Search

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the relationship between elementary school teachers' attitudes towards e-learning and their mental wellbeing in the Division of Quezon. Based in the Technology Acceptance Model (TAM) by Fred Davis and Seligman's PERMAH theory of wellbeing, the research explores how teachers' perceptions of the usefulness, ease of use, and overall acceptance of e-learning impact their emotional and psychological states. The data for this study were collected using a descriptive-correlational method from a randomly selected sample of 346 classroom teachers. The findings of this study reveal that teachers generally have positive attitudes towards e-learning, especially regarding personalized learning and flexibility. However, concerns about accessibility and affordability still exist. The scores for mental wellbeing indicate that teachers are generally coping well, showing high levels of positive emotions, engagement, meaning, relationships, and continuous personal growth. The study also found significant positive correlations between attitudes towards e-learning and mental wellbeing, particularly in relation to personalized learning and engagement. In conclusion, this study emphasizes the need for improved accessibility and engaging resources in e-learning. It recommends projects aimed at enhancing attitudes towards e-learning, comprehensive wellness programs, and ongoing technical support for teachers. Additionally, further research on barriers to effective e-learning implementation is suggested to enhance teacher training programs. Overall, this research highlights the importance of supporting teachers in both their adoption of e-learning and their mental wellbeing. It advocates for integrated approaches that can improve educational and personal outcomes. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı sınıf öğretmenlerinin örgütsel mutluluk algı düzeyleri ile tükenmişlik düzeylerinin tespit edilmesi ve aralarındaki ilişkinin incelenmesidir. Nicel olarak tasarlanan bu çalışmada ilişkisel tarama deseni kullanılmıştır. Araştırmada veriler “Kişisel Bilgi Formu”, “Okul Örgütsel Mutluluk Ölçeği” ve “Maslach Tükenmişlik Envanteri” ile toplanmıştır. Çalışmanın örneklemini Mersin ilinde görev yapan “uygun örnekleme” yöntemi ile belirlenen 166 sınıf öğretmeni oluşturmuştur. Çalışmada Mann Whitney U, Kruskal Wallis H ve Spearman Korelasyon kullanılarak veri analizi gerçekleştirilmiştir. Araştırmanın sonucunda çalışmaya katılan sınıf öğretmenlerinin örgütsel mutluluk algılarının yüksek, duygusal tükenme, duyarsızlaşma ve kişisel başarı düzeylerinin ise düşük olduğu saptanmıştır. Sınıf öğretmenlerinin algıladıkları toplam örgütsel mutluluk puanlarının kadınlar ve mesleği isteyerek seçen öğretmenler lehine yüksek olduğu anlaşılmıştır. Örgütsel mutluluğun yalnızca mesleki adanmışlık alt boyutunda kadın ve sınıfında özel eğitim öğrencisi bulunmayan öğretmenler lehine anlamlı bir farklılık olduğu belirlenmiştir. Öğretmenlerin sınıflarında özel eğitim tanılı öğrenci bulunup bulunmama durumuna ölçek boyutları üzerinden bakıldığında duygusal tükenme boyutunda sınıflarında özel eğitim öğrencisi bulunan öğretmenler, kişisel başarı boyutunda ise bulunmayan öğretmenler lehine anlamlı farklılık bulunduğu, öğretmenlerin tükenmişlik düzeyleri ile öğretmenlerin cinsiyetleri ve mesleği isteyerek seçip seçmeme durumları arasında anlamlı bir farklılık bulunmadığı tespit edilmiştir. Duygusal tükenme ve duyarsızlaşma boyutlarında mesleği isteyerek seçmeyen öğretmenler, kişisel başarı boyutunda ise seçen öğretmenler lehine anlamlı farklılık olduğu sonucuna ulaşılmıştır.

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Distributed leadership (DL) continues to draw practitioners and researchers' attention in the context of education leadership as early as the 21st century. While an increasing amount of literature strongly advises principals to shift toward DL practices, there is a paucity of studies that indicate the extent to which this shift is taking place in practice across Islamic secondary schools. Consequently, this study investigates the distributed of leadership practices of two Islamic secondary schools located in two different countries. The study uses a collective case study methodology with a mixed-method approach, and collected data from 30 school teachers and interviews six school teachers. The findings reveal that both selected Islamic secondary schools have a definite hierarchy decided by top management. The findings also indicate that when leadership roles are distributed among classroom teachers, the schools do not seem to have fixed criteria. In addition, the findings illustrate that novice teachers are slowly given responsibilities and prepared to take on leadership roles. The finding could serve as a supportive literature in practicing DL across Islamic secondary schools to reduce the workload of headteachers. The findings further link DL to the development of a professional learning community though teacher leadership. The significance and originality of this research arguably falls along the fact that; it is the first of its kind to empirically investigate DL practices across Islamic secondary schools in two different geographical locations. [ABSTRACT FROM AUTHOR]

Inclusive education can be defined as acting with the awareness that people have different characteristics from each other and ensuring that all children can receive education together with their peers and at the same standards. In this context, classroom teachers' attitudes towards inclusive education were examined in terms of different variables. The survey model was used in the study. Data were collected using the Attitude Scale towards Inclusive Education developed by Erçiçek et al. (2023). The scale was administered to 384 teachers working in primary schools, and the obtained data were analyzed using the SPSS 23.0 program. Acccording to the analysis results, classroom teachers' attitudes towards inclusive education are positive. Apart from this, it has been concluded that the attitudes of classroom teachers towards inclusive education do not differ significantly according to the variables of gender, age, years of seniority, educational status, however they show significant differences according to the variables of receiving training on inclusive education, having a disadvantaged acquaintance or relative, and having a disadvantaged individual in the class. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractDuring the past decade there has been an increase in the range and quantity of digital technologies available to use within classrooms (Casey et al., 2016; Gard, 2014; Lupton, 2015). It has been recognised that using ICT is an important skill to develop amongst children (Livingstone, 2012), and can provide unique opportunities for developing high quality reflection and feedback skills (Fabian & Maclean, 2014; Weir & Connor, 2009). Qualitative data were collected from both specialist (n = 6) and non-specialist (n = 3) PPE teachers. In total, 9 teachers were interviewed from 8 different schools using a semi-structured interview. Key findings show that whilst there were many examples of the use of technology within the primary curriculum in all schools, most teachers used limited digital technology within their teaching of PPE. Those who did include technology reported this as a replacement for a lack of Content Knowledge (CK) or Pedagogical Content Knowledge (PCK), to save time during teaching or assessment activities, or for the delivery of specific activities. Greater emphasis on training and continuous professional development in schools is needed, thus allowing teachers to develop the knowledge and confidence to successfully integrate ICT into their PPE curriculum.

Copyright of Route Educational & Social Science Journal (Ress Journal) is the property of Ress Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although physical education teachers generally act as the physical activity champion and promote adherence to whole-school physical activity programs, classroom teachers manage the majority of students' access to movement throughout the school day. Purpose: To support the adoption of a whole-school physical activity program, this study developed an instrument that identifies barriers perceived by classroom teachers related to adopting this type of program in their school. Method: A four-step process provided the conceptual framework for this instrument development (literature review, expert review, quantitative evaluation, and validation). The final validation phase (N = 520 teachers) included two individual analyses to separately evaluate respondents from elementary (K-5) and secondary levels (6-12). Each group was randomly split to run exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the models. Results: CFA results support models with adequate fit to the data for barriers for elementary, e.g., (SRMR = 0.0726; Bentler CFI = 0.92.79) and secondary (SRMR = 0.0813; Bentler CFI = 0.9374) teachers for whole-school programming. Conclusion: This instrument can be used by school personnel and researchers to understand perceived barriers for classroom teachers to implement a whole-school physical activity program in their context and then follow up to remove or reduce the barriers. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Technostress refers to the negative psychological and physical effects of technology use (Brod, 1984; Shu, Tu, & Wang,2011). The reasons for this include factors such as information overload and inability to cope with the pressure to stay up to date with technology. Undoubtedly, there is a strong relationship between technostress and technology use (Brod, 1984). This study aims to reveal the relationship between the levels of technostress that classroom teachers may have experienced and their perceptions of competence towards Information Communication Technologies (ICT). In addition, teachers' technostress levels and ICT efficacy perceptions were examined in terms of various descriptive variables. The study was conducted with the relational survey model, one of the quantitative research methods, and two scales and various descriptive questions were used. In the study, independent sample t-test, Mann-Whitney U test and one sample ANOVA were used to determine the difference between multi-group variables. Bivariate Pearson correlation analysis was applied to test the relationship. The results of the analysis showed that there was a statistically significant relationship between teachers' technostress levels and their perceptions of ICT efficacy (r= 0.343; p<0.01). Accordingly, it was determined that as teachers' perceptions of ICT competence increased, their technostress levels decreased significantly. In addition, it was shown that ICT efficacy perceptions did not create a statistically significant difference in terms of gender, grade taught, place of teaching and social media use. On the other hand, the analysis revealed that teachers' professional experience made a difference in terms of ICT perceptions. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the benefits of classroom physical activity breaks on student health and academic outcomes, more research is needed to understand what factors may be associated with classroom physical activity break implementation, to bolster buy-in from school stakeholders and increase implementation. This quantitative study examined frequency of classroom physical activity break implementation in relation to (1) objectively measured teachers' physical activity and sedentary behaviors, (2) confidence for leading classroom physical activity breaks, (3) social norms (perceptions of other teachers' classroom physical activity break implementation), and (4) teacher- and school-level demographics. In total, 153 classroom teachers in 20 elementary and middle schools completed a survey including classroom physical activity break frequency, confidence, and social norms, one item each, dichotomized (1 = "most/all the time" OR "agree/strongly agree"). Accelerometry assessed total activity and daytime sedentary behavior. Analyses included multilevel binary logistic regression. Teachers were 90% female, 68% White, and 55% in elementary schools. Odds of implementing classroom physical activity breaks were lower among middle school teachers, 14 times greater among those with greater confidence, and over 17 times greater when teachers perceived others frequently implementing classroom physical activity breaks. Teacher activity was not associated with classroom physical activity break implementation. Future interventions to increase classroom physical activity break implementation should focus on increasing teachers' confidence to lead classroom physical activity breaks and creating more buy-in from classroom teachers to enhance each school's culture of health. By enhancing teacher confidence and social norms for implementing classroom physical activity breaks, we may increase school-based physical activity opportunities. [ABSTRACT FROM AUTHOR]

In today's conditions, the needs of the labor market are changing in parallel with technological developments and the need for individuals trained in STEM is increasing. For this reason, it is a priority to increase the skills and awareness of teachers who will guide individuals trained in the field of STEM. In this study, a STEM training with educational robotics applications was designed for classroom teachers. The education included theoretical and practical STEM instruction conducted by expert academicians, utilizing next-generation educational robotic kits to facilitate sample STEM activities. The primary aim was to equip teachers with skills aligned with the elementary school curriculum, emphasizing a focus on STEM learning outcomes. As a result of the training, teachers were able to develop their own STEM activities. The study, which was modeled with a one-group pretest-posttest research design, examined the changes in the attitudes towards STEM and STEM awareness of the participants as a result of the STEM education they received. In conclusion, it is observed that the participants' attitudes towards STEM education and their awareness of STEM have increased by the end of the education. Additionally, the participants believe that STEM educational activities should be included in the curriculum. [ABSTRACT FROM AUTHOR]

This study aimed to determine the relationship between Teacher Self-Efficacy (TSE) and Teaching Competency (TC) of classroom teachers in drug education in Malaysian secondary schools. This study was a descriptive quantitative survey. The study's respondents consisted of 491 secondary school teachers selected via stratified random sampling from six states in Malaysia such as Kelantan, Kedah, Selangor, Kuala Lumpur, Sabah and Johor. The instruments of TSE and TC were developed by the researchers and piloted. The data were collected by a hybrid method using online and offline questionnaires. The study used SPSS 25 for statistical measures such as Cronbach's alpha, means, percentage, and standard deviation to analyse the data. The study revealed that the relationship between TSE and TC in drug education was strong and positively correlated (p= 0.00 and Pearson Correlation value = 0.636**). It can be concluded that teachers' selfefficacy and teaching competency of classroom teachers in drug education had a significant relationship. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Value Studies is the property of Asos Egitim Bilisim Danismanlik and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Health and Physical Education (HPE) has been an important learning area in the New Zealand Curriculum (NZC) since the two learning areas were integrated in the 1990s. HPE in the NZC proposed a multi-dimensional education vision, principles and values for students' holistic development founded upon theoretical perspectives such as critical theory, humanism and socio-cultural theory. However, it is unclear whether physical education (as opposed to HPE) is still considered relevant to students' holistic learning experience espoused by academics. Using the theoretical assumption of phenomenology, this research is a qualitative case study designed to investigate primary school classroom teachers' perceived value of physical education in New Zealand. Four primary schools and eight classroom teachers were purposively recruited. Data were from individual semi-structured interviews, documents, observation and email. Data were analysed using thematic analysis and the constant comparative method. The findings identified six subthemes under the postulated value of physical education (physical, psychological and cognitive development): (1) 'it has benefits for physical well-being and health'; (2) 'students learn a lot of social skills'; (3) shaping good character and self-efficacy; (4) physical education is for fun; (5) good character and self-efficacy can bring into classroom learning; and (6) physical education as 'a reset button'. The teachers' perspectives indicate their understanding of the contribution physical education has to the primary school curriculum in terms of facilitating students' holistic development in physical well-being, social skills and supporting other learning areas. We strongly suggest that teachers need to concentrate on students' learning experiences rather than the learning outcomes. [ABSTRACT FROM AUTHOR]

Bu araştırma temel eğitimden ortaöğretime kadar olan süreçte matematik dersi yürüten öğretmenlerin Teknolojik Pedagojik Alan Bilgisi (TPAB) algılarını bütüncül bir yaklaşımla incelemek amacıyla yapılmıştır. Öğretmenlerin TPAB’leri cinsiyet, fakülte türü, alan, mesleki deneyim süreleri ve öğrenim düzeyine göre incelenmiştir. Araştırmada “Öğretmen Bilgi Formu ve TPAB Ölçeği” olmak üzere iki tane veri toplama aracı kullanılmıştır. Araştırmanın örneklemi 343 öğretmenden oluşmaktadır. Verilerin analizinde betimsel istatistik, bağımsız gruplar t-testi, tek yönlü varyans analizi ve Welch testleri kullanılmıştır. Öğretmenlerin TPAB algıları cinsiyet ve mezun olunan fakülte türüne göre istatistiksel olarak anlamlı bir biçimde farklılaşmazken, öğretmenlerin öğrenim düzeyi, mesleki deneyim süresi ve alanlarına göre anlamlı bir biçimde farklılık göstermiştir. Ortaokul ve lise matematik öğretmenlerinin TPAB algılarının birbirine yakın olduğu, lise matematik öğretmenlerinin TPAB algıları en yüksek iken sınıf öğretmenlerinin ise en düşük olduğu tespit edilmiştir.

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to reveal the experiences and opinions of primary school teachers with the title of head teacher about citizenship education. Qualitative method was used in this study. The participants of the study consisted of 25 classroom teachers with the title of head teacher working in 14 primary schools. Data were obtained through semi-structured interviews with the participants. The data were analyzed by content analysis. As a result of the research, it was seen that teachers defined citizenship education as establishing social rules, giving individuals a sense of duty, gaining necessary responsibilities, and understanding rights. They stated the purpose of citizenship education as fulfilling citizenship duties, raising desirable citizens, raising individuals who are beneficial to their family and nation, and ensuring social order. In addition, it was concluded that citizenship education is mostly given in life science, social studies and Turkish lessons. Furthermore, it was concluded that citizenship education was mostly given with the subjects of national values and citizenship duties. While conducting citizenship education, teachers use activities such as making sample choices, assigning duties and responsibilities, using visuals such as movies, videos, and drama in the classroom, while organizing institutional visits outside the classroom. According to teachers, citizenship education should help students acquire values such as respect, obeying rules, patriotism, morality, honesty and responsibility. Teachers see the lack of application of the information learned in citizenship education, the lack of practical training and social media as problems. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Values Education is the property of Journal of Values Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revija za Sociologiju is the property of Revija za Sociologiju and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study is to examine the self-efficacy of classroom teachers towards gifted education in terms of different variables. A total of 252 classroom teachers, 150 female and 102 male, working in Osmaniye province and its districts in the south of Turkey in the 2022-2023 academic year, participated in the study. In order to determine the demographic characteristics of the participants, the "Personal Information Form" prepared by the researcher and the "Self-Efficacy Perception Scale for Teachers Regarding the Education of Gifted Individuals" consisting of six sub-dimensions developed by Tortop (2014) were used. While analysing the data; frequency and percentage values, independent samples t-test and one-way analysis of variance (ANOVA) were used for the demographic information of the participants. According to the results obtained, no statistically significant difference was found in terms of professional seniority in the self-efficacy levels of classroom teachers towards the education of gifted students. However, it was determined that there was a significant difference in the personality trait subdimension in favour of male teachers in terms of gender variable of classroom teachers. It was found that there was a significant difference in the academic and planning sub-dimensions and the total scale in favour of teachers with postgraduate education in terms of the educational status of the classroom teacher. It was found that there was a significant difference in the counselling and planning sub-dimensions of the scale in terms of nominating students to Science and Art Center (SAC). It was found that there was a significant difference in the direction of high self-efficacy in terms of having a student diagnosed as gifted in the classroom, teaching in the support room and receiving in-service training or courses for gifted students. Some suggestions were made by considering the findings obtained as a result of the research. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. Method: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (N = 944) was recruited. Student psychomotor development was measured through a pre- and postperformance test. Teaching quality was captured through classroom observations and a student survey. Results: Findings showed that more teacher-level variance was explained when combining generic and content-specific practices, as compared with that explained when considering either type of practices in isolation. Teaching aspects from both types of practices were found to be important predictors that could discriminate among teachers based on their level of effectiveness. Conclusion: A comprehensive framework of physical education teaching effectiveness could be developed involving both types of practices. This framework could be used for both summative and formative purposes in preservice or in-service teacher education programs. [ABSTRACT FROM AUTHOR]

Abstract Background Over the last decade, the prevalence of childhood and adolescent trauma has continued to gain public notice, forcing educational systems to explore the impact of these traumas on students, teachers, and schools. Some have implemented trauma-informed practices that are purported to be effective for supporting students in classrooms. Researchers have explored the possibility of its adverse effect on teachers as secondary traumatic stress. This study aimed to explore Secondary Traumatic Stress (STS) in classroom teachers in one small urban school district. STS is said to capture how professionals working closely with traumatized populations are impacted by witnessing their clients' experiences. This phenomenon has adversely affected attrition in other helping professions yet is only recently the focus of educational research. Methods The author administered an attitudinal survey to measure levels of STS in one small, urban school district in the U.S. The population sample in this study mirrored that of the district's population and that of national demographics of teachers in the U.S. Descriptive statistics were used to run regression analysis against the STS data. Results The findings showed that most teachers experience STS levels within the normal range. White, working-class elementary school teachers experienced higher levels of STS than their K-12 classroom teacher peers. Implications The results support a need to continue research on the impact of STS on teachers. Further investigations could inform teacher preparation programs and professional development to identify practices that can help mitigate STS in teachers.

Teaching that provides students with a wide range of opportunities to achieve a better understanding of curriculum content and an approach to curriculum content from a wider perspective is called integrated teaching, and teaching music offers many opportunities for cross-curricular integration. As part of the work, research was conducted on a sample of 110 classroom teachers and Music Culture subject teachers from four Croatian counties. The goal of the research was to determine whether there are statistically significant differences in the implementation of integrated teaching of Music Culture and other subjects between classroom teachers and Music Culture teachers, as well as differences in their opinions about such teaching. The results of the research pointed to the need for more intensive implementation of cross-curricular integration between the teaching of Music Culture and other subjects, which contributes to the completeness, efficiency, and modernity of the teaching for the benefit of the students. [ABSTRACT FROM AUTHOR]

Eliminating the problems experienced in the process of IEP preparation, implementation, and evaluation in the mathematics course can ensure that students benefit from IEP activities in a way that they do not fall behind their peers. This study aims to explore the views of classroom teachers who have inclusive students in their classrooms on individualised education programme preparation, implementation, and evaluation in mathematics lessons. The research was designed using the phenomenology method, a qualitative research method. The participant group of the study consisted of 22 classroom teachers with inclusive students. The research data were collected face-toface during the second semester of the 2022-2023 academic year through a semi-structured interview form. In addition, observation and document review methods were used to support the data obtained from the interviews. The content analysis method was used to analyze the data. Because of the content analysis, the data were organized and interpreted under the themes of individualised education programme preparation, implementation, and evaluation in mathematics lessons. Because of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of Individualized Education Program implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the Individualized Education Program in mathematics and used non-standard measurement and evaluation tools. Experimental studies are needed to assess whether or not the Individualized Education Program preparation, implementation, and evaluation process improves students' achievement in mathematics. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the relationship between classroom teachers' perceptions of school principals' paternalistic leadership behaviors and their autonomy behaviors. The study group of the research consists of 448 classroom teachers. Teacher Autonomy Scale and Paternalist Leadership Scale were used as data collection tools. In the study, t-test, Pearson correlation analysis and ANOVA analyzes were used. As a result of the research, it was determined that the school principals' perceived paternalistic leadership behaviors average score was at the level of "very agree", and their total scores differed significantly according to gender and educational status, but did not show significant differences according to age, professional seniority and working time with the current principal. It was determined that the average scores of the autonomy behaviors of the classroom teachers were at the level of "often". It was determined that the total scores of the autonomy behaviors of the classroom teachers differed significantly according to the variables of age, educational status and professional seniority, but did not differ according to the gender and working time with the current principal. A low level, positive and significant relationship was found between the school principals' paternalistic leadership behaviors and autonomy behaviors perceived by the teachers. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the relationship between classroom teachers' commitment to their profession and professional attitudes, as well as the mediating role that self-efficacy belief plays in this relationship. The relational screening model was chosen as the method in the research. The study group of the research consists of a total of 235 classroom teachers, 188 of whom are female and 47 male, working in various primary schools in Turkey. In the research, attitude towards the teaching profession, dedication to the teaching profession, and teacher self-efficacy belief scales were used as data collection tools. Data were analyzed by correlation and structural equation model analysis. The analyzes show that there are positive and moderately significant relationships between teacher self-efficacy belief and attitude towards the teaching profession, and between commitment to the teaching profession and teacher selfefficacy belief. In addition, the results reveal that there is a highly significant positive relationship between commitment to the teaching profession and attitude towards the teaching profession. On the other hand, the Z value calculated according to the Sobel test equation was found to be 4.64 and it was concluded that self-efficacy belief partially mediated the relationship between professional attitude and commitment to the profession. In order to increase the validity of the significance levels of direct and indirect effects, bootstrapping was performed and the mediating role of self-efficacy belief was supported in the relationship between professional attitude and commitment to the profession. [ABSTRACT FROM AUTHOR]

Teachers, the key actors to actualize educational reforms, and their professional development gain more importance. One of the formal ways to support teachers’ professional development is graduate programs in Turkey. The aim of the research is to understand teachers’ motivation, concern, and the evaluation about graduate programs who continued their professional development via a master or certificate program. The sub-problems about the research are: 1. What are the sources of motivation for graduate/postgraduate classroom teachers? 2. What are the factors that concern graduate/postgraduate teachers? 3. What are graduate/postgraduate teachers’ reflections about their graduate experiences? This research is designed as integrated multi-case study. We conducted 12 semi-structured interviews from two different schools (one form city-center and the other from remote-to-city). Interviews were analyzed by content analysis. As a result, teachers who are serving at a remote school are motivated externally by service scoring system; however who are serving a city-center school usually motivated internally. During their education, they struggled about lack of technical knowledge, physical and mental tiredness, lack of time, and intensity of the homework. The most of the teachers do not want to do any further formal graduate study. [ABSTRACT FROM AUTHOR]

The purpose of the study is to explore the levels of tacit knowledge used by classroom teachers. In this study, case study approach, one of the qualitative research designs, was used. The study group consists of a total of 14 classroom teachers, 10 females and 4 males, who have a master's degree in classroom education at a state university. As a data collection tool, an opinion form consisting of four open-ended questions about tacit knowledge prepared by the researcher was used. In addition, semi-structured interviews were conducted with 7 participants who volunteered and had time about their answers to 4 questions. The fact that 3 of the 14 primary school teachers who made up the study group stated that "I heard it for the first time" and the other 3 participants said "I heard it before but I didn't know what it was" only proves that they were not aware of the classification of knowledge as tacit and explicit. This does not mean that 6 respondents (42.8%) did not know tacit knowledge. In this study, it has been shown that classroom teachers have a significant level of tacit knowledge about classroom management, students' learning, teacher behavior in classroom, cooking, and driving cars. Furthermore, a significant percentage (92.9%) of the participants stated that they believed the tacit knowledge gained by teacher candidates throughout their undergraduate education was necessary and valuable for the teaching profession. [ABSTRACT FROM AUTHOR]

The aim of the study is to reveal the problems encountered in the process of IEP development and functional implementation in the classroom environment, which are frequently mentioned in the national literature in Türkiye, and the solution suggestions for eliminating these problems from the perspective of classroom teachers. For this purpose, the study was designed with phenomenology, one of the qualitative research methods. Semistructured interviews were conducted with nine classroom teachers working in inclusive classrooms in Eskişehir. The data were analyzed through content analysis. The results of the study revealed that there are unfavorable physical conditions for students with special needs, unfair workload, and insufficient cooperation among stakeholders. Suggestions such as the appointment of special education teachers to schools with inclusive classrooms and special education mentoring were offered. [ABSTRACT FROM AUTHOR]

Background: Over the last decade, the prevalence of childhood and adolescent trauma has continued to gain public notice, forcing educational systems to explore the impact of these traumas on students, teachers, and schools. Some have implemented trauma-informed practices that are purported to be effective for supporting students in classrooms. Researchers have explored the possibility of its adverse effect on teachers as secondary traumatic stress. This study aimed to explore Secondary Traumatic Stress (STS) in classroom teachers in one small urban school district. STS is said to capture how professionals working closely with traumatized populations are impacted by witnessing their clients' experiences. This phenomenon has adversely affected attrition in other helping professions yet is only recently the focus of educational research. Methods: The author administered an attitudinal survey to measure levels of STS in one small, urban school district in the U.S. The population sample in this study mirrored that of the district's population and that of national demographics of teachers in the U.S. Descriptive statistics were used to run regression analysis against the STS data. Results: The findings showed that most teachers experience STS levels within the normal range. White, working-class elementary school teachers experienced higher levels of STS than their K-12 classroom teacher peers. Implications: The results support a need to continue research on the impact of STS on teachers. Further investigations could inform teacher preparation programs and professional development to identify practices that can help mitigate STS in teachers. [ABSTRACT FROM AUTHOR]

Many dramatic changes have been observed in the quality and quantity of knowledge and skills, as well as in the form of access to and transfer of information in the 21st century. It is important to identify the skill levels of the classroom teachers who are responsible for educational activities in primary schools for maintaining an effective educational process. The aim of this study is to examine the classroom teachers' 21st century skills in terms of various variables. An explanatory sequential pattern of mixed research methods was used in the study. The quantitative data of the study were collected from 268 classroom teachers determined by convenience sampling method, and the qualitative data were collected from 20 classroom teachers determined by maximum sampling method. The quantitative data of the study were collected using the 21st Century Teaching Skills Scale developed by Orhan-Göksün (2016) and the qualitative data were collected through an interview form prepared by the researchers consisting of seven questions. The quantitative data were evaluated by descriptive statistics, Mann-Whitney U-Test and Kruskal Wallis H-test using SPSS 22 program. The qualitative data were analyzed by the content analysis method using Nvivo 11 program. The quantitative findings of the study revealed that the participants “generally” benefited from the 21st century teaching skills in the classroom. It was also found that they used confirmatory teaching skills at the most and flexible teaching skills at the least in the sub-dimensions of the scale. The results of the study showed that the 21st century skills of classroom teachers do not differ significantly in terms of age, gender, seniority in the profession and educational level. However, there were significant differences in terms of gender in the flexible teaching sub-dimension; in terms of age and seniority in the profession in technopedagogical and consenting skills sub-dimensions. The qualitative findings of the study revealed that the classroom teachers often reinforced the positive behaviors of their students, made the necessary work to ensure that students respect individual differences, kept observation records about the basic skills of their students, determine the classroom rules together with their students, prepared worksheets and authentic materials, used technological devices to enrich teaching and organized educational and social activities for students. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Elementary Education / Temel Eğitim Araştırmaları Dergisi (TEAD) is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

IntroductionTeacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework.MethodsThis study surveyed 451 Swedish teachers working in Years 1-9, a policy context that prioritises teachers using multiple data sources to help students learn. The study used a translated version of the TCoF inventory, but isolated six items related to formative feedback practices from various factors.ResultsA six-factor TCoF was recovered (Praise, Improvement, Ignore, Required, PASA, and Timely), giving partial replication to the previous study. A well-fitting structural equation model showed formative practices were predicted by just two conceptions of feedback (i.e., feedback improves learning and students may ignore feedback).DiscussionThis study demonstrates that the TCoF inventory can be used to identify plausible relations from feedback beliefs to formative feedback practices.

21st century skills can be considered as a tool to facilitate students' lives and prepare them for the world of the future. In this context, teachers' knowledge and experience of 21st century skills will be effective in solving possible problems that students will experience, and in turning them into a socially accepted, active, questioning, self-sufficient, well-equipped, determined, harmonious, social, qualified individual. In this study, phenomenological research design, one of the qualitative research methods, was used. The study group of the research consisted of 26 primary school teachers working in Balıkesir. In the study, criterion sampling and maximum variation sampling method, which are purposive sampling methods, were used. In the 4th Grade Social Studies course, teachers' experiences regarding how 21st century skills are perceived by teachers and how they are reflected in the program were collected by interview method. Content analysis was used in the analysis of the qualitative data obtained from the interviews. In this study, interview questions were evaluated under 3 different skill groups. Among the findings of the study, teachers see themselves as inadequate in "entrepreneurship" and "project management" and in parallel, they place less place in activities for the development of these skills in students in the social studies program, they mostly find themselves in "Empathy", "Lifelong learning", "Problem Solving and Decision". However, they mentioned the inadequacy of today's education system in acquiring skills because the curriculum is intense, resources or textbooks do not support skill-based activities, and our assessment-evaluation approach is exam-oriented.

High-quality science education has the power to be a transformative force in students' lives. Unfortunately, time continues to be a major obstacle in providing this impactful experience for all students. While some of these decisions fall to administrators, classroom teachers can also play an important role in advocating for science instruction. [ABSTRACT FROM AUTHOR]

The targets of reaching the benefits expected from inclusive education and making necessary changes and arrangements can only be achieved by clearly determining the current situation regarding inclusive education. This study aimed to examine the competencies of classroom teachers in Turkey regarding inclusive education in the context of their perceptions, knowledge, and attitudes. A total of 128 classroom teachers of third-grade (20) and fourth-grade (108) participated in the study. We employed the 'Classroom Teachers' Awareness of Inclusive Education Scale' as a data collection tool in this study carried out in accordance with the phenomenological method. The data were subjected to descriptive analysis. Apart from the generally positive awareness of classroom teachers towards inclusive education, it appears to be necessary that students' social-emotional skills be supported so that inclusive education can be fully achieved. [ABSTRACT FROM AUTHOR]

Background: Teachers' stress, affect and general occupational well‐being influence their teaching and their students. However, how teachers' daily physiological stress and positive affect are related in the classroom is unknown. To reduce teachers' stress and enhance their positive affect, it is crucial to understand how occupational well‐being relates to stress and affect. Aim: The aim of the study was to examine the relationships between teachers' daily physiological stress and positive affect in authentic classroom settings and the roles played by teachers' self‐efficacy beliefs, perceptions of school climate and burnout symptoms in daily stress and affect. Sample: The sample consisted of 45 classroom teachers. Method: Daily physiological stress was assessed by measuring salivary cortisol levels three times in two days. Positive affect was reported by experience sampling at the same time that cortisol was collected. Questionnaires were used to assess self‐efficacy beliefs, perceptions of school climate and burnout symptoms. Three‐level modelling with random intercepts and slopes was used to analyse the relationships between daily stress and affect and the effect of teachers' general occupational well‐being on stress and affect. Results: No relationships were evident between teachers' physiological stress and positive affect or between daily changes of stress and affect. Self‐efficacy beliefs were related to lower stress and higher affect in the middle of the school day. Having sufficient school resources were related to higher positive affect. Teachers' burnout symptoms were associated with lower positive affect. Conclusions: We emphasize the potential for self‐efficacy and perceptions of school resources as targets for intervening in teachers' stress and affect. [ABSTRACT FROM AUTHOR]

This study aims to examine the writing performance of primary school fourth-grade students in relation to the student-level variables (writing, reading comprehension, self-regulation-based writing, writing motivation, and writing anxiety) and classroom-level (teacher) variables (knowledge of text-writing instruction and text-writing instruction self-efficacy beliefs). The data were collected from Zonguldak, Turkey in 2019-2020 academic year. The study used a correlation research method consisting of 734 fourth-grade students at primary school and 31 classroom teachers. The data collection tools included the Story Text and Informative Text Assessment Analytical Rubric, Writing Achievement Test, Reading Comprehension Test, Self-Regulation-Based Writing Scale, Writing Motivation Scale, Writing Anxiety Scale, and Text-Writing Instruction Form for Classroom Teachers, and Text- Writing Instruction Self-Efficacy Beliefs Scale. A two-level Hierarchical Linear Modelling (HLM) analysis was performed on the data. The results showed that students' writing knowledge, reading comprehension level, and self-regulation-based writing skills play a significant role in their writing performance. The student-level variables examined in this study account for the text-writing performance of students by 24%. The study presents the results based on the findings and recommendations based on the results. [ABSTRACT FROM AUTHOR]