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1
Kaupa, Stewart. "The Sources and Impact of Stress of Teachers on the Performance of Learners: the View Point of the High School Teachers in Khomas Region in Namibia." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 5, no. 4 (2020): 12–16. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.54.3002.
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Excessive pressure emanating from economic recession, heavy competition, modern and rapid technological changes, coupled with demands of jobs have emerged as key drivers of work-related stress amongst employees. Stress exists in all phases of our life and if not tactfully handled it can lead one’s mental state to depression. In the workplace, it can affect performance of employees, thus affect the productivity of an organisation. It is against this background that this study aimed at investigating the relationship between work-related stress of high teachers and the performance of learners in high schools in the Khomas Region in Namibia. 100 teachers were sampled using convenience and judgmental sampling methods. The study employed mixed methods as both qualitative and quantitative methods were used. The findings from the study revealed that work stress does exist in amongst high school teachers due to the stressful nature of their work. The key drivers of work stress amongst high school teachers were noted to be; the shortage of staff in schools, lack of resources; workload; poor remuneration and poor working conditions, resulting in, absenteeism and turnover of teachers, temper outbursts and suicidal thoughts amongst the teachers all of these having a negative impact on the performance of teachers. Based on these findings the study recommends the Ministry of Education to introduce work stress management which can take the form of workshops and training to assist teachers to better deal with work-related stress which negatively impacts on their performance and that of learners. The key limitation of the study was that some respondents were reluctant to reveal the extent of the problem amongst them as they felt that in any case the ministry will not do anything about their problems.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Wang, Peng, Ping Lin, Hui Cao, Ting Jiao, Yanli Xu, Fengqiang Gao, and Life P. Mashumba. "The sources of work stress for Chinese high school teachers." Social Behavior and Personality: an international journal 37, no. 4 (May 1, 2009): 459–65. http://dx.doi.org/10.2224/sbp.2009.37.4.459.
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This article relates the development of the Work Stressor Scale for high school teachers in China. In total, 798 school teachers took part in the research. Factor analyses of the generated items produced 8 factors, namely Leadership and Management, Workload, Examination for entering a higher school, Students, Interpersonal Relations, Self and Body-Mind, Society, Occupational Development and Promotion. Reliability was strong, with a Cronbach's α = 0.938 for homogeneity reliability and r = 0.830 for split-half reliability. This scale shows promise as a measure of work stressors in the Chinese context.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Saleem, Ayesha, Yaar Muhammad, and Sajid Masood. "Classroom Management Challenges and Administrative Support in Elementary Schools: Experiences of Novice Public-School Teachers." UMT Education Review 3, no. 2 (December 23, 2020): 29–46. http://dx.doi.org/10.32350/uer.32.02.
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The purpose of this study was to explore classroom management challenges that novice teachers experienced in their early years of profession. Moreover, this study explored the administrative support novice teachers received from school administration concerning classroom management. We drew on interview data to explore novice teachers' experiences who had less than three years of experience during their first job in public elementary schools. The data were collected through semi-structured interviews with a purposive sample of ten novice teachers. Thematic analysis was used to analyze the experiences of novice teachers. The analysis came up with four themes: Responsive administration, helping hands, struggling with workload, and supportive principal.The study's findings revealed that most of the teachers faced over-crowded classes and a high workload in their initial time. Most of the teachers had received support from the administration; however, the administration was helpless regarding many challenges that the novice teachers faced in their early years. Many administrators did not help the novice teachers’ deal with over-crowded classrooms, the extra workload in the form of periods per week, and the management of students' behaviors.
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Waweru, Lucy Nyambura, and Philomena W. Ndambuki. "Relationship between Workload and Occupational Stress among Teachers in Public Primary Schools in Kasarani, Nairobi, Kenya." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (August 8, 2021): 685. http://dx.doi.org/10.18415/ijmmu.v8i7.2954.
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The goal of this study was to determine the association between workload and occupational stress among public primary school teachers. The study's goal was to see if there was a link between workload and stress at work. The Cognitive Activation Theory of Stress provided the theoretical underpinning for this study (CATS). Questionnaires were used to collect, analyze, and interpret data in this study, which followed quantitative research technique. The study took place in Kasarani, Nairobi County, Kenya. All Kasarani public primary school teachers were the study's target group In order to pick the sample, the researcher employed a basic random sampling method. Using Nassiuma's formula, the sample size was estimated (2002). 155 teachers from six schools were studied out of 728 teachers in 25 public schools. A random sample of eight respondents was surveyed at two public primary schools in Kasarani, Nairobi County, which were not part of the study region. The correlation research design was used in this study. Frequency, percentage, mean, and standard deviation, as well as inferential analysis, were used for descriptive and co-relational analysis. There is no significant association between workload and occupational stress among public primary school teachers, according to the null hypothesis examined. The chi-square test was used to evaluate the hypothesis. The data demonstrated that a high level of occupational stress is connected with a high level of workload, with a significant connection of p = 0.001. The study concluded that primary school teachers should be relieved of their severe workload. Counsellors should collaborate with Head teachers to develop advice and counseling programs to assist teachers in reducing occupational stress. Teachers will be protected from emotional and cognitive injury as a result of this, and will be more effective in their jobs.
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Mukundan, Jayakaran, and Koroush Khandehroo. "Burnout Among English Language Teachers In Malaysia." Contemporary Issues in Education Research (CIER) 3, no. 1 (November 5, 2010): 71. http://dx.doi.org/10.19030/cier.v3i1.163.
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The phenomenon of burnout has always been under scrutiny, especially with reference to the teachers and their demographics. This study has deliberately focused on the English teachers’ burnout and its relation with their demographics of age and workload in Malaysia. The findings showed that burnout is evident at high levels in all dimensions. In addition, some age and workload categories demonstrated significant relations with emotional exhaustion, depersonalization and reduced personal accomplishment. The findings would help school administrators consider such factors as important in the effectiveness of English teachers.
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Ranjha, Fayyaz Ahmad, Muhammad Khalid Mahmood, and Intzar Hussain Butt. "Use and Utility of Teacher Guides for Primary School Teachers in Punjab." Review of Economics and Development Studies 5, no. 1 (March 30, 2019): 5–10. http://dx.doi.org/10.26710/reads.v5i1.518.
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This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that teachers used Guides for lesson planning and activities but use of teacher guide was not optimal. Some of the teachers were using it in best possible way, while majority were using it occasionally. They highlighted difficulties and challenges like high workload, language of teacher guides and lack of learning material required for suggested activities. The y suggested revising guides for language, removing inconsistencies with respect to schedule of guide and academic calendar. They also suggested lower workload of teachers by recruiting new teachers, providing teachers with training to use guides and making monitoring and supervision more rigorous.
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Rotas, Erwin Emperado, and Michael Bobias Cahapay. "Workload Stress and Results Based Performance of Multigrade Teachers." Journal of Studies in Education 10, no. 2 (May 10, 2020): 68. http://dx.doi.org/10.5296/jse.v10i2.16874.
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Teaching is a multifaceted task. Teachers are inevitably exposed to superfluous teaching workloads and predicaments causing them stress. This research aimed to determine the relationship between workload stress and results based performance of multigrade teachers. It employed correlation research design involving thirty (30) purposively selected multigrade teachers in the Schools Division of General Santos City (GSC) during the school year 2015-2016. Following the survey method, a tailored questionnaire was used to gather the needed information. Secondary data were also collected. The statistical tools employed in the analysis were frequency distribution, percentage rate, weighted mean and Pearson Product Moment Correlation Coefficient. The results revealed that the multigrade teachers experience moderate level of workload stress and high level of results based performance. It was further found out that there is no significant relationship between workload stress and results based performance, providing evidence that stress may not necessarily influence performance. This result offers unique implications in theory, practice, and research which are discussed in the study.
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Ting, Shueh-Chin, and Chun-Yin Tung. "The Job Stress-Job Burnout Relationship among Junior High School Teachers: Ambition as a Moderator." International Journal of Education 9, no. 4 (December 23, 2017): 118. http://dx.doi.org/10.5296/ije.v9i4.12321.
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Teaching is one of the most stressful occupations. Research on teacher stress has largely focused on student misbehavior, workload, time pressure, and role conflict and ambiguity. This study explores human-related stressors, and finds five key sources: administrators, colleagues, students, students’ parents, and the society. This study then examines the relationship between stress from the five stressors and job burnout. Ambition is adopted in this study as a moderator to test whether the positive relationship between stress and job burnout is weaker when teachers have high ambition. Results show that teachers who experience higher levels of stress from administrators, students, and students’ parents have higher levels of job burnout. However, teachers who experience higher levels of stress from colleagues and the society do not have higher levels of job burnout. The positive relationship between stress from students and job burnout is weaker when teachers have high ambition.
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Fitzgerald, Scott, Susan McGrath-Champ, Meghan Stacey, Rachel Wilson, and Mihajla Gavin. "Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork." Journal of Industrial Relations 61, no. 5 (November 14, 2018): 613–36. http://dx.doi.org/10.1177/0022185618801396.
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Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.
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La Sunra, La Sunra, Haryanto Haryanto, and Sahril Nur. "Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom." International Journal of Language Education 4, no. 2 (October 13, 2020): 289. http://dx.doi.org/10.26858/ijole.v4i2.13893.
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This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.
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Purwanti, Erni. "PENGARUH BUDAYA ORGANISASI, LINGKUNGAN KERJA, BEBAN KERJA DAN DISIPLIN TERHADAP KINERJA GURU SMA MUHAMMADIYAH 1 GRESIK." MANAJERIAL 5, no. 1 (January 24, 2019): 64. http://dx.doi.org/10.30587/manajerial.v5i1.740.
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This study aims to examine the influence of Organizational Culture, Work Environment, Workload and Discipline on Teacher Performance of Muhammadiyah Gresik High School. Then a literature review and hypotheses are carried out, as well as data obtained from questionnaires to 55 Muhammadiyah 1 Gresik High School Teachers using Total techniques. Sampling. Testing is done using multiple linear regression analysis. The results of the analysis show that organizational culture has a significant effect on teacher performance variables, the work environment has no effect on teacher performance variables, workload has a significant effect on teacher performance variables, discipline has a significant effect on teacher performance variables.
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Lagos, MSLT, Hazel O., and Celo I. Magallanes. "Stress and Coping Strategies of High School Teachers of Antique Diocesan Catholic Schools." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 83–84. http://dx.doi.org/10.52006/main.v3i2.175.
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No one is stress-free, no matter how fortunate, rational, intelligent, and knowledgeable he may be. Stress has almost become a sure thing even among Catholic school teachers. This is probably due to their demands for multiple jobs, teaching unmotivated students, maintaining classroom discipline, demanding workload, being subjected to frequent changes, being judged by others, having difficult or frustrating relationships with colleagues and administrators, and poor working conditions. Stressors faced by one teacher are unique to him or her and depend on factors like personality, beliefs, abilities, and circumstances of the teacher. Other variables, such as coping mechanisms and techniques, personality traits, and environmental characteristics, can interactively influence the teacher's understanding of how stressful situations are. To deal with stressful events and relieve feelings of distress, teachers use coping methods. Rilveria (2018) identified nine coping strategies: a cognitive reappraisal, social support, problem-solving, religiosity, tolerance, emotional release, overactivity, recreation, and substance use. It has been observed that Antique Diocesan Catholic School teachers often experience high levels of stress resulting from multiple job responsibilities; thus, the researcher was propelled to explore and understand more this construct.
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Niemi, Hannele Marjatta, and Päivi Kousa. "A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic." International Journal of Technology in Education and Science 4, no. 4 (September 2, 2020): 352–69. http://dx.doi.org/10.46328/ijtes.v4i4.167.
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This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.
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Zhukova, Olena, Anita Pipere, Dzintra Iliško, and Jeļena Badjanova. "SUSTAINABILITY AND UNSUSTAINABILITY ASPECTS OF INTEGRATION OF NOVICE TEACHERS IN THE SECONDARY SCHOOL SETTING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 632–42. http://dx.doi.org/10.17770/sie2018vol1.3243.
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Teachers are being identified as key actors for ensuring quality education, therefore they need to receive a proper professional support during their first years of work in overcoming initial challenges. As the preliminary research indicates, support that they gain is systemic and fragmentary. The aim of the study is to explore the sustainability and unsustainability aspects of integration of novice teachers in the secondary school system. The research methods employ are semi-structured interviews with fourteen teachers on their adaptation experience in the school system, considering both obstacles and factors of success. Research indicates that novice teachers leave their work within the first three years of teaching by finding demands too high and workload sometimes unmanageable. The authors offer suggestions for a more efficient and coherent process of mentoring and professional development of novice teachers.
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Buskila, Yaffa, and Tamar Chen-Levi. "Intense Teaching Schedule in Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 329–48. http://dx.doi.org/10.30958/aje.8-3-5.
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The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school
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Cheng, Jao-Nan. "Attitudes of principals and teachers toward approaches used to deal with teacher incompetence." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 155–75. http://dx.doi.org/10.2224/sbp.2014.42.1.155.
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My main purpose in this study was to investigate school principals' approaches to dealing with incompetent teachers and the effects of such approaches. I conducted a survey with 2,180 elementary and junior-high school principals and teachers in Taiwan. The results revealed that, besides using active approaches of encouragement and assistance, soliciting support from senior teachers to invite incompetent teachers to join their teaching teams to improve teaching skills, and initiating a process of teaching improvement, school principals should also show tolerance with incompetent teachers. The use of 2 approaches concurrently was found to be more effective than using just 1 approach in dealing with incompetent teachers. According to structural equation modeling, the 3 following approaches should be involved in, and may improve, the effectiveness of dealing with incompetent teachers: minimizing the difference in principals' and teachers' attitude toward dealing with incompetent teachers; ensuring that there is fairness in the workload allocation for incompetent teachers; and increasing teachers' satisfaction with the approaches used for dealing with incompetent teachers. Use of these approaches may also raise the morale of teachers and enhance teaching quality.
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Bicer, Ali, Yujin Lee, and Celal Perihan. "Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation." Journal of Ethnic and Cultural Studies 7, no. 2 (July 11, 2020): 147. http://dx.doi.org/10.29333/ejecs/384.
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The purpose of this study was to better understand school factors influencing ethnic minority students’ science, technology, engineering, and mathematics (STEM) preparation in Inclusive STEM High Schools (ISHSs). The researchers conducted a phenomenological study that used semi-structured interviews with participants (N=13) who graduated from ISHSs in Texas. Participants’ STEM high school experiences were classified into nine categories: a) innovative STEM and non-STEM instruction, b) rigorous STEM curriculum, c) integration of technology and engineering in classrooms, d) quality of teachers, e) real-world STEM partnership, f) informal STEM opportunities, g) academic and social support for struggling students, h) emphasis on STEM courses, majors, and careers, and i) preparation for a college workload. These characteristics can be helpful for schools to establish a STEM-focused school environment and have the potential to cultivate positive experiences for ethnic minority students to increase their interest and capabilities in STEM fields.
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Ancho, Inero. "EXPLORING TEACHERS’ RESEARCH COMPETENCY: INPUTS TO POLICY ENHANCEMENT." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 203. http://dx.doi.org/10.24252/eternal.v52.2019.a2.
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Using a convenience sample of 120 elementary, high school and senior high school classroom teachers in a City Schools Division, province of Bulacan, Philippines, the respondents were asked to complete a survey on general research skills and quantitative and qualitative research skills. The study explored the current status of teachers’ research competence. The results and findings of this study will serve as bases for policy enhancement. The policies anchored on concrete and evidence-based viewpoints contribute to successfully developing a culture of research among basic education teachers. As findings of the study reveal the current status of teacher-respondents regarding their research skills, overall numerical rating pegged to be “fair” when interpreted; it reflects a much serious state about their plight. The prerequisite to the successful implementation of research programs for teachers is on the basic assumption that teachers possess the necessary skills to do the task. Also, this is then being enhanced by revisiting teachers’ workload. Moreover, the presence of funding programs for teachers’ research projects exhibits a positive development in strengthening support for teachers’ professional development.
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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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Starostina, Oksana. "USING THE EXPERIENCE OF TRAINING THE BRITISH TEACHERS OF HIGH SCHOOL IN UKRAINE." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 141–46. http://dx.doi.org/10.36550/2415-7988-2020-1-190-141-146.
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The article considers the recommendations for the domestic system of advanced training of scientific and pedagogical staff of higher educational institutions on the basis of the British experience. It is noted that it is appropriate for the domestic system of professional development of scientific and pedagogical staff to use the ideas of corporate education and network approach, which will allow teachers to better adapt to new requirements due to socio-economic changes, timely update and improve their professional knowledge. There is also a need for systematic monitoring of the problems and needs of teachers in order to respond quickly and develop current and modern programs and training courses. It is stated that to improve the efficiency of coordination of work on professional development of scientific and pedagogical staff it is necessary to organize such activities in different departments of the university, which will build an effective individual route of professional growth of teacher from assistant to professor at different levels and in different areas. It is concluded that in order to ensure that the content of the programs meets the needs of students of advanced training courses, it is necessary to significantly improve the feedback between teachers who improve their skills and course developers, including through the Internet and other modern technologies. It is also noted that in order to organize the process of professional development, relevant to each teacher, it is necessary to develop special programs that would take into account the interests and needs of each such teacher. In turn, to optimize the methods and forms of professional development of university teachers it is necessary to use an orderly system of interaction between the moderator and students of the course, the use of e-interactive learning in combination with traditional methods in accordance with the program of advanced training. The active involvement of teachers of domestic universities in the process of professional development will also be facilitated by constructive changes in determining their workload and in the material stimulation of professional activity.
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Purnamasari, Dian, Robby Anzil Firdaus, and Stefy Falentino Akuba. "ANALYZING THE EFFECT OF MOTIVATION, LEADERSHIP STYLE, AND PERCEIVED WORKLOAD, WITH THE MODERATING EFFECT OF LEADERSHIP TO THE TEACHER’S COMMITMENT." Dinasti International Journal of Management Science 1, no. 3 (January 25, 2020): 347–61. http://dx.doi.org/10.31933/dijms.v1i3.118.
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This article will analyze the effect of motivation, Leadership and perceived workload with the moderation effect of leadership to the teacher’s commitment. We use Structural Equation Modeling with descriptive quantitative analyzing. Samples were taken from a private Islamic school in Tangerang Selatan Indonesia, using census method to all the 61 teachers. The instrument is questionnaire using likert scales. Based on the results, motivation, Leadership and perceived workload with the moderation effect of leadership all together effecting 47.9% of teacher’s commitment. The result suggested that it is important to improve the leaders (principles or headmasters) leadership capability in order to get high commitment teacher. Leadership holds an important key for commitment.
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Msonde, Sydney Enock, and Charles Enock Msonde. "Implementing Learning Study in Developing Countries: Inhibiting Factors." International Journal of Learning and Development 7, no. 1 (April 3, 2017): 8. http://dx.doi.org/10.5296/ijld.v7i1.10424.
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This study explored the inhibiting factors to the implementation of learning studies in Tanzania secondary schools. Three mathematics teachers formed a learning study to share their experiences on how to implement Learner-Centered Approach (LCA) in their school settings. Teachers were interview at the end of each intervention cycle on the prospects and challenges encountered in the course of implementing learning studies. Classroom observation notes were taken to supplement interview data. All of the qualitative data were analyzed using phenomenographic variation framework. The results show that isolative teachers’ working culture, high workload, low remuneration, time consuming nature of learning studies, and school curriculum old recipes were factors that inhibit the implementation of learning studies. We conclude careful attention should be taken to urgently readdress inhibiting factors for successful and sustainable implementation of learning studies in developing countries.
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Carbach, Eva, and Daniel Fischer. "Sustainability Reporting at Schools: Challenges and Benefits." Journal of Teacher Education for Sustainability 19, no. 1 (June 27, 2017): 69–81. http://dx.doi.org/10.1515/jtes-2017-0005.
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AbstractDespite advances made there is still an implementation gap with regard to Education for Sustainable Development (ESD) in formal educational systems at the school level. The present paper focuses on sustainability reporting as a recently emerging practice in the school sector. It presents the approach and findings of an exploratory interview study at three pioneer schools in Germany that have started to establish sustainability reporting mechanisms. The study has examined how the reporting process is evaluated by project managers with regard to its benefits and challenges. Findings support the potential of sustainability reporting at schools to contribute to an increase in students’ participation in sustainability-related activities at school, create accountability concerning the school’s efforts, help structure the existing sustainability projects and demonstrate new possible courses of action. The high expenditure of time, the teachers’ high workload and lack of support given to the teachers have been identified as major challenges of the reporting process. Further directions for future research into reporting practices at schools are given.
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Dugble, Foster Kwashie, and Damianus Kofi Owusu Owusu. "Utilization of Teaching Manpower in the Junior High Schools of Ajumako-Enyan-Essiam District, Ghana." International Journal of Business and Management Research 8, no. 1 (March 30, 2020): 5–19. http://dx.doi.org/10.37391/ijbmr.080102.
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In The study investigated the extent of teacher utilization problems in the junior high schools (JHSs) in the Ajumako-Enyan-Essiam District. It specifically sought to find out whether there were differences in teacher utilization with respect to gender, ownership of school, number of subjects taught, teaching experience, qualification, professional status and rank in the Ghana Education Service. A sample of 192 teachers made up of 160 teachers and 32 head teachers provided data for the descriptive study. Two set of questionnaires were designed for heads and teachers with reliability coefficients of 0.78 and 0.81 respectively. The SPSS was used to analyze data collected by using statistical tools such as frequencies, percentages, means, standard deviations, Chi-square test, t-test and Pearson’s correlation. All the analyses were at a significance cutoff of 0.05. The study revealed that although majority (88.8%) of the teachers were under-utilized in terms of teaching load, they were over-worked in the areas of teaching-related and co-curricula activities. There was a statistically significant association between subject(s) taught and teaching load of the teachers, and both male and female teachers had comparatively equal teaching load. Also, the junior-rank teachers had greater and heavier teaching workload than their senior-rank counterparts. It is recommended that additional Mathematics, Integrated Science, ICT and English teachers should be posted to the District’s junior high schools to augment the existing teacher population.
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Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (February 20, 2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.
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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key stakeholders participated in individual, semi-structured interviews. Findings showed the service increased the schools’ capacity to manage students who were at risk of underachievement and poorer educational outcomes and reduced the workload of principals and teachers. While high Student Engagement Instrument subscale scores were obtained for extrinsic motivation and relationships with teachers, family support for learning received the lowest scores. Recommendations for the wider promotion of school–family partnerships focussing on locating flexible, family referral services within schools are discussed.
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Berlanda, Fraizzoli, Cordova, and Pedrazza. "Psychosocial Risks and Violence Against Teachers. Is It Possible to Promote Well-Being at Work?" International Journal of Environmental Research and Public Health 16, no. 22 (November 12, 2019): 4439. http://dx.doi.org/10.3390/ijerph16224439.
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Teaching has been reported to be one of the most stressful occupations, with heavy psychological demands, including the need to develop positive relationships with students and their parents; relationships that, in turn, play a significant role in teachers’ well-being. It follows that the impact of any violence perpetrated by a student or parent against a teacher is particularly significant and represents a major occupational health concern. The present study examines for the first time the influence of the Job Demands-Control-Support Model on violence directed against teachers. Six hundred and eighty-six teachers working in elementary and high schools in north-east Italy completed an online, self-report questionnaire. Our findings reveal the role played by working conditions in determining teachers’ experience of violence: greater job demands are associated with most offense types, whereas the availability of diffused social support at school is associated with lower rates of harassment. Workload should be equally distributed and kept under control, and violence should gain its place in the shared daily monitoring of practices and experiences at school in order to provide a socially supportive work environment for all teachers.
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Morrison, S. W., F. A. Scheer, and I. C. Mason. "0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study." Sleep 43, Supplement_1 (April 2020): A94. http://dx.doi.org/10.1093/sleep/zsaa056.243.
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Abstract Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p<0.001; r=0.72, p<0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.
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Tarrayo, Veronico N., Philippe Jose S. Hernandez, and Judith Ma Angelica S. Claustro. "Teachers And Research Practices: Perspectives From English Language Educators In A Philippine University." Australian Journal of Teacher Education 45, no. 12 (December 2019): 73–90. http://dx.doi.org/10.14221/ajte.202v45n12.5.
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Given the paucity of studies regarding research practices of teachers, particularly English language teaching (ELT) practitioners in the ASEAN region and in the Philippines, this study explores the research practices of English language teachers in the Philippines. Using purposive-convenience sampling, a total of 49 teachers of English from a Philippine university were asked to answer a survey. To validate the data, pertinent public university documents were examined, and interviews with the university research heads were conducted. Findings suggest that the teachers were cognizant of the link between teaching and their own and their schools’ research practices. This research also reports the teachers’ positive perception towards research, and high receptivity to and interest in it. However, such research engagement was somehow constrained by factors such as crowded teaching timetables or heavy workload, lack of funding or financial support, difficulty in understanding (e.g., the language) published research, and the challenge of contextualising research findings for classroom use. This paper concludes with a note on how a conducive research climate in a school is a requisite in cultivating teachers’ interest in research.
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Archambault, Leanna. "Teaching Virtually." International Journal of Online Pedagogy and Course Design 4, no. 1 (January 2014): 1–15. http://dx.doi.org/10.4018/ijopcd.2014010101.
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Enrollment in K-12 online learning continues to grow at an exponential rate throughout the United States. With this increase, one of the key factors for ensuring quality educational experiences for students is the knowledge, skills, and dispositions of their teachers. To address issues of online pedagogy, this study reports practices from a group of K-12 online teachers from a cyber charter school located in the desert southwest of the United States. Results show that online teachers use web-based programs, internal communication systems, and/or a combination of these types of tools to provide clear instruction, while also encouraging student participation, engaging students, and clearly communicating learning goals. Challenges found with online teaching include dealing with a heavy workload, garnering parental support, coping with high student-teacher ratios, and learning “the job.” This article calls for additional support for virtual teachers, including coursework and field experiences within teacher education programs that address the needs of K-12 online educators.
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Eliud Kirigia; Pauline Ndoro; Vicky Khasandi, Francis Ndegwa;. "Sexuality Communication between Teachers and Adolescents in Nakuru County, Kenya." Editon Consortium Journal of Media and Communication Studies 2, no. 1 (December 31, 2020): 151–60. http://dx.doi.org/10.51317/ecjmcs.v2i1.195.
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This study investigated sexuality communication between teachers and adolescents in Nakuru County, Kenya. Thirty teachers were sampled from ten secondary schools in Nakuru East and Njoro sub-counties representing urban and rural teacher populations. These schools included six same-sex secondary (three only boys and three only girls) schools and four mixed-sex secondary schools. The schools' categories included two national schools, three extra-county schools, three county schools, and two sub-county schools. Three teachers were sampled from each school, including the guidance and counselling teacher who was purposively sampled. Two other teachers were randomly sampled, leading to thirty teachers. Data were collected using a self-administered questionnaire. The schools were categorized from letter A to J, and the teachers were coded as Teacher 1, Teacher 2, and Teacher 3. The results showed that teachers did offer some sexuality information, especially on HIV /AIDS and STIs, values and interpersonal skills, contraceptives, and unintended pregnancies, but were uncomfortable handling sexual variations and self-gratification topics. Time constraints due to high workload in teaching subjects, inadequate training, and societal taboos restricted sexuality communication. The findings show that efforts should be fostered to increase teacher training, especially in-service training in sexuality communication, to enhance teachers' capacity in delivering sexual health information to adolescents in secondary schools.
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Wong, Ruth. "Job-related Stress and Well-being Among Teachers: A Cross Sectional Study." Asian Social Science 16, no. 5 (April 30, 2020): 19. http://dx.doi.org/10.5539/ass.v16n5p19.
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Teachers are believed to be a profession which brings relatively high job satisfaction as well as high level of stress in their job settings because of various reasons such as heavy workload, long teaching hours, large class size, students’ disciplinary problems, cramped classrooms, excessive administrative work and so on. To examine what the main stressors are and whether gender and teaching experiences will make a difference on how teachers perceive job-related stress, this study has designed a questionnaire called Stress and Job Satisfaction Scale for Teacher (SJSST) to explore the issues. Results showed that school teachers faced moderate level of job-related stress. The main stressors were ‘demands from job’, ‘work-life balance’ and ‘control over work’. It was also found that male teachers had higher level of stress in general. ‘Psychosocial work environment’, ‘health & well-being’, and ‘relations at work’ were found to have significant difference between male and female teachers. According to the results of ANOVA, years of teaching experience were significant for all stressors. Teachers with more than 30 years of teaching experience received highest level of stress from ‘demands from job’ and ‘work-life balance’ among other groups of teachers. Teachers with 11-20 years of experience had highest level of stress from ‘control over work’ and ‘psychosocial work environment’. While teachers with 6-10 years of experience, they suffered highest level of stress from ‘health and well-being’, ‘future and change’, ‘relations at work’, and ‘physical environment’.
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Iringan, Emolyn M., and Inicia C. Bansig. "Implementation of Outcomes—Based Education in the Graduate School Level at St. Paul University Philippines." World Journal of Educational Research 6, no. 2 (April 2, 2019): 188. http://dx.doi.org/10.22158/wjer.v6n2p188.
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<em>The study assessed the implementation of Outcomes-Based Education (OBE) in the Graduate School level at St. Paul University Philippines for the past four years. The study employed the mixed approach, covered faculty and students as its participants, and utilized a validated survey tool for data gathering. Quantitative data were analyzed using mean, frequency and percentage count, rank, standard deviation, and independent t-test while the qualitative responses were analyzed through thematic analysis. Results show that students, both for master and doctoral programs, consistently rated the implementation of the OBE approach along instructional design, learning activities, and assessment strategies as “very high”. Administrative support, teachers’ commitment and students’ acceptance of the OBE approach are the top three key factors that facilitated OBE implementation. The administrators’ periodic feed-backing mechanism and close monitoring scheme from the top level to the program level as well as the teachers’ adequate knowledge and commitment to OBE hastened the implementation of the approach. Students considered the instructional activities as very relevant and meaningful as these provided learning contexts where their specific skills and competencies are concretized. Students’ heavy workload in their work stations and their limited exposure to various technologies are some of the barriers to the implementation of OBE. </em>
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Franky, Franky, and Thomas Budiman. "The Analysis of Integrity and Satisfaction Effect on Teacher Loyalty in Kupang." Society 9, no. 1 (June 15, 2021): 107–14. http://dx.doi.org/10.33019/society.v9i1.296.
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Kupang is a city where teacher competence is still low. The government has disbursed quite a lot of funds for teacher development in Kupang. It is unfortunate if the teachers who have been fostered do not have high loyalty to move to other schools or leave the area. It is suspected that loyalty is influenced by teacher satisfaction and integrity. Satisfaction can include satisfaction with salary, workload, leadership, co-workers, awards, regulations, and facilities. If the components influence of satisfaction and integrity on teacher loyalty in Kupang can be found, then policies to increase loyalty can be pursued. This research aims to analyze the distribution of teachers in Kupang based on their loyalty, analyze the distribution of teachers in Kupang based on their general satisfaction, the distribution of teachers in Kupang based on their integrity, and the effect of integrity and satisfaction on teacher loyalty in Kupang. This research was conducted based on 141 teachers in Kupang who were selected by purposive sampling. The method used for data analysis is Partial Least Square (PLS) and Distribution Table. The data analysis found that 39% of respondents had low loyalty, and 61% had high loyalty; 48.2% of respondents had low general satisfaction and 51.8% had high satisfaction, 44% had low integrity, and 56% had high integrity. Variables that influence loyalty are integrity, satisfaction with salary, school rules, and co-workers. The higher the integrity and satisfaction component of salaries, regulations, and co-workers, the higher the loyalty of teachers in Kupang.
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Nashir, Muhammad, and Roudlotun Nurul Laili. "English Teachers’ Perception toward the Switch from Offline to Online Teaching during lockdown in the Midst of Covid-19 Outbreak." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 2 (March 18, 2021): 250–60. http://dx.doi.org/10.31004/edukatif.v3i2.287.
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Education is one of the sectors that is badly influenced by covid-19 pandemic where the learning process is carried out from home. This sudden pandemic requires teachers to switch from face-to-face learning into learning domain with technological network. The objective of this study was to describe English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of covid19 outbreak. The subject of study was 50 English teachers of Senior High School in Banyuwangi. The research method was case study with qualitative research approach. The data needed collected by distributing Google form questionnaire and interview. The result of study indicated that English teachers’ perception about online teaching have not been performed properly, they stated that only for about 35% students who were active and really serious in carrying out online learning and collecting the assignments given on time because of lacking flexibility and access from teachers in controlling students’ learning activities. 68% teachers felt that their workload was heavier if compared to face-to-face learning because they need additional time to operate appropriate online learning media and package interesting learning in order to be able to increase students’ motivation and desire in English lesson.
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Et. al., M. Varaprasad Rao,. "Automated Evaluation ofTelugu Text Essays Using Latent Semantic Analysis." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1888–90. http://dx.doi.org/10.17762/turcomat.v12i5.2267.
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The most productive strategy to improve students' ability to write is to have direct and as much as possible teacher input. However, the workload of the teacher is greatly increased. Automated systems are increasingly required to help students write essays. In the field of educational assessment technology, automated test evaluation is becoming more and more common. We present a framework that is modelled on the programme, following which the school-teachers in the BPDAV School and Govt. High School Hyderabad, Telangana, India present the automatic evaluator of student essays in the Telugu language. Language skills; the structure of the essay and the contents that fit the subject are the principal requirements for evaluating the essays. In this context, we have established a scheme focused on latent semantical analysis and the theory of rhetorical structure. The method has been evaluated in more than 600 different essays, written in different manuscripts by schoolchildren. Overall 0.82 with the teacher's assessment was achieved in our method.
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KAZARYAN, Nare. "ABOUT THE AESTHETICS OF TEACHING THE MATHEMATICAL PROBLEM ON HUMANITARIAN FLOWS OF SENIOR SCHOOL." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 249–53. http://dx.doi.org/10.31651/2524-2660-2020-2-249-253.
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Atpresent, both in many countries and in Armenia, high school education is carried out according to differentiated streaming programs. An important part of our study is the problem of increasing the effectiveness of teaching mathematics in the humanitarian stream. Pupils in this stream show a disinterest in teaching math. This is evidenced by the results of a survey among students of the humanitarian flow of high school and math teachers teaching in this flow. The reasons are varied: the unsatisfactory levelof mathematical training of students in the humanitarian flow, the workload and complexity of the program material, the allotted time, the application background that is weakly expressed in the textbooks, the chosen teaching method, low motivation, and soon.Thus, the picture is as follows: the process of learning mathematics in the humanitarian flow is inefficient. In our opinion, in the matter of increasing the interest of students in the humanitarian stream, as well as increasing the effectiveness of teaching mathematics, we will have positive dynamics if we make the aesthetic potential of mathematics and mathematical education more obvious, and develop practical ways to increase the aesthetics of teaching mathematics. In the context of this article, we will consider the mathematical problem and the features of its training in the humanitarian flows of high school
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Darmadi, Hamid. "Impact of Management Authority Transfer of SMA/SMK from Regency/City Government to Provincial Government in West Kalimantan." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 30, 2019): 244. http://dx.doi.org/10.26737/jetl.v4i1.1095.
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The purpose of this study is to obtain objective information and clarity regarding the impact of management authority transfer of senior high school (SMA)/vocational high school (SMK) from regency/city government to the provincial government in West Kalimantan Province. The benefit of the results theoretical and practical for teachers, school principals, education and culture services and regional governments. The population in this study were SMA/SMK teachers, SMA/SMK principals, regency/city education office and the provincial education office of West Kalimantan. This study uses direct communication techniques, direct observation techniques, and documentation techniques. The results of this study indicate that: (1) Management of SMA/SMK by the regency/city government and school activities run smoothly before the authority transfer of SMA/SMK to the Provincial Government Staffing. There is no separation between elementary school, junior school, high school and vocational school by Regency/City Education Service; (2) Management of SMA/SMK after the transfer of authority by the provincial government is obtained data and information there is a tendency for SMA/SMK to be abandoned by Regency/City Education Services because they are not responsible anymore to take care of SMA/SMK, while the Provincial Education Service which has the mandate to take care of SMA/SMK is difficult to reach schools, especially SMA/SMK far in remote areas, outermost, disadvantaged and remote areas; (3) The workload of the Head of Regency/City SMA/SMK Court MKKS after the transfer of management of SMA/SMK to the province is felt to be increasingly heavy. Because the duties of the School Supervisor that should be handled by the SMA/SMK Supervisor cannot be implemented properly due to the limited budget of the visit, the location of the SMA/SMK is too far away. Finally, the task of the School Supervisor was forced to be taken over by the Chairperson of the Regency/City MKKS. Even to the extent that the selection of selected SMA/SMK principals is conducted by the Chairperson of the MKKS.
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Akram, Muhammad, Aisha Siddiqa, Amana Ghulam Nabi, Waheed Shahzad, and Majid Rashid. "Essay Writing and Its Problems: A Study of ESL Students at Secondary Level." International Journal of English Linguistics 10, no. 6 (September 23, 2020): 237. http://dx.doi.org/10.5539/ijel.v10n6p237.
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Writing is the most important genre of all four modules of language. In Pakistan, English is taught as a second language and developing English writing competence is essential for successful communication at all levels of the education system. However, students face challenges in mastering English essay writing skills. The main objective of this study is to investigate the challenges faced in English essay writing by Secondary school students in District Rahim Yar Khan. However, the specific objectives were to determine strategies employed by teachers for teaching essay writing skills, problems faced and strategies employed by students for learning these skills. Finally, methods were proposed for teachers and students for enhancing English essay writing skills among students. A descriptive survey research methodology was adopted. The target population was teachers and students of public secondary schools of District Rahim Yar Khan except for schools of Tehsil Liaquatpur. The sample consisted of 170 students and 27 teachers from 17 sampled schools. Questionnaire from teachers and students and an essay writing test from students were conducted to collect data. The descriptive statistical technique was used to analyze quantitative data in the form of percentages and frequencies. It was evaluated that most common teaching methods used are demonstrations, lectures and question and answers. However, effective teaching methods like oral presentations, peer teaching, group discussions, and role play are not widely used. Moreover, teachers do face problems like low salaries and high workload which effects teaching. Based on the study, recommendations were made for students, teachers, and government to address the challenges students face in English essay writing at secondary level.
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Krapp do Nascimento, Raquel, Jorge Both, Juliana Regina Silva Guimarães, Larissa Cerignoni Benites, and Alexandra Folle. "Perfis de satisfação no trabalho: um estudo com professores de educação física (Job satisfaction profiles: study of physical education teachers)." Retos 42 (April 9, 2021): 220–27. http://dx.doi.org/10.47197/retos.v42i0.83171.
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O objetivo deste estudo foi identificar os perfis de satisfação no trabalho de docentes de Educação Física (EF) e relacioná-los com a qualidade de vida e variáveis sociodemográficas. Participaram da pesquisa 297 professores de escolas públicas da região da Grande Florianópolis, Santa Catarina, Brasil. Os instrumentos utilizados foram: questionário sociodemográfico; QVT-PEF; e WHOQOL-bref. Empregou-se a análise de Clusters e os testes Kruskal-Wallis e Qui-quadrado. Identificaram-se quatro perfis de professores, sendo os Grupos I e II compostos pelos docentes mais satisfeitos; o Grupo III pelos docentes mais indecisos e o Grupo IV apresentou os docentes mais insatisfeitos no trabalho. Os grupos apresentaram associação com as variáveis: carga horária de trabalho; rede de ensino; tamanho populacional; e Índice de Desenvolvimento Humano (IDH). Concluiu-se que os professores mais satisfeitos atuavam em rede municipal, possuíam carga horária parcial de trabalho e vínculo em escolas de cidades de IDH médio e menor tamanho populacional, enquanto os professores mais insatisfeitos possuíam carga horária integral e atuavam em municípios com IDH alto e maior tamanho populacional.
Abstract. This study aimed was to identify the job satisfaction profiles of Physical Education (PE) teachers and to relate them to the quality of life and sociodemographic variables. 297 public school teachers from the region of Greater Florianópolis, Santa Catarina, Brazil participated in the research. Data collection was performed using three measuring instruments: sociodemographic questionnaire, QVT-PEF and WHOQOL-bref. Clusters analysis and the Kruskal-Wallis and Chi-square tests were used. Four teacher profiles with different assessments of job satisfaction were identified, with Groups I and II presented satisfaction indexes, Group III of indecision and Group IV of work dissatisfaction. The groups an had association with the variables: workload; teaching network; population size; and Human Development Index (HDI) of the municipalities in which the teachersworked. It was concluded that the profile of the group of more satisfied teachers is determined by working in the municipal school system, by the partial workload and by the workdone in schools of medium HDI cities with a smaller population size, while the group of the most dissatisfied teachers consists predominantly of full-time workload teachers and working in municipalities with high HDI and greater population size.
Resumen. El objetivo de este estudio fue identificar los perfiles de satisfacción laboral de los maestros de Educación Física (EF) y relacionarlos con la calidad de vida y las variables sociodemográficas. Participaron en la investigación 297 maestros de escuelas públicas de la región de la Gran Florianópolis, Santa Catarina, Brasil. Los instrumentos utilizados fueron: cuestionario sociodemográfico; QVT-PEF; y WHOQOL-bref. Se utilizaron análisis de Clusters y pruebas de Kruskal-Wallis y Chi-cuadrado. Se identificaron cuatro perfiles de maestros: los Grupos I y II compuestos por los docentes más satisfechos; el grupo III de los profesores más indecisos y el grupo IV tuvo a los profesores más insatisfechos con el trabajo. Los grupos se asociaron con las variables: carga de trabajo; red educativa; tamaño poblacional; e Índice de Desarrollo Humano (IDH). Se concluyó que los maestros más satisfechos trabajaban en la red municipal, tenían una carga de trabajo parcial y vínculo de empleo en escuelas de ciudades con IDH medio y un tamaño de población más pequeño, mientras que los maestros más insatisfechos tenían una carga de trabajo completa y trabajaban en municipios con IDH alto y mayor tamaño poblacional.
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Romero, Yanilis. "Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties." English Language Teaching 13, no. 5 (April 21, 2020): 34. http://dx.doi.org/10.5539/elt.v13n5p34.
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An investigation was conducted to help weak academic English learners in a public high school in Colombia, as they seemed to be facing a learning specific difficulty called dyslexia. A focus group of ten students from ninth and tenth grade was the beneficiaries of the design, implementation, and assessment of five multisensory activities to help students decrease their struggles while learning the foreign language (English). For the present action research, five activities were applied during two academic terms (six months) where students were taught verbs, grammar rules, question words, and minimal pairs to help them do better while reading. Outcomes showed that low academic students tend to have a better performance when teachers target multisensory activities to assist them in their learning process related to grammar within the English sessions. Color-coded activities help low achieving students to exercise and remember more easily as senses are engaged while learning, reading exercises are better approached if their workload is split into smaller quantities compare to regular learners.
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Rafart Serra, Maria Assumpció, Andrea Bikfalvi, Josep Soler Masó, Ferran Prados Carrasco, and Jordi Poch Garcia. "Improving the learning experience of business subjects in engineering studies using automatic spreadsheet correctors." Journal of Technology and Science Education 7, no. 2 (June 7, 2017): 203. http://dx.doi.org/10.3926/jotse.252.
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The combination of two macro trends, ICT proliferation and novel approaches in education, has resulted in a series of opportunities with no precedent in terms of content, channels and methods in education. The present contribution aims to describe the architecture, functionality and impact of an automatic spreadsheet corrector responding to a problem-solving approach in an e-learning environment. A total of 179 students coursing technical studies attended a basic course on business administration in the framework of which the experiment was conducted. Subjective perception of students demonstrates a very good opinion about the learning experience using the proposed ICT tool. Objective results show that it is a valuable learning tool, while students who obtain a high final qualification are the ones that have been positively evaluated in the sessions using the automatic spreadsheet corrector. Beyond these highlighted benefits for students, teachers gain time, effort and workload reduction. The validity of the proposal is tested in the Polytechnic School of the University of Girona in Catalonia (Spain).
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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.
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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).
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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Rapport in distance education." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 167. http://dx.doi.org/10.19173/irrodl.v13i1.1057.
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<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>
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Kugiejko, Magdalena. "A PROFESIONAL SKILL SET OF A TEACHER AND UNIVERSITY LECTURER IN RELATION TO THE CAUSES AND PREVENTION OF JOB BURNOUT." Problems of Education in the 21st Century 67, no. 1 (October 25, 2015): 40–51. http://dx.doi.org/10.33225/pec/15.67.40.
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The term "burnout" exists in vernacular for centuries. By saying that something is burned we usually have in front of our eyes the image after a fire, that ash and rubble. However, nowadays burnout is a pictorial representation of what may remain after a large and fervent commitment to ones careers. Job is an important factor in life, it influences the existence beyond work. Thus, it is important to create the conditions of appropriate, harmonic, and effective work. In particular, the specific features of the teaching profession are characterized by high workload and increasingly more complex requirements – the rush to keep up with the innovation, competitive pressure of the environment and continuous stress. This research aims to present an analysis of job burnout among teachers highlighting the risks and protective factors expressed by the potential "victims", as well as the measures that can be taken to counteract. It also elaborates on personal and social factors which have an impact on occupational burnout issue among teachers in Poland. This study was undertaken because the problem has not been sufficiently studied before in Poland, and too little attention was paid to the issues which the target group is facing. This background led to two theoretical assumptions, meaning that – regardless of the school type – all teachers are exposed to occupational burnout in the same way. The second theory claims that most of them do not realize the threat or are afraid to admit they have the symptoms resulting from job burnout. In order to confirm both theories, the author used qualitative and quantitative methods (interview and survey form) and the results were used to form a set of recommendations how to protect oneself from occupational burnout. The survey was conducted among 141 Polish teachers from primary, secondary and high schools, from two age groups – below 30 years old and over 46 years old. Special focus was placed on the age and inclination to exhaustion at work, lack of motivation and feeling of frustration, considering such factors like e.g. atmosphere at school and cooperation with students, other teachers and principals.The analysis showed that in most cases teachers within the scope of the research declared not to feel burnout. However, slightly less than a half of them admitted to operate under daily stress and in fact undergoing the process of the job burnout without even realizing it. The findings of the research are important for the potential identification of an adequate and rapid prevention, which result is closely linked to better wellbeing and health of teachers who could be more successful and passionate about their work. Key words: burnout, frustration, emotional exhaustion, job environment, lack of motivation.
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Ngotho, Irene Ruguru, Daniel Mange, and Felix Kiruthu. "Effects of Labour Disputes on Quality of Education in Public Secondary Schools in Mvita Constituency, Mombasa County." International Journal of Current Aspects 3, no. II (May 31, 2019): 243–59. http://dx.doi.org/10.35942/ijcab.v3iii.21.
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Education has always been an important asset and is regarded as a key human development index; as a result various states and governments globally spend a large share of their budget on education sector as part of their strategy to achieve the Millennium Development Goals of education for all. Access to schools has improved rapidly throughout the developing world since 1990, but learning outcomes have lagged behind. Despite the fact that it is desirable to avoid a trade-off between quantity and quality, poorly managed education systems and constant labour disputes have undermined improvement in learning outcomes. The study sought to establish the effects of labour disputes on quality of education in public secondary schools. The objectives of the study are to; examine the causes of labour disputes between Teachers Service Commission and Teachers Union, to investigate the nature of conflicts between TSC and KNUT/KUPPET, to analyse the effect of labour disputes on academic Performance in public secondary schools within Mvita Constituency. The study employed the Bargaining Theory and Conflict Theory. Descriptive research design was used; study population is made up of 10,320 and a sample of 942 Students, Parents, Teachers, TSC and KNUT/KUPPET officials obtained by use of stratified sampling to cater for each classification of respondents. Data were collected through questionnaires, and interview schedules. Descriptive statistics were analysed by use of frequencies, percentages, means and standard deviations with the help of SPSS programme. On the other hand, inferential statistics are in form of both Pearson’s correlation coefficient and multiple regression with the help of Correlation models. The study found that: there are conflicting interests between Teachers Service Commission and Teachers Unions. Major causes of these conflicts are salaries, poor working environment, low motivation for teachers, mishandling of teachers grievances and promotions; disputes affect school performances because at such times teachers stay away from schools and students stay at home. This leads to poor coverage of the syllabus, when schools open the workload is so high that teachers cannot cover everything forcing students to sit for examination without learning some subjects; disputes in schools take various forms such as strikes, confrontations on teacher’s rights, picketing and go-slows. When a solution is not found through collective agreement, teacher’s desert schools which end up closed until the disputes are resolved. Lastly conflicts, disruption of school hours and strikes moderately affect the quality of education. The relationship observed is positively strong although statistically insignificant.
This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.
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Ekawanti, Sysditya, and Olievia Prabandini Mulyana. "Regulasi Diri dengan Burnout pada Guru." Jurnal Psikologi Teori dan Terapan 6, no. 2 (February 19, 2016): 113. http://dx.doi.org/10.26740/jptt.v6n2.p113-118.
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Teachers begin to experience symptoms of fatigue due to heavy workload characterized by working ineffectively in the classroom so that the interest of the students declined. This study aims to test whether there is relationship between self-regulation and burnout in teachers. The population was junior high school’s teacher. This study use population research, where all the population used as a sample. Researchers use all certified teachers in the school, participants are 35 teachers. The approach used is quantitative method. Data collected using self-regulation and burnout scales, and analyzed using pearson product moment correlation test. The results obtained from this study indicate that there is a significant relationship between self-regulation with burnout in teachers. Significant relationships are seen from the p-value of 0.017 and r value of -0.401. The r value indicates that the relationship between the two variables have a negative direction, meaning that the higher of self-regulation, the lower of burnout. Individual’s good self-regulation be able to cope stress and emotions, because of burnout arising drag on stress experienced by the individual.Abstrak: Guru mulai mengalami gejala kelelahan akibat beban kerja yang berat yang ditandai dengan kurang bekerja efektif didalam kelas sehingga minat kepada peserta didik menurun. Penelitian ini bertujuan untuk menguji apakah ada hubungan antara regulasi diri dengan burnout pada guru. Populasi penelitian ini adalah guru SMP. Penelitian ini menggunakan penelitian populasi, dimana semua populasi digunakan sebagai sampel penelitian. Peneliti menggunakan semua guru yang sudah sertifikasi di sekolah tersebut yang berjumlah 35 orang guru. Pendekatan yang digunakan ialah kuantitatif. Data dikumpulkan menggunakan skala regulasi diri dan burnout, dan dianalisis menggunakan uji korelasional pearson product moment. Hasil yang diperoleh dari penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara regulasi diri dengan burnout pada guru. Hubungan yang signifikan tersebut dilihat dari nilai p sebesar 0,017 dan nilai r sebesar -0,401. Nilai r tersebut menunjukkan bahwa hubungan kedua variabel memiliki arah negatif, artinya semakin tinggi regulasi diri maka semakin rendah burnout. Regulasi diri yang baik yang dimiliki individu akan mampu mengatasi stres dan emosi dalam dirinya, karena burnout timbul akibat stres yang berkepanjangan yang dialami individu.
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Giacomuzzi, S., K. Garber, S. Velasquez-Montiel, and O. Ausserer. "SYSTEMIC APPROACHES REGARDING THE DEVELOPMENT OF PERSONIFIED «NEW LEARNING»." Psychology and Personality, no. 1 (May 20, 2019): 182–91. http://dx.doi.org/10.33989/2226-4078.2019.1.164010.
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The new learning requires first an accompanied implementation. Already after one year, it becomes apparent that the corresponding grade levels and performance curves of the students can be improved. Moreover, the participants agree that intraindividual learning definitely improves. In addition, the implementation of the project can greatly increase the well- being of the pupils at school, which naturally has an effect on their performance. We live in an ever faster changing world, in which the school concepts of previous years should be revised and optimized. New approaches, like gender sensitive designs are necessary to continue the new learning project’s success. «New learning» is basically an individualized learning style. «New learning» starts by the individual itself. The individual is the basis for conditions, learning contents, rhythm, duration and intensity of the teaching. The appropriate slogan is: know the individual’s baseline conditions, so you start building from his/her foundations. The systemic side of this measure is the integration of the elements in a dynamic whole that feels right to teachers, parents as well as the main targets: The students.A substantial modification of the usual class structure is a central feature of the program. Modules of individual knowledge are essential for the teaching strategy. In the context of the modular structure there are rather learning fields and subjects. Different fields of learning (basic curriculum and electives) form another basis of the program, flanked by common living rooms and leisure programs as well as practical courses. Learning fields are understood as a basis of general culture and subjects as their specializations. The individual programming (IPP) is organized in basis blocks which are constantly adapted. All experiences and goals are described in individual portfolios. Tutorial settings are provided for continuously evaluation and support.A total of two classes were enrolled in the program (27 high school pupils). The program took place in northern Italy (South Tyrol). Pupil age ranged from 15a +/- 1 SD. After the first academic year pupil satisfaction scores amounted to 75% regarding obtained achievements. 90% of all parents showed a high satisfaction score and wanted to have the program continued. Teacher consent for the program reached up to 76%. However, teachers a 33% increase in their workload. Over 70% of the pupils wished a continuation of the project. Student achievement increased up to 6%. Study difficulties reduced to approximately 40%.