Academic literature on the topic 'Burnout, teacher, high school, primary'
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Journal articles on the topic "Burnout, teacher, high school, primary"
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Bouhaba, Abdelmounaim, Youssef El Madhi, Hajar Darif, Abdelmajid Soulaymani, and Mustapha Belfaquir. "Academic stress and burnout among primary school trainee teachers in the Rabat-Sale-Kenitra region." E3S Web of Conferences 319 (2021): 01029. http://dx.doi.org/10.1051/e3sconf/202131901029.
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During the training phase, the trainee teacher seems to be more and more confronted with discomfort and stress, due to the accumulation of demands and obligations. Many of them are mostly unable to take it any longer, which makes them vulnerable to the burnout risk. This research aims to study the academic burnout of trainee teachers at the “Centre Régional des Métiers de l’Education et de la Formation “(CRMEF) of the Rabat-Sale-Kenitra region during 2019/2020. Four hundred and fifty trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory-Student Survey (MBI-SS) scale in its French version, as well as certain stress factors. In agreement with the literature, more than 60% of teachers show moderate and high levels of academic exhaustion, the main likely stressors presented are financial instability, and training overload. Many trainee teachers cannot cope with the burnout syndrome, which conducts to stress and absenteeism during the training, we hope that this study will lead to some practical solutions to prevent and reduce the risk of academic burnout.
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Al-Adwan, Fatima Eid Zaid, and Majed Mohammad Al-Khayat. "Psychological Burnout in Early Childhood Teachers: Levels and Reasons." International Education Studies 10, no. 1 (2016): 179. http://dx.doi.org/10.5539/ies.v10n1p179.
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The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school, academic specialization, social status, and age. This study aims to identify the major causes of psychological burnouts from the teachers’ perspectives. The researchers used both qualitative and quantitative approaches. In addition, the study sample consisted of 96 female teachers from all the kindergarten schools in Al-Salt educational directorate. The researchers were applied Maslach quantitative scale. Consequently, 8 female private kindergarten school teachers were interviewed. The main results showed that moderate to high levels of psychological burnouts are present. Thus, this is accompanied with statistical differences according to the type of kindergarten school and social status. No statistical differences recorded regarding academic specialization and age. The results also showed that work pressure, low income, and the management relationship with the parents are some of the main causes of psychological burnouts. The researchers recommended conducting more studies in order to reduce the reasons leading to psychological burnouts among teachers in general.
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Ojales, Wilson T., and Joshua Mark Sandigo D. De Ramos. "Teaching Engagement of Senior High School Teachers in Batangas Province." International Journal of Research in Engineering, Science and Management 4, no. 2 (2021): 1–8. http://dx.doi.org/10.47607/ijresm.2021.488.
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Senior High School (SHS) teachers are at the forefront of providing quality and innovative education for students who would either enter the world of work or pursue tertiary education. Therefore, their commitment and dedication to their craft should be carefully delved into, and one of the dimensions where they manifest such attributes in the teaching profession is the level of their engagement in the delivery of instruction. Hence, this study was conducted in order to assess the engagement of selected SHS teachers in Batangas Province during the academic year 2019-2020. It specifically covered the extent of teachers’ engagement as characterized by their vigor, dedication and absorption, and explored on the factors that contribute to their engagement as to school policy, school culture, teacher empowerment, and interpersonal relationship. It also analyzed how teaching engagement is manifested in terms of cognitive, physical, and emotional domains and looked into the sources of burnout in teaching, with the end view of proposing effective measures to foster effective teaching engagement. The descriptive method of research was utilized in the study with the use of a questionnaire as the main data gathering instrument. Gathered data were further enriched through the focus group discussion and interviews. Respondents included 85 school heads and 322 SHS teachers in the province of Batangas. The statistical tools utilized were weighted mean, ranking, and t-test. Results from the findings revealed that teachers manifest moderate engagement in vigor, dedication, and absorption. It was also revealed that school policy and administration moderately contribute to teachers’ engagement, while school culture and interpersonal relationships greatly contribute to their engagement. On the other hand, school heads assessed that teacher empowerment greatly contributes to engagement, while teachers claimed that this factor affects their engagement moderately. Comparison on the assessments between the two groups of respondents revealed they concurred in vigor, absorption, teacher empowerment, and interpersonal relationship, but differed in their assessments on dedication and school culture. Moreover, work overload issues, absence of an awards and recognition system, and big class sizes were found to be the primary sources of teachers’ burnout.
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Noble, Karen, and Kym Macfarlane. "Romance or Reality?: Examining Burnout in early Childhood Teachers." Australasian Journal of Early Childhood 30, no. 3 (2005): 53–58. http://dx.doi.org/10.1177/183693910503000309.
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Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers, on average, maintained significantly lower burnout levels than did other teachers over their first year of service. However, at the beginning of their second year of service early childhood teachers reported significant increases in burnout, in comparison to primary and secondary school teachers who reported more gradual and consistent increases over the initial stages of their careers. The authors of this paper explore these significant statistics and call for further research to be conducted into how early career burnout develops in early childhood teachers. Such an exploration may assist in the reduction of burnout across the early childhood education and care (ECEC) sector.
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Buunk, Abraham P., José Maria Peíró, Isabel Rodríguez, and M. Jesús Bravo. "A loss of status and a sense of defeat: an evolutionary perspective on professional burnout." European Journal of Personality 21, no. 4 (2007): 471–85. http://dx.doi.org/10.1002/per.627.
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This longitudinal study among Spanish teachers (N = 558) examined burnout from an evolutionary social rank perspective. The types of stress differed among various school levels, and a sense of defeat was highest among teachers in primary schools. A low status, a loss of status and a sense of defeat were independent cross‐sectional predictors of burnout. Longitudinally a sense of defeat predicted an increase in burnout over time, especially among males and teachers in high schools. The status related variables were in general more important predictors of burnout than stressors that are usually associated with burnout. Copyright © 2007 John Wiley & Sons, Ltd.
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Jothinathan, Tishalini Menon, Clara Xuan Lim, and Tze Peng Wong. "Primary School Teachers’ Implementation of Inclusive Education during Emergency Remote Teaching in Malaysia: Findings from a Small-Scale Study." Asia Pacific Journal of Educators and Education 36, no. 2 (2022): 233–56. http://dx.doi.org/10.21315/apjee2021.36.2.12.
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The rapid shift to online teaching or emergency remote teaching (ERT) following the COVID-19 pandemic requires a high level of inclusiveness in teaching efforts to ensure children who are at risk for learning are not left behind. Using a mixed-method design, this small-scale study (a) explored the relationship between Malaysian private and international primary school teachers’ attitude towards inclusive teaching during ERT, teaching efficacy, TPACK mastery, and burnout, and (b) identified ERT-specific factors that are associated with the teachers’ attitudes and experiences during ERT. A total of 28 teachers participated in an online survey that comprised four established scales to measure the teachers’ inclusive attitude, teaching efficacy, TPACK, and teacher burnout. The online survey also consisted of open-ended questions about their ERT teaching experiences. Two of the teachers who completed the questionnaire were then interviewed online. Attitude towards inclusive teaching was not correlated with all other variables, but (a) teaching efficacy correlated positively with TPACK mastery, and (b) high teaching efficacy, and high TPACK correlated with low burnout. Thematic analysis of the qualitative data generated four themes that supported the correlational findings: inclusion attitude during ERT, exclusion strategies, prolonged online teaching at home, and parental involvement. Findings imply that pre-pandemic inclusive teaching practices and TPACK were insufficient to fully support inclusive teaching attitude during ERT. New inclusive practices that support prolonged online teaching and effective parental involvement are needed to prevent digital exclusion during ERT. This small-scale study challenged the accessibility of online teaching during ERT and calls for the need to modify or reinvent our understanding of effective support for students with additional needs in fully online and distance learning conditions.
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Pantiuk, Mykola, Iryna Sadova, and Svitlana Lozynska. "INTRAPERSONAL CONFLICT FACTORS OF PRIMARY SCHOOL TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 339. http://dx.doi.org/10.17770/sie2019vol2.3889.
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An essential characteristic of pedagogical activity is its conflict potential. Such specific features as high social and normative expectations and significant overloading of roles in combination with individual psychological characteristics of teacher's personality lead to the emergence or exacerbation of various intrapersonal conflicts. Unsettled conflict usually becomes a constant source of discontent with yourself and the environment, causes a high level of anxiety, starts devastating processes of emotional burnout. Therefore, it is important to provide timely assistance to teachers in situations of intrapersonal conflicts.The purpose of the article is to highlight the results of empirical identification of intrapersonal conflict factors of primary school teachers. To achieve this goal it is necessary to solve the following tasks: 1) to investigate the factors of teachers conflict behaviour at the empirical level; 2) to determine the specifics and nature of the relationship between the level and characteristics of conflict and creativity, between the motivation of achievement and development of subjective qualities of a primary school teacher.Research tools: adapted methods of K.Thomas (N.Hrishyna) on the diagnosis of the style of behaviour in a conflict situation; methods of diagnosis of personality motivation for success (T.Ehlers); methods of studying frustration reactions (S.Rosenzweig); methods of diagnostics of interpersonal relations (L.Sobchyk); A.Rukavyshnikov’s methods for the definition of mental burnout; Drawing Apperceptive Test (DAT); methods of self-actualization A.Maslow adapted by Gozman, Kroz & Latinskaya. The total number of respondents - 32 primary school teachers of secondary schools in Drohobych, Lviv region.The analysis of the obtained results showed that: 1) there are specific characteristic connections between the level and features of conflict, creativity, between the motivation of achievement and development of subjective qualities of a person; 2) internal conflict as an interpersonal phenomenon is both a personal characteristic and a determinant of social interaction. It has been found that rivalry, low verbal creativity, lack of communicative competence in combination with extrapunitive type of reactions cause increased conflict. According to the results of the researches, a significant number of primary school teachers under study (32%) have increased intrapersonal conflict. Of course, this alarming indicator prevents the establishment of optimal pedagogical communication and provokes conflict among children of primary school age.
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Marić, Nada, Stefan Mandić-Rajčević, Nataša Maksimović, and Petar Bulat. "Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)." International Journal of Environmental Research and Public Health 17, no. 10 (2020): 3595. http://dx.doi.org/10.3390/ijerph17103595.
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Objectives: The aim of this study was to estimate the prevalence of burnout syndrome in a large sample of primary and secondary school teachers in the Republic of Srpska (Bosnia and Herzegovina) and identify the factors associated with burnout in this population. Methods: This cross-sectional study was conducted in August and September of 2018, on a sample of 952 teachers. Beside socio-demographic information, Bortner scale, Job Content Questionnaire, and Maslach Burnout Inventory were filled in by the study participants. Results: Only 5.1% of teachers reported high levels of emotional exhaustion, 3.8% reported high levels of depersonalization, and 22.3% reported low levels of personal accomplishment. Behavior type, specifically type-A behavior, was associated with higher levels of emotional exhaustion. The most important factors associated with burnout were work–life characteristics and job-demand-control model of occupational stress. Conclusions: Our study shows a low prevalence of emotional exhaustion and depersonalization in teachers in the Republic of Srpska before the beginning of the new school year. Since similar studies show a high prevalence of burnout at the end of the school year, a potential seasonality of this syndrome should be considered and explored further.
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Anjum, Shagufta, Shumaila Shehzad, and Hina Jalal. "Thriving at Work: The Effect of Psychological Capital on Teachers Burnout Symptoms." Global Educational Studies Review VI, no. II (2021): 151–61. http://dx.doi.org/10.31703/gesr.2021(vi-ii).15.
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Besides thriving primary school teachers' performance, we hypothesized that whether teachers' burnout at the workplace can be reversed through psychological capital or what type of relationship exists between them. Quantitative data were gathered from 1005 participants. All the respondents were associated with primary schools located in 4 districts of the Punjab province. The data collection was done through a questionnaire and inventory. The finding explained that participants' psychological capital is negatively associated with burnout frequency and burnout intensity. This strong negative relationship of psychological capital is greater with burnout intensity (r = -.537). It is estimated that teachers' psychological capital significantly has a predictive effect on burnout. It is difficult for educational trainers to gauge the high level of psychological capital. Therefore, an authentic scientific watch of burnout symptoms among teachers is recommended. This scrutiny may lead trainers and educationists to develop methods of raising psychological money after shortlisting them.
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Wulolign, Anteneh, Solomon Adane, and Solomon Kassie. "Burnout experience of secondary and preparatory school teachers in West Gojjam and Awi zone in Amhara regional state." Research in Pedagogy 10, no. 2 (2020): 133–48. http://dx.doi.org/10.5937/istrped2002133w.
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The purpose of the study was to assess Burnout experience of secondary and preparatory school teachers in West Gojjam and Awi Zones in Amhara regional state. Participants of the study were selected by simple random sampling technique. The study employed cross-sectional survey design method to answer the proposed research objectives regarding burnout experience by secondary school and preparatory school teachers. The primary data collection tool for the study was questionnaire. The level of burnout was assessed using standardized questionnaire, and these standardized questionnaires were adopted from the original English version Maslch burnout inventory Human service Survey to assess the level of burnout. The descriptive statistics on the mean scores of the three dimensions of burnout indicated that teachers were experiencing high levels of burnout in all the three dimensions of burnout. The independent samples t-test result showed that there were no statistically significant differences between the two groups (male and female) in EE and PA burnout levels (t= 1.35, df = 286, p =.176 >.05) and (t= -1.007, df = 286, p =.315 >.05).
Dissertations / Theses on the topic "Burnout, teacher, high school, primary"
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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.
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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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McKinley, Jimmie Lee. "The Experiences of High School Teachers Who Have Encountered Burnout." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1976.
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This qualitative case study addressed the impact of administration and school leadership on teachers who encounter burnout. The purpose of this project study was to examine this phenomenon through the experiences of Grades 9-12 classroom teachers, which ultimately could reduce the amount of early retirees, reduce the amount of illnesses among teachers, and increase the enthusiasm and vitality of educators. The conceptual framework was based on Bandura's social learning theory. Interview data were collected from four high school educators using purposive sampling, through semi structured face-to-face inter-views, and were coded using a line-by-line content analysis for emergent themes. Findings included positive and negative experiences of teacher burnout, the encounter of change and flexibility, and the importance of professional collaboration. Through the findings of this study, teachers are encouraged to engage in direct coping strategies such as improving class management skills to help with a positive workday. Indirect coping strategies include participation in sports activities outside school hours. Strategies are offered for administrators to support teachers on fostering empathy, relationship building, and communication. The outcomes are beneficial to local school and district administrators to support a positive working environment for teachers in which all students can learn. Positive social change at the local level includes senior district administrators making decisions on the allocation of human and capital resources to help burned out teachers.
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Buck, Chad Anthony. "The Effects of Direct and Indirect Experiences with School Crime and Violence on High School Teacher Burnout." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/psych_diss/15.
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School violence is considered the most significant problem facing United States schools (Elam, Rose, & Gallup, 1999, 2003, 2004). Although school shootings receive the bulk of media attention, incidents such as physical assaults, property crimes, intimidation, and sexual harassment are much more common (National Center for Education Statistics, 2004). In addition, little is known about the experiences of teachers. The present study examines the relationship between various types of school violence and teacher burnout. The final sample consisted of 315 high school teachers who returned surveys that assessed knowledge of direct and indirect experiences with violent acts at school over the past 12 months. Respondents also completed the Maslach Burnout Inventory. A series of hierarchical multiple regression analyses was used to determine how much variance in three domains of professional burnout (emotional exhaustion, depersonalization, personal accomplishment) was accounted for by direct and indirect experiences with violence. Results suggest 1) that teachers experience and witness a broad range of violent acts (particularly sexual harassment) in their workplaces, and 2) that direct and indirect exposure to both physical and psychological forms of violence resulted in higher emotional exhaustion and depersonalization. Implications are discussed.
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Palesch, Katherine Elizabeth. "The effects of exercise, hobbies, and social support on teacher burnout /." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30198.
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The primary purpose of this study is to determine if three coping strategies (exercise, hobbies, and social support) were related to some or all of the three dimensions of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). One hundred and forty-three secondary school teachers from schools in urban and suburban areas of Eastern Canada participated in this study. The Maslach Burnout Inventory was used to assess burnout scores and a coping strategies questionnaire was used to assess participation in activities. Exercise and social support were positively related to the Personal Accomplishment dimension of burnout.
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Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.
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Konyana, Z. E. N. "Conceptions of burnout and motivation among primary and secondary school teachers in South Africa : a phenomenographic study of teacher perspectives." Doctoral thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/8773.
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Bibliography: p. 315-330.<br>The aims of this study were to explore the variation in the way primary and secondary school teachers in South Africa conceived the phenomena of burnout and motivation, using a phenomenographic research approach. The study also sought to explore the relationship among teachers’ conceptions of burnout and motivation. Accordingly, the following questions guided the research and at the same time provided structure to the thesis: l. What different conceptions of burnout exist among teachers in the Eastern Cape Province, South Africa? 2. What different conceptions of motivation exist among teachers in the Eastern Cape Province, South Africa? 3. What is the relationship between teachers’ conceptions of burnout and their conceptions of motivation? Theories of burnout and motivation relevant to the present study were reviewed and a relationship between burnout and motivation outlined, in order to serve as background materials against which to compare the findings from the actual data gathered. Research evidence in support of the theories was given. In particular, Maslach's theory of burnout, as well as the humanistic and cognitive approaches to motivation were used to serve as an initial basis to understand how other researchers have gone about studying the concepts of burnout and motivation. The purpose was to draw out of the literature some questions which would enable the present researcher to carry out interviews on burnout and motivation The study involved sixty teachers (twenty-seven males and thirty-three females) at primary and secondary school levels in rural and urban areas in the Transkei sub-region of the Eastern Cape Province, South Africa. Teachers who gained their qualifications during the apartheid era and had been teaching before the new government took over in 1994 were selected. Purposive as well as snowball sampling methods were used to select participants. Data were collected using interview guides constructed by the researcher and validated by experts. The interview questions were formulated to elicit information about interviewees’ attitudes towards their job. Interviews were conducted with participants in their homes or at school, but during mutually arranged times The interviews were tape-recorded and later transcribed verbatim as is the custom with phenomenographic research. The transcripts were then subjected to rigorous phenomenographic analysis. In analysing transcript data, everything was read and taken into consideration within the context in which it was said. Analysis focused on identifying a small number of qualitatively different ways in which teachers understood and experienced the phenomena of burnout and motivation. The analysis consisted of studying the interview transcripts both individually and alongside one another, studying sets of extracts both in and out of their original contexts, seeking distinct similarities and differences. The teachers’ responses represented five and four conceptions of burnout and motivation, respectively. Overall, the respondents conceived burnout as: A. feelings of lack of job satisfaction B. feelings of loss of control C. feelings of helpless anger D. frustration related to the curriculum changes (OBE) E. feelings of physical and emotional exhaustion. In the case of motivation, the respondents conceived motivation as: A. feelings of intrinsic and extrinsic satisfaction B. feelings of personal satisfaction and enjoyment from the work of teaching C. positive feelings about non-material rewards arising from the social environment D. expectation of financial rewards. Burnout and motivation were found to be closely, albeit, inversely related. It was recommended that further replication of this study be carried out in other systems and cultures - also involving younger and less experienced teachers, and that the present findings be used to develop inventories on burnout and motivation, as well as programs for professional development of teachers.
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Lam, Yee-mei Loretta, and 林綺薇. "Teacher stress encountered by Hong Kong secondary and primary school teachers: similarity and disparity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37598673.
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Harris, Aundrea T. "The Effect of Mindfulness Techniques on Teacher Resilience as Moderated by Conscientiousness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6835.
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Unmanaged stress in teachers often triggers burnout, which leads to a rise in healthcare costs and absenteeism. Therefore, teachers' resiliency needs improvement to lower the risk of burnout. The purpose of this cross-sectional design study was to examine the relationship between mindfulness techniques and resilience in high school teachers. An additional purpose of this study was to examine if the personality trait, conscientiousness, moderates the relationship between mindfulness techniques and resilience. The frameworks for this study were based on the self-awareness, -regulation, and -transcendence (S-ART) framework, theory of planned behavior, and the concepts of resilience and job burnout. Four surveys were used to gather data from 133 high school teachers to understand the relationship between mindfulness techniques and resilience as well as how conscientiousness moderates the relationship. Multiple regression analysis was used to analyze the data. This study found a significant relationship between mindfulness techniques and resilience in high school teachers. Additionally, this study found that conscientiousness does not significantly moderate the relationship between mindfulness techniques and resilience in high school teachers. The results of this study might be used to create a professional development tool for teachers to help them learn how to increase the quality of classroom interactions. The outcome may be a more positive social, academic environment for students as well as teachers, based on the encouraged use of mindfulness techniques.
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Lundström, Johanna. "Professional development for inquiry-based science education in a low stake high support environment : The French ASTEP-program." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146203.
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This work examines the learning outcomes of a French professional development program for science education in primary school, ASTEP. The program is based on a partnership between a primary school teacher on one hand and a subject expert on the other. Its uniqueness lies in the fact that the subject expert is a young university student who is challenged to be assessed on his/her learning for academic credits. Compared to most other professional development programs, ASTEP displays an alternative knowledge hierarchy, it is neither top down nor bottom up, but rather a form of knowledge exchange. Data on students´ and teachers´ reflections on the collaboration were analyzed through a grounded theory approach and subsequently organized within the interconnected model of teacher professional growth (IMTPG). Although the analyses indicated significant changes in the practice of the teachers, the learners who individually seem to benefit the most were the university students. The ASTEP program appears to provide a low stake high support scaffold for the students to refine their values and beliefs about a professional life and develop a professional identity.
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"Humor and teacher burnout." Chinese University of Hong Kong, 1992. http://library.cuhk.edu.hk/record=b5886994.
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by Law Ning Chi.<br>Added t.p. in Chinese and English.<br>Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992.<br>Includes bibliographical references.<br>ACKNOWLEDGEMENTS --- p.i<br>ABSTRACT --- p.ii<br>LIST OF TABLES --- p.iii<br>INTRODUCTION<br>Background of the study --- p.1<br>Purpose of the study --- p.5<br>Concept of humor --- p.6<br>Concept of burnout --- p.8<br>REVIEW OF RELATED LITERATURE<br>Humor<br>Some of the early humor theories --- p.11<br>Humor in education --- p.14<br>Measure of sense of humor --- p.20<br>Burnout<br>Prevalence of teacher burnout --- p.22<br>Symptoms of teacher burnout --- p.23<br>Sources of stress and burnout --- p.25<br>Measure of burnout --- p.27<br>Humor and Burnout --- p.29<br>METHOD<br>Measures --- p.33<br>Hypothesis --- p.35<br>Pilot Study --- p.36<br>Main Study --- p.36<br>RESULTS<br>Reliability of Instruments --- p.40<br>General Comparisons --- p.40<br>Relation between Humor and Burnout --- p.46<br>Prediction of Burnout by Humor --- p.54<br>DISCUSSION<br>Teacher Burnout Phenomenon in Hong Kong --- p.64<br>"Teachers' Background Characteristics, Humor, and Burnout" --- p.64<br>Humor and Burnout --- p.66<br>Recommendations for Future Research --- p.68<br>REFERENCES<br>APPENDICES
Books on the topic "Burnout, teacher, high school, primary"
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Collaborating to meet standards: Teacher/librarian partnerships for 7-12. Linworth Pub., 2002.
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Collaborating to meet standards: Teacher/librarian partnerships for k-6. 2nd ed. Linworth Pub., Inc., 2007.
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Collaborating to meet standards: Teacher/librarian partnerships for K-6. Linworth Pub., 2002.
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Zhongguo zhong xiao xue jiao shi zhuan ye fa zhan zhuang kuang diao cha yu zheng ce fen xi bao gao: National survey and policy analysis for teacher professional development in primary and secondary schools. Hua dong shi fan da xue chu ban she, 2010.
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Colin, Richards, Simco Neil, and Twiselton Sam, eds. Primary teacher education: High status? high standards? Bristol, PA, 1998.
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The relationship between burnout and selected demographic and job-related variables among Oregon public school teacher-coaches: Identifying coping strategies. 1989.
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1933-, Khosla D. N., Nayar Usha, Sharma Mool Chand, Sharma, A. K., of National Council of Educational Research and Training., India. National Human Rights Commission., and National Council for Teacher Education (India), eds. Discrimination based on sex, caste, religion, and disability: Addressing through educational interventions : a handbook for sensitizing teachers and teacher educators. National Council for Teacher Education, 2003.
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Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6. 2nd ed. Linworth Pub Co, 2007.
Find full textBook chapters on the topic "Burnout, teacher, high school, primary"
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Cao, Jie, and Nicholas Sun-keung Pang. "Leadership for Teacher Professional Learning: A Case Study of Two ‘New-High-Quality’ Primary Schools in Shanghai." In Perspectives on School Leadership in Asia Pacific Contexts. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9160-7_6.
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van Mil, Imke Wies, Olga Popovic Larsen, Karina Mose, and Anne Iversen. "Design with Knowledge—Light in Learning Environments." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_17.
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AbstractA range of artificial lighting characteristics have been found to influence our visual and cognitive capabilities, mood, motivation and/or (social) behaviour—all affecting how we (academically) perform. One such influential characteristic is spatial contrast, or the way light is distributed in space causing a pattern of light and darkness. This study looks at if and how spatial contrast influences pupil behaviour, and specifically their ability to concentrate. We first explored whether variances in pupil noise, physical activity and mood, which have been found to affect concentration, occur when exposed to either a high or a low spatial contrast in their learning environment. Preliminary data from field experiments in a primary school indicates towards decreased noise levels and improved environmental satisfaction when a high spatial contrast condition is present. This implies improved environmental circumstances to concentrate. Further research to confirm this assumption will be undertaken.
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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.
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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.
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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.
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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Peters, Martine, Sylvie Fontaine, and Eric Frenette. "Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?" In Academic Integrity in Canada. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_16.
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AbstractVery little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Martin, Christie, Drew Polly, Chuang Wang, Richard G. Lambert, and David Pugalee. "Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch063.
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This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
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Honan, Eileen, Beryl Exley, Lisa Kervin, Alyson Simpson, and Muriel Wells. "Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch002.
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This chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes.
Conference papers on the topic "Burnout, teacher, high school, primary"
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Boljat, Ivica, Nikolina Bubica, and Antonela Matana. "STRESSORS AND BURNOUT SYMPTOMS OF MATH TEACHERS IN CROATIAN PRIMARY AND HIGH SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1876.
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Andriyani, Ayu, Amirah Himma, Siti Alizar, Zakki Amin, and Mr Mulawarman. "The Relationship of Anxiety, School Burnout and Well-Being in High School Students." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.5.
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Crow, Tyne, Diana Kirk, Andrew Luxton-Reilly, and Ewan Tempero. "Teacher perceptions of feedback in high school programming education." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. ACM, 2020. http://dx.doi.org/10.1145/3421590.3421595.
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Ruxanda (Șuhan), Alina. "Anxiety Tests in Primary School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/30.
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The purpose of this paper is to present both theoretical and practical aspects related to student’s test anxiety. The role of this paper is to inform the teachers about haw the word” test” should be used in the school context and to highlight the aspects of anxiety and everything that lies behind this rich subject. The main objective underlying this paper is the detailed analysis of what anxiety means and haw it manifests itself among the students. The paper is structured of 3 chapters, two of them presenting the theoretical part and one practical part. In the first part called, Theoretical Approach” the paper aims to analyse the following: anxiety, anxiety theories and contemporary theories and implications of anxiety towards the test. In the second chapter called, Anxiety and stress towards tests” the paper focuses on the following aspects: anxiety about test, anxiety disorders and their effects on personality development, the role of tests in education children of primary school, blocking anxiety and recovering from failure, affectivity and perfectionism. In the third chapter named, the research methodology” I will try to analyse haw children are affected during the assessment and haw high their level of anxiety is when they are faced with these situations. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. Thus, after centralizing the results of the students participating in the study, we reached the following conclusions: during the tests some of students trembled their hands, often students forget what they have learned or have problems in remembering. Many students do not give 100% performance when undergoing tests because they are stressed, became anxious and they block. The teacher has to teach children that the role of testing is to figure out where you went wrong or what needs to be improved. From study the material needed for this paper I was able to discover what each child (even myself) felt and lived when he heard the word, test”.
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Koltunovych, Tetiana, Mariia Oliinyk, Inna Perepeliuk, and Yaryna Kvasetska. "Personal Determinants of Emotional Burnout in Students (Future Physical Training Teachers)." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/14.
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Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.
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Stramkale, Ligita. "The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.022.
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As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and occurred in the second term of the 2019/2020 school year in a public primary school located in Riga. A questionnaire consisting of 20 statements was conducted to determine students’ perspectives on music distance learning independently. The twenty statements were divided into four groups: students’ independence, provision of technical aids, difficulties and attitude. The study revealed that the students’ skills to find and complete the tasks that are given by the teacher in the E-class are at a middle level. The students assessed their ability to learn to sing songs and perform music listening tasks independently at a high level. The students mostly used computers or mobile phones when they learned music at a distance. However, the majority of students faced a lack of technical aids. The study found out that complete music listening task was the easiest for the students, but a little harder was learning to sing songs. The most difficult part of learning for students was to complete a writing task because the possibility of printing it was limited. The students rated their attitude towards music distance learning independently at a middle level. Many students missed the presence of their teachers and longed for social activities in the classroom. The study concluded that there is a significant difference between 2nd and 3rd grade students’ skills to find independently the tasks sent by the teacher. Moreover, the 3rd grade students wanted to learn music independently at a distance more than the 2nd grade students did. The study provides evidence-based data on primary school students’ readiness to learn music independently at a distance.
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Kusumawardhani, Fahma Widya, Harsono Salimo, and Eti Poncorini Pamungkasari. "Application of Health Belief Model to Explain Dental and Oral Preventive Health Behavior among Primary School Children in Ponorogo, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.67.
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Background: Prevalence of decayed, missing, and filling teeth in children are high. Studies have indicated that health belief model in oral health education for increasing the likelihood of taking preventive oral health behaviors is applicable. The purpose of this study was to investigate factors associated with dental and oral preventive health behavior among primary school children using Health Belief Model. Subjects and Method: A cross sectional study was carried out at 25 elementary schools in Ponorogo, East Java, Indonesia, from January to February 2020. Schools were selected by multistage proportional stratified random sampling. A sample of 200 students was selected randomly. The dependent variable was dental and oral health behavior. The independent variables were knowledge, teacher role, attitude, perceived susceptibility, perceived seriousness, perceived benefit, cues to action, self-efficacy, and perceived barrier. Results: Dental and oral preventive health behavior in elementary school students increased with high knowledge (OR= 7.27; 95% CI= 2.20 to 24.08; p= 0.001), strong teacher role (OR= 3.88; 95% CI= 1.22 to 12.36; p= 0.022), positive attitude (OR= 5.57; 95% CI= 1.72 to 18.01; p= 0.004), high perceived susceptibility (OR= 6.63; 95% CI= 2.13 to 20.65; p= 0.001), high perceived seriousness (OR= 6.28; 95% CI= 2.03 to 19.41; p= 0.001), high perceived benefit (OR= 6.69; 95% CI= 1.84 to 24.38; p= 0.004), strong cues to action (OR= 3.81; 95% CI= 1.20 to 12.14; p= 0.024), and strong self-efficacy (OR= 4.29; 95% CI= 1.39 to 13.21; p= 0.011). Dental and oral preventive health behavior decreased with high perceived barrier (OR= 0.21; 95% CI= 0.06 to 0.71; p= 0.011). Conclusion: Dental and oral preventive health behavior in elementary school students increases with high knowledge, strong teacher role, positive attitude, high perceived susceptibility, high perceived seriousness, high perceived benefit, strong cues to action, and strong self-efficacy. Dental and oral preventive health behavior decreases with high perceived barrier. Keywords: dental and oral preventive health behavior, health belief model Correspondence: Fahma Widya Kusumawardhani. Masters Program in Public Health, Universitas Sebelas Maret. Jl Ir.Sutami 36A, Surakarta 57126, Central Java. Email: fahmawidya05@gmail.com. Mobile: +628573530220. DOI: https://doi.org/10.26911/the7thicph.02.67
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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.
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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Markova, Nadezhda Grigoryevna. "Teacher’s personality – an indicator of successful educational route of a child’s development." In II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21745.
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Due to the progress in science and technology and the changing character of social relationships contemporary polycultural society makes increasingly high demands on the personality of a primary school teacher, his professionalism, competences and personal qualities. The author points out that the aim of education is personal, cognitive, polycultural development of students providing such key competence as the ability to learn. Universal learning activities formed by the teacher at each stage of the class, their properties and quality determine the effectiveness of the educational process, in particular knowledge assimilation, skills formation, image of the world and main types of students’ competences.
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Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.
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The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
Reports on the topic "Burnout, teacher, high school, primary"
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.