Search

This study aims to investigate how teachers’ citizenship beliefs relate to the way they teach citizenship in the classroom. Semi-structured interviews were conducted with 65 sixth-grade primary school teachers in Flanders. The results show a dominant presence of conservative citizenship beliefs, which are also reflected in the citizenship contents teachers prefer and the roles they assign themselves. Teachers, regardless of their citizenship beliefs, predominantly use daily situations and current events as educational materials. The article concludes with recommendations for a better endorsement for teachers with particular attention for an expansion of their citizenship beliefs and citizenship education.

Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk (Garbacz et al., 2016). However, little research has examined variables related to dimensions of these partnerships for parents and teachers of autistic children. The present study examined family socioeconomic resources in relation to two dimensions of family-school partnerships (relationship quality and family involvement) among parents of autistic children, as well as dyadic perceptions of relationship quality among parents and teachers of autistic children. Data were collected across two time points (Time 1 N = 68 parents, child ages = 5-11; Time 2 parent-teacher dyad N = 22, child ages = 7-13). Results suggest that (a) higher appraisal of financial resources was associated with higher parent-reported family involvement after controlling for child autism spectrum disorder (ASD) characteristics and (b) higher parent-reported relationship quality and family involvement at one time were significantly associated with positive independent (parent and teacher) and congruent ratings of parent-teacher relationship quality 2 years later. Study limitations, future directions, and practical implications are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students’ self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.

A critical factor in improving the quality of education, according to researchers, is an increase in the special pedagogical and digital competence of primary school teachers. The novelty of the re...

This research deals with an important state and public problem concerning the expertise of higher school teachers; according to the authors, the latter is determined by their formation level of the social dimension of personality. In the paper, issues are discussed touching on the essence and content of the social dimension of personality in relation to teachers of modern higher educational institutions in their professional activity. The paper covers requirements set for teachers of modern higher educational institutions, problems, and controversies preventing Russian higher school from developing efficiently, etc. The objective of the research consisted in providing grounds for the necessity of making the focus area associated with the formation and development of higher school teachers' social dimension relevant within the Russian education system (in terms of theory and practice). Conceptual statements on the development of consciousness and worldview of higher educational institution teachers within their professional activity are substantiated. Similarly, so are provisions on adoption, acceptance, and inclusion of meanings and values of the Russian culture into the educational process, as well as on the teachers' understanding their state and public mission as serving their Motherland.

Kegiatan yang berlangsung selama dua hari ini, mengambil tema pelatihan membuat media pembelajaran dengan aplikasi Ulead Video Studio 11 Bagi Guru SMP dan mahasiswa Kota Lubuklinggau. Di era globalisasi ini, guru dan mahasiswa harus terbiasa dalam menggunakan atau memanfaatkan aplikasi online maupun offline untuk menunjang aktivitas pembelajaran. Dalam pelaksanaan kegiatan pengabdian kepada masyarakat ini, tim pelaksanaan kegiatan menggunakan metode secara langsung atau tatap muka. Jadi peserta kegiatan langsung mendengarkan pemaparan dan praktik untuk mendesain media dengan aplikasi Ulead Video Studio 11. Kegiatan pengabdian kepada masyarakat ini dilaksanakan disebuah Ruko di jalan Simpang Priuk Kota Lubuklinggau selama 2 hari pelaksanaannya. Hasil dari kegiatan pengabdian kepada masyarakat ini adalah selama kegiatan berlangsung Guru dan mahasiswa yang mengikuti kegiatan, dibimbing oleh pemateri yang sudah memiliki pengalaman dalam menggunakan aplikasi Ulead Video Studio 11. Selain itu, peserta juga telah membawa perlengkapan sendiri, berupa Laptop dan paket data untuk mencari materi yang akan dipergunakan dalam kegiatan pelatihan. Pelaksaan kegiatan pengabdian kepada masyarakat yang dilaksanakan selama 2 hari ini, meliputi install aplikasi, mengenalkan kegunaan Ulead Video Studio 11, dan convert menjadi media pembelajaran MP4. Kegiatan ini diakhiri dengan foto bersama pemateri dan peserta kegiatan pengabdian kepada masyarakat. Simpulannya adalah pelatihan membuat media pembelajaran dengan aplikasi Ulead Video Studio 11 bagi Guru SMP dan mahasiswa Kota Lubuklinggau sangat memberikan manfaat dan pengalaman bagi para peserta kegiatan. Para peserta yang merupakan guru dan mahasiswa dapat menerapkannya dalam kegiatan yang menyangkut pembelajaran. Selain sederhana, penggunaan aplikasi Ulead Video Studio 11, dapat digunakan secara offline tanpa jaringan internet.

This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Dat...

The study aimed at identifying perceived sources of stress and coping strategies among secondary school teachers in Ludewa District. The study was guided by Transactional or Cognitive Theory of Psychological Stress and Coping. It employed the quantitative approach through descriptive statistics in terms of frequencies and percentages. Through simple random sampling, eight out of 22 schools were selected to participate in the study. From the eight schools, 100 teachers were selected through simple random sampling but the response rate was 74. Therefore, 74 teachers participated to fill the questionnaire. The first category of perceived stressors is for those which were very highly rated: delay in promotion, poor working condition, low salary for work, worried from student performance, overwork and lack of time to spend with family. The second category is for those which were highly rated: poor administrations, lack of social services, loans from different organizations, benefit from work and students’ misbehavior. Lowly rated source of stress was attending duties on weekends while very lowly rated sources were little acknowledgment from superior and trouble with colleagues. The study gives a number of recommendations; these include that the government should employ more teachers to reduce teachers’ overwork which is cited as one of stressors. Heads of schools should involve all teachers in decision making and treat them equally. School under investigation should employ mentoring and counseling techniques which will motivate teachers to share their economic and social problems in order to curb unnecessary stresses. Finally, teachers should employ such stress management strategies as joining in social clubs, attending physical exercises like sports and games and seeking support from either co- workers or supervisors in order to curb stressful challenges.

BackgroundPhysically active learning (PAL) - integration of movement within delivery of academic content - is a core component of many whole-of-school physical activity approaches. Yet, PAL intervention methods and strategies vary and frequently are not sustained beyond formal programmes. To improve PAL training, a more comprehensive understanding of the behavioural and psychological processes that influence teachers’ adoption and implementation of PAL is required. To address this, we conducted a meta-synthesis to synthesise key stakeholders’ knowledge of facilitators and barriers to teachers’ implementing PAL in schools to improve teacher-focussed PAL interventions in primary (elementary) schools.MethodologyWe conducted a meta-synthesis using a five-stage thematic synthesis approach to; develop a research purpose and aim, identify relevant articles, appraise studies for quality, develop descriptive themes and interpret and synthesise the literature. In the final stage, 14 domains from the Theoretical Domain Framework (TDF) were then aligned to the final analytical themes and subthemes.ResultsWe identified seven themes and 31 sub-themes from 25 eligible papers. Four themes summarised teacher-level factors: PAL benefits, teachers’ beliefs about own capabilities, PAL teacher training, PAL delivery. One theme encompassed teacher and school-level factors: resources. Two themes reflected school and external factors that influence teachers’ PAL behaviour: whole-school approach, external factors. Ten (of 14) TDF domains aligned with main themes and sub-themes:Knowledge, Skills, Social/Professional Role and Identity, Beliefs about Capabilities, Beliefs about Consequences, Reinforcement, Goals, Environmental Context and Resources, Social influencesandEmotion.ConclusionsOur synthesis illustrates the inherent complexity required to change and sustain teachers’ PAL behaviours. Initially, teachers must receive the training, resources and support to develop the capability to implement and adapt PAL. The PAL training programme should progress as teachers’ build their experience and capability; content should be ‘refreshed’ and become more challenging over time. Subsequently, it is imperative to engage all levels of the school community for PAL to be fully integrated into a broader school system. Adequate resources, strong leadership and governance, an engaged activated community and political will are necessary to achieve this, and may not currently exist in most schools.

This service activity aims to improve understanding and practice writing skills and submit scientific articles to national journals for high school teachers and equivalent in Tanah Putih sub-district, Rokan Hilir Regency. This activity was carried out using workshop method and continued with online guidance. In the field workshop, material was presented on the definition of scientific articles and journals, why teachers are required to have the ability to research and write articles, write scientific articles and training in submitting scientific articles to online journals. The results of the training showed an increase in the ability of participants to understand the procedures for writing scientific articles and the procedure for submitting articles to national journals. The core achievement can be seen from the enthusiasm of the participants who were very good during the training and there were articles from participants who had succeeded in being submitted to reputable National Journals.

As frontline education providers, teachers have encountered many challenges since the outbreak of the COVID-19 pandemic. To better understand teacher well-being during this crisis and inform practices to support them, this study employed an online survey with a mixed-methods approach to assess teacher well-being and the support they need to work effectively. A sample of 151 elementary school teachers in the United States was recruited in summer 2020 to complete an online survey through emails and social media outlets. Participants were asked to provide retrospective reports of their experiences teaching in spring 2020 after schools closed due to COVID-19. The majority of participants reported feeling emotionally exhausted and high levels of task stress and job ambiguity. Consistent with hypotheses, path analysis testing a model informed by the job demand-resources framework indicated that task stress and job ambiguity were robustly related to teacher well-being. Moreover, three job resources (i.e., teaching efficacy, school connectedness, and teaching autonomy) were related to job satisfaction. A moderation finding revealed that teachers who reported high teaching efficacy felt emotionally exhausted when they were unclear of their job duties. Thematic analysis of responses to an open-ended question found that teachers would feel supported if provided resources to develop competence in distance learning, workplace emotional support, and flexibility during COVID-19. The findings identified a critical need to allocate more attention and resources to support teacher psychological health by strengthening emotional support, autonomy, and teaching efficacy. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

This study aims to examine the tax awareness and moral perceptions of teachers. In this context, a survey was conducted with 124 teachers working in Antalya Province, Manavgat District, and the obtained data were analysed with Kruskal-Wallis H. Tests using the SPSS program. According to the study's findings, it was seen that the tax awareness of the teachers who gave the training to increase tax awareness and morality was not sufficient. The study's findings are significant because no study is conducted on teachers on tax awareness and morality in the literature., Bu çalışmanın amacı öğretmenlerin vergi bilinci ve ahlaki algılarının incelenmesidir. Bu çerçevede, Antalya İli, Manavgat İlçesinde görev yapan 124 öğretmen ile anket yapılmış ve elde edilen veriler SPSS programı kullanılarak Kruskal-Wallis H. Testleri ile analiz edilmiştir. Çalışma bulgularına göre, vergi bilinci ve ahlakını artırma eğitimi veren öğretmenlerin vergi bilincinin yeterli olmadığı görülmüştür. Literatürde vergi bilinci ve ahlakı konusunda öğretmenler üzerinde yapılmış bir çalışma bulunmaması nedeniyle çalışmanın bulguları önem taşımaktadır.

The current study examines antecedents to teachers’ behavioral intentions to use smart technologies in Thailand based on the technology acceptance model. 825 primary school teachers participated in...

Background Parents, teachers, and researchers all share the goal of optimizing students' academic engagement (Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes, 2016, Routledge, New York, NY). While separate lines of research have demonstrated the importance of high-quality relationships and support from parents and teachers, few studies have examined the collective contributions of adults' warm involvement or the processes by which support from both parents and teachers shapes students' engagement. According to the self-system process model of motivational development, warm involvement from key social partners fosters students' sense of relatedness, competence, and autonomy, (Minnesota Symposium on Child Psychology, Vol. 23: Self processes in development, 1991, University of Chicago Press, Chicago, IL; Theory and Research in Education, 2009, 7, 133), which subsequently fuels their engagement with academic tasks and challenges (Journal of Educational Psychology, 2003, 95, 148). Aims The current study sought to examine whether a sense of relatedness, competence, or autonomy could explain the relation between parents' and teachers' warm involvement and changes in students' academic engagement across a school year. Sample Data was drawn from 1011 third, fourth, fifth, and sixth graders. Method Students reported on adult warm involvement, self-system processes, and engagement in the fall and spring of a single school year. Results Structural equation␣models demonstrated that parent and teacher warm involvement each uniquely, positively, and indirectly predicted changes in students' academic engagement through a combination of students' sense of relatedness, competence, and autonomy, though these patterns differed slightly across adults. Conclusions Implications for optimizing students' academic engagement are discussed, including the need for intervention efforts focused on both parents and teachers and students' self-system processes.

Action research has been enthusiastically promoted in TESOL for almost forty years and has projected hopes for the emancipation of EFL grassroots teachers from reliance on evidence-based SLA research. Drawing on data from semi-structured interviews with grassroots secondary school teachers, this study attempts to show that the contrast between those difficulties the teachers identify as their most pressing and the action research topics commonly researched in TESOL may explain voices of dissent at the grassroots. Although there is some evidence that action research benefits practitioners in supported grassroots contexts, the voices of dissent would appear to indicate that the hopes that action research would result in a more just form of research, one which addresses the full gamut of teachers’ fundamental difficulties, remain unfulfilled. Furthermore, the study points to evidence that strict adherence to, and mandatory practice of, action research within the pragmatist paradigm can add to teachers’ burdens. In order to address all the predicaments of grassroots teachers’ realities, and facilitate a less coercive approach, a change of paradigms is proposed.

Teachers’ quality plays a paramount role in the improvement of quality of education. This paper describes the reflection of expectation and reality from the concept and the implementation of CPD of Primary School teacher in Indonesia. The objectives of CPD are increasing teachers’ professional development, increasing education services and upgrading professional qualification. In Indonesia, the objectives CPD only touches increasing education services and professional development. Teachers should involve in CPD activities, they are in self-development, scientific publication and innovative works. The reality from the implementation of CPD, Indonesia’s Education Development Index (EDI) is still on average level. It shows CPD activities have not brought education service improvement in longlife learning. In term of professional development, there are many teachers who are not pass credit score to have higher fungtional position and the main factors are less of motivation and commitment of teachers. In the other line, teachers who have pursued master qualification commonly have been pass credit score.

The purpose of this study was to determine secondary school students' self-confidence in terms of cognitive style. The dependent variable was self-confidence and independent factors were gender and cognitive styles. The study used a descriptive survey and the sample consisted of 400 students in grade 11. Data was collected using the Cognitive Style Inventory and the Self-confidence Inventory and was analyzed using a two-way ANOVA. Data were analyzed using Two Way ANOVA with a 52-factorial design. The most important influence of cognitive style and gender on secondary school pupils' self-confidence was shown to be substantial. The double interaction impact of cognitive style and gender on secondary school students' self-confidence was discovered to be substantial. School teachers should organize classes by employing active teaching strategies, suitable teaching tactics, and aiding students in developing academic self-confidence. Lectures, workshops, and seminars should be provided to students who are falling behind owing to poor cognitive style selection.

This study examined the perceptions of two groups of teachers, namely Secondary 3 and Secondary 6, regarding effective pedagogical practices in relation to curriculum reform. A total of 1,215 teach...

This research work investigated the attitude of Secondary School Teachers in the Ijero Local Government Area of Ekiti State, Nigeria towards Physical fitness for sports. The research design used for the study was the descriptive type of research. A simple random sampling technique was used to select two hundred (200) secondary school teachers selected from all the secondary schools in Secondary Schools in Ijero Local Government Area of Ekiti State, Nigeria. The instrument for data collection for the study was a self-structured questionnaire. The instrument was subjected to a validity and reliability mechanism and it was found to be appropriate for the study. Four (4) research questions were raised and tested at 0.05 level of significance. The data collected were analysed using Chi-Square (X2) statistical analysis package. The findings of the study revealed that the disposition of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, the interest of secondary school teachers’ influences their attitude towards physical fitness programme and sports activities, availability of sports facilities influence the attitude of secondary school teachers’ toward physical fitness programme and sports activities and, secondary school teachers’ perception of health benefits of physical fitness influences their attitude towards physical fitness participation and sports activities in secondary schools in Ijero Local Government Area of Ekiti State, Nigeria. Based on the findings, appropriate conclusions and recommendations were made.

This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as and for learning. (3) When comparing teachers’ perceptions with their self-reported practices, we found that teachers’ perceptions regarding traditional assessment matched their practices; while the majority of teachers admitted that they found alternative assessment important even though they did not often use it in order to support students to be able to reflect on their own learning or to enhance their performance in the learning process. Thus, these findings are significant for researchers, teachers, and educators to help them reconsider their perceptions of alternative assessment and how they should be enacted in practice with the aim of resolving the mismatches found in this study.

There is an unusual increase in the cases of child abuse, early marriages, suicide, physical and mental violence causing a large number of school dropouts in elementary classes. This calls for the requirement to investigate or evaluate the perceptions of teachers about life skills education in public sector elementary schools. The study was conducted using qualitative interviews from twelve teachers of two public schools where life skill education is being taught. Thematic analysis was used for data analysis. The findings of the study revealed that teachers are aware and have a positive attitude towards life skills education. This study will contribute to raising awareness.T

Background: Despite the growing body of research concerning affective relationships between teachers and ethnic minority students, very little is known about student-teacher relationship (STR) quality for religious minority students. Many Islamic schools have a mixed workforce consisting of both Muslim and non-Muslim teachers. This means that the quality of religiously congruent and religiously incongruent STRs can be directly compared. Aims: We investigated whether the quality of the STR experienced by Dutch Islamic school students depended on the religious background of their teacher (Muslim vs. non-Muslim). We also examined the role of teachers’ implicitly measured attitudes towards Muslims as a possible explanation for differences in relationship quality. Sample: Participants were 707 students (56.9% female) from 35 classes (Grade 3–6) (Mage = 10.02 years, SD = 1.25) and their 35 teachers (85.7% female; Mage = 32.94 years, SD = 6.37). Methods: Students reported on the quality of the relationship with their teacher (closeness, conflict, and negative expectations), and teachers’ implicit attitude towards Muslims (vs. non-Muslims) was measured with an Implicit Association Test. Results: Students reported relatively high levels of closeness and low levels of conflict and negative expectations for both Muslim and non-Muslim teachers. Conflict was slightly higher in religiously incongruent STRs, but only when teachers’ implicitly measured attitude towards Muslims (vs. non-Muslims) was included in our model. Conclusion: Results of this study indicate that religious incongruence does not play a major role in STR quality in Islamic primary education.

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

Are future secondary school teachers able to identify the possibilities for preventing and reducing negative consequences of bullying and cyberbullying using digital technologies? We verified this question through a case study method. Teachers play a very important role in detection, elimination, as well as prevention. It is therefore necessary to educate them and constantly remind them of the seriousness of these problems. In our research, we tried not only to identify the opinions of respondents, future secondary school teachers, but also to emphasize these problems. The existence of ICT have "facilitated" the spread of violent content and thus encouraged its wider expansion. In our research, respondents stated several serious and important ideas. The number of identified cases of bullying and cyberbullying in their vicinity was increasing. There was non-significant number of opinions about non-existence, or ignorance of any kind of bullying near respondents. Despite identifying the contribution of ICT tools to the increase in bullying and cyberbullying, respondents did not mention these tools as possible preventive tools. We can conclude that, although the most respondents are able to identify these issues. The mentioned ways for preventing and eliminating negative consequences were only general and did not exceed basic knowledge about this growing phenomenon.

Accountability enables teachers to exhibit professional behaviors in school processes. However, the contribution of accountability to teacher occupational professionalism depends on the effective structuring of accountability mechanisms. It is necessary to examine how the connection between teacher occupational professionalism and accountability can be effectively established in line with different conceptual models. Therefore, this study investigated the relationship between teacher accountability and occupational professionalism by analyzing a proposed conceptual model of accountability and occupational professionalism dimensions. The first step for effective accountability mechanisms is to raise occupational awareness. Therefore, the effect of teacher accountability on teacher occupational awareness, which is one of the components of occupational professionalism, was examined with the mediating roles of contribution to organization, emotional labor and personal development dimensions of occupational professionalism. Employing correlational research design, the study sample included 576 middle school teachers from Gaziantep province in the southeast of Turkey. The study revealed that contribution to organization and emotional labor play a partially mediating role in the relationship between accountability and occupational awareness. However, teacher personal development has no mediating role. The results present a framework to develop teacher personal accountability supporting teacher occupational professionalism.

The aim of this study is to reveal the perceptions of high school teachers about the concept of “hidden curriculum” through metaphors. The phenomenological research design was applied in this study. The study was carried out with the participation of 128 high school teachers. The study group was determined using a convenience sampling model. The study data were obtained by completing the blanks in the sentence ‘hidden curriculum is like …because...’. The participants were asked to write a metaphor about the hidden curriculum in the first blank and explain why they wrote this metaphor in the second blank. Content analysis was used to analyze the obtained data. Categories were constituted by classifying the metaphors according to their common characteristics. Metaphors of the participants regarding the hidden curriculum were gathered in the categories of “invisible factor”, “negative associations”, “guiding for school”, “school climate”, “an object”, “acting as a function”, “powerful authority”, “a part of daily life”, ‘’integral element of curriculum’’ and “building commitment”. The participants mostly used metaphors of ‘’invisible power’’, ‘’atmosphere of school’’, ‘’soul’’, ‘’virus’’, ‘’rainbow’’ ,’’guide’’,’’secret message’’,’’law’’ and ‘’custom’’. When the sentences of metaphors made were examined, it was determined that the participants had both positive and negative perceptions regarding the hidden curriculum.

In the study reported on here, we investigated the effectiveness of principal leadership practices in secondary schools in Niger State, Nigeria. Surveys were conducted with 154 principals, 269 heads of the department and 25 members of staff from the Secondary Education Board in Niger State. The findings indicate that the extent of principal leadership practices and school effectiveness attributes in secondary schools in Niger State is high. The result of multiple regressions shows that about 14% (R2 =0.14) of the variation in school effectiveness accounted for leadership practices. We recommend that the Federal and State Ministries of Education in Nigeria focus on issues other than leadership practices, such as training programmes for secondary school teachers to enhance school effectiveness. There is also a compelling need for secondary school principals to identify and promote the professional development needs of teachers and to ensure that teachers are effectively trained to enhance the development of secondary schools into centre of excellence.

Introduction The high phonatory demand required of teachers is a direct cause of the onset of vocal symptoms and of the development of laryngeal disorders. Objective To describe the findings of the laryngeal screening performed as part of the Vocal Health Program held in the Federal Distrcit of Brazil in 2014 and 2015. Methods The study was performed with 361 dysphonic teachers from public schools who attended the laryngeal screening (videolaryngoscopy) part of the program. Data on anamnesis, the degree of dysphonia, the findings of the laryngeal screening, the referrals made after the laryngeal screening, and the result of the assessment of vocal aptitude for work were analyzed from the forms of each participating teacher. Results The sample of the present study (N = 361) represents 18.23% of the 1,980 teachers that went through the vocal screening of the program in 2014 and 2015. In total, 98 (27.15%) teachers presented mild dysphonia, 221 (61.22%), moderate dysphonia, and 42, (11.63%) severe dysphonia. Regarding the laryngeal screening (videolaryngoscopy exam), 269 teachers (74.52%) presented laryngeal disorders, and the main ones found were vocal nodules (43.87%), signs of laryngopharyngeal reflux (37.17%), hourglass chink (18.22%), vascular dysgenesis (18.22%), midposterior triangular chink (9.67%), and double chink (8.55%). Conclusion Laryngeal screening through videolaryngoscopy and auditory-perceptual screening of the voice as part of vocal health programs are essential to define the diagnosis and therapeutic conduct for teachers with dysphonia. Together with intervention activities, continuing education and adequate and accessible treatment, the periodic evaluation of vocal health can contribute to reduce absenteeism and improve the quality of life and of the voice of teachers.

A escola, por meio de seu representante em sala de aula – o docente, tem a responsabilidade de formar o seu aluno para o exercício da cidadania e essa tarefa pode perfeitamente ser realizada amparada na história de seu país. O objetivo deste artigo é propor meios para docentes buscar embasamento na preparação de suas aulas garantindo um ensino, e aprendizagem efetivos a seus alunos no que se refere à temática das relações étnico-raciais. A problemática, tornou-se visível através do instrumento de questionário aplicado à professoras de escolas públicas da cidade de Araguari – MG, onde registrou-se como maior porcentagem de respostas a alternativa “trabalho em desenvolvimento na minha escola”, o que gerou grande inquietação, e motivou a indagar como é desenvolvido esse tema, quais os gatilhos utilizados para iniciar a abordagem, objetivo e por quanto tempo perdura no decorrer do ano letivo.

Bilingual class (Indonesian and English) for some lessons must be done in Islamic Elementary School of Al Azhar 17 Bintaro. Therefore, English Training for teacher was conducted. This program was a challenge for all teachers of SD Al Azhar 17 Bintaro to improve their competence in teaching by using two languages and to improve the ability of using English for daily communication with students. The aims of the training was to prepare the implementation of bilingual classes that was done 10 meetings and each meeting was done 4 hours. English Teacher Training Program include: games and icebreaking, group and class discussions, role-play, sharing session, microteaching (presentation), and feedback evaluation. Participants were always enthusiastic in doing all activities. Feedback from other participants was very good. At the end of the training, there was an increase in the competence of all participants in using English expressions for teaching purposes. They seem more confident and communicate more fluently in English. The school hopes that the bilingual training program in schools will continue to be a success.

With the increasing concern in school teachers’ well-being and growing focus on the early childhood education sector in recent years, the present study explored the factors that contribute to the psychological well-being of kindergarten teachers in Hong Kong. Based on a sample of 459 kindergarten teachers in Hong Kong, the authors demonstrated that teachers’ psychological well-being was strongly determined by their self-belief, which were contributed by their relationship with colleagues, and their positivity in attitude towards life and work. The authors further demonstrated that teachers’ self-belief was influenced by their perception of the school culture. Implications for establishing a positive attitude in kindergarten teachers and enhancing their psychological well-being were discussed.

Purpose of this study to determine how the facilities and infrastructure for softball learning in Senior High School Jepara Regency. This research uses qualitative research with a descriptive approach, with the subject of this research is the Senior High School teachers in Jepara district. The collecting data using interview, observation and documentation methods. The data analysis using methods that are carried out continuously with data reduction, data presentation and make a conclusions. The results showed that (1) From 9 State Senior High Schools in Jepara Regency had good softball facilities and infrastructure, because there were several schools that did not have the facilities. (2) The main inhibiting factor in the procurement of softball facilities is the price of equipment which is expensive and in large quantities. (3) Softball learning in the school has not run optimally, due to inadequate facilities and infrastructure. (4) The teacher is innovative enough in learning to modify the tools and how to play. The conclusion is that the price of softball equipment is very expensive and the amount of equipment is not small, so the implementation of softball learning in the schools has not been carried out properly, because of the lack of softball equipment and also requires a large field. It is hoped that schools whose facilities and infrastructure for softball learning are still inadequate should be available to immediately organize softball facilities and infrastructure while still considering the level of need, so the quality of learning outcomes for sports and health, softball material can run well and can also lift branches Softball in Jepara Regency has become a popular sport not only among students but also among the local community.

Rola przebaczenia według nauczycieli szkół średnich – czy uważają, że testowanie i ocena uczniów wiążą się z przebaczeniem? Podczas gdy przebaczanie uznaje się za istotną wartość, ocena uczniów prowadzona z użyciem standardowych metod testowania jest rozwiązaniem bezlitosnym. Celem tego opracowania było zbadanie kwestii, jak nauczyciele postrzegają związek między testowaniem a przebaczeniem? Trzydziestu jeden nauczycieli szkół średnich poproszono o odpowiedzi na cztery pytania, po przedstawieniu im konkretnej definicji przebaczenia, sugerującej, że przebaczenie oznacza pozwolenie ludziom i uczniom na popełnianie błędów bez osądzania, dopóki nie zaczną robić tego, co należy. Odpowiedzi respondentów nagrano, przepisano i przeanalizowano. Po przeanalizowaniu zawartości uzyskano dziesięć kategorii. Niektóre z nich wskazują, że istnieje napięcie pomiędzy (a) uczuciami nauczycieli wobec uczniów i ich chęcią wspierania i pomagania im, a (b) formalnymi, odgórnymi wymaganiami systemu szkolnictwa. Badani nauczyciele wskazywali również na rolę istnienia granic wybaczania uczniom ich przewinień.

In the Philippines, previous studies have revealed that the implementation of gender mainstreaming in education has remained vague. Also, there is a lacuna in the literature about informed accounts...

Teaching a language subject in school is often referred to as being different and unique compared to teaching a non-language subject. However, the few existing studies examining this claim have mainly investigated the viewpoints of teachers who only teach one language, thus failing to achieve a comparison based on teachers’ actual lived experiences of teaching two different subjects. The present study was designed to address this gap by exploring 11 upper secondary school teachers’ perceptions of similarities and differences between teaching English and a non-language subject. Austria and Norway were chosen as contexts for the study since both countries qualify state secondary school teachers to teach a minimum of two subjects simultaneously as part of their regular teaching load. The analysis of the semi-structured interviews revealed that the teaching of various subjects shares some similarities but is highly influenced by contextual factors. The most striking finding was the perceived different status of subjects across contexts and the consequences of this for teachers and learners. The findings underline the importance of contextualizing data and understanding the ecology in which teaching and learning of any subject or any language takes place. publishedVersion

Como docentes nos encontramos con alumnos con diferentes características: incorporación tardía de alumnos, provenientes de familias desestructuradas donde escasean normas, con carencias en hábitos de trabajo y de estudio, alumnos con Necesidades Específicas de Apoyo Educativo (NEAE). Todo ello puede crear en el aula una falta de convivencia, de empatía y de cohesión de grupo. Este estudio se fundamenta principalmente en tres tipos de paradigmas: el conductista, el cognitivo-humanista y el cognitivo-sociocultural. La realización de esta propuesta no es una dinámica puntual, ya que pensamos que este tipo de solución sería menos efectiva puesto que no hay una persistencia en el tiempo ni sobre los alumnos, sino que optamos por un método pedagógico anual o trimestral. El objetivo de este estudio es elaborar una propuesta desarrollando el trabajo de modificación de conducta, la cohesión grupal, el incremento total de las capacidades del alumnado, fomentar un ambiente agradable en la clase para motivar a los estudiantes, así como la creación de una relación cercana y de confianza entre el profesor y su clase y realizar una primera aproximación para llevar a cabo en futuras investigaciones el método propuesto. Es una investigación etnográfica centrada en los alumnos de primer cuatrimestre de magisterio de educación primaria. Según resultados, en la clase se presentan grupos cerrados con alguna conexión a través de algún compañero, además, hay alumnos que son rechazados por su forma de vincularse o por su discapacidad. Siendo necesario trabajar esta metodología en todos los niveles educativos, vista los datos nos indican que los futuros profesores de primaria presentan y viven esta situación. Entre docentes y discentes consideramos mejorar la enseñanza utilizando una metodología que ofrezca seguimiento no solo a nivel de conocimientos sino de cohesión de grupo y de bienestar en el aula.

There is a noticeable usage of African Traditional herbal medicine in the treatment of physical and metaphysical diseases. This is largely due to the perceived high costs of orthodox medicine and the feeling that traditional herbs are more dependable. This research established the epistemological underpinnings of African traditional herbal medicine among primary school teachers in the Central Region of Uganda. The researcher used interviews, document analysis and focus group discussions to collect data from different schools. A total of eighteen (18) teachers were sampled, teachers claimed that African traditional herbal medicine is based on testimonial seeming, perceptual seeming, and memorial seeming. The study, therefore, found that the epistemological theory which can appropriately explain the basis of African Traditional herbal medicine in schools is the Bucket Theory of mind as advocated for by Karl Popper. The study recommends Poppers’ falsification theory in the operations of primary school teachers as a measure to do away with falsity content in the usage of traditional herbal medicine in schools

The use of Information Technology (IT) in State Vocational High School (SMK N) 4 Lubuklinggau city has not been greatly optimized. Similar deduction was obtained for existing learning facilities and media, despite wifi availability. Also, the motivation for learning during the COVID-19 pandemic has drastically declined, due to poor IT literacy among teachers. This circumstance is possibly observed from the students’ attitudes in participating in online classes, using Google Classroom and WhatsApp platforms. The assessment commenced with a pre-test, followed by a training on strengthening IT literacy as well as the development of Google Classroom and Kahoot in online learning. Subsequently, independent assignments and evaluations were conducted. The results showed an acceptable performance, with materials on "Strengthening IT Literacy", "The Development of Google Classroom in Online Learning" and "The Development of Kahoot in Online Learning", reporting 81.30, 82.72 and 82.69% comprehension rate, respectively.

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research.