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1
Garmabi, Hanieh, and Gholamreza Zareian. "EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students." International Journal of Learning and Development 6, no. 1 (February 29, 2016): 61. http://dx.doi.org/10.5296/ijld.v6i1.9124.
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In any educational program, the most influential factor affecting the students’ level of improvement is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher‘s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts.
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Inarsih, Nova Sri, Sastika Seli, and Dewi Syafitri. "Student’s Attitude and Challenges toward Teaching Practicum Programme (PPL) in Junior High School." EDULIA: English Education, Linguistic and Art Journal 1, no. 2 (March 6, 2021): 45–49. http://dx.doi.org/10.31539/edulia.v1i2.2121.
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This study aims to describe the attitudes and challenges of students towards the teaching practicum program (PPL) of STKIP-PGRI Lubuklinggau in Junior High School. The research method used is descriptive qualitative research. The research subjects were 16 respondents who were selected by purposive sampling. In collecting data, researchers used interviews and questionnaires. The results showed that many respondents had the most positive attitudes towards the affective and behavioral components. However, the component with the lowest teacher candidate teacher attitudes is the cognitive component. In terms of challenges for prospective teachers, most respondents (37.5%) rated field workload as a challenge, while the least field of supervision was faced by respondents during PPL (6.25%). In conclusion, the analysis of findings related to the attitudes of prospective STKIP-PGRI Lubuklinggau teachers in Junior High Schools is an almost positive attitude.
Keywords: Attitudes, Challenges, Pre-Service Teachers, Teaching Practicum Program
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Škutor, Marijana. "Attitudes of high school students towards peers and teachers-connection between the school climate." Journal of Educational Sciences & Psychology 12 (74), no. 1 (2022): 82–94. http://dx.doi.org/10.51865/jesp.2022.1.09.
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The aim of this paper is to determine aspects of the school climate through the prism of relationships with students and teachers. Students from three high schools in Mostar participated in the research (N = 399). Significance of differences among students was not determined in relation to students with regard to the school that students attend, but statistically significant differences were found in assessments of school climate and attitudes towards teachers with regard to the school they attend. Because students rated their teachers very low, the results obtained can serve as a guideline for improving student-teacher interaction. Teachers of the schools surveyed should work on their leadership and teaching style to create a comfortable school climate.
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Ediyanto, Ediyanto, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, Md Abu Bakor Siddik, and Areej Talea Almutairi. "Indonesian Teachers’ Attitudes Toward Inclusive Education." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 31–44. http://dx.doi.org/10.2478/dcse-2021-0014.
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Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).
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Shoham, Snunith, and Naava Saad. "High School Teachers’ Attitudes towards the School Library." European Journal of Teacher Education 13, no. 1-2 (January 1990): 89–96. http://dx.doi.org/10.1080/0261976900130114.
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Mohammed, Salifu Maigari, and Kwaku Darko Amponsah. "Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?" Journal of Education and Training Studies 9, no. 7 (July 27, 2021): 41. http://dx.doi.org/10.11114/jets.v9i7.5266.
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This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.
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Wibowo, Bayu Ananto. "Comparative Study of Attitude Assessment Between Senior High School and Vocational High School." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 2 (February 6, 2022): 1850–61. http://dx.doi.org/10.31004/edukatif.v4i2.2133.
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Character education which is the main focus of the 2013 curriculum makes teachers not only fixated on cognitive assessment, but also required to give an affective assessment. In practice, the assessment of attitudes at the Senior High School and Vocational High School levels has differences in terms of the assessment instrument and the assessment process. This study aims to determine, (1) Attitude assessment conducted at the Senior High School level, (2) Attitude assessment conducted by Vocational High School, (3) To determine the comparison of attitude assessments between Senior High School and Vocational High School. Data retrieval in this study was carried Senior high schools at Yogyakarta and Vocational High School at Yogyakarta.
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Marques, Adilson, Diogo Balsa, Marta Domingos, Rafael Cavalheiro, Tiago Carreira, Tiago Moreira, Tiago Ribeiro, and Élvio R. Gouveia. "The Attitude of Portuguese Physical Education Teachers toward Physical Fitness." Children 9, no. 7 (July 4, 2022): 1005. http://dx.doi.org/10.3390/children9071005.
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In this study, we aimed to examine how Portuguese physical education teachers perceive the development of physical fitness through fitness tests in schools. The participants were 764 Portuguese teachers teaching at middle-school and high-school levels. The Physical Education Teacher Attitudes Toward Fitness Tests Scale (PETAFTS) was used to collect the data. The means and confidence intervals for each attitude subdomain and the overall attitude were computed. A one-way ANOVA was used to examine the group differences in three subdomains of the attitudes of teachers by different variables. The overall attitude of teachers toward fitness tests was slightly positive according to a 7-point Likert scale (5.52, 95% CI: 5.47, 5.58). The results suggested that female teachers found fitness tests more useful, but male teachers significantly enjoyed implementing them. The data collected also showed that younger teachers found the implementation of fitness tests significantly more enjoyable than older teachers. In conclusion, future research should prioritise specific intervention content considering gender and the age of teachers to reinforce the development of physical fitness through fitness tests in schools.
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Al-Hashemi, Eman, Abdullatif Ashkanani, Haneen Al-Qattan, Asmaa Mahmoud, Majd Al-Kabbani, Abdulaziz Al-Juhaidli, Ahmad Jaafar, and Zahraa Al-Hashemi. "Knowledge about Epilepsy and Attitudes toward Students with Epilepsy among Middle and High School Teachers in Kuwait." International Journal of Pediatrics 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/5138952.
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Background and Objectives. Attitudes toward students with epilepsy and epilepsy-related knowledge of teachers are crucial for child’s safety in the school. The aim of this study was to evaluate teachers’ knowledge and attitudes toward epilepsy.Methods. This cross-sectional study included 824 teachers from 24 randomly selected middle and high schools. Scale of Attitudes Toward Persons with Epilepsy (ATPE) was modified to assess teachers’ knowledge about epilepsy and attitudes toward students with epilepsy.Results. Median knowledge score about epilepsy was 5 (out of 13), while median attitude score was 10 (out of 15). Both knowledge and attitude median scores were significantly higher in senior teachers with longer teaching experience and in respondents who dealt with a person with epilepsy. There was significant association between knowledge score and attitude score (p<0.01). Logistic regression showed that significant variables, independently associated with poor knowledge after adjusting for possible confounders, were not having a family member with epilepsy (p=0.009), unawareness of life circumstances of persons with epilepsy (p=0.048), and a poor attitude score (p<0.001).Conclusion. School teachers in Kuwait have relatively poor knowledge about epilepsy but have positive attitudes toward students with epilepsy. A number of historical and stigmatizing ideas about epilepsy still exist. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.
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Buldur, Aycan, and Esra Omeroglu. "An Examination of the Relationship between Pre-school Children’s and Their Teachers’ Attitudes and Awareness towards the Environment." Journal of Education and Learning 7, no. 2 (January 16, 2018): 221. http://dx.doi.org/10.5539/jel.v7n2p221.
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The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children’s and their teachers’ and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a province, and 208 children in the 5-6 age groups in which these teachers entered their classes. In this study, “Environmental Awareness and Attitude Scale for Pre-school Children” was used to determine the awareness and attitudes of pre-school children’s towards the environment. The “Attitudes towards Environmental Problems Scale” was used to determine the attitudes of pre-school teachers’ to the environmental problems and the “Awareness Scale for Environmental Problems” was used to determine teachers’ awareness of environmental problems. As a result of the study, it was determined that pre-school children’s attitudes towards environmental problems are high but their awareness about environmental problems is moderate. On the other hand, it was determined that pre-school teachers’ attitudes towards environmental problems were moderate and their awareness of environmental problems was generally high. Finally, it was determined that a moderately significant relationship was found between pre-school children’s and their teachers’ attitudes towards environmental problems, while there was a weak relationship between children’s and their teachers’ awareness of environmental problems.
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AKCOLTEKIN, Alpturk, Ali Osman ENGIN, and Hikmet SEVGIN. "Attitudes of High School Teachers to Educational Research Using Classification‐ Tree Method." Eurasian Journal of Educational Research 17, no. 68 (April 27, 2017): 19–47. http://dx.doi.org/10.14689/ejer.2017.68.2.
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Nursyuhada Binti Mohamad Yusoff, Vivien How, Ezza Sabrina Binti Azmi, and Khairuddin Bin Othman. "THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS." Malaysian Journal of Public Health Medicine 19, no. 1 (January 1, 2019): 184–90. http://dx.doi.org/10.37268/mjphm/vol.19/no.1/art.52.
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Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn.
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Sonedi, Sonedi. "Hubungan Kepemimpinan Kepala Sekolah dan Sikap Guru Terhadap Pekerjaan dengan Kompetensi Profesional Guru." Anterior Jurnal 16, no. 1 (December 1, 2016): 14–27. http://dx.doi.org/10.33084/anterior.v16i1.76.
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The aim of this study; 1). to know the relationship of the principal leadership to the teacher�s professional competence at Junior High School of Palangka Raya city; 2). to know the relationship of teachers� attitudes to their work, and 3). to know the relationship of principal leadership, teachers� attitudes to their work with the teachers� professional competence at the private Junior High School of Palangka Raya city. These results showed that: 1) there is a significant relationship with the leadership of the principal with the economic teachers� professional competence at the private Junior High School of Palangka Raya city. It means that the higher the level of the principal leadership, it will be followed by the higher of the professional competence of the teachers. Conversely, the lower of the leadership of the principal, the professional competence of the teachers will be lower too; 2) there is a significant relationship of the teachers� attitude to their work with the economic teachers� professional competence at private Junior High Shool in Palangka Raya city. It means that the higher of positive teachers� attitude to work, the professional competency of the teachers will be higher, and vice versa; 3) there is a significant relationship of the principal leadership and teachers� attitudes to their work with economic teachers� professional competence at the private Junior High School in Palangka Raya city.
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Garmabi, Hanieh, and Gholamreza Zareian. "Investigating EFL Teachers' Attitudes towards the Effectiveness of Reading Metacognitive Strategies Regarding Their Academic Degrees." International Journal of Linguistics 8, no. 1 (February 21, 2016): 26. http://dx.doi.org/10.5296/ijl.v8i1.9069.
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<p>Xu (2012) stated that teachers' beliefs are more influential than teachers' knowledge on determining their teaching activities, so effective teacher beliefs about learners are of importance, and are considered as integral components of effective teaching. In other words, teachers' beliefs influence teacher consciousness, teaching attitude, teaching methods, teaching policy, and also strongly influence teaching behavior and learner development (Xu, 2012). With such an importance in teachers' beliefs and attitudes, this study tried to explore the teachers' attitudes towards the effectiveness of reading metacognitive strategies which are used by high school students. To do so, 91 teachers holding BA and MA degrees were chosen as the participants of study. They all had an experience of teaching English at different high schools of three Cities in Iran. These participants were asked to complete 34 item thesis questionnaire which investigated the teachers' attitudes toward the effectiveness of reading metacognitive strategy use. The results of statistical analysis indicated that although teachers holding MA and BA degrees had the same attitudes about pre-reading metacognitive strategies, they had significantly different attitudes about reading and post-reading metacognitive strategies.</p>
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Ulfa, Emiliati, Dedi Djubaedi, Cecep Sumarna, Siti Fatimah, Suklani Suklani, and Abas Hidayat. "The Role of Teachers in Fostering Religious Multiculturalism." International Journal of Multicultural and Multireligious Understanding 8, no. 10 (October 19, 2021): 349. http://dx.doi.org/10.18415/ijmmu.v8i10.3065.
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Conflicts that occur in the school environment as the dynamics of a multicultural society. Shaping the character of students' multicultural education is the main responsibility of a teacher. The objectives of the study are 1) To find and explain the role of Islamic Religious Education teachers in fostering religious attitudes in multicultural society in schools; 2) To find, understand, and explain the strategy of Islamic Education teachers in implementing multicultural values in schools; 3) To find, understand, and explain what are the obstacles faced by Islamic Religious Education teachers in implementing multicultural education in schools. This research is qualitative descriptive analysis with depth interview method. Data were obtained from interviews with 25 teachers from various subject areas at Cirebon 2 State High School, West Java, Indonesia. The positive role of the teacher can be seen in the attitude of fostering religious awareness and multicultural attitudes in schools by providing religious lessons. The strategy of Islamic religious education teachers in growing religious multiculturalism through sustainable character education learning. The obstacles faced by some education teachers are religious fanaticism, teachers cannot control the implementation of daily interactions and different levels of student awareness.
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İlhan, Nail, Hülya Güngör, and Emine Gülseven. "Scale of Attitudes Towards Online Formative Assessment: Teacher’ Attitudes during COVID-19 Pandemic." International Journal of Educational Methodology 8, no. 2 (May 15, 2022): 241–57. http://dx.doi.org/10.12973/ijem.8.2.241.
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<p style="text-align: justify;">Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.</p>
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Sun, Chang, Qingzhi Wang, Sasmita Poudel Adhikari, Ruixue Ye, Sha Meng, Yuju Wu, Yuping Mao, Hein Raat, and Huan Zhou. "Correlates of School Children’s Handwashing: A Study in Tibetan Primary Schools." International Journal of Environmental Research and Public Health 16, no. 17 (September 3, 2019): 3217. http://dx.doi.org/10.3390/ijerph16173217.
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Hand hygiene, including handwashing by children, has been reported to contribute to the prevention of various infectious conditions. This study aims to explore the correlates of handwashing behavior among 1690 fourth to sixth grade primary school students in 19 Tibetan primary schools (Golog, Qinghai, China). The theory of reasoned action (TRA) was applied. Data was collected by questionnaire. Structural equation modeling (SEM) analysis showed that students’ attitude (β = 0.22, 95% CI 0.13–0.31) and subjective norms in terms of compliance to teachers’, parents’ and peers’ suggestions to wash hands (β = 0.09, 95% CI 0.01–0.18) were directly associated with students’ handwashing behavior. Students’ knowledge (β = 0.04, 95% CI 0.03–0.07) had an indirect association with handwashing behavior, mediated by students’ attitudes and subjective norms. Subjective norms (β = 0.12, 95% CI 0.07–0.17) were also indirectly correlated with handwashing through students’ attitudes. Therefore, our study supported the theory of reasoned action through our findings that students’ attitude and knowledge, and also attitudes from teachers, parents and peers were correlated with student handwashing behavior. Students reported higher level of compliance to teachers than to their parents and classmates. Based on this information, we recommend teacher-involved participatory hygiene education to promote students’ handwashing behaviors in areas at high risk for infectious diseases that can be prevented by handwashing.
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (October 3, 2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.
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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
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Maison, Maison, Dwi Agus Kurniawan, and Muhammad Sofyan Zain. "Students' Attitudes in Science Learning: Comparison Between Public and Private Junior High Schools." Journal of Education Research and Evaluation 5, no. 4 (August 4, 2021): 568. http://dx.doi.org/10.23887/jere.v5i4.34368.
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Students' negative attitude is a problem that interferes with the science learning process in public and private schools. Students' negative attitude in learning science is a complex problem to solve. The negative attitude shown is that students are disobedient when given assignments and dislike them. It will have an impact on low student learning outcomes. This study aims to determine students' attitudes towards science subjects by comparing private and public schools. The type of research used is a descriptive mixed method. The instrument of this type of quantitative research is in the form of a questionnaire, while the qualitative instrument is an interview sheet for students and teachers of science subjects. The number of samples was 236 students using the purposive sampling technique, while the qualitative samples were eight students and two science teachers. The quantitative analysis technique used is descriptive statistics, and the qualitative analysis technique summarizes the results of the interviews. The result is that students' attitudes towards science subjects in public and private junior high schools are already promising. Based on student attitudes, public schools are categorized as having slightly better attitudes than private schools. The results of interviews with students and teachers can also be revealed that most students have positive attitudes towards science, students who are not positive with actions such as teachers, are active alone when learning activities take place, disturb friends, etc. are at least harmful. Attitudes must be changed in students. The results show that public junior high school students have slightly more positive attitudes than private students.
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Adaninggar Septi Subekti and Lemmuela Alvita Kurniawati. "Indonesian High School English Teachers’ Attitudes towards the Use of Instructional Technology during the Covid-19 Pandemic." Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no. 2 (September 26, 2022): 76–88. http://dx.doi.org/10.25217/ji.v7i2.2394.
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The present quantitative study was conducted to investigate Indonesian high school English teachers’ attitudes towards the uses of instructional technology (IT) during the Covid-19 pandemic-driven online learning. The study used a survey method of distributing an online questionnaire several months into the Covid-19 pandemic, within July 2020. 114 Indonesian high school English teachers participated in the study. It found that the teacher participants generally had positive attitudes towards the uses of IT in English online classes. They believed that IT improved teacher-student relationships, creativity, and innovation, as well as brought positive changes towards their teaching. However, more than half of them also reported that they had more failures than success stories when using IT during the pandemic. They did not believe that IT made learning more effective either. These seemingly ambivalent attitudes may be attributed to the sudden changes from the face-to-face mode of instruction to the online one during the pandemic leading to the unpreparedness of all parties involved including teachers. Based on the findings, implications and contributions are stated alongside the possible limitations and directions for future studies. Keywords: Teachers Attitude, Instructional Technology, English Teachers Attitiude
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Setiawan, Alvin, and Ribhan Ribhan. "Pengaruh Sikap Pada Media Pembelajaran Daring dan Etos Kerja Terhadap Kinerja." E-journal Field of Economics, Business and Entrepreneurship 1, no. 4 (December 21, 2022): 353–65. http://dx.doi.org/10.23960/efebe.v1i4.55.
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This study aims to determine the effect of: (1) attitudes towards online learning media technology on the performance of private high school teachers in Metro City, (2) work ethic on the performance of private high school teachers in Metro City who teach online during the covid-19 pandemic. This research is a causal comparative research with a quantitative approach. The population of this research are teachers who work in private high schools in Metro City. The samples taken in this study were four private high schools located in Metro City, totaling 113 people. Data was collected by using a questionnaire method which has been tested for validity and reliability. The data analysis technique used is multiple regression. The results showed that: (1) attitudes to online learning media technology had a positive and significant effect on teacher performance at private high schools in Metro City. (2) work ethic has a positive effect on the performance of private high school teachers in Metro City.
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Mering, Aloysius, Indri Astuti, and Fadillah Fadillah. "The Encouragement of Teacher’s Descriptive Notes in Student Report Card." Journal of Educational Science and Technology (EST) 5, no. 1 (April 29, 2019): 49. http://dx.doi.org/10.26858/est.v5i1.8029.
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This study aimed to (a) describe aspects in descriptive notes that teachers do on student report cards, (b) describe the efforts of teachers in making descriptive notes on student report cards, and (c) examine the teacher's encouragement power in descriptive notes on report cards against students. The research information was obtained through survey method towards teachers, students, and parents in Gembala Baik Senior High School, SantunUntan Senior High School, and Senior high school in Sukadana, Kayong Utara district, in the form of questionnaire, interview, and documentation. From the result of the study it could be explained that teachers have written the aspects of knowledge, skills, and attitudes in student report cards balanced in the descriptive record, the teacher mentioned: the name of the student, behavior, things that need improvement, attitude, saying "congratulations", avoiding negative labels, and encouraging words. In addition, “Some teachers” let the application provided to make the descriptive notes. Moreover, only "a small part" of the teacher who was convinced that the notes have encouraged students actually. Therefore, the descriptive notes was “less effective”
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Anokye, Bernice. "Attitudes and Motivation towards English Language learning in Senior High Schools: A case study of Accra Senior High School, Ghana." Journal of English Language Teaching and Applied Linguistics 4, no. 2 (April 30, 2022): 86–94. http://dx.doi.org/10.32996/jeltal.2022.4.2.8.
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This research study investigated the attitudes and motivation toward English language learning in senior high schools using Accra Senior High School as a case study. The study employed a quantitative approach using descriptive-correlational design to investigate the relationship between students’ motivation and attitude in the learning of the English language toward their English language achievement. This study adopted a questionnaire to gather data from 100 English students and 5 English teachers who were randomly selected through a simple random and convenience non-probability sampling technique. The findings revealed that students are instrumentally driven to learn the English language in comparison to integrative and personal motivation. The majority of the students indicated they learn English because they need it for their studies. The majority also indicated they learn English because it makes it easier to contact English-speaking people and get a well-paid job. Second, students' attitude towards the learning of the English language was found to be positive. The study revealed students were very interested in speaking the English language. The teachers attested to this and revealed students take active participation in class and make an effort to speak English. Lastly, there existed a moderate positive and statistically significant correlation between English learners' motivations (r = .45) and attitudes (r = .35) towards the English language with their English performance. It was concluded that as English learners’ motivations and attitudes in learning the English language grow, their English Performance improves. In addition, there existed a strong positive correlation between English learners' motivations in the English language and their attitudes towards the language. This implied that learners' motivation in learning English had an influence on their attitude towards the English language. The study recommends that instructors or teachers should assist in the creation of an environment that is favourable to reducing feelings of nervousness or shyness.
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Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (January 31, 2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.
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Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.
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Öztürk, Özden Tepeköylü, Mümine Soytürk, and Yeliz Ilgar Doğan. "The Attitudes of Primary School Teachers towards Leisure." Journal of Education and Training Studies 7, no. 4 (March 14, 2019): 160. http://dx.doi.org/10.11114/jets.v7i4.4142.
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This study aims to analyze the attitudes of primary school teachers towards leisure. It also aims to determine whether the attitudes of primary school teachers vary according to their gender and leisure activities they attend. A total of 355 primary school teachers ( age= 45.08±7.91), including 188 females and 167 males, volunteered to participate in this study. “Leisure Attitude Scale" developed by Beard and Ragheb (1982) and adapted into Turkish by Akgül and Gürbüz (2010) and “General Information Form” were utilized to collect data. The findings of this study indicates that the leisure attitudes levels of teachers were quite high ( mean= 4.28±.33). Also according to gender of the participants, a significant difference was found in favor of the female teachers in regards to the attitude of leisure in the cognitive sub-dimension and in total points but not in the affective and behavioral sub-dimensions. In terms of the most preferred leisure activity, there was a significant difference in the behavioral sub-dimension of the leisure attitude scale of teachers, whereas there was no statistically significant difference in the cognitive, affective sub-dimensions and total scores. Accordingly, teachers who preferred physical activities in leisure had higher points than the ones who preferred other activities with regards to the behavioral sub-dimensional. In addition, no significant relationship was found between the ages of the teachers, the years of professional service, the leisure attitude scale sub-dimensions and total score.
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Gursoy, Aysun. "Evaluation of prospective teacher’s attitudes regarding creative drama courses." International Journal of Learning and Teaching 11, no. 4 (October 31, 2019): 136–46. http://dx.doi.org/10.18844/ijlt.v11i4.4295.
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The aim of this study is to examine the attitudes of prospective teachers attending the teaching department in universities in North Cyprus according to various variables such as gender, age, department, class, place of residence of families and type of high school they graduated from. For this purpose, Attitude Scale Towards Creative Drama Course was applied to prospective teachers who took creative drama course in Preschool Teaching and Hearing Impaired Education programs of Near East University. Before and after creative drama education and attitude scores of prospective teachers were examined according to independent variables. At the end of the study, it was seen that the prospective teachers' attitude scores towards creative drama differed significantly in favor of women before education but this difference disappeared after education. In addition, it was found that the attitude scores of the prospective teachers did not show a statistically significant difference according to the variables of age, department, class, place of residence of families, type of high school they graduated from.
Key Words: Creative drama, prospective teacher, Attitude, age, class
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Htun, Ye Minn, Kay Thi Lwin, Nwe Nwe Oo, Kyaw Soe, and Than Tun Sein. "Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar." South East Asia Journal of Public Health 3, no. 1 (January 18, 2014): 24–29. http://dx.doi.org/10.3329/seajph.v3i1.17707.
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Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707
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O'Brien, Jason L. "High School Social Studies Teachers’ Attitudes Toward English Language Learners." Social Studies Research and Practice 4, no. 2 (July 1, 2009): 36–48. http://dx.doi.org/10.1108/ssrp-02-2009-b0003.
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This study examined the attitudes of high school social studies teachers toward the inclusion of English language learners (ELLs) in their social studies classrooms. A mixed-model methodology was employed by surveying all 344 social studies teachers in the school district. Additionally, eight of these teachers were interviewed to ascertain their attitudes toward including ELLs in high school social studies classrooms. More than three-fourths of teachers surveyed indicated they would prefer that ELLs not be in their classroom until they have “learned” English. Furthermore, the main cause of the negative attitudes seemed to be rooted in the inability of the social studies teachers to effectively modify instruction. The possible results of these attitudes and the efficacy of current policies are discussed.
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Ahmad, Mohammad Sami. "Oral Health Knowledge and Attitude among Primary School Teachers of Madinah, Saudi Arabia." Journal of Contemporary Dental Practice 16, no. 4 (2015): 275–79. http://dx.doi.org/10.5005/jp-journals-10024-1675.
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ABSTRACT Background and objective Effect of oral health knowledge and attitude has direct effect on school children so aim of this study is to know the oral health knowledge and attitude among primary school teachers. Materials and methods This was a cross-sectional questionnaire based survey done in 2014. Four males and three females schools were selected using a convenience sampling method. Among them, three were private and the rest was government schools. Approval was obtained from the selected schools. One hundred twenty self-administered questionnaires in Arabic language were distributed among the primary school teachers. Results Completed questionnaires were returned with a response rate of 95%. Among the teachers, 57% were males and rests were females. The mean age was 36.1 years (SD ± 6.9). Sixty-eight percent were between 31 and 40 years old and among them female showed high score for oral health knowledge (80%) p < 0.001 whereas male showed high score of attitude (82%) p < 0.05. Thirty-three percent had 5 and 10 years of teaching experience. Ninety-eight percent were graduate or above. Eighty-nine percent had used toothbrush. There was no significant relation between the teaching experience and the oral health knowledge (p = 0.14) but there was a significant relation between teaching experience and attitude (p = 0.001). In this sample, irrespective of their frequency of tooth brushing, a significant number had good knowledge (p < 0.001) and highly acceptable attitudes (p = 0.001) toward oral health. Conclusion Primary school teachers had acceptable knowledge and attitudes regarding their oral health. Further studies are needed to evaluate and compare their oral health status to their knowledge and attitudes and to determine whether they offer oral health education to the school children. How to cite this article Ahmad MS. Oral Health Knowledge and Attitude among Primary School Teachers of Madinah, Saudi Arabia. J Contemp Dent Pract 2015;16(4):275-279.
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Silveira, Jason M., and Sarah C. Goff. "Music Teachers’ Attitudes Toward Transgender Students and Supportive School Practices." Journal of Research in Music Education 64, no. 2 (May 17, 2016): 138–58. http://dx.doi.org/10.1177/0022429416647048.
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The purpose of this study was to measure music teachers’ attitudes toward transgender individuals and toward school practices that support transgender students. Participants ( N = 612) included men and women who teach a variety of music subjects in elementary, middle, and high schools, in urban, suburban, and rural areas. An online questionnaire was distributed to participants representing 28 states in the United States. The questionnaire consisted of demographic information and several attitudinal statements designed to measure music teachers’ attitudes toward transgender individuals (MT-ATTI) and music teachers’ attitudes toward supportive school practices (MT-ATSSP). The results indicated that participants had fairly positive attitudes overall. Multiple regression analyses also revealed that gender and political persuasion on social issues significantly predicted participants’ scores on the MT-ATTI and the MT-ATSSP; female participants had more positive attitudes than did male participants, and individuals identifying as more socially liberal had more positive attitudes than did those identifying as more socially conservative. The variables of school location and age did not significantly predict scores on the MT-ATTI or the MT-ATSSP. Implications for teacher preparation programs and professional development are discussed, and future directions for research are recommended
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Adawiah Ahmad Rashid, Rabiatul, and Mohd Sukri Shafie. "Green ICT and Environmental Sustainability: Awareness of Malaysian Teachers." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 1012. http://dx.doi.org/10.14419/ijet.v7i4.38.27628.
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Green ICT that has been outlined by the Ministry of Energy, Green Technology and Water (KeTTHA) is seen to be important to balance the implementation of ICT in schools where elements of environmental preservation from inefficiency use of technology can be applied from teachers to students at the early stage. This study examined teachers’ awareness of Green ICT and environmental sustainability in the aspect of teachers’ knowledge, attitude and practices as proposed by the KAP Model. The sample comprised of 358 secondary school teachers. Descriptive statistics, independent sample T-Test, One-Way ANOVA and multiple regression were used to analyze the data. Result revealed that a most of the teacher lack of knowledge on Green ICT, but teachers’ attitudes and teachers’ practices found to be high. The important of knowledge gaps related to, and factors influencing the sustainability of attitudes and practices on Green ICT were identified and discussed.
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Reinert, Bonita, Vivien Carver, and Lillian M. Range. "Tobacco Use Prevention in Private High Schools." International Quarterly of Community Health Education 22, no. 1 (April 2003): 47–58. http://dx.doi.org/10.2190/khhf-70ml-rmff-gbwx.
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This project evaluated educational and educational/social interventions to prevent tobacco use in three private, southern high schools. In the fall of 2001, 393 students completed the Youth Tobacco Survey (YTS); in the spring of 2002, 412 completed the YTS. At one school, teachers received training in tobacco prevention and curriculum-integrated materials (E-Only). At another school, teachers received the same training; in addition, the schools offered clubs after school that involved health promotion activities including programs, outside speakers, opportunities to teach younger youth, and advocacy training (E+Social). At a third school, students had classes as usual. Both fall and spring, students intended to avoid tobacco, and realized that peers disapprove. However, an interaction indicated that, though most students' attitudes deteriorated over the academic year, E+Social held steady. Results imply that prevention efforts that include education plus a social component can counteract the deterioration in tobacco attitudes that happens among private school 15-year-olds.
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Wibawanto, Hilmawan, Roemintoyo Roemintoyo, and Triana Rejekiningsih. "Indonesian Vocational High School Readiness Toward Society 5.0." Journal of Education Research and Evaluation 5, no. 1 (February 13, 2021): 24. http://dx.doi.org/10.23887/jere.v5i1.31567.
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Vocational high school comprehensively relates technology studies, the development of acquisition of practical skills, attitudes, and life skills. In this context, teachers play important role in forming and producing competent graduates’ need toward Society 5.0. This study aims to analyze teachers’ perceptions about vocational high school readiness toward Society 5.0. This study used a descriptive quantitative with survey method. The respondents were vocational high school teachers that have been selected using a random sampling method. The result indicated teachers’ understanding of Society 5.0 is low. The school’s readiness to facilitate learning also quite low. The assessments still generalized requirements for student achievement. On the other hand, teachers still have the motivation to learn to use technology. The majority of teachers often attend training to improve instructional media skills. Based on these results, school preparation needs to be improved in terms of teacher competence and learning support facilities for Society 5.0.
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Jahanban-Isfahlan, Hasan, Nasrin Hadidi Tamjid, and Zohre Seifoori. "Educational Technology in Iranian High Schools: EFL Teachers’ Attitudes, Perceived Competence, and Actual Use." Education Research International 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/9738264.
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It goes without saying that technology has influenced virtually all spheres of our lives, and teaching English as a foreign language (EFL) is not an exception to this rule. Also, teachers’ undeniable and decisive role in the integration of technology into teaching is not to be taken a blind eye on. With this in mind, this study explored Iranian high school EFL teachers’ attitudes toward, their perceived competency in, and their actual use of instructional technology in their classrooms. 120 randomly selected junior and senior high school Iranian EFL teachers filled out The Survey of High School EFL Teachers’ Attitudes toward Computer Technology. Over 600 junior and senior high school students filled out Students’ Questionnaire Surveying the Use of Educational Technology by English Teachers in Classrooms. The results indicated that even though Iranian teachers have an overall positive attitude toward (computer) technology, they are not sufficiently competent to use it in their classes, and this lack of competence may be one of the main barriers to the full use of technology in their classes.
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Torkachenko, Yu V. "Health Culture of a Teacher as a Condition and Opportunity for the Implementation of Health-Preserving Behavior in the Educational Environment." Psychological-Educational Studies 12, no. 4 (2020): 19–33. http://dx.doi.org/10.17759/psyedu.2020120402.
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The article actualizes the question of the need to attract the attention of teachers to their own health, as a key condition for the implementation of health-preserving behavior at school. The article presents the results of a study aimed at studying patterns of behavior in the field of health of participants in educational relations. The study involved 84 teachers who took advanced training courses at RSAE SPE “Kamchatka Institute of educational development”, and 570 high school students (grades 9-11) Kamchatka the Region secondary schools. Questionnaires aimed at assessing patterns of behavior in relation to various aspects of health are adapted from the generalized scale of attitudes by I.N. Gurvich, transnational youth health studies (HBSC, ESPAD) and include the following indicators: screen time, use of psychoactive substances, sleep adequacy, eating behavior, physical activity. A comparative analysis of the patterns of behavior of the respondents of both groups was carried out; significant differences were assessed using the angular Fisher transformation. The data obtained is structured in accordance with the research question: are there differences in health-preserving and risky behaviors in the group of teachers and high school students? Taking into account the responsibility imposed by the state on teachers for the formation of a value attitude to health, we assume that in the field of teaching, risky behaviors in relation to various aspects of health are less common than among high school students. Comparative analysis shows that high school students and teachers alike have the same behaviors associated with health risks with regard to tobacco consumption, lack of sleep, and screen time at the computer (gadgets).Considering the fact that the teacher's attitude to his own health is decisive in the professional readiness for the implementation of health-preserving behavior at school, a contradiction arises between the responsibility assigned to the teacher to form a value-based attitude to health and the low culture of the teacher's health. From a practical point of view, the study of behavior patterns in the field of health contributes to the choice of effective ways to prevent ill-being in the school environment, as well as the effective solution of the problems of improving the qualifications of teachers.
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Abdul Majeed Hussein Al- Zahrani, Khaled Saeed Al- Zahrani, Abdul Majeed Hussein Al Zahrani, Khaled Saeed Al Zahrani. "Attitudes of high school mathematics teachers in Jeddah towards teaching developed mathematics curricula: اتجاهات معلمي الرياضيات للمرحلة الثانوية بمدينة جدة نحو تدريس مناهج الرياضيات المطورة." مجلة العلوم التربوية و النفسية 5, no. 30 (August 29, 2021): 77–103. http://dx.doi.org/10.26389/ajsrp.v130321.
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This study aimed to identify the attitudes of mathematics teachers at high school towards teaching developed mathematics curricula in Jeddah through identifying their attitudes towards: (nature- importance- enjoyment- courses and training programs for developed mathematics curricula as well as the suitability of the developed mathematics curricula with the capabilities of the student). It also aimed to identify the extent of having different attitudes among high school mathematics teachers towards teaching developed mathematics curricula according to the variables (type of qualification- years of experience) and the interaction between the study variables. The study followed the descriptive survey approach and was conducted on (174) mathematics teachers at high schools of the Jeddah City Education Department. The study reached a set of results, the most important of which are: - Attitudes of high school mathematics teachers towards (the nature of developed mathematics curricula- the importance of developed mathematics curricula- the enjoyment of teaching developed mathematics curricula- training courses and programs- the suitability of the developed mathematics curriculum with the student's abilities) came to a high level. - There were no statistically significant differences in the study sample’s responses about the attitudes of mathematics teachers at high schools towards teaching mathematics curricula developed according to the variables (academic qualification- years of experience). Based on the study findings, the researcher recommended the following: the need to pay more attention to the training in the new mathematics curricula for mathematics teachers; working on providing all possible means to develop training and its methods because of its positive impact on teachers' attitudes towards curricula; developing teachers’ positive attitudes towards improved mathematics curricula by setting up enrichment programs to help mathematics teachers deal with the improved mathematics curriculum.
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Sun, Özlem Gültekin, and Hüseyin Eroğlu. "Investigation of the Creative Drama Levels of Teacher Candidates who Study at University According to Different Variables." Pakistan Journal of Medical and Health Sciences 16, no. 2 (February 26, 2022): 482–86. http://dx.doi.org/10.53350/pjmhs22162482.
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Introduction: In this study, pre-service teachers' attitudes towards creative drama in the Physical Education Sports High School (PESC) and classroom teaching departments at Kahramanmaraş Sütçü İmam University in the 2019-2020 Academic year were measured with different variables. Material and Methods: The Drama Creative Drama Attitude Scale developed by Okvuran (2000) was applied to 120 prospective teachers, 58 of which were PESC and 62 of which were primary school teachers. SPSS program was used for data analysis. Frequency, descriptive statistics, correlation, t-test, ANOVA and Exploratory Factor Analysis (AFA) were used in the analysis. Results: It was found that there was a negative relationship between the attitudes towards drama and critical attitudes towards drama among the dimensions obtained with EFA. In addition, a statistically significant positive relationship was found between individual attitudes and attitudes towards drama. In addition, it was found that there was a significant difference in gender critical attitudes in favor of female participants. According to their departments, a significant difference was found in critical attitudes. A significant difference was found in favor of high school compared to Anatolian high school. Conclusions: As a result, it was determined that the sample's perspective on creative drama was positive. KeyWords: Creative Drama, Prospective Teachers, University
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Waigera, Joseph K., Maureen Mweru, and Lucy Ngige. "Relationship between Teachers’ Attitudes and Utilization of Instructional Materials in Pre-Primary Schools in Kenya." East African Journal of Education Studies 2, no. 1 (August 7, 2020): 92–104. http://dx.doi.org/10.37284/eajes.2.1.189.
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The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.
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Noormohammadi, Behnam. "On the relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT (Teaching Knowledge Test)." Global Journal of Foreign Language Teaching 7, no. 1 (September 8, 2019): 18–33. http://dx.doi.org/10.18844/gjflt.v7i1.1235.
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This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information such as their age, sex, field of study, university, and teaching experience; the second unit including 24 items was intended to discover the respondents’ level of TKT; and the third unit including 28 items was designed to elicit the teachers’ attitudes towards the current high school textbooks. This questionnaire of attitude was designed in the form of Likert scale including strongly disagree, disagree, slightly disagree, agree, slightly agree and strongly agree. The data of the study were collected through administering the questionnaire to 80 teachers from Amol, Isfahan and Tehran. Also, semi-organized interviews have been carried out with twelve teachers selected from the eighty to cross-check the results of the study. Due to the rate of the absence, seventy of them completed the questionnaire. After administering questionnaire, the data were analyzed descriptively and inferentially. Out of the total seventy participants, Twenty five of them scored 3 in their TKT. Out of these 25 participants, two of them were intermediate achievers in the attitudinal questionnaire. Eighteen of them were high achievers and five of them were very high achievers. Also, forty five participants scored 4 in their TKT. Out of these 45 participants, one of them was intermediate achiever, thirty five of them were high achievers and finally nine of them were very high achievers. In order to measure whether Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT are related to each other, the researchers used Pearson Chi 2 and Fisher's Exact and the Pearson chi 2 p-value was 0.516 and the Fisher's exact p-value was 0.642. Since they are above %0.05, we can conclude that there is no significant relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT. The analytic study on the scores of the participants revealed the facts that a) the participants had positive (high) attitudes towards the English series Prospect b) There is not any significant relationship between the teachers’ positive attitudes towards the new text books and their TKT level.Keywords: Iranian, EFL Teachers, Attitude, Textbooks, High School, TKT
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Noormohammadi, Behnam. "Relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 18–33. http://dx.doi.org/10.18844/gjflt.v7i1.2410.
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Abstract
This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information such as their age, sex, field of study, university, and teaching experience; the second unit including 24 items was intended to discover the respondents’ level of TKT; and the third unit including 28 items was designed to elicit the teachers’ attitudes towards the current high school textbooks. This questionnaire of attitude was designed in the form of Likert scale including strongly disagree, disagree, slightly disagree, agree, slightly agree and strongly agree. The data of the study were collected through administering the questionnaire to 80 teachers from Amol, Isfahan and Tehran. Also, semi-organized interviews have been carried out with twelve teachers selected from the eighty to cross-check the results of the study. Due to the rate of the absence, seventy of them completed the questionnaire. After administering questionnaire, the data were analyzed descriptively and inferentially. The results of the Pearson Chi 2 and Fisher's Exact p-value were respectively o.516 and 0.642. Since they are above %0.05, we can conclude that there is no significant relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT. The results indicated that a) the participants had positive (high) attitudes towards the English series Prospect b) There is not any significant relationship between the teachers’ positive attitudes towards the new text books and their TKT level.
Keywords: Iranian EFL teachers, attitude, textbooks, TKT.
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Navickienė, Lijana, Eglė Stasiūnaitienė, and Ilona Kupčikienė. "CAUSES OF STRESS IN TEACHERS‘ PROFESSIONAL ACTIVITY: SCHOOL LEADERS‘ APPROACH." Health Sciences 29, no. 6 (December 17, 2019): 72–77. http://dx.doi.org/10.35988/sm-hs.2019.103.
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Teachers are among the professions reporting the highest level of work-related stress. This has a great impact on teachers‘ professional performance, job satisfaction, quality of their work and educational process. High level of stress adversaly affects teacher‘s motivation, social well-beeing and even physical and mental health. The causes of teacher stress are related to activity requirements, work organization, working conditions, relationships, etc. Heavy workload, negative attitude towards teacher work in society, education reforms, role conflicts, lack of time, disrespectful behavior of learners, poor working conditions, high demands, hard-to-achieve outcomes – all these factors cause teachers‘ stress in their professional activity. In order to investigate the problem of teachers‘ stress, it is important to identify not only the attitudes of teachers to the stress factors in teachers‘ professional activity but also those of school leaders. It is interesting to identify what, in school leaders views, are the main causes of teachers‘ stress and what stress management measures at the organization level would be the most effective for teachers to cope with their stress. 62 school leaders from Portugal, Bosnia and Herzegovina, Turkey, Slovenia and Lithuania participated in an international reseacrh on the causes of teachers‘ occupational stress and possible ways of managing it. The results of the study revealed that changing demands for teacher competencies, filling in documentation, low salary, noisy environments, unclear roles, lack of time to fulfill all the tasks, disrespectful learners‘ behavior, and tensions with colleagues and parents are the major stressors in the teaching profession. School leaders believe that the most appropriate ways to manage teacher stress include training on stress management techniques and conflict resolution. The study was conducted in the framework of the international project “Preventing Stress in the Teaching Profession-Stress Free Teachers”, No. 20163715 / 001-001.
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Nugroho, Muhammad Aprianto Budie, and Nining Mayda. "Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 82. http://dx.doi.org/10.25134/erjee.v4i1.311.
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This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL
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Oppelt, Camila. "Discourse Analysis of (Power) Struggles in the Classroom." Revista Gatilho 18, no. 01 (October 20, 2020): 170–84. http://dx.doi.org/10.34019/1808-9461.2020.v18.27327.
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Perceptions about the relationship between teacher and student refer to the confidence, motivation and interest of the students, and to the expectations and attitudes of the teachers. With the aim of arousing and encouraging discussions about these aspects that can, eventually, improve the relationship between teachers and students through the study of a teacher’s perceptions about this relationship, this article was carried out in the light of Critical Discourse Analysis and studies focusing on teachers’ expectations. The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher. The willingness to engage in a good relationship with students was present in the corpus as expected. However, there were a few unexpected occurrences: predominantly dominant attitude about problem solving, heterogeneity in the division of responsibilities, and explicit citation of power struggle in the classroom.
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Malik, Abdul, Niaz H. Soomro, and Zahid H. Pathan. "EFL School Teachers Perceptions about In-Service Trainings: A Cross- Sectional Study." Global Educational Studies Review VII, no. I (March 30, 2022): 204–17. http://dx.doi.org/10.31703/gesr.2022(vii-i).21.
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This study explores the perceptions of EFL school teachers about their in-service trainings in Balochistan, Pakistan. In addition to self-reflection and experiences, teacher trainings contribute to enhancing teachers' skilling, re skilling and up skilling with best classroom practices. However, not all teachers may have an opportunity to quality teacher trainings. Those who do, also carry varied views about in-service teacher training. This study attempted to unveil general perceptions of EFL teachers and the differences in perceptions of primary, middle, or high school EFL teachers in terms of motivation,attitude, ongoing learning, and factors affecting CPD in Balochistan. The findings show that there were no meaningful differences in perceptions of teachers in terms of factors affecting professional development, motivation, ongoing learning, and attitudes. As professional development is a life-long process, the study suggests that at least one CPD activity should be fixed for every EFL teacher each year to develop them professionally.
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N, Ramalingam, and Palanivelu G. "Study of attitudes towards values among High School Students." International Research Journal of Tamil 4, no. 1 (November 29, 2021): 11–16. http://dx.doi.org/10.34256/irjt2212.
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Field research was used to find a attitude towards value among high school students. In Tiruvallur district, 250 high school students were selected as study samples in simple event sampling. The data was designed and the data was designed by the Sublime Attitude Scale Investigator to collect research data. The data collected was tested using analyses at the point of average, deplanation, t-test, etc. As a result of the study, high school students have a significant difference in their gender, language of instruction and school location. To bridge these differences, teachers should first be trained in workplaces to teach values in conjunction with the subject. In order to encourage teachers to provide research papers on value, they should participate in seminars and workshops to improve their teaching skills. Thus, when teachers combine with the subject during learning teaching and teach them values, students can become better citizens.
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Apata, Funke Susan. "Physics Teachers’ Perceptions and Attitudes to Innovative Teaching Strategies." Caribbean Journal of Education 44, no. 1&2 (April 25, 2022): 120–47. http://dx.doi.org/10.46425/c064412w8088.
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This study investigated perception and attitude to innovative teaching strategies in Senior Secondary Schools in Kwara State, Nigeria. Sample selection used a descriptive survey design. A total of 141 physics teachers participated using the purposive sampling technique. The instrument used was “Physics Questionnaire on Perception and Attitude to Innovative Teaching Strategies (PQPAITS)”, with a 0.78 reliability coefficient using Cronbach Alpha. Data collected were analysed using descriptive methods, t-test, and analysis of variance. Results showed that physics perception and attitude to innovative teaching strategies were positive. Gender did not influence perception. The attitudes of males were more positive towards innovative teaching strategies than their female counterparts. Teachers with 5–9 years of teaching experience exhibited high value in perception. Conclusively, the attitudes and perceptions of teachers are favourable to innovative teaching and perception of gender roles were minimal. The study recommends training for senior school physics teachers in innovative teaching strategies.
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Yolak, Reneta Sibel, Sibel Akmehmet Şekerler, Zeynep Kızıltepe, and Fatma Nevra Seggie. "Teacher Attitudes and Influence on Student Academic Lives: Perceptions of High School Students." Learning and Teaching 9, no. 1 (September 1, 2020): 25–44. http://dx.doi.org/10.7459/lt/9.1.03.
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The attitudes of teachers towards their students are of utmost importance in contributing to students’ academic development. This small scale qualitative study investigated the perceptions of 36 students from five different high schools on teacher attitudes and the influence of these attitudes on their lives. Findings suggested that perceived positive attitudes such as being patient and compassionate supported students’ self-confidence helping them love the lessons, socialize, develop their personalities, recognize and improve their abilities, potentials, and personal qualities. In contrast, perceived negative attitudes such as being humiliating and biased led to psychological problems, low academic success, and low self-confidence.
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Kay, Robin. "Analyzing the use of mathematics apps in elementary school classrooms." Contemporary Educational Researches Journal 10, no. 2 (May 30, 2020): 68–78. http://dx.doi.org/10.18844/cerj.v10i2.4732.
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Limited research has been conducted on the use of mathematics apps in elementary school environments. The purpose of this study was to examine student (n=127) and teacher (n=6) attitudes toward the use of constructive-based, mathematics apps in grades 4 to 6 and to explore what factors influence learning performance. Students rated the design and engagement value of mathematics apps high, and the learning value moderately high. Teachers were neutral about app design but rated the engagement and learning value high. Student learning performance increased significantly after using mathematics apps for remembering, understanding, applications and analysis-based tasks. Student gender, ability, attitudes, and age had no significant impact on student learning performance. On the other hand, teacher gender and strategies had a significant impact on student learning performance. Students scored 13% higher with female teachers, 24% higher when students used apps in pairs, and 21% lower with a teacher-led strategy.
Keywords: mobile apps, mathematics, elementary school, attitudes, learning performance
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Olaskoaga-Larrauri, Jon, Carlos Mendoza-Sepúlveda, and Elia Marúm-Espinosa. "Concepciones sobre calidad educativa en el profesorado del Sistema de Educación Media Superior de la Universidad de Guadalajara." education policy analysis archives 25 (July 31, 2017): 81. http://dx.doi.org/10.14507/epaa.25.2904.
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This article describes the preferences of the teachers working in the No. 9 School at the High School Education System of the University of Guadalajara, with respect to the different ways of defining the quality of education. This research establishes a relationship between teachers’ adherence to the concepts of quality and their attitudes towards some central features of the Reform of High School Education (RIEMS). We use multiple linear regressions with some dummy variables and stepwise procedures. The conclusions suggest that the teacher´s adherence to certain concepts of quality favourably influences the attitudes of the teachers towards RIEMS and, therefore, facilitates the implementation of this reform.
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Shih, Chia-Ling, Chin-Chang Wu, Fang-Pin Lai, and Chin-Wen Liao. "The Study of Teachers’ Attitudes of Positive Disciplines and Class Management Effectiveness in Junior High School." International Journal of Information and Education Technology 5, no. 7 (2015): 507–11. http://dx.doi.org/10.7763/ijiet.2015.v5.558.
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