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1
Bruce, Kathy, and Ron Cacioppe. "A Survey of Why Teachers Resigned from Government Secondary Schools in Western Australia." Australian Journal of Education 33, no. 1 (April 1989): 68–82. http://dx.doi.org/10.1177/000494418903300106.
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This article describes a survey which investigated why teachers resigned from government secondary schools in Western Australia before they reached retirement age. All teachers who had resigned within a specific one-year period were invited to complete a survey which obtained information on demographic factors, work conditions, professional and career development, the effect of teaching on social and family lives, and relationships with parents, students, fellow teachers and administrative personnel. The findings suggested that male teachers who had resigned were more concerned with perceived discriminatory practices in the general management of the school than were the female teachers. On the other hand, female teachers were more concerned with the encroachment of teaching duties on their family and social lives, problems of classroom discipline and lack of administrative support. Both lack of administrative support with discipline problems and lack of effective school policies were cited by members of both sexes as contributing to their resignation, but to a greater extent with female teachers. The major causes of discipline problems were found to be the failure of students to do their homework and their general lack of motivation. One of the most significant findings was the perceived lack of competence of the principal in administrative skills such as decision making, staff support and general school management. For career-oriented teachers, the lack of promotional opportunities was given as the major reason for their resignation, while dissatisfaction with assessment procedures compounded this problem. Male teachers were concerned about perceived discriminatory practices by the subject superintendents. Constructive suggestions are put forward which point to ways of surmounting the perceived shortcomings within the government secondary school system.
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Cardina, Catherine. "Professional Development Activities and Support Among Secondary Health Teachers." Pedagogy in Health Promotion 4, no. 3 (November 28, 2017): 190–99. http://dx.doi.org/10.1177/2373379917742924.
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This study describes public school secondary health education teachers’ support for professional development in the United States and the types of professional development activities in which they participated. Results were compared with public school secondary teachers of all other subjects. In addition, perceptions of professional preparation among newly hired health teachers and the types of professional support they received are described. Data were collected through the 2011-2012 Schools and Staffing Survey and included a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to analyze data. Results showed that for nearly all types of professional support assessed, secondary health education teachers reported less support as compared with secondary teachers of all other subjects. Of the teaching skills questioned, newly hired health education teachers indicated they were least prepared in handling a range of classroom management or discipline situations and using data from student assessment to inform instruction. Moreover, newly hired health teachers were less like to participate in programs for beginning teachers as compared with their newly hired teaching peers. Using results from this study, recommendations concerning professional development support and activities among secondary health teachers and newly hired secondary health teachers are provided.
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Kwashabawa, Bala Bakwai. "ASSESSMENT OF THE ROLE OF SCHOOL COMMUNITY RELATIONSHIP IN THE DEVELOPMENT OF SECONDARY EDUCATION IN ZAMFARA STATE." Sokoto Educational Review 14, no. 1 (June 30, 2013): 11. http://dx.doi.org/10.35386/ser.v14i1.86.
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This study investigated the roles of school community relationship in the development of secondary education in Zamfara State. The population of the study consisted of all the principals, vice principals, teachers and PTA officials of the 89 senior secondary schools in Zamfara state. The research design adopted was descriptive survey and questionnaire was used in collecting data. Among the major findings of the study is that school community relationship is very significant in the development of secondary education in Zamfara State because it helps in the discipline of students, welfare of teachers, the planning of curriculum, information sharing and dissemination, provision of school facilities, finance, policies, security, management decision and in monitoring students' progress. It is also found resources which Zamfara State Senior Secondary classrooms, halls and lecture theatres, playgrounds, libraries, business centres, restaurants and/or canteens, furniture, parks and gardens and school farms. It is concluded that school community relationship plays a very significant role in the development of secondary education in Zamfara State. It is recommended that School principals should have some information about the composition of the community, what community opinion is regarding both broad educational issues and day to day operation of the school itself. And also school administrators should acquaint themselves with educational resources available in the community in order that they can be utilized to enrich and enhance the school
programmes.
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Guo, Fengtao, Michael E. Meadows, Yushan Duan, and Changhai Gao. "Geography Pre-Service Teachers’ Perspectives on Multimedia Technology and Environmental Education." Sustainability 12, no. 17 (August 25, 2020): 6903. http://dx.doi.org/10.3390/su12176903.
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Multimedia technology (MT) is now widely used in primary and secondary classrooms and has excellent potential for environmental education. The discipline of Geography has strong synergies with environmental education. The paper uses the Q methodology to investigate the responses of pre-service geography teachers regarding the use of multimedia in environmental education (EE). The viewpoints of respondents were clustered into three broad perspectives relating to the use of multimedia: Perspective 1: the use of multimedia is regarded as valuable but difficult to apply; perspective 2: the use of multimedia is rewarding and practicable; perspective 3: the use of all types of multimedia is seen as highly valuable, although in the case of GIS the attitude is more equivocal. All three perspectives align with the idea that MT can improve EE, although the respondents suggest it cannot be a direct replacement for fieldwork. While all three perspectives are consistent with the view that multimedia teaching has many functional advantages in relation to environmental education, concerns are expressed regarding teachers’ capacity to fulfill its potential. The authors suggest that understanding these perspectives can help improve pre-service teacher education and advance environment education in middle school.
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Baumann, Chris, and Hana Krskova. "School discipline, school uniforms and academic performance." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1003–29. http://dx.doi.org/10.1108/ijem-09-2015-0118.
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Purpose – The purpose of this paper is to examine the role of school discipline in achieving academic performance. The study aims to clarify the role of permissive vis-à-vis authoritative teaching styles with an overarching hypothesis that better discipline leads to better academic performance. The authors also probe whether uniformed students have better discipline. Design/methodology/approach – The authors analyse Organisation for Economic Co-operation and Development’s Programme for International Student Assessment data on school discipline dimensions: students listening well, noise levels, teacher waiting time, students working well, class start time. Analysis of variance (ANOVA) with post hoc analysis on five geographic groups established by Baumann and Winzar (2016) was applied to test for geographic differences (Europe, Americas, Far East Asia, Rest of Asia, Anglo-Saxon cluster) in school discipline. ANOVA was further used to test for school discipline and academic performance. Third, t-tests on five discipline dimensions were run to test for differences between students who wear uniforms and those who do not. Findings – The results demonstrate differences in school discipline across five geographic clusters, with East Asia leading the way. The authors demonstrate significant differences in discipline for low, medium and high performing students. Peak-performing students have the highest level of discipline. Students wearing a uniform listen better with lower teacher waiting times. Originality/value – Students peak perform when teachers create a disciplined atmosphere where students listen to teachers, where noise levels in the classroom are low and they do not have to wait to start class and teach. Good discipline allows students to work well and this ultimately leads to better academic performance. Uniforms contribute to better discipline in everyday school operations. The findings support that in general, implementing school uniforms at schools might enhance discipline and allow for better learning. The authors recommend keeping uniforms where they are already used and to consider introducing uniforms where they are not yet common.
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Savovic, Branka. "Problems of discipline in primary and secondary school: Teachers' opinions." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 259–70. http://dx.doi.org/10.2298/zipi0204259s.
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Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Nis comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51%) estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.
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Siti Syarah, Erie, Ilza Mayuni, and Nurbiana Dhieni. "Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 201–14. http://dx.doi.org/10.21009/jpud.142.01.
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Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. The research implication demands increase in technology systems and connections between educators, parents, institutional managers, and education policy holders, for ECE services in urban areas for disadvantaged children, and all children in rural or remote areas.
Keywords: Blended Learning, Early Childhood Classroom, Media Literacy Education
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Bayraktar, Hatice Vatansever, and M. Cihangir Dogan. "Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management." Higher Education Studies 7, no. 1 (January 16, 2017): 30. http://dx.doi.org/10.5539/hes.v7n1p30.
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The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.
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Gregory, Anne, Erik A. Ruzek, Jamie DeCoster, Amori Yee Mikami, and Joseph P. Allen. "Focused Classroom Coaching and Widespread Racial Equity in School Discipline." AERA Open 5, no. 4 (October 2019): 233285841989727. http://dx.doi.org/10.1177/2332858419897274.
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We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’ focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.
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Nandeke, Erick, Sammy K. Chumba, and Catherine Kiprop. "Rethinking of Public Secondary Schools Discipline in Kenya." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 156. http://dx.doi.org/10.19044/esj.2017.v13n19p156.
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Student Council is a representative structure through which students in a secondary school become involved in school affairs. The study set out to investigate student council participation in the management of discipline in public secondary schools in Teso North Sub-County in Busia County, Kenya. The study sought to establish: the influence of student council participation in the formulation of rules and regulations on management of discipline, and the influence of student council involvement in formulating punishment on the management of discipline. The target population was 7379 students and 189 teachers and 27 principals from 27 schools. The research employed descriptive survey design using a random sample of 365 students, 18 teachers and 9 principals. This sample size was determined using Krejcie and Morgan’s table of sample determination and using coefficient variation of 30% and a standard error of 2% through stratified simple random sampling technique. The data was collected using a selfadministered questionnaire. The study established that schools involved students in designing punishment but students never took punishment positively and that common disciplinary problems experienced in schools was due to lack of students involvement. It was further established that students were haphazardly involved in the school management of students’ discipline. Thus the study recommends schools to empower students’ council in which students’ views and ideas are heard and discussed; Ministry of education to organize and offer seminars where school heads are well sensitized on involving students in school management.
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Haroun, Ramzi, and Christine O'Hanlon. "Teachers' Perceptions of Discipline Problems in a Jordanian Secondary School." Pastoral Care in Education 15, no. 2 (June 1997): 29–36. http://dx.doi.org/10.1111/1468-0122.00053.
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Ngwira, Happy, and Onoriode Collins Potokri. "INDUCTION OF WOMEN BEGINNER TEACHERS AT TWO SOUTH AFRICAN COMMUNITY SECONDARY SCHOOLS." Problems of Education in the 21st Century 77, no. 6 (December 6, 2019): 774–89. http://dx.doi.org/10.33225/pec/19.77.774.
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The quest of beginner teachers becoming experienced teachers remains a major issue within the educational terrain. Induction experience(s) of beginner teachers particularly women in selected community secondary schools in South Africa was the focus of this research. In this research, the problems that women beginner teachers face at some selected schools, as well as the types of induction programmes used to support them, as they grappled with the problems, were explored. A qualitative research approach involving semi-structured interviews and non-participant observation was used in the collection of the requisite data. A sample comprising two community secondary schools and four women beginner teachers were selected to take part in the research. To make meaning of the data which were collected, inductive analysis of the data was conducted. Communities of Practice was used as the theory that underpinned the research findings reported in this paper. Based on the data analysis and the communities of practice theory that served as the framework, the paper among other findings reports that induction programmes used in sampled/selected schools were highly ineffective in supporting the women beginner teachers to overcome the problems revealed. The research contributes to the body of knowledge on the lived experiences of beginner teachers at the beginning of their teaching career and provides recommendations on classroom management and dealing with ill-disciplined learners. Keywords: beginner teacher; community practice; education leadership; teachers’ induction; women teacher.
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Durrani, Muhammad Ismail, Irshad Hussain, and Muhammad Ali Rasheed. "Studying the Operational Management Strategies for Promoting Quality of Secondary Education." Global Social Sciences Review III, no. IV (December 30, 2018): 427–40. http://dx.doi.org/10.31703/gssr.2018(iii-iv).29.
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This study examined the operational management strategies for promoting the quality of education at the secondary level in Punjab Province. The secondary school heads, teachers and students were subjects of the study. It used three questionnaires developed for them respectively. The findings suggest that the head teacher perceived his role as an operation manager. These role dimensions indicate that the head teacher acts as an educational manager by using operational management strategies deliver professional support to teachers by; solving the school-based problems of their teachers, promoting a culture of discipline in the school, conducting a performance evaluation of school staff and checking lesson plans regularly, consulting teachers in academic decisions, holding periodic meetings of teachers regarding coverage of syllabus and maintaining conducive to the working environment in their schools.
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Jeloudar, Soleiman Yahyazadeh, Aida Suraya Md Yunus, Samsilah Roslan, and Sharifah Md Nor. "The Influence of Social Intelligence of Secondary School Teachers on Classroom Discipline Strategies." Journal of Psychology 3, no. 1 (July 2012): 39–45. http://dx.doi.org/10.1080/09764224.2012.11885476.
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Kalkan, Fatma, and Emine Dağlı. "Views of secondary school students on ideal teacher qualifications: A phenomenological analysis." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 317. http://dx.doi.org/10.11591/ijere.v10i1.20565.
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This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
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Hassan, Assistant Instructor: Susan Abid. "Investigating secondary school Iraqi EFL classroom discipline behaviors in terms of applying communicative activities." مجلة أبحاث الذكاء, no. 24 (August 29, 2019): 486–75. http://dx.doi.org/10.36302/jir.v0i24.107.
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The present study aims at investigating secondary school Iraqi e f l classroom discipline behaviors in terms of applying communicative activities. An observation checklist has been adopted from the national education association (1999) and method to suite the Iraqi environment .a simple of 45 Iraqi e f l secondary school male and female teachers has been randomly selected to achieve the aim of the present study validity and reliability of the observation check list have been achieved. Data has been gathered and analyzed using suitable statistical tools. Results show that the behaviors stated in the checklist have been all employed by the sample of the present study.
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T. Liguluka, Anunsiata, and Daniel Oduor Onyango. "Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 184–90. http://dx.doi.org/10.46606/eajess2020v01i03.0058.
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The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design. The researcher used stratified sampling and simple random sampling methods to select 75 out of 298 teachers and 76 out of 324 student leaders. Purposive sampling was used to select one (1) District Education Officer, one (1) Standard Quality Assurer, one (1) Ward Education Officer, four (4) Heads of Schools and four (4) Chairpersons of School Boards. Data was collected using questionnaires, interview guides and documents. Data was analyzed through descriptive statistics and thematic approach. The study revealed that although school boards discussed discipline issues in public secondary schools, they did not take any appropriate disciplinary action such as discontinuing students with disciplinary issues, warning or suspend the students. The study recommended that apart from discussing about disciplinary issues, school boards should take appropriate disciplinary actions such as suspending discontinuing and giving warnings to the students with disciplinary issues. It is recommended that the school boards should ensure constant communication with disciplinary committees to maintain students’ discipline in schools. The study further recommended that the government should enhance budgetary allocations to the schools for better effectiveness of discipline management. The Heads of schools and board members should be trained on effective leadership and the parents should be educated on the importance of cooperation in managing students’ discipline in public secondary schools.
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Gcelu, Ntombizandile, Amy Sarah Padayachee, and Sekitla Daniel Makhasane. "Management of indiscipline among secondary school students in Ilembe District, KwaZulu-Natal, South Africa." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 4 (December 1, 2020): 139–56. http://dx.doi.org/10.31920/2634-3622/2020/v9n4a6.
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South African schools are faced with a serious problem of indiscipline. The available literature reveals that despite the efforts of school administrators and teachers to instil discipline among learners, indiscipline still abounds to the extent of getting out of hand. Based on the intention of this study, a qualitative study was adopted. A qualitative-based study underpinned by the interpretive research paradigm was employed to explore the perspectives of educators in their collaborative roles in managing discipline. The sample comprised twelve educators who were purposively selected from four secondary schools in the Ilembe District, KwaZulu-Natal. A semi-structured interview schedule was used to collect the data. The findings revealed that educators should apply the school code of conduct as a whole-school approach to managing discipline to create meaningful relationships with parents as stakeholders and communicate expected behaviours with learners. It is recommended that in implementing strategies to manage discipline, learners, educators, school managers and the school governing boards of all schools should take a collaborative approach to the management of discipline in secondary schools
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Hazar, Muhsin, Malik Beyleroglu, Sakir Bezci, Hacer Ozge Baydar, and Emre Ozan Tingaz. "Class Management Profiles of Secondary School Teachers." European Scientific Journal, ESJ 13, no. 34 (December 31, 2017): 381. http://dx.doi.org/10.19044/esj.2017.v13n34p381.
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The purpose of this research is to examine the class management profile of secondary school branch teachers working in certain province of Turkey, using some variables. The research group consists of 152 teachers (69 female and 83 male) in the various field of Mathematics (29), Turkish (46), Religion Culture (23), English (31), and Physical Education and Sports (23). The "Classroom Management Profile Scale (SYPÖ)" developed by Kris (1996) and adapted to Turkish by Ekici (2004) was used as the data collection tool in the research. The research was conducted based on both the general and the relational screening models. The SPSS 20.0 package program was used in the analysis of the data. Both T test and one-way ANOVA were used in independent groups to determine whether the gender and subscale of the scale were significantly different according to gender, age, occupation year and field. The results of the research proved that, when the scores of both scales were calculated, the grade management profiles of the teachers were not statistically different according to the considered variables.
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De Beckker, Kenneth, Boukje Compen, Dirk De Bock, and Wouter Schelfhout. "The capabilities of secondary school teachers to provide financial education." Citizenship, Social and Economics Education 18, no. 2 (May 20, 2019): 66–81. http://dx.doi.org/10.1177/2047173419850152.
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This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy, which takes into account teachers’ financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here.
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Dhakal, Keshav Raj. "Teaching Geography in Secondary School: Teachers Perceptions and Experiences." Geographic Base 6 (October 27, 2019): 32–41. http://dx.doi.org/10.3126/tgb.v6i0.26165.
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Geography has the feature of being a science by examining the relationship of human and nature. Geography occupies very important role in school education. In secondary level education within Nepal there is a provision of selection of geography as an optional subject. This paper examines the perception and experiences about geography as an academic discipline from the teacher of secondary levels. Qualitative research method is used in this study and the semi structured interview method is applied. A semi structured interview guideline is applied for the participant in this study. Data are categorized into seven different groups and the analysis is carried out through the interpretations. The Research findings are discussed in relation to the theme and some recommendations have been given. This article provides useful information on the topic of perceptions and experiences of geography teachers on geography teaching in secondary school of Nepal.
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Parker, Jenny. "Secondary Teachers’ Views of Effective Teaching in Physical Education." Journal of Teaching in Physical Education 14, no. 2 (January 1995): 127–39. http://dx.doi.org/10.1123/jtpe.14.2.127.
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The purpose of this study was to reconstruct high school physical education teachers’ views of effective teaching and to examine the underlying rationales behind these definitions. The participants were 14 experienced high school physical education teachers. Three methods of data collection were employed: critical incidents, the Q-sort technique, and informal interviews. Inductive content analysis was used to examine the critical incident forms, and the resulting themes formed the items in the Q-sort. The teachers’ underlying rationales for the rankings in the Q-sort were examined in the informal interviews. The overall results revealed that the majority of the teachers in this study defined effective teaching as a hierarchy of pedagogical practices in which organization, management, discipline, and control form the base, with student success being the ultimate goal.
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Simbre, Abegail P., Ingrid A. Palad, and Catherine A. Salazar. "How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956)." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 333–55. http://dx.doi.org/10.47134/ijsl.v1i3.36.
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The contents of the Senate Bill 956, better known as the Teachers' Protection Policy Act was examined and analyzed based on the following themes, namely, support mechanisms for public school teachers and personnel, enhanced protection of public-school teachers and personnel, and training on guidelines and classroom discipline for public school teachers and personnel. According to the Republic Act, 4670 or the Magna Carta for Public School Teachers, the appropriateness of the act was checked to see how much help this bill can provide to the public-school teachers in the Philippines in terms of classroom discipline and classroom management. The bill poses excellent benefits to the public-school teachers. However, the Department of Education must identify which disciplinary acts or strategies are not categorized as child abuse and that there should be centralized policy implementations, seminars, and training to avoid misinterpretations and discipline avoidance among teachers. This paper hopes to contribute to a research-based, logical, and relevant drafting of HR policies and programs to support and protect the teachers as mandated in the Magna Carta for Public School teachers and SB 956. This study employed a qualitative method using resources available online.
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Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (March 29, 2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.
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This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues of classroom management being specific to the seating arrangements, discipline, peer work, group work, space, presentation, and time management in the public school where classroom observation has been done.
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Beyleroglu, Malik, Sakir Bezcı, Muhsin Hazar, Emre Ozan Tıngaz, and Hacer Ozge Baydar. "Examination of the Classroom Management Profiles of Secondary and Primary School Teachers." European Scientific Journal, ESJ 13, no. 28 (October 31, 2017): 66. http://dx.doi.org/10.19044/esj.2017.v13n28p66.
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The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.
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Te Ava, Aue, Christine Rubie-Davies, Airini, and Alan Ovens. "Akaoraora'ia te peu ‘ā to ‘ui tūpuna: Culturally Responsive Pedagogy for Cook Islands Secondary School Physical Education." Australian Journal of Indigenous Education 42, no. 1 (August 2013): 32–43. http://dx.doi.org/10.1017/jie.2013.12.
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This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.
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Edet, Dr Aniefiok O., Uduak R. Benson, and Rita E. Williams. "Principals’ Conflict Resolution Strategies and Teachers’ Job Effectiveness in Public Secondary Schools in Akwa Ibom State, Nigeria." Journal of Educational and Social Research 7, no. 2 (May 24, 2017): 153–58. http://dx.doi.org/10.5901/jesr.2017.v7n2p153.
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Abstract The thrust of this study was to investigate the relationship between Principals’ conflict resolution strategies and teachers’ job effectiveness in public secondary schools. The area of the study was Akwa Ibom State. The specific purpose of this research was to find out if principals’ conflict resolution strategies namely cause identification and integration strategies relate to teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. Two research questions were raised and were duly converted into two research hypotheses to guide the study. Correlational research design was adopted for the study. The sample size of the study consisted of one thousand and fifty(1,050) public secondary school teachers and two thousand, one hundred(2,100) Senior Secondary two students randomly sampled from the population of six thousand, two hundred and ninety three (6293) teachers and twenty thousand, five hundred and ten (20,510) students respectively. Data collected from the study’s instruments called Principals’ Conflict Resolution Strategies Questionnaire (PCRSQ) and Teachers’ Job Effectiveness Questionnaire (TJEQ) were analysed using Pearson Product Moment Correlation Analysis. Results of the findings revealed that cause identification and integration strategies had significant relationship with teachers’ job effectiveness in terms of classroom teaching, maintenance of classroom discipline and supervision of students’ academic activities. In the light of these findings, it was recommended that the government should ensure that school principals are retrained regularly and constantly through school-based workshops, conferences, and seminars on effective conflict resolution strategies in-order to enhance teachers’ job effectiveness.
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Zhelyazkova, Zlatka, and Mariya Teneva. "CLASSROOM MANAGEMENT AND SUSTAINING DISCIPLINE IN AN ENGLISH-LEARNING CLASS." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 283–88. http://dx.doi.org/10.12955/pss.v1.86.
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The lack of respectful behaviour towards teachers and classmates is considered to be the main problem of Bulgarian schools today. A great number of public school teachers have considered leaving the job or have already quit because of students' misbehaviour and their inability to cope with discipline problems. English language teachers are not an exception in this respect despite the popular view that there is a great motivation for learning foreign languages. The focus of the article is the discipline which is necessary to be created, worked upon and maintained in the classroom throughout the whole of the school year. The study was aimed at defining the aspects of the problem with discipline, collect data regarding the existing situation with classroom management and suggest some strategies and techniques for developing and keeping an effective practice. The results confirmed the theoretical concept that the teacher's goal is not to restore the order through respective reactions to misbehaviour but to organize a system of classroom activities and perform a study that would lead to the prevention of the disruptive actions in the first place.
Research methods: content analysis, pedagogical research, scientific enquiry, percent analysis.
Scope and results of the study: The study was performed with pedagogical students in the specialty Primary School Education with a Foreign Language at the Faculty of Education at Trakia University, Stara Zagora, Bulgaria. The results point at a desperate need for change in the practice of language teaching in the country so as to face adequately the new generations of students with their attitudes and characteristics.
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Tobin, Kenneth, and Barry J. Fraser. "Investigations of Exemplary Practice in High School Science and Mathematics." Australian Journal of Education 32, no. 1 (April 1988): 75–94. http://dx.doi.org/10.1177/000494418803200105.
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Past research has often highlighted problems of science and mathematics education. As a consequence, case studies of exemplary teachers were conducted to emphasize positive aspects and to stimulate and improve science and mathematics education. Comparisons of three exemplary teachers with colleagues from the same schools indicated that the exemplary teachers used effective classroom management strategies; used a range of whole-class, small-group and seat-work activities; kept students on-task; and monitored the extent to which students understood the content to be learned. In contrast, the comparison teachers had difficulty in maintaining discipline, emphasized whole-class activities and focused on content coverage rather than student understanding.
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Odhiambo Ogal, Dr Joshua. "Determining Ways of Controlling Unruly Students so as to Curb Destruction of School Building in Boarding Public Secondary Schools in Nyanza, Kenya." Sumerianz Journal of Education, Linguistics and Literature, no. 39 (September 25, 2020): 228–38. http://dx.doi.org/10.47752/sjell.39.228.238.
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The research investigated ways of controlling unruly students so as to curb destruction of school building in boarding public secondary schools in Nyanza, Kenya. The concept of discipline should not be associated with pain or fear, but rather it should be viewed as a system of guiding the students to make reasonable decisions. Discipline in school and at home should be that which will produce young people who will be responsible when they become adults. The total number of teachers in affected public secondary schools at the time of the study was 102, 300 students and 50 school principals. A sample size of 150 of the following respondents was suitable for the study, that is 25 deputy principals, 100 students and 25 school principals. Data was collected through questionnaire and interviews. Validity and reliability of the instrument were established through expert opinion and Cronbach’s Alpha Coefficient of 0.80 reliability test respectively. Data was analyzed using Coefficient of Determination, Analysis of Variance, frequency counts and percentages. Ways of controlling unruly students so as to curb destruction of school building in boarding public secondary schools were: preventive type of discipline 33.3%, guidance and counseling 52.4% and application of both preventive and corrective means of discipline scored 47.6%. This study is significant in that it reveals the factors leading to unruly behavior and burning of school premises among boarding public secondary school students in Nyanza. The findings of this study would be useful to the Ministry of Education Science and Technology and the achievement of Kenya Vision 2030 in education.
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Uzoechina, Gladys Oby, Adaeze Oguegbu, Esther Akachukwu, and Victor Chekume Nwasor. "Teachers Awareness And Usage Of Non-Violent Strategies For The Maintenance Of Discipline In Nigerian Secondary Schools: A Situational Analysis." Journal of International Education Research (JIER) 11, no. 3 (July 30, 2015): 143–52. http://dx.doi.org/10.19030/jier.v11i3.9365.
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This study sought to determine teachers level of awareness and usage of non-violent strategies/interventions for the maintenance of discipline in secondary schools in Anambra State, Nigeria. Corporal punishment has become an unwritten sine qua non for the maintenance of school discipline - often the first thought that comes to the minds of teachers in treating acts of indiscipline and deviance. From the Nnewi Education Zone, comprising four local government areas (LGAs), 200 teachers were selected for descriptive survey out of 996 teachers. Stratified random sampling was used such that the schools were stratified into co-educational and single-sex schools, and from each randomly selected school, 10 teachers were selected. Two research questions and four null hypotheses guided this study, and questionnaire was used to collect data. The mean was used to answer the research questions and t-test for the hypothesis at the 0.05 level of significance. The study recommended in-service training for teachers in educational psychology, particularly behaviour modification methods, parental input and interest in school discipline as well as the cessation of corporal punishment among others.
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Belle, Louis Jinot. "Student Discipline Management: An Examination of the State Secondary School Principal’s Leadership in Mauritius." International Research in Education 6, no. 1 (January 18, 2018): 30. http://dx.doi.org/10.5296/ire.v6i1.12271.
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The purpose of this study was to determine the leadership approaches that state secondary school principals adopt in Mauritius in order to manage student discipline. Semi-structured interviews and non-participant observation were done in this multisite case study. Purposive convenient sampling was used to gather information from 84 participants. It was found that principals use visionary leadership, distributed leadership, learner leadership, inclusive leadership and ethical leadership. This is the result of the political and legal framework, the unwillingness of the educators to assume their professional commitment to discipline students, the complicated protocol to be observed by principals to address indiscipline, and the feeling of disempowerment of the principal to manage student behaviour due to the centralisation of the education system. The study recommends for a mix of leadership approaches to ensure effective student discipline.
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Jinot, Belle Louis. "Barriers to the Effective Implementation of Behavioural Strategies by Principals of State Secondary Schools in Mauritius." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 9–18. http://dx.doi.org/10.2478/mjss-2018-0110.
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Abstract One of the leadership role of the secondary school principal is learner discipline management. However, in the context of Mauritius, the behavioural strategies that they implement are found to be ineffective due to various barriers. This study examines the current barriers that are imbedded into the education system and which are obstacles to effective learner discipline management. A qualitative research approach was adopted in order to collect data on the barriers among principals, educators, parents, superintendents and learners. It was found that political interference of parents, the universal free transport system, too much bureaucracy when reporting cases of indiscipline to the Ministry of Education, a lack of collaboration between educators, the school superintendent and the principal, and a lack of parental involvement in learner discipline management in schools are the main barriers to the effective implementation of behavioural strategies by principals in the state secondary schools in Mauritius. Based on the findings, the study recommends that the Ministry of Education rethink about the educational policies in terms of free transport for learners and that the school principal, along with the parents, educators, learners and superintendent, sets up a school discipline plan that would adopt a collaborative management of the problem of learner discipline.
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Asad, Kamonges Wahab. "Parental Guidance Skills and Students' Discipline Management in Secondary Schools in Kapchorwa District, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (May 31, 2020): 62–77. http://dx.doi.org/10.53449/ije.v3i1.103.
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The study investigated on the parental guidance skills and students' discipline management in secondary schools in Kapchorwa district. The purpose of this phenomenological study was to help us better understand the experiences of teacher counsellors on the guidance skills expected of parents in the management of students' discipline in secondary schools. Four informants were purposively selected from four out of the six government aided secondary schools in Kapchorwa District and data was collected via interviews and analysed based on the perspectives of the teacher counsellors on the parental guidance skills and their management of discipline of students. The following conclusions were derived; There was less teamwork between the school administrations and the parents in the management of students' discipline, the parents gave little audience to their children which made them not to express their issues freely and openly, there is a poor parent-child relationship on matters regarding indiscipline, the parents lack adequate knowledge on the growth and development changes that children go through at different stages of development, and the parents lack adequate guidance skills necessary for the management of students' discipline. It was recommended that; parents should work in collaboration with school counsellors and teachers so as to reduce on the number of indiscipline cases in secondary schools, they should improve on their relationships with their children through establishment of good rapport, and that the school administrators should organise workshops and seminars geared towards educating parents on various issues affecting students.
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Sibanda, Lwazi, and Joyce Mathwasa. "Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners." Randwick International of Social Science Journal 1, no. 2 (August 1, 2020): 157–72. http://dx.doi.org/10.47175/rissj.v1i2.56.
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This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.
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Hepburn, Lorna, and Wendi Beamish. "Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland." Improving Schools 23, no. 1 (November 11, 2019): 33–46. http://dx.doi.org/10.1177/1365480219886148.
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Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.
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TARMIZI, A. Rohim. "IMPROVING THE QUALITY OF EDUCATION SERVICES THROUGH QUALITY MANAGEMENT SYSTEM ISO 9001: 2008." JKP | Jurnal Kepemimpinan Pendidikan 2, no. 1 (June 11, 2019): 138–51. http://dx.doi.org/10.22236/jkpuhamka.v2i1.3802.
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The purpose of this study was to evaluate the implementation of Quality Management System ISO 9001:2008 at SMK (Vocational Senior Secondary School) Putra Bangsa Depok. The researcher used qualitative evaluation method CIPP to examine the agreement between the implementation of Quality Management System ISO 9001:2008 and the principle of ISO. The study concluded: (1) Overall, the implementation of Quality Management System ISO 9001:2008 at SMK Putra Bangsa Depok already ran well, (2) The facilities are clean and comfortable, the human resources as the organizer of management was proactive enough to increase the educational service quality. This could be seen from condusive organizational culture, the work ethos and organizational discipline were good as well as the discipline of the teachers and administrators, (3) The strength of SMK Putra Bangsa Depok was its ability to integrate or combine the curriculum with culture to accomplish customer satisfaction. This research recommends: (1) The headmaster of SMK Putra Bangsa Depok endorses the reform of school committee more actively to play role in cunstructing school programs, (2) the headmaster of SMK Putra Bangsa Depok should be proactive to help all teachers with sufficient qualification get professional certificate
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ZOUNHIA, KATERINA, DIMITRIS HATZIHARISTOS, and KOSTAS EMMANOUEL. "Greek Secondary School Pupils' Perceived Reasons for Behaving Appropriately and Perceived Teachers' Strategies to Maintain Discipline." Educational Review 55, no. 3 (November 2003): 289–303. http://dx.doi.org/10.1080/0013191032000118947.
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Zhumabayeva, Zhazira, Gulnar Uaisova, Inkar Hasanovа, and Sarsengul Jetpisbayeva. "Meta-subject methodology approach in the training of future primary school teachers." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 21–30. http://dx.doi.org/10.18844/wjet.v13i1.5406.
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The urgent task of higher education is to comprehensively prepare future teachers for the implementation of state educational standards (SESs) for primary general, basic general and secondary full education, as well as mastering the requirements of the professional standard ‘teacher’. The key requirements of the SES RK include the formation of subject, meta-subject and personal results of students. The concept of ‘meta-subject learning outcomes’ acts as an undoubted innovation of SES RK, which is still not highlighted enough in the scientific and educational literature. In this regard, the need arises for purposeful general professional and subject-methodological preparation of the future teacher for work on the formation and development of meta-subject results for students, mastering the basic educational programmes of general education. The topic of this article is related to the pressing issues of the meta-subject content of education at a pedagogical university. Particular attention is paid to the theoretical justification of meta-subject matter in scientific research. On the example of the author’s programme of the new variable discipline ‘Meta-subject approach in primary education’, intended for students of the pedagogical direction of training, the basic conditions for the implementation of the meta-subject approach in network interaction with educational institutions are considered.
Keywords: Meta-discipline, meta-disciplinary approach, meta-disciplinary outcomes, meta-disciplinary skills, educational programme.
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Cho, Vincent, Katrina Borowiec, and Kaitlyn F. Tuthill. "Organizational problem-solving and school discipline: comparing the roles of schoolwide behavior management technologies." Journal of Educational Administration 59, no. 3 (February 24, 2021): 302–17. http://dx.doi.org/10.1108/jea-10-2020-0229.
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PurposeApplications for tracking and managing classroom behavior have become increasingly commonplace, thus making it possible to incorporate nonacademic data into collaborative problem-solving and school improvement. Whether or how these platforms might support such aims, however, is not known. Accordingly, this study explores practices involving these applications, focusing especially on problem-solving among educators and with students' families.Design/methodology/approachThis comparative case study took place in three schools. In total, 34 semistructured interviews were conducted with teachers and school leaders. Analysis included qualitative coding as well as the development of within- and cross-case summaries.FindingsSchools varied greatly when it came to using behavior management platforms as a part of problem-solving. At a basic level, it was not uncommon for educators to use behavioral data for classroom troubleshooting or check-ins with students and transactional communications with families. However, only two schools attempted to use behavioral data for more systemic, “big picture” problem-solving, such as to make discipline policies more equitable or to improve teacher practices. The richness of collaboration with families seemed especially shaped by how and how frequently data were shared (e.g. automated notifications and paper printouts).Originality/valueEmpirical research about behavior management applications has been limited and focused only at the classroom level. The present study contributes new knowledge about the school-level implications of these platforms, while also expanding conversations about how behavioral data may be incorporated into data-informed problem-solving. Implications for leadership and theory are also discussed.
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Blândul, Valentin Cosmin, and Adela Bradea. "THE STATUS OF OPTIONAL DISCIPLINES IN THE SCHOOL BASED CURRICULUM OF UPPER-SECONDARY SCHOOL: A CASE OF ROMANIA." Problems of Education in the 21st Century 63, no. 1 (February 25, 2015): 7–16. http://dx.doi.org/10.33225/pec/15.63.07.
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The school curriculum includes the learning experiences students are invited to go through in an organized and systemic way. The curriculum has two main parts, the core curriculum and the school based curriculum (SBC) respectively. The latter one concerns the learning experiences, which school provides in addition to the minimum experiences that all students should gain and it can be achieved through optional school disciplines. However, education research has shown that the way these optional disciplines are chosen often expresses the teachers' options rather than those of the students. The main aim of this study was to analyze the subjective perception of upper-secondary school students with regard to the status of optional disciplines within the SBC. The sample consisted of 121 students, who study in 4 upper-secondary schools from Oradea, Bihor County, Romania. The instrument used was a questionnaire, and the implementation period was October-December 2014. The results show that the reasons why students choose a certain optional discipline are related to their need for personal and professional development. The most important subjects students want to study are foreign languages and sports activities, and the favored forms of organization include extracurricular and applied activities. Key words: extracurricular activities, optional disciplines, school-based curriculum.
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Φέρμελη, Γ., and Α. Μαρκοπούλου-Διακαντώνη. "GEOSCIENCES IN THE CURICULLA AND STUDENTS BOOKS IN SECONDARY EDUCATION." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 639. http://dx.doi.org/10.12681/bgsg.16769.
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Geology does not exist, from 1997, as an independent discipline in greek secondary education. Geological subjects included in curriculum of "Geology-Geography" lesson in 1s t and 2n d grades of Junior High School as well geological issues included in optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management". There are three ways to introduce geosciences in Greek educational system: a)Through "Geology- geography" lesson and cross-thematic projects that suggested from cross-thematic curriculum and «Flexible zone» in Junior High School, b)Through optional lessons in 2n d grade of Lyceum "Issues of Environmental studies" and "Natural resources management", and c)Through Environmental education projects in Junior High School and Lyceum.
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CRUZ, Alberto, and Chung LI. "Practice of the Beginning Secondary School Physical Education Teachers." Asian Journal of Physical Education & Recreation 15, no. 1 (June 1, 2009): 61–81. http://dx.doi.org/10.24112/ajper.151770.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
The purpose of the study was to investigate the practice of teaching of beginning secondary school physical education teachers. The problems and the factors that confronted the teachers in their first year of work were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced and the influence of the workplace factors on the practices of beginning teachers. Results indicated that the teachers adjusted their practices according to their school contextual conditions during their first year of teaching. The common practices of teaching were a) instructional approach, b) lesson preparation, c) contents, and d) classroom management. The workplace impact was mainly come from their students, administrators, and work responsibilities. The participants also employed socializing strategies in order to survive in schools. Findings of the study hold implications for the development and preparation of physical education teachers with respect to the influence of organizational socialization.
本研究目的是探討新任中學體育老師的教學工作。同時亦檢視新任教師任教時所遇到的困難及影響其教學工作的因素。十三位新任中學體育老師參與是次研究。透過被動參與式觀察、正式及非正式訪問、老師反思日誌及文件分析等方法收集數據。然後以持續比較法分析資料。結果顯示影響教師教學工作因素包括學生、校內管理人員及教師工作量。教師調整教學方式及採取社會化生存策略以配合學校需要。此等結果給予體育教師發展及培訓多方面啟示。
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Vojvodić, Milica, and Jelena Sredanović. "Methodological aspects of the implementation of Printmaking in Pre-school, Primary and Secondary education." Arte, Individuo y Sociedad 32, no. 2 (March 31, 2020): 451–66. http://dx.doi.org/10.5209/aris.64206.
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Printmaking, with its technical complexity, has often been neglected in educational praxis, even though it is a discipline which contributes significantly in the developing of children`s creativity. In this work, alternative, non-toxic printmaking techniques have been presented and they are adapted to school conditions and age abilities of children. Art teacher needs to be adequately trained so he could make this art medium closer to children. Initial education teachers get at faculties has an important role in empowering their vocational competences, but a significant place in that process may also take specialized programs of professional training which leads to achieving specific knowledge and skills in printmaking. With suitable education and implementation of modern methodological aspects, teachers have an opportunity to introduce children to values of printmaking and have affirmative effect on the development of children`s art expression.
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Simonsen, Inge-Ernald, and Torbjørn Rundmo. "The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students." Social Psychology of Education 23, no. 6 (October 18, 2020): 1565–86. http://dx.doi.org/10.1007/s11218-020-09595-7.
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AbstractSchool satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.
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HOWLEY, PETER, and TIM ROBERTS. "ENGAGING SCHOOL STUDENTS AND EDUCATORS WITH THE PRACTICE OF STATISTICS." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 29–38. http://dx.doi.org/10.52041/serj.v19i1.117.
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This paper describes a national statistics-oriented project-based learning activity, which has been delivered annually for five years in Australia and the outcomes of a particular collaboration of this initiative with the discipline of environmental sustainability. The national initiative engages primary- and secondary-school students from varied backgrounds and education levels in quantitative-based investigations. It develops key future workplace skills aligned with national school-curriculum outcomes and motivates students by enabling them to take the lead, determine the context, collaborate, investigate, and create. An underlying delivery model connects primary- and secondary-school students with tertiary educators, industry, and the practice of statistics. A pre-post cross-sectional study revealed significant improvements in students’ and teachers’ confidence with, and awareness of, the field of statistics. Australian school teachers are saying, “21st Century learning at its best” and “motivates and engages students.” Industry mentors are saying, “provides students a unique opportunity.” Students are saying, “engaging, educational and enjoyable.” The activity has engaged some eighty schools, and annually several hundred students participate. First published February 2020 at Statistics Education Research Journal Archives
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Hasan, Assist prof Dr Ahmed Obaid, and M. Dr May Faisal Ahmed. "Good preparation for teaching and its relationship to classroom discipline management from the perspective of teachers." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 91–114. http://dx.doi.org/10.36473/ujhss.v223i2.339.
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The research aimed to identify good preparation for teaching and its relationship to classroom discipline management from the perspective of teachers, as descriptive and analytical approach was adopted. The research community was determined which consists of (3822), school teacher, a sample was selected randomly with statistics rate (5.232%) of the research community, as the number of respondents was 200 teachers in secondary schools. Questionnaire was built which included 40 items distributed among four areas. And the two researchers made sure of its validity and reliability. Research data were analyzed using program (SPSS), and the researchers applied the questionnaire in the academic year 2016-2015and the reached the following results: There is a very strong relationship between the teaching preparation and management of classroom discipline, and planning to teach has achieved the highest results in this relationship as being the key to success, and there are no statistically significant differences attributable to three set variables differences (sex, experience, and specialization). In the end, a number of recommendations were put in the lightoftheresultsachieved.
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Wood, Audrey B. "Classroom-based action research with secondary school students of English Literature." English Teaching: Practice & Critique 16, no. 1 (May 2, 2017): 72–84. http://dx.doi.org/10.1108/etpc-08-2016-0100.
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Purpose The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project into different approaches to teaching English Literature in a Year-9 secondary classroom, completed in part-fulfilment of the requirements for a higher degree. Design/methodology/approach The author narrates an account of some of the difficulties faced by one emergent researcher whilst carrying out educational research in a comprehensive school in England. Findings The author suggests that even within a research-supportive environment where “research” is encouraged or expected, there is often limited effort from management to articulate the practicalities or evaluate its effectiveness. Despite this, the author emphasises the benefits to teachers and students of undertaking small-scale action research projects into issues of contemporary professional concern in the classroom. The author argues for the involvement of school administrators and universities in supporting teacher-researchers. Originality/value The value of this research lies in acknowledging some of the challenges that emergent researchers might face in conducting research in the context of the classroom, which might enable other teacher-researchers to anticipate and avoid similar problems in their own research, and circumvent criticism from those who believe that educational research should not be carried out by teachers.
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Magdalene, Wamugunda, Gachahi Michael, and Kimosop Maurice. "Students’ Conceptions of Role of Guidance and Counselling in Discipline Management in Secondary Schools in K1rinyaga County, Kenya." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 163. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.163.
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Discipline is vital in the success of educational processes. Guidance and Counselling (GC) have been adopted as strategy to manage student discipline the world over including Kenyan schools. Though students form the major clientele of services provided in schools, studies regarding provision of counselling and guidance in relation to management of learners’ behaviour have largely ignored students’ conceptions. This study sought to establish students’ conceptions of the role of GC in managing discipline among learners in public secondary’ schools in Kirinyaga County, Kenya. The descriptive survey research design was used and a sample of 167 students was randomly taken from 13 secondary schools and questionnaires used to collect data. Results indicated that though students knew of availability of counselling services, they rarely sought them. The study further noted that students experienced punitive forms of punishment, including corporal punishment, despite availability of GC departments and government policies guiding the handling of learners’ discipline in Kenyan schools. The study concluded that secondary school students sampled have not fully embraced GC services. Therefore, the practice of GC as currently structured, may fail as a discipline management strategy. The recommendations based on findings are that the Education Ministry and School Boards of Management should not only enforce government policies on discipline management and explore ways of winning students’ confidence in the GC services.
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Khan, Basharat Ali, Azhar Mahmood, and Wajeeha Aurangzeb. "Incorporation of Peace Education in Existing Secondary Level Curriculum and Teachers’ Practice." Global Social Sciences Review IV, no. I (March 30, 2019): 67–74. http://dx.doi.org/10.31703/gssr.2019(iv-i).09.
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Peace education is a new discipline which is being introduced in the existing curriculum in the world. Peace education is mandatory for reducing violence and developing positive thinking. The major aim of this study was to examine the need of peace education and to investigate the perception of teachers for incorporating peace education in existing curriculum at Secondary level. The study was descriptive in nature. All the secondary school teachers (753) of district Attock were included in population of the study. Of these, 255 teachers were taken as a sample through a random sampling technique. The researcher employed a validated questionnaire for collecting data. The major findings showed that the teachers favored the inclusion of peace education as a compulsory subject at secondary level.