous immigrants to Slobodа Ukraine from the Kyiv Metropolis («Cherkasy» (Ukrainians)). The main ecclesiastical administrative formation in Sloboda Ukraine was the Bilgorod diocese, ruled by metropolitans in 1667–1721. In this case, the important features of the border are the presence of non-Moscow printing books and the emergence of schools.Already the first Bilgorod Metropolitan Theodosius brought 150 liturgical books to the center of the diocese from Moscow. But according to later data, Moscow books did not dominate in this space: a significant part of the books was from Kyiv, Lviv, and even Ostroh printing houses. The register of books of the Kuryazh monastery, published before the beginning of the 18th century, and other available registers testify to the coexistence of books of various printings in monastery book collections and churches.The «school tradition» of the establishment of schools at churches, similar to the Kyiv Metropolitanate, was also characteristic. The Bilgorod metropolitans did not bring their teachers from Moscow and apparently did not control the «cherkasy schools». These examples once again emphasize the heterogeneity of the borderline and the multiplicity of identities., Церковна історія російсько-українського прикордоння є значною цариною для досліджень, зокрема в питанні зустрічі Московської православної церкви, що її посилено реформували, і церковного устрою численних переселенців на Слобідську Україну з Київської митрополії. Основним церковним адміністративним утворенням на Слобідській Україні була Білгородська єпархія, керована митрополитами у 1667–1721 рр. Важливими рисами прикордоння видаються: наявність книжок немосковського друку та поява шкіл. Уже перший білгородський митрополит Феодосій привіз до центру єпархії з Москви 150 літургійних книжок. Але за пізнішими даними московські книжки не домінували на даному просторі: значна їх частина була з київської, львівської і навіть острозької друкарень. Реєстр книжок Курязького монастиря, виданих до початку XVIII ст., та інші доступні реєстри свідчать про співіснування книжок різного друку у монастирських книгозбірнях та церквах. Так само характерною була і «шкільна традиція» створення шкіл при церквах — як у Київській митрополії. Своїх учителів із Москви білгородські митрополити не привезли, а «черкаські школи», мабуть, не контролювали. Дані приклади вчергове підкреслюють неодноманітність прикордоння та множинність ідентичностей.

The Role of Teachers in Developing Reading Habits for Class 1 Students at SDN Karawaci Baru 4 Tangerang City". Thesis. Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Muhammadiyah University Tangerang 2018. The role of schools and parents is very important in supporting children's activities to improve reading habits. Improving reading habits, the most strategic way to form students' reading habits in the school environment and in the community. This study aims to determine the teacher's role in growing the reading habits of grade 1 students at SDN Karawaci Baru 4 Tangerang City. The research method used is descriptive qualitative with data collection techniques used include observation, interviews and documentation. Based on the five teacher roles, it can be concluded that two roles have been carried out well, namely the teacher's role as a motivator and the teacher's role as a facilitator. Meanwhile, the three roles cannot be carried out optimally, namely the role of the teacher as an innovator, the role of the teacher as an inspiration and the role of the teacher as a mediator. The teacher's role as a motivator and facilitator is considered good because it is proven that the teacher provides verbal encouragement in the form of words of encouragement for students, reminds the importance of reading, provides additional value for students, there is a reading corner provided for students, freedom in borrowing books. in the library, habituation of reading activities 15 minutes before the learning process, as well as providing good reading techniques. This is inversely proportional to the teacher's role as an innovator, inspiration and mediator which is still lacking in helping students grow students' reading habits, Peranan Guru Dalam Menumbuhkan Kebiasaan Membaca Siswa Kelas 1 Di SDN Karawaci Baru 4 Kota Tangerang “. Skripsi. Jurusan Pendidikan guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Tangerang 2018. Peran sekolah dan orang tua sangat penting dalam mendukung kegiatan anak untuk meningkatkan kebiasaan membaca. Meningkatkan kebiasaan membaca, cara paling strategis untuk membentuk kebiasaan membaca peserta didik di lingkungan sekolah maupun di lingkungan masyarakat. Penelitian ini bertujuan untuk mengetahui peran guru dalam menumbuhkan kebiasaan membaca siswa kelas 1 di SDN Karawaci Baru 4 Kota Tangerang. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data yang digunakan meliputi observasi , wawancara dan dokumentasi. Berdasarkan kelima peran guru dapat disimpulkan bahwa dua peran sudah di jalankan dengan baik yaitu peran guru sebagai motivator dan peran guru sebagai fasilitator. Sementara tiga peran belum dapat dijalankan secara optimal yaitu peran guru sebagai inovator, peran guru sebagai inspirator dan peran guru sebagai mediator. Peran guru sebagai motivator dan fasilitator di nilai sudah baik karena terbukti guru memberikan dorongan verbal berupa kata – kata penyemangat bagi peserta didik, mengingatkan pentingnya membaca, memberikan tambahan nilai bagi peserta didik, adanya sudut baca yang di sediakan bagi peserta didik, kebebasan dalam meminjam buku di perpustakaan, pembiasaan kegiatan membaca 15 menit sebelum proses KBM, serta memberikan teknik membaca yang baik. Hal tersebut berbanding terbalik dengan peran guru sebagai inovator, inspirator dan mediator yang masih kurang dalam membantu siswa menumbuhkan kebiasaan membaca peserta didik.

Son muchas las investigaciones, proyectos y experiencias que demuestran el valor de la música en la educación y formación de las personas. Ya son muchos los años en que se demuestra, a través de congresos, jornadas, seminarios y otras acciones, la necesidad de incluir a la música como asignatura troncal/obligatoria en el sistema educativo. Por otra parte, y atendiendo a la formación docente, también es importante plantearse que, si el mundo está cambiando, la preparación de maestros/as, docentes debe atender no solo a los cambios sociales sino también a los diferentes perfiles que hoy se encuentran en las aulas. No obstante, atender a estos cambios, a estos retos, no significa en ningún momento perder el rigor en lo que se enseña. Para enseñar música hay que saber música y para aprender música hay que hacer música. Actualmente, los diferentes ámbitos y contextos donde se imparte la educación y formación musical están sufriendo incoherencias debido, por una parte, a los diferentes vaivenes legislativos o políticos y, por otra parte, a la pérdida del rigor en lo que se enseña por enseñar de forma divertida. Cabe incidir en que la tecnología puede ser una herramienta ideal para el aprendizaje, cuando esta se utiliza con rigor y sin perder el objetivo de la asignatura o materia a la que refuerza. También se debe abrir la educación musical a los Objetivos de Desarrollo Sostenible (ODS), pues la música, como parte de la cultura y fundamental en la educación, se convierte en un recurso que permite la interdisciplinariedad y transdisciplinariedad, creando vínculos entre sociedad y educación, además de mejorar la adquisición y concienciación del significado de los ODS., There have been many studies, projects and experiments that demonstrate the value of music in the education and development of all people. The need to include music as a compulsory or core subject in the education system has already been proven through years of conferences, seminars and other similar activities. Furthermore, when considering teacher training, it is important to consider that if the world is changing, teachers must be equipped with the skills to deal with not only social changes, but also the variety of students within their classrooms. However, addressing these changes and challenges should not for a moment equate to the loss of rigour in what is being taught. In order to teach music, you have to know music and in order to learn music, you have to make music. The different environments and contexts in which music is currently taught, are currently suffering inconsistencies due in part to the constant changes in legislation and policies. These inconsistencies are also caused by a loss of rigour in what is taught, for the sake of teaching in a fun way. It should be noted that technology can be a perfect tool for learning, once it is used with rigour and without losing the essence of what is being taught. Music education should also be used to incorporate the Sustainable Development Goals (SDGs), since music as a key part of culture and a fundamental part of education promotes interdisciplinarity and transdisciplinarity, which creates links between society and education. Music education also improves the acquisition and awareness of the SDGs.

PurposeThese authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME.MethodA modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determine the new competencies required of faculty and administrative staff in the CBME era.ResultsThirteen new roles were identified. The faculty-specific roles were: National Leader/Facilitator in CBME; Institutional/University lead for CBME; Assessment Process & Systems Designer; Local CBME Leads; CBME-specific Faculty Developers or Trainers; Competence Committee Chair; Competence Committee Faculty Member; Faculty Academic Coach/Advisor or Support Person; Frontline Assessor; Frontline Coach. The staff-specific roles were: Information Technology Lead; CBME Analytics/Data Support; Competence Committee Administrative Assistant.ConclusionsThe authors present a new set of faculty and staff roles that are relevant to the CBME context. While some of these new roles may be incorporated into existing roles, it may be prudent to examine how best to ensure that all of them are supported within all CBME contexts in some manner.

La inteligencia emocional representa la capacidad para percibir, entender, regular y gestionar las emociones propias y las ajenas. Por su parte, el compromiso laboral hace referencia a un estado afectivo y motivacional caracterizado por la dedicación, la energía y la concentración a la hora de desempeñar el trabajo. Teniendo en cuenta que ambos factores son esenciales en la labor del profesorado, en este estudio se pretende examinar las publicaciones en las que se analiza la inteligencia emocional y el compromiso laboral en este colectivo para poder esclarecer la relación entre ambos constructos. Para ello, se realizó una revisión sistemática en la que se incluyó un total de 14 artículos. Los resultados revelan que existe una relación positiva entre la inteligencia emocional y el compromiso. Además, se observa que diversos recursos laborales y personales pueden incrementar los efectos de la inteligencia emocional sobre el compromiso. Por último, se advierte que la inteligencia emocional atenúa los efectos negativos que ciertas demandas laborales pueden causar en el compromiso laboral. En definitiva, los resultados de esta revisión permiten concluir que es necesario implementar programas educativos en los que se promueva el desarrollo de la inteligencia emocional y, así, se propicie el compromiso con la profesión docente en el profesorado., Emotional intelligence represents the ability to perceive, understand, regulate, and manage own emotions and those of others. For its part, work engagement refers to an affective and motivational state characterized by dedication, energy and absorption when performing work. Considering that both factors are essential teachers’ work, this study aims to examine the publications that analyse emotional intelligence and work engagement in these professionals to clarify the relationship between both constructs. Therefore, a systematic review was carried out, including a total of 14 articles. The results reveal that there is a positive relationship between emotional intelligence and engagement. In addition, it is observed that some work and personal resources can increase the effects of emotional intelligence on engagement. Lastly, it is noted that emotional intelligence moderates the negative effects that certain work demands can produce on work engagement. Finally, the results of this review allow to conclude that it is necessary to implement educational programs to promote the development of emotional intelligence and, thus, promote engagement in teachers.

En el año 2016 se promulga en Chile la ley de Carrera Docente que expande el sistema de evaluación estandarizada de desempeño con incentivos y sanciones individuales a todo el profesorado de las escuelas que reciben fondos públicos. Con esta normativa se consolidan las lógicas neoliberales para regular la práctica docente a través de los principios de la Nueva Gestión Pública. A partir de la realización y análisis de 28 entrevistas semiestructuradas a profesores y directivos de escuelas financiadas por el Estado, esta investigación, que es parte de un estudio más amplio, identifica transformaciones subjetivas en el profesorado de resistencia y adhesión a las regulaciones propuestas por la política evaluativa docente. En consecuencia, existe un discurso ambivalente por parte de los docentes quienes sufren y resisten las consecuencias de estas políticas neoliberales en su práctica, pero al mismo tiempo la valoran en la medida que son seducidos por sus lógicas., In 2016, Chile enacted the Carrera Docente (Teaching Career) law, that expands the standardized performance evaluation system with incentives and individual sanctions to all teachers in publicly funded schools. This measure consolidates neoliberal logics to regulate teaching practice through the principles of New Public Management. This research, which is part of a broader study, was based on the conduct and analysis of 28 semi-structured interviews with teachers and principals of state-funded schools, identifies subjective transformations in teacher’s resistance and adherence to the regulations proposed by the teacher evaluation policy. Consequently, there is an ambivalent discourse on the part of teachers who suffer and resist the effects of these neoliberal policies in their practice, but at the same time value it to the extent that they are seduced by its logics., ANID PFCHA/Becas Chile de Doctorado – Folio 72170165.

In this study the effects of the use of digital student monitoring tools for teachers (DMTs) on student achievement (primary and secondary schools, mathematics, reading, and language) were investigated through a meta-analysis (n = 14). The studies were also coded for feedback and intervention features, which resulted in three groups of combinations of DMTs and interventions. The meta-analytic findings indicate that the use of a DMT overall has a moderate effect (ES =.12) on student achievement for studies in which student achievement is measured by means of researcher-independent tests. Positive effects were also found for the use of DMTs in primary education (ES =.14), reading (ES =.17), mathematics (ES =.10), and for two groups of DMT-intervention combinations (ES =.25 and.13). Our results are encouraging but should be interpreted with caution, given the small number of studies that met our stringent inclusion criteria.

The purpose of this paper is to investigate how higher secondary music school students experience teaching, programs, and educational processes in music schools, which are the shortcomings and what are the suggestions for improving the system. The results show high satisfaction with attending music school related to the purpose of future professional orientation. Students see improvements in choosing more modern teaching topics, greater connection with practice, more time for student creativity, and work on improving teachers’ pedagogical skills. The results of this research could be used to accelerate the introduction of curriculum teaching and the National Curriculum for Art Education as a relevant document in music schools in the Republic of Croatia. Also, regardless of the inertia of the educational system, teachers can plan their teaching according to these results that will reconcile their ideas, methodological and didactic laws, and student expectations to contribute to greater motivation of their students.

Bu araştırmanın amacı öğretmenlerin mesleki dayanıklılık düzeylerini belirleyerek bazı demografik değişkenler bağlamında karşılaştırmaktır. İlgili amaç doğrultusunda öncelikle “Çalışan Dayanıklılığı Ölçeği” eğitim örgütleri bağlamında Türkiye kültürüne uyarlanmış ve “Öğretmen Mesleki Dayanıklılık Ölçeği” olarak adlandırılmıştır. Elde edilen bulgular ölçeğin öğretmen örnekleminde (n=165) geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir. Araştırmanın ikinci aşamasında ölçek uygun örnekleme yöntemi ile ulaşılan 202 öğretmene çevrimiçi olarak uygulanmıştır. Veri 10-21 Şubat 2021 tarihleri arasında toplanmıştır. Betimsel analizler kapsamında minimum, maksimum, aritmetik ortalama ve standart sapma değerleri hesaplanmıştır. Cinsiyet, öğrenim düzeyi, kıdem ve okul düzeyi gibi demografik değişkenler bağlamında karşılaştırma yapmak için t-testi ve Kruskall Wallis-H testinden yararlanılmıştır. Elde edilen bulgular öğretmenlerin dayanıklılık düzeylerinin “Sık sık” olduğunu göstermiştir. Cinsiyet ve öğrenim düzeyi öğretmenlerin mesleki dayanıklılık düzeylerinde istatistiksel olarak anlamlı bir fark yaratmazken; kıdem ve okul düzeyi açısından gruplar arasında anlamlı bir fark olduğu tespit edilmiştir. Buna göre 0-5 yıl kıdeme sahip öğretmenler kıdemi 6 yıldan 20 yıla kadar olan meslektaşlarından; okul öncesi ve ortaokulda görevli öğretmenler lisede görevli meslektaşlarından daha yüksek düzeyde bir mesleki dayanıklılığa sahiptir. Elde edilen bulgular alanyazın temelinde tartışılmış ve birtakım öneriler getirilmiştir., This study investigated the professional resilience levels of teachers and compared it by some demographics. To this end, in the first stage of the study, “Employee Resilience Scale” was adapted to Turkish culture in the context of educational organizations and named as “Teachers’ Professional Resiliency Scale”. The findings indicated that the scale had adequate psychometric properties for Turkish teacher sample (n=165). In the second stage of the study, the scale was administered to 202 teachers online. The study employed convenient sampling method. The data were collected between the 10th and 21st of February 2021. To reveal teachers’ resilience level minimum, maximum, arithmetic mean, and standard deviations were calculated. To conduct comparisons by demographics (gender, educational level, experience, and grade level) t-test and Kruskall Wallis-H tests were used. The findings showed that the resilience levels of the teachers were "Often". While gender and educational level did not create a statistically significant difference, experience and school level did. Teachers with an experience of 0-5 years had a higher level of resilience than their colleagues with an experience between 6-20 years. On the other hand, pre-school and secondary school teachers had a higher level of resilience than high school teachers. The findings were discussed based on the previous literature and some suggestions were presented.

The department of Education (DoE) clearly stated that other South African primary schools are underperforming. The aim of this study was to investigate teacher causes of underperforming schools in Mapela Circuit at Mogalakwena District. Data was also collected from 5 selected primary schools where commonly known by underperforming. Semi-structured interviews which included open-ended questions were included as part of a way of changing school for open communication, to understand how underperforming can make the culture the culture of the school to look very bad. Sampled schools were referred to as a school A, B, C, D and E. The study indicated that lack of resources in the rural schools compare to urban school contribute to the poor performance. The study further indicated that the large number of students prohibit the teachers to pay attention to all learners. The main problem was the impact of teacher accountability on underperforming schools and how it affects the Circuit, District, Province and National. Schools must come with new strategies to improve their performance and the Department of Basic Education must provide the necessary support to schools. The study further recommended the principals, school governing body and teachers to work together to achieve their goal setting in order to close the gaps.

la Satisfacción Laboral (SL) es un estado emocional que incide en la competitividad y productividad de las organizaciones, que puede verse afectada por múltiples factores, entre ellos por la respuesta al estrés denominada Síndrome de Burnout (SB). El objetivo de este trabajo es medir y describir el nivel de SL, la prevalencia del SB y su relación. Es una investigación cuantitativa, correlacional, transversal y no experimental. Se utilizaron cuestionarios y pruebas con escalas cuantitativas, así como análisis estadístico descriptivo e inferencial. La muestra es de 61 docentes de educación superior en una universidad pública de San Luis Potosí (México). Se aplica la prueba de factores de SL, la Maslach Burnout-Inventory y un cuestionario sociodemográfico. Se encontró que la SL de docentes se encuentra en un nivel medio, que los niveles de propensión al SB están entre leves y moderados. Además, el género, el puesto y el hecho de tener un segundo empleo como profesor condicionaron la SL. No se encontró una relación estadísticamente significativa entre la propensión al SB y la SL. Se infiere que el contexto organizacional, el género y un segundo empleo inciden en el estrés y, a su vez, propician el SB. Es indispensable valorar y trabajar en las condiciones de los trabajadores de la educación con la finalidad de propiciar ambientes de trabajo saludables, que no solo los afecten a ellos sino también a estudiantes.//Job Satisfaction (JS) is an emotional state that affects the competitiveness and productivity of organizations, which can be affected by multiple factors, including the response to stress called Burnout Syndrome (BS). The objective of this work is to measure and describe the level of JS, the prevalence of BS and their relationship. It is a quantitative, correlational, transversal, and non-experimental research. Questionnaires and tests with quantitative scales were used, as well as descriptive and inferential statistical analysis for their interpretation. The sample consisted of 61 higher education teachers from a public university in San Luis Potosí (Mexico). The JS factor test, the Maslach Burnout Inventory and a sociodemographic questionnaire were applied. It was found that the JS of teachers is at a medium level, that the levels of propensity to BS are between mild and moderate. Gender, job title and a second job affect the level of JS. No statistically significant relationship was found between propensity for BS and JS. It is inferred that the organizational context, gender and a second job affect stress and, in turn, promote BS. It is essential to value and improve the conditions of education workers to promote healthy work environments, which not only affects them but also students.

Deep environmental, social, and economic imbalances are characterizing the geological epoch of the anthropocene: it is man who alters the integrity of the biosphere, which has a decisive influence on global ecology and on the quality of life. The training of teachers, agents of change to guarantee environmental sustainability, represents a necessary investment. The authors propose to apply active and participatory eco-pedagogical models of existential planning such as flipped inclusion, whose scientific evidence is already amply corroborated about the inclusive-ecosystem transformative impact, as the model invests in media ecology as a process of prosocial education to be anchored in human values.

The study sought to investigate on teachers’ curriculum knowledge in teaching Christian Religious Studies among Senior High Schools of the Greater Accra Region of Ghana. The population of the study was CRS teachers in Senior high schools in the Greater Accra Region of Ghana. Through census sampling approach, all teachers of CRS were involved in filling the questionnaire. Analysis of data was done through descriptive statistics. The study established that teachers of CRS had high knowledge about the rationale of teaching CRS. It was also found that teachers of CRS had high knowledge of the aims of teaching CRS. It is therefore recommended that Universities that are mandated to train teachers of CRS in Ghana should include courses like curriculum studies in CRS emphasis, the rationale (philosophy and logic) and aims for the subject. This would ensure that teachers who teach CRS have adequate knowledge and the rationale and aims for teaching the subject. The Ghana Education Service (GES) in collaboration with the National Council for Curriculum and Assessment (NaCCA) should organise regular in-service trainings for the teachers of CRS.

Numerosos sistemas educativos desarrollan planes para fomentar las competencias sociales y emocionales de los escolares. La Comisión Europea incluye la competencia social y emocional como una dimensión clave y recomienda integrar esta competencia en el currículo. Este estudio persigue identificar los elementos facilitadores y barreras percibidas por el profesorado en la puesta en marcha de proyectos de educación emocional y explorar posibles diferencias significativas en la percepción de estos factores en función del liderazgo del profesorado en dichos proyectos y de la experiencia docente. La muestra fue de 869 profesores de educación infantil, primaria y secundaria de centros públicos de Andalucía. Se realizó un estudio no experimental descriptivo y comparativo con diseño transversal mediante un cuestionario ad hoc. Los elementos que facilitan el desarrollo de los proyectos en educación emocional se identifican con la planificación, gestión y disponibilidad de recursos, la cultura del centro y el apoyo percibido por el equipo directivo. El profesorado no ha reseñado barreras destacadas. La identificación de facilitadores y obstáculos percibidos es diferente en función del liderazgo y de los años de experiencia docente. Estos resultados muestran que el profesorado encuestado percibe más facilitadores que barreras en la puesta en marcha de los proyectos de educación emocional que llevan a cabo. Asimismo, indican la importancia de la planificación, el liderazgo y la cultura institucional para el adecuado desarrollo de estos proyectos. Many educational systems develop plans to foster the social and emotional competences of schoolchildren. The European Commission includes social and emotional competences as a key dimension and recommends integrating these competences in the curriculum. This study seeks to identify the facilitating elements and the barriers perceived by teachers in the implementation of emotional education projects and to explore possible significant differences in the perception of these factors depending on the leadership of the teachers in these projects and on their teaching experience. The sample consisted of 869 teachers of pre-school, primary and secondary education from public centers in Andalusia. A descriptive and comparative non-experimental study with a cross-sectional design was carried out using an ad hoc questionnaire. The elements which facilitate the development of projects in emotional education are identified with the organizational characteristics of the projects, with elements related to the culture of the center as well as the support perceived by the board of directors. Teachers did not report barriers. Identifying perceived facilitators and obstacles is different depending on teacher leadership and years of teaching experience. These results show that the teachers in this survey perceive more facilitators than barriers in the implementation of the emotional education projects they carry out. They also indicate the importance of planning, leadership and institutional culture for the proper development of these projects.

Resumen Las condiciones laborales hacen referencía a las particularidades del entorno o ambiente en el que se realizan las actividades de trabajo. A lo largo de la história, las condiciones laborales de los docentes han experimentado contínuas transformaciones bajo distintas reformas educativas, que repercuten en su grado de bienestar en el trabajo. El objetivo de la presente investigación es analizar la relación entre la valoración de las condiciones de trabajo y el bienestar laboral percibido en 132 docentes de primaria y secundaria de colegios públicos y privados de la ciudad de Cali, Colombia. Para tal efecto se utilizó una metodología cuantitativa con diseño correlacional y muestreo no probabilístico intencional. Se evidenció un aumento en el tiempo dedicado a realizar la función docente, la organización y la carga laboral, lo cual genera en los docentes afectaciones en su bienestar laboral. Se encontró una relación significativa entre las condiciones de trabajo y el bienestar laboral de los docentes, de manera que el tipo de contratación temporal genera en ellos inseguridad, inestabilidad y algunos efectos colaterales como somatizaciones y agotamiento, perjudicando su rendimiento laboral, salud y bienestar. Abstract Working conditions refer to the particularities of the environment in which work activities are carried out. Throughout history, teachers' working conditions have undergone continuous transformations under different educational reforms, which have an impact on their well-being at work. The research objective was to analyze the relationship between the assessment of working conditions and perceived occupational well-being in 132 primary and secondary teachers from public and private schools in the city of Cali, Colombia. It was carried out by means of a quantitative methodology with a correlational design and intentional non-probabilistic sampling. It was evidenced that increasing in the time devoted to performing the teaching function, organization and workload affects teachers´ welfare. Additionally, a significant relationship was found between the working conditions and the labor well-being of teachers. The type of short-term contracting generates job insecurity and instability and some collateral effects such as somatization and exhaustion, which are detrimental to their work performance, health, and wellbeing.

Resumen El objetivo de este estudio fue evaluar las propiedades psicométricas de la Escala de Personalidad Proactiva en una muestra de profesores de escuelas de Lima (Perú). Participaron 302 profesores de ambos sexos (72.20 % mujeres) seleccionados a través de un muestreo no probabilístico de tipo intencional, cuyas edades estaban en el rango de 24 a 65 años (M = 43.04, DE = 10.75) y que enseñaban en los niveles educativos de educación primaria y secundaria (75.83 % en educación secundaria). Además de la Escala de Personalidad Proactiva, se aplicó la Escala Sentimiento de Autoeficacia en el Profesor para evaluar la validez convergente. Los resultados indican que la Escala de Personalidad Proactiva se ajusta a una estructura unifactorial (CFI = .949, TLI = .934, RMSEA = .076 y SRMR = .044), se evidencian correlaciones estadísticamente significativas (p < .001) y un tamaño del efecto mediano (rs > .10) con la mayoría de las dimensiones de la Escala Sentimiento de Autoeficacia, y presenta una adecuada consistencia interna (ω = .89). Se concluye que la Escala de Personalidad Proactiva cuenta con evidencias de validez basada en la estructura interna, validez convergente y una fiabilidad adecuada para medir la personalidad proactiva en profesores de escuela. Abstract The objective was to evaluate the psychometric properties of the Proactive Personality Scale in a sample of teachers from schools in Lima (Peru). Participants were 302 teachers of both sexes (72.20% women) selected through a non-probabilistic sampling of intentional type, whose ages were in the range from 24 to 65 (M = 43.04, DE = 10.75) and who taught at the educational levels of primary and secondary education (75.83% in secondary education). In addition to the Proactive Personality Scale, the Teachers Self Efficacy Scale was applied to assess convergent validity. The results indicate that the Proactive Personality Scale was adjusted to a unifactorial structure (CFI = .949, TLI = .934, RMSEA = .076 y SRMR = .044), there are statistically significant correlations (p .10) with most of the dimensions of self-efficacy feeling and adequate internal consistency (.89). The Proactive Personality Scale has evidence of validity based on internal structure, convergent validity, and adequate reliability to measure proactive personality in schoolteachers.

Resumen La participación de las víctimas del conflicto armado interno en el marco de la implementación de la Ley 1448 de 2011 ha sido significativa. Con la puesta en marcha del conjunto de acciones y disposiciones por parte del Estado colombiano en materia de atención, asistencia y reparación a víctimas, se ha evidenciado cómo personas y grupos han decidido contribuir a la verdad del conflicto. En este sentido, los maestros y maestras víctimas han hecho aportes valiosos; muchos han asumido la Memoria Histórica como un instrumento válido para esclarecer los hechos de la guerra y para promover las garantías de no repetición. Sin embargo, se hace necesario que la participación de este grupo poblacional sea mayor, especialmente si lo hace haciendo uso de procesos organizativos en calidad de sujetos de derechos con responsabilidad política y social de cara a trabajar por una cultura de paz. Abstract The participation of the victims of the internal armed conflict in the framework of the implementation of Law 1448 of 2011 has been significant. With the implementation of the set of actions and provisions by the Colombian State in terms of attention, assistance and reparation to victims, it has become evident how individuals and groups have decided to contribute to the truth of the conflict. In this sense, the victim teachers have made valuable contributions; many have assumed the Historical Memory as a valid instrument to clarify the facts of the war and to promote guarantees of non-repetition. However, it is necessary that the participation of this population group be greater, especially if it does so by making use of organizational processes as subjects of rights with political and social responsibility in order to work for a culture of peace.

Plusieurs organisations internationales (Communauté européenne, OCDE, Unesco) recommandent la mise en place du travail collaboratif pour favoriser la réussite de tous les élèves et le développement professionnel des enseignants. Comment les différents acteurs collaborent-ils au sein des établissements scolaires ? Centrée sur l’enseignant, au cœur du dispositif, la présente bibliographie propose une sélection de publications récentes, dont des études comparées et nationales (Allemagne, France,...

The teaching profession is known to be one of the less-paid professions in the Philippines. Teachers who have plenty of work and responsibilities become even more challenged on how they will effectively and efficiently divide and utilize their remaining salaries for their needs and their families as a whole. In this case, an enhancement program should have been designed and implemented to help and guide teachers and administrators in managing their finances well. Thus, this thesis entitled: Financial Literacy of Teachers and School Heads in the Division of Marinduque: Basis for Financial Enhancement Program.Specifically, this study sought to answer the following questions: (1) What is the level of financial literacy of teachers and school heads in the division of Marinduque?; (2) Are there any significant differences in the level of financial literacy between teachers and school heads in the division of Marinduque?; (3) How teachers and school heads in the division of Marinduque are categorized in terms of their level of financial literacy?; (4) What Enhancement Training Program could be designed to develop and improve financial literacy among teachers and school heads in the division of Marinduque? The researcher used quantitative, descriptive, and comparative research methods to gather information about the conditions and situations of the variables for the investigation through the mean score, mean percentage score, standard deviation, and t-test for independent sample analysis. Based the data gathered in terms of the problem, the following are the significant findings:The level of financial literacy of teachers and school heads are both low, with a mean score 0f 2.36 and 2.38 and a standard deviation of 0.61 and 0.63, respectively.Moreover, this study revealed no significant difference between the level of financial literacy between teachers and school heads at 0.01 level of significance. Hence, the null hypothesis is accepted.Furthermore, from the 267 teacher respondents, only 78 or 29.21 percent are classified as having a high level of financial literacy as they are both high on financial knowledge and financial behavior. On the other hand, out of 44 school heads, only 20 or 45.45 percent is considered as high on both components of financial literacy.In line with the results, teachers and school heads also suggested and recommended some concerns regarding the focus of this study, such as the conduct of financial training, seminars, programs, workshops, and orientations, increase and provisions on the salary of teachers, and consultation and assessment of teachers’ financial literacy.Based on the preceding discussions, assessment, and findings of this study, the researcher, as his contribution, designed a program as a form of training for teachers and school heads that could be incorporated in the Learning Action Cell (LAC) program of each school in the division. Moreover, the following recommendations were formulated.For DepEd officials – program heads, may design or craft training programs that will help and enhance teachers’ and school head financial knowledge and financial behavior on the different dimensions of financial literacy. Also, they may conduct these training, seminar, workshop, and orientation programs on a consistently so that school heads and teachers, especially the newly-hired ones, are already aware and equipped with the concepts and best practices of financial aspects as they enter the Department.Teachers and school heads, they may adapt and practice the suggested formula or rule of income allocation of a known financial adviser or devise and make use of their strategy for managing your finances well.For future researchers, similar studies may also be conducted to assess the personal financial management of teachers, school heads, and any other officials of the Department.

Students are humans with real needs and aspirations. If their needs are not taken into account, significant improvement is unlikely. The purpose of this study is to demonstrate the positive effects discipline rules can have when they are used by teachers in the learning environment. Discipline impacts the learning process by creating a stress-free environment, improves planning through observation, and helps teachers manage the class easier. There are also negative effects in the learning environment if discipline rules are not implemented by teachers. Another important issue is classroom management. Some key points in order to have successful classroom management in every school are: understanding your students, setting effective limits, keeping the schedule, engaging students, etc. Also, in this study, the behaviors of the teachers will be analyzed and in addition the methods they should use in order to maintain a successful learning environment. The focus of this research are on the students of the 10th and 12th grades of “Zihni Magani high school in Peqin. Part of the study are also all teachers in that high school including English and other teachers of foreign languages.

Innovations, updates, and new ideas in teaching and learning are continuing to increase. Among these innovations is the use of video presentations as a classroom instruction. This strategy is commonly used by the teachers as an indicator of their integration of technology to education. This study analyzes the perception of teachers on the effectiveness of video presentation as an alternative to traditional method of teaching. The researchers used simple random sampling technique among the teachers in one of the elementary schools in Quezon City, in representing a group in an unbiased manner. This study is a quantitative method using descriptive correlational approach in determining the level of effectiveness of video presentation when used as a classroom instruction and in determining the significant difference when grouped according to profile. The method used is the most suited technique in coming up with the findings of this study. The outcome of this research provides that the respondents perceived that video presentation is an effective tool for them in teaching in terms of usefulness, motivation, performance, and assessment. The result motivated the researchers in conducting similar study using different research method and participants in identifying the effectiveness.

This study determined the coping strategies of secondary teachers in Malasiqui District II, Pangasinan I divsion amid Covid-19 pandemic. It also determined the stress level of teachers amid Covid-19 pandemic, significant relationships and significant differences between and among variables. It used the descriptive-correlational research design and utilized the google forms in the distribution and collection of data from the secondary teachers.This study found out that in the profile variables of the respondent-teachers, majority are married, 26-35 years old, Master’s degree holders with 5 years and below teaching service. Majority of the respondents too, are Teacher I who have 3 and below number of seminars or trainings attended. The teachers’ coping strategies amid the covid-19 pandemic along physical aspect, mental aspect, social aspect, emotional aspect, and spiritual aspect are highly effective. Significant relationship exists between the coping strategies of teachers amid the Covid-19 pandemic and the teachers’ profile variables; age, civil status, position, and number of years teaching. Likewise, significant difference exists on the coping strategies of the teachers amid the Covid-19 pandemic and the teachers’ profile variables; age, civil status, position, and number of years teaching.It is strongly recommended that teachers should continue their studies and should attend more seminars or trainings to improve their knowledge and skills specifically in handling unexpected situations such as the Covid-19 pandemic. It is also recommended that programs and projects in the schools must be developed to help teachers sustained their abilities in facing situations similar to this pandemic if ever another one will happen anytime in the future. Further, school professional and developmental program must be institutionalized and implemented specifically including variables that are consistent as source of stress among teachers. Lastly, there should be another study on the coping strategies of teachers with Covid-19 pandemic to further verify, complement or contrast the result of the present study.

The study aimed to determine the level of technology literacy of teachers in Sta. Cruz Elementary School, District I – A, Division of Antipolo City. Descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data on the technology literacy among two-hundred one (201) teacher-respondents with respect to computer operation and utilization, delivery of instruction and assessment of pupils’ performance. The study revealed that the teacher-respondents of this study are mostly 41-50 years old and are female. The majority have Baccalaureate degrees and have not taken up graduate studies. Many have been in the service of teaching for 5-9 years. The level of technology literacy of teachers with respect to computer operation and utilization, delivery of instruction and assessment of pupil’s performance is found to be Literate. The test on the significant difference on the level of technology literacy of teachers with respect to computer operation and utilization, delivery of instruction and assessment of pupil’s performance in terms of their age, sex and length of service accepted the null hypothesis. On the contrary, with respect to educational attainment, the null hypothesis is rejected.It was recommended that school administrators should provide administrative, technical and financial support for faculty to ensure quality instruction in the use of ICT. Teachers should be exposed to more instructional technology activities to enhance their level of competencies in Information and Communication Technology.

Jahresbericht des Stadtgymnasiums zu Halle an der Saale von Direktor Otto Nasemann (1873bis 1874). Der Bericht enthält einen Artikel vom Lehrer Bräuning mit dem Titel "Über Aristophanes Frieden"sowie weitere Schulnachrichte. Dies sind die Berichte zu den Lehrern und Schulinhalten der einzelnen Klassenstufen, eine Lehrerübersicht mit zugehordneten Stundentabellen, die Chronik der Schule, eine Übersicht über die Unterrichtsmittel, Verfügungen der vorgesetzten Behörden und die Auflistung aller Schüler. In einem letzten Teil werden die Prüfungsaufgaben für die unterschiedlichen Klassenstufen und Abiturienten wiedergegeben. Annual report of the Stadtgymnasium zu Halle an der Saale by Principal Otto Nasemann (1873 to 1874). The report contains an article by teacher Bräuning entitled "On Aristophanes' Peace" as well as other school reports. These are the reports on the teachers and school contents of the individual grades, a teacher overview with associated hour tables, the chronicle of the school, an overview of the teaching materials, decrees of the superior authorities and the listing of all pupils. In a final section, the examination papers for the different grades and school-leavers are reproduced.

Some factors influence the students' feelings of validation, motivation, and anxiety. The present study identified and assessed the respondents' level of academic validation, academic motivation, and academic anxiety. A predictive correlational research design was utilized to assess the predictive relationship of the variables of the study. Stratified random sampling was employed to select the respondents (N=219) from the Accountancy, Criminology, Education, and Nursing programs. These standardized questionnaires: the Diverse Learning Environment Scale, the Inventory of School Motivation Scale, and the Academic Anxiety Scale, were answered by the respondents, mainly those from the Accountancy program. The present study found that the college students have a high level of academic validation, academic motivation, and academic anxiety. It was also discovered that academic validation is a predictor of academic motivation and that they have a positive relationship, meaning with every increase in academic validation, there is also an increase in academic motivation. The result implies that the factors that make the students feel validated are to remain for them to stay motivated. Likewise, the study found that academic motivation is a predictor of academic anxiety but these variables have a negative relationship, wherein with every increase in academic motivation, there is a decrease in academic anxiety. The result implies that the factors that positively influence the students' motivation should remain to lessen students’ anxiety.

Research “The presence of information and communication technologies in education” is necessary, given that today the integration of these modern technologies is increasingly prevalent, especially since the pandemic, when online learning became the main or even the only way of learning. There are many other benefits that modern technology provides both in general in life and while learning and acquiring new knowledge, providing the possibility of easier and longer-lasting acquisition of knowledge. The focus of this research is to study the situation in high schools and faculties, on how to integrate information technology into the teaching and learning process, as well as to examine the degree of positive impact. The research was conducted in schools and faculties in Istok, Peja, Prizren and Presevo. Students and teachers were interviewed about the application of ICT in teaching, as well as ways of using it. Surveys of both students and teachers were conducted through an online questionnaire, using Google Forms tools. A survey of professors who teach in high schools and colleges was conducted. The questions were open-ended and close-ended. Scientific research methods such as comparative, descriptive, and statistical methods were used for the analysis of theoretical data. While the analysis of data collected through the questionnaire is presented in quantitative and qualitative form. We use the regression model to find the relation between the integration of the internet would and ICT of knowledge. In the last part, conclusions and recommendations are given, for professors, students/teachers, as well as for the Ministry of Education, Science and Technology. Based on the collected, processed and analyzed data, we came to the conclusion that ICT is insufficiently used in our schools.

Knowledge, skills, and attitudes of teachers in developing critical thinking skills are very much needed to train students' basic thinking skills. This descriptive quantitative study described the knowledge, skills, and attitudes of teachers in developing critical thinking skills in elementary school students. The data collection employed a questionnaire with a Likert scale. The questionnaire was distributed online using Google Form during teacher professional development training. Respondents in this study were 366 elementary school teachers spread across 23 provinces in Indonesia. The data obtained were analyzed descriptively and quantitatively. The results of this study indicated the knowledge, skills, and attitudes of teachers in developing critical thinking in elementary school students are a good category. Description knowledge, skills, and attitudes of a good teacher impact the designed learning process. However, this study only described teachers' knowledge, skills, and attitudes in developing critical thinking skills, which the basis for implementing learning in elementary schools. The application of critical thinking learning by elementary school teachers can be used for further research.

Positive education is the teaching of both traditional school skills and skills for enhancingwell-being. This study examines teachers' (N = 72) experiences with training in positive education.Qualitative content analysis was used to provide an in-depth understanding of theexperiences, and quantitative measures investigated teachers' well-being. Results show thatteachers experienced both personal and professional growth. They also saw positive changesin their students. Teachers used methods of positive education e.g. when communicating withstudents and co-workers, and when supporting the students' socioemotional development.Challenges with implementing positive education practices mostly consisted of lack of timeor support from colleagues. The authors argue that positive education is an effective tool forenhanced well-being both for participating teachers and their students and could therefore be utilised on alarger scale. Future studies could focus on whether teachers continue systematicimplementing of positive education methods long-term, and the reasons behind continued ordiscontinued.

Los futuros maestros deben de conocer las matemáticas elementales cuando acceden al Grado de Educación Primaria y para comprobarlo se les aplican pruebas de diagnóstico al principio de sus estudios, siendo el objetivo del presente estudio analizar los ítems de estas pruebas. Para ello se les aplica a 691 estudiantes del Grado, de dos cursos académicos consecutivos, dos pruebas de evaluación de competencia matemática de sexto de primaria valorando dificultad, homogeneidad y discriminación de 62 ítems, así como resultados por bloques de contenidos y proceso cognitivo. Más de un 70% de ítems de cada prueba resultan fáciles o muy fáciles, uno de cada cinco ítems tiene una discriminación alta y uno de cada cuatro una discriminación muy baja, no llegando al 50% de ítems aceptados en cada prueba al estudiar dificultad y homogeneidad, siendo los valores más extremos de aceptación el 70% del bloque de números y el 0% del bloque de incertidumbre, que es el de mayor porcentaje de aciertos. La media de las pruebas es de Notable y hay 6 ítems que resultan insuficientes, habiendo diferencias por curso en bloques de contenido y en niveles de proceso cognitivo y por sexo con mejores resultados en hombres. Las pruebas analizadas no resultan aceptables para medir el nivel de conocimientos de matemática elemental de estos estudiantes al ser rechazados más de la mitad de los ítems, debiendo prepararse pruebas externas específicas estandarizadas para los alumnos que inician su formación en el Grado de Educación Primaria., Future teachers must know elementary mathematics when they access the Primary Education Degree and to verify this, diagnostic tests are applied to them at the beginning of their studies, the objective of the present study being to analyze the items of these tests. For this, 691 undergraduate students, from two consecutive academic years, are given two tests to evaluate mathematical competence in sixth grade, assessing difficulty, homogeneity and discrimination of 62 items, as well as results by content blocks and cognitive process. More than 70% of items in each test are easy or very easy, one out of every five items has high discrimination and one out of four has very low discrimination, not reaching 50% of items accepted in each test when studying difficulty and homogeneity, with the most extreme values of acceptance being 70% of the block of numbers and 0% of the block of uncertainty, which is the one with the highest percentage of correct answers. The average of the tests is Remarkable and there are 6 items that are insufficient, with differences by course in content blocks and levels of cognitive process and by gender with better results in men. The tests analyzed are not acceptable to measure the level of knowledge of elementary mathematics of these students as more than half of the items are rejected, and specific standardized external tests must be prepared for students who begin their training in the Primary Education Degree.

Lietuvos pažangos strategijoje „Lietuva 2030“ išreikštas siekis kurti sumanią visuomenę, tam būtini visuomenės ir institucijų valdymo pokyčiai. Nuolat kintančiame pasaulyje keičiasi ir švietimo tikslai, švietimo politikos formuotojų, visuomenės bei tėvų lūkesčiai dėl švietimo sistemos. Siekiant įgyvendinti šią misiją esminis vaidmuo tenka švietimui, tad dėmesio centre yra teigiamai visuomenės atžvilgiu nusiteikęs kompetentingas pedagogas, savo karjeros pasirinkimu patenkintas ugdytojas, nuolat siekiantis tobulinti savo kompetencijas. Toks pedagogas gali nemažai prisidėti prie darnios ir sumanios bendruomenės kūrimo. Taigi tiek moksliniu, tiek praktiniu lygmenimis svarbu ieškoti atsakymų, kaip pritraukti jaunimą rinktis mokytojo profesiją, padėti esamiems pedagogams ugdytis būtinas kompetencijas ir sėkmingai valdyti savo karjerą. Ikimokyklinio ugdymo įstaigoms reikia pedagogų, pasižyminčių profesiniu meistriškumu, nuolat savo kompetencijas tobulinančių lyderių. Šiame kontekste aktuali problema – pedagogo karjeros valdymas. Čia ypač svarbi ne tik paties pedagogo motyvacija, bet ir įstaigos vadovo vaidmuo sudarant pedagogo karjeros plėtros sąlygas ir numatant galimybes, tad straipsnio tikslas – atskleisti ikimokyklinio ugdymo įstaigos vadovų požiūrį į pedagogo karjeros valdymo galimybes. Pasirinktas objektas – pedagogo karjeros valdymas ikimokyklinio ugdymo įstaigoje vadovų požiūriu. Siekiant atskleisti ikimokyklinio ugdymo pedagogų karjeros valdymo galimybes (vadovų požiūriu), atliktas kokybinis tyrimas. Pasirinktas struktūruoto interviu metodas. Tyrime dalyvavo Vakarų Lietuvos vienos savivaldybės ikimokyklinio ugdymo įstaigų vadovai, kurių vadovavimo stažas – ne mažesnis kaip 10 metų. Interviu vyko su penkiais ikimokyklinių įstaigų vadovais ir jų pavaduotojais. Visi tyrime dalyvavę vadovai – moterys. Numatytos interviu temos: ikimokyklinio ugdymo įstaigų pedagogų karjeros valdymo sistemos ugdymo įstaigose struktūra, karjeros valdymo priemonės, geroji patirtis, įžvalgos dėl karjeros valdymo tobulinimo. Tyrimo rezultatai apdoroti skelbiamosios (manifestinės) turinio analizės metodu. Remiantis analizuota literatūra, karjerą galima apibrėžti kaip sąmoningus asmens veiksmus projektuojant ir keičiant profesinę veiklą, nuolatinį profesinį tobulėjimą. Pedagogų karjeros valdymas yra nuolatinis procesas. Mokslinių šaltinių analizės pagrindu išskirti šie esminiai ikimokyklinio ugdymo karjeros valdymo komponentai: karjeros galimybių ir tinkamumo profesijai tyrimas, karjeros tikslų formulavimas, asmeninio plano juos įgyvendinant rengimas, strategijos įgyvendinimas, grįžtamojo ryšio teikimas ir karjeros vertinimo analizė, leidžianti numatyti karjeros valdymo tobulinimą. Siekiant veiksmingai visa tai įgyvendinti, būtina ne tik parengti asmeninį karjeros valdymo planą ir jį įgyvendinti, bet ir vadovo pastangomis sudaryti palankias pedagogo profesinės veiklos bei būtinų kompetencijų tobulinimo sąlygas. Apibendrinus kokybinio tyrimo rezultatus, daromos išvados, kad tobulinant pedagogų profesinę karjerą reikšminga ne tik įstatyminė šalies bazė, siekiant užtikrinti pedagogams profesinio tobulėjimo galimybes svarbus vaidmuo tenka ir įstaigos vadovui. Tyrimas atskleidė, kad vadovai taiko šias pagrindines karjeros valdymo priemones: pedagogų kvalifikacijos tobulinimas, motyvavimas, grįžtamasis ryšys, savišvietos skatinimas, veiklos vertinimas. Visi tyrime dalyvavę ikimokyklinio ugdymo vadovai suvokia pedagogo karjeros būtinybę ir svarbą, tačiau ne visi siekia sukurti nuoseklią pedagogo karjeros valdymo sistemą. Valdant pedagogo karjerą iniciatyva deleguojama pačiam pedagogui. Savo ruožtu vadovai teigia įstaigose plėtojantys kai kuriuos pedagogo karjeros valdymui svarbius aspektus: kuria palankią kompetencijų tobulinimo aplinką, sistemingai teikia informaciją apie kvalifikacijos tobulinimo galimybes, remia finansiškai bei psichologiškai. Pagrindiniai žodžiai : ikimokyklinio ugdymo pedagogų karjeros valdymas, pedagogai, ikimokyklinių įstaigų vadovai. In an ever-changing world, the goals of education and the expectations of education policy makers, society and parents for the education system are also changing. Pre-school educational institutions need teachers with professional excellence and leadership skills who are constantly improving their competencies. In this context, the management of a teacher’s career is becoming a particularly important issue. In the management of a teacher’s career, not only the motivation of the teacher himself but also the role of the headmaster is very important in creating conditions and providing opportunities for the development of a teacher’s career. The article reveals the attitude of headmasters in pre-school educational institutions to the possibilities of pedagogue career management. It presents the results of qualitative research (interviews with headmasters in pre-school institutions), which revealed that headmasters understand the importance of teachers’ career management both for the teacher himself and for the quality of the institution’s activities. Some headmasters take care of a teacher’s career, creating conditions for improving competencies, and providing financial and psychological support. However, not all headmasters in pre-school institutions create favourable conditions for the development of a teacher’s career by delegating this function to the teacher himself. KEY WORDS: teachers’ career management, pre-school education institution, teachers, headmasters of pre-school education institutions.

Esta investigação pretendeu caraterizar a capacidade de adaptação ao ensino à distância e competências socioemocionais de professoreseeducadores-de-infância no primeiro período deconfinamento devido à COVID-19, bem como averiguar a influência de fatores individuais e socioprofissionais nessas competências pessoais. Tratou-se de um estudo transversal, descritivo e correlacional, com uma metodología mista de análise de dados. Aplicou-se um questionário misto, com umas questões fechadas e outras abertas, on-line, incluindo a escala Wong and Law Emotional Intelligence Scale previamente validada para a população adulta Portuguesa, assim como várias questões de caracterização sociodemográfica e outras relacionadas com a percepção de adaptação dos professores ao ensino à distância. A amostra incluiu um total de 302 professores/educadores (245 mulheres e 57 homens), predominando os grupos etários 41-50 (43.7%) e 51-60 anos (38.1%) e o nível de ensino secundário (27.8%). A dimensão de competência emocional em que os professores/educadores registaram média mais baixa foi regulação das emoções (M=3.21). Para trabalhar à distância salientaram-se dificuldades relacionadas com o domínio das tecnologias, os alunos e os métodos de ensino. Sem diferenças significativas em função do nível de ensino, notou-se dificuldade de regulação de emoções em todos os grupos, concluindo-se que esta problemática tendeu a afetar globalmente todos os professores / educadores., This research aimed to characterize the ability to adapt to distance learning and the socioemotional skills of teachers and kindergarten educators in the first period of confinement due to COVID-19, as well as to investigate the influence of individual and socio-professional factors on these personal competencies. This was a crosssectional, descriptive and correlational study, with a mixed methodology of data analysis. A mixed online questionnaire was applied, with some closed and open questions, including the Wong and Law Emotional IntelligenceScale previously validated for the Portuguese adult population, as well as several questions of sociodemographic characterization and others related to the teachers’ perception of adaptation to distance learning. The sample included a total of 302 teachers/educators (245 women and 57 men), predominantly in the age groups 41-50(43.7%) and 51-60 years (38.1%) and secondary education level (27.8%). The dimension of emotional competence in which teachers/educators registered the lowest average was emotion regulation (M=3.21). For working at a distance, difficulties related to mastering technologies, students and teaching methods were highlighted.Without significant differences according to the level of education, difficulties in emotion regulation were noted in all groups, concluding that this problem tended to affect all teachers/educators globally.

While COVID-19 pandemic creates a great impact on the global economy, it also force all the educational institutes across all countries, including Philippines to shut down. But learning and sharing of knowledge must not be compromised so eventually, the great significance of technology has taken into consideration. Online learning is not new but this pandemic situation makes it a substitute of the face to face learning. With the arising demand of competence in ICT and the goal to make learning more convenient, interesting and globally-competent, this led the researchers to conduct a study on the knowledge on ICT applications among teachers graduated from a center of excellence institution. This study determined if teachers are familiar or even use applications and the functions it has. These applications are commonly used for teaching and commonly found on Microsoft Software. The respondents are limited to only teachers who acquired 10 (ten) years and above teaching experience who may either be a teacher of any position, teaching inclusive in private and/or public elementary, secondary, tertiary schools education but graduated from a center of excellence institution in Ilocos Norte. The study made use of the descriptive survey form of research in which data gathered was tabulated and analyzed to answer the problems of the study. The result shows that graduates from the center of excellence institution who are ten (10) years in service are least knowledgeable in application on Data Bases and most knowledgeable in Word Processing, this is due to the fast changing flow of technology and the course offerings before are no longer in use as of today. This will give an impact that center of excellent institutions should continuously serve the teachers in the field so that they will be updated with the latest trends in the teaching technology.

We live in an age marked by technological advances. From an educational point of view, a model which requires methodologies adapted to digital media has consolidated, implying that the development of digital competence among the teachers has taken a special importance in order to adapt the learning and teaching process to each individual needs, favouring inclusion of students with special educational needs. This research aims to analyse the digital competency of teachers specialized in the attention to diversity. To this end, a non-experimental, descriptive investigation has been carried out, with a sample of 60 teachers currently working in both the Special and Ordinary Education models. The European questionnaire "DigCompEdu" has been used as analysis tool. Data obtained allows us to conclude that the level of digital competence of teachers who attend diversity in Special Education Schools is lower than the level shown by teachers of Ordinary Schools, showing statistically significative differences in three of the analysed areas. These areas are related to the use of digital competence, the adaptation of evaluation strategies and development of digital competency among the students., Vivimos en una época marcada por los avances tecnológicos. Desde el punto de vista educativo, se ha consolidado un modelo que requiere metodologías adaptadas a los medios digitales, lo que supone que el desarrollo de la competencia digital entre el profesorado sea un aspecto que ha cobrado especial importancia para adaptar la enseñanza a las necesidades individuales del alumnado, favoreciendo así la atención a las necesidades educativas especiales. Esta investigación tiene como objetivo analizar la competencia digital del profesorado especialista en atención a la diversidad. Para ello se ha llevado a cabo una investigación no experimental y descriptiva, con una muestra conformada por 60 docentes en activo del modelo educativo especial y del modelo ordinario. Como instrumento de análisis se ha utilizado el cuestionario europeo “DigCompEdu”. Los datos obtenidos permiten concluir que el nivel de competencia digital del profesorado que atiende a la diversidad del alumnado en los centros educativos especiales se encuentra en niveles inferiores respecto al manifestado por el profesorado de los centros ordinarios, observando diferencias estadísticamente significativas en tres de las áreas analizadas. Estas áreas están relacionadas con el uso de la competencia digital, la adaptación de estrategias de evaluación y el desarrollo de la competencia digital entre sus estudiantes.

Resumo O estudo teve como objetivo analisar dificuldades de aprendizagem sob a perspectiva dos transtornos das habilidades motoras, a partir da percepção de pais e de professores considerando o comportamento motor, emocional, acadêmico e atividades diárias de crianças com provável Transtorno do Desenvolvimento da Coordenação (TDC). Participaram 42 pais, 32 professores e 42 pré-escolares. Como instrumentos foram utilizados o Movement Assessment Battery for Children-2 (MABC-2) e questionários de percepção dos pais e dos professores sobre o desenvolvimento da criança. Os dados foram analisados usando o teste Shapiro Wilk, Wilcoxon, “U” de Mann-Whitney e Regressão Logística Binária. Os resultados demonstraram que professores percebem melhor as dificuldades nas habilidades motoras das crianças com persistência do TDC (pTDC) ou variação do TDC (vTDC) e percebem melhor as dificuldades emocionais, acadêmicas e de atividades diárias. Conclui-se que os professores percebem melhor as dificuldades apresentadas por crianças com pTDC e a variação no diagnóstico do transtorno interfere na percepção da dificuldade motora das crianças. Abstract The study aimed to analyze learning difficulties from the perspective of motor skills disorders considering the perception of parents and teachers about the motor, emotional, academic and daily activities of children with probable Developmental Coordination Disorder (DCD). 42 parents, 32 teachers and 42 preschoolers participated. As instruments, the Movement Assessment Battery for Children (MABC-2) and questionnaires for parents and teachers about child’s development were used. Data were analyzed using Shapiro Wilk, Wilkoxon, Mann-Whitney “U” test and Binary Logistic Regression. The results showed that teachers better understand the difficulties in motor skills of children with persistent DCD (pDCD) or variation on DCD (vDCD) and better understand the emotional, academic difficulties and the difficulties related to daily activities. In conclusion, teachers show a better perception of the difficulties presented by children with pDCD and the variation in the diagnosis of DCD interferes in the perception of the children’s motor difficulties. Resumen El estudio tuvo como objetivo analizar las dificultades de aprendizaje desde la perspectiva de los trastornos de la motricidad, desde la percepción de padres y maestros considerando la conducta motora, emocional, académica y las actividades diarias de los niños con probable Trastorno de Coordinación del Desarrollo (TCD). Participaron 42 padres, 32 maestros y 42 niños en edad preescolar. Los instrumentos que utilizados fueron el Movement Assessment Battery for Children-2 (MABC-2) y cuestionarios sobre la percepción de padres y maestros sobre el desarrollo del niño. Los datos se analizaron mediante la prueba de Shapiro Wilk, Wilcoxon, “U” de Mann-Whitney y de Regresión Logística Binaria. Los resultados mostraron que los maestros perciben mejor las dificultades en las habilidades motoras de los niños con persistencia del TDC (pTDC) o variación del TDC (vTDC) y perciben mejor las dificultades emocionales, académicas y de actividades diarias. Se concluye que los docentes perciben mejor las dificultades que presentan los niños con pDCD y la variación en el diagnóstico del trastorno interfiere en la percepción de la dificultad motora de los niños.